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Published in 1951, College Life at Old Oglethorpe describes the origins and revival of Oglethorpe University, the first chartered denominational school of higher education in Georgia. Oglethorpe University was established in 1835 near Milledgeville and moved to Atlanta in 1870-1872 due in part to economic pressures resulting from the Civil War. Allen P. Tankersley examines college life in the antebellum South, focusing on the students' interests and activities. The university's faculty were dedicated to the union of education and religion, and students studied to be ministers and leaders in medicine, politics, science, and education.
Oglethorpe University, located in Atlanta, Georgia, was chartered in 1835 and began as a Presbyterian institution in the town of Midway, making it one of the earliest denominational institutions below the Virginia line. The university was named for James Edward Oglethorpe, founder of the colony of Georgia. After closing in 1862 because of the Civil War, the school reopened for a short time in the early 1870s. Oglethorpe was rechartered in 1913, and in 1916, classes began at the university's present location on Peachtree Road. Throughout its history, the university has garnered national and international attention through its famous alumni, such as poet Sidney Lanier; by conferring honorary degrees on prominent societal leaders, including Franklin D. Roosevelt and Woodrow Wilson; and because of its beautiful campus and historic buildings. Since its refounding in Atlanta, Oglethorpe University has earned a reputation for offering students a strong liberal arts education, preparing graduates to "make a life, make a living, and make a difference."
A study of the ways that southern Presbyterians in the wake of the Civil War contended with a host of cultural and theological questions Southern Presbyterian theologians enjoyed a prominent position in antebellum southern culture. Respected for both their erudition and elite constituency, these theologians identified the southern society as representing a divine, Biblically ordained order. Beginning in the 1840s, however, this facile identification became more difficult to maintain, colliding first with antislavery polemics, then with Confederate defeat and reconstruction, and later with women’s rights, philosophical empiricism, literary criticisms of the Bible, and that most salient symbol of modernity, natural science. As Monte Harrell Hampton shows in Storm of Words, modern science seemed most explicitly to express the rationalistic spirit of the age and threaten the Protestant conviction that science was the faithful “handmaid” of theology. Southern Presbyterians disposed of some of these threats with ease. Contemporary geology, however, posed thornier problems. Ambivalence over how to respond to geology led to the establishment in 1859 of the Perkins Professorship of Natural Science in Connexion with Revealed Religion at the seminary in Columbia, South Carolina. Installing scientist-theologian James Woodrow in this position, southern Presbyterians expected him to defend their positions. Within twenty-five years, however, their anointed expert held that evolution did not contradict scripture. Indeed, he declared that it was in fact God’s method of creating. The resulting debate was the first extended evolution controversy in American history. It drove a wedge between those tolerant of new exegetical and scientific developments and the majority who opposed such openness. Hampton argues that Woodrow believed he was shoring up the alliance between science and scripture—that a circumscribed form of evolution did no violence to scriptural infallibility. The traditionalists’ view, however, remained interwoven with their identity as defenders of the Lost Cause and guardians of southern culture. The ensuing debate triggered Woodrow’s dismissal. It also capped a modernity crisis experienced by an influential group of southern intellectuals who were grappling with the nature of knowledge, both scientific and religious, and its relationship to culture—a culture attempting to define itself in the shadow of the Civil War and Reconstruction.
First published in 1962, this book remains one of the most significant works on the history of higher education in America. Bridging the chasm between educational and social history, it was one of the first to examine developments in higher education in the context of the social, economic, and political forces that were shaping the nation at large. Surveying higher education from the colonial era through the mid-20th century, Rudolph explores a multitude of issues from the financing of institutions and the development of curriculum to the education of women and blacks, the rise of college athletics, and the complexities of student life. In his foreword to this edition, John R. Thelin assesses the impact Rudolph’s work has had on higher education studies. The edition also includes a bibliographic essay by Thelin covering significant works in the field that have appeared since the publication of the first edition. “[A]n excellent book... a scholarly book, but one easy to read and always interesting.” — Francis Horn, The New York Times Book Review “A tour de force... The general reader as well as the historian of education will find in it the interesting story of America’s academic life, told with truth and originality” — Saturday Review “[An] important and widely celebrated book... it collects an enormous number of disparate sources... and weaves them into a history of American colleges and universities that is useful, even today, to both the scholar and the general reader... an exceptionally comprehensive book... it traces some three hundred years of the history of American colleges and universities from the 1636 founding of Harvard well into the twentieth century.” — David S. Webster, The Review of Higher Education “[Rudolph] has skillfully organized the results of his comprehensive research; he has a flair for catching the attention with a colorful incident or a memorable quotation; and he writes with a sprightly yet authoritative style. The result is an exceptionally readable account that the scholar will find a profitable addition to his library. The book should appeal, too, to the general reader with a non-professional interest in American higher education, and in how it developed, and why.” — David Madsen, History of Education Quarterly “The American College and University... covers an amazing amount of ground in less than 500 pages of text... a significant contribution.” — Russell E. Miller, American Association of University Professors Bulletin “[A] first-rate contribution to the all-too-meager written history of American education and an example of institutional history at its best.” — Theodore R. Sizer, The New England Quarterly “Frederick Rudolph has chosen to create a vast design stretched across the canvas of several centuries and a broad continent, woven against the military, political, and economic tapestry of a new people creating a new way of life... He has more than succeeded. Covering both minute detail and sweeping developments, Mr. Rudolph makes a significant contribution to historical research by relating the growth of higher education to the totality of the American scene. At the same time he has produced a readable literary effort — set apart from books for popular consumption not by its style, which is well paced and clear, but by its depth of documentation... Rudolph writes with the skill of the novelist in keeping his narrative alive.” — Kenneth R. Williams, The Florida Historical Quarterly “This is a superb account of American higher education from colonial times to the present... The major developments are here, all in perspective, and treated in such a way as to please readers who value clarity, insight, proportion, quiet humor, and literary grace.” — Irwin G. Wyllie, The Business History Review “The American College and University is felicitous writing, eminently readable and frequently entertaining... Rudolph's work makes a significant contribution to educational history and will repay conscientious study.” — Saul Sack, The Pennsylvania Magazine of History and Biography “[Rudolph's book] bears the marks of sound scholarship, and it is written with clarity and urbanity. It will be read with interest by academics and laymen and will probably remain the best one-volume history of its subject for many years.” — Frederick H. Jackson, The Mississippi Valley Historical Review “[T]his is a very capable history of the American college and university and is delightfully written... Both layman and historian can read this book with great profit and great enjoyment.” — Philip Davidson, The Journal of Southern History “[V]ery readable and at times absorbing... [an] illuminating history of the American college.” — Leonard F. Bacigalupo, The Catholic Historical Review “A carefully documented, well-indexed, and, to cap it, entertaining work leaving little doubt that the history of American higher education must be the most delightful story since the beginning of universities in medieval Europe.” — American Behavioral Scientist
Thomas G. Dyer’s definitive history of the University of Georgia celebrates the bicentennial of the school’s founding with a richly varied account of people and events. More than an institutional history, The University of Georgia is a contribution to the understanding of the course and development of higher education in the South. The Georgia legislature in January 1785 approved a charter establishing “a public seat of learning in this state.” For the next sixteen years the university’s trustees struggled to convert its endowment--forty thousand acres of land in the backwoods--into enough money to support a school. By 1801 the university had a president, a campus on the edge of Indian country, and a few students. Over the next two centuries the small liberal arts college that educated the sons of lawyers and planters grew into a major research university whose influence extends far beyond the boundaries of the state. The course of that growth has not always been smooth. This volume includes careful analyses of turning points in the university’s history: the Civil War and Reconstruction, the rise of land-grant colleges, the coming of intercollegiate athletics, the admission of women to undergraduate programs, the enrollment of thousands of World War II veterans, and desegregation. All are considered in the context of what was occurring elsewhere in the South and in the nation.
In this ambitious book, Kenneth Wheeler revises our understanding of the nineteenth-century American Midwest by reconsidering an institution that was pivotal in its making—the small college. During the antebellum decades, Americans built a remarkable number of colleges in the Midwest that would help cultivate their regional identity. Through higher education, the values of people living north and west of the Ohio River formed the basis of a new Midwestern culture. Cultivating Regionalism shows how college founders built robust institutions of higher learning in this socially and ethnically diverse milieu. Contrary to conventional wisdom, these colleges were much different than their counterparts in the East and South—not derivative of them as many historians suggest. Manual labor programs, for instance, nurtured a Midwestern zeal for connecting mind and body. And the coeducation of men and women at these schools exploded gender norms throughout the region. Students emerging from these colleges would ultimately shape the ethos of the Progressive era and in large numbers take up scientific investigation as an expression of their egalitarian, production-oriented training. More than a history of these antebellum schools, this elegantly conceived work exposes the interplay in regionalism between thought and action—who antebellum Midwesterners imagined they were and how they built their colleges in distinct ways.
At a time when our colleges and universities face momentous questions of new growth and direction, the republication of Higher Education in Transition is more timely than ever. Beginning with colonial times, the authors trace the development of our college and university system chronologically, in terms of men and institutions. They bring into focus such major areas of concern as curriculum, administration, academic freedom, and student life. They tell their story with a sharp eye for the human values at stake and the issues that will be with us in the future.One gets a sense not only of temporal sequence by centuries and decades but also of unity and continuity by a review of major themes and topics. Rudy's new chapters update developments in higher education during the last twenty years. Higher Education in Transition continues to have significance not only for those who work in higher education, but for everyone interested in American ideas, traditions, and social and intellectual history.
Published in 1966, this documentary history examines the history of Georgia from the first appearance of Spanish explorers to the hardships of the Civil War and Reconstruction. Through the accounts of those who experienced the events firsthand, Spencer Bidwell King Jr. allows the reader to experience colonialism, Revolution, and statehood. Within these distinctive eras, King discusses society, education, religion, literature, and the economic and cultural pursuits of the people. He combines extensive quotes from primary sources with historical information to create a continuous narrative. By using the voices of Georgians, King reveals the state's unique character and individuality.
This bibliography brings together in one comprehensive volume citations of books, dissertations, theses, and ERIC microfiche relating to the history of specific institutions of higher education worldwide. All types of postsecondary institutions--two years colleges, liberal arts colleges, seminaries, specialized institutions, and universities--are included. Entries include the following elements when available: author/editor, title, place of publication, publisher, publication date, and number of pages. Citations from 85 countries are included. Entries are by country, dependency, and territory. The United States has been further divided by state. Names of institutions are in English. References are in the language in which they were written. The majority of the citations should be available in a library somewhere in the United States. Obscure sources that may be difficult to obtain have been included because they are often the only citation. All editions of a title as well as older works are included because of their potential value to a researcher. The book should be a part of all college, university, and large public library collections. College of Education faculty members specializing in higher or comparative education will find much of value here.
To probe the nature of Woodrow Wilson's intellectual development, this book focuses on the relationship between his religious thought and other areas of his life, from his years as a student and professor through those of his presidency of Princeton University. Professor Mulder draws fully on The Papers of Woodrow Wilson, describing a complex individual and advancing our knowledge of the role of religion in American politics. Originally published in 1978. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.