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In Pursuing Truth, Mary J. Oates explores the roles that religious women played in teaching generations of college and university students amid slow societal change that brought the grudging acceptance of Catholics in public life. Across the twentieth century, Catholic women's colleges modeled themselves on, and sometimes positioned themselves against, elite secular colleges. Oates describes these critical pedagogical practices by focusing on Notre Dame of Maryland University, formerly known as the College of Notre Dame of Maryland, the first Catholic college in the United States to award female students four-year degrees. The sisters and laywomen on the faculty and in the administration at Notre Dame of Maryland persevered in their work while facing challenges from the establishment of the Catholic Church, mainline Protestant churches, and secular institutions. Pursuing Truth presents the stories of the institution's female founders, administrators, and professors whose labors led it through phases of diversification. The pattern of institutional development regarding the place of religious identity, gender and sexuality, and race that Oates finds at Notre Dame of Maryland is a paradigmatic story of change in US higher education. Similarly representative is her account of the school's effort, from the late 1960s to the present, to maintain its identity as a women's liberal arts college. Thanks to generous funding from the Cushwa Center at the University of Notre Dame, the ebook editions of this book are available as Open Access (OA) volumes from Cornell Open (cornellpress.cornell.edu/cornell-open) and other Open Access repositories.
The effect of jazz upon American culture and the American character has been all-pervasive. This superlative history is the first and the most renowned systematic outline of the evolution of this unique American musical phenomenon. Stearns begins with the joining of the African Negro's musical heritage with European forms and the birth of jazz in New Orleans then follows its course through the era of swing and bop to the beginnings of rock in the 50s, vividly depicting the great innovators, and covering such technical elements as the music's form and structure.
Challenged by Coeducation details the responses of women's colleges to the most recent wave of Women's colleges originated in the mid-nineteenth century as a response to women's exclusion from higher education. Women's academic successes and their persistent struggles to enter men's colleges resulted in coeducation rapidly becoming the norm, however. Still, many prestigious institutions remained single-sex, notably most of the Ivy League and all of the Seven Sisters colleges. In the mid-twentieth century colleges' concerns about finances and enrollments, as well as ideological pressures to integrate formerly separate social groups, led men's colleges, and some women's colleges, to become coeducational. The admission of women to practically all men's colleges created a serious challenge for women's colleges. Most people no longer believed women's colleges were necessary since women had virtually unlimited access to higher education. Even though research spawned by the women's movement indicated the benefits to women of a "room of their own," few young women remained interested in applying to women's colleges. Challenged by Coeducation details the responses of women's colleges to this latest wave of coeducation. Case studies written expressly for this volume include many types of women's colleges-Catholic and secular; Seven Sisters and less prestigious; private and state; liberal arts and more applied; northern, southern, and western; urban and rural; independent and coordinated with a coeducational institution. They demonstrate the principal ways women's colleges have adapted to the new coeducational era: some have been taken over or closed, but most have changed by admitting men and thereby becoming coeducational, or by offering new programs to different populations. Some women's colleges, mostly those that are in cities, connected to other colleges, and prestigious with a high endowment, still enjoy success. Despite their dramatic drop in numbers, from 250 to fewer than 60 today, women's colleges are still important, editors Miller-Bernal and Poulson argue. With their commitment to enhancing women's lives, women's colleges and formerly women's colleges can serve as models of egalitarian coeducation.
"Cummings highlights four women: Chicago-based journalist Margaret Buchanan Sullivan; Sister Julia McGroarty, SND, founder of Trinity College in Washington, D.C., one of the first Catholic women's colleges; Philadelphia educator Sister Assisium McEvoy, SSJ; and Katherine Eleanor Conway, a Boston editor, public figure, and antisuffragist. Cummings uses each woman's story to explore how debates over Catholic identity were intertwined with the renegotiation of American gender roles. By examining female power within Catholic religious communities and organizations, she challenges the widespread assumption that women who were faithful members of a patriarchal church were incapable of pathbreaking work on behalf of women.".
How did Catholic colleges and universities deal with the modernization of education and the rise of research universities? In this book, Philip Gleason offers the first comprehensive study of Catholic higher education in the twentieth century, tracing the evolution of responses to an increasingly secular educational system. At the beginning of the century, Catholics accepted modernization in the organizational sphere while resisting it ideologically. Convinced of the truth of their religious and intellectual position, the restructured Catholic colleges grew rapidly after World War I, committed to educating for a "Catholic Renaissance." This spirit of militance carried over into the post-World War II era, but new currents were also stirring as Catholics began to look more favorably on modernity in its American form. Meanwhile, their colleges and universities were being transformed by continuing growth and professionalization. By the 1960's, changes in church teaching and cultural upheaval in American society reinforced the internal transformation already under way, creating an "identity crisis" which left Catholic educators uncertain of their purpose. Emphasizing the importance to American culture of the growth of education at all levels, Gleason connects the Catholic story with major national trends and historical events. By situating developments in higher education within the context of American Catholic thought, Contending with Modernity provides the fullest account available of the intellectual development of American Catholicism in the twentieth century.
Written by one of the foremost historians of American Catholicism, this book presents a comprehensive history of the Roman Catholic Church in America from colonial times to the present. Hennesey examines, in particular, minority Catholics and developments in the western part of the United States, a region often overlooked in religious histories.
Robert Emmett Curran’s masterful treatment of American Catholicism in the Civil War era is the first comprehensive history of Roman Catholics in the North and South before, during, and after the war. Curran provides an in-depth look at how the momentous developments of these decades affected the entire Catholic community, including Black and indigenous Americans. He also explores the ways that Catholics contributed to the reshaping of a nation that was testing the fundamental proposition of equality set down by its founders. Ultimately, Curran concludes, the revolution that the war touched off remained unfinished, indeed was turned backward, in no small part by Catholics who marred their pursuit of equality with a truncated vision of who deserved to share in its realization.
More than a generation after the rise of women's history alongside the feminist movement, it is still difficult, observes Catherine Brekus, to locate women in histories of American religion. In this collection of 12 essays, contributors explore how considering the religious history of American women can transform our dominant historical narratives. Covering a variety of topics--including Mormonism, the women's rights movement, Judaism, witchcraft trials, the civil rights movement, Catholicism, everyday religious life, Puritanism, African American women's activism, and the Enlightenment--the volume enhances our understanding of both religious history and women's history. Taken together, these essays sound the call for a new, more inclusive history.
At a time when American higher education seems ever more to be reflecting on its purpose and potential, we are more inclined than ever to look to its history for context and inspiration. But that history only helps, Paul H. Mattingly argues, if it’s seen as something more than a linear progress through time. With American Academic Cultures, he offers a different type of history of American higher learning, showing how its current state is the product of different, varied generational cultures, each grounded in its own moment in time and driven by historically distinct values that generated specific problems and responses. Mattingly sketches out seven broad generational cultures: evangelical, Jeffersonian, republican/nondenominational, industrially driven, progressively pragmatic, internationally minded, and the current corporate model. What we see through his close analysis of each of these cultures in their historical moments is that the politics of higher education, both inside and outside institutions, are ultimately driven by the dominant culture of the time. By looking at the history of higher education in this new way, Mattingly opens our eyes to our own moment, and the part its culture plays in generating its politics and promise.