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Based on the literature, the development of the modern American university during the period 1890 to 1910 can be termed as the foundation for todays university. The birth of the modern American university might have experienced great growth, but nowadays there is all reason to believe that this growth is not felt because of concerns about low graduation rates from institutions of higher learning. This paper aims to create a better understanding of the changes that took place in higher education in the late 19th century by describing the modern university that emerged.
Thelin (2011) gives an account of the characteristics defining the modern-day American University. These characteristics emerged towards the end of the 19th century. The great universities of America had a strong financial base that enabled them to propel to new heights. The existence of presidential figures to link the university to external industrial and political worlds has been beneficial. Besides, a great network of professors, who are deemed as experts in their fields of specialization get involved in professional bodies and groups, as well as in publications. Engagement in such activities is commensurate with Goldins and Katzs (1998) indication that research university was one of the dimensions in which the American university evolved. Gradation became an important concept in the creation of a university professoriate. Unlike in the years before 1890 when there was a flux of both nomenclature for and areas of study, the university curriculum changed, and there were clearly defined departments (Renker, 200, p. 843). The American literature was one department that bloomed during this formative 1890 to 1910 period. Besides, there was some level of specialization as individuals pursued masters and Ph.D. degree programs in specific fields (Thelin, 2011).
The Committee of Ten declared that high school should aim at preparing intellectually capable students for postsecondary education. The committee agreed that education in the U.S. would be defined by eight years in elementary school and four years in secondary school. High schools were asked to provide both classical and contemporary programs. Classical programs included Latin and Greek classical studies while the contemporary programs utilized modern languages and English. Arts, music, vocational education, and physical indication were not given importance. High school was meant to prepare students for life after school irrespective of the nature of the program. This curriculum is still adopted by some schools in the United States (Martin & Loomis, 2014, p. 270).
The formative periods between 1890 and 1940, even before the boom of federal funding, higher education, and the development of the G.I. Bill saw the growth in scale and scope of higher education institutions. During this time, research activities increased, states provided financial support to higher education, and the public sector experienced exponential growth compared with the private sector (Goldin & Katz, 1998). States that had ignored the welfare of their institutions of higher learning began to support them. Differences in federal support to institutions of higher learning across states stem from the differences in public support per capita that were experienced at the end of the 19th century. Funding of institutions of higher learning-enabled enrollment of students from less privileged backgrounds into these institutions. The paper by Goldin and Katz (1998) aims to discuss the industrial and political economy shifts in higher education, and the associated reasons and consequences.
Haigh (2005) sees higher education as a pillar of sustainable development. The article talks of the UN Resolution 57/254 as a means to foster development by inviting governments to integrate education into the various employment opportunities for sustainable development. This move is triggered by the idea of an ideal university, which is deemed as the foundation for every economy. During the period 1890 to 1910, the university grew tremendously through federal grants, and the main focus was on research and publications. Subsequently, there was an increased number of students in public universities, and an increased dispatch of personnel to the relevant mining and manufacturing industries (Goldin & Katz, 1998).
Thelin comprehensively defines the new practices that defined the modern American university. The same expansion that saw the growth of the university between 1890 and 1910 is the same expansion that has integrated environmental sustainability into the entire curriculum of higher education. The essence is to ensure that all disciplines take part in ensuring the environment stays safe to avoid losing future opportunities.
References
Goldin, C., & Katz, L. (1998). The shaping of higher education: The formative years in the United States, 1890 to 1940. Working Paper 6537. Cambridge: National Bureau of Economic Research.
Haigh, M. (2005). Greening the University Curriculum: Appraising an International Movement. Journal of Geography in Higher Education, 29(1), 31-48.
Martin, D., & Loomis, K. (2014). Building Teachers: A Constructivist Approach to Introducing Education (2nd ed.). Belmont: Wadsworth Cengage Learning.
Renker, W. (2000). American literature in the college curriculum: Three case studies, 1890-1910. English Literary History, 67(3), 843-871.
Thelin, J. (2011). A history of American Higher Education (2nd ed.). Baltimore: The John Hopkins University Press.
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