By Philip Gleason
How did Catholic schools and universities take care of the modernization of schooling and the increase of study universities? during this e-book, Philip Gleason deals the 1st complete research of Catholic larger schooling within the 20th century, tracing the evolution of responses to an more and more secular academic procedure. at the start of the century, Catholics authorized modernization within the organizational sphere whereas resisting it ideologically. confident of the reality in their spiritual and highbrow place, the restructured Catholic schools grew swiftly after international conflict I, dedicated to instructing for a "Catholic Renaissance." This spirit of militance carried over into the post-World warfare II period, yet new currents have been additionally stirring as Catholics started to glance extra favorably on modernity in its American shape. in the meantime, their schools and universities have been being remodeled through carrying on with progress and professionalization. via the 1960's, adjustments in church instructing and cultural upheaval in American society bolstered the inner transformation already below means, developing an "identity main issue" which left Catholic educators doubtful in their goal. Emphasizing the significance to American tradition of the expansion of schooling in any respect degrees, Gleason connects the Catholic tale with significant nationwide traits and ancient occasions. by means of situating advancements in larger schooling in the context of yank Catholic inspiration, Contending with Modernity presents the fullest account to be had of the highbrow improvement of yank Catholicism within the 20th century.
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Extra resources for Contending With Modernity: Catholic Higher Education in the Twentieth Century
53 North Central accreditation was originally confined strictly to high schools. Its first list of approved schools came out in 1904, after having been held up for a year by objections that the Association should not exert "pressure" on its member institutions. Misgivings of this sort also delayed extending the process upward to include colleges as well as secondary schools. Accrediting colleges was, indeed, a novelty, but it was impossible to disregard the secondary educators' argument that what was sauce for a goose should also be sauce for a gander.
33 Jesuit colleges experienced no difficulties on this score until 1895 when Fordham, the College of St. Francis Xavier in New York City, and Georgetown discovered that changes in the entrance requirements for professional schools resulted in a downgrading of their educational standing. In the case of Fordham and St. Francis Xavier, their graduates were no longer to be accorded second-year status on moving from college to law school. 34 Father Richards of Georgetown asked for an explanation. He was told that the requirement for admission to medical school could be expressed in what the Regents called "academic counts," and that a student who had finished Georgetown's freshman year still fell short of the 48 "counts" expected of highschool graduates.
It is true, as we shall see presently, that secondary-collegiate articulation was much fuzzier in those days than it is now. Even so, the Catholic arrangement was a special case. The following quotation—taken from the "House Diary" of St. Ignatius College in Chicago (later Loyola University)—illustrates why outsiders found the system so baffling, and why many Catholic youngsters felt it made better sense simply to go to a public high school and a state university. The passage, which was headed, "Change of Course," ran as follows: Every decade has seen a decided improvement in the course of studies at St.