|Criticizing public universities for their inability to change has become something of a cottage industry these days. While there is a good bit of ill-informed rhetoric in the many books and articles that have appeared, some of the criticism is worthy of consideration and should not be ignored. The Wingspread Group report on higher education for example, reported that “a disturbing and dangerous mismatch exists between what American society needs of higher education and what it is receiving.” We all recognize that American society is changing at a more rapid pace than at any other time in our history. In spite, or perhaps because of this, university fundamentalists claim the institution should remain a source of stability to counter-balance the potential negative affects of “popular fads.”
My own vision for the future of the university is one of radical change (see Communiversities: Land Grants and Beyond). Any responsible transformation of the university, radical or otherwise, will require an understanding of our history as the source of our current traditions. This is my biased view…
More is known about higher education in classical Greece beginning around 500 BC. The Greek sophists were the first full-time, paid, teachers. These men gave “sample” lectures in public places to attract students, and then charged large fees to continue with a standard curriculum of prepackaged lessons. Over time, the sophists became known for their superficial and costly teachings. Unlike the sophists, the philosopher Socrates believed that wisdom would not be gained from prepackaged lessons, but had to be earned through critical reflection and intellectual dialogue. This controversy between the value of standardized lessons versus critical reflection was a harbinger of later debates such as that between professional training and personal learning during the early 20th century.
The Early Academy
Throughout this period schools grew up around individual scholars, but only took root when they became associated with storehouses for scholarly manuscripts, or libraries. The first known library was the museum at Alexandria, the Temple of Muses, on the Egyptian coast. Here, beginning around 250 BC grew a museum library that had more than 500,000 manuscripts. This resource for study attracted the great scholars of the period, like Archimedes and Euclid, who came to do full-time research and learn from each other.
Foundation of the Early University
In the medieval university, masters (teachers) and students working in close association organized themselves into guilds with a common disciplinary interest or national background. At the University of Paris for example, four national guilds in the “arts” emerged alongside a faculty of theology, law and medicine. A bureaucracy began to develop as these subdivisions of the faculty needed ways to set standards and accept student fees. By the end of the 14th century an administrative structure had emerged at the University of Paris that continues today with little substantive change. Paris had a university assembly of faculty, a university council of deans, disciplinary-based colleges, and an elected chief executive who served as head of the university.
Medieval university instruction was in Latin and students entered at age fifteen or sixteen. The baccalaureate or “beginners” degree followed about four years of study and acceptance as a “master” took one to three more years. Many of those students working toward masters degrees were also teachers in the lower level courses in the arts, much like graduate students today. Students of the day took time for leisure, often as drunken evenings sometimes growing into riots. One of the most famous was a 2-day brawl in Oxford that began as a tavern fight between students and “townies.” Several scholars were killed, books were destroyed and classrooms were burned.
By the end of the 13th century most of the foundations of the modern university had been established including ornate college structures, competitive recruitment practices, standardized teaching methodologies, entrenched administration, examinations, degrees, and the academic regalia. Little has changed at universities since the 13th century and that which has changed has done so very slowly.
The major social upheavals associated with the Italian Renaissance in the 16th century and the scientific and technical revolution in the 17th century did not affect the traditional universities, at least at first. Florence became the center of Italian humanistic studies under the patronage of the Medici family, and other centers of learning emerged as alternatives to the unexciting studies at the university. The leading families of the day were business and political leaders who preferred to send their children to popular academies or private tutors rather than the major universities.
Exploration of new continents and new areas of scientific and technical study marked the business environment of the 17th century, but had little impact on the universities. Francis Bacon for example, in the early part of the century challenged colleges and universities to look beyond their ancient teachings. Universities largely ignored the growing scientific movement of the era, much as they had ignored the humanistic movement of the previous century. By the 18th century, older European universities were in a serious state of decline. Struggling institutions progressively lowered their standards to attract students, becoming the diploma mills of the era. Edward Gibbon described the impressive buildings that had been built for universities as “masking the dry-rot within.”
Universities in America
Westward expansion and denominational rivalries contributed to the rapid proliferation of colleges in the later part of the 18th and early 19th centuries. Generally small, these new colleges offered training in geography, languages, law, mathematics, geology, history, ethics, natural philosophy, literature and biology. There was a growing tension between classical training and an emerging scientific and professional training. In response, President Day of Yale University commissioned a study on the academic needs of the students of the era. The resulting 1829 report stated that the criticism of academic institutions of the time “as out of date with the needs of the nation” was overstated. President Day believed that universities should build character among the young men of leading families, not encourage economic development by the masses. Even then, the major academic institutions of the time were out of touch with the needs of the nation. By the mid-19th century there was a public call for a more utilitarian education available to more people. The result was a national investment in the public land grant universities.
This history was influenced by “American Higher Education: A History” by Christopher J. Lucas. St. Martins’s Griffin, NY. 1994. For Part Two of this line of thought, see the essay “Universities: Land Grants and Beyond.”
John M. Gerber, Professor
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