THE CHANGENG CHARACTER OF TEN UNITED PRESBYTEREAN CHUfiCH - RELATED COLLEGES, 1914-1964 Thesis for Hm Degree of DH D. MICHIGAN STATE UNWERSITY Douglas G. Trout 1965 THESIS L [B R .4 R Y Michigan State University '» .h...v-...- This is to certify that the ' . . thesis entitled The Changing Character of Ten United Presbyterian Church-Related Colleges, 1914-64 presented by Douglas G. Trout has been accepted towards fulfillment of the requirements for Bh.D. degree mm Dr. Edward B. BlgzkmatL Major professor Date" Aug. 18,71965 0-169 ABSTRACT THE CHANGING CHARACTER OF TEN UNITED PRESBYTERIAN CHURCH-RELATED COLLEGES, 1914-1964 Douglas G. Trout Problem The problem of this investigation was to study the history of the changing character of ten United Presbyterian Church-related colleges over the span of the half century, 1913-14 - 1963-64, obtaining data related to six selected variables for each of six academic years specifically isolated to represent the historical period covered. Specific purposes of the study were to: 1. Trace the historical background of church-related higher education in the United States prior to 1913-14 in order to place the historical period under examination in appro- priate context. Review the professional and ecclesiastical literature relative to church-related colleges as a means of relating the present study to any done previously. Study in detail the nature and extent of change trans- piring in ten selected United Presbyterian Church-related colleges from 1913-14 to 1963-64 with respect to six variables, namely: statement of purpose, composition of student body, curriculum, financial support, board of trustees and president, and extracurricular life. 4. Appraise the findings of the study in terms of possible implications for the future of these (and perhaps other) Presbyterian Church-related colleges. Procedures Data were collected primarily through a comprehensive questionnaire, one section of which dealt with each variable. Questionnaires were mailed Douglas G. Trout to each of the ten colleges, which had been selected as a representative sampling of the forty-four United Presbyterian Church colleges in the united States, on the basis of geography, size, and age. The author visited each campus for a period of at least two days, in order to complete the questionnaire and to interview administrative staff, faculty, and students of each college. In addition, the author spent a week in Philadelphia gathering supplementary data from the archives of the Presbyterian Historical Society and the Division of Higher Education of the Board of Christian Education of the United Presbyterian Church in the United States of America. Conclusions Within the limitations of the study and on the basis of the review of literature and data collected, the following conclusions are warranted: l. The combination method of questionnaire survey, personal visit and multi-strata interviewing served well to accomplish the objectives of this study. The questionnaire is essential in acquiring historical and numerical data. The personal visit and interview exposure provides a complete perspective of the current program including its philosophy, priorities, and practice. 2. Considerable sections of data were not available to the investi- gator because the records of the colleges studied»were inadequate, particu- larly with reference to financial matters, and information about students and trustees. 3. Very little has been written related to the subject under exami- nation in this study. Only three comprehensive studies of church-related colleges in the Twentieth Century are known to this author. No systemmatic study of the nature of the changing character of Presbyterian colleges has been conducted in the Twentieth Century. Douglas G. Trout 4. The nature of the findings of this study support the hypothesis that there is no such thing as the church-related college. 5. The variety and diversity which is one of the components of the genius of American higher education is purveyed within the category of Presbyterian higher education. Indeed it can be concluded that the Presbyterian Church-related college does not exist. Each college investi- gated is a separate and distinct operation, frequently bearing little resemblance to another. 6. The diversity between the ten Presbyterian colleges investigated is even greater than the findings indicate. That greater distinction lies in the attitude, approach, and philosophy each institution appears to convey. 7. The changing character of the ten United Presbyterian Church- related colleges examined in this study is a reflection of the changing pattern of the larger American society. 8. The response of each college to the cultural changes around it occurs after a time lag of varying lengths and takes form in a variety of ways. 9. The processes of technological revolution, urbanization, and secularization within Twentieth Century American society have effected the posture, the policy, and the program of these ten Presbyterian colleges over the half-century from 1913-14 to 1963-64. 10. Statements of purpose of the ten colleges over the intervening years generally have reflected the transformation from traditional to con- temporary emphases, from allegiance to society's autonomous value system to reference to individualistic values which have become normative, from an integrated culture to a segmentalized culture, from a guilt-oriented society to an anxiety-oriented society. This changing character has Douglas G. Trout resulted in ten Presbyterian colleges stressing excellence in 1963-64 rather than piety as they did in 1913-14. 11. Student enrollment at the ten institutions over the fifty year period has increased five hundred per cent, generally, bringing a more diversified student body in 1963-64 than in 1913-14. Students come from farther away; frequently more of them are Presbyterian; more are Roman Catholic; and more have no religious preference at all. Standards for admission are more academically than religiously oriented. 12. The curriculum in 1963-64 is more diversified and shows greater emphasis of the Humanities and at the same time leans more to a pre- professional and pre-vocational orientation. The faculty who teaches it is made up of more Ph.D.'s and fewer ordained clergymen than in 1913-14. 13. The financial support of the colleges from the United Presbyterian Church continues to be a token percentage of each institution's total current income, even though it is a larger percentage generally in 1963-64 than it was in 1942-43. Basic income for the colleges is being derived more from tuition, less from endowment, and more from federal funds. 14. More trustees of these ten colleges in 1963-64 are business executives than are clergymen, which is the reverse of the situation in 1913-14. More trustees come to meetings from greater distances. And presidents of these institutions are drawn from the academic ranks more than from the pastorate of churches. 15. The attitude of the colleges toward students' extracurricular life has become less restrictive generally, less religiously oriented, more career-minded and service oriented. THE CHANGING CHARACTER OF TEN UNITED PRESBYTERIAN CHURCH-RELATED COLLEGES, 1914-1964 by Douglas G: Trout A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1965 fiZECopyright by DOUGLAS GRAHAM TROUT 1966 ACKNOWLEDGMENTS The author gratefully acknowledges the patience and continuing interest and encouragement of the chairman of his committee, Dr. Edward B. Blackman. The stimulating dialogue shared with him was a major factor in the successful completion of this study. Grateful appreciation is also extended the other members of his committee, whose assistance was generously offered and always available. They are Dr. Maurice 5E Seay, Dr. Walter F. Johnson, and Dr. Jay W. Artis. Valuable assistance was granted the author in the formulation, planning, and execution of this study by Dr. Thomas F. Green, Dr. Robert D. Swanson, and Dr. Kenneth Uhderwood. Particular indebtedness is acknowledged for that guidance. And, of course the study could not have been completed with- out the cooperation of the presidents and administrative staff members of the ten colleges participating in it. The author also acknowledges the important assistance of his secretary and typist, Mrs. Joanne Heckaman, whose understanding made communication of ideaspleasant. The research assistance of Merrilee Anderson was invaluable. Finally, appreciation is acknowledged to Judy, whose profound under- standing of her husband made it possible for him to travel in the winter and for the summer to be devoted to writing; and to Debbie, David, Cindy, and Karen, who gave up their father for the summer. iii TABLE OF CONTENTS CHAPTER PAGE PART I -- INTRODUCTION I. INTRODUCTION .............................................. 1 Statement of Problem .................................... 2 The Significance of the Study ............ . .............. 3 Delimitations ........................................... 5 Definition of Terms ..................................... 7 II. PROCEDURE ................................................. 9 Objectives .............................................. 9 Method of Procedure ..................................... 9 Reporting the Study ........... . ......................... 12 PART II -- BACKGROUND III. HISTORICAL SETTING ..................... . .................. 14 IV. REVIEW OF THE LITERATURE.......... .................. . ..... 21 General History of Higher Education in America .......... 22 History of Church-related Colleges in America ........... 27 History of Presbyterian Church-related Higher Education in America.... ........................... . ............ 30 Summary ................................................. 33 PART III -- FINDINGS V. DESCRIPTION OF THE COLLEGES ............................... 35 Introduction ............................................ 35 College One ............................................. 35 iv CHAPTER VI. College Two ............... . ............................. College Three ...................... ....... .............. College Four ............................................ College Five ............................................ College Six ................................... . ..... .... College Seven ...................... .... .............. ... College Eight ..... . ..................................... College Nine ............................................ College Ten ............................. . ............... Summary..................... ................... . ........ DESCRIPTION OF DATA FROM COLLEGES ......................... Introduction ............................................ Section A -- Statement of Purposes........ ....... . ...... Section B -- Composition of Student Body .............. .. Enrollment ............................................ Geographical Distribution of Students' Hometowns...... Religious Preference of Students... .............. ..... Entrance Requirements......... ........................ Admissions Data on Number of Applications, Acceptances, and Enrollees.. ..... ................................ Section C -- Curriculum... ........................... ... Section D -- Financial Support ..... . .................... Section E -- Board of Trustees and President ............ Section F -- Extracurricular Life ................... .... 37 38 39 39 4O 41 41 42 44 44 44 S4 54 56 62 67 68 69 82 93 101 CHAPTER PAGE PART IV -- CONCLUSION , VII. SUMMARY AND CONCLUSIONS............. ........ .. .......... .. 111 Summary ................. . ............................... 111 The Objectives ......... . .............................. lll Methodologx..... ............. .................... ..... 111 Findings .............................................. 112 Conclusions ............................................. 124 BIBLIOGRAPHY ............. . ................................. . ........ 127 APPENDICES.. ........................................................ 134 vi TABLE II. III. IV. VI. VII. VIII. IX. LIST OF TABLES Characteristic Emphases Reflected in Statements of Purposes of Ten Presbyterian Church-related Colleges in Each of Six Years Spanning a Fifty Year Period, Showing How Many Colleges Emphasized Each Character- istic for Each Academic Year Ending in the Year Cited... Total Enrollment of Students of Ten Presbyterian Church- related Colleges as of the Beginning of the Fall Semester of the Academic Year Cited ..................... Percentages of Students from Hometowns in Same State as That in Which College Is Located for Ten Presbyterian Church-related Colleges for Each Year Cited ............. Percentages of Students in Ten Presbyterian Church- related Colleges from Hometowns in States Other Than in Which College Is Located and Showing How Many Other States so Represented.............. ............... Percentages of Students in Ten Presbyterian Church- related Colleges from Hometowns Outside of and Overseas from the Continental United States and Showing How Many Other Countries Are Represented .................... Percentages of Students at Ten Presbyterian Church- related Colleges Indicating a Presbyterian Church Preference during Each Academic Year Listed, with Noted Qualifications (Above).. .............. .. .......... Percentages of Students at Ten Presbyterian Church- related Colleges Indicating Protestant (Other than Presbyterian) Church Preference During Each Academic Year Listed, with Noted Qualifications (Above) .......... Percentages of Students at Ten Presbyterian Church- related Colleges Indicating Roman Catholic Church Preference During Each Academic Year Listed, with Noted Qualifications as of Page 62......... ............. Percentages of Students at Ten Presbyterian Church- related Colleges Indicating a Jewish Religious Preference During Each of the Academic Years Listed, with Noted Qualifications as of Page 62 ................. vii PAGE 48 55 57 59 61 63 64 65 66 TABLE PAGE X. Percentages of Students at Ten Presbyterian Church- related Colleges Indicating Religious Preference Other than Protestant, Roman Catholic or Jewish or Indicating no Religious Preference at all, During Each of the Academic Years Listed, with Noted Qualifications as on Page 62................ ....... ..... 67 X1. Entrance Requirements for Ten Presbyterian Church- related Colleges for Each of Six Years Spanning the Period 1913-14 - 1963-64, Showing Number of Colleges Holding Requirements as Listed .......... ................ 68 XII. Percentages of Faculty Made up of Clergymen and of Earned Doctorates at Ten Presbyterian Church-related Colleges for Each of Six Years Spanning the Fifty Years, 1913-14 - 1963-64 ............. . ....... .................. 7O XIII. Courses Required for All Students for Graduation by Ten Presbyterian Church-related Colleges, Showing How Many Colleges Required Each Course (or Group of Courses) in Each of Six Years Listed ........ . ........... 72 XIV. Other Major Requirements for Graduation for All Students by Ten Presbyterian Church-related Colleges, Showing How Many Colleges Maintained Each Requirement in Each of Six Years Listed.... ........ ..... ........ ............ 74 XV. Majors Available at Ten Presbyterian Church-related Colleges During Each of Six Years as Listed, Showing How Many Colleges Offered Each Major for Each Year ..... . 75 XVI. Degrees Available at Ten Presbyterian Church-related Colleges During Each of Six Years Listed, Showing How Many Colleges Offered Each Degree Each Year ............. 81 XVII. Percentage of Total Current Income* of Each of Ten Presbyterian Church-related Colleges Received from Board of Christian Education .......... ... ............... 83 XVIII. Percentage of Total Current Income* of Each of Ten Presbyterian Church-related Colleges Received from Synod ....................... . ............... . ........ ... 86 XIX. Percent of Total Current Income* of Each of Ten Presbyterian Church-related Colleges from Other Presbyterian Sources (Usually from Churches of the Synod and from Presbyteries) ............................ 87 viii TABLE XXII. XXIII. XXIV. XXVI. XXVII. XXVIII. PAGE Total Percentage of Total Current Income* of Each of the Ten Presbyterian Church-related Colleges from All Presbyterian Church Sources ...... ....... ............ 88 Percentage of Total Current Income* of Each of Ten Presbyterian Church-related Colleges from Tuition ....... 90 Percentage of Total Current Income* of Each of Ten Presbyterian Church-related Colleges from Endowment Earnings. .............. ................................. 91 Number of Colleges Among Ten Presbyterian Church-related Colleges Receiving Federal Funds, Showing How Many Colleges Received Any Such Funds for Each of Six Years Cited, and for What Purpose........ ........ .. ........... 92 Percentage of Clergymen on the Board of Trustees of Each of Ten Presbyterian Church-related Colleges for Each of Six Years as Listed.......... .......... ......... ..... 94 Percentage of Trustees Who are Non-residents of State in Which College Is Located Serving on Boards of Trustees on Each of Ten Presbyterian Church-related Colleges for Each of Six Years as Listed............................. 96 Rank Order of Predominant Occupational Groups Represented Most Frequently in Membership of Boards of Trustees of Six Presbyterian Church-related Colleges as Derived from Limited Data.............. ....... ............. ..... 97 Occupation of Presidents of Ten Presbyterian Church- related Colleges at the Time of Election, in Each of Six Years Listed. ............ . ................... . ...... 99 Number of Colleges Among Ten Presbyterian Church-related Colleges Requiring Chapel Attendance, Sunday Church Attendance, and Regular Convocation Attendance..... ..... 102 Number of Colleges Among Ten Presbyterian Church-related Colleges Prohibiting Smoking, Drinking, Dancing, Card Playing, and Attendance for Each of the Six Years Cited. 104 Number of Colleges Among Ten Presbyterian Church-related Colleges Adopting Each of Nine Student Personnel Services or Facilities Prior to Each of the Six Years Cited, Tabulated Cumulatively ........................... 109 ix APPENDIX A. LIST OF APPENDICES Standards of Church Endorsement and Categories of Church Relationship for United Presbyterian Colleges Identified Through the Board of Christian Education for Each of Six Years Spanning the Period 1913-1964 ..... List of Colleges Affiliated with the United Presbyterian Church in the United States of America Through Its Board of Christian Education, as of June, 1964 .......... List of the Ten United Presbyterian Church-related Colleges Participating in This Study ...... . ..... . ....... Copy of Initial Letter Sent to College Presidents ......... Copy of Follow-up Letter Sent to College Presidents ....... Copy of Questionnaire Sent to the Ten United Presbyterian Church-related Colleges Participating in This Study ..... Table of Student Enrollments at Ten Presbyterian Church- related Colleges for Each of the Six Years Cited, Showing Figures for Male, Female and Total Enrollments.. Table Showing Particulars of Relationship of Each of Ten United Presbyterian Church-related Colleges to Its Synod List of Colleges No Longer Connected with the United Presbyterian Church in United States of America (but were in 1913-14) ........................................ PAGE 134 147 149 150 151 152 164 165 166 PART I -- INTRODUCTION CHAPTER I INTRODUCTION The Twentieth Century is a period of vast change in American society. The results of two world wars, a major economic depression, unprecedented modifications in economic and industrial patterns,-and an almost total mi- gration from rural to urban living have contributed immeasurably to the transformation of the national society. In addition, the phenomenal advances in science that have so vastly increased the body of knowledge available.to-man have.affected every sphere -- vocational, recreational, social, religious, and educational -- within.American culture. Education is a function of that culture. As the habits, customs, and practices of the culture have been transformed, they have been reflected in the policies and purposes of education, especially at the post-high school level. The philosophy of higher education has always reflected the variations and transformations of the societal environment of which it is a product. In the Twentieth Century, increasingly rapid social change has often required substantial modification in the program and function of insti- tutions of higher learning. Sometimes the demands for change have required decision and action in the absence of long-range policy or without regard to underlying philosophy.1 CollegeJ and universities have attempted to meet these demands for change in a variety of ways. In all cases, the solutions were influenced 1Schmidt, George P., The Lipegel AIES Cellege (New Brunswick: Rutgers University Press, 1957), p. 207. by the unique situation in which each institution found itself. Privately controlled schoolsmuere sometimes able to reach solutions unlike those open to public universities. .And church-related colleges in.somemways reacted differently from either the public or independent institutions. Not only did the problems confronted differ with distinct types of insti- tutions, but the.ability to act and reach.appropriate solutions.varied also. Yet because of the magnitude and frequency of change in Twentieth Century higher education and the inheritance of late Nineteenth Century dilemmas, the.prob1ems confronting the contemporary college or university cannot be understood apart from a knowledge of the history of higher educa- tion in the first half of this century. To more fully appraise the role of any one segment of higher education today -- independent, public, or church-related -- one must have an understanding of the changing character of that type of institution over the past fifty years. (This study is a historical examination of one group of church-related colleges. Statement of Problem With the increasingly difficult position of the church-related college in the modern panorama of higher education,2 it is important to examine the major changes that have occurred in the traditional picture of such colleges. In the light of higher tuition costs, more restricted facilities, and usually less prestigeful faculty, the small liberal arts, church-related college is waging a difficult battle for students, for faculty, and for financial support from both the church denomination to which it is related and from other sources. In short, the traditional raison d'Stre of such institutions can seriously be called into question. 2Pattillo, Manning M., Jr. and Mackenzie, Donald M., Eight Hundred Colleges Face the Future (Missouri: The Danforth Foundation, 1965), pp. 5-11. Is there a significant role that church-related higher education has to.play in the 1960's and beyond? Is it a unique role or one similar to that of other.kinds of institutions? What are the major changes that have taken place in church-related colleges in the United States in the last half century? This study is intended as a historical examination of the changing character of approximately a one-quarter sampling of all the four-year colleges affiliated with the United Presbyterian Church in the United States of America. The Significance of the Study The significance of this study rests in the fact that it seeks to fill a void in presently available research, specifically by historically examining the nature of change that has transpired over the past fifty years in a sample of ten liberal arts colleges which are all affiliated with a major Protestant denomination in America. Few educational problems are currently the topic of as much discussion and concern at all levels of society as is the question of how colleges and universities can best serve their constituents and society in the next decades. Higher education is by no means static in the United States today. It is always undergoing change, even though its movement is often unplanned, adventitious, and uncoordinated. Individual institutions change in purpose and character; these changes have widespread effects throughout the total organism of the institution. And yet despite a general and vague awareness of this change, there is little research which sheds light on the charac- teristics of the changing process and the human means of directing it purposefully and effectively. Rather, it is true, as Sanford claims, that "most educational research has tended to be local and practical in its orientation."3 This study is significant in.that it seeks to examine the phenomenon of change by studying a historical period of change. While the literature on higher education is voluminous, it is for the most part discursive rather than analytical, and frequently it lacks foundation in empirical investigation. The wealth of statistical research which is available is largely the product of census-taking and provides little insight into the processes of higher education. This study is significant in that it seeks to add to the analytical, empirical, and .interpretative literature on American colleges. Research on organization and administration in higher education has begun to develop only in very recent years, and the extent of empirical work is still quite limited. The literature on changing patterns and programs in colleges is also empirically thin but interpretatively suggestive. It contains, for example, general evaluations of the changing function and impact of graduate education (Berelson, 1960; Carmichael, 1962); commen- taries on shifts in the commitments and character of the university (Babbidge and Rosenzweig, 1962; Kerr, 1963); and recommendations on patterns for American public higher education (Havighurst, 1960; McConnell, 1962). This study is significant in that it seeks to examine the changing character of a group of church-related colleges. Although there is now some research data available on organizational change, there is yet a need for additional study which will add to the body of theoretical constructs underlying the process of change and the impact of institutional evolution. This study is significant in that it attempts to show the impact of change in one phase of the college on other aspects 3Sanford, Nevitt (ed.), The American College (New York: John Wiley & Sons, Inc., 1962), p. 25. of it -- statement of purpose, composition of student body, curriculum, financial support, extracurricular life, and the background of the trustees and president. After editing and contributing to the major source book of higher education in the 1960's, The American College, Nevitt Sanford exclaims in its final chapter that "Our greatest lack . . . is of knowledge of the inner workings of colleges considered as large organizations."4 This study is significant in that by employing questionnaires, multi-strata interviews on each campus, and the study of relevant documents, it traces the major changes within each of a group of United Presbyterian Church- related colleges; it views each institution as a social entity. Such a study, combining valuable raw data with empirical observation, provides a significant approach to the study of each college in its complex and unique setting. The findings and conclusions presented here will contribute to the meager but increasing body of knowledge concerning church-related higher education, in addition to providing practical historical data and under- standing of the United Presbyterian enterprise in higher education. Also of value is the fact that suggestions for future research should be impli- cit in the conclusions drawn from this study. In certain instances, explicit mention will be made of research design possibilities for further investigation. Delimitations This study will be based upon data gathered from the records of a representative group of ten United Presbyterian Church-related colleges 4Ibid., p. 1012. (selected with regard to geography, size, and age); from interviews con- ducted by the writer on the campus of each institution, with the college president, deans, professors, secretaries, students, and dormitory super- visors; and from historical records on file with the Division of Higher Education and the Presbyterian Historical Society of the United Presbyterian Church in the United States of America, located in its Philadelphia, Pennsylvania offices. The research will be concerned with six selected .characteristics of each college investigated, namely: (1) its statement of purpose, (2) the composition of its student body, (3) its curriculum, (4) its financial support, (5) its extracurricular life, and (6) the constituency of its ruling board and the prior experience of its president. In addition, the official statement of the General Assembly (national judicatory) of the denomination relative to its role in higher education will be examined as it has evolved throughout the time covered. The history will deal with the fifty year period, 1913-14 to 1963-64, and will isolate six key years (including 1913-14 and 1963-64 as the first and last respectively), each determined with respect to the historical significance of each intervening decade. Those six years together with the characteristic for their selection are as follows: 1913-14 -- Pre-World War I as a base year 1920-21 -- Post World War I optimism 1930-31 -- Depression pessimism and economic effects 1942-43 -- Height of World War II and manpower mobilization 1950-51 -- Post World War II and GI Bill-induced confusion 1963-64 -- Most recent year with full data available Definition of Terms Presbyterian Church-related college herein refers to any four year, coeducational accredited institution of higher learning complying with the terms of relationship and affiliation with the Board of Christian Education (or its corresponding antecedent offices) of the United Presbyterian Church in the United States of America. Since these terms of relationship and 5 6 affiliation are minimum standards, at least three degrees of church- relationship have existed within the history of the forty-four Presbyterian colleges, and also within the sample of ten colleges included in this study. These three types of church-relationship are a. organic relationship -- trustees of the college are nomi- nated, elected, or election is confirmed by the Synod of that geographical area. b. membership relationship -- charter or by-laws provide that a portion of the membership of the Board of Trustees of the College shall be members of the Presbyterian Church. c. historical relationship -- College continues to report annually to the Board of Christian Education and/or Synod but with no charter or by-laws provision for formal tie with the denomination. Complete statements of the changing terms of relationship are found in the Appendix A. Synod refers to one of the three judicatory bodies of the United Presbyterian Church which is made up of ministers and laymen from churches in a particular geographical area usually corresponding to state boundaries (e.g., the Synod of Michigan). However, in some cases, synods incorporate SSee Appendix A for statements of these terms. 6"Ninth Annual Report of the Board of Christian Education of the Presbyterian Church." In the Minutes of the General Assembly of the Presbyterian Church in the U.S.A., Third Series. Vol. XI, 1932, Part 11. (Philadelphia: Office of the General Assembly), p. 54. . geographical areas including parts of or all of two or more states. Thus, -.the Synod of the Mid-South includes all or parts of seven states. United Presbyterian Church refers to the denomination known officially as The United Presbyterian Church in the United States of America. The other major Presbyterian denomination existing-today-iswthe Presbyterian Church in the United States or the Southern Presbyterian Church. The choice of colleges selected in the sample was limited to those which were related to the denomination known as the Presbyterian Church in the United States of America prior to the merger in 1958 which formed the present United Presbyterian Church in the United States of America. CHAPTER II PROCEDURE Objectives The purpose of this study is primarily to analyze, by historical research and description, the nature and extent of change that has taken place in ten selected United Presbyterian Church-related colleges since 1913-14 with respect to six variable factors and their interrelationships. It is a secondary objective of this research to appraise this analysis in terms of possible implications for the future of these (and perhaps other) Presbyterian Church-related colleges. Method of Procedure A twenty-five per cent sample of the forty-four United Presbyterian Church-related colleges was determined with respect to geography, age, and size. (A listing of these forty-four institutions together with relevant data for each appears in Appendix B.) Eleven colleges were originally selected, one of which refused to cooperate in the study. Selection was made in an attempt to represent a cross-section of the dis- tribution of each variable. Therefore the ten in the final sample include the third oldest and the youngest of the forty-four institutions and span that age gap of 85 years at regular intervals. With respect to size of student body, the sample includes as its smallest an institution with only a hundred more students (524) than the smallest among the forty-four, and the largest, with an enrollment of over 1700. The ten colleges were selected with respect to geography to include all sections of the country 10 as well asato.give added representation to areas of the heaviest concen- tration of Presbyterian colleges. Five of the colleges are located west of the Mississippi and five are east of it. One each is located in an area characterized as the Central Plains, the Southwestern Plains, the Southern-West Coast, the Northwest, the Northern Rocky Mountains, the Central Midwest, the Southern Midwest, the Allegheny Mountains, the Eastern Midwest, and the Great Lakes region. All synods (single states or multiple- state territories) containing more than three Presbyterian Church-related colleges are represented in the sample, except one in which case the college originally selected refused to c00perate in the study. (See Appendix C for list of colleges included in this study.) Letters were written to the president (or acting president) of each college selected for inclusion in the sample, asking for cooperation in the study. (A copy of the letter appears in Appendix D.) Of the original eleven, only one was unable to grant cooperation. To acquire the basic information needed for the historical descrip- tion of the colleges over the past fifty years, a survey instrument was necessary. A review of the literature indicated that an acceptable instru- ment did not exist. Of necessity, therefore, the author sought to develop a data-collection device appropriate to the purposes of the study. A questionnaire appeared to be the most suitable instrument for the phase of the study designed to provide historical data from previous years. The selection of the six variable factors was made, the nature of the information desired relative to each was determined, and the items of the questionnaire were initially selected after reviewing the literature and holding extensive discussion with the writer's chairman (and chief advisor) and other professors. The first draft of the questionnaire was completed and submitted to these-same individuals and several colleagues 11 for evaluation, criticism, and suggestions. Second and third drafts ..were completed before the questionnaire was deemed to be satisfactory .for pilot, exploratory trial. The questionnaire was submitted to one of the ten colleges in the sample which had responded earlier with unusual .willingness to cooperate in every way. Because that institution was relatively close to East Lansing, the writer was able to visit the campus and receive the criticisms and suggestions of the various administrative officers of the college who completed one or more segments of the question- naire. Upon consideration of these and other results of the pilot use, the questionnaire was submitted to another major revision; upon its re- finement, it was accepted by the writer's chairman and other professors. Copies of it were printed and mailed to the ten schools of the sample. (A copy of the questionnaire appears in Appendix fl) Visitation dates were subsequently arranged, as much as possible at the convenience of the institution. These were so scheduled as to allow the writer to be on each campus at least two days. Two purposes of the visit were explained in the correspondence and on the covers to the questionnaires. One purpose was to complete the questionnaire or those portions of it which the institutions had not yet filled out. The other was to interview as many of the major administrative officials as possible, the chaplain (or his counterpart), hopefully at least one faculty member, and a group of students. All interviewing was done informally and without any major interview structure other than the emphases contained in the questionnaire. After all visits were completed and all available histories of the colleges consulted, the writer spent almost a week in the archives of the United Presbyterian Church of the U.S.A. in Philadelphia gathering additional data to complete the questionnaires. 12 a By design, the questionnaire responses were meant to be summarized and presented within the context of the historical and descriptive outline of this report. All responses were tabulated by hand and no attempt was made to employ statistical procedures. For the ease of seeing trends and comparative findings some responses are arranged in tables. Empirical data derived from interviews are included with the questionnaire responses in the description of the several variables. Reporting the Study The balance of the report of this study will consist of three major parts, namely: Part II -- Background; Part III -- Findings; and Part IV -- Conclusions. Part II -- Background will include two chapters, Chapters 3 and 4. Chapter 3 will deal with the historical setting of higher education in the United States in general and Presbyterian Church-related higher edu- cation in particular up to 1913-14. Chapter 4 will consist of a review of the literature with particular attention being devoted to existing studies of church-related higher education generally, as well as to studies of other denominational colleges, and to other studies of Presbyterian higher education. Part III -- Findings will include two chapters, chapters 5 and 6. Chapter 5 will describe each college anonymously by giving pertinent and correct data but not using its true name. Each description will also relate the particular nature of the research carried out there and the positions held by those individuals interviewed. Chapter 6 will describe the historical data available for all ten colleges as they relate to the six variables or sections of the questionnaire. 13 Part IV -- Conclusions will conclude the report with a final chapter (Chapter 7) which will summarize the findings reported in Chapter 6, drawing appropriate conclusions, making recommendations when relevant, and making explicit such implications as are cogent. No attempt will be made to draw together a picture of a composite college from the data. For as T. R” McConnell says, ”The church-related college does not exist."7 7T. R” McConnell writing in the ”Foreward" to Myron F. Wicke's The Church-Related College (Washington: Center for Applied Research in Education, 1964), p. v. PART II -- BACKGROUND CHAPTER III HISTORICAL SETTING If the role of the church-related college is to be fully understood today, its history must be examined and comprehended. Much has been written about the history of higher education in America, but little original research has been conducted concerning the church-related colleges, especially in the Twentieth Century. Therefore in this chapter the author will attempt to present a brief overview of the historical background of higher education in general and church-related higher education specifically prior to 1913-14. It is a matter of historical record that the story of higher education prior to the Nineteenth Century is largely the history of church-sponsored higher education.8 The Judaeo-Christian tradition has provided a continuing impetus for the development of scholarship, a quest for truth, and the creation of educational institutions. This historical fact suggests that the very nature of that tradition included a concern for truth and the intellectual life as well as for the moral and spiritual life. From its earliest known records, the faith of Israel included a system of rabbinical schools in some form. The tablets of Ras Shamra in northern Syria dating to at least the 14th Century B.C., the reconstruction of the Solomonic Temple in Jerusalem originally built in the Tenth Century B.C., 8Hong, Howard (ed.), Integration in the Christian Liberal Arts College (Minnesota: St. Olaf College Press, 1956), p. 15. 14 15 and the schools of the synagogue established following-the dispersion of 586 B.C. undoubtedly constitute the earliest forerunners of the Platonic Academy of Fourth Century B.C. Athens.9 Indeed, even the discovery of the ancient scrolls and scriptorium at Khirbet Qumran by the Dead Sea, dating to 100 B.C., give evidence of the same kind of scholarly activity -- that is, the reproduction of manuscripts -- which took place in the monastic schools of Southern Europe some nine hundred years later. The revival of learning in the Middle Ages, the establishment of monastic and cathedral schools, the formation of universities, the intellectual fruits of the Renaissance and Reformation, and the founding of colleges in America were chiefly the inspiration of the Christian enter- prise.10 Although they were not church-related colleges in the strict sense, each of the nine Colonial colleges existing in America in the 17th and 18th Centuries had as one of its purposes -- if not its paramount aim -- the training of men for the Christian ministry. After the Revolu- tionary War, the college scene and the curriculum began to be less religious, less classical, more practical, and more popular. The struggle of Calvinist Puritanism with the French-inspired Enlightenment left a permanent stamp of secular optimism and faith in human progress upon the development of higher education in America. Although spawned by denominationalism, the expansion of colleges across the South and Middle West in the Nineteenth Century saw the diminution of direct religious influences and an increase of administered paternalism.11 9Wright, G. Ernest, Biblical Archaeology (Philadelphia: Westminster Press, 1957), p. 105E, 129f, 136f, and 232ff. 10Hong, op.cit., p. 71; and Rudolph, Frederick, The American College and University (New York: Alfred A. Knopf, 1962), p. 68. llRudolph, ibid.,pp. 69, 103, 134, and 155. 16 Through the implications of Jacksonian democracy, the Industrial Revolu- tion, and the Land Grant Act of 1862 (namely, increased popularization of higher education, increased utilitarian influences in the curriculum, and the growth of the idea of service to the people), the American college was brought more and more into line with the political, economic, and sotial developments of the second half of the Nineteenth Century. And the traditional union of higher learning with the Christian faith became weaker and weaker. Two other separate but related factors arising out of the 19th Century and reaching full fruition early in the Twentieth Century added to this growing separation between religion and education. First the educational philosophy of pragmatic utilitarianism, which gained rapid and widespread allegiance, greatly affected college curriculum theory. Second, the elective principle in the curriculum advocated by Wayland at Brown in 1850, and implemented by Eliot at Harvard during his presidency (1869-1909), became firmly established in some important segments of American higher education, resulting in increased specialization, the heightened importance of science, the emergence of entirely new academic fields, and the accept- ance of the utilitarian concept as a respected component of the college curriculum. Thus the "progressive secularization of western culture and the loss of the effectiveness of the church are subtle factors influencing the position of church institutions of higher education.”12 Of course this condition affects all of education to varying degrees, but especially church-sponsored education. The trend has been well described by Whitehead 12From an address delivered at Hanover College, September 3, 1964, by Manning Patillo, Director, Danforth Foundation Commission on Church Colleges and Universities, p. 4 of the manuscript. l7 and.other historians and philosophers. It is accurate to say that the United States today is not, in the same sense it once was, a Christian nation. The basic motivation of most American citizens comes from sources which are not explicitly religious. Moreover, the secularization of Western culture has been accompanied by more and more uncertainty in the whole realm of values. It is understatement to suggest that this trend has had impact of great magnitude upon the conduct of American church- related colleges in the Twentieth Century. The fact is that the status of religion in American thought and life in this century places the church- sponsored college in a somewhat defensive position at the outset of any discussion, quite apart from any other disadvantages under which it may labor. In addition to this religious factor, the dawning of the Twentieth Century saw American higher education in a state of chronic indecision and apparent stagnation.13 Caused primarily by the conflict between the old classical curriculum and the new elective system (and all that the term carried with it), the problem begged for an educational plan that could meet the needs of the modern world in content and method and at the same time preserve the proven values of twenty-five hundred years. While DeVane sees the disappearance of the indecision of the American college in the early years of the Twentieth Century,14 others15 identify a more lingering and damaging stagnation. 13DeVane,W. C., Higher Education in Twentieth Centupy America (Cambridge, Massachusetts: Harvard University Press, 1965), p. 23. 141b1d., p. 32. 15E.g., Riesman, David, Constraint and Variepy in American Education (Garden City, N.Y.: Doubleday & Company, Inc., 1956, University of Nebraska Press). 18 The rise of the university in the early years of the century proved a successful solution to many of the problems confronting American higher education in 1900. But the college -- especially the church-related college -- continued in an aimless depression in search of a rational curricular design. Ever since the pattern of the classical curriculum was broken in the late Nineteenth Century, thoughtful educators had been decrying the failure in purpose and unity in American collegiate educa- tion -- and the cry would continue halfway through the Twentieth Century.16 Woodrow Wilson in 1894, John Dewey in 1902, Alexander Meiklejohn in 1920, Abraham Flexner in 1923, and Robert Hutchins and James Conant in the 1940's and 1950's all spoke to the need for the rediscovery of a purpose, philosophy, and unity in the curricular design of the American college. The Presbyterian denomination constituted a major ingredient in the college movement, displaying a particular aptitude for founding colleges in the Nineteenth Century.17 So much so, in fact, that Rudolph points out that By the eve of the Civil War they [The Presbyteriané] were operating,through one form of control or another, over 25 per cent of the existing colleges that would survive into the Twentieth Century.18 According to Rudolph, the Presbyterians' success in founding colleges owed much to an evangelistic, revivalist fervor which produced great denominational enthusiasm. However, also important to their success were the financial and bureaucratic support of a tightly organized church 16Pattillo, op.cit., p. 31. 17Tewksbury, Donald C., The Founding of American Colleges and Univer- sities Before the Civil War (New York: Teachers College, Columbia University, 1932), p. 92. 18Rudolph, op.cit., p. 57. l9 hierarchy and the fortuitous flow of Scotch-Irish Presbyterian immigrants into the advancing West. During the 137 years from 1746 to 1883, the Presbyterian Church built up 20 institutions of higher learning and gathered for their use property and endowment to the value of $5,541,000.19 And during the 30 years from 1883 to 1913, it added forty more institu- tions and put $24,000,000 into the property and endowment of its colleges, thus approximately tripling its interests in higher education. Of the 60 colleges affiliated with the College Board (predecessor of the Board of Christian Education) of the Church in 1913, seventeen were in existence as Presbyterian colleges in 1883, three were counted as non-sectarian in 1883, eight were received in the merger (in 1906) with the Cumberland Presbyterian Church, and 32 were organized or evolved from academies into colleges since the organization of the College Board in 1883. Therefore when the Twentieth Century brought with it a new kind of indecision and confusion to the college scene, Presbyterians were vitally concerned. The problems of the small, liberal arts, church-related college were very much the problems of the Presbyterian enterprise in higher education. An understanding of the history of higher education in the Twentieth Century must begin with an appreciation of the inheritance from the previous century, to be sure. The dilemma confronting American colleges in general and Presbyterian Church-related colleges in particular in the early 19003 was largely the aftermath of major events late in the 18003. The classical format of collegiate education had been seriously disarranged; the traditional 19Clarke, James E., Presbyterian Colleges: The Colleges Cooperating with the College Board of the Presbyterian Church in the United States of America. Published by the College Board of the Presbyterian Church, U.S.A., New York City, 1913, on the 30th Anniversary of the College Board. 20 concepts and practices of American colleges were enduring serious examina- tion as to their validity in the modern world. Many colleges which could not stand the test closed their doors. Of all the colleges opened in the great expansion period of 1776 to 1865 (approximately 700), only twenty per cent remain in existence today.20 Those that did withstand the floundering years just before and after the turn of the century faced perhaps even greater dilemmas in the next fifty years. Not only was each college confronted with the problem of economic and physical growth, but each was also forced to re-examine and re-think its raison d'etre more completely than ever before. Demands were being made upon the classical curriculum for adjustment and expansion that threatened the very essence of church-related colleges. How and when some of these colleges within the Presbyterian denomination began to adapt and what changes continued to characterize their existence for the next half century is the subject of this study. The purpose and raison d'gtre of Presbyterian Church-related higher education can better be understood today through an increased awareness of the nature of change in the past. As Dr. Floyd Reeves, distinguished professor of education at Michigan State University, said recently, "We can't know where we're going without knowing where we are and how we got there.”21 20Rudolph, op.cit., p. 219. 21At a meeting of the Department of Administration and Higher Education, College of Education, Michigan State University, on May 6, 1965. CHAPTER IV REVIEW OF THE LITERATURE Professional educators have given inadequate attention to the impor- tance of understanding the nature and process of change in-the never- static fluctuations that characterize institutions of higher learning. Much has been written -- and is being written -- regarding the nature of change in state universities and state systems of higher education.22 But the understanding of the changing character of church-related.colleges ,has received only rare investigation, especially since the turn of the present century. The purpose of this chapter is to focus attention upon selected published material that illuminates the subject of understanding historical change in American, church-related higher education in the Twentieth Century. It is appropriate in the process of focusing to move deductively from the general to the specific, since general principles of historical inves- tigation are pertinent to a subsequent specific application. Therefore this review of literature includes a survey of some of the major general histories of American higher education and of those works which are more directly concerned with the topic of this Study, namely, Presbyterian Church-related colleges. For purposes of clarity and organization, this review is divided into three sections: general histories of higher educa- tion in America both prior to and since 1900, studies of church-related higher education before and after 1900, and treatises on Presbyterian Church-related higher education in America. 22McConnell, T. R., A General Pattern for American Public Higher Education (New York: McGraw-Hill Book Co., Inc 1962). 21 ‘2 22 General History of.Higher Education in America The study of.any historical period can never begin simply with the first year of that period. It is important to understand first the histori- cal context in which-the precise period falls. The preceding.chapter has attempted-to.establish a general historical setting for the present in- .vestigation. Several important sources have been of primary value in establishing that broad perspective. Rudolph's The American College and University23 has been the funda- mental resource. Its recent publication date (1962) makes it the most up- to-date treatment of the subject; its style and illustrations make it a valuable source of data, especially useful in providing historiographic background. In addition, its thorough documentation led to many further references. Similar to Rudolph's text is Earnest's Academic Procession;24 it is what its sub-title claims for it, an informal history of the American College, 1636 to 1953. Brubaker and Rudy's excellent history (Higher Education in Transition - An American History: 1636-1956)25 is a more formal and most helpful aide in gaining the historical perspective of American higher education. Schmidt's history of The Liberal Arts College,26 also, is a valuable source of helpful insights into the uniqueness of the college, as opposed to the large university. 23Rudolph, op.cit. 24Earnest, Ernest, Academic Procession (New York: The Bobbs-Merrill Co., Inc., 1953). 25Brubacher, John S. and Rudy, Willis, Higher Education in Transition (New York: Harper & Row, 1958). 26Schmidt, George P., The Liberal Arts College (New Jersey: Rutgers University Press, 1957). 23 Each of the books cited above continues its historical treatment into the Twentieth Century, thus providing important transitions in understanding. For example, Schmidt makes this comparison: The Twentieth Century college has not gone to sleep like its mid-nineteenth century predecessor. It is willing to change when necessary, though not always agreed on the direction. 7 28 is historically distinctive in that it provides only Tewksbury's study pre-Civil War data. However, data on the founding of the earliest colleges in America are germane to the present investigation. Tewksbury also deals extensively with the founding of denominational colleges, and devotes considerable space to the Presbyterian efforts in this connection. In fact, he states that "The Presbyterian Church was more closely identified with the development of institutions of higher education in America than any other church in the period before the Civil War."29 Other sources valuable to the understanding of the historical setting of higher education in the early Twentieth Century include Newman,3O Thomas,31 Hofstadter and Smith,32 Highet,33 and Ordway Tead's chapter on history in Burns' Administrators in Higher Education.34 The above, excepting 27Ibid., p. 228. 28Tewksbury, og,ci . 29Ibid., p. 91. 3ONewman, Cardinal John Henry, The Idea of a University (New York: Rinehart & Co., Inc., 1960). 31Thomas, Russell, The Search for a Common Learning: General Education, 1800-1960 (New York: McGraw-Hill Book Company, Inc., 1962). 32Hofstadter, Richard, and Smith, Wilson, American Higher Education - A Documentary History, Vol. I and 11 (Chicago: University of Chicago Press, 1961). 33Highet, Gilbert, Man's Unconguerable Mind (New York: Columbia Univer- sity Press, 1954). 34Tead, Ordway, "The History and Philosophy of American Higher Education" in Administrators in Higher Education: Their Functions and Coordination. (ed. Gerald P. Burns) (New York: Harper and Bros., 1962). 24 Hofstadter.and.Smith, are particularly oriented toward a.classicist's treatment of.higher education and as such constitute an.important contri- bution to.the awareness of the philosophical heritage of the American college in 1900. Some of the above sources (Rudolph, Brubacher and Rudy, Earnest, Schmidt, Thomas, and Tead) also contain important chapters on higher education in the Twentieth Century and therefore are valuable to the understanding of more recent trends. The final section of Hofstadter and Smith's documentary history35 is especially helpful in this regard. In addition, many volumes have been written on higher education in the present century dealing with one particular dimension or another. Sanford's volume on The American College36 is a major resource which provides a com- pendium of contributions on the general theme of psychological and social interpretations of higher learning. Mayhew's recent book, The Smaller Liberal Arts College,37 is grounded in the historical context of the changing times of the past fifty years and is thus most helpful, as is Dressel's comparison work examining The Undergraduate Curriculum in Higher Education38 since 1900. Two other recent books have contributed to an understanding of the changing nature of American higher education in the Twentieth Century through the study of the demands upon the administration of colleges and universities. Thus they present helpful generalist views of the changing trends. The two 35Hofstadter and Smith, op.cit., Part Eleven, ”Higher Education for the Twentieth Century." 36Sanford, op.cit. 37Mayhew, Lewis B., The Smaller Liberal Arts College (Washington: The Center for Applied Research in Education, Inc., 1962). 38Dressel, Paul L., The Undergraduate Curriculum in Higher Education (Washington: The Center for Applied Research in Education, Inc., 1963). 25 are Henderson's.Policies and Practices in Higher Education39 and Corson's Governance of Colleges and Universities?0 Other publications have provided illuminating treatments of the changing scene of higher education in the Twentieth Century from.the philosophical orientation. Thorstein Veblen41 began the parade by raising. questions fifty years ago in his book The Higher Learning in America that have continued to be scrutinized in academia ever since. Indeed Robert Maynard Hutchins42 even chose the same title for a treatise dealing with many of the same questions almost twenty years later. Commonly called the Harvard Report of 1945, the book General Education in a Free Society,43 represents the report submitted at the behest of Harvard's President James Bryant Conant, by a Committee of Harvard faculty dealing with similar problems. And in the late 1950s and early 19608, Frankel44 and Mayhew45 continued the treatment of many of the same questions. In the last dozen years, former and present colleges and university presidents have contributed significantly to a greater understanding of the more recent transition in American higher education. Hutchins' 39Henderson, Algo D., Policies and Practices in Higher Education (New York: Harper & Row, Publishers, 1960). 40Corson, John J., Governance of Colleges and Universities (New York: McGraw-Hill Book Company, Inc., 1960). 41Veblen, Thorstein, The Higher Learning in America (New York: Sagamore Press, Inc., 1957). (Written in 1918) 42Hutchins, Robert Maynard, The Higher Learning in America (New Haven: Yale University Press, 1936). 43General Education in a Free Society, Harvard Committee Report (Cambridge, Massachusetts: Harvard University Press, 1962). 44Frankel, Charles, Issues in University Education (New York: Harper & Brothers, 1959). 45Mayhew, op.cit. 26 The University of Utopia,46 Griswold's Essays on Education,47 Wriston's Academic Procession,"8 Pusey's The Age of the Scholar,‘“9 and Yale College's Dean Emeritus William DeVane's Higher Education in Twentieth Century America50 are prominent on the list of recent contributions. And in Howes' volume, Vision egd Perpeee in Higher Education,51 twenty college presidents examine major developments during the decade of the 19508. Finally Robert Havighurst's concise treatment of some of the problems of American Higher Education in the igégesz adds another dimension (namely, that of the distinguished educator- sociologist) to the comprehension of dilemmas confronting the modern college. These books are some of the great number that constitute the literature on the general history of higher education in America. Many of these books are relevant, in varying degrees, to the role of church-related higher education in history. Fewer books have been devoted singularly to the role of church colleges, and a relatively small number of these are actually studies of church colleges. It is upon these more specialized categories of the literature that the focus is now directed. 46Hutchins, Robert M., The University of Utopia (The University of Chicago Press, 1953). 47Griswold, A. Whitney, Essays on Education (New Haven: Yale Univer- sity Press, 1954). 48Wriston, Henry M., Academic Procession (New York: Columbia Univer- sity Press, 1959). 49Pusey, Nathan M., The Age of the Scholar (New York: Harper & Row, Publishers, 1963). 50DeVane, William Clyde, Higher Education in Twentieth-Century America (Cambridge: Harvard University Press, 1965). 51Howes, Raymond F. (ed), Vision and Purpose in Higher Education (Washington: American Council on Higher Education, 1962). 52Havighurst, Robert J., American Higher Education in the 19603 (Columbus: Ohio State University Press, 1960). 27 History of Church-related Colleges in America Tewksbury's53 volume is one of the most informative relating to the history of church-related colleges in the period before the Twentieth Century. Harbison provides a more comprehensive historical context of Christian scholarship in his examination of the role of The Christian Scholar from the time of Jerome and Augustine to the Protestant Reformation.54 The very profound report of the St. Olaf College Self-Study Committee, Integration in the Christian Liberal Arts College?5 represents another penetrating and comprehensive historical perspective of higher education from the Greek classical period to the present. Several significant contributions to the literature on the church- related college of the Twentieth Century begin with initial chapters on the earlier periods, but these books are primarily of value for their treatment of the more recent years. Ramm has treated the subject of The Christian College in the Twentieth Century56 in a unique manner by examining, in historical-biographical approach, Augustine,.Melanchthon, Cardinal Newman, Kuyper, andeoberly. His study is surprisingly helpful. The volume Christian Faith and the Liberal Arts,57 edited by Ditmanson, Hong, and Quanbeck, compiles an interesting group of statements by Lutheran educators on the presuppositions, structures, and implementation of the church's historic stake in liberal arts education. Doescher has written 53Tewksbury, o .cit. 54Harbison, E. Harris, The Christian Scholar (New York: Charles Scribner's Sons, 1956). 55Hong, op.cit. S6Ramm, Bernard, The Christian College in the Twentieth Century (Grand Rapids, Michigan: William B. Eerdmans Publishing Company, 1963). 57Ditmanson, Harold H., Hong, Howard V., and Quanbeck, Warren A. (eds.), Christian Faith and the Liberal Arts (Minnesota: Augsburg Publishing House, 1960). 28 . a.less helpful statement entitled The Church College in Todayis Culture,58 as a dogmatic expression of a Lutheran view on higher education. Elton Trueblood has written from the Quaker viewpoint The Idea of a 59 as an attempt to provide a sequel to Cardinal Newman's The Idea of 60 College a University of a century ago. His treatment is in every way a defense of the Christian college which does little more than elaborate an idealism about the sectarian school. While not an examination of church colleges as such, Jacques Maritain's Education at the Crossroads61 cannot be appraised apart from the author's outstanding contribution as a Roman Catholic theologian. His little book is a classic recital of educational philosophy as illuminated by Roman theology, contemporary Christian existentialism, and the peculiar brand of progressive education identified with Robert Hutchins. Johnson's institutional history of Higher Education of Southern Baptists covers the extensive period 1820-1954.62 Two Methodist publications express clearly the approach to higher education maintained by that denomination. A Perspective on Methodist Higher Education,63 edited by Geier, is a helpful compilation of addresses made by churchmen and educators during the four-year emphasis on Christian 58Doescher, W. 0., The Church College in Today's Culture (Minneapolis, Minnesota: Augsburg Publishing House, 1963). 59Trueblood, Elton, The Idea of a College (New York: Harper & Brothers Publishers, 1959). 6ONewman, op.cit. 61Maritain, Jacques, Education at the Crossroads (New Haven: Yale University Press, 1943). 62Johnson, Charles D., Higher Education of Southern Baptists, An Institutionel History, 1826-1954 (Waco, Texas: Baylor University Press, 1955). 63Geier, Woodrow A. (ed), A Perspective on Methodist Higher Edu- cation. The Board of Education of the Methodist Church, 1960. 29 higher education in the Methodist Church, 1956-1960. The Methodist Church and Higher Education 1939-196464 by Wicke is a historical viewing of the past quarter century and its developments for Methodist colleges. very little of the literature on church-related colleges in the Twentieth Century is based on specific research studies. There are three outstanding exceptions to this generalization. Two of these are reports of research conducted by Floyd Reeves (and others) at the request-of two Protestant denom- inations; the third is the work of R. J. Leonard (e£_ei), namely, the Survey of Higher Education for the United Lutheran Church in America.65 Reeves and Russell collaborated in the research for and writing of College Organization and Administration66 for the Board of Education of the Disciples of Christ in 1929. The book is the result of a survey of 60 colleges, but stresses primarily data and principles gathered from 16 colleges related to the Disciples of Christ. Reeves (and others) also conducted a study of 35 colleges related to the Methodist Episcopal Church in 1929, 1930, and 1931 and then wrote the report entitled The Liberal Arts College.67 These two works are classic examples of college surveys and are exhaustive illustra- tions of diligent reporting of data. Their style and form have been invaluable in the preparation of this report of research. 6['Wicke, Myron F., The Methodist Church and Higher Education 1939-1964. The Board of Education of the Methodist Church, 1965. 65Leonard, R. F., Evenden, E. S., O'Rear, F. B., Survey of Higher Edugepion for the United Lutheran Church in America, Vol. I, II, and III, Bureau of Publication, Teachers College, Columbia University, New York, 1929. 66Reeves, Floyd W. and Russell, John Dale, College Organization and Administration (Indiana: Board of Education, Disciples of Christ, 1929). 67Reeves, Floyd W., et 81., The Liberal Arts College (New York: John Wiley & Sons, Inc., 1962). 30 The Danforth Foundation study of church colleges and universities will be a major contribution to the literature in this field when it is completed in 1966. To date only a preliminary report has been published. Entitled Eight Hundred Colleges Face the Future,68 it promises much in the final report. These books are a selection of the published materials on the subject of church-related higher education in America. It is important now to survey the literature as it applies directly to Presbyterian higher educa- tion. History of Presbyterian Church-related Higher Education.in America 69 is the primary single source for the history of Again Tewksbury Presbyterian colleges before the Civil War. In addition, histories of the ten particular colleges included in this study were used extensively when they existed and were available. Two other dissertations dealing with 70 the origin and present status of Presbyterian colleges and the history of the growth of Presbyterian higher education in the United States71 have been extremely helpful in establishing the historical context of each of the colleges studied in this dissertation. Three other dissertations 68Patillo, Manning M., Jr. and Mackenzie, Donald M., Eight Hundred Colleges Face the Future (Missouri: The Danforth Foundation, 1965). 69Tewksburg, op.cit. 7OBowden, Robert John, "The Origin and Present Status of Educational Institutions Affiliated with the Presbyterian Church in U.S.A.,” Unpublished Ph.D. dissertation, Pittsburgh University, 1946, 185 pp. 7lGeiger, C. Hawe, "The Program of Higher Education of the Presbyterian Church in U.S.A.: an historical analysis of its growth in the U.S.," Unpublished Ph.D. dissertation, Columbia University, 1940. 31 dealing with Presbyterian colleges have been of tangential interest in this study.72 Two more general statements of Presbyterian involvements in higher education have been written in recent years. Howard Lowry's The Mind's Adventure73 is an attempt to respond to the Harvard Report of 194574 from the perspective of the church college. It is a helpful treatment of some of the crucial questions confronting Christian higher education in the mid- Twentieth Century. Chamberlain's Churches and the Campus75 is relevant to this study only tangentially. It treats the matter of the ministry of Presbyterian churches to college and university campuses and is based on unstructured interviews with faculty, administrators, students, pastors, and laymen on five campuses to various parts of the country. But such a presentation cannot avoid coming to grips with the central problem of the role of the church in higher education. Two studies worthy of note here have been completed by the Board of Christian Education. Although never published, the contributions made by these two reports are significant in understanding the changing character 72Johns, Thomas, "Public Relations with Church Constituency in Ten Presbyterian Related Colleges," Unpublished Ph.D. dissertation, Indiana University, 1961. Armentrout, James Sylvester, "Effectiveness of Presbyterian College Programs in Developing Leadership for Religious Knowledge," Unpublished Ph.D. dissertation, Yale University, 1933. (Published same title, 1936.) Steele, Algernon Odell, "Shifts in the Religious Beliefs and Attitudes of Students in Two Preshyterian Colleges," Unpublished Ph.D. dissertation, The University of Chicago, 1942. 73Lowry, Howard, The Mind's Adventure (Philadelphia: Westminster Press,1950). 74General Education in a Free Society (Report of the Harvard Committee) (Cambridge: Harvard University Press, 1945). 267 pp. 75Chamberlin, J. Gordon, Churches and the Campus (Philadelphia, Pennsylvania: The Westminster Press, 1963). 32 of Presbyterian Church-related colleges in the Twentieth Century. Maurice .Armstrong's historical tracing of "Colleges and Universities of the Presby- terian Church, U.S.A."76 lists and accounts for one hundred seventeen colleges which have been identified with Presbyterianism since their founding. His lists indicate origin, founders, changes in name and location, and present status. The other study is C. C. McCracken's "Report of Survey of Colleges of the Presbyterian Church, U.S.A., Part I."77 This is a summary of a survey of some Presbyterian colleges in 1928 and 1929, executed by Dr. McCracken of Ohio State University's College of Education for the Presbyterian Board of Christian Education. Although the study used no formal instrument for gathering data, its subjective data are valuable to the historical under- standing of the developing changes in the Presbyterian colleges. The only other major study of Presbyterian higher education germane to this study within the past fifty years known to this writer is the The Church and Higher Education, an official statement of the Church, having been approved by the 173rd General Assembly of the United Presbyterian Church in the U.S.A. in 1961.78 Commonly referred to as the Skinner Report (after the name of the chairman of the Committee preparing the report, Dr. W. Sherman Skinner), this brief statement points up the need for new appraisals of the Church's role in higher education. It was this same sense of need which has led to this study of the changing character of Presbyterian- related colleges in the last fifty years. 76Armstrong, Maurice W., "Colleges and Universities of the Presbyterian Church, U.S.A.," Board of Christian Education, 1954. 77McCracken, C. C., "Report of Survey of Colleges of the Presbyterian Church, U.S.A., Part I," Board of Christian Education, 1930. 78The Church and Higher Education. An Official Statement, Approved.by the 173rd General Assembly of the United Presbyterian Church in the United States of America, 1961. 33 In addition many records, annual reports of colleges and of the Board of Christian Education (and its predecessor structures) of the denomination, and other data from the archives of the Presbyterian Historical Society have been used. However, they are too numerous to mention here; they do appear in the bibliography and will be referred to variously in the succeeding chapters. Summary Very little has been written related to the subject under examination in this study. General histories of colleges in America make reference to Presbyterian influence. One volume identifies the official founding circumstances of those Presbyterian colleges established prior to the Civil War.79 Two other dissertations, completed in 1940 and 1952, relate to the early origin, growth, history, and present status of Presbyterian colleges. But no other publication has been located which attempts to study the nature of the changes occurring within any Presbyterian colleges over a period of time, much less for the most recent fifty years. Only three comprehensive studies of church-related colleges in the Twentieth Century have been located by this author and all of these were conducted over thirty years ago. No systematic study of the nature of the changing character of Presby- terian colleges has been conducted in the Twentieth Century. It is doubtful that such a study has ever been made. Some appraisal studies have been conducted by the Board of Christian Education and some of the colleges have 79Tewksbury, op,cit., pp. 91-103. 34 conducted self-studies. However, these have tended to be local and practical in orientation, discursive rather than analytical, and lacking a strong foundation in empirical investigation. Statistical information which has been available through official church reports is largely the product of census-taking and provides little insight into the processes of change in higher education. PART III -- FINDINGS CHAPTER V DESCRIPTION OF THE COLLEGES Introduction This chapter will contain the basic identification of each college by its fundamental information, such as approximate location, size, age, relation to the church, and a general statement of the history of its program. Each description will include notations as to what personnel of the college were interviewed by the writer, the length of the visit on that campus, and an indication of the opportunities utilized for visiting with students and staff. Each college will remain anonymous within this study. For ease of reference, every college included has been assigned a designation which will remain constant throughout the reporting. Those persons thoroughly acquainted with all Presbyterian colleges will be able to identify readily which college is which. And of course, administrative staff members of each institution will be able to recognize which designation refers to their institution. However, this method of presentation of data is employed to fulfill the obli- gation of the writer to each college investigated since anonymity was assured in every case. College One College One is located in the eastern Midwest section of the country in a small town fifty miles from the nearest metropolitan area. In 1963-64 35 36 it had a coeducational student body of slightly more than 1,400 students. Founded in 1866, the College will celebrate its centennial next year. It is organically related to the Presbyterian Church since all members of the Board of Trustees are appointed by the Synod, and its By-Laws stipulate that three-fourths of the membership of the Board be Communicant members of the United Presbyterian Church. Since its inception College One has continued basically the same kind of liberal arts program. The basic research on College One was conducted during a two-day visit to the campus in February, 1965. Interviews were held with the following personnel of the College: President, Dean of the College, Secretary to the President, Treasurer, Dean of Men, Director of the Centennial Campaign, and Secretary to the Secretary of the College. In addition the author visited the College library, the Student Union, and the College Chapel service, talking with students informally in the course of these experiences. College Two College Two is located in the southwestern part of the country in a medium-large size city of over a half million population. In 1963-64 the College had a coeducational student enrollment of over 1,700 students. Founded in 1869, the outgrowth of three ante-bellum Presbyterian schools, College Two new continues a historical relationship to the United Presby- terian Church by reporting annually to the Synod. Members of its Board of Trustees are not elected by the Synod nor is there a charter or by-law stipulation that a certain number of Trustees shall be Presbyterian. Although College Two has changed location twice since its founding, it has continued to emphasize a basic liberal arts program, adding to its undergraduate curriculum an extensive Master's degree program in recent years. 37 The basic research into College Two was conducted during a two-day visit by the author to the campus in January, 1965. Interviews were held with the following personnel of the College: Dean, Business Manager, Registrar, Assistant to the Dean, and briefly with the President. In addition, the author visited the Student Union and the College library, talking informally with students in the course of these experiences. College Three College Three is located in the midst of the central plains region of the United States in a small town ten miles from a major metropolitan center. Its coeducational enrollment in 1963-64 consisted of 575 students. Founded in 1875, the College continues a historical relationship to the United Presbyterian Church, although the present By-Laws include not a single reference to the Presbyterian name or the Synod. The College emphasizes the same broad liberal arts program with which it originated, but with some lessening of attention to the student work program which characterized its earlier years. The basic research for College Three was conducted during a two-day visit by the author to the campus in January, 1965. Interviews were held with the following personnel of the College: Acting Dean of the College, Business Manager, Executive Director of Public Affairs and Alumni Director, College Pastor, Director of Admissions, Bursar, Librarian Emeritus, and Secretary to the President. In addition, the author visited the College library and talked informally with students there and in casual walks on the campus. College Four College Four is located in a large metropolitan city on the West Coast of the United States. Its student body in 1963-64 consisted of a coeducational 38 enrollment of over 1,600. Founded in 1887, the College maintains a histor- ical relationship to the United Presbyterian Church by reporting annually to it and by inviting an annual visitation from a committee appointed by the Synod. The College continues the same general liberal arts program today with which it has always been associated. The basic research for College Four was conducted during a two-day visit by the author to the campus in February, 1965. Interviews were held with the following personnel of the College: Dean of the Faculty, Registrar, Director of Admissions, Chaplain, Comptroller and Business Manager, Secre- tary to the President, and briefly with the President. In addition, a luncheon was shared in conversation with five members of the faculty together with the Dean of the Faculty. Informal interviews were conducted with students in the College cafeteria, bookstore, and student union. College Five College Five is located in a small city in the Central Midwest section of the country. Its coeducational student enrollment numbered 1,070 in the fall of the 1963-64 school year. Founded in 1901, it is one of only two United Presbyterian Church-related colleges established in the Twentieth Century. The College maintains an organic relationship with the United Presbyterian Church through confirmation-election of its Trustees by the Synod. The central program of the College continues to center around the three major concentrations of arts and sciences, music, and business admini- stration, thus maintaining its earliest provision to train young men and women for industrial and commercial experience. The basic research for College Five was conducted during a two-day visit by the author to the campus in March, 1965. Interviews were held with the following personnel of the College: President, Vice-President and Dean 39 of the College, Vice President for Business Affairs, Vice-President for Development, Dean of Students, Associate Dean of Students, Secretary to the President, a dormitory Resident Director, and a Professor of History. In addition, the author visited the Student Union and the College cafeteria, talking informally with students there and in the dormitory where he was housed as a guest of the College. College Six College Six is located in a small town in the Southern Midwest section of the country, less than twenty miles from a larger metropolitan area. Its coeducational student body included almost 700 students during the 1963-64 academic year. Founded in 1819, it is the oldest of the ten insti- tutions included in this study. The College maintains an organic relation- ship with the United Presbyterian Church; its directors are elected by the Synod of that area. The principal program of the College continues to be a religiously oriented liberal arts effort as it has been since its founding. The basic research for College Six was conducted during a two-day visit by the author to the campus in February, 1965. Interviews were held with the following personnel of the College: President, Director of Development, Dean of Men, Chaplain, Treasurer, Registrar, Dean of Women, a Professor of Sociology, and a dormitory Resident Director. In addition, the author attended a regular chapel service and talked informally with students there, in the dormitory where he was housed, and on the campus generally. College Seven College Seven is located in the Northwest section of the country on the outskirts of a large metropolitan community. Its coeducational enrollment 40 numbered over 1,100 students in 1963-64. Founded in 1867, it has moved its location several times, occupying its present property in 1942. Its principal program of instruction continues to center in a broad, liberal arts curriculum. The College maintains a strong organic relationship with the United Presbyterian Church in that all of its Trustees are elected by the Synod of that area of the country. The basic research for College Seven was conducted during a two-day visit by the author to the campus in February, 1965. Interviews were held with the following personnel of the College: President, Assistant to the President, Dean of Faculty, Registrar, Chaplain, a Residence Hall Director. In addition, a dinner meal was arranged so that the author could interview a group of student leaders. Other students were involved in informal conversation with the author at the Student Union, in the dormitory where he was housed, and at a special seminar held in conjunction with an all- campus Reading Week observation. College Eight College Eight is located in the Allegheny Mountain region of the United States in a small town, over a hundred miles from the closest metropolitan area. Its coeducational enrollment consisted of 550 students in the fall of 1963. Founded in 1904, it is the youngest of all United Presbyterian Church colleges. The College continues a strong organic relationship with the United Presbyterian Church in the U.S.A. as well as with a sister denomi- nation, the Presbyterian Church, U.S. Trustees of the College are elected by the appropriate synods of the two denominations. College Eight continues a strong liberal arts program as its fundamental emphasis. 41 The basic research for College Eight was conducted during a two-day visit by the author to the campus in February, 1965. Interviews were conducted with the following personnel of the college: President, Dean of the College, Business Manager and Treasurer, Registrar, Dean of Students, and Secretary to the President. In addition, the author attended a regular chapel-convocation and visited the student union talking informally with students in these situations. College Nine College Nine is located in a small town in the Rocky Mountain area of the United States twenty-five miles from the small metropolitan area which is the state capital. Its coeducational enrollment numbered 729 students in the 1963-64 academic year. Founded in 1891, the College con- tinues to maintain a by-laws provision with the United Presbyterian Church in that a majority of the Trustees of the College must be members of that denomination, and the Trustees report annually to the appropriate synod of the Church. The principal program of the College continues to be a broad liberal arts curriculum. The basic research for College Nine was conducted during a two-day visit by the author to the campus in February, 1965. Interviews were held with the following personnel of the College: President, Registrar, Lflxarian, Dean of Students, Dean of the College, Business Manager, and Director of Admissions. In addition, the author visited the library and talked informally with students there. College Ten College Ten is located in a small town in the Great Lakes region of the United States, fifty miles from the state capital. In 1963-64 its 42 coeducational enrollment included slightly over 900 students. Founded in 1886, the College continues a strong organic relationship with the United Presbyterian Church in that Board of Trustees members are elected by the Synod of that area. The principal program of the College continues to be a broad liberal arts curriculum. The basic research for College Ten was conducted during a two-day visit by the author to the campus in January, 1965. However, research has con- tinued there in April, May, and June of the same year, including another two-day visit by the author in May, at which time eight faculty members and the College President were interviewed in depth. During the January visit and subsequently, additional interviews have been conducted with the follow- ing personnel of the College: President, Vice-President, Dean of the Faculty, Dean of Students and Director of Admissions, Comptroller, Director of College and Community Relations, Associate Director of Admissions, and the Secretary to the President. In addition, the author has attended convocations, chapel services, and has talked with many students both informally and in explicit relationship to this study during the past six months. Summary Personnel of the colleges visited were eager to cooperate with the author in the conduct of the survey. Frequently, extensive portions of the questionnaire had been completed by college staff prior to the author's arrival on campus. In only one instance was this not so and then the apparent lack of cooperation is understandable in the knowledge that the scheduled visit of the investigator coincided with the between-semester break at the college, and the unusually busy schedules of all administrative personnel. 43 With the gracious cooperation received, it was possible for the author to obtain approximately eighty-five to ninety per cent of all questionnaire data during these visits. In most instances, the author was housed on the campus as a guest of the college. The colleges visited represent a valid cross-section of Presbyterian Church-related colleges in more ways than just those enumerated above. The attitude, approach, and philosophy of each institution was perceived as being distinctive in a way that lent a quality of uniqueness to each college. Though not scientifically discernible, these differences have made their mark in the otherwise objective attempts of the author to deal ration- ally with the empirical data. CHAPTER VI DESCRIPTION OF DATA FROM COLLEGES Introduction This chapter includes a summary of the data from the questionnaire instrument as well as from the interviews and other subsequent research. All findings are summarized under the categories of the six variables isolated for this study, using the related headings for the six component sections of the questionnaire: statement of purposes, composition of student body, curriculum, financial support, board of trustees and president, and extracurricular life. Because of the nature of the methodology used (iLeL, a personal visit to each campus after having mailed the questionnaires), a 100% response from the colleges was obtained. (One college declined to cooperate in the study before the questionnaires were mailed out.) All ten colleges to whom the questionnaire was mailed cooperated to the extent that from (approximately) 80% to 95% of the data was provided by the college, includ- ing the efforts of the author during his visit to each campus. Subsequent research has uncovered much of the remaining needed data. Section A -- Statement,of Purposes The statements of purpose for each of the ten colleges for each of the six representative years spanning the fifty year period covered in the study (1913-14, 1920-21, 1930-31, 1942-43, 1950-51, and 1963-64) are recorded and have been examined for similarities and differences. By 44 45 observing these findings, it is possible to discern elements of the changing character of the ten colleges, at least as that character is reflected in the emphasis and phrasing of the statement of purpose. It is acknowledged that a statement of purpose is not necessarily a true indication of the real emphases in the executed program of the college. However, it is a valid indication of at least one form of an expressed purpose. No attempt is made in this section to assert that the statements of purpose reflect the actual programs of the colleges. Nevertheless, it is valid to examine statements of purpose with the intention of identi- fying the changes in them evolving over a historical period as being indicative of a changing character of the college. Five of the ten colleges did not list any statement of purpose in the college catelogue for the first three years included in the study, 1913-14, 1920-21, and 1930-31. In order to obtain data related to purposes of the colleges in those cases, it was possible to extrapolate from historical statements, references to the charter, quotations from statements by a founder of the college or other tangentially-related statements. By the 1942-43 year, all ten colleges listed a statement of purpose, or a paragraph dealing with the objectives of the college. For instance, in the 1913-14 catalogue of College One, although no statement of purpose as such is listed, reference is made to a statement in the original charter of the college to the effect that the institution was established for ”the promotion of sound learning under religious influences." And the Board of Trustees, at its first meeting after the founding of the College in 1866, expressed a like spirit in the following resolution: Resolved, that we enter upon the work of establishing the (College) with the single purpose of glorifying God in promoting sanctified education, and thus furthering the interests of the Church and its ex- tension over the whole earth. «v ca. - \ q f '19 " EZZ‘ --. a s. - ll! A 46 And nothing new is added to express a statement of purpose in the 1920-21 or 1930-31 catalogue beyond what is contained in the 1913-14 issue. In the 1913-14 catalogue of College Two, the closest references to any purpose are found in the Historical Statement and the founding resolution by the Synod as follows: to locate and establish in the State of . . . a university of the highest order, to be controlled by the Synods . . . . for the education of the youths of our country, and especially our candidates for the ministry . . The only further addition to an understanding of purposes prior to 1942-43 is the addition of the following sentence in the catalogue of 1930-31: "From its foundings, (College Two) has emphasized high ideals of purposeful Christian living as well as a broad and thorough culture." However, in one instance, very little (if any) usable data could be extracted from whatever statements were available. For the closest approximation to a definitive statement of purpose, one college cited only this quotation from its founder and first president in its 1913-14 and 1920-21 catalogues: Let the Directors and managers of this sacred institution propose the glory of God and the advancement of that Kingdom purchased by the blood of His only Begotten Son as their sole object. It is interesting to observe that the five colleges which did not list statements of purpose until the 1942-43 academic year are the five oldest colleges of the sample of ten included in this study. Those institutions and their charter dates are College One - 1866 College Two - 1869 College Three - 1875 College Six - 1819 College Seven - 1867 47 The other five colleges, which list a statement of purpose or other similar statement, and their founding dates are: College Four - 1887 College Five - 1901 College Eight - 1891 College Nine - 1904 College Ten - 1886 While only eleven years separate the colleges in the two groups, it is a fact that those institutions which do list a statement of purpose from at least 1913-14 on are all the newest (or youngest), including both colleges founded in the Twentieth Century. Table I lists twenty categories of characteristic emphases reflected in the statements of purposes of the ten colleges included in this study and indicates the number of those colleges which included reference to each emphasis for each of the six isolated years. Category references have been selected from the phraseology used in one or more statements of purpose, or by allusion to an emphasis phrased in so many diverse ways as to make impossible any attempt to quote a common element of it. Brief descriptive paragraphs follow Table I, explaining each category and making observations relative to the data for that category. TABLE I -- CHARACTERISTIC EMPHASES REFLECTED IN STATEMENTS OF PURPOSES OF 48 TEN PRESBYTERIAN CHURCH-RELATED COLLEGES IN EACH OF SIX YEARS SPANNING A FIFTY YEAR PERIOD, SHOWING HOW MANY COLLEGES EMPHASIZED EACH CHARAC- TERISTIC FOR EACH ACADEMIC YEAR ENDING IN THE YEAR CITED. Emphases 1914 1921 1931 1943 1951 1964 1. Preparation for successful Christian leader- ship (developing Christian workersfbrChiuch) - 7 6 5 4 2 1 2. Under Evangelical Religious influence and instruction 8 9 8 7 4 3 3. Education at low cost 4 5 4 2 2 1 4. Student self-helpiwork program 2 2 2 2 2 l 5. PracticalL vocational training, 3 4 3 6 6 7 6. Concern with scientific subject matter 3 3 4 4 4 7 7. Pre-professional and graduate study preparation 1 1 2 5 3 6 8. Training useful citizens, responsible in social, economic and political problems at local, national, and international levels; service leadership . 5 4 4 8 9 8 9. Concern for scholarly endeavor, intellectual meturity; and subject matter majors 1 1 l 5 7 8 10. Presents a brdad, varied cultural program of the liberal artsi(General Education)L 5 5 6 10 9 9 ll. Promote growth of the individual; character development; concern for the whole man i 3 2 2 7 9 6 12. Help young people find themselves in apply- ing Christian principles to everydey life 8 7 7 13. Develop idea of need for continuing educetion l 1 3 14. Understanding and reepecting others 2 4 4 15. Developappreciation of beauty 3 16. Develop physical well-being through play and recreation 4 8 7 17. Attitude of freedom and justice toward and for students 2 6 18. Involvement in the search for truth 2 5 19. Attention to the principle of personal integrity 3 5 20. Growth in personal values and social relationships 4 6 49 1. Preparation for successful Christian leadership (developing Christian workers for the church) refers to the purpose of the college as supplying the Church with an educated and trained corps of clergymen, directors of religious education, and missionaries. This category does not include the more general purpose of preparing an educated laity but to the particular function of training and providing technicians in the church, the "professional" church workers. The data show clearly the steady decline in the frequency of this type of reference in the statements of purpose of the ten colleges investigated. In 1913-14, seven of the ten colleges made reference to this purpose; in 1963-64, only one college mentioned it in its statement of purpose. 2. Under Evangelical Religious influence and instruction indicates a category which includes all references to the existence of a program of higher education under the aegis of the Church. But it implies more than just that. The peculiar wording, "Evangelical Religious influence and instruction," has been retained intact (even to the use of capitalization) in order to maintain the connotations of Nineteenth Century theological conservatism and Puritanistic pietism which it conveys in contrast to other more liberal expressions, such as in category 12 of Table I. With but a slight rise in 1921-22, perhaps reflecting the confusion of direction ram- pant in the 19208,80 this element of purpose had endured a steady decline in frequency in the ten colleges investigated. 3. Education at low cost was a primary purpose for three of the ten colleges in 1913-14. This orientation is attributable to a democratic zeal of the founder and/or contemporary administration, as expressed, for instance 80Rudolph, op.cit., p. 452E. 50 in the 1913-14 catalogue of one of these colleges which cites the purpose of the founder "to establish an institution of learning where, at the least possible expense, all classes of young men and women might secure an educa- tion . . ." In addition, for other colleges, the expressed purpose of main- taining love costs was a virtue compatible with Christian frugality. The decline in the frequency of this purpose has been steady since 1930-31. 4. Student self-help work program is a unique category in that only two of the ten colleges investigated maintained such a program. However, they were included in this table not only to illustrate their perserverance and approximate termination time but also to illustrate a relationship to a theological perspective. These student self-help work programs and their accompanying concern for low cost are directly related to the concept of what Christian higher education means. As cited in its 1912-13 catalogue, the statement of one of these colleges was that . . . College stands a monument to the principles that a high standard of moral, physical, and mental culture is essential in the preparation for successful Christian leadership, and that opportunities for student self-help should be so provided that a mental and moral, as well as economic, value will result. It is interesting to observe that one of these programs has not been dis- continued in its entirety even by 1963-64. 5. Practical. vocationei training, as a category here, does not include references to vocational training for "professional” church workers, such as those referred to in category 1 above. Rather it refers to a concern for preparation of students for other non-church related, practical vocations. The frequency of this purpose in the statements of the ten colleges has shown a steady increase since 1913-14, with the slight but interesting exception of the 1930-31 year when it declined. 51 6. Concern with scientific subject matter is a category established to indicate the frequency of such a concern in the statements of purpose of the colleges. It does not refer to any data found in the curricular offer- ings. The slow and gradual -- almost cautious -- increase is perhaps less decisive than would have been expected. 7. Pre-professional and graduate study preparation, as a category, isolates references to a distinctive purpose of the college to prepare students for advanced study. The number of colleges expressing such a concern has shown a steady increase throughout the historical period under examination. 8. Trainipg,useful citizensL responsible in social, economic, and politicgl problems at local, national, and international levels;iservice leadership is a comprehensive category whose designation is almost as expansive as the concepts involved are broad. The lengthy designation was selected advisedly in order to convey the fullest implications of its coverage rather than to allow the narrower terms "citizenship and service leadership" to prevail. It is interesting to observe carefully the data for the 1920-21 and 1930-31 years. Perhaps it is true, as Rudolph suggests, that the colleges and universities of America were experiencing some equilibrium in the 19208 and early 19308 before the shattering impact of the later 19308 and 19408.81 The fact that twice as many colleges (eight of the ten) referred to this scope of purpose in 1963-64 as did in 1930-31 is evidence of the change in character that has occurred in these ten colleges in the Twentieth Century. 9. Concern for scholarly endeavor, intellectual maturity; and subject matter mejors categorizes the frequency of reference to matters of intellectual 311b1d,, p. 465. 52 concern in the statement of purposes. It is significant to note that, with one exception, expressed attention to this matter was not really forthcoming among the ten colleges in this sample until 1942-43. In 1963-64 practically all of the ten colleges (eight) acknowledged this concern. 10. Presents a broad, varied, cultural program of the liberal arts (General Education) is a category which defied a constant interpretation for all the six years of the fifty year period covered. However, with its variety of implications it constitutes the single most persistent thread for these ten colleges throughout the fifty years. 11. Promote growth of the individual; character develppment; concern for the whole meg designates a category of purpose that has been found in a wide variety of expressions. While "concern for the whole man" is perhaps a "loaded" phrase theologically, its inclusion in this category is essential because of its frequent usage in both early and late years of the period. The irregular pattern of its frequency across the span of fifty years is an indication of the complexity not only of the secular historical influences but also of the ecclesiastical and theological swinging of the pedulum through this time. 12. Helping young people find themselves in applying Christian princi- ples to everyday life is the first in the final group of categories that reflect more recent trends in the verbalization of purpose. To have said this is also to acknowledge implications of strong changes in the theological character not only of the church's colleges but of the Protestant church in America as well. This category cannot be considered apart from such other categories as numbers 1, 2, 5, and 8 particularly. 13. Developingiidea of need for continuinggeducation is a reference to the increasing role of the function of education as a life-long process. 53 It is a measurement of the influence of a philosophical approach to educa- tion both with respect to the timing of that influence in these colleges, and its strength. 14. Understanding_end respecting others categorizes frequency of expressed attention to a function of affecting the attitudes of students as an ingredient in the educational process. It is significant to note the data here with respect to the data from categories 10 and 11, above. 15. Develop appreciation of beauty is a reference to specific indica- tions of attention to the appreciation of the fine arts, and/or the expressed study of aesthetics. Focus upon such concerns as appreciation of beauty adds to the indications of a liberalizing influence in the statements of purpose of these ten Presbyterian Church-related colleges. 16. Develop physical well-beipg_throughiplay and recreation as a cate- gory refers to the occasion of stated purposes assuming a recognized value of physical exercise and organized recreational opportunities. Although this emphasis did not appear in the statements of purposes of the ten colleges studied here until 1942-43, collegiate football had arrived on the university campus fifty years earlier.82 Its rise has been sudden and swift, though showing some little decline of frequency in 1963-64. 17. Attitude of freedom and justice toward and for students expresses a new element in statements of purposes of these ten colleges appearing for the first time in 1950-51. As a category, it reflects aspects of a develop- ing trend toward individual rights and the college students' awareness of philosophical foundations for the meaning of life. The marked increase in the frequency of such references in statements of purposes from two in 1950- 51 to six in 1963-64 is an indication of the momentum apparently underlying the current trend. 821b1d., p. 375. 54 18. Involvement in the search for truth categorizes the attention being devoted in recent statements of purpose of these Presbyterian colleges to a concern for an open-ended learning that seems to go beyond the concern for subject matter. The influence which brought about this kind of emphasis in the 19508 and 19608 is of interest also when considered with the two final categories listed below. 19. Attention to the principle of personal integpigy, Although implicit in earlier expressions of purpose, such concerns as illustrated by this category have not been in evidence explicitly in earlier statements of purpose of the ten colleges under investigation here. 20. Growth in personal values and social relationships as the final category could easily summarize the final six categories listed above, numbers 14-19. But the individual distinctions of the seven categories are each worthy of note. They seem to reflect a revival of the collegiate values surrounding the humanizing, liberal education concept that had been opposed by the university idea of several decades before. Section B -- COmposition of Student Body Data reflecting the composition of the student body of each of the ten colleges investigated consist of responses to five inquiries in Section B of the questionnaire, namely: enrollment; geographical distribution of students' hometowns; religious preference of students; entrance requirements; and admissions data on numbers of applications, acceptance and enrollees. Tables of data will be included in the following pages. Enrollment Figures for the enrollments of the ten colleges were found in the catalogue issues of the college bulletins, in records and annual reports in the Philadelphia archives of the Presbyterian Church's Board of 55 Christian Education, and in registrars' reports. Table II presents the total enrollment figures; a breakdown by enrollment of men and women students is presented in Appendix G. TABLE II -- TOTAL ENROLLMENT OF STUDENTS OF TEN PRESBYTERIAN CHURCH-RELATED COLLEGES AS OF THE BEGINNING OF THE FALL SEMESTER OF THE ACADEMIC YEAR CITED. (See questionnaire, Section B, Question 1, in Appendix) 0611ege 1913-14 1920-21 1930-31 1942-43 1950-51 1963-64 One 445 611 903 842 1198 1413 Two 196 269 390 366 1091 1728 Three 252 281 509 466 414 492 Four 298 480 700 797 1228 1608 Five 320 491 457 . 551 1139* 1070* Six 184 448 757 636 796 699 (19-20)** Seven 37 50 225 132 1259 1172 Eight 24 87 182 110 641 552 Nine 56 161 415 299 462 729 Ten 146 168 299 282 554 7 905 *Includes Music School students not tabulated before 1950-51. **Data not available for College 7 for year 1920-21. Inspection of Table II readily reveals a great variety not only among the size of student enrollments of the ten colleges but in the rate and extent of growth of each one. In 1913-14, enrollments ranged from 24 at College Eight to 445 at College One. In 1963-64 the range from the smallest enrollment to the largest had grown to 492 at College Three to 1728 at College Two. Growth was relatively constant at each of the colleges. All colleges, except two (College Four and College Five) experienced an understandable decline in 1942-43 as a result of the draft and volunteer enlistments of 56 male students after the declaration of World War II. (Enrollments in 1943-44 were normally even lower than in 1942-43.) However, at least six of these ten colleges had military training programs on campus for the 1943-44 years, affiliated with either the Navy V-XII (or V-S) program or the Army training programs. In fact of the forty-five Presbyterian colleges in the early 19403, thirty-one had student training units on campus in the 1943-44 academic year.83 Two colleges record decreases in enrollment in the years isolated for this study other than 1942-43 and 1963-64. College Three shows a decrease of enrollment in 1950-51 and College Five shows a drop of enrollment in 1930-31. However, three colleges surprisingly show declines in their student enrollment for the 1963-64 year, in the midst of the much publicized college enrollment boom. They are Colleges Five, Six, and Eight. Geographical Distribution of Students' Hometowns Data for this factor illustrate the percentage of students for each year of the survey that reside within the same state as that in which the college is located, what percentage come from what number of other states, and what percentage are residents of what number of other countries. (See questionnaire, Section B, Question B-2, in Appendix) Tables III, IV, and V summarize these three aspects of the data. 83"Twenty-First Annual Report of the Board of Christian Education of the Presbyterian Church in the United States of America" in the Minutes of the General Assembly of the Presbyterian Church in the U.S.A., Fourth Series, Vol. VI, 1944. Part II, p. 47. 57 TABLE III -- PERCENTAGES OF STUDENTS FROM HOMETOWNS IN SAME STATE AS THAT IN WHICH COLLEGE IS LOCATED FOR TEN PRESBYTERIAN CHURCH-RELATED COLLEGES FOR EACH YEAR CITED. (Percentages are rounded off to nearest whole percent.) m COLEEBE, 1913-14 1920-21 1930-31 1942-43 1950-51 1963-64 One 82% 69% 67% 53% 50% 38% Two 98 * 98 98 * 79 Three 38 42 38 41 27 19** Four 91 8O 91 94 93 76 Five 94 93 96 97 91 91 Six 50 57 47 33 34 28 Seven 86 99 95 97 87 55 Eight 100 92 90 87 50 29 Nine 95 95 95 90 95 73 Ten 97 93 95 95 93 84 *Data not available **Includes 83 students in Militaty'Degree Completion Program. Table III illustrates in graphic terms the considerable degree to which nine out of ten of these Presbyterian Church-related colleges have ceased to be local or state-wide colleges only. For whereas in 1913-14, eight of these colleges received more than eighty per cent of their students from the same state in which the college was located, in 1963-64, only two continued to do so. Although no clear trends are discernible for the earlier years, it is interesting to note the movements of percentages up and down for each isolated year. In the 1920-21 academic year, the percentages of students from the "home state" decreased for four colleges and increased for three colleges. In 1930-31, percentages decreased for five colleges and increased 58 for only two. In 1942-43, the split was even, with four colleges showing increased percentages and four colleges showing decreased percentages. In 1950-51, the pattern becomes more clear, with seven colleges showing decreased in the number of students originating from the "home state” and only two showing increases. And in 1963-64, the pattern becomes an obvious trend as nine of the ten colleges show a decrease in the percentage of their students as residents of the "home state" and none shows an increase. By 1950-51, four of the ten colleges received fifty per cent or less of their students from the "home state." And in 1963-64, while only the same four derive less than fifty per cent, the percentages are considerably reduced in all but two instances. An interesting corollary of this data' is the findings summarized in Table IV relative to the number of other states represented by what percentages of the student body. The first observation to be made upon study of the data in Table IV is the sharp increase in the percentage of out-of—state students enrolled in these ten Presbyterian colleges in 1963-64 over the percentage in 1913-14. Generally the increase has been a gradual and constant one. However, excep- tions to this statement constitute interesting observations. Seven of the ten colleges show decreases in number of other states represented, four of these doing so in the 1942-43 academic year. It is understandable with restrictions on travel and shortages of gasoline and tires during World War II that fewer students were able to travel to another state to college. However, seven of the colleges (not necessarily the same seven) show decreases of the percentages of out-of-state students in years other than 1942-43. This fact seems to indicate that the increase of out-of- state students was not a systematically planned procedure in most of these colleges. 59 .Emuwoum GOHuonEou owuwma humuHHHz :H mucousum mm mwvnHo:H%¥ .anmHHm>m uoc mamas mN mH 0H m m 8 n 8 m o N m :mH NN mN NH m\c N 0H m m m e m m mcHz S 8 2 3 w 2 S S m m o o |2Hwfl m\: Nq 0N NH m N q m N N. 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HN No.N 0N No.m N No.N m No.m mH No.0 w No.¢ mac mmHuu mwwN moHuu deN moHuu owns mmHuu mwwN moHuu mme moHuu o MN mmeHoo ucsou ucaoo 1:500 1:300 nasoo 1:300 mo .02 mo .oz mo .02 mo .oz mo .oz mo .oz «osmomH HmuommH msuNemH HmuommH HNuONmH . «HanmH mo nucmu umoumo: msu Ou mmo vovaaou mum mowmucooummv MmmHO wzo Qz< MO NQHman mz3OHmzcm 20mm wMUMHHOU QMH HAMHN mm e an e as m an N em a NN e neee an e NN NH mm NH eH eH 8H HN e HN ennee He oH NH 6 eN N NH s 8H 0H NH w mmmll New No Nam Ne Nam NHH Nem NNH NNN NNN NmN NNN neo .uooo >wpmHo .uooo wmumHo .uooo hmumHo .uooo wuoHo .uooa fiwumHo .uuoo fimeHo owwHHoo en-meaH Hm.omaH Ne-NeaH Hm-ommH HN-ONNH eH-mHmH .ee-memH -- eH-mHaH .mmemw meHm may oszz .Eom .moum.HHoo Hoummm .mmum.HHoo Hoummm Hoummm : Mm «\c : ¢oum kAxwumHov mum.HHov :m2\cmwo Gmmm .woum : m> Ewm .moum m\: : .moum Hmuom .woum .moum.HHoo .woum .woum Hoummm .moum : mu\pm MN: : mqu¢ : : : sz\cmmfl : .wonm .woum : : : HMIOM «\c = : nonnmm : mo\em ammo .nmnm.HHoo «Ne nonnnm HN-oN hHsmnnHov .Hone «AswnnHov .Hone .eeem.eum eHsmnnHov .nenH.HHoo n\e amen nNe .Hone eH-NH Goa wCHz uanm co>wm me o>Hm usom ooHHH 038 one Ham mancfiuaoo camumm mama buddflwaM4m£Huadouuwav H.66HHH6 eH .QmHmHH mm4MN NHm mo mUdH22H nZGHHumHm mo MZHH Ema H< mflUMHHOU QMHxx HHm II RELATIONSHIP The College Board: Charter Provisions of the Three Classes of our foPerating Colleges for Election of Board of Trustees. l. Institutions organically connected with the Presby- 'tertan Church in the U.S.A. Albany College (Now is Lewis and Clark) Alma College Arkansas Cumberland College (Now is College of the Ozarks) Biddle University (Now is Johnson C. Smith University) Buena Vista College Carroll College Cumberland College Davis and Elkins College Emporia, The College of Hastings College Henry Kendall College (Now is University of Tulsa) Highland University College Huron College James Millikin University Jamestown College Lafayette College 137 Lake Forest University Lenox College Lincoln College Lindenwood Female College Maryville College Missouri Valley College Montana, The College of (Rocky Mountain College) Oswego College for Young Ladies Parsons College Pikeville College Reynolds College Texas Fairemont Trinity University Westminster College, Mo. Westminster College, Utah Whitworth College Wooster, The College of Institutions which by perpetual charter provision have P-tw04third8'offtheir Boards‘of Control'members of the Presbyterian Church. Bellevue College Macalester College College of Idaho Waynesburg College Illinois College Westminster University, Col. Kentucky College for Women Wilson College Institutions that are under Presbyterian approval as to their work. Albert Lea College Blackburn College Bloomfield College Central University of Kentucky (Now is Centre College) Coe College Dubuque University Elmira College Grove City College Hanover College Highland Park College Lincoln University New York University Occidental University Park College Tusculum College Wabash College Washington and Jefferson College Western College for Women 138 1920-21 I THE STANDARD (C. Hawe Geiger, "The Program of Higher Education of the Presby- terian in U.S.A.: a historical analysis of its growth in the United States." Unpublished Ph.D. dissertation, Columbia Univer- sity, 1940.) 1. (a) (b) (e) (d) (e) 2. (a) (b) (C) (d) Eight departments of instruction, each having one teacher of professional rank, giving full time to his department. A requirement for unconditional admission of fifteen units of secondary work, or graduation from an accredited secondary school. At least fifteen hours a week for four years should be required for graduatdxnn with a Bachelor's degree. The curriculum should be conservatively outlined in relation to such resources as may be necessary to conduct the announced course of instruction. The program of studies should offer advanced work in the several departments of instruction, and should be administered to preserve a distinction between elementary and advanced studies by providing a reason- ably definite stage of advance for students in each of the four college years. Teachers of professioral rank, including assistant professors, who should constitute at least two-thirds of all teachers of the college, should have at least two years study in a graduate school of recognized standing, and should have the M.A. degree. It is desirable that one-fourth of the teachers of professOrial rank should hold the degree of Doctor of Philosophy or have an equivalent qualification. A net productive endowment of $300,000. A library containing books chosen with a reasonably definite reference to courses of instruction offered and on which at least $1,000.00 a year is expanded for new books and periodicals. 139 (e) Laboratory equipment sufficient for the courses offered and an appropriation of $1,000.00 a year for equipment and apparatus. All those colleges listed below are endorsed by the Church as having met the standards above. II RELATIONSHIP (4th Annual Report of the General Board of Education of the Presbyterian Church in the U.S.A., May 1922, PP. 34 and 35.) The Institutions listed below are organically connected with the Presbyterian Church in the United States of America, or have charter requirements at least two-thirds of their Boards of Control members of said Church. Albany College (Now is Lewis and Clark) Alma College Buena Vista College Carroll College Cumberland University Davis and Elkins College Emporia, The College of Genesco Collegiate Institute Hastings College Highland College Huron College Idaho, College of Illinois College James Millikin University Jamestown College Johnson J. Smith University Kentucky College for Women Lafayette College Lake Forest College Lenox College Lincoln College Lindenwood College Macalester College Maryville College Missouri Valley College Ozarks, College of Parsons College Pikeville College Trinity University Tulsa, University of Waynesburg College Westmin's t er College, Mo. Westminster College, Utah Whitworth College Wilson College Wooster, College of The following institutions are not connected with the Presbyterian Church by any legal ties, nor are they subject to ecclesiastical control. Their history, however, and associations with the life and work of our Church are such as to justify our earnest co-operation with them. Blackburn College Centre College of Kentucky Coe College Elmira College Grove City College Hamilton College Hanover College Lincoln University New York University Occidental College Park College Rollins College Tusculum College Wabash College Washington and Jefferson .. College Western College for Women 140 1930-31 I THE STANDARD The Standards for 1930-31 were the same as in 1920-21. II RELATIONSHIP (9th Annual Report of the Board of Christian Education of the Pres- byterian Church in the U.S.A., May 1932, pp. 54, 55.) The following thirty-three active colleges are organ- ically connected with the Presbyterian Church in the U.S.A., their boards of control being elected, nominated, or con- firmed by session, presbytery, synod, or General Assembly, or by a Board of the Church: Lafayette College Lake Forest College Lenox College Lincoln College Lindenwood College Maryville College Missouri Valley College Ozarks, College of the Parsons College Pikeville College Trinity University Westminster College, Mo. WéStminster College, Utah Whitworth College Wooster, The College of Albany College (Now is Lewis and Clark) Alma College Buena Vista College Carroll College Centre College Cumberland University Davis and Elkins College Dubuque, University of Emporia, The College of Hastings College Highland College Huron College Intermountain Union College James Millikin University Jamestown College Johnson C. Smith University The following six institutions are under the control of self-perpetuating boards of trustees, of which a majority or two-thirds or three-quarters of the members at least must be members of the Presbyterian Church in the U.S.A. Beaver College Idaho, College of Illinois College Macalester College Waynesburg College Wilson College 141 The following fourteen institutions are under the obser- vatiOn and approval of the synod within whose bounds they are located, and are historically and traditionally connected with the Presbyterian Church in the U.S.A. Blackburn College Occidental College Coe College Park College Elmira College Tulsa, University of Grove City College Tusculum College Hamilton College Wabash College Hanover College Washington and Jefferson Lincoln University College Western College for Women 1943-44 I SET OF STANDARDS For Colleges affiliated with the Presbyterian Church Adopted by the Board of Christian Education, Presbyterian Church, U.S.A., April 28, 1943. 10 The college shall adopt a statement of purpose clearly defining its status as a Christian college. This state- ment of purpose shall be included in the statement of institutional purpose in the official college catalogue and shall furthermore indicate that the college is affiliated with the Presbyterian Church, U.S.A. It shall be the declared policy of the college to employ as regular members of the faculty only men and women who are active members in good standing of some evangelical Christian church which affirms its loyalty to Jesus Christ as the Divine Lord and Savior. The college shall provide courses in biblical studies and shall require at least one such course for graduation. The college shall submit annually to the Board of Christian Education complete financial information for the year on forms supplied by the Board, and shall have an annual audit made by a certified public account- ant. It is further recommended that the statements contained in the accountant's report shall conform with the accounting principles applicable to the institutions of higher education. The college shall be officially and fully accredited by the regional accrediting agency. 142 II RELATIONSHIP (let Annual Report of the Board of Christian Education of the Presbyterian Church in the U.S.A., May 1944, p. 122.) _ EdUcational Institutions endorsed by the General Assembly of the Presbyterian Church in the U.S.A. upon recommendation of its Board of Christian Education, March 31, 1944. Alma College Lincoln University Blackburn College Lindenwood Female College Carroll College Macalester College Centre College Maryville College Coe College Missouri Valley College Dubuque, University of Occidental College Grove City College Park College Hanover College Parsons College Hastings College Pikeville College Huron College Trinity University Idaho, The College of Tulsa University Illinois College , Tusculum College James Millikin University Washington and Jefferson College Jamestown College Western College Johnson C. Smith University Westminster College, Mo. Lafayette College Westminster College, Utah Lake Forest College Whitworth College Lewis and Clark College Wilson College Lincoln College Wooster, The College of The following colleges have adopted the Set of Standards and are recommended to the Church for One year. They do not have the approval of their regional accrediting associations for various reasons, among which are low faculty salaries and inadequate libraries. In practically every case, the securing of accreditation awaits the development of a stronger financial structure. Beaver College Emporia, College of Buena Vista College Ozarks, College of the Davis and Elkins College Waynesburg College 143 1950-51 I SET OF STANDARDS The Set of Standards for 1950-51 are the same as for 1943. From this year on the designation of colleges by the particular- ities of their relationship (i.e., organic, charter, or historical) is discontinued in the official minutes of the General Assembly of the demonination. (Christian Education, 29th Annual Report for the Year 1951, May, 1952, p. 75.) Educational Institutions endorsed by the General Assembly of the Presbyterian Church in the U.S.A. upon recommendation of its Board of Christian Education. Alma College Beaver College Blackburn College Buena Vista College Carroll College Centre College Coe College Davis and Elkins College Dubuque, University of Emporia, The College of Grove City College Hanover College Hastings College Huron College Idaho, The College of Illinois College James Millikin University Jamestown College Johnson C. Smith University Lafayette College Lake Forest College Lewis and Clark College Lincoln College Lincoln University Lindenwood Female College Macalester College Maryville College Missouri Valley College Occidental College Ozarks, The College of the Park College Parsons College Pikeville College Rocky Mountain College Trinity University Tusculum College Tulsa, University of Washington and Jefferson College Waynesburg College Westminster College, Mo. Westminster College, Utah Whitworth College Wilson College Wooster, The College of 144 1963-64 I ADMINISTRATIVE GUIDELINES For Colleges Related to the United Presbyterian Church, U.S.A., Adopted by the Board of Christian Education, Presbyterian Church, U.S.A., April 18, 1963 Introduction The United Presbyterian Church U.S.A. recognizes its obligation, in serving God the Source of Truth, to help provide at the college level "the best in education in the context of a Christian community.’ To this end, the church relates itself to appropriate colleges and seeks to strengthen them for their educational task. The adoption by the 173d General Assembly of the official statement, The Church and Higher Education, commits the members of the United Presbyterian Church U.S.A. to support the colleges related to the church. The church-college relationship must preserve the integrity of the college as an institution of higher learning, for the college would otherwise be weakened and the stated intention of the church would be thwarted. The church can add to the effectiveness of its colleges by providing the nurture of interest and understanding, by helping these colleges to obtain students, faculty members, and trustees who can build institutions of the highest repute, and by undergirding these colleges financially in proportion to their particular needs. The policies expected of these Presbyterian-related colleges are stated as follows: I. General Policy A. Colleges related to the United Presbyterian Church U.S.A. shall have the declared purposes to fulfill the condi- tions and expectations set forth for the church-related colleges in the official statement, The Church and Higher Education, adopted by the 173d General Assembly (1961). B. The purpose of this church-college relationship, in keeping with the Reformed tradition, is to affirm that the Lordship of Christ over the life and work of man includes his intellectual pursuits and to assist these colleges to be free, responsible, and creative insti- tutions of higher learning. This purpose can be fully realized only through academic excel- lence in the college and through the academic freedom which will provide each student and teacher opportunity for independent initia- tive in his search for truth and in his encounter with the world. 145 Integral elements in this freedom must be the opportunity to participate in active exchange between faith and the academic disciplines and the opportunity to experience religious conviction in community. C. It is recognized that the educational concern of the church, through the colleges related to it, is expressed in varying circumstances. Uniformity in the manner of the Christian witness of the colleges may be no more possible than uni- formity in academic policies and practices. Each church- related college, however, will seek to be a learning community which in word and act will provide for intellectual advancement and religious growth, and will undertake to carry out the ethical implications of the faith it represents. II. Administrative Policies and Procedure A. The purpose of the institution as a college related to The United Presbyterian Church U.S.A. shall be clearly stated in the college catalog and other appropriate publications of the institution. B. The church-related college will seek to have well-qualified faculty members, administrative officers and trustees who are dedicated to its declared institutional purpose and will faithfully serve the primary objective of academic excellence in a community that encourages true piety with integrity of thought and character. C. Accreditation by a regional accrediting agency shall be required, but it is to be regarded as a minimum indication of the quality to be sought by a college related to the United Presbyterian Church, U.S.A. D. The college shall provide courses in religious studies, including study of the Bible, and shall require of each student a mature classroom encounter with the Judaic- Christian heritage. II RELATIONSHIP Since 1950-51 the designation of colleges by the particularities of their relationship (i.e., organic, charter or historical) has been discontinued in the official minutes of the General Assembly of the denomination. (Minutes of the General Assembly of the United Presbyterian Church in the United States of America, Part II -- Annual Reports, August, 1964, p. 87.) 146 Educational Institutions recognized by the General Assembly as Colleges and Universities related to the United Presbyterian Church in the United States of America through the Board of Christian Education. Alma College Beaver College Blackburn College Bloomfield College Buena Vista College Carroll College Centre College Coe College Davis and Elkins College Dubuque, The University of Emporia, The College of Grove City College Hanover College Hastings College Huron College Idaho, The College of Illinois College Jamestown College Johnson C. Smith University Lafayette College Lake Forest College Lewis and Clark College Lindenwood College Macalester College Maryville College Millikin University Missouri Valley College Monmouth College Muskingum College Occidental College Park College Pikeville-College Rocky Mountain College Sterling College Tarkio College Trinity University Tulsa, The University of Tusculum College Waynesburg College Westminster College, Mo. Westminster College, Pa. Westminster College, Utah Whitworth College Wilson College Wooster, The College of APPENDIX B LIST OF COLLEGES AFFILIATED WITH THE UNITED PRESBYTERIAN CHURCH IN THE UNITED STATES 0F AMERICA THROUGH ITS BOARD OF CHRISTIAN EDUCATION, AS OF JUNE, 1964. TYPE FOUNDED California Occidental College, Los Angeles Coed 1887 Idaho College of Idaho, Caldwell Coed 1891 Illinois Blackburn College, Carlinville Coed 1857 Illinois College, Jacksonville Coed 1829 Lake Forest College, Lake Forest Coed 1857 Millikin University, Decatur Coed 1901 Monmouth College, Monmouth Coed 1853 Indiana Hanover College, Hanover Coed 1827 Iowa Buena Vista College, Storm Lake Coed 1891 Coe College, Cedar Rapids Coed 1851 University of Debuque, Dubuque Coed 1852 Kansas College of Emporia, Emporia Coed 1882 Sterling College, Sterling Coed 1887 Kentucky Centre College, Danville Coed 1819 Pikeville College, Pikeville Coed 1889 Michigan Alma College, Alma Coed 1886 Minnesota Macalester College, St. Paul Coed 1885 Missouri Lindenwood College, St. Charles Women _ 1827 Missouri Valley College, Marshall Coed ‘ 1888 Park College, Parkville Coed 1875 Tarkio College, Tarkio Coed 1883 Westminster College, Fulton Men 1851 Montana Rocky Mountain College, Billings Coed 1883 147 148 Nebraska Hastings College, Hastings New Jersey Bloomfield College, Bloomfield North Carolina Johnson C. Smith University, Charlotte North Dakota Jamestown College, Jamestown Ohio Muskingum College, New Concord College of Wooster, Wooster Oklahoma University of Tulsa, Tulsa Oregon Lewis and Clark College, Portland Pennsylvania Beaver College, Jenkintown Grove City College, Grove City Lafayette College, Easton Waynesburg College, Waynesburg Westminster College, New Wilmington Wilson College, Chambersburg South Dakota Huron College, Huron Tennessee Maryville College, Maryville Tusculum College, Greeneville Texas Trinity University, San Antonio Utah Westminster College, Salt Lake City Washington Whitworth College, Spokane West Virginia Davis and Elkins College Wisconsin Carroll College, Waukesha TYPE Coed Coed Coed Coed Coed Coed Coed Coed Women Coed Men Coed Coed Women Coed Coed Coed Coed Coed Coed Coed Coed FOUNDED 1882 1807 1867 1884 1837 1866 1894 1867 1853 1876 1826 1849 1852 1869 1883 1819 1794 1869 1875 1890 1904 1846 APPENDIX C LIST OF THE TEN UNITED PRESBYTERIAN CHURCH-RELATED COLLEGES PARTICIPATING IN THIS STUDY ALMA COLLEGE, Alma, Michigan COLLEGE OF IDAHO, Caldwell, Idaho COLLEGE OF WOOSTER, Wooster, Ohio DAVIS AND ELKINS COLLEGE, Elkins, West Virginia LEWIS AND CLARK COLLEGE, Portland, Oregon MARYVILLE COLLEGE, Maryville, Tennessee MILLIKIN UNIVERSITY, Decatur, Illinois OCCIDENTAL COLLEGE, Los Angeles, California PARK COLLEGE, Parkville, Missouri TRINITY UNIVERSITY, San Antonio, Texas 149 APPENDIX D COPY OF INITIAL LETTER SENT TO COLLEGE PRESIDENTS Dr. John Doe Church College College Town, U.S.A. Dear Dr. Doe: As a Presbyterian clergyman and former pastor, I am now preparing to write a doctoral (Ph.D.) dissertation here at Michigan State University in the major field of higher education. I have chosen as a topic, a study of the United Presbyterian colleges, using as my base a twenty-five per cent sampling of the more outstanding of our forty-four institutions. Selection of these eleven colleges has been determined on the basis of geography, size and age. I would like to include Church College in this selected sampling. The purpose of the study is to analyze by historical research and des- cription the nature and extent of change that has taken place in Presbyterian Church-related colleges since 1914, with respect to six selected variables, (namely, (1) its statement of purpose, (2) the composition of its student body,‘(3) its curriculum, (4) its financial support, (5) its extracurricular life, and (6) the profession and background experience of members of the Board of Directors, including the president. Whatever changes have taken place, the present state of the church-related college in America is different from what it was in 1914. To understand it today, it is necessary to identify and analyze some of theSe changes that have occurred in the intervening years. But each college changes in different ways, at different times, and for differ- ent reasons; in short, each college is distinct. Therefore, it is necessary to study several institutions, describing'the trends thus established. I propose to send to you within the next few weeks a master questionnaire, which hopefully you would distribute to the appropriate staff members (and/or their secretaries) for preliminary completion. Then at a time when you would be on campus, I propose to visit your institution for two days to consult with you and perhaps others you designate, and to complete the questionnaire with your staff. Tentatively may I suggest the following dates for my visit to your school: February 14-16; is this convenient for you? I look forward to the opportunity of meeting you and visiting on your campus. As I have been especially conscious of our colleges in the past several years, I have grown to have a great respect for your institution. Respectfully, Douglas G. Trout DGT:jmh P.S. I will be happy to provide some kind of report to the Presidents of all participating institutions. 150 APPENDIX E COPY OF FOLLOW-UP LETTER SENT TO COLLEGE PRESIDENTS Dr. John Doe Church College College Town, U.S.A. Dear Dr. Doe: Enclosed are two copies of the questionnaire for my doctoral thesis study of the changing character of Presbyterian colleges over the last fifty years about which I have written you previously. One copy, when completed, is for your files, for whatever value it may have for your future reference. It is my proposal that you distribute the six sections of the question- naire to the appropriate members of your administrative staff for prelimi- nary completion. Of course the extent to which any attention can be given to them will vary with each institution, depending (among other factors) upon the time interval between their receipt and the date of my arrival on your campus. It is my expectation to complete the questionnaire myself during my two day visit with you on February 14-16. One minor matter of mechanics remains to be settled in reference to my visit. Are there guest rooms available in one of the dormitories for my lodging or can you suggest an appropriate motel or hotel to which I can write for reservations for the nights of February 14 and 15. Again I want to express to you my appreciation for your cooperation in this study. Please be reassured that I am prepared to complete the questionnaire myself (as far as data is available) during my visit. Of course any preliminary efforts to answer some of the questions Or to draw together in a central place relevant files, catalogues, and other sources for my use during my visit will be appreciated; but I expect the major burden to be mine, not yours. And of course I will be sending you a summary of my findings when the study is completed. Gratefully, Douglas G. Trout DGT:jmh Encs. 151 THE TROUT STUDY, 1965 Institution SECTION A STATEMENT OF PURPOSES These pages constitute one of six sections Of a questionnaire sent to your institution (and nine other Presbyterian colleges across the United States). I am a doctoral candidate at Michigan State University, and I am making a study of the changing Character Of Presbyterian colleges over the past fifty years. I will be visiting your campus for two days on the H - In the meantime, I am requesting that a preliminary effort be made to complete this section of the questionnaire before my arrival at your institution. If its completion in the time allowed is impossible, perhaps per- tinent records could be located and brought together so that I can continue the research when I arrive. Of course, I will greatly appreciate all the cooperation and assistance you can give me. When I am on the campus I would welcome the Opportunity to meet you and to discuss the questionnaire with you, completing it at that time. All data will be treated confidentially and with anonymity in reports Of this study, including the thesis. A summary report Of my findings will be sent to your president. It is understood that much Of the data requested will not be available, especially for the earlier years. When this is the case, please simply indicate “not available,” and proceed to the next item in the questionnaire. When I am visiting with you, perhaps I can fill in some of the gaps by continuing the research you did not have time to complete. If it would be easier and quicker for you, thermofaxed or xeroxed copies of data from your records may be attached to this section. I want to thank you for your cooperation with me in this study and for any time you have been able to spend in this phase Of its completion. DOUGLAS G. TROUT Name and Office Of the person responsible for this section Of the questionnaire. .' A. STATEMENT OF PURPOSES A - 1 The statement of purposes of your college usually appears in the first few pages of the college bulletin. Would you please provide the exact statement of purposes as it appeared for each of the six academic years listed below. When the bulletin or other record is not available for a given year, please provide a statement for the year closest to the one requested. 1913-14 Statement of purposes 1920-21 Statement of purposes 1930-31 Statement of purposes 1942-43 Statement of purposes 1950-51 Statement of purposes 1963-64 Statement of purposes A - 2 Is any change in the statement of purpose presently being considered? ________________ If so, would you please provide a brief indication of the proposed change under discussion? THE TROUT STUDY, 1965 Institution SECTION B COMPOSITION OF STUDENT BODY These pages constitute one of six sections of a questionnaire sent to your institution (and nine other Presbyterian colleges across the United States). I am a doctoral candidate at Michigan State University, and I am making a study of the changing character of Presbyterian colleges over the past fifty years. I will be visiting your campus for two days on the - In the meantime, I am requesting that a preliminary effort be made to complete this section of the questionnaire before my arrival at your institution. If its completion in the time allowed is impossible, perhaps per- tinent records could be located and brought together so that I can continue the research when I arrive. Of course, I will greatly appreciate all the cooperation and assistance you can give me. When I am on the campus I would welcome the opportunity to meet you and to discuss the questionnaire with you, completing it at that time. All data will be treated confidentially and with anonymity in reports of this study, including the thesis. A summary report of my findings will be sent to your president. It is understood that much of the data requested will not be available, especially for the earlier years. When this is the case, please simply indicate “not available,” and proceed to the next item in the questionnaire. When I am visiting with you, perhaps I can fill in some of the gaps by continuing the research you did not have time to complete. If it would be easier and quicker for you, thermofaxed or xeroxed copies of data from your records may be attached to this section. I want to thank you for your cooperation with me in this study and for any time you have been able to spend in this phase of its completion. DOUGLAS G. TROUT Name and office of the person responsible for this section of the questionnaire. B-6 B. COMPOSITION OF STUDENT BODY How many full-time undergraduate students were enrolled in your institution for each of the six academic years listed below (omitting the summer session) ? (“Full-time” as used here refers to those meeting the standards for that designation at your institution; “Enrolled” refers to the total number enrolled during any one academic year, excluding duplicated.) Full-time Undergraduates 1913-14 1920-21 1930-31 1942-43 1950-51 1963-64 Men Women Total From how many states of the United States and foreign countries have you drawn your full-time undergraduate student body for each of the six academic years? How many students from each state and country ? (It is acknowledged that some of this data may not be available for the earlier years; however, please be as complete as possible.) (Example: 500 from our state; 490 from 23 other states; 10 from foreign countries.) No. of N o. of Location Students Location Students 1913-14 Our State ............... .______ 1942-43 Our State ............... .____ Other States ....... __ __ Other States ....... __ Foreign Countries. .. ______ __ Foreign Countries... ____ 1920-21 Our State ............... __ 1950-51 Our State ............... .____. __ Other States ....... _ Other States ....... __ Foreign Countries. . . __ Foreign Countries. . . 1930-31 Our State ............... __ 1963-64 Our State ............... __ Other States ....... __ __ Other States ....... __ Foreign Countries. . . __._____. __ Foreign Countries. .. What has been the religious preference of your students enrolled in each of academic years listed below? (Please provide numbers of students indicating each preference listed.) Other Roman Year Presbyterian Protestant Catholic Jewish Other 1913-14 1920-21 1930-31 1942-43 1950-51 1963-64 What have been the requirements prospective students must have met in order to be admitted to your institution as a new freshman student in good standing in each of the six years listed below? Please state these requirements in terms of high school courses high school senior class standing scores on entrance tests (which tests) church membership other 99-??? 1913-14 Requirements 1920-21 Requirements 1930-31 Requirements 1942-43 Requirements 1.950-51 Requirements 1963-64 Requirements B-8 Please provide as much of the following information as possible about applicants for admission for each of the six years listed below. If the exact figures are not available, estimates may be given; please label estimates as such. Students enrolled in an earlier year should not be included as appli- cants in a subsequent year. 1913—14 1920-21 1930-31 1942-43 1950-51 1963-64 Number of Applicants for Admission to Freshman Class Number of Freshmen Applicants Accepted Number of Freshmen Accepted Actually Enrolled Number of Applications for Admission with Advanced Standing Number of Advanced Standing Applicants Accepted Number of Advanced Standing Students Accepted Actually Enrolled THE TROUT STUDY, 1965 ‘ Institution SECTION C CURRICULUM These pages constitute one of six sections of a questionnaire sent to your institution (and nine other Presbyterian colleges across the United States). I am a doctoral candidate at Michigan State University, and I am making a study of the changing character of Presbyterian colleges over the past fifty years. I will be visiting your campus for two days on the - In the meantime, I am requesting that a preliminary effort be made to complete this section of the questionnaire before my arrival at your institution. If its completion in the time allowed is impossible, perhaps per- tinent records could be located and brought together so that I can continue the research when I arrive. Of course, I will greatly appreciate all the cooperation and assistance you can give me. When I am on the campus I would welcome the opportunity to meet you and to discuss the questionnaire with you, completing it at that time. All data will be treated confidentially and with anonymity in reports of this study, including the thesis. A summary report of my findings will be sent to your president. It is understood that much of the data requested will not be available, especially for the earlier years. When this is the case, please simply indicate “not available,” and proceed to the next item in the questionnaire. When I am visiting with you, perhaps I can fill in some of the gaps by continuing the research you did not have time to complete. If it would be easier and quicker for you, thermofaxed or xeroxed copies of data from your records may be attached to this section. I want to thank you for your cooperation with me in this study and for any time you have been able to spend in this phase of its completion. DOUGLAS G. TROUT Name and office of the person responsible for this section of the questionnaire. C. CURRICULUM In each of the following academic years, what were the course requirements for all students during their four years of attendance regardless of major curriculum being studied or degree being sought ? 1913-14 1920-21 1930-31 1942—43 1950-51 1963-64 C-2 What other major requirements for graduation did all students have to meet? (For example, com- plete comprehensive examinations, write senior thesis, or pass examination on “all college readings” ?) 1.913-14 1920-21 1930-31 194243 1950-51 1963-64 What majors were available and what degrees were awarded for each of the years listed? 1913-14 1920-21 1930-31 1942-43 1950-51 1963-64 THE TROUT STUDY, 1965 Institution SECTION D FINANCIAL SUPPORT These pages constitute one of six sections of a questionnaire sent to your institution (and nine other Presbyterian colleges across the United States). I am a doctoral candidate at Michigan State University, and I am making a study of the changing character of Presbyterian colleges over the past fifty years. I will be visiting your campus for two days on the In the meantime, I am requesting that a preliminary effort be made to complete this section of the questionnaire before my arrival at your institution. If its completion in the time allowed is impossible, perhaps per- tinent records could be located and brought together so that I can continue the research when I arrive. Of course, I will greatly appreciate all the cooperation and assistance you can give me. When I am on the campus I would welcome the opportunity to meet you and to discuss the questionnaire with you, completing it at that time. All data will be treated confidentially and with anonymity in reports of this study, including the thesis. A summary report of my findings will be sent to your president. It is understood that much of the data requested will not be available, especially for the earlier years. When this is the case, please simply indicate “not available,” and proceed to the next item in the questionnaire. When I am visiting with you, perhaps I can fill in some of the gaps by continuing the research you did not have time to complete. If it would be easier and quicker for you, thermofaxed or xeroxed copies of data from your records may be attached to this section. I want to thank you for your cooperation with me in this study and for any time you have been able to spend in this phase of its completion. DOUGLAS G. TROUT Name and office of the person responsible for this section of the questionnaire. D-l What percentage of your total current income” in each of the six academic (or appropriate fiscal) years listed below was received from the official boards, agencies or synod of the Presbyterian Church ? (Do not include here income received from gifts and grants from individuals, even though .Presbyitirlian individuals.) Please try to fill out last (right hand) column where minimum data is avai a e. % of Total % of Total % of Total % of Total “/0 of Total Total 92 Current Income Income from Income from Income from Current Income from Year from Board of Board of Other Agency Your Synod from Other Presbyterian Christian National of General Presbyterian Church Education Missions Assembly Sources (Specify) (Specify) 1913-14 1920-21 1930-31 1.942-43 1950-51 1963-64 * Total current income as used here includes all income which is expendable for the current operations of the insti- tution, plus all income specifically designated for scholarships, fellowships, and prizes. What perentage of your total current income in each of the six years listed below was received from tuition payments from student enrollment for that year, and what percentage from endow- ment earnings? Percentage of Total Current Income Percentage of Total Current Income from Year from Tuition Endowment Earnings 1913-14 1920-21 1930-31 1942-43 1950-51 1963-64 Does your institution receive federal funds for_any purpose? __.________ If so, would you please indicate how much was received and for what purpose under the headings in each year listed below? Y Amount Received for Amount Received Amount Received Amount Received ear Contract Research Plant Student Aid Other 1913-14 1920-21 1930-31 1942-43 1950-51 1963-64 THE TROUT STUDY, 1965 Institution SECTION E BOARD OF TRUSTEES AND PRESIDENT These pages constitute one of six sections of a questionnaire sent to your institution (and nine other Presbyterian colleges across the United States). I am a doctoral candidate at Michigan State University, and I am making a study of the changing character of Presbyterian colleges over the past fifty years. I will be visiting your campus for two days on the - In the meantime, I am requesting that a preliminary effort be made to complete this section of the questionnaire before my arrival at your institution. If its completion in the time allowed is impossible, perhaps per- tinent records could be located and brought together so that I can continue the research when I arrive. Of course, I will greatly appreciate all the cooperation and assistance you can give me. When I am on the campus I would welcome the opportunity to meet you and to discuss the questionnaire with you, completing it at that time. All data will be treated confidentially and with anonymity in reports of this study, including the thesis. A summary report of my findings will be sent to your president. It is understood that much of the data requested will not be available, especially for the earlier years. When this is the case, please simply indicate “not available,” and proceed to the next item in the questionnaire. When I am visiting with you, perhaps I can fill in some of the gaps by continuing the research you did not have time to complete. If it would be easier and quicker for you, thermofaxed or xeroxed copies of data from your records may be attached to this section. I want to thank you for your cooperation with me in this study and for any time you have been able to spend in this phase of its completion. DOUGLAS G. TROUT Name and office of the person responsible for this section of the questionnaire. E. BOARD OF TRUSTEES AND PRESIDENT E-l Please provide the following information about the members of the board of trustees of your in- stitution for each of the six years listed below. (Please star ex-officio members if adde’l at all.) In earlier years occupations and religious preference may not be available. However please try to identify clergymen in all cases. Presence on Board Religious How Determined Name Address Occupation Preference Elected or Appointed By V‘Vhom‘.’ (Example: John Doe Smalltown, U.S.A. Lawyer Presbyterian Elected Synod) 1913-14 1920-21 1930-31 I i Presence on Board Religious How Determined By Whom? Name Address Occupation Preference Elected or Appointed 1942-43 1950-51 1963-64 E-Z Please provide the following information about the President of your institution for each of the six years listed below. ‘; Highest Earned I Occupation prior to being Name Degree and g Honorary Degrees : named to Presidency. Discipline 1 (Be Specific.) 1913-14 1920-21 19230-31 1.942-43 1950-51 1963-64 THE TROUT STUDY, 1965 Institution SECTION F EXT RACURRICULAR LIFE These pages constitute one of six sections of a questionnaire sent to your institution (and nine other Presbyterian colleges across the United States). I am a doctoral candidate at Michigan State University, and I am making a study of the changing character of Presbyterian colleges over the past fifty years. I will be visiting your campus for two days on the - In the meantime, I am requesting that a preliminary effort be made to complete this section of the questionnaire before my arrival at your institution. If its completion in the time allowed is impossible, perhaps per- tinent records could be located and brought together so that I can continue the research when I arrive. Of course, I will greatly appreciate all the cooperation and assistance you can give me. When I am on the campus I would welcome the opportunity to meet you and to discuss the questionnaire with you, completing it at that time. All data will be treated confidentially and with anonymity in reports of this study, including the thesis. A summary report of my findings will be sent to your president. It is understood that much of the data requested will not be available, especially for the earlier years. When this is the case, please simply indicate “not available,” and proceed to the next item in the questionnaire. When I am visiting with you, perhaps I can fill in some of the gaps by continuing the research you did not have time to complete. If it would be easier and quicker for you, thermofaxed or xeroxed copies of data from your records may be attached to this section. I want to thank you for your cooperation with me in this study and for any time you have been able to spend in this phase of its completion. DOUGLAS G. TROUT Name and office of the person responsible for this section of the questionnaire. F-l F-2 F. EXTRACURRICULAR LIFE Which kinds of activities were required of all students enrolled during each of the following academic years ? Chapel Services Sunday Church Others on Campus Attendance Convocations (Specify) 1913-14 3920-21 1930-31 1942-43 1950-51 1963-54 _ What major rules were in effect during each'of the following academic years? Please specify in terms of only the following: smoking, drinking, dancing, card playing, movies. 1913-14 1920-21 1930-31 1942-43 F-3 1950-51 1963-64 What voluntary clubs and activities were available to the students during each of the following academic years? (For example, debate, forensics, literary societies, campus Christian association, arts clubs, language clubs, science clubs, athletics, fraternities and sororities, etc.) 1913-14 1920-21 1930-31 1942-43 1950-51 1963-64 F-4 In what year were the following established on the campus? Student Union or Student Center Health Center and/ or services Student Activities officer Dormitories for men Dormitories for women Student Loan Office Placement Office College Chaplain’s oflice Counselling center (or availability of trained clinical psychologist for non-academic counselling.) APPENDIX G TABLE OF STUDENT ENROLLMENTS AT TEN PRESBYTERIAN CHURCH-RELATED COLLEGES FOR EACH OF THE SIX YEARS CITED, SHOWING FIGURES FOR.MALE, FEMALE AND TOTAL ENROLLMENTS t= ——W = College__ 1913-14 1920-21 1930-31 1942-43 1950-51 1963-64 Men 261 286 416 391 680 724 One .-Women 184 325 487 451 518 684 -Total 445 611 903 842 1198 .1413 Men 107 106 197 148 663 875 ‘ Two Women 89 163 193 218 428 853 Total 196 269 390 366 1091 1728 Men 119 134 233 211 208 333 Three Women 133 147 276 255 206 159 Total 252 281 509 466 414 492 Men 177 236 336 391 729 943 Four Women 121 244 364 406 499 665 Total 298 480 700 797 1228 1608 Men 141 241 ‘ 239 304 710 636 - Five Women 179 250 218 247 429 534 Total 320 491 457 551 1139* 1070* Men 98 177 322 251 434 314 Six Women 86 271 435 385 362 385 Total 184 448 757 636 796 699 1_91_9_-2_0 Men 16 23 133 64 835 614 seven Women 21 27 92 68 424 558 Total 37 50 225 132 1259 1172 Men 19 43 101 46 506 391 Eight Women 5 44 81 64 135 161 Total 24 87 182 110 641 552 Men ‘ 24 72 194 .172 321 416 [Nine Women 32 89 221 127 141 313 Total 56 161 415 299 462 729 Men 77 116 190 163 416 478 Ten Women 70 52 109 119 138 427 Total 147 168 299 L 282 554 905 *Includes Music School students not tabulated before 1950-51. 164 APPENDIX H TABLE SHOWING PARTICULARS OF RELATIONSHIP OF EACH OF TEN UNITED PRESBYTERIAN CHURCH-RELATED COLLEGES TO ITS SYNOD. w Report to Presbyterian College Synod Synod-Trustees Members Other One v/ Synod has right to émpoint (or reject 3/4 Trustees Two ‘V/' Trustees elected ”Synod . shall by Synod. have general super- vision" Three Majority No charter provisions; agreement with Board of Christian Education Four Board is self- 3/4 of mem- Operates under Presby- perpetuating bers of evan- terian approval. ,gelical church Five y/’ Nominations certi- fied to Synod which has right of approval and election. Six \/ Trustees elected by Synod Seven Trustees elected by Majority Organically connected Synod to denomination. Eight \/' Nominations to Synods Majority Organically connected of UPCUSA, Southern to denomination. Presbyterian Church Also related to PCUS. (PCUS), and a Presby- tery. Each elects €993- Nine Board is self- perpetuating. Majority Ten \/’ Trustees elected by Organically connected Synod to denomination. 165 APPENDIX I LIST OF COLLEGES NO LONGER CONNECTED WITH THE UNITED PRESBYTERIAN CHURCH IN UNITED STATES OF AMERICA (but were in 1913-14). There have been no colleges added to Presbyterian affiliation since 1913-14. Those losing such affiliation include the following: Washington and Jefferson College -- Washington, Pennsylvania Kentucky College for Women Danville, Kentucky New York University New York, New York Wabash College Crawfordsville, Indiana Cumberland University Lebanon, Tennessee Elmira College Elmira, New York Western College for Women Oxford, Ohio Lincoln University Oxford, Pennsylvania Highland College Highland, Kansas Lincoln College Lincoln, Illinois Texas Fairemont Seminary Waxahachie, Texas Lenox College Hopkinton, Iowa 166 listed 1848-1952 privately controlled independent of church joined in 1935 with Centre College listed 1905-1922 privately controlled independent of church listed 1907-1943 privately controlled independent of church listed until 1943; now a law school listed 1910-42 independent listed until 1946 privately controlled independent of church listed 1857-1952 privately controlled independent of church listed 1885-1935; became junior college listed until 1953; independent junior college joined with Trinity University listed until 1943; no longer exists 167 Albert Lea College Albert Lea, Minnesota Oswego College for Young Ladies Oswego, Kansas Highland Park College Des Moines, Iowa Reynolds College Albany, Texas listed 1889-1916; closed in 1916 listed 1891; closed 1920 listed 1912-18; no longer exists listed 1911-15; became Orphans Home in 1916. lllllll lllll ill Ml “l‘nfil‘ll NM