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¶ … Colonial College
What was the attraction and intent of dormitories in the Colonial period?
In the Colonial period, the university was developed into a kind of aristocratic city in which life in England was emulated. In fact, "The residential pattern which made every American college a home away from home was of English origin" (26). Thus, the attraction of dormitory and on-campus life during the Colonial period was the ability to live as if one were in England.
The common residential experience was deemed critical to what was then constructed as a solid college education. Why? The common residential experience served many purposes throughout the early college's development. Not only did it serve as an institution for creating social values, but also for reinforcing the English or American experience, as well as fashioning the climate of religion in the United States. For instance, during the religious movement, the common residential experience was used to admonish or even expel those whose lives were not reflecting Christian virtue (79). However, some thought that the common residential experience, or the "collegiate way" did not positively foster the education required by colleges, as the collegiate way did not allow students to be alone enough, working out problems for themselves.
3. Most early colleges were always on the "edge of extinction." Why? There are several reasons why the early colleges hovered on the age of extinction. One of the more plausible is the fact that they college life did not appeal to many of the working class, which made up most of the Unite States. Numerous of these saw no practical reason for the college or university. In addition, institutions of higher learning were at the mercy of financial and natural disasters.
4. Did the American people not value education enough to support their emerging colleges? While the American people did value the college and university experience, Americans quickly created for themselves an identity that was different from the English identity. This different identity required a different kind of university. This is what prompted University of Nashville President Philip Lindsley to say, "our busy, restless, speculating, money-making people' required colleges as scattered and mobile as the American people themselves" (49).
Seminar Activities Colleges in the colonial period were significantly different from colleges in the modern learning environment. Most of these schools were focused on preparation of ministers and were largely extent seminaries given that they were founded by several church groups. During the early 1700s, colonial colleges were primarily meant to be schools of higher culture for laymen ministers. The colonial colleges were founded through cooperation between the state or government
" (Downey, 2000, p.307) This aspect of the university, or that of the community is characterized by having less structure that the corporation or collegium of the university and is such that includes everyone as a member as everyone "belongs to and has equity in the university as a community." (Downey, 2000, p.307) This is a community characterized by disorder, ambiguity, and little in the way of definition. The university
But by the year of the revolution, the "various forces of discord between Britain and American had combined, and," Adams continues on page 84, the result of those forces of discord "…did not take the direction which would have found a place for the thirteen colonies within the British Empire Commonwealth" (Adams, 84). The Trade acts and Navigation acts were "extremely galling," Adams comments on page 85, and King
Because under the first Navigation Act" all American exports had to pass through British ports, and other foreign traders were not allowed to come into American ports, the higher price of imports hurt most American consumers and American businesses. On page 16 Newton quotes from a book by Jeremy Atack and Peter Passell: "Americans paid higher prices and earned smaller incomes than would have been the case if they had
Colonial Education The Colonial Era's (1636-1784) adaptation of higher education as viewed through its instructional purpose and educational missions can help describe and contextualize the essence of its practices. The stark difference into today's world resembles little about what historians describe during this time. The purpose of this essay is to describe the educational missions of the Colonial Era institutions of higher learning and how they differ in today's world as
Colonial Authorities in Africa and Their Attempts to Curb Leisure Activities through the Law: The Conflict between African Identity and British Rule The British colonial administrators in Africa viewed Africans like “children” in need of training in terms of how to be more masculine ala the Western tradition: for that reason, Oliver Bell, president of the British Film Institute, wrote “the native must be treated as we treat a ten-year-old white