Reconstructing the Campus: Higher Education and the American Civil War

Notes and Bibliography

197 Abbreviations BL Bancroft Library, University of California, Berkeley CCA Cornell College Archives DML Charles Franklin Doe Memorial Library, University of California, Berkeley GL Monroe C. Gutman Library, Harvard Graduate School of Education HUA Harvard University Archives MHCA Mount Holyoke College Archives PMFA Phi Mu Fraternity Archives SCL South Caroliniana Library, University of South Carolina UCA University of California Archives UMA University of Missouri Archives UMSC University of Missouri Special Collections USCA University of South Carolina Archives WCA Wesleyan College Archives WHMC Western Historical Manuscript Collection, University of Missouri, Columbia WML Harry Elkins Widener Memorial Library, Harvard College Introduction 1. Margaret Mitchell’s book tells us that Scarlett attended a female academy but makes no mention of colleges for women. Mitchell, Gone with the Wind, 4. 2. Harriman, “Bachelor’s Degree,” 301–2; Stout, “University Men,” 377, 394– 400; Gummere, “Colonial Reactions,” 55–59, 63–67, 71–72; Herbst, From Crisis to Crisis, 1–2; Robson, Educating Republicans, 7, 12; Hoeveler, American Mind, 32, 54; Herbst, “Professional Education,” 139. 3. Burke, Collegiate Populations, 54. Notes 198 NOTES TO PAGES 3–6 4. Trow, “Comparative Perspectives,” 280. 5. Rothblatt and Trow, “Government Policies,” 174–87; Trow, “In Praise of Weakness,” 10–14, 16–20; Roche, Colonial Colleges, chaps. 2–7, esp. 165–71; Hoeveler , American Mind, chaps. 10–11; Herbst, From Crisis to Crisis, 144–48, 204–5, 237–43; Robson, Educating Republicans, 143, 227–51. John S. Whitehead argues that state control continued through the antebellum years, though state patronage ceased. Whitehead, Separation of College and State, esp. 88 and chap. 3. 6. Trow, “In Praise of Weakness,” 13–16; Curti and Nash, Philanthropy, 46–47, 50–52; Boorstin, Americans, chap. 20; Rudolph, American College and University, 53–57; Blodgett, “Finney’s Oberlin,” 41–44. 7. Heywood, Cornell College, 13–23, 29–30. 8. Edu. B. Walsworth and J. A. Benton, extract from records of Presbytery of San Francisco and Congregational Association of California, 10–12 May 1853, Documents of the College of California, folder 7f, UCA; Samuel H. Willey, Farewell Discourse Delivered in the Howard Street Presbyterian Church, on Sabbath Morning, April 27th, 1862 (San Francisco: Towne & Bacon, 1862), 16–19, in California Miscellany , BL. 9. Burke, Collegiate Populations, 25. 10. Thelin, Higher Education, 42, 79; Malkmus, “Small Towns,” 34–35; Ogren, State Normal School, 1–2; Herbst, “Professional Education,” 139–40. 11. Rothblatt and Trow, “Government Policies,” 181–83; U.S. Department of the Interior, Statistics, 509. 12. Rudy, Building America’s Schools and Colleges, 16–17; Hollis, University of South Carolina, 1:22; Stephens, University of Missouri, 4, 13–14, 23–24; Burke, Collegiate Populations, 299–318. 13. Michigan, in 1838, gave its new state university $100,000 in the form of a loan rather than a gift. Geiger, “Introduction,” 19–20; Peckham, University of Michigan , 20. 14. This figure, from the national census, may exaggerate the number of colleges . Other pages of the same census report give slightly lower figures. The historian Colin B. Burke’s finding of 241 colleges founded between 1800 and 1860, while probably incomplete, suggests that the actual total lay somewhere in between. By 1870 the federal Bureau of Education had identified 369 colleges. U.S. Department of the Interior, Statistics, 505, xiv, 503; Burke, Collegiate Populations, 14; U.S. Bureau of Education, report, 1870, 506–17. 15. American Almanac, 232–35. 16. Calculating the proportion of Americans who attended college is extraordinarily di∞cult. The federal government tabulated little data before 1870 and imperfect data thereafter. The figure 1% is an average of Burke’s estimate for men in 1860 (1.33%) and Barbara Miller Solomon’s estimate for women in 1870 (0.7%). It probably excludes students who attended only colleges’ primary or preparatory departments. Burke, Collegiate Populations, 55; Solomon, Educated Women, 64. 17. Gummere, “Colonial Reactions,” 59. 18. Ogren, State Normal School, 16–25; Kaestle, Pillars of the Republic, 127–31; 199 NOTES TO PAGES 7–11 Allmendinger, Paupers and Scholars, chap. 1; Geiger, “Introduction,” 20–21; Burke, Collegiate Populations, 119, 124–26; Glover, Southern Sons, 55–57; Wagoner, “Honor and Dishonor,” 167–68, 170; Wakelyn, “Antebellum College Life,” 109–10, 112; Sugrue , “‘We Desired Our Future Rulers,’” 92. 19. Fletcher, History of Oberlin, 1:169–78, 120, 375–77, 2:524–36; Malkmus, “Small Towns,” 39; McGinnis, Wilberforce University, 36, 39; Gems, Borish, and Pfister , Sports in American History, 123; Cornelius, “When I Can Read...