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2008.
Table of Contents.
ASHE Higher Education Report,
Vol. 33,
Issue. 5,
p.
1.
Article contents
The War with the Tutors: Student-Faculty Conflict at Harvard and Yale, 1745–1771
Published online by Cambridge University Press: 24 February 2017
Extract
Most historical descriptions of the relationship between tutors and students in early American higher education have tended to emphasize elements of consensus and community. Historians such as Morison and Smith have suggested that the relationship was basically close and cordial, characterized by shared values and fostered by the small, homogeneous nature of the institution. While not discounting the basic validity of this description, current research has begun to examine what one scholar has characterized as the “rising curve of collective student disorder.” By focusing on conflict as opposed to consensus new insights are provided about collegiate institutions, their modes of reaction to and acceptance of change, and a truer picture of their effectiveness as agents of society emerges. Moreover, by this approach students themselves must be taken seriously as more than passive recipients but rather as a force in their own right of institutional and even societal change.
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References
Notes
1. It should be noted, however, that Adams, Henry was one of the earliest American historians to suggest that information about students would be a useful tool for understanding colleges and subsequently American society. Adams also contended that “the relations between instructors and scholars were far from satisfactory,” and that “the true grievance lay in the position of semi-hostility to the students taken by the college officers… The manner, not the act, of discipline was the cause of the evil.” January 1872, as reprinted in Adams, Henry, Historical Essays (New York, 1891), pp. 80–121.Google Scholar
2. Morison, Samuel Eliot, The Intellectual Life of Colonial New England (Ithaca, N.Y., 1956) and Smith, Wilson, “The Teacher in Puritan Culture,” Harvard Education Review, 36 (1966): 402, respectively.Google Scholar
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11. See also Novak, , The Rights of Youth, especially pages 38–57. For a detailed description of the characteristics of Harvard students who were involved in various acts against the college, its governors and property during the period 1636 to 1724, and for the eighteenth century generally see my “Old Saints and Young Sinners: A Study of Student Discipline at Harvard College 1636–1724,” (Unpublished Phd. dissertation, University of Wisconsin, 1972). This research has tended to confirm the findings of other scholars regarding the upperclass backgrounds of student offenders.Google Scholar
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15. Bailey, William, “A Statistical Study of the Yale Graduates, 1701–92,” Yale Review (1908): 400–426.Google Scholar
16. I concur with Bailey's assertion that farming is probably the least accurate estimate. In his survey 28 percent of the fathers were farmers; of the multiple offenders, 16 percent.Google Scholar
17. Dexter, , Yale Biographies, 11, p. 415.Google Scholar
18. Ibid., 111, p. 68.Google Scholar
19. Ibid., 11, p. 429.CrossRefGoogle Scholar
20. Shipton, , Sibley's Harvard Graduates, XV, pp. 492–3, 224 and XVI, pp. 253–4.Google Scholar
21. Ms. Harvard University Archives, 1769.Google Scholar
22. Shipton, , Sibley's Harvard Graduates, VIII, pp. 43–44.Google Scholar
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