The Failures of Early American Higher Education The intention of colleges in the United Stated during the 18 th and 19 th centuries was to create a system that would serve in loco parent is (in place of the parent).
In the early years of American higher education, college professors sought to be disciplinarians, who played a parental role. However, the students at these institutions often behaved in a disruptive manner towards teachers, as well as fellow students. This unruly behavior can be directly linked to the economic background of the students attending these institutions, in addition to the philosophies set forth by the colleges. During this time period, colleges attracted mostly upper class men who showed little interest in their academic studies. They were individuals following generations of family members to the institution, and as a result of their connections possessed more authority at the school than the faculty.
This issue began to change in the early 20 th century, when colleges began admitting more economically diverse individuals. The economic background of the students, in addition to their reluctance to abide by the rules, led to violent and unruly behavior at these institutions. Students who attended these institutions of higher education were typically born into a wealthy family, where the individuals already had made a name for themselves. They survived college, as disruptive students, because college was not a necessity for them to succeed in life. Referring to Harvard College, in his family’s newspaper, the New England Courant, in 1677, Benjamin Franklin wrote that it had become a “rich man’s school, a place that wealthy parents sent their sons to, where, for want of a suitable genius, they learn little more than to carry themselves handsomely, and enter a room genteel y” (Lucas, p. 109).
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It utilized a questionnaire based on an academic text, gathering some students, asking them to read the text then answer the questionnaire. Two distinctive groups were formed: students with high levels of understanding and perfect answers, named deep approach learners, and another with lower level, referred to as surface approach learners (Ramsden, 2003). Later, another approach was discovered and ...
Prior to the American Revolution, higher education did not impact the majority of the people first hand. It is estimated that no more than one in every thousand colonists attended any college present before 1776 (Lucas, p. 109).
This supports the idea that college was only available to those individuals who had enough money to attend college simply for the ability to move up the social ladder. Many individuals went to college, not for the education, but to continue a tradition set forth by generations of family members. They did not take college seriously, for it was simply the next step, in order to follow through along the path that their family members had paved.
One such man was Henry Adams, who was born in Boston into one of the country’s most prominent families. He attended Harvard College from 1854-1858, despite his lack of interest in furthering his education. The goal of Harvard College, according to Adams, was to turn young men into respectable and useful citizens in the world. “In effect, the school created a type but not a will.
Four years of Harvard College, if successful, resulted in an autobiographical blank, a mind on which only a water-mark had been stamped” (Adams p. 1).
Harvard College had no way to control Adams’ behavior because Harvard needed him more than he needed the college. To Adams and the other wealthy Harvard students, the only aspect of college that was relevant was the social advantages. For them, the college offered social advantages, rather than educational ones (Adams p. 5).
College was a place where Adams socialized with other members of the social elite. At Harvard, he met various individuals from around the world, with whom he could socialize with. At college, Adams discovered the habit of drinking, which disrupted his perception of life. “The habit of drinking-though the mere recollection of it made him doubt his own veracity, so fantastic it seemed in later life-may have done no great or permanent harm; but the habit of looking at life as a social relation-an affair of society-did no good. It cultivated a weakness which needed no cultivation” (Adams p.
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16 Personality Factors and College Students The Sixteen Personality Factor Questionnaire (16PF) is an objective test of 16 multidimensional personality attributes arranged in omnibus form. In general, it provides normed references to each of these attributes (the primary scales). Conceptualized and initially developed by Raymond B. Cattell in 1949 as a broad, multipurpose measure of the source ...
5).
In his eyes, Adams accomplished nothing educational at college, but did learn how to cause trouble. This was possible in the system of in loco parent is because the faculty and students at Harvard could not confront a member of this famous Boston family. As for those who were not as notorious, the school could not justify confronting some students and not others. Therefore, the inability of the colleges to punish the wealthier students caused the entire campus to be in anarchy. As a result, the lack of authority of college administrators illustrates the failures of early institutions.
Colleges of the 18 th century struggled to impose their will upon the students, in terms of social and educational ideals. During the antebellum period, institutions tended to be located in small rural towns, rather than large cities. This was an attempt to separate the students from civilization, and move them to a place where the administrators could exercise total control of them. The location of the college was thought to have an impact on the behavior of the undergraduates. However, the contrary proved true.
According to President Wayland of Brown in 1842, “It matters really but little whether an institution be situated in a town or in the country. Place it where you will, in a few years there will cluster around it all the opportunities of idle and vicious expenditure. Under such circumstances, no physical means can be devised which shall furnish such supervision as will present an impassable barrier to unlawful inclination” (Lucas p. 126).
In effect, nothing that the institution did had the capability to supervise the students at all time. The students were going to cause trouble, and not even segregating them from the rest of the world could prevent this.
College was an opportunity for individuals to seek new opportunities and experiment with new things. The wealthier students understood that the institutions could not discipline them, even if they were caught committing a crime. However, most college authorities still attempted to control every aspect of student life. Student dormitories were ways for this to be performed. Faculty regulated where students could live, how they should dress, what they were allowed to eat, and the activities they should perform during their free time.
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... at the University of Mississippi. Following in this college tradition students at the University of Mississippi ... of these institutions are very diverse; this makes the "college experience" for each student body ... day the Bistro is packed with students and faculty all congregating here together. This ... Willamette students to interact with peers that have elected another route in life besides college. ...
Students were adamantly opposed to strict regimens; their retaliation often resulted in frequent absenteeism, obscene graffiti, spitting in the chapel aisle, and usual disregard for authority (Lucas p. 127).
These incidents could have been avoided if the authorities of the institution treated the students as if they were independent adults. When one matures from a high school student to a collegiate, one uncovers a sort of independence.
Colleges in the 18 th and early 19 th centuries were determined to limit the autonomy, which was a major part of college life. During the early years of American higher education, there were several flaws in the system, which led to uprisings and unhappiness at the institutions. Those who went to college were already recognized individuals in society, since they were from the most well-known families in the country. These upper-class students attending the colleges for reasons other than academic were able to perform just about anything they desired.
Some of the students enjoyed more influence at the institution than the faculty did. This prevents the administrators from confronting the students, primarily because the students showed little respect for the faculty. The lower-class students who attended the institutions rarely could be confronted because the school could not justify punishing only some students. This led to chaos among colleges throughout the country. Also, the faculty attempted to micromanage every detail of the students’ lives, which caused upheaval and displeasure amongst the students. College life in the 18 th and 19 th centuries was intended to be served in locos parent is, but this idea failed as a direct result of the economic backgrounds of the students as well as the educational philosophies of the institutions.
The Term Paper on Why Students Fail In College
The society of the twentieth-first century has put an extremely high demand on attending and graduating college. Some basic employment opportunities today require a college degree, where close to ten to fifteen years ago, the only requirement was a high school diploma and acceptable ability to perform the specific task. However, the twentieth-first century college experience has become a challenge ...
The problems of early institutions of higher education led to radical reforms in the form of the University system, which paved the way for places such as Brandeis University. Universities, in general, leave much of the responsibility in the hands of the students, rather than the faculty. Students are allowed much more independence because the faculty does not attempt to control every detail of their lives. The student body of most universities encompasses people of many economic and religious backgrounds, rather than simply the upper-class.
Many of the negative issues present in the early 18 th and 19 th centuries were corrected in the University system, which did not attempt to serve in loco parent is. BIBLIOGRAPHY Adams, H. (1918).
The Education of Henry Adams: An Autobiography. Boston and New York: Houghton & Mifflin Company. Horowitz, H.
(1987).
Campus Life. Chicago: The University of Chicago Press. Lucas, C. (1994).
American Higher Education.
New York: St. Martin’s Griffin.
