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An Analysis Of The Role Of The Church Related College In California

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An Analysis Of The Role Of The Church Related College In California

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Content This dissertation has been microfilmed exactly as received 6 7 — 1 0 ,7 6 5 JOHANSEN, Jerald Eay, 1933- AN ANALYSIS OF THE ROLE OF THE CHURCH-RELATED COLLEGE IN CALIFORNIA. University of Southern California, Ph,D., 1967 Education, religion University Microfilms, Inc., Ann Arbor, Michigan JERALD RAY JOHANSEN All Rights Reserved 1967 ANALYSIS OF THE ROLE OF THE CHURCH-RELATED COLLEGE IN CALIFORNIA by Jerald Ray Johansen A Dissertation Presented to the FACULTY OF THE GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY (Education) June 1967 This dissertation, written under the direction of the Chairman of the candidate’s Guidance Committee and approved by all members of the Committee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of Doctor of Education. D a te J.UNE*..1! ? . 6 . 7 Dean Guidance CommitU ACKNOWLEDGMENTS The writer gratefully acknowledges his indebtedness to all persons who have assisted in making this study pos sible. Special thanks are extended to: Dr. Earl V. Pullias, Chairman of the Dissertation Committee, for his encouragement, guidance and insight, his suggestions and valuable criticism. "At every great uni versity there are one or two great professors ..." The writer feels he was privileged to sit at the feet of one in this Christian gentleman and scholar. Dr. Myron S. Olson and Dr. D. Lloyd Nelson, members of the Dissertation Committee, for help in proofreading the manuscript, but especially for their educational insights given in classes which stimulated thought toward the study. The college presidents and other administrators who took time to complete and return the questionnaire and, in particular, the sixteen administrators of church-related colleges who granted the author the privilege of personally interviewing them and tape recording their responses. The- colleagues and friends who helped make the questionnaire as objective as possible and for helpful criticism. The writer's parents and his wife's parents, who believed enough in their son to offer encouragement by way of letters and occasional visits and to show interest in the higher education of their son. Finally, the writer's wife, Lenore, for her help and her patience and encouragement, and for keeping the children, Diane, Alan, Blake, and Valerie happy while "Daddy" often "hibernated" with the study. TABLE OP CONTENTS Page ACKNOWLEDGMENTS LIST OF TABLES vii LIST OF ILLUSTRATIONS ix Chapter I. THE PROBLEM 1 Introduction Statement of the Problem Questions to be Answered Need for the Study Assumptions Delimitations Limitations Procedure Definitions of Terms II. REVIEW OF LITERATURE: PURPOSES OF THE Introduction Literature on the Purposes of the Church- Related College Studies on the Purposes of Church-Related Colleges Studies on the-Expansion of Church-Related Colleges in California Summary III. HISTORICAL DEVELOPMENT OF THE CHURCH-RELATED Introduction Early Beginnings of the Church-Related College Significant Legal Decisions and Reports Affecting Church=Related Colleges Proliferation of Church Colleges CHURCH-RELATED COLLEGE 14 COLLEGE IN AMERICA 38 IV Chapter Page Development of the Church-Related College After the Civil War Survival of the Church-Related College The Church-Related College in the United States Today Summary IV. THE SETTING OF THE CHURCH-RELATED COLLEGE IN CALIFORNIA IN RELATION TO THE TOTAL HIGHER EDUCATION DEVELOPMENT IN THE STATE .... 58 Introduction The State University The State Colleges The Junior Colleges Private Colleges and Universities Summary V. RESEARCH PROCEDURES .......................... 70 Introduction. Procedure The Questionnaire The Research Interview Summary VI. “FINDINGS FROM THE QUESTIONNAIRE ......... 78 Introduction Identification of the Distinctive Purposes - of the Church-Related College Data From the Questionnaires Additional Comments Written In by the Administrators Concerning the Pur poses They Felt Were Not Mentioned VII. FINDINGS FROM THE PERSONAL INTERVIEWS .... 102 Setting Up the Personal Interviews Presentation of the Data From the Interview Guide Summary VIII. SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS ............................ 136 Summary Findings Conclusions Recommendations Chapter Page IX. SOME IMPLICATIONS OF THE S T U D Y ............. 155 Abandonment of Distinctive Doctrines and Interpretations of the Christian Commit ment by Church-Related Colleges BIBLIOGRAPHY.......................................... 166 APPENDIXES A. PERSONAL LETTER TO THE EXECUTIVE SECRETARY OF THE WESTERN COLLEGE ASSOCIATION .... 174 B. REPLY FROM THE EXECUTIVE SECRETARY OF THE WESTERN COLLEGE ASSOCIATION AND A LIST OF THE CHURCH-RELATED COLLEGES USED IN THIS STUDY...................................... 176 C. PERSONAL LETTER TO THE CHURCH-RELATED COLLEGE ADMINISTRATORS ACCOMPANYING THE QUESTIONNAIRE.............................. 179 D. QUESTIONNAIRE SENT TO ALL CHURCH-RELATED COLLEGES IN CALIFORNIA IDENTIFIED BY THE WESTERN COLLEGE ASSOCIATION ........... 182 E. LETTER FROM RABBI PASSAMANECK EXPLAINING THE NATURE OF THE HEBREW UNION COLLEGE .... 184 F. COPY OF THE FOLLOW-UP LETTER TO ADMINIS TRATORS .............................. 187 G. LIST OF CHURCH-RELATED COLLEGE ADMINISTRA TORS PERSONALLY INTERVIEWED FOR THE STUDY . 189 H. COPY OF THE INTERVIEW GUIDE................. 192 I. LIST OF EDUCATORS WHO ASSISTED IN REVISING QUESTIONNAIRE .............................. 194 Vi LIST OP TABLES Table Page 1. Range of Scores for the Thirty Church College Administrators Used in the Study........... 80 2. Responses of the Thirty Administrators Toward the Purposes of Church-Related Colleges . . 83 3. Purposes of Church-Related Colleges Identi fied by All Administrators as "Very Im portant" or "Important...................... 92 4. Purposes of the Church-Related Colleges Identified as "Very Important" or "Important" by Two-Thirds or More of the Administrators in the S t u d y ........... 93 5. Purposes of the Church-Related Colleges Iden tified by One-Third or More Administrators as being "Of Some Importance"............. 94 ’ * 6. Purposes Identified by Some Administrators as being "Hardly Any or No Importance" or "Not Appropriate for a Church-Related College Compared with Those Identified as "Impor tant" or "Very Important" ........... 95 7. Individual Characteristics of Church Colleges Identified by Personal Interview with Sixteen College Administrators ............. 106 8. Comparison of the Responses of Church-Related College Administrators with the Purposes Identified by the Questionnaire as "Very Important"..................... 108 9. Primary Contributions of the Church-Related Colleges to the Higher Education of the State as Identified by Sixteen Church College Administrators ...................... Ill vii Table Page 10. Identification of a Common Element of Church- Related Colleges as Distinguished from Either a Private or State Institution by Sixteen Administrators of Church-Related Colleges.......................................113 11. Chief Obstacles to the Carrying Out of the Goals of the Church-Related College as Identified by Sixteen Church-Related College Administrators ...................... 117 viii LIST OP ILLUSTRATIONS Figure Page 1. Histogram Showing the Distribution of the Administrators' Scores on the Questionnaire ............................ 81 CHAPTER I THE PROBLEM Introduction In 1964, California became the most populous state in the Union. It has been estimated that the population of the state will be twenty-one million by 1970, twenty-three million by 1975, and twenty-eight million by 1980 (68:13). Parallel with the population growth goes the increased pres sure for higher education. Thus in 1959 the State Legisla ture of California, to meet the demands of higher education,: authorized the preparation of . . . a master plan for the development, expansion, and integration of the facilities, curriculum, and standards of higher education in junior colleges, state colleges, the University of California, and other institutions of higher education in the state, to meet the needs of the state during the next ten years and thereafter . . . (38) — This was the third major state-wide plan for higher education in California within the past fifteen years. Each; of these plans was authorized by the legislature of the state and sought to resolve fundamental problems, not only of financial support, but also of purpose, structure, ex tent, and control of higher education. i The Master Plan for Higher Education in California, ; 1 1960-75 predicts the growth of higher education in Califor nia from 225,615 students in 1958 to 659,550 students by 1975. By 1975 the public junior colleges would enroll 288,950; the state colleges 180,650; the University 118,750; and the private colleges and universities 71,2 00. This es timate indicates the following percentages of growth ex pected between 1958 and 1975: Junior Colleges 224 per cent State Colleges................. 236 per cent University of California .... 105 per cent Private Institutions........... 65 per cent The Master Plan is saying, in effect, that the pri vate and church-related colleges will play numerically less and less of a role in the higher education of this state in the coming years. In fact, two of the conclusions of the Master Plan are that private institutions: 1. Are expected to handle a significant, but smaller proportion of the expected enrollment increases occurring by 1975 . . . 2. Are expected to emphasize their individual characteristics . . . (38:9) These conclusions of the Master Plan raise the fol lowing questions regarding the church-related colleges, which are a major part of the private institutions in the state of California. Will these colleges fulfill as significant a role as they have in the past? Are church college administrators fearful of further expansion of their respective colleges in a state so dominated by tax-supported public institu tions? On what basis can the church-related colleges com pete with the state-supported colleges? What is the justi fication for a church-related college in California? Does the church-related college have a distinct role to play? What are the "individual characteristics" the church- related colleges are expected to emphasize? Are there any characteristics that all church college administrators could agree upon regardless of sponsoring denomination? These are some of the questions that are related to this study. Statement of the Problem The purpose of this study was to analyze the role of the church-related college in California. The study at tempted to determine the purposes of the church-related colleges revealed as important by the opinions of church- related college administrators. Also an attempt was made i to identify those purposes which individual administrators considered not appropriate for a church-related college. Endeavor was made to determine how the administrators of j church-related colleges identified unique aspects or char acteristics of their various institutions. I The study reviews the contributions of the church- ; related colleges to the higher education of the state, and 4 reports the major obstacles, as identified by church col lege administrators, to the carrying out of the role of the church-related institutions. Questions to be Answered In order to give greater specificity to the study, the following questions were posed: 1. What does a survey of the literature reveal as to the role of the church-related college? 2. What does an analysis of the catalogues and bulletins of the church-related colleges in California reveal as to the stated purposes of the institutions? 3. Which of the stated purposes of the church- related colleges were identified by church col lege administrators as most important? 4. Which of the stated purposes of the church- related colleges were identified by individual administrators as being least important, or not appropriate for a church-related college? 5. How did the church college administrators iden tify the unique or distinctive functions, and major contributions of their respective insti tutions? 6. What are the chief obstacles in the state of California to the carrying out of the role of the church-related college? 7. In what ways can the church-related colleges be expected to keep pace with the growth of the state tax-supported institutions in California? 8. Do administrators of church-related institu tions believe that their relatively small size (as compared to most state institutions) has any relationship to their primary goals as an institution? 9. Are there significant indications of growth in the church-related colleges in California? 10. What is the future role of the church-related college in California as seen by representative church college administrators? Need for the Study Excellence in our society is built upon two founda tion stones according to Gardner; one is a pluralistic ap proach to values, the other a universally honored philoso phy of individual fulfillment. "To neglect the pluralistic approach, is to render the American system less than excel lent," he states (7:1). This is especially true in the higher education development of this country. One of the basic themes of ! democracy in higher education is stated in the following words: i Our country has traditionally fostered and af forded a great variety of educational opportunities by different kinds of American Colleges and Univer sities. American higher education has never con formed to one uniform pattern, whether of organiza tion, administration, or support. The Dartmouth College Case of 1819, the absence of a state church, the presence of a highly competitive denominational- ism, and the deeply ingrained American suspicion of centralized power have all combined to produce edu cational diversity . . . (3:379) The Committee of the Association of American Univer sities in 1952 noted that our heterogeneous system reflects ". . . the characteristics of a free society and the role of higher education therein." Further, the committee noted that dangerous concentration of power has been avoided when ever possible in American history. Just as Americans had reason to fear domination by one party, one church, one political leader, perhaps they also had good reason to fear control of education by one university or one system of uni versities (22:92). Snavely stressed the importance of maintaining the dual system of higher education in this country and calls it ". . . the chief bulwark of our Republic. . . . The two types of institutions in our country are needed to comple ment and supplement each other" (31:114). i Yet the report of the President's Commission on Higher Education completed in 1947 may be sounding the death knell of this education principle when it stated: j ; The Commission is aware of the fact that its | proposals for a great expansion of higher education j 7 in publicly controlled institutions may make it extremely difficult for many private institutions to survive. A system of tuition-free education up through the fourteenth year and relatively low fees above the fourteenth year and in graduate schools of publicly controlled institutions will undoubtedly force many of the weaker private schools out of ex istence and profoundly affect the whole pattern of private institutional support. (49) Recently the results of the Preliminary Report of the Danforth Commission on Church Colleges and Universities indicate that in spite of the rapid expansion of American higher education as a whole, the percentages for private higher education, and church-related institutions in par ticular, have been declining in recent years. We must face the fact that private higher educa tion now occupies a minority position in the United States. This does not preclude the possibility of significant, perhaps crucial roles for private in stitutions . . . but private higher education no longer enjoys the quantitative pre-eminence it held in earlier times. (48:7) This is especially true in California where less than 12 per cent of the total college enrollment is in the private colleges, and an even smaller percentage is found in the church-related institutions. Because of the growing influence of the state in stitutions , church leaders are looking very seriously at reasons for and against the establishment and continuance of church-related colleges in California. For example, several factors have prevented the Church of Jesus Christ of Latter-Day Saints from building colleges in this state 8 even though considerable money has been expended for suit able sites, and several feasibility studies conducted. One of these factors is the lack of sufficient funds to con struct the campuses. A second factor is that some of the Church leaders believe the interests of the Church can be satisfied at much less expense by building Institutes of Religion Or religious centers adjacent to colleges where the largest percentage of Church youth attend. Another church which has conducted similar studies on the feasibility of establishing new church-related col leges in the state of California is the Lutheran Church- Missouri Synod (6 8) . In one of the studies completed in March of 1954, prior to the establishment of the California Lutheran College at Thousand Oaks, the following observa tion was made: The University of California system, the eight state colleges and California Polytechnic at San Luis Obispo and San Dimas provide every conceivable type of college experience with practically no tuition and in an environment which contains usually excellent physical facilities and competent facul ties. This means that students are just naturally drawn into the funnel of the whole state system of education from the primary grade through the gradu ate school . . . The present state system is so thoroughly or ganized and plans for its development and extension are so well worked out on a long range program, that it is most difficult to see where any denomination, which already has a college in California, would try to enter some area which is not already taken or for which plans are in hand by the state system . . . (46:16-18) 9 In spite of the conclusion drawn above, the Lutheran College was established . .in order to fulfill the di vine responsibility laid upon it," and because the Lutheran Church claims to have "... its own distinctive contribu tion to make in the field of education which will not be thought of as an end in itself, but rather as one of the divinely ordained functions by which the church discharges the responsibilities which God has laid upon it ..." (46:33). The reason that a church decides against building a new church college may not be entirely financial. The central problem may be one of trying to determine the fun damental purposes of the church college as distinct from a state or public college. If the purposes were of great significance and of paramount importance to the church, - the funds would be forthcoming. Pullias said, "The independent colleges are most likely to secure the support they need when they give them- ; selves fully to their central educational tasks." Further he stated "... all that is needed to reverse this fateful : process, and save the small college is a renewed vision and ' the courage to live up to that vision ..." (26:61). Corson suggests that the college president more than any other single person should be most able to clearly j envision the role of the total college (5). There is great i 10 need for the presidents or the administrators of the church- related colleges in this state to share the vision they have of the distinctive role of the church-related college, and to review the major obstacles to the carrying out of this role. Assumptions The following assumptions are important to this study: 1. That the administrators of the selected church- related colleges are qualified to indicate the major roles of their respective colleges. 2. That the catalogues and publications of the church-affiliated colleges are a valid reflec tion of the purposes and role of the church- related colleges. 3. That the church-related colleges can be identi fied from the other private institutions of higher learning. Delimitations This study was delimited to the colleges in Cali fornia that are accredited and identified as church-related by the Western College Association. 11 Limitations Two major limitations to the research were recog nized : 1. The questionnaire method and interview tech nique are to a degree subjective. 2. The wide variety of church-related colleges makes generalizations difficult. Procedure 1. A review of the literature discussing the his torical role of the church-related college in America was undertaken, as well as a review of research on the role of the church-related college. 2. A study was made of the public college and university systems in California as they re late to the present role of the church-related college in this state. 3. An analysis of catalogues and publications of the various church-related colleges in Califor nia was undertaken to identify the role and/or ! distinctive features of the colleges. 4. A general questionnaire was sent out to all accredited church-related colleges in Califor- j i nia. i 5. The questionnaire was submitted to a sample of j church-related college administrators and religious educators for a pretest of items. 6. Extended interviews with selected presidents or their representatives were conducted for depth on many of the questions posed in the study. 7. Catalogues and other college publications, the questionnaire, and the depth interviews were analyzed to discover the distinctive roles or purposes of the church-related colleges in California. i Definitions of Terms Church-related College Admittedly the term "church-related" is a loosely defined term because the nature or degree of relationship between the colleges and their denominations varies widely. In this study the colleges which affirm a church relation ship fall into two major groups: those related to Protes tant churches and those related to the Roman Catholic Church. One Hebrew college was also included in the ques tionnaire sent out. The institutions with which the study is concerned have a three-fold character: (1) they are private in con trol and essentially private in support; (2) they are typi cally colleges of the liberal arts and sciences or are 13 built around a core of the liberal arts; (3) they have a religious or churchly dimension. Administrators of Church- related Colleges As used in this study, the term will apply to the president or his appointed representative. The terms "church college administrator," "church-related college administrator," "chief administrator of the church col leges," will be used interchangeably and mean essentially the same. Master Plan This term refers to the Master Plan for Higher Edu cation in California: 1960-1975 as published by the State Department of. Education in California, 1959. Stated Purposes As used in the study, the phrase is intended to mean the published declarations of the ends or goals toward which a college strives. The terms "purpose," "aim," "ob jective," "goal," and "role" are used synonymously. CHAPTER II REVIEW OF LITERATURE: PURPOSES OF THE CHURCH-RELATED COLLEGE Introduction The problem of purpose is always fundamental in ed ucation. Educational institutions, especially those deal ing with higher education, exist for certain more or less definite purposes. Yet the purposes of all institutions are not necessarily the same. Each institution, because of its location, constituency and allegiance, should have its own unique functions and purposes, in addition to the goals which are common to all. In America's broad and complex system of higher education, each institution "... must select its particular function, determine the direction of its resources, limit its activity, frankly and publicly de clare its intentions, and adhere to them in practice . . ." (44:7). This chapter presents a review of the "publicly de clared intentions" or stated purposes of the church-related colleges as one type of American higher educational insti tution. It is realized that great diversity and complexity occur among educational institutions, yet, in the duality 14 15 concept of American higher education, the church-related colleges are a distinct group from the tax-supported public institutions. The materials examined include (1) the relatively recent books and articles on the purposes of the church- related colleges, (2) early studies of purpose in church- related colleges, (3) more recent studies on the role of the church colleges, and (4) several recent studies on the expansion of church-related colleges in California. Literature on the Purposes of the Church-Related College The.literature suggests various criteria necessary for the establishment of a church-related college. Hites maintains throughout his book that Christian colleges exist to help the church fulfill a religious mission. "One of the main functions of the college should be to provide edu cational leaders for the church ..." (10:5). He main tains that if religion is to be taught effectively, certain aspects of it must be taught by every teacher in every subject. More recently, Grueningen, though not quite so pointedly as Hites, says that the problems of curriculum in the Christian college are one problem, namely, how to give tangible expression to the Christian philosophy of educa tion which the college has consciously adopted. He states 16 that the college that intends to be Christian will offer its students a thorough study of the Old and New Testaments, but holds that a mere department of religion may be rela tively insignificant. "Convictions of the professor of psychology may be more important in the total life of the college than the man who teaches religion ..." (9:142-43). Snavely broadens the functions of the church-related college to the mission of . . . turning out men and women who live the more abundant and the more cheerful, and richer life; to educate those who will become leaders, involved with the Spirit of the Golden Rule, in all professions and human activities, in a word those who put "ser vice above self"; to inspire all those who pass through its portals to become active citizens in local, state, national and international politics. . . . The church-related college should and will continue to be a veritable pharos "amid the en circling gloom" resultant from the threats of atom and hydrogen bombs . . . (31:198) McGrath is optimistic that in spite of its rela tively declining position the liberal arts college is now in less danger of extinction than ever before, but he states whether they can or should be preserved as institu tions with a distinctive mission is a much debated question (61:165). He suggests that a church-related college can re main a genuine institution of higher learning by not only tolerating but encouraging the unrestrained pursuit of truth, a critical presentation of conflicting philosophies, 17 and a steady growth in independence of judgment in religion as well as in earthly matters. "An unexamined faith pro vides a weak foundation on which to build a stable, mean ingful, and secure life" (61:167-68). McGrath feels that if faculty members are drawn ex clusively from a single denomination, the intellectual at mosphere of the institution will be provincial; yet he rec ognizes that some denominations are not a group narrowly homogeneous in their intellectual, social, economic, poli tical, or even their religious characteristics and this, he states, is the most crucial element (61:169). The church-related college, free from the legal in junction imposed on tax-supported institutions and the de liberate eclecticism of secular private institutions, can assist students in clarifying their philosophy and orga nizing their lives on the basis of a systematic body of religious doctrine— doctrine not authoritatively imposed and uncritically embraced, but rather voluntarily accepted in the critical light of relevant knowledge and informed opinion. The nurturing of such a faith, supported by rea son, must be the dominant aim of church-related colleges . . . they may have a wide range of goals, but without this purpose, it is doubtful that they have a special reason for existing . . . without this, they will inevitably lose their vitality and ultimately disappear. (61:167) Buttrick defends the religious purpose of the 18 church-related college but says, "Church relatedness is not synonymous with indoctrination, denominationalism ..." (56:70). Church-relatedness stands for a certain view of man, acknowledging the depths of his knowing and also his being known and loved. A church-related university freely acknowledges that the mind's adventure journeys by faith. It has a stance from which to speak while other institu tions have only an impossible "neutralism." A neutral teacher does not avoid indoctrination, for his attitude falsely persuades students that they can live without being involved in life (56:90-97). Shao describes the Moravian college as becoming so involved as a service institution it almost lost its direc tion until it found a new sense of direction in the deeper understanding of its relationship with the Church (64:132). Sister Evarista soundly defends the Catholic church-related colleges in a recent article entitled "Too Many Small Catholic Colleges." She states that the small colleges are not necessarily institutions of small learning. "Whether a college is great or small is of less importance than that it prepares the students for complete living and service to the community . . ." (59:185). Land sounds a warning, however, to the church- related colleges by stating that "faith without works will not save the church college from extinction." He calls for 19 a higher academic standard in the colleges that are church- related. He claims that at least half of the church-con trolled colleges in his area are in need of "diagnosis and prescription, if not surgery" (60:203). In a calmer tone, Brademar says that although one of the purposes of the church-related college is to have a distinctive witness for the church and its purposes in teaching Christ, yet the college must not forget the need to afford higher quality education capable of helping the students meet the needs and problems of the day. He fur ther challenges the church college president to see the proper role of the church-related college and the needs of education outside the church-related institution (55:449). D. C. Chu states that a Christian college should maintain at least one academic field with strength, and further that they should never become the pale imitation of any larger or smaller institution. He stresses that Chris tianity is not a peripheral matter: . . . it must be the central and ultimate concern constituting the core of the college program, the heart of the curricula. Christianity should indeed give ultimate unity to all parts of the curriculum. (57:135) Ahlstrom is appalled at the relatively few truly church-related colleges; he says the liberal arts college is not per se a religious institution. He feels that the church college is a worshipping community and insists that 20 the church and its offices cannot be regarded as 'something "off campus." Furthermore, he states, "A profound movement of renewal of interest in the church colleges would deserve and receive corresponding renewal of concern and support among individuals and churches" (53:25). Studies on the Purposes of Church-Related Colleges An early study by Limbert states that the primary interest of boards of education, regardless of denomination, was in the religious phases of college education. The purposes of the denomination in supporting and supervising colleges, therefore, is not so much to foster education as to promote religion. Much depends upon the definition of religion; in the minds of some leaders religion may be so broadly considered as to include the whole educational pro gram. (17:198) Limbert's study revealed that throughout the his tory of the educational policies of denominational boards of education, one rarely finds evidence of grappling with certain critical problems of education. The prevailing tendency has been to assume the permanence of the status quo in higher education and to be hesitant in changing the liberal arts curriculum. He concludes that boards must think through the whole question of the place of the denom inational college (17:205). Three other - studies during the period between 1929 and 1932 might be mentioned as having merit. The first is 21 a study by Leonard which is a general picture and evalua tion of the educational work of the United Lutheran Church with particular reference to higher education (18). The second is a study by Reeves based upon surveys of thirty- five colleges related to the Methodist Episcopal Church. The major aims as summarized from this study are: Develop ment of Christian Character, Development of Scholarly Atti tudes and Habits, Vocational Training, Broad, Liberal, Cultured Education, Professional Training, and Training for Citizenship (28:22). The third study was by Reeves and Russell and was drawn chiefly from surveys made of sixteen colleges and universities affilitated with the Board of Education of the Disciples of Christ. There seems to have been one single controlling purpose in the minds of those who were respon sible for the founding of Disciples' colleges. That pur pose was the provision of opportunities for training the leadership for the communion, and through their leadership, to provide for the continuation and extension of the prin ciples upon which the communion is founded. To a large ex tent, the religious motive has continued to dominate these institutions (28:22). This study states that the principal cause of their difficulty is a lack of adequate funds with which to pro vide a program of offerings that can compete with state 22 institutions in attracting students. Lack of funds also results in lower faculty salaries than are paid to men of equal professional rank at other colleges (28:25). Two statements of significance are quoted: 1. If the publicly-supported junior college is ultimately accepted as a part of the program of pub lic education . . . there will probably be no place for the unaccredited junior college supported by a religious group . ^ ^ (28:25) 2. The writers are of the opinion that the four- year Christian colleges at the present time consti tute an important part of the American system of higher education, principally because the state-supported institutions are not now in a position to furnish college education to all who desire it. (28:28) It would appear from the concluding statements that one of the main purposes of the church-related college, as far as this study is concerned, would be to carry on the educational task until the state can supply the education needed. A study by Patton involved 260 church-related lib eral arts colleges. In addition fifty-two independent col leges of comparable size were included as a check group. The church colleges included 198 Protestant and sixty-two Catholic institutions. Patton read catalog statements from 1933, 1934, and 1937. In addition he sent out 246 ques tionnaires from which he received nearly 75 per cent re sponse. His study revealed six purposes: (1) intellectual development, (2) a synthesis between the study of classics and contemporary life, (3) vocational preparation, (4) self- 23 help plans, (5) inculcation of the doctrine of the related church, and (6) service to the community. The three aims felt to be most appropriate were: Citizenship and Social Problems, Attention to the Individual, and Development of Christian Character. The development of Christian charac ter was the aim expressed more frequently by the colleges than any other (24:191). In the years between 1940, when the Patton study was made, and 1966, many changes have occurred. Myron F. Wicke completed a study on the church- related college in 1964 in which he states that "the char acter of the church colleges has altered as they have changed their emphasis from dominantly religious to domi nantly non-religious purposes . . ." (37:4). Wicke finds much that needs strengthening in the church-related colleges, particularly with respect to defi nition of objectives and financial support. The future of the church-related college depends upon its ability to keep a clear view of its mission; upon its ability to find the church support needed to supplement other sources of income; and upon its success in interpreting its goals to students, fac ulty, constituency, and general public. . . . If a church-related college cannot rationalize its role, the institution will not merit continued existence . . . (37:vii) After examining various church-related colleges in 1961 as to their purposes, he finds the following points in common: 24 1. Basic emphasis is placed upon the liberal arts, implemented by various distributive require ments to assure some familiarity with the major fields of knowledge and depth in at least one area. 2. There is almost universal agreement that the purposes of a church-related college require the cultivation of "mind and spirit." 3. There is.still a reiteration that the edu cational experience must have an influence upon char acter, but far more than was shown in the Patton Studies; there is insistence upon the need for rigor ous intellectual standards. 4. There is an increased effort to help the student commit himself on fundamental issues. 5. A major aim of almost all institutions under study is to develop familiarity wi.th, understanding of, and commitment to the Judeo-Christian Tradition. . . . The emphasis in regard to the Judeo-Christian Tradition varies from the rigidly conservative reli gious institution, in which a pledge of Theological belief may be exacted from faculty and staff, to a more subtle and more liberal view of the relation ship of the educational process to religious comit- ment. (37:43) Another major purpose of the church related college cited by Wicke is the development of a community spirit in which intellectual endeavor and high moral purpose are dom inant drives. There is, of course, the attempt also to identify, encourage and inspire those who are, or can be, interested in church vocations. "However the church- related colleges are often taxed with using Biblical study and required Chapel as the single characteristic of their uniqueness" (37:44). There is a tendency to assume that an objective is achieved because it has been publicly stated. Wicke con- 25 eludes that many church-related colleges are not as devoted to the liberal arts as their stated purposes suggest; for example there is more vocational training in the church- related colleges than there was even three decades ago. In many respects Wicke's volume on the church- related college is a companion volume to Mayhew's volume, The Smaller Liberal Arts College. Mayhew's basic thesis is the unique aspects and role of the smaller colleges regard less of denomination (19) . One of the most comprehensive and promising studies on the church-related college of which only a preliminary report has been released, is the one reported by the Dan- forth Foundation entitled Eight Hundred Colleges Face the Future (48). The board of trustees of the Danforth Founda tion in 1962 authorized a systematic assessment of church- related higher education in the United States. The study has employed a variety of methods of as sessment rather than any single method. Questionnaires, study of legal and historical documents, interviews, statis tical analysis, testing of students, group discussions, and personal inspection have all been used. The study notes several basic trends in modern cul ture, rooted outside of the institutions of higher learning themselves, which are profoundly affecting private higher education, liberal arts education, and the churches. 26 Briefly these trends follow: 1. There is rapid expansion of American higher education as a whole, with the percentages of pri vate higher education and church-related institu tions in particular declining in recent years. In number of degrees conferred, the private institu tions are more nearly holding their own, but private higher education now occupies a minority position in the United States. 2. There is an expansion of the American econ omy. There is and will probably continue to be more money for the support of higher education. Yet while private higher education, including the church- affiliated segment, has enjoyed marked increases in support since the 1930's and has successfully culti vated business and industry as a new source of funds, it has not kept pace with the expansion of support for public higher education. 3. There is an important trend in the progres sive secularization of Western culture and the de cline in effectiveness of the church. 4. There is a deterioration of the position of liberal arts education in the United States in the last century. {48^6-8} The study noted there were wide differences among the 817 church colleges and universities in almost every respect. In fact, they exemplify much of the diversity of American higher education. Sixty-six per cent of the 817 institutions are asso ciated with four religious bodies. The largest denomina tional groups are Roman Catholic, 339 institutions or 4 0 per cent; Methodist, 102 or 12 per cent; Southern Baptist, 52 or 6 per cent; and United Presbyterian, 45 or 6 per cent. Hardly any two institutions have precisely the same rela tionship to their religious bodies. The terminology used 27 to describe relationships with religious bodies is loose and inexact (48:13). As far as leadership and administration of the church colleges are concerned it was found that much of the rapid progress in individual church-related colleges is directly accountable to a president of uncommon ability. However, one of the weaknesses of the presidents is an in ability to delegate responsibility and commensurate author ity to other officers. In the small college, in particular, there is a strong temptation for the president to try to keep his hand directly on all important decisions (48:17). This study indicates that the boards of trustees of church institutions tend to be heavily weighted with busi nessmen and clergy. Other things being equal the founda tion recommended more diversification of the board with re spect to age, occupation, and other characteristics. A major administrative problem in Roman Catholic institutions was found to be the dominant position often held by members of a sponsoring religious order or congregation. This is coming to be an acute issue with the rapid increase of lay faculty persons in many Catholic institutions. Faculty members frequently complain that they are treated as "em ployees ," not as responsible participants in the life and government of institutions (48:20). With regard to finances, the Danforth Study indi- 28 cates that most church institutions are appreciably better off today than they were ten years ago. On the whole, church college presidents have done well in the area of fund-raising. The most urgent financial need of the church institutions is for an increase in current income, that is, funds for general support of the educational program. In most cases official church support is entirely inadequate. Noteworthy exceptions are the Lutheran Church-Missouri Synod, and the Church of Jesus Christ of Latter-Day Saints which have provided generous appropriations for their in stitutions. The church support of Roman Catholic colleges and universities is the poorest. The average contributions of churches to their colleges is only 12.8 per cent of their operating budgets (48:21). In general, it can be said that the physical plants of church colleges and universities are reasonably adequate, although they are not as luxurious as those of many public and independent institutions. In regard to purposes of the institutions, the Dan- forth study found there is a lack of philosophical depth as in higher education at large. The church institutions are approximately equally divided between those that have clear roles and those that do not. Too many of the colleges were found to be imitative. The prestige image which many seek to follow is very likely a secular pattern, since most of 29 the well-established private institutions in this country are secular in their outlook. Institutional imitation, failure to exploit the opportunity for individuality, is one of the basic problems in all of higher education and is not li mited to the church-related segment. However, the problem may be more serious for the church institu tions because, in a secular academic world, imita tiveness has the practical effect of drawing the church institutions away from their own distinctive purposes. (48:24) One of the greatest assets of the small college was found to be a nucleus of able, dedicated teachers who will stay with the institution through times of adversity as well as prosperity. There are, however, limitations be cause of the insufficient opportunities for professional improvement and refreshment of small college faculties. With regard to religion, although ideally a faculty member would relate his subject to the Judeo-Christian Tradition, such persons are rare. This is one of the most basic problems of church institutions today (48:27). Very few colleges restrict faculty appointments to members of their own churches. People who think that rigid sectarianism is the principal defect of church-related higher education are fifty years behind the times (48:28). Except for some institutions, notably Roman Catholic and conservative Protestant colleges, the curricular pat tern of church institutions is quite similar to that of other undergraduate colleges. Church-sponsored colleges 30 suffer, as do others, from faculty preoccupation with tech nical and specialized work. They are subject, too, to the criticism that much of undergraduate education is frag mented and purposeless, that there is little relationship between the announced objectives of institutions and what actually goes on in the classroom. There is need for a clear-cut and obvious religious heart of the program, but a distinct reluctance to center on religion because of the newly adopted ecumenicalism and liberalism in this regard. The report states this frankly when it says, "The distinc tion between religion and other aspects of an institution's educational program is artificial." It is our considered opinion that religion is not as strong in the programs of church-related in stitutions as we would expect. In fact, there is good reason to believe that these institutions are, by and large, stronger academically than they are religiously . . . (48:41) The’report concludes, in this respect, that the re lationships of colleges and universities with churches are not an unmixed blessing when the role of the churches is so uncertain and their effectiveness, considered in the perspective of history, is de clining . . . thus, a church connection is in some respects a liability to a college. (48:48) The summary of the principal assets of church in stitutions is given by the report as follows: freedom to experiment and to serve special purposes, close student- facuity relationships, a good record of preparation for 31 graduate and professional study, concern for the progress of individual students, and espousal of humane values. Areas in which, generally speaking, these institutions are not sufficiently strong include: scholarly attainment of faculty, financial support, selection of students in rela tion to educational purpose, curricular design, implementa tion of religious aims, and self-evaluation. It is our considered judgment that there is nothing inherent in church relationship that either assures or precludes quality in a college or uni versity. A religious orientation should add a dimension to higher education that broadens and deepens the outlook of faculty and students_alike, but we cannot say that this does in fact occur in most of the 817 institutions we have been studying. (48:50) Studies on the Expansion of Church-Related Colleges in California Two studies by the Lutheran Church are related to the present study. One of these studies, completed in March of 1954, was entitled A Study of the Needs and Pos sibilities for Lutheran Higher Education in California (46). The purpose of the study was to examine the present status of higher education as related to the churches, to learn whether the development of the state colleges and universities has had any special influence on the colleges under church auspices, and to report any projected plans of other churches for the establishment of other colleges in California. (46:15) This study showed that in 1952 in California there were sixteen Protestant and twelve Roman Catholic colleges 32 and universities. Of the twelve Catholic, two were not liberal arts colleges in the full sense, but rather prepa ratory schools for the priesthood and sisterhood. The six teen Protestant colleges were related to twelve different church bodies. The report also stated that the church re lation of some of the colleges in 1952 was very weak (46:15). Only three colleges were established in the years from 1932 to 1952; one by the Church of Christ, and two by the Roman Catholics. As to the effect of state-controlled education on the development of colleges supported by the churches, the study reports that there is a significant effect: The University of California system, the eight state colleges and California Polytechnic at San Luis Obispo and San Dimas provide every conceivable type of college experience with practically no tui tion and in an environment which contains usually excellent physical facilities and competent facul ties. This means that students are just naturally drawn into the funnel of the whole state system of education from the primary grade through the grad uate school. The tradition of private or church- supported education is not so strong in California as it is in the eastern states such as Pennsylvania and Ohio. If it were not for the University of Southern California and Stanford University, the privately- supported colleges and universities would have only a small percentage of the college students in Cali fornia. (46:16) The study also drew some conclusions in regard to the establishment of church-related junior colleges. It 33 stated that "... the evidence is sufficient to conclude that the privately-supported junior college does not grow in California, and if one does grow, it will become a four- year school . . ." (46:18). The study reported that correspondence with offi cials of other major denominational boards of education did not reveal any projected plans for the establishment of new colleges. It was reported, however, that the California Baptist Seminary had moved from Los Angeles to Covina and is in the process of developing a college department. The study made this general conclusion: The present state system is so thoroughly or ganized and plans for its development and extension are so well worked out on a long range program, that it is most difficult to see where any denomina tion, which already has a college in California, would try to enter some area which is- not already taken or for which plans are in hand by the state system. (46:18) In spite of the above conclusion, the study pro ceeds to show the need for a Lutheran four-year liberal arts college in California ". . .in order to fulfill the divine responsibility laid upon it, . . ." and because the Lutheran Church claims to have its own distinctive contri bution to make in the field of education which will not be thought of as an end in itself, but rather as one of the divinely ordained functions by which the church discharges the responsibilities which God has laid upon it. This 34 responsibility is predicated upon premises derived from the Lutheran conception of the Christian Gospel and its meaning for the total life of man. "A sound theology is able to direct an effective education ..." (46:33). The five major Lutheran bodies in California had in 1952, one of the years in the study, a combined confirmed membership of 106,362 with approximately 3,000 college stu dents. It was acknowledged that about 25 per cent of the denominational youth may attend a church college, yet the effort was thought feasible because of the Lutheran educa tional philosophy. "... the facts of the study seem to point in the direction of the desirability of establishing a four-year liberal arts college in California by the Lutheran Church ..." (46:53). Nor does the Lutheran Church neglect to consider the educational possibilities in the area of student ser vice to students attending non-Lutheran colleges. In this regard the study committee believes it is not a matter of either-or, but rather both-and. "The one possibility must not be set up against the other" (46:51). Because of the need to establish accreditation as a minimum standard for a new college, the traditional, his torical pattern is now ineffectual, which permitted col leges to emerge gradually from small beginnings and, over a period of decades, to mature. A quality institution needs 35 to be set up in the beginning if it is to survive, even though it may take years to develop to its stature and re spect (46:52). After considerable study the Lutheran Church estab lished the proposed college of the study of 1954. Pres ently the college is located at Thousand Oaks, California. Another study is underway to determine the feasibility of establishing still another Lutheran four-year liberal arts college in California; however the results of this proposal have not been made public as of this writing (68) . A study of the proposed fifteen-year plan for the Unified Church School System of the Church of Jesus Christ of Latter-Day Saints revealed extensive plans have been conducted to determine the feasibility of establishing more church-related colleges in California. However, the Latter- Day Saints have at least temporarily halted their plans for building new colleges. Renewed effort is now being placed in building Institutes of Religion adjacent to those col leges in the state which have enough Latter-Day Saint stu dents to justify them. Summary The literature on the purposes of the church- related colleges is profuse. Recent articles are either defending or attacking some of the stated purposes of the church-related institutions. Generally the appeal by many V 36 writers on the church college is for a higher academic quality program, free from denominationalism. Diversity of opinion in regard to the religious emphasis was noted. Early studies showed that the primary interests of boards of education, regardless of denomination, was in the religious phases of college education. Other studies dis covered Development of Christian Character, Development of Scholarly Attitudes and Habits, Vocational Training, Broad, Liberal, Cultural Education, Professional Training, and Training for Citizenship as major aims. A study completed by Patton stated the Development of Christian Character was the aim expressed more fre quently by the colleges. Other studies show the character of church colleges has altered from dominantly religious to dominantly non religious purposes. Far more than was shown in Patton's study, there is insistence upon the need for religious in tellectual standards. The Danforth Study promises to be one of the most comprehensive studies of the church-related colleges in America. The preliminary report indicated the percentages of enrollment for private higher education, and church- related institutions in particular, declining in recent years. The trend toward progressive secularization and decline in effectiveness of the church was noted. Also 37 there was reported a deterioration of liberal arts educa tion in the United States in the last century. The Danforth Study indicated that approximately half of the church institutions do not have clear roles. Too many of the colleges are imitations and seek a prestige image following the secular pattern of the well-established private institutions in this country. There is a need for a clear-cut and obvious religious heart of the college pro gram, but a distinct reluctance to center on religion be cause of the newly adopted ecumenicalism and liberalism in this regard. At least three recent studies have been conducted in California regarding the feasibility of establishing new church-related colleges. Two of these are by the Lutheran Church and one by the Church of Jesus Christ of Latter-Day Saints. CHAPTER III HISTORICAL DEVELOPMENT OF THE CHURCH-RELATED COLLEGE IN AMERICA Introduction In order to more fully understand the role or pur poses of the church-related institutions in California, it was necessary to examine the historical backgrounds and ♦ purposes of the church college in the United States. This background is woven into the total development of higher education in this country. Early Beginnings of the Church-Related College The desire of important religious denominations for a literate college-trained clergy was probably the most im portant single factor in the founding of the colonial col leges in the early history of our country (3:6). Further more, the role of organized Christianity was important in the founding of eight of the nine prerevolutionary colleges. The modern names of these first institutions still stand for the best in American higher education— Harvard, William and Mary, Yale, Princeton, Dartmouth, Brown, Rutgers, and Columbia. Only the college of Philadelphia was not at 38 39 first specifically under church control, and it soon came under the dominance of the Anglicans (3:6). The earliest printed rules of Harvard announced as the chief aim of that institution that "every one shall consider the mayne end of his life and studyes, to know God and Jesus Christ, which is Eternall life ..." (42:24). In 1754, the president of Yale stated that "colleges are Societies of Ministers, for the training of persons for the Work of the Ministry . . (32:44). Tewksbury maintains that: The American college was founded to meet the "spiritual necessities" of a new continent. It was designed primarily as a "nursery of ministers," and was fostered as a "child of the church." In the founding of denominational colleges in America, the primary purpose in most cases was that of providing the churches on the frontier with a succession of learned and devoted ministers of the gospel. (33:55) One of the reasons why the churches founded col leges and universities is that there were no other agencies with sufficient interest and strength in the early days of i the nation to enter the field of education. Moreover, these English-Americans based their institutions upon a pattern they knew very well— the English College— and it was part of the basic tradition that religion and education were natural partners (37:3). Another reason for founding educational institu tions is apparent in the nature of the church itself. 40 Wicke states that at its best the churbh is a servant to society; its schools, hospitals, homes, and social agencies are testimony that the servant motive has been real and effective (37:4). There has been some debate as to whether the first institutions were meant to be basically theological schools or whether they had broader purposes. The following quote from Rudolph makes an important summary: It is useless to argue whether the colonial colleges were intended to be theological seminaries or schools of higher culture for laymen. They were clearly designed for both functions, although in a strictly technical sense, special vocational train ing for the ministry in distinctly professional in stitutions, did not develop here until the nineteenth century. (30:6) Brubacher and Rudy state that the significance of the colonial achievements in higher education (most of which were church-related colleges) was all out of propor tion to the size of student enrollment. Though they comprised the intellectual and political elite of English America, the influence of this select group percolated down to the mass of the population. This was so in spite of the fact that the curriculum was a narrow, prescribed lib eral arts curriculum, based upon a primarily clas sical preparatory course. It was more deeply con cerned with the forming of character than fostering research; it placed great value on a residential pattern of life for students; and it was concerned primarily with training a special elite for com munity leadership. To these fundamentals it held without important change for nearly 200 years. (3:24) 41 Significant Legal Decisions and Reports Affecting Church-Related Colleges Through a legal decision of the utmost significance in the history of higher education, it became possible for the public will to be expressed in one of two ways, either through the establishment of state institutions subject to the will of the people acting as a whole, or through the founding of private colleges subject to the will of various minority groups and generally free from public control. This legal decision was the Dartmouth College case of 1819. The background and eloquent argument of Daniel Webster for the Dartmouth College to retain its charter and thus remain a free, independent and still church-related college can be found in a documentary history edited by Hofstadter and Smith entitled American Higher Education. The end of his plea is a dramatic appeal: It is, Sir, as I have said, a small college. And yet, there are those who love it— Sir, I know not how others may feel, but, for myself, when I see my alma mater surrounded, like Caesar in the senate house, by those who are re iterating stab after stab, I would not, for this right hand, have her turn to me, and say, "Et tu quoque mi fili"! And thou too, my son! (11:212) The decision of the Dartmouth College Case, as given by the Supreme Court of the United States in 1819, exerted a tremendous influence on the development of church-related colleges in this country. It gave the reli gious groups an unprecedented degree of freedom to develop 42 educational institutions without fear of molestation on the part of the state. In reviewing the case, Tewksbury con cluded: The evidence is convincing that the decision contributed in no small measure to checking, for better or for worse, the development of state uni versities for at least half a century. (33:15) The Amherst Faculty Report of 1826 was a promise of a new day in higher education, finding shortcomings in the old. The report was a golden opportunity for curriculum reform, but was never made effective (24:37). A further milestone in the history of this period must not be overlooked. This is expressed as the "most in fluential publication in the whole history of American higher education between the Revolution and the Civil War" (3:101). The Yale Report of 1828 soundly defended the traditional American liberal arts college. The report maintained that the classics must be the major aim of a college. This set of recommendations stated that the aim of a church-related college was to provide a liberal cul ture based on formal discipline (24:37). However, Hof- stadter and Metzger called the "Sectarianism at Yale" a study in "illiberalism": There an attempt was made to reduce one of the major colonial colleges to the station of a severely sectarian agency, foreshadowing many of the small church dominated colleges that were to spring up in such profusion throughout the country in the early nineteenth century. (12:163) 43 It is generally regarded that the report hindered progress at Yale and cramped college progress wherever the influence was felt. There is little doubt that the report did much to postpone the day when the reform movements of Jefferson at Virginia and Ticknor at Harvard, and later efforts of Wayland at Brown were to modify every college curriculum in America (24:37). President Wayland of Brown University saw the in appropriateness of the contemporary offerings and the nar rowness of the aims of some of the existing church-related colleges. Pleading for changes to meet new demands, he wrote: It has been almost impossible in this country, for the merchant, the mechanic, the manufacturer, to educate his son, beyond the course of a common academy unless he gave him the education in prepa ration for a profession. This was not the education which he wanted, and of course, his son has been deprived of the cultivation which the parent was able and willing to bestow. Now the class of so ciety that is thus left unprovided for, constitutes the bone and sinew, the very choicest portion of this or any community. They are the great agents of production, they are the safest depositories of political power. It is their will, that, in the end, sways the destinies of the nation. It is of the very highest importance on every account, that this portion of a people should possess every facility for the acquisition of knowledge and intellectual dis cipline. Nothing would tend so much to the progress of wealth among us as the diffusion throughout the whole people of a knowledge of the principles of science, and the application of science to the arts. And besides, a knowledge of moral and intellectual philosophy, of the fundamental principles of law, of our own constitution, of history, or vegetable and animal physiology, and of many other sciences, is 44 just as appropriate ^to the merchant, the manufac turer, the mechanic, and the farmer, as to the lawyer, the clergyman, or the physician. Why should it be supposed that all higher knowledge should be engrossed exclusively by the professions? If a man wishes to give his son a good education why should he be obligated to make him a lawyer, a physician, or a clergyman? Why should not the highest intellectual endowment, cultivated by the best preparatory discipline be found in every mode of occupation? And if this be so why has this whole subject been so long neglected among us? Is it not time that our system should in this matter undergo a complete and radical revision? (36:166) Educational aims are intimately associated with the college curriculum. The curriculum is not the only means toward the achievement of the role or purposes of the col lege, but it is one of the chief means. Patton outlines the major aims of church-related colleges prior to the Civil War which suggests also the type of curriculum they had: 1. Preparation for the Ministry, especially in the "frontier colleges." 2. Preparation for leaders in civic offices, in directly for law and medicine. 3. Mental discipline to sharpen the intellect. 4. Religion, specifically to "save souls." 5. Discipline, emphasis largely negative rather than positive. 6. Culture through emphasis on the classics. (24:38) Proliferation of Church Colleges The church was in the forefront of the westward movement, and where the church went, so also did countless 45 educational institutions, often calling themselves colleges when they were little more than poor secondary schools (37:5). During much of the nineteenth century, the impulse toward college founding in the United States came largely from the Christian churches. Hundreds of liberal arts colleges were established by religious denominations. Sup port came not only from tuition fees but also from sub scription by the faithful (45:20). Of the various denominations, the Presbyterians and Congregationalists played the leading role up to 1830. Then the Methodists and Baptists began to catch up with them in the college field, while other denominations, such as the Quakers, Lutherans, Episcopalians, Universalists, and Roman Catholics, started to take a more active interest. This denominational movement in higher education continued in full force all through the nineteenth century. Western colleges, without squeamishness, conceal ment, or fear, were avowed and known to be places for the diligent inculcation of spiritual Christianity, as well as the truths of sciences and the grace of literature. Added impetus and motive were given to the cause of founding denominational colleges by the challenge presented in the large immigration from foreign countries that took place during the latter decades of the period under consideration. 46 Appeals were made to the Protestant forces "to redouble their efforts in the face of these 'twin menaces' to soci ety, infidelity and Roman Catholicism" (33:74). The Catholic institutions were expanding with the increase of Catholic immigration. Often the struggle was a bitter rivalry between American nationalism as identified with Protestantism against the Catholics. Nevertheless, the motives which led to the founding of the Catholic in stitutions seem to have been the same as those involved in the founding of Protestant colleges and seminaries— to perpetuate the doctrines of the church through the educa tional institutions. To the Protestants the Catholic college building efforts represented "a calm shrewd, steady systematic move ment to subvert the principles of the Reformation" (33:75). The Jesuit system of instruction was regarded as "musty" and authoritarian by the Protestants. The attitude was one of conscious efforts to annihilate the rival system of Jesuitical instruction (33:75). The Catholic view was equally antagonistic toward the Protestants. There was fear among Catholics that the church would be tempted to pull away from education and surrender college education to Protestants or to the state. "The evil in Protestantism," according to Newman, "is in dividualism." His opinion expressed well what the nature 47 of the Catholic purposes in higher education have been and are. He maintains that the integrity of the college or university is steadied by the church and that the church pervades the life of the university. The authoritative church is acknowledged, but is able to allow the free pur suit of knowledge because of first, the harmony of truth, and second, the fact that "controversial matters should be kept to the scholars" (27:67). Perhaps the best that can be said of the bitter struggle was that historically at least, the multiplication of the church-related colleges along a succession of fron tiers undoubtedly furthered the broadening and democratiza tion, as well as the decentralization and diversification of higher education (3:74). Hofstadter and Metzger might disagree, however, as they called this period the "Great Retrogression" (12:211). The prodigality in the founding of colleges was not matched by parallel continuing support. There was a very high mortality rate among such institutions. Of five hun dred colleges founded in sixteen states before the Civil War, only a little more than one hundred survived as per manent institutions (33:24). Wicke states that at least 80 per cent of those founded before the Civil War had ceased to exist by 1932 (37:5). There were a number of reasons for the failure of 48 these colleges. One reason has already been alluded to in the fierce denominational rivalry where churches in at tempting to outdo one another overextended themselves. This also led often to internal dissension as well. Some times the failure was due to location, where there weren't enough potential students. All too often the institutions met with financial disaster. Added to these were the ruin ous effects of natural disasters such as fires and epidem ics (3:71). Development of the Church-Related College After the Civil War In reviewing the history of higher education in the United States it is well to bear in mind that the small college has been the normal type. The large college and the huge university are a development of very recent de cades. In 1850 no college had more than four hundred stu dents (24) . The real development of American higher education has taken place in the period since the Civil War. Seeds N had been sown and a few ideas planted prior to 1860; but the fruition of these ideas came after 1865. Furthermore, the history from the Civil War oh seems to be a gradual swing away from the dominant influence of the church- related college. Brubacher and Rudy note this transition (3). Hofstadter and Smith give an overview of the major 49 trends in the history of the undergraduate colleges and universities of America (11) . A study of Theodore Chen entitled "Developing Patterns of the College Curriculum in the United States" (66) reveals the trend toward secularism in most of the colleges in this country. One of the reasons that the pre-Civil War reformers of curriculum made little headway was the lack of adequate support for a new kind of higher education. American edu cation has been, on the whole, receptive to the pressures of the majority of the people. Because of the poor reputa tion of the "parallel" courses and scientific programs gen erally, the majority of the people simply were not in favor of them before the Civil War. The most dramatic development in the curriculum, which had a profound effect on most of the colleges in this country after the Civil War, can be attributed to Charles W. Eliot at Harvard. A vast broadening of the curriculum was accomplished under his leadership (47:lxiv). This "elective system" flourished from 1870 to 1910 as others followed Harvard's leadership. However, it was not just the leadership of Eliot and Harvard that was responsible. A rural society was being transformed into a great indus trial nation. Optimism, competitiveness, and materialistic expansion were key influences. These factors had an effect upon the traditional liberal arts college with its predomi 50 nantly clerical administration and its prescribed courses founded on absolute ethics and a theistic faith (3:111). American higher education was influenced by the prestige of experimental and investigative research, espe cially as it was going forward in Germany. Thus another cause of the decline in the liberal arts college could be attributed to the ascendancy of the German-imported gradu ate school (21:2). In spite of criticism, the German type of graduate school built on the foundations of the English style col lege has thrived and grown in this country. It has met some of the needs of our expanding industrial society and has opened the door to many of our great discoveries. It seems to have come in response to need, and has remained with modification. A review of the major aspects of this period of development from 1860 to 1920 which have a direct bearing upon the purposes of the church-related college today should be considered. These aspects may be outlined as follows: 1. The spread of the state university movement as part and parcel of the attempt to solve the age-old problem of. separation of church and state. 2. The passage of the Morrill Act of 1862, 51 authorizing the establishment of land-grant colleges in most of the states of the Union. One cannot overestimate the effect of this act on the growth and development of the state col leges throughout the United States. 3. The phenomenal rise and wide influence of the elective system inaugurated by Charles W. Eliot of Harvard. 4. The increasing influence of German universities especially as it affected teaching and special ized methods of advanced research in laboratory and seminar. The founding of Johns Hopkins (1876) represents a special institutional form of German influence. 5. The marked growth of professional schools in theology, law, medicine, engineering and agri culture. 6. The founding of colleges exclusively for women (e.g., Vassar 1865, Smith 1875, Wellesley 1875) and the acceptance of coeducation as a legiti mate part of the college and university picture. 7. The growth of normal schools and later the widespread establishment of state teachers' colleges. 8. The influence of church boards of education and 52 regional accrediting associations. Limbert showed that the Methodist Episcopal Church Board was a pioneer in standardization of col leges, antedating the work of the North Central Association (17:80).- The regional associations have grown in influence and power, howeverr their concern has been largely with non-reli gious aspects of higher education. 9. Philanthropy also played a very important role. The Peabody Education Fund (established 1867), the General Education Board (1902), and the Carnegie Foundation for the Advancement of Teaching (1905) are examples of large and in fluential philanthropies. 10. The phenomenal growth of the junior college. Since the beginning of junior colleges, gen erally attributed to the University of Chicago under William R. Harpervin 1902, the movement has grown by leaps and bounds and has greatly affected purposes of the four-year church- related college. 11. The encroachments from below and above. Patton states, "The four-year liberal arts college has been disrupted from below by recalcitrant pub lic high schools and mutilated from above by 53 the utilitarian vocationalism of the profes sional schools . . ." (2.4:46). There are many other factors affecting the purposes and the development of the church-related colleges. The unprecedented increase of college students, American parti cipation in two World Wars, the impetus given to the per sonnel and testing movements, American economic, social, and religious changes all have had an effect on the church- related colleges as well as on other colleges in this nation. Survival of the Church-Related College It is interesting to note that a number of promi nent leaders in higher education predicted the early demise of the four-year liberal arts college. President David S. Jordan, in 1903, asserted, "As time goes on, the college will disappear, in fact, if not in name. The best will be come universities, the others will return to their place as academies ..." (15:53). President William R. Harper estimated that not more than 25 per cent of the small four-year liberal arts col leges in the United States would survive in the struggle for existence (24:46). Patton summarized the situation of the church- related college up to 1940 by stating: In spite of dire predictions concerning its 54 decay and extinction, the college continues to be alive, virile, and sometimes confident of its posi tion in the realm of higher education. It is certainly true that the liberal arts college is one part of our educational system which is distinctly American. It is also true, however, that it is in this unit of higher education that the purposes and functions are most confused. (24:48) The Church-Related College in the United States Today Approximately one-third of the 2,100 institutions listed in the 1962-63 directory of the United States Office of Education are associated with religious bodies (48:11). The 817 colleges and universities are located in forty- eight states (all states except Nevada and Wyoming). They are connected with sixty-four religious bodies. The close ness of denominational ties and their influence on campus life and culture vary from one school to another. In many cases church affiliation is largely formal and traditional. There are a few colleges, too, which do not have ties with any denomination, but which have a strong and active com mitment to the Christian tradition (48:12). The average size of a church-related institution in this country is about 1,0 00 students. Approximately 18.7 per cent of the total enrollment in American colleges and universities are in these church-related institutions (48:12). There are wide differences among the 817 church- 55 related colleges and universities in almost every respect. They include junior colleges, liberal arts colleges, spe cialized institutions of various kinds, and a few univer sities. There are 151 junior colleges, 4 92 Bachelor's degree-granting colleges, 137 institutions with limited graduate programs, and thirty-six Doctor's degree-granting institutions. On the basis of 1962 enrollment figures, they range in size from forty-two students at Assumption College, Richardton, North Dakota, to 19,030 at Syracuse University. Sixty-nine of the colleges have fewer than one hundred students; most of these are operated by Roman Cath olic religious orders and congregations for the liberal education of their own personnel. The major function of the church colleges is undergraduate education with teacher training and pre-professional education (48:12). ■Wi. Most of the church-related colleges and univer sities (58 per cent) are coeducational, although only 15 per cent of the Roman Catholic colleges are coeducational. Roman Catholic higher education leans strongly toward sep aration of the sexes— 49 per cent of the institutions ad mitting women only and 33 per cent serving men only. Two per cent of the church institutions follow the plan of separate colleges for men and women in a single institution, called "coordinate education." The institutions draw their students primarily from the middle social and economic 56 class, though many are moving rapidly toward becoming upper-middle-class colleges. A few are heavily patronized by the upper class, while some serve primarily the lower class (48:11). Sixty-six per cent of the 817 institutions are associated with four religious bodies. The largest denomi national groups are Roman Catholic (339 colleges, 42 per cent); Methodist (102, 12 per cent); Southern Baptist (fifty-two, 6 per cent); and United Presbyterian (forty- five, 6 per cent) (48:12). Summary The church-related or church-established college played an important role in the higher educational develop ment of this country. Although the desire for a literate, college trained clergy was one of the major purposes of the early institutions, other major aims of the church colleges prior to the Civil War were to prepare leaders for civic offices, to sharpen the intellect through mental discipline, to "save souls," and to inculcate culture through emphasis on the classics. Church colleges were in the forefront of the west ward movement. Hundreds of liberal arts colleges were established by religious denominations all across the country. Bitter denominational rivalry often caused the prolific expansion of these "hill top" colleges. The 57 prodigality in the founding was not matched by parallel continuing support and a high mortality rate ensued. After the Civil War there was a gradual swing away from the dominant influence of the church-related college. Curriculum changes greatly affected the church colleges as they did all colleges. Some of the church-related colleges adopted the curricular changes, but in doing so lost the liberal arts tradition and close affiliation with the church. The passage of the Morrill Act of 1862 authorizing the establishment of land-grant colleges, caused an in crease in public college enrollment that church-related colleges could not match. Although one-third of the col leges are church-related, they enroll only 18 per cent of the college students in this country. CHAPTER IV THE SETTING OF THE CHURCH-RELATED COLLEGE IN CALIFORNIA IN RELATION TO THE TOTAL HIGHER EDUCATION DEVELOPMENT IN THE STATE Introduction In this chapter a review is given of the church- related colleges in the total setting of higher education in the state of California. A brief history and descrip tion of the public system of colleges is undertaken first. A synopsis of the major conclusions of the Master Plan for Higher Education, 1960-1975 regarding each of the types of colleges in this state is then^ presented. The State University In 1855 in Oakland an institution was established under the auspices of the Congregational and Presbyterian denominations called The College of California. Fortunes of the college were seriously affected by the failure of the denominational interests to come to the college's sup port— especially financially. In April of 1863, the Cali fornia legislature appointed a committee of three to in vestigate "... the feasibility of establishing a state 58 59 university ..." (6:315). The committee concluded that one great public institution should be established in San Francisco and that its beginning should be that of a poly technic school. It was felt that, for the time, private colleges then in existence could care for traditional col lege work. Following the Civil War when the Morrill Grant was received by the state, the trustees of the College of Cali fornia became convinced that the wisest policy for the in stitution under the dire financial circumstances was to turn over its property and rights to the state and become incorporated as a constituent and central unit in the pro jected university. Formal action was taken on these lines and acquiesced in by the state. Thus in 1868, the Univer sity of California was established on the foundation of a private institution and launched upon a career in the field of higher education in the state. It was essentially structured as it has remained to this day. It was to be multi-purposed, including the functions of a true univer sity as well as the arts of collegiate work (67:11). The early years saw continued controversy over the function of the University. When Daniel Coit Gilman as sumed the presidency in 1872, he found himself in the midst of the fight and was soon accused of "sacrificing the prac tical to the classical" (14:106). 60 Gilman resigned in 1875, to accept the presidency of the new Johns Hopkins University. In the Constitutional Convention of 1878, the charge was made that the University of California did not really serve all the people of the state (14:124). Eventually the committee on education in the Convention of January of 1879, made a recommendation that the University should be a public trust, an indepen dent corporation, removed from the immediate control of the legislature (14:27). After a lengthy debate, their pro posal was adopted, which made it possible for the Univer sity to evolve with relative freedom from the political footballing which it had been experiencing and which has been a problem in so much of public education in the his tory of the nation (23:22). The period called by some the "modern era" (67:12) began, in the case of the University, with a new president, Robert Gordon Sproul. Inaugurated in 193 0, he took con trol of an institution which had two major campuses and five smaller ones, and he was its chief executive for over a quarter of a century (54:46). The growth of the University through the 1930's was steady, both in numbers and in program. In 1944, as a result of several years of discussion, the legislature and the Regents acted to transfer Santa Barbara State College to the University as its eighth campus (40:21). 61 Because of the new highs in enrollment in 1945, serious attention was being given for the first time to the problem of coordinating the various structures of public higher education in California (52:1). In the years that followed, three major state-wide Master Plans for higher education have been developed (67:1). The shorter and popular names for the studies are: The Strayer Report, Restudy, and the Master Plan. The latest plan now guides the development of higher education in California. At the center of this plan (or at the top of a triangle) is the University of California, the great "Multiversity" of which Kerr writes (16). The original conclusions of the Master Plan of California Higher Education, 1960-1975 in regard to the University of California were: 1. Emphasis on graduate, professional programs, and research; 2. Gradual decrease in undergraduate programs; 3. Restriction of admission to graduates from the top 12 and 1/2 per cent of high school seniors; 4. Expectant enrollment increase of 105 per cent by 1975; 5. Operation on a tuition-free basis. (68:21) These conclusions, in a general way, give the basic roles of the University of California in the higher education of this state. 62 The State Colleges In 1855 a weekly normal school was opened in San Francisco, and in 1862 this became the first California state normal school (8:11). By 1870 the San Francisco en vironment had proved unsatisfactory and the normal school was moved to the city of San Jose. The San Jose Normal School soon expanded with students from the entire state (6:333). By the year 1882, the population had increased in Southern California to the point that the legislature es tablished the branch state normal school in Los Angeles (65:2). During the last two decades of the nineteenth cen tury, the normal school continued to expand. With the gradual addition of more normal schools the existence of several schools gave rise to autonomous local control. In 1921, when the legislature created the State Department of Education, a situation was created which led to dual auth ority over the colleges— the local board on the one hand, and the state department on the other. In 1921 the legislature also changed the name of these schools from that of "Normal Schools" to "Teachers Colleges"(65:3). Their sole function of training of public school teachers for the state was rarely, if ever, ques tioned. As the training program for teachers was expanded beyond two years, the teachers colleges were authorized to 63 confer the Bachelor of Arts, or four-year college degree by 1923, but only in the field of education (65:3) . Here then are a group of colleges which began as day normal schools, offering very limited, hardly college level, training in methodology to young ladies with an eighth grade education. From their beginning in 1855 they evolved into two-year professional schools, and by 1923 they offered four years of education beyond high school, could offer the Bachelor's degree, and in fact became senior colleges (65:5). The following twelve years produced a clear-cut second phase of development in the state colleges. When the legislature changed their names by dropping the word "teachers" from their designation in 1935, this signaled a change from colleges of narrow specialization in the train ing of teachers to that of broad liberal arts institutions (65:3). With this change, the state colleges began a growth in enrollment which dramatically altered their role in the picture of California higher education. From 7,065 in 1935, their enrollment grew to 10,371 in 1940— and after a war-time slump— their totals were 16,258 in 1946. In 1965 there were eighteen state colleges in California with an enrollment of over 167,636 (41). Conclusions of the Master Plan for Higher Education (} 64 in California, 1960-1975 for the public state colleges are: 1. They will be geared to handle the majority of liberal arts, undergraduate students, those in professional training as well as in teacher training courses; 2. They will gradually strengthen the offerings leading to the Master's degree; 3. They will gradually move toward doctoral pro grams ; 4. They will expect an enrollment increase of 236 per cent by 1975; and, 5. They will operate on a tuition-free basis. (68:21) The Junior Colleges Although the junior college in the United States owes its beginning to William Rainey Harper, the University of Chicago, and the state of Illinois, it has seen its growth to maturity principally because of its development in the state of California. In California the concept of the junior college was closely associated with the second ary schools from the very beginning. That beginning came in 1907 when the first junior college legislation was passed permitting high school districts to extend their programs upward (51:88). The law made no reference to the term "junior col lege"; this term being supplied by the supporters of the post-high-school program. In 1910, Fresno opened the first junior college in the state, and one of the first in the nation (62:164). Dean Alexis F. Lange of the University 65 of California and President David Starr Jordan of Stanford University saw in the development of public junior colleges the possibility of de-emphasizing the first two years of college work in the universities, and the consequent greater emphasis possible on upper division and graduate work (63:64). By 1916 there were sixteen junior colleges, all added on to four-year high school district programs, with an enrollment of 1,259 (58:214). The junior colleges until 1917 were supported entirely by local districts. In that year the legislature passed a bill specifying support, standards, and other aspects of the junior college program (50:148). By 1928, there were thirty-six junior colleges in the state with a total enrollment of 8,178. The idea of the junior college as essentially a community institution, offering lower division work, so- called "terminal programs," and work with various adult and community educational projects emerged in the 1930's and 1940's. The legal structure and the place of the junior colleges were virtually established during this period (25:75). In 1947 there were enrolled in the thirty-nine junior colleges 16,185 full time students. In this period the junior colleges were becoming a very significant part of higher education in California. Originally intended as a rather modest extension of the 66 secondary school program, they had become partners with the state colleges and the state university in the lower divi sion education of students; a very large percentage of the new students each year enrolling in the senior institutions of the state transferred from the junior college (20:113). California, in 1966, had seventy-eight public junior colleges with several more in the planning stages (43). The Master Plan of Higher Education for California, 1960-1975 has these conclusions for the public junior colleges: 1. The "open door" admission policy. 2. Instructional functions emphasizing lower divi sion work for those eventually earning a B.A. or B.S. 3. Programs leading to the Associate-Arts degree. 4. Vocational and technical training. 5. Operation on a tuition-free basis. 6. Expectant enrollment increase of 224 per cent by 1975. (68:20) The public junior colleges will emphasize the facilities and programs needed to handle the enormous bulk of first and second-year college students. Private Colleges and Universities As with the state colleges and state university, the beginnings of higher education in the private sector are within the first decade of the existence of the state 67 of California. Two religious groups were responsible for the earliest efforts— the Catholics with the University of Santa Clara and the Methodists with the University of the Pacific, both founded in the San Jose area (the latter moved later to Stockton) (13:197). Both colleges were established in 1851, the Catholic college being founded by the Jesuit Fathers. Private higher education followed a common pattern established in earlier states of the United States, al though of course each institution had its own unique set of circumstances. Thirteen such colleges had become established in California by the beginning of the twentieth century, most of them with the same general type of religious sponsorship as the first two and of the small liberal arts type. There were three notable exceptions to these characteristics: The University of Southern California (1880), Stanford University (1885), and The California Institute of Tech nology (1891) (67:19). Long states that there were approximately forty ac credited private institutions of higher education by the end of World War II (67:19). Most of these were dedicated to the principles of the small liberal arts college. Most of these were also church-related institutions. Their growth, in general, was limited because of their basic 68 nature, and also because of the encroachment by public in stitutions into areas of financial support (67:19). The 1962 College Blue Book (4) listed forty church- related colleges in California which offered a broader cur riculum than Biblical or purely theological training. Francis H. Herrick, executive secretary of the Western College Association, in 1966 listed thirty-five church-related colleges as accredited institutions with this explanation: The term "church-related" has been used for colleges because it was occasionally convenient, but it also included a great variety of relation ships as well as of colleges, and is not a dis tinct, recognizable group in terms of educational purposes or academic organizations . . . Thus an exact number of church-related colleges ex isting in the state is difficult to identify because of the various interpretations of the term "church-related." There are approximately nine privately-supported junior colleges in California. Of these, five are non- denominational, non-profit colleges, three are denomina tionally controlled (one Catholic, one Lutheran, and one Free Methodist), and one is proprietary, offering voca tional and technical curricula (46:10). The Master Plan of Higher Education for California, 1960-1975 groups the church-related colleges under the general heading of Private Institutions of Higher Education and draws these major conclusions: 69 The Private Institutions 1. Are expected to emphasize their individ ual characteristics; 2. Are expected to handle a significant but smaller portion of the expected enrollment increases occurring by 1975; 3. Are expecting^a general enrollment increase of 65 per cent by 1975; and, 4. Are expected to be confronted with the problem of meeting rising enrollments with out decreasing standards. (68:22) Summary The church-related college represents only one seg ment of the higher educational development in the state of California. Although one of the earliest developments his torically, church-related colleges have not been so strong in California as in the eastern states. The rapid develop ment of tax-supported colleges and universities has had an effect upon the development of the church-related colleges. The system of higher education in California in cludes: The University of California, The state colleges, and the junior colleges. These together with church- related and other private institutions handle the higher education of the state of California. CHAPTER V RESEARCH PROCEDURES Introduction The purpose of this study was to analyze the role of the church-related college in California. Study in the field of higher education with special interest in the purposes of the higher learning led to the present endeavor. Acquaintance with the literature in higher education with special reference to the historic role of. the church- related college was therefore a preliminary background for this study. Procedure After presenting a prospectus of the present study before several graduate classes at the University of Southern California and receiving suggestions and comments from the class members and instructors, a revised prospec tus was presented to a committee of educators who accepted the proposal with some minor changes. Basic research began with a search into the rela tively recent published articles on the church-related col lege. This information gave the current views on the role 70 71 of the church-related college and the role as it was pro jected by various writers for the future. Historical re search then was conducted to relate the present views to the past. This study was delimited to the state of California because of the somewhat unique system of higher education in this state as carried out under the Master Plan of Higher Education for California (see Chapter IV). The colleges selected for study were those identi fied as church-related and accredited by the Western Col lege Association. The list of colleges was secured from Francis H. Herrick, executive secretary of the Western Col lege Association, who made the following comment: The term "church-related" has been used for colleges because it was occasionally convenient, but it includes a great variety of relationships as well as of colleges, and is not a distinct, recognizable group in terms of educational pur poses or academic organization. This will be apparent from the list which follows. You should note that the Roman Catholic institutions are under the direction of various religious orders or of Archbishops and may differ among each other with regard to the purposes of their educational work. You should also understand that Azusa-Pacific and Westmont College are definitely Protestant Chris tian in their purposes, though they are not tech nically "church-related," and are omitted from the list for this reason . . . The full text of this letter and the list of col leges are presented in the Appendix. Subsequently, a letter was sent to the college 72 president or the registrar, explaining the nature of the study and asking for a copy of the catalogue and other per tinent information published by the college on the role or purposes of the college. From the review of literature, the college cata logues, and published material put out by the various church-related colleges, a list of over 150 purposes was compiled. A subjective appraisal of this initial list eliminated what seemed to be obvious duplications. Assis tance was sought from a group of educators to further elim inate ambiguous statements and repetitious material (see Appendix I for a list of these men and their qualifica tions) . The remaining list contained fifty stated purposes of the church-related colleges. The Questionnaire Once the area of study was decided upon, it became necessary to develop two survey instruments; one to be sent to all church-related college administrators in the study, and another for an in-depth personal interview guide to be used for selected representatives of the church-related colleges in the state. The first instrument was developed using the fifty stated purposes mentioned previously. Because the re sponses desired were in the nature of attitudes of the ad ministrators toward the stated objectives or purposes, it 73 was determined to use a technique of measuring the re sponses developed by Thurstone and Chave (35). Help was also obtained from Remitter's discussion of the method of Likert (2 9). After the fifty items were carefully edited to try to eliminate ambiguous, irrelevant, and otherwise faulty items, the questionnaire was drawn up in the following manner: Each statement was given multiple response cate gories of "Very Important," "Important," "Of Some Impor tance," "Hardly Any or No Importance," and "Not Appropriate for a Church-Related College." Arbitrary weights of 1, 2, 3, 4, were given to the four response categories of each item in such a way that the highest weight was given to the category listed as "Very Important," and the lowest weight was given to the category listed as "Hardly Any or No Im portance." No points were given for the area marked "Not Appropriate for a Church-Related College." A respondent's score was the sum of the weights assigned to the responses which he made. The use of such scores shows more readily the differences and/or the similarities between the opin ions of administrators of the church-related colleges with regard to the stated purposes of the colleges. This in formation is presented in graphs and tables to illustrate various aspects of the study group. These data were fur- 74 ther analyzed in order to determine the relative importance of the various purposes of church-related colleges as iden tified by individual administrators representing their var ious colleges. Using the Spearman-Brown Prophecy Formula, the es timate of reliability from a single test was found to be .729. This estimate shows the measurement to be suffi ciently reliable for the purposes of this study (1:114). A letter of explanation and a self-addressed en velope accompanied the questionnaire which was mailed to the thirty-six church college administrators in the study. One follow-up letter and a second questionnaire were sent to those who did not respond to the first. Thirty-two or 89 per cent of the thirty-six colleges used in the study responded to the questionnaire. The results- of the questionnaire are reported in the succeeding chapters. A copy of the questionnaire is in the Appendix. The Research Interview Early in the study it became apparent that most of the information desired could be obtained only by person ally visiting representative church-related colleges in the state and by conducting personal interviews with either the college president or his appointed representative. The president of the college should be in a better position to 75 view the total picture of the college and see its purposes than anyone else connected with it. The interview situa tion usually permits greater depth than other methods of collecting research data (2:221), and in spite of its li mitations, was selected as the major research method of this study. An interview guide was developed and pretested on several educators and colleagues who helped to eliminate ambiguous questions and to make the questions more clearly understandable and answerable. A tape recorder was used to record the interview to make the recording of the responses as objective as possible. Appointments were made personally by telephone with the college presidents of sixteen church-related colleges. These sixteen colleges represented at least one college for every denomination which maintains a church college in the state, and which is accredited by the Western College Asso ciation. The appointments were scheduled over a two month period at the convenience of the presidents. A brief ex planation of the nature of the study was mentioned over the phone, and permission obtained to use a tape recorder in the interview. Twelve of the sixteen college presidents were able to keep the original appointment. The other four had 76 selected representatives qualified to speak in their behalf for the college. The interviews lasted from forty minutes to an hour in length, depending on the responses of the presidents. In almost every case the president, or college representa tive, was warm, receptive, and responsive to the interview and eager to help in any way. Opportunity was also taken at each institution visited to tour the campus and see the facilities available. Results of the interviews and the data obtained from the questionnaires are recorded in Chapters VI and VII. A copy of the interview guide is in the appendix. Summary A questionnaire developed after a technique used by Thurstone and Likert was used to measure the attitudes of the administrators of church-related colleges toward the stated purposes of the church colleges. The questionnaires were mailed to thirty-six church-related colleges in Cali fornia; thirty-two were returned, or an 8 9 per cent re sponse. Personal interviews were conducted with twelve church college presidents and four appointed representa tives making a total of sixteen interviews. These sixteen colleges represented at least one college for every denomi nation which maintains a college in California and which is accredited by the Western College Association. The in terviews were recorded with a tape recorder. The responses are analyzed in Chapter VII under each of the sixteen ques tions posed in the interview. CHAPTER VI FINDINGS FROM THE QUESTIONNAIRE Introduction This chapter reports the areas of common agreement among the church-related college administrators in the study as to the fundamental purposes for the existence of the church-related college. It also reports those areas in which disagreements lie, and those areas felt not to be appropriate for a church-related college. Identification of the Distinctive Purposes of the Church-Related College Fifty statements regarding the purposes of the church-related colleges as gleaned from the literature, from examination of college catalogues, and from published materials distributed by the church-related colleges were submitted in the form of a questionnaire to the thirty-six church college administrators in the state of California. Thirty-two of the thirty-six church college administrators used in the study returned the questionnaires. The four remaining were Catholic colleges and since adequate response had been received from thirteen other Catholic colleges, no further follow-up was considered necessary to get their responses. 73 79 The Hebrew Union College, under the direction of Rabbi Stephen M. Passamaneck, did not adequately fit the category of church-related college and was omitted from the study (see letter from Rabbi Passamaneck in the Appendix for an interesting description of the Hebrew Union College land its functions). Although the other Jewish college, the University of Judaism, did respond and is used in the study, it is acknowledged that many of the stated purposes in the questionnaire are related to Christian college purposes. St. John's College, because it is a training school for Roman Catholic priests for the Archdiocese of Los Angeles, returned the questionnaire, but felt it did not pertain to them. For this reason this college is also omitted from the study. Data From the Questionnaires The questionnaire was an attempt to determine if there were a unity of opinion among church-related college administrators as to the importance, or lack of importance, of some of the stated purposes or roles of the church- related college. It was also an attempt to identify those purposes felt to be very important for a church-related college, and those purposes which were not thought to be appropriate for a church-related college. It was realized that the judgments were subjective and in the realm of opinion or attitudes toward the stated purposes, thus a rating scale was set up in the manner de scribed in Chapter V. The highest score possible was 200. That is, if an administrator had felt that all of the fifty stated pur poses were "very important" he would have scored 200. The following table gives the range of scores as tabulated from the questionnaires which gives a rough indi cation of the variety of opinion in regard to the purposes and their relative importance for a church-related college. TABLE 1 RANGE OF SCORES FOR THE THIRTY CHURCH COLLEGE ADMINISTRATORS USED IN THE STUDY* 192 162 152 190 159 151 183 158 150 182 158 149 182 157 143 175 156 142 171 156 140 169 154 126 168 154 125 163 152 113 %ean = 157.7 Median - 157 Figure 1 illustrates that twelve of the church- related college administrators had similar scores as meas ured by the questionnaire. Two-thirds of the group had scores between 14 0 and 170. Individual scores varied Number of Respondents 81 14 13 12 ------ 11 10 9 8 7 6 5 4 ------ ----- 3 ------ 2 ---- 1 ---- 0 1 1 1 1 1 1 1 1 1 ___________ 110 120 130 140 150 1.60 170 180 190 200 Scores of Respondents Fig. 1.— Histogram showing the distribution of the administrators' scores on the questionnaire. 82 greatly as illustrated by the one score between 110 and 120, and the two scores between 190 and 200. Church- related college administrators varied greatly in their at titudes toward the stated purposes of the church-related colleges, when considered individually, but when considered as a group, the majority had similar scores. Tables 2, 3, 4, 5, and 6 are used to report how the administrators responded to the items on the questionnaire. The numbers of the items represent the order of the parti cular statement of purpose in the.original questionnaire. A copy of the questionnaire is in the Appendix. None of the stated purposes were identified by the majority of the administrators as being "Not Appropriate for a Church-Related College," however, eight administra tors (27 per cent) identified the following purpose as "Not ;Appropriate for a Church-Related College": 22. To provide specific vocational training in as many fields as feasible. Four other administrators identified the above pur pose as "Hardly Any or No Importance" and thirteen said this purpose was "Of Some Importance." Four identified it as "Important." Twenty-five (83 per cent) administrators in the study identified this purpose as being least impor tant of the fifty stated purposes in the questionnaire. TABLE 2 RESPONSES OF THE THIRTY ADMINISTRATORS ON THE PURPOSES OF CHURCH-RELATED COLLEGES Item CD CD CD CD •p 0 1 -p -p O G O cd G G G g C G ■H 0 cd fd A) cd ( t i P ft -p -p £ -p >r-P ft 0 1 P p 0 p H P 0 >i o o U 1 o T3 O P Pi p ft ■ ft ft P ft -P ft Q) £ £ p £ Cd 6 0 ft 0 > H H O H a h 55 General Rules: 1. To enrich the students' lives 2. To provide training for service to others 3. To provide for teacher education 4. To extend educational opportunity to more people 5. To place emphasis upon the lib eral arts— a basic understanding of the arts, sciences, and humanities 6. To cultivate the "mind" 23 7 21 8 6 17 8 9 19 17 9 11 1 6 13 13 2 CO u> TABLE 2— Continued a 0 < D a ) - p W - p • P O q 0 c d d d d d <! d 'H 0 ( d c d ( 1 ) i d c d U a - p - P e - p N-P a U 1 u U • O U iH U 0 0 >1 0 0 CO 0 T3 O u a Item M O4 & & n a ■p a 0) £ e m g cd g 0 a 0 > H H O H W H 3 < <2 7. To help the students commit them selves on fundamental issues 18 10 8. To develop community spirit in which intellectual endeavor and high moral purposes are dominant drives 24 9. To develop character and human istic values 23 10. To provide for the transmission of the culture 11. To provide for the pursuit of knowledge or truth by means of scientific procedures 12. To educate the total person— mind, body, spirit 13 28 18 13 oo TABLE 2— Continued Item 0) ( U 0 ) > i 0 •P 0 1 -p + 1 0 a o r t i a a a a <! a •H O r t i r t i 0) r t i nj P a -P -P £ -P > i-p a 0 1 P P O P iH p O 0 1 o O C O 0 13 O p a: P a a a p a -p a < U e E m E r t i £ o a 0 > H H O H W H £ < £ 13. To create a college that with stands the lure of class or intellectual snobbery 10 14. To create a college which will not see life's purpose as material istic, nor measure the value of one's education entirely by the number of dollars and cents he accumulates from it 20 15. To place emphasis on high scholar ship and independent study 16 16. To provide training in how to think 17 17. To foster student self-government 7 18. To pay particular attention to manners and social adjustments 3 15 12 12 13 16 10 00 Ul TABLE 2— Continued Item < D 0 ) c u >i 0 ) P W p -p o q o ( d q 6 a q < q •H 0 < d ( U n J n j p Oj P p a -P >i-P Qj M P p O P iH P 0 0 >i O 0 CO o TJ O p On p Oj a Oj P Oj P Oj $> n a <P g ( t f g 0 Oj O > H H O H W H & n 13 3 3 7 18 4 1 19. To provide for individual needs 20. To prepare for graduate work and professional training 21. To provide aid in the choice of a vocation 19 22. To provide specific vocational training in as many fields as feasible 13 23. To encourage participation in extracurricular activities 10 14 24. To create in students an appre ciation for, and enjoyment of, beauty in ail its forms 13 12 25. To provide education for the worthy use of leisure time 13 CO t X i TABLE 2— Continued Item CD >1 CD -P -P O g o G a r t f r t f CD r t f r r f -P -P e -p >i-P P P 0 P H P >i 0 0 CO 0 rd o P ft & ft P ft a ) g e 4 - 1 S r t f g > H H O H W H CD CD -P CO r t f ■P 0 P ft ft CO O CD P « -P ft 0 ft O 3 < . 3 26. To provide proper training for the home, marriage, and parenthood 14 27. To provide an education in the classics in order to produce an ethical and cultured person 10 28. To oppose all forms of dictator ship which are based on the philos ophy that the "total man" belongs to the state 17 29. To provide leaders with a liberal training instead of a narrow, highly specialized preparation for an occupation 22 30. To provide training for leadership in an independent setting free from government or state pressure 14 10 11 00 TABLE 2— Continued Q > 0 ) ■ ■ - +1 m -p +> o g o m s S B S 3 « -ho <d ( d < d (d (d p Qj P +> g -P >iP a w P P OP H P o CU O >i a) •p 0 a o a a r f i a < D (d < d -P e -p > iP p 0 p H p 0 W 0 *0 0 a a p a iH g r d g H O H !U H >iO o CQO T30 P p5 p & a a p & -pa T-f-pm £ , e, g ^ g oa o x 1:6111 > H H O H K H a < 3 jz; 31. To provide a college where money and academic standing are not the prime considerations for entrance and/or continuation in college, but where worthy young people with a burning desire to get an educa tion and make good/will receive special consideration , 10 15 Roles Largely Related to Religion: 32. To provide educated leaders for the church 33. To teach of Jesus as a personal savior 34. To bring others under the influ ence of the Christian or re ligious way of life 22 6 2 17 6 2 17 8 00 00 O CO fl O 04 C O a ) (U o z 5 1 5 TABLE 2— Continued Item 0 0 -p -p -p o c d a a a •H ( d n j o c d P ■p -P 6 -P & 5 - 1 P 0 P 0 >t 0 0 W 0 p 5 - 1 O4 Da & -p 04 rfi 6 m g O 04 > H H O H z < 8 7 3 3 11 9 3 3 To teach certain aspects of religion in every subject by every teacher To relate intelligence to high religious aspirations To provide for and accept respon sibility for the moral and spiritual development of its students 21 to develop familiarity with, under standing of, and commitment to, the Judeo-Christian tradition 23 To inculcate the accepted doctrine of the church 5 To remain as relatively small in stitutions in order to develop a campus tone which exhibits moral concern along with intellectual excellence 16 TABLE 2— Continued Item -p d 0 ■P P >1 O P O4 0 g > H >1 0 0 0 0 +1 c a -P O h o 0 rt a fl •H o 0 0 0 0 P o. •P e +> N-P O. 0 u 0 P r - J P 0 0 W 0 <a o P Ot a P PU -P 04 s 4-1 e 0 g 0 04 o H O H M H a < a 41. To provide a place where theology has full rights in the curriculum, and where theology has full respect in all faculties 42. To provide a place where a committed position toward the church and Gos pel of Jesus Christ can be taken 43. 44. 45. 46. To be the intellectual conscience of the church. (The church needs the university to check its -claims, to steer its search for the truth, and to test the consistency of its faith To provide for a deliberate cultiva tion of the faith of the church in every area of the college To hold before the students at all times the conviction that every 17 20 15 To overcome the fragmentation in edu cation by centering all things around Christian or religious principles 12 10 10 10 o TABLE 2— Continued Item d) d ) Q ) >1 < u -P 0 3 -p -p O d o r t f d d a d < d •H 0 r t f i t f 0 ) d r t f P Q a -P -P 6 >i-P Q a 0 3 P P 0 P H p 0 <D >i O o W 0 •d o P PS P Qa Q a Q a p a •P Q. < u e S *p e r t f g o n. o > H H O H m h is < is 15 6 5 2 1 1 vocation can be a Divine Calling 47. To provide a devotional service each week where no class sessions or other activities create a worship atmosphere 12 10 48. To provide a college faculty and staff who are specially selected because of their high moral stand ards and religious commitment 17 8 49. To provide for a religious environ ment while studying and preparing for life, where young college stu dents of the same religious faith can meet, mingle, and marry within the church. 12 7 50. To provide a place which trans cends sectarianism and cultivates the unity of spiritual values 18 8 < £ > 92 TABLE 3 PURPOSES OF CHURCH RELATED COLLEGES IDENTIFIED BY ALL ADMINISTRATORS AS "VERY IMPORTANT" OR "IMPORTANT" No. * Statement 1. To enrich the students' lives 8. To develop a community spirit in which intellectual endeavor and high moral purposes are dominant drives 9. To develop character and humanistic values 12. To educate the total person— mind, body, spirit 16. To provide training in how to think (One no re sponse) 38. To develop familiarity with, understanding of, and commitment to, the Judeo-Christian tradition ♦Numbers represent order of the particular state ment of purpose in the original questionnaire— see also Table 2. 93 TABLE 4 PURPOSES OF THE CHURCH-RELATED COLLEGES IDENTIFIED AS "VERY IMPORTANT" BY TWO-THIRDS OR MORE OF THE ADMINISTRATORS IN THE STUDY Statement of Purpose Number Per Cent 1. To enrich the students' lives 23 77 2. To provide training for service to others 21 70 8. To develop a community spirit in which intellectual endeavor and high moral purposes are dominant drives 24 80 9. To develop character and human istic values 23 77 12. To educate the total person— mind, body, spirit 28 93 14. To create a college which will not see life's purpose as material istic . . . 20 67 29. To provide leaders with a liberal training instead of a narrow, highly-specialized preparation • • • 22 73 32. To provide educated leaders for the church 22 73 37. To provide for and accept respon sibility for the moral and spiri tual formation of its students 21 70 38. To develop familiarity with, under standing of, and commitment to the Judeo-Christian Tradition 23 77 42. To provide a place where a commited position toward the church and Gos pel of Jesus Christ can be taken 20 67 94 TABLE 5 PURPOSES OP THE CHURCH-RELATED COLLEGES IDENTIFIED BY ONE-THIRD OR MORE ADMINISTRATORS AS BEING "OP SOME IMPORTANCE" Statement of Purpose Number Per Cent 4. To extend education oppor tunity to more people 13 43 18. To pay particular attention to manners and social adjustments 10 33 22. To provide specific vocational training in as many fields as feasible 13 43 23. To encourage participation in extracurricular activities 14 46 TABLE 6 PURPOSES IDENTIFIED BY SOME ADMINISTRATORS AS BEING "HARDLY ANY OR NO IMPORTANCE" OR "NOT APPROPRIATE" FOR A CHURCH-RELATED COLLEGE COMPARED WITH THOSE IDENTIFIED AS "IMPORTANT" OR "VERY IMPORTANT" Very Important or Important Hardly Any or No Importance DUaLcUlcilu v J J . JrUI-jJtJoci Number Per Cent Number Per Cent 3. To provide for teacher education 23 77 1 3 7. To help the students commit them selves on fundamental issues 28 93 1 3 17. To foster student self-government 20 67 1 3 18. To pay particular attention to man ners and social adjustments 19 63 1 3 20. To prepare for graduate work and professional training 25 83 1 3 22. To provide specific vocational train ing in as many fields as feasible 5 17 12 40 23. To encourage participation in extra curricular activities 12 40 4 13 1 TABLE 6— Continued Very Important or Important Hardly Any or No Importance Number Per Cent Number Per Cent 26. To provide proper training for the home, marriage, and parenthood 24 80 3 10 28. To oppose all forms of dictatorship which are based on the philosophy that the "total man” belongs to the state 24 80 4 13 30. To provide training for leadership in an independent setting free from government or state pressure 23 77 3 10 31. To provide a college where money and academic standing are not the prime considerations for entrance and/or continuation in college . ... 25 83 2 7 33. To teach of Jesus as a personal Savior 23 77 1 3 34. To bring others under the influence of the Christian or religious way of life 25 83 2 7 < £ > c r » TABLE 6— Continued Statement of Purpose Very Important or Important ] No Hardly Any or Importance Number Per Cent Number Per Cent 35. To teach certain aspects of religion in every subject by every teacher 15 50 8 27 36. To relate intelligence to high religious aspirations 20 67 4 13 37. To provide for and accept respon sibility for the moral and spiri tual formation of its students 28 93 2 7 39. To inculcate the accepted doctrine of the church 14 47 7 23 40. To remain as relatively small insti tutions in order to develop a campus tone which exhibits moral concern . . . 24 80 1 3 43. To be the intellectual conscience of the church 23 77 2 7 45. To provide for a deliberate cultiva tion of the faith of the church in every aspect of the college 17 57 3 10 TABLE 6— Continued Vjery Important or Important Hardly Any or No Importance Statement of Purpose Number Per Cent Number Per Cent 46. To hold before the student at all times the conviction that every vocation can be a divine calling 21 70 i 3 10 47. To provide a devotional service each week where no class session or other activities are scheduled at this time 22 73 3 10 48. To provide a college faculty and staff who are specially selected because of their high moral standards and reli gious commitment 25 83 1 3 49. To provide for a religious environment . . . where students can meet, mingle and marry in the church 19 63 3 10 50. To provide a place which transcends sectarianism and cultivates unity 26 87 1 3 VO 00 99 Items identified by 2 0 per cent or more of the administrators as being "Hardly Any or No Importance" or "Not Appropriate for a Church-Related College" were: 22. To provide specific vocational training in as many fields as feasible 35. To teach certain aspects of religion in every subject by every teacher 39. To inculcate the accepted doctrine of the church 45. To provide for a deliberate cultivation of the faith in every area of the college . . . It should be noted that when the category entitled "Important" is combined with "Very Important" the majority identified the above items as "Very Important" or "Impor tant. " Additional Comments Written in by the Administrators Concerning the Purposes They Felt Were Not Mentioned The last item on the questionnaire was an open end item which allowed respondents to list additional purposes they felt were not mentioned. Following are a list of the specific comments written on the questionnaire: 1. Particularly do I believe the church-related liberal arts college should provide, in every area, the Christian content and testimony as an educational process. 2. To prepare capable, intelligent citizens to accept and to discharge civic responsibilities with fidelity, honesty, and integrity. 100 3. To emphasize the importance of every Christian youth to understand the Great commission and to accept it as a personal commitment. 4. To promote understanding and good will among Christian denominations emphasizing their com mon convictions rather than their differences. 5. We are inter-denominational, and while we con sider many of the items of the utmost impor tance, we neither state nor demand that every class consider them. We attempt to select stu dents who are in agreement with our basic philosophy and theology and, hence, feel little pressure to "convert" or "indoctrinate." Summary Church-related college administrators vary greatly in their attitudes toward the stated purposes of the church-related colleges when considered individually, but when compared as a group the majority had similar scores. Two-thirds of the administrators had scores between 140 and 170 on a scale where 2 00 was the maximum score attainable if every item was marked "Very Important." Individual scores varied greatly as illustrated by one score of 110 and two scores between 190 and 200. Six of the fifty stated purposes of the church- related colleges were identified by all of the administra tors in the study as "Very Important" or "Important." These were: 1. To enrich the students' lives 2. To develop a community spirit in which intel lectual endeavor and high moral purposes are dominant drives 101 3. To develop character and humanistic values 4. To educate the total person— mind, body, spirit 5. To provide training in how to think 6. To develop familiarity with, understanding of, and commitment to, the Judeo-Christian tradi tion None of the stated purposes were identified by the majority of the administrators as being "Not Appropriate for a Church-Related College," however, eight administra tors identified the following purpose as being "Not Appro priate for a Church-Related College" and four other admin istrators identified this purpose as being "Hardly Any or No Importance": 1. To provide specific vocational training in as many fields as feasible Twenty-three per cent or more of the administrators in the study identified -^he following items as "Hardly Any or No Importance," or "Not Appropriate for a Church-Related College": 1. To teach certain aspects of religion in every subject by every teacher 2. To inculcate the accepted doctrine of the church 3. To provide for a deliberate cultivation of the faith of the church in every area of the col lege . . . The majority, however, identified Items 1 and 3 as "Very Important," or "Important." CHAPTER VII FINDINGS FROM THE PERSONAL INTERVIEWS The findings presented in this chapter are those obtained from personal interviews with individual church- related college administrators representing various denomi nations and church relationships. The major questions of the study were proposed to the administrators through the use of an interview guide (see Appendix). A tape recorder was used to record the verbal responses of the administra tors. These responses were then transposed to written form. Where feasible the responses were categorized, tabu lated and are presented in this chapter under each of the major questions used in the interview guide. Answers to the sixteen questions provided insights into the role of church-related colleges in California as seen by the representative church college administrators. There was no attempt to evaluate the validity of the re sponses, nor the significance of the differences. Only those findings that appear to be most impor tant are discussed in this chapter. A few representative samples of the responses will be presented where applicable. 102 103 Responses to each question varied greatly in length and in scope. Setting Up the Personal Interviews The sixteen personal interviews were set up by phone with the presidents of the church-related colleges (see Appendix for names of the college administrators and the colleges they represented). As indicated, an attempt was made to visit one representative college of each of the various religious denominations having church-related col leges in the state. However, two Catholic colleges were represented-'^one a Catholic women's college, one a Catholic men's college. Twelve of the presidents were able to keep the original appointments, and four had selected represen tatives to take their places. Each interview lasted approximately forty minutes to an hour in length. Care is taken not to identify the individual nor the institution represented in the responses. Presentation of the Data From the Interview Guide I. DO YOU AGREE WITH THE MAJOR CONCLUSION OF THE MASTER PLAN FOR HIGHER EDUCATION IN CALIFORNIA, 1960-1975, WHEREIN THE STATEMENT IS MADE THAT "THE PRIVATE INSTI TUTIONS ARE EXPECTED TO EMPHASIZE THEIR INDIVIDUAL CHARACTERISTICS . . ."? All of the administrators responded affirmatively on this question with the exception of the following quali fications which are worthy to note: 104 If this means turning over the general educa tion to the state and just doing the things which are considered unique, or special theological train ing, my answer would be, "No, I do not agree ..." Any institution, whether public or private, should emphasize some individual characteristics . . . There may be too much overlapping in the church- related colleges in California. This may be in part due to the accrediting association; at any rate, it may be to the advantage of each institution if they could develop a distinctive program and not have so much overlapping . . . II. IF YOU AGREE WITH THE ABOVE CONCLUSION, WOULD YOU STATE BRIEFLY WHAT YOU FEEL SOME OF THE INDIVIDUAL CHARACTERISTICS OF YOUR.CHURCH-RELATED COLLEGE ARE? General Analysis Church college administrators varied greatly in their expression of the unique or individual characteris tics of their particular colleges. Most of the administra tors reflected a concern for a broad liberal arts training which would fulfill the needs of the existing society. There was general agreement on the need to be involved in a genuine educational enterprise, and not be simply a theo logical seminary, or training ground for missionaries and ministers. Several mentioned a feeling of freedom in the church-related colleges to express and discuss religion. This freedom is not often found in the state institutions. Expression was made of the attempt to permeate the total campus with a Christian but non-sectarian influence. Ex pression was also made in the concern of the college for 105 matters of social interest. A closer relationship was felt to be developed in church-related colleges between students and teachers because of the relative smallness of most of the church colleges as compared with the larger state in stitutions. More Specific Analysis Twelve categories were set up to analyze more care fully the responses of the sixteen administrators to this question. Table 7 presents the number and the percentage of administrators' responses in each-category. Sixty-one responses were identified in total. Individual administra tors often gave replies that fell into two or three cate gories . — — — i The "Promulgation of Religious Philosophy" was the category receiving more responses than any other.. Fourteen administrators, or 87 per cent, mentioned this character istic. To "Provide a Christian Setting" received ten re sponses; or 63 per cent of the administrators in the study identified this as an individual characteristic of their institution. Four administrators mentioned a "Qualified Staff" as the individual characteristic. Four administra tors also identified some aspect of "General Education" as the individual characteristic of their college. Only three administrators responded in each of the other seven cate gories. Four administrators identified unique aspects not 106 TABLE 7 INDIVIDUAL CHARACTERISTICS OF CHURCH COLLEGES IDENTIFIED BY PERSONAL INTERVIEW WITH SIXTEEN COLLEGE ADMINISTRATORS Characteristic Number of Responses Per Cent 1. Promulgation of Religious Philosophy 14 87 . 2. Christian Setting 10 63 3. Qualified Staff 4 > 25 4. General Education 4 25 5. Academic Excellence 3 19 6. Higher Education for Members of Church 3 19 7. Christian Tradition 3 19 8. Free Inquiry 3 19 9. Ministerial Preparation 3 19 10. Christian Service 3 19 11. Person-to-Person Relationships 3 19 12. Other 4 25 107 mentioned by others. As presented in Chapter VI eleven purposes were identified as being "Very Important" by two-thirds or more of the administrators in the study. Table 8 shows that many of the church college administrators in personal in terviews mentioned these same purposes as being the char acteristics of their respective institutions. Five admin istrators, or 31 per cent, see "Intellectual Endeavor and High Moral Purposes" as a characteristic of church-related colleges. Four administrators, or 25 per cent, seemed to see their unique function as "Providing Leaders with a Liberal Training Instead of a Narrow Specialized Prepara tion." Four administrators in the interviews also identi fied the characteristic "To Provide a Place Where a Com mitted Position Toward the Church and Gospel of Jesus Christ Can Be Taken." The data in Table 8 indicate that there was not unanimous identification of the individual characteristics of the church-related colleges. This is not to say that administrators are in disagreement in these areas, but merely that when asked to identify individual character istics there are few areas which are repeatedly mentioned. Indeed, a characteristic which was mentioned by one of the administratore was the "great diversity among church- related colleges." TABLE 8 108 COMPARISON OF THE RESPONSES OF CHURCH-RELATED COLLEGE ADMINISTRATORS WITH THE PURPOSES IDENTIFIED BY THE QUESTIONNAIRE AS "VERY IMPORTANT" Purposes Number of Times Mentioned Number of Adminis trators 1. To enrich the students' lives 1 1 2. To provide training for ser vice to others 3 3 3. To develop a community spirit in which intellectual endeavor and high moral purposes are dominant drives 5 5 4. To develop character and humanistic values 5. To educate the total person— mind, body, spirit 2 2 6. To create a college which will not see life's purpose as materialistic . . . 1 1 * 7. To provide leaders with a liberal training . . . 4 4 8. To provide educated leaders for the church 2 2 9. To provide for, and accept re sponsibility for the moral and spiritual formation of its students 2 2 10. To develop familiarity with, un derstanding of, and commitment to the Judeo-Christian traditions 2 J 2 11. To provide a place where a com mitted position toward the church and Gospel of Jesus Christ can be taken 4 4 109 III. WHAT WOULD YOU SAY ARE A FEW OF THE PRIMARY CONTRI BUTIONS OF YOUR INSTITUTION TO THE HIGHER EDUCATION OF THIS STATE? The primary contributions of the various colleges to the higher education of this state and the individual characteristics identified by the church college adminis trators were somewhat overlapping in their scope. The statement most applicable for all administrators could be the one expressed by one president as, "The general sense in which we have simply educated many people in many fields II • • • Six administrators mentioned specifically their teacher training program as being the primary contribution of their college to the higher education of the state. Five administrators mentioned some aspect of Christian service, or humanistic concern, as being their primary con tribution. Six administrators mentioned their small size as a contributing factor. The small college, they felt, offered a more intimate personal association in the resi dential life of the campus, and more varied opportunities for leadership for the individual student. One administra tor stated that the smallness of their institution tended to make them more maneuverable, more given to the "day-by- day upgrading of the curriculum." Seven administrators mentioned, in one way or an other, the contribution of their institution to the higher 110 education of the state as being the Christian emphasis in the moral and ethical sense developed in the students. "The Judeo-Christian metaphysics which influences whatever field he chooses," was the way one administrator put it. Again it should be noted that there were no unani mous choices in any one area. This is not to say that administrators disagree on what the primary contributions are, but that they do not respond in the same way. Four contributions were mentioned by 31 per cent or more of the administrators. "Teacher Training," "Christian Service or Humanistic Concern," "Relative Small Size" (more interper sonal relationships), and "Christian Emphasis in the Moral and Ethical Sense," were areas identified more often than any other as the primary contributions of the church- related college to the higher education of the state. Categories in Table 9 were arbitrarily chosen to :analyze the verbal responses of the administrators to Question III. IV. WHAT WOULD YOU IDENTIFY AS A COMMON ELEMENT OF ANY CHURCH-RELATED COLLEGE AS DISTINGUISHED FROM EITHER A PRIVATE OR STATE INSTITUTION? Eleven of the sixteen administrators mentioned the Christian or "religious commitment" as the common element of any church-related college as distinguished from either a private or state institution. Interpretation of the Christian or religious commitment varied, as illustrated Ill TABLE 9 PRIMARY CONTRIBUTIONS OF THE CHURCH-RELATED COLLEGES TO THE HIGHER EDUCATION OF THE STATE AS IDENTIFIED BY SIXTEEN CHURCH COLLEGE ADMINISTRATORS Primary Contribution Number of Respondents Per Cent 1. Teacher Training 6 38 2. Christian Service, or Humanistic Concern 5 31 3. Relative Small Size (More interpersonal relations) 7 44 4. Christian Emphasis in Moral and Ethical Sense Developed in Students 7 44 5. General Education 3 19 6. Other 3 19 112 by one administrator who said, "Religious study should be conducted on an academic par with other studies— not so much training as instruction ..." Another administrator interpreted this Christian commitment as the "inculcation of the Christian metaphysics in every class by every , teacher ..." Several administrators mentioned that the unique ness of the church-related college over a state or private institution lay in the selection of its faculty— "a faculty conscientiously chosen because of their church activity, and religious commitment." Others felt that the church- related college's concern about ethics and codes of moral ity distinguished them from the state institutions. Two administrators found this question difficult to answer in that they did not see much difference between a church-related college and the state institutions in their basic purposes. One administrator felt that the re ligious instruction could be justified on educational grounds in the state institutions as well as in the church-related colleges, thus he did not consider this to be a distinguishing element. One administrator identified the common element in the church-related colleges as "the very great diversity among the colleges." -4 ■i ■ t 113 TABLE 10 IDENTIFICATION OF A COMMON ELEMENT OF CHURCH-RELATED COLLEGES AS DISTINGUISHED FROM EITHER A PRIVATE OR STATE INSTITUTION BY SIXTEEN ADMINISTRATORS OF CHURCH-RELATED COLLEGES Common Element Number of Administrators Responding Per Cent 1. Christian or Religious Commitment 11 69 2. Selection of a Religious Faculty 2 13 3. Concern over Morals and Ethics 2 13 4. Emphasis on the Individual 2 13 5. Religious Heritage or Historical Influence 2 13 6. No Difference 2 13 114 V. WHAT WOULD YOU IDENTIFY AS THE CHIEF OBSTACLES IN THIS STATE TO THE CARRYING OUT OF THE GOALS OF THE CHURCH- RELATED COLLEGE? Three administrators identified as an obstacle the misunderstanding among people as to the true concept of a church-related college. One administrator felt there was a deep-seated prejudice on the part of the educational insti tutions in the state toward church-related education, how ever, six administrators expressed that there was a fine understanding and working relationship between the various institutions of higher learning in California. The accessibility of public junior colleges was not considered an obstacle by nine of the administrators. In many cases, administrators indicated that junior colleges were an asset to them in providing transfers to their four- year colleges. The nine administrators regarded the state college system not so much an obstacle, as a challenge. "The great challenge," as expressed by one administrator, "was to provide a quality education program. . . We must be better than good." Seven administrators considered the widely acces sible junior colleges as an obstacle, mostly because of the financial imbalance in tuition charges which must be made at the church colleges in comparison with the relatively free public institutions. Several of these administrators stated they felt the state institutions should charge tui 115 tion, and that this would make their own colleges more able to draw students to them. Three administrators expressed that local conditions did not particularly affect them, as their colleges draw students from all over the United States and the world. Three administrators stated that there were no obstacles that are unique to this state as against any other state or section of the country. Finance was an obstacle expressed by all but two of the administrators. Concern was expressed by seven of the administrators over the encroachment of the state institu tions for funds in those areas traditionally reserved for private and church-related institutions. The other nine administrators had no comment in this regard, except one who said, "Perhaps the reason we may not have received our share of philanthropy and private funds may be because we are new and simply haven't pursued the matter vigorously." One administrator said that business, industry and individ uals are supporting church-related colleges in a fine man ner. An interesting obstacle was mentioned by one admin istrator in these words: "The way government grants are coming in now, our biggest problem is going to be keeping up with them— keeping them straight— we almost need a separate office to keep track of government monies ..." Two of the administrators expressed strong objection to the 116 acceptance of government grants to aid in the financial support of their colleges, but more than half of the admin istrators had no objection to the acceptance of federal funds and specifically mentioned their use for aid in building new facilities, or for student loans. VI. CAN THE STATE INSTITUTIONS FULFILL THE MAJOR PURPOSES YOU PROPOSE TO DO? EXPLAIN BRIEFLY WHY OR WHY NOT? Twelve of the administrators interviewed stated they did not feel the state isntitutions could fulfill the major purposes of the church-related college. Three of these mentioned the large size of the state institutions as one of the major obstacles in the state institutions accom plishing the purposes of the church colleges. Four of the administrators indicated they felt the state institution can and does accomplish many of the major purposes the church-related college proposes to do. Some of the comments which illustrate the attitudes of the administrators on this issue are quoted: The state institutions do accomplish many of the purposes we propose to do, but there is a higher level of expectancy in regard to moral and spiritual values in the church college. Maybe we are guilty of thinking we have it when we don11 No, I don't think the state institutions can fulfill the major purposes we propose to do. We hope to challenge and inculcate those moral and spiritual values that help to make America great ■ « • No, I believe the trend toward the large per centage of students going to the tax-supported in- 117 TABLE 11 CHIEF OBSTACLES TO THE CARRYING OUT OF THE GOALS OF THE CHURCH-RELATED COLLEGE AS IDENTIFIED BY SIXTEEN CHURCH COLLEGE ADMINISTRATORS Obstacle Number of Administrators Responding Per Cent 1. Misunderstanding of the role of church college 5 31 2. Accessibility of public junior colleges 7 44 3. Encroachment of tax- supported colleges into private sources of finance 7 44 .4. Finance— not enough money 14 87 5. Other 4 6. No obstacle mentioned 5 31 118 stitutions is not good for the preservation of our unique values of the Judeo-Christian tradition. It would be better to have more of a balance in our higher education system of this state . . . No, the state institution is prohibited by law from teaching religion and ought to be. It must be impartial, but private schools can have a certain religious groundwork, or committed position . . . No, smaller institutions can give a more per sonalized approach to education. We also have a better system in regard to the dropout and can often salvage a young person that a larger institution would lose. VII. WILL THE ROLE OF THE CHURCH-RELATED COLLEGE BE IN THE FUTURE ESSENTIALLY AS IT IS NOW, OR WILL IT BE EX PECTED TO CHANGE? The administrators of the church-related colleges studied are generally optimistic about the future of the church-related colleges in this state. The majority would seem to agree with the statement of one’ administrator who said: The church-related colleges are growing, even if not in proportion to the state colleges . . . church colleges will grow enough to keep them a vital fac tor in California higher education . . . Seven administrators (41 per cent) reflected on the changes they expect the church-related college to make in the future. Many of these changes concerned the relation ship of the college to the church. The trend was felt to be away from a close tie with the church as a particular isponsoring denomination, yet maintaining essential Chris tian influence. Four of the administrators expected the 119 role of their particular college to remain essentially as it is and felt they would maintain strong ties with the sponsoring church. Administrators varied in their opinion as to what the changes would be for the future. One adminstrator stated there would be a struggle for survival, but he felt the church-related colleges would survive. Some adjustment in thinking may need to take place, according to the re sponses of the adminstrators; examples of changing trends are: 1. The re-thinking of the taking of public or government funds. 2. Revamping of the curriculum with more service to the community and a broadening of the lib eral arts curriculum. 3. More ecumenicalism and a greater working to gether with state colleges, with not quite so much competition. Generalizations are difficult to make about the re flections of the church-related college administrators to ward the future. VIII. IN VIEW OF THE FACT THAT THE CHURCH-RELATED COLLEGE IS HANDLING, AND IS EXPECTED TO HANDLE IN THE FUTURE, A SMALLER PERCENTAGE OF THE TOTAL NUMBER OF COLLEGE STUDENTS IN CALIFORNIA— IN WHAT WAYS CAN THE CHURCH- RELATED COLLEGES BE EXPECTED TO KEEP PACE? WILL THE CHURCH-RELATED COLLEGES BECOME MORE AND MORE SELEC TIVE AND NOT NECESSARILY INCREASE IN NUMBER OF NEW 120 COLLEGES, OR SIZE OP PRESENT ONES? WHAT IS YOUR OPINION? General Analysis This was a difficult question because of the vari ous ways of interpreting and answering such a question. Several of the church college administrators interviewed rejected the idea that church-related colleges are fading out of the picture. The idea they conveyed was that church colleges are growing, but not in proportion to the state system. Several administrators felt that in order to sur vive financially church colleges would call more on govern ment support— others rejected this idea. One administrator stated he did not think all of the church-related colleges would survive. The survival of the colleges will be based more on quality than quantity, according to his view. The majority of the administrators do not expect to become more selective academically in their institutions. The selective feature will be in regard to those students who can, and who desire to enhance the campus of the par ticular church college by adhering to the fundamental philosophies surrounding that college. One administrator reflected that money would not be entirely the selective factor. "Historically the church-related colleges have served the middle class," he said, "more money to the col- lege would insure this tradition . . ." 121 Condensed Responses of Individual Administrators 1- We will remain small, as size has something to do with our primary goals as an institution 2. We hope to keep pace qualitatively . . . 3. We hope to continue to move away from the stratification of people by means of academic selectivity alone . . . 4. We want a cross section of abilities at this college . . . 5. The uniqueness of our program with its reli gious emphasis will enable us to "keep pace." 6. We are going to trim and consolidate some of our curricular offerings . . . 7. Various governmental programs will enable the church-related college to compete financially 8. We will be more selective in terms of charac ter, special interests, etc. . . . IX. DO YOU HAVE ANY MAJOR PLANS FOR EXPANSION OF YOUR INSTITUTION? This question together with questions ten, eleven, and twelve of the interview guide were asked in order to determine, in a general way, the growth and "life" of the church-related college in California. The interviews revealed that church-related col leges are alive and growing. Curriculum changes are under way, new buildings are being built and planned, present facilities in many colleges are being renovated. Typical 122 comments indicating growth were these: We will be moving shortly into a technical man agement program, emphasizing a science business program and are building a new building . . . Yes, we are expanding in every area . . . The facilities here are under option to be sold, we hope to build a new college from scratch . . . Our next curricular expansion will probably be in Business Administration (although we admit this is leaving the typical liberal arts curriculum) . . . We hope to build a new cafeteria and dining hall . . . Several administrators expressed that they had no major plans for expansion. Examples of these comments were: Some contraction is anticipated . . . We hope to consolidate our curriculum . . . We are not building because we feel our facili ties are adequate for a few years . . . Eleven college administrators (60 per cent) ex pressed that their respective colleges were expanding their curriculum, were building new buildings and renovating ex isting buildings. Five administrators had some plans for future buildings, but none underway. Four of these ex pressed that there were no major curriculum changes ex pected. One of them expressed himself in this way, "Our feeling is that we should do a good job on a few things rather than spread ourselves too thin ..." 123 X. WHAT DO YOU ENVISION THE OPTIMUM ENROLLMENT OF YOUR INSTITUTION? This was a difficult question for most of the pres idents or chief administrators to answer for several rea sons. Some had no long range programs, others were not concerned about a particular size of their institution be cause they felt either the present size of their campus limited a projection larger than the present enrollment, or the rate of growth was not great enough to be concerned with optimum size as yet. Most of the colleges in the study were under 2,000 students, and consistent with certain concepts of student- teacher relationships the optimum projections for the larger colleges were never more than five to six thousand students. Some comments were made to the effect that "they never wanted a campus where thousands of students were piled up." In some cases, however, growth of the college was sufficient to have plans for expansion to a "cluster college" concept similar to the Claremont experience, or ithe earlier Oxford or Cambridge type of college in England. Table 12 presents current enrollments of the vari ous colleges in the interviews compared to the optimum enrollments as expressed by the administrators. 124 TABLE 12 THE PRESENT ENROLLMENT OF THE COLLEGES INTERVIEWED COMPARED TO THE OPTIMUM SIZE ENVISIONED BY THE ADMINISTRATORS OF THE COLLEGES College Present Enrollment Optimum Enrollment A 900* 1,000-1,200*. B 850 5,000 C 1,500 2,200 D 900 1,200 E 2,000 Cannot predict F 1,500 1,750 G 2,000 2,500 for one campus 5,000 in the complex H 603 1,800 I 2,000 5,000 or 6,000 in the complex J 2,000 2.500 for men's 3.500 coeducational K 1,400 1,500 L 530 1,000 (1970) M 440 1,000 N 1,588 2,000 (5-10 years) 0 603 500 to 1,000 P 1,000 1,500 *Undergraduate 125 XI. ARE.YOUR BUILDINGS AND FACILITIES ADEQUATE? Four administrators (25 per cent) indicated their college facilities were adequate for the next two to five years. Six (38 per cent) indicated their facilities were "just" adequate, or they were able to take care of the present enrollment with no sizable increase or renovation of existing facilities. Five administrators (31 per cent) judged their^present facilities as presently inadequate. TABLE 13 EXPRESSION BY CHURCH-RELATED COLLEGE ADMINISTRATORS AS TO THE ADEQUACY OF THEIR PRESENT FACILITIES Expression of Adequacy Number of Respondents Per Cent 1. Adequate for next 2-5 years 4 25 2. Adequate for next 10 years , L . ± - 3. Cannot determine 6 4. Presently Inadequate 1 5 31 5. Just Adequate 6 38 XII. DOES INCREASE IN ENROLLMENT, SIZE AND EXPANSION OF YOUR PRESENT FACILITIES HAVE ANYTHING TO DO WITH YOUR PRIMARY GOALS AS AN INSTITUTION? EXPLAIN BRIEFLY. Seven administrators (45 per cent) replied affir matively to this question giving indication that maintain ing a relatively small size has direct relationship to 126 their goals as an institution. Four administrators replied that the size of their institutions did not have a rela tionship to their primary goals. The other administrators felt this question was answered in previous responses. In asmuch as all administrators did not comment on this ques tion, only a few comments indicative of the feelings of those who did respond are quoted: Increase of enrollment has nothing to do with our primary goals as an institution . . . Size has everything to do with our goals— you don't expand unless you feel you can accomplish your goals . . . Size is only an incidental factor. There is a factor of climate in trying to keep enrollment rela tively small . . . Growth of our college is very functional in nature and is geared toward the social needs of the community . . . We want to remain small to keep a closer person to person relationship between our faculty and our students . . . Evidently this problem has not been settled in the minds of these leaders. XII. COULD RELIGIOUS CENTERS PLACED ADJACENT TO ALL STATE- SUPPORTED INSTITUTIONS IN CALIFORNIA, WHERE YOU HAVE ENOUGH CHURCH MEMBERS TO JUSTIFY THEM, SERVE THE MAJOR PURPOSES, OR UNIQUE PURPOSES OF THE CHURCH- RELATED COLLEGE? PLEASE EXPLAIN WHY OR WHY NOT. This question relates only in a general way to the central task of this study to identify the unique purposes ;of the church-related colleges. Several administrators 127 were somewhat unfamiliar with religious centers, as not all churches having colleges also maintain religious centers. None of the administrators interviewed felt that a religious center adjacent to a state institution could do the job they propose to do. Administrators were not antag onistic or negative toward the centers, but felt they were periphery to the central task of a college or university. Several quotes may serve to illustrate how the administrators responded to this question: No, the services are affiliate. These institu tions are not in on the basic policy planning of the college. There is much more to the type of educa tional community we are trying to develop than could be accomplished through an appendage to a state college . . . It would always seem to be like a "side-show" at a circus, never quite under the "main tent" . . . These are helpful, but I feel the difference is like having a chaplain in the military versus having a local church . . . It is important that our teachers in every field be committed to religion in every department, rather than the responsibility be upon one small segment They can do a certain job, but are peripheral organizations. An institution where church emphasis is at the core of the program will have more influ ence than where it is just on the periphery . . . There is a special atmosphere that makes this campus different. You'd have to be on campus to recognize it . . . XIV. IP YOU HAD THE FUNDS TO BUILD A NEW CHURCH-RELATED COLLEGE, WHAT TYPE OF COLLEGE WOULD YOU BUILD? Thirteen (81 per cent) of the church college admin- 128 istrators saw the four-year liberal arts college as the kind of new institution they would build if they had ade quate funds to build a new college. Three specifically stated they would build a junior college,.either as a "feeder college" to a larger institution, or to conscien tiously grow into a four-year institution. Most of the presidents saw their own institution as the kind of new institution they would build. Some of the comments were these: I have never known of any church that has had the funds to adequately plan and build the facility as desired; we just grow up like "Topsy"--struggling, just getting by. However, I believe I would start with people— with building a faculty, a student personnel program, a student body, student leadership, and build from there . . . I would want a four-year liberal arts college, extending into some graduate work, but keeping the graduate field fairly limited . . . Personally, I would favor a separate campus of a junior college type of curriculum and have this four-year college I'm at now, become a little more selective . . . t We would be definitely interested in a feeder college of some kind. We would rather think of establishing a feeder institution rather than an other competitive institution. A sister institution would not be a healthy situation for us . . . We have concluded on a four-year liberal arts college. Our church-related junior colleges are mostly located in back areas in out of the way places. These have a tendency to grow to four- year institutions . . . We would build a four-year liberal arts college, staying away from graduate training because of the 129 expense. I think the church should concentrate on the maturing years of students' lives rather than graduate training. If we developed a church junior college it would be better if it were of a "finishing school" type— that is, it would be for those who terminate their education . . . XV. WHAT WOULD BE YOUR REACTION TO A SYSTEM OF CHURCH- RELATED JUNIOR COLLEGES FEEDING INTO ONE MAJOR CHURCH- RELATED UNIVERSITY? This question was a very hypoLIie'tical question for most of the administrators in the study. Interesting com ments were made but no clear agreement among administrators could be concluded from the responses. Five adminstrators (31 per cent) either had inadequate experience, or were not sure how to react to the question. Three felt the idea was a good one, but felt there were too many problems to make it feasible. Two expressed a very definite negative reac tion to the idea; however, six had strong positive reac tions to the concept. There was no agreement expressed by the administrators interviewed either favoring, or reject ing the idea of setting up church-related junior colleges to feed into a major college or university. Some of the verbatim responses are quoted to indi cate administrators' reactions to the question: The cutting edge of society today is at the doctorate level— thus the graduate level is impor tant for a church to consider. . . . My reaction to the junior college plan is very good if there are enough financial sources available to make it go. There is a wide open field in California two-year church-related colleges. Real quality and unique ness is the key factor, it must be exceptional in 130 terms of residential living etc., then it will go I'm not enthusiastic. It takes four years of work to accomplish the objectives we have in mind. Young people who transfer to us are still strangers, they never seem to get quite oriented. If everyone came on the same basis— maybe yes, but otherwise, no . . . We are concerned about the "C" student— so we have been thinking of establishing a junior college to help these average students get started . . . A noble idea, but when people go to a junior college they don't want to be structured and feel they are "feeders" to another institution . . . Not a bad idea at all— however, I don't think I'd care to compete with the junior colleges in Cali fornia . . . Junior colleges if they grow, usually move into four-year colleges. As far as I'm concerned, a junior college is not the best unless finances were such as to force one to accept it . . . The church should not attempt a vocational func tion, it has neither the resources nor the basic purposes to establish a junior college with its many technical phases . . . Our church has only two junior colleges in this country. One is doing well, the other is fumbling — our experience has said that the four-year liberal arts college is the way to go . . . I would rather see other colleges established after our own four-year liberal arts plan . Theoretically it might be a good plan; however, if there is a question of finances, why not go to a state junior college and then go to the church uni versity. What is the particular merit in going to a church-related junior college? 131 Summary In order to give greater depth to the questions posed in this study, sixteen personal interviews were set up with representative church-related college administra tors throughout the state. The verbal responses of the ad ministrators were recorded on tape, then transposed to written form for analysis. Where possible the analysis of the data was presented under the major questions used in the interview guide. Church college administrators all agreed with the conclusion of the Master Plan for Higher Education in Cali fornia, 1960-1975 that "the private institutions are ex pected to emphasize their individual characteristics . . ." However, expression was made that any institution, whether public, or private, should emphasize some individual char acteristics. Church college administrators in the study varied greatly in their expression of the unique or individual characteristics of their particular colleges. The findings under this area are summarized as follows: 1. Concern for a broad liberal arts training. 2. Involvement in a genuine educational enterprise and not be simply theological schools. 3. An attempt to permeate the total campus with a Christian but non-sectarian influence. 132 4. Relative smallness enabling closer student- teacher relationships. The category "Promulgation of Religious Philosophy," and the category "To Provide a Christian Setting" embraced more responses than any other. A comparison of the interview responses to the eleven purposes identified in Chapter VI as "Very Important' shows that none of the eleven purposes were identified by a majority of the administrators as the unique character istics; however, ten of the eleven purposes were mentioned, in one way or another, by one or more of the administrators. As indicated by the responses of the college admin istrators, the primary contributions of the church-related colleges to the higher education of the state are: 1. Teacher training 2. Christian service or humanistic concern 3. Relative small size (more personal relation ships) 4. Christian and ethical sense 5. General education The "Christian or Religious Commitment" was identi fied by more administrators as the most common element of a church-related college as distinguished from either a pri vate or state institution. The major obstacles to the carrying out of the 133 goals of the church-related colleges could be summarized as: 1. Finance— not enough money 2. Encroachment of tax-supported colleges into private sources of finance 3. Financial imbalance between widely accessible public junior colleges and church-related col leges especially with regard to tuition charges. 4. Misunderstanding of the role of the church college. The majority of administrators in the study did not feel the state institutions could fulfill the major pur poses they proposed to do. Administrators varied in their opinion as to what the changes would be for the future of church-related col- ;leges. Examples of the changing trends are: 1. The re-thinking of the taking of public or gov ernment funds by the church-related colleges. 2. Revamping of the curricular offerings with more service to the community and a broadening of the liberal arts curriculum. 3. More ecumenicalism— a greater working together with state colleges— less competition. Church college administrators generally reject the idea that church-related colleges are fading out of the 134 picture. The idea they convey is that the church colleges are growing, but not in proportion to the state system. Sixty-nine per cent of the administrators interviewed indi cated that their respective colleges were expanding their curricular offerings, were building new buildings, and renovating existing buildings. Most of the colleges in the study were under 2,000 students and optimum projections for the larger colleges were never more than five to six thousand students. ^ Expression by the church college administrators as to the adequacy of their present facilities reveals that: 1. Twfenty-five per cent feel their facilities are adequate for the next two to five years. 2. Thirty-one per cent feel their present facili ties are inadequate. 3. Thirty-eight per cent feel their present facil ities are "just" adequate. v > : None of the administrators interviewed felt that a religious center adjacent to a state institution could do the job they propose to do. Administrators were not antag onistic or negative toward the centers, but felt they were periphery ter the central task of a college or university. Most of the administrators saw their own institu tions as the kind of new institution they would build if they had the funds to build a new college— that is, a four- 135 year liberal arts college. Administrators varied in their reaction to the idea of a system of church-related junior colleges feeding into one major church-related university. Six out of sixteen administrators reacted favorably toward the idea, two ex pressed definite negative reaction, five felt their experi ence was inadequate to reflect significantly on the ques tion. Three felt the idea was a good one, but indicated there were too many problems to make it feasible. i CHAPTER VIII SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS Summary The Master Plan for Higher Education in California, 1960-1975 indicated pointedly that the private and church- related colleges will play numerically less and less of a :role in the higher education of this state in the coming years. Nor is this trend necessarily unique to California, as the Danforth Study also revealed that private higher education now occupies a minority position with regard to enrollment in the colleges and universities of the United :States. California never developed a tradition of private or church-related education as strong as it is in the eastern states, but instead developed a strong state system of higher education supported by public taxation. In light of the great growth of public higher edu cation in California, a study to examine the role of the church-related colleges in this state seemed warranted. A study also was needed to review the contributions of the church-related colleges to the higher education of the 136 137 state, and to report the major obstacles, as identified by church college administrators, to the carrying out of the role of the church-related institutions. A study was deemed necessary to review the justification for church- related colleges in California, and to determine what their distinctive role is. Purpose of the Study The purpose of this study was to analyze the role of the church-related college in California. The study attempted to determine the most important purposes of the church-related colleges by analysis of the opinions of church-related college administrators. Also an attempt was made to identify those purposes which individual adminis trators considered inappropriate for a church-related col lege. An endeavor was made to determine how the adminis trators of church-related colleges identified unique as pects or characteristics of their various institutions. To accomplish the purposes of this study, answers were sought to the following questions: 1. What does a survey of the literature reveal as to the role of the church-related college? 2. What does an analysis of the catalogues and bulletins of the church-related colleges in California reveal as to the stated purposes of the institutions? Which of the stated purposes of the church- related colleges were identified by church col lege administrators as most important? Which of the stated purposes of the church- related colleges were identified by individual administrators as being least important, or not appropriate for a church-related college? How did the church college administrators iden tify the unique or distinctive functions and major contributions of their respective insti tutions? What are the chief obstacles in the state of California to the carrying out of the role of the church-related college? In what ways can the church-related colleges be expected to "keep pace" with the growth of the state tax-supported institutions in California? Do administrators of church-related institu tions believe that their relatively small size (as compared to most state institutions) has any relationship to their primary goals as an institution? Are there significant indications of growth in the church-related colleges in California? What is the future role of the church-related 139 college in California as seen by representative church-related college administrators? Procedure A review of the literature discussing the his torical role of the church-related college in America was undertaken, as well as a review of research on the role of the church-related college. A brief review was made of the public college and university systems in California as they relate to the present role of the church- related college in this state. An analysis of catalogues and publications of the various church-related colleges in Califor nia was performed in order to identify the stated role and/or distinctive features of the colleges. These items were then used in build ing the questionnaire for the study. A general questionnaire was sent out to thirty- six accredited church-related colleges in Cali fornia. Extended interviews with selected presidents or their representatives were conducted for depth on specific questions posed in the study. 140 6. Catalogues and other college publications, the questionnaire, and the depth interviews were analyzed to discover the distinctive roles or purposes of the church-related colleges in California. Findings From the Literature 1. The church-related or church-established col lege played an important role in the higher educational development of this country. 2. The desire for a literate, college-trained clergy was one of the major purposes of the early institutions, but other aims were to pre pare leaders for civic offices, to sharpen the intellect through "mental discipline," to "save souls," and to inculcate culture through em phasis on the classics. 3. Church colleges were on the forefront of the westward movement. Hundreds of liberal arts colleges were established by religious denomi nations all across the country. Bitter denomi national rivalry often caused a prolific expan sion of these "hilltop" colleges. The prodi gality in founding church colleges was not 1:41 matched by parallel continuing support and a high mortality rate ensued. 4. After the Civil War there was a gradual swing away from the dominant influence of the church- related college. 5. The passage of the Morrill Act of 1862, autho rizing the establishment of land-grant col leges, caused an increase in public college enrollment that church-related colleges have not been able to match. 6. The church-related college as an enterprise in this country is still a sizable one, enrolling approximately 18 per cent of the college stu dents in the United States of America. From Studies on the Church- Related College 1. Early studies showed that the primary interest of boards of education was in the religious phases of college education. 2. Later studies show that the character of church-related colleges has altered from domi nantly religious to dominantly non-religious purposes. 3. A study by Patton on The Purposes of Church- Related Colleges completed in 1940 stated the 142 "Development of Christian Character" was the aim expressed more frequently by church col leges than any other. 4. The Danforth Study reported a trend toward progressive secularization and a decline in the effectiveness of the church. The following aspects were noted: (1) Too many of the col leges are imitations and seek a prestige image following the secular pattern of the well es tablished private institutions in this country; (2) there is need for a clear-cut and obvious religious heart of the college program, but a reluctance to adopt it because of the trend to ward ecumenicalism and liberalism denomina tionally. 5. Generally the appeal by recent writers on the church-related colleges is for a higher aca demic quality program, free from denominational- ism. 6. The church-related college represents only one segment of the higher educational development of the state of California. The system of higher education includes: the University of California, the state colleges, the junior col leges, and the private and church-related insti- 143 tutions. The Master Plan of Higher Education for California, 1960-1975 has made significant conclusions regarding the roles that each type of institution should play. 7. The Lutherans and the Church of Jesus Christ of Latter-Day Saints have conducted studies re garding the feasibility of establishing new church-related colleges in California. From the Questionnaire The findings from the questionnaire were reported in Chapter VI and are summarized here. 1. Church-related college administrators varied greatly in their attitudes toward the stated purposes of the church-related colleges when considered individually, but when compared as a group the majority had similar scores. 2. Six of the fifty stated purposes of the church- related colleges were identified by all of the administrators in the study as "Very Important" or "Important." These were: a. To enrich students' lives b. To develop a community spirit in which in tellectual endeavor and high moral purposes are dominant drives c. To develop character and humanistic values 144 d. To educate the total person— mind, body, spirit e. To provide training in how to think f. To develop familiarity with, understanding of, and commitment to, the Judeo-Christian tradition. 3. None of the stated purposes were identified by the majority of the administrators as being "Not Appropriate for a Church-Related College," however, twelve (75 per cent) of the adminis trators identified the following purpose as either "Not Appropriate for a Church-Related College" or "Hardly Any or No Importance": To provide specific vocational training in as many fields as feasible 4. Thirty per cent of the administrators identi fied the following items as "Hardly Any or No Importance," or "Not Appropriate for a Church- Related College": a. To teach certain aspects of religion in every subject by every teacher b. To inculcate the accepted doctrine of the church c. To provide for a deliberate cultivation of the faith of the church in every area of 145 the college . . . The majority identified these items as "Very Impor tant" or "Important." From the Personal Interviews The findings from the personal interviews were re ported in Chapter VII and are reviewed in brief here. 1. Church college administrators all agreed with the conclusion of the Master Plan for Higher Education in California, 1960-1975 that "the private institutions are expected to emphasize their individual characteristics ..." 2. Church college administrators in the study varied greatly in their expression of the unique or individual characteristics of their particular colleges. The findings under this area are summarized as follows: a. Concern for a broad liberal arts training b. Involvement in a genuine educational enter prise and not be primarily theological schools c. An attempt to permeate the total campus with a Christian but non-sectarian influ ence d. Relative smallness enabling closer student- teacher relationships 146 3. The category "Promulgation of Religious Philos ophy," and the category "To Provide a Christian Setting" embraced more responses than any other with regard to the unique or individual charac teristic identified by the church college ad ministrators . 4. The primary contributions of the church-related colleges to the higher education of the state were identified as: a. Teacher training b. Christian service or humanistic concern c. Relative small size and more personal rela tionships d. Christian and ethical values e. General education 5. The "Christian or Religious Commitment" was identified by more administrators as the most common element of a church-related college as distinguished from either a private or state institution. 6. The major obstacles to the carrying out of the goals of the church-related colleges could be summarized as: a. Finance--not enough money b. Encroachment of tax-supported college into 147 private sources of finance c. Financial imbalance between widely acces sible public junior colleges and church- related colleges especially with regard to tuition d. Misunderstanding of the role of the church college 7. The majority of the administrators in the study did not feel the state institutions could ful fill the major purposes the church-related colleges proposed to do. 8. Administrators varied in their opinion as to the future role of the church-related colleges. Examples of some of the changing trends are: a. The re-thinking of the taking of public or government funds by some of the church- \ related colleges b. Revamping of the curricular offerings with more service to the community and a broad ening of the liberal arts curriculum c. More ecumenicalism, working together with other churches— a greater working together with state public colleges 9. Church college administrators generally re jected the idea that church-related colleges 148 are fading out of the picture. The church col leges are growing, but not in proportion to the state system of colleges. 10. Most of the colleges in the study were under 2,000 students and optimum projections for the larger colleges were never more than five to six thousand students. 11. Expression by the church college administrators as to the adequacy of their present facilities reveals that: a. Twenty-five per cent feel their facilities are adequate for the next two to five years b. Thirty-one per cent feel their present facilities are inadequate c. Thirty-eight per cent feel their present facilities are "just" adequate 12. None of the administrators interviewed felt that a religious center adjacent to a state in stitution could do the job the church-related college proposes to do. Administrators were not antagonistic or negative toward the centers but felt they were periphery to the central task of a college or university. 13. The majority of the administrators saw the four-year liberal arts college as the kind of 149 new institution they would build if they had the funds to build a new college. 14. Administrators varied in their reaction to the idea of a system of church-related junior col leges feeding into one major church-related university. Six out of sixteen administrators reacted favorably toward the idea, two ex pressed a negative reaction, five felt their experience was inadequate to reflect signifi cantly on the question. Three felt the idea was a good one, but indicated there were too many problems to make it feasible. Conclusions Within the limitations of this study, the following conclusions seem to be warranted: 1. Church-related colleges continue to be an im portant part of the higher educational development of the state of California. Furthermore, the church-related in stitutions have an increasing enrollment. Their growth, however, is not in proportion to the state system of public tax-supported higher education in this state. 2. Since optimum enrollment projections were never more than five to six thousand students for the church- related colleges in the state of California, church-related 150 colleges will remain relatively small. Church-related col leges in this state can maintain and increase their posi tion in higher education by providing a quality educational program, by remaining relatively small to accomplish more personal relationships between faculty and students, by keeping a strong religious emphasis and "Christian Commit ment," and by continuing to permeate their campuses with a Christian influence. 3. Although there are indications of progressive secularization in the colleges studied, church-related col lege administrators consider the religious purposes of their colleges as "Very Important." The religious purposes ;are broadly interpreted to mean the humane purposes of a liberal arts education, and are rarely construed to mean support for any particular religious denomination. Church- irelated colleges in this state are endeavoring to be in volved in a genuine educational enterprise and are not pri marily engaged in theological training. 4. There appears to be no animosity between the various religious groups maintaining church colleges in California. Part of this tolerant attitude between col leges may be because the majority of the church-related college administrators have the same general purposes for their institutions. Church-related colleges have a great deal more in common than their so-called "unique" purposes 151 would indicate. Church college administrators are gener ally unable to identify clearly any aspect of their college which is unique and distinct from any other church-related college. 5. Church college administrators consider the "religious commitment" or Christian influence as the unique function of the church-related colleges as distinguished from other private and state institutions. Inasmuch as the majority of the administrators interviewed stated they did not feel the state institutions could fulfill the major purposes of the church-related college, it is apparent that the religious dimension of the church college continues to be one of its major justifications for existence. However, church-related colleges are not clearly able to determine how to incorporate the "religious commitment" which they desire and still remain non-sectarian in their approach. 6. Church-related colleges give indications they do not want to provide specific vocational training in a great many fields and want to remain dedicated to a broad general education, yet there are trends which indicate more specific vocational training is being provided by the church-related college. There is a general revamping of the curricular offerings among church-related colleges with more service to the community being offered, and a broaden ing of the traditional liberal arts curriculum. 152 7. There may be some relationship between the mis understanding of the role of the church-related college and some of the financial plights of individual institutions. All church-related colleges are not equally adept at secur ing funds for the support of their colleges. Part of the problem may be the inability on the part of some institu tions to clearly define their role to the supporting commu nity. Some institutions will solve part of their financial obstacle to the carrying out of their role by accepting more governmental monies, especially for buildings and student loans. 8. The four-year liberal arts college is the type of college best suited for a church which may be trying to determine the type of new institution to build. Recommendations For Further Study 1. The present study should be expanded to state college administrators to determine to what extent they are familiar with, and sympathetic to the role of the church- related colleges. 2. A study should be conducted to determine how the faculty, the student body, and the various church edu cational boards view the role of the church-related col lege. 153 3. An objective study needs to be done to try to determine to what 'degree the stated purposes of the church- related colleges are achieved by graduates of the church- related institutions. 4. Many sponsoring denominations need to consider an effective, coordinated system of both religious centers and church colleges in order to achieve their stated reli gious and educational purposes, and to provide an effective "Christian Environment" for their young people. For Church-Related Colleges 1. Church-related colleges need to more specifi cally define their goals and strive to make their objec tives clear to the general public. 2. They need to be clear as to the nature of their religious emphasis and should forthrightly build their pro grams in terms of this emphasis. 3. They should continue to work together with other facets of California higher education in order to draw continued support and understanding from the people of California. 4. They should take a more creative and experi mental approach to their work. Each church college should determine to develop a special or unique service best suited for its purpose and its capabilities. 154 5. They should continue to develop their favorable position of providing meaningful, personal relationships between faculty and students, and in the building of a more intimate college community. CHAPTER IX SOME IMPLICATIONS OF THE STUDY In order to keep the balance between the humani ties and the scientific or technological programs, Christian colleges have a tremendous role to play. In American culture, which is dynamic and diversi fied, neither the small nor the large, neither the private nor the public, neither the liberal arts, nor the professional institution can do the whole job . . . (57:59) Church-related colleges are part of the heritage of the United States of America. They have deep roots reaching into our nation's past. Church-related colleges are not competing with the state tax-supported colleges for the right to exist— like the American aborigines, they were here first and are still with us. This study recalled, and reiterated both purposes and characteristics that historically were the "warp and woof" of the church-related colleges. Six purposes of the church-related college were identified by all administra tors in the study as "Important" or "Very Important." These six purposes could be found among most of the origi nal purposes of the oldest church-related colleges in Ameri ca. It is significant to see that they persist. It is sig- | nificant that although at the surface many differences and 155 156 diversities are apparent between individual church-related colleges, yet there can still be found unity among the var ious denominational colleges orTcertain broad fundamental purposes. This is true in spite of doctrinal differences between sponsoring churches. Since church-related colleges have certain funda mental purposes which are common to all, it would appear a more united effort on the part of the church-related col leges is needed to enlighten the people of the state of California in regard to the role they are taking. One of the major obstacles identified by the church-related col lege administrators to the carrying out of the goals of their respective colleges was the misunderstanding of the role of the church college. Only an educated citizenry can erase this obstacle. Another implication of this study d^als with the consideration of new church-related colleges for this state. The study was not merely an attempt to determine fundamen tal agreement on the stated objectives and purposes of ex isting institutions. It was an attempt to determine if these purposes and objectives were persistent enough, and important enough to justify a church in considering build ing new church-related colleges. The present state system is so thoroughly organized and plans for its development and extension are so well 157 worked out on a long range program that it is difficult to see where any denomination would try to enter some area which is already taken, or for which plans are in hand by the state system. Yet, the majority of the administrators in this study did not feel the state institutions could fulfill the major purposes of the church-related colleges. The implication here is that there is a need for more church-related colleges in this state if they can fulfill certain goals not achieved by the state colleges. Pullias states this in these words: What the church-related college needs is a renewed vision and the courage to live up to that vision. The church-related college needs to re state its objectives in terms of Christianity and democracy. It needs to recapture its faith in its mission and its ability to fulfill that mission through a cultivation of the whole man dedicated to the service of his fellowmen. (26:61) The "Christian or Religious Commitment" was identi fied as the most common element of a church-related college as distinguished from either a private or state institution. Is this objective or purpose of enough importance to solic it the support and sacrifice of a sponsoring denomination? Is this aim clear and unique enough to command the atten tion of the supporting church? If the purposes are so broad and inclusive as to embrace the total educational objectives of private as well as public-supported institu tions, may not the churches decide to let society at large provide such facilities rather than doubly tax themselves j and duplicate educational efforts? 158 Abandonment of Distinctive Doctrines and Interpretations of the Christian Commitment by Church- Related Colleges Thirty per cent of the administrators in this study identified the following items as "Hardly Any or No Impor tance," or "Not.Appropriate for a Church-Related College": 1. To teach certain aspects of religion in every subject by every teacher 2. To inculcate the accepted doctrine of the church N 3. To provide for a deliberate cultivation of the faith of the church in every area of the col lege Though the majority of the administrators identi fied these as "Very Important," or "Important," the impli cation is clear that many church-related college adminis trators do not want a particular church doctrine or denomi nation to dominate their colleges. Often such a policy results in small monetary support from any one particular church. If ecumenicalism is desired then an appeal on a broader basis is needed for college support. Many colleges have abandoned close church-relatedness in favor of private non-denominational support. When a church decides to build a church college it would seem fundamental that the tenets of the sponsoring denomination be woven into the total fabric of the institu- 159 tion--yet, the difficulty lies in how to do this without offending the student from a different Christian church, and without being too sectarian in approach. The primary business of most church colleges is education, and the Christian environment which the church-relatedness provides is the catalyst not the major ingredient of the experiences a student has while attending the college. However, in the minds of many church leaders the reverse may be more impor tant, that is, the Christian environment is felt to be paramount and the educational objectives are secondary. As interpreted by the various church-related col lege administrators in California the "Christian or Reli gious Commitment" does not seem to imply a commitment to a particular denomination. Christianity or Christian princi ples are interpreted to mean the broad way rather than any f particular way. Such an attempt to serve both a secular and a religious purpose may mean that the institution serves neither purpose well. Church-related colleges which do not maintain a strong denominational affiliation tend to disappear as church-related institutions. Instead they become private independent colleges with a broad and very liberal Chris tian influence— meaning that Christian students and faculty are perhaps the major composition of the college community. It may be good to have such a college free and independent 160 from both the influence of. the state and the influence of the church. The problem would seem to be that these col leges would be in danger of the drift toward complete sec ularization and complete loss of Christian or religious identity. Church-related colleges are thus under steady pres sure from many seemingly opposing forces. On the one hand the accrediting agencies are requiring a genuine educa tional institution; on the other is the church with its concern with doctrinal emphasis and faithfulness to the tenets of the church. Also the church-related college is attempting to appeal to a broad constituency, and to do so requires some non-denominational clause in its published stated purposes. The problems that face church-related colleges in the state of California make the non-denominational appeal even more significant. The easy accessibility of public tax-supported colleges at a relatively low cost for stu dents is a major obstacle of the church-related colleges in this state. Students who might be inclined to attend a college sponsored by their church are funneled off to state colleges because of lower tuition charges. Thus church colleges are forced to make a broad appeal to all faiths in the hope of drawing more students. Then too, there are those who desire to share their religious faith with others 161 and can only do so as they are attracted in a non-sectarian way. It may be that a certain religious indifference, or perhaps it is a religious toleration, is becoming a charac teristic of modern society. It is hoped that it is reli gious toleration and that a desire to be informed about other people has made inroads in the American civilization. America has traditionally been the "melting pot" of many nations. It is to be expected that a church sponsored col lege which hopes to be not only acceptable, but also "Amer ican" would have an ecumenical appeal. Still, if one is to be more than homogeneous— if there is to be a sincere uniqueness— one of the fundamental ways for a church college to accomplish this is to maintain a close affiliation with a particular church or group of churches. This study has confirmed the fact that the unique church colleges in California today, that seem to have a role which the state colleges cannot play, are those closely affiliated with the church or the Bible. The fur ther away from the Bible and/or the church the private church-related institution goes in trying to be broadly committed to Christianity and yet be non-sectarian, the more secular and indistinguishable it becomes. At the point of no distinguishable difference a student would seem to be foolish to pay double for an education which the 162 state and his taxes can and do provide for him. His rea sons for attending a private college which is non-sectarian and only nominally Christian or religious are thus poli tical or personal, but not primarily religious. There are those who see the whole picture of the church-related college as one of movement from a close affiliation with the church to less affiliation, then to complete separation. This is the "maturing" process of the church college some claim is a natural and desirable move ment— "Like a child growing up and leaving its mother," was the way one church college administrator put it. Histori cally this has often been the trend. This study has confirmed that there are relatively few church-related colleges in the state of California in the sense of being denominationally sponsored or financed in large part by a particular church. Most of the church- related colleges in this state adhere to a broad Judeo- Christian tradition and are only loosely affiliated with a particular church— often only traditionally affiliated. Whether any new institution should be built by a particular church seems to lie in whether the basic ideals and fundamental doctrines of that church, without sectarian offense, could permeate the total college and affect the lives of college students better than the church itself, or the various auxilaries of the church such as the religious 163 centers adjacent to public institutions. The questions remain unanswered as to how the church can best perform and carry out its mission with college students. The question is also largely unanswered as to how effective the church college is in carrying out the educational mission of the church. It should be noted that the results of this study point toward significant trends for the church-related col leges in this state. As a whole the church-related col leges in this study are: (1) re-thinking the taking of public or government funds for support of their colleges, (2) broadening their liberal arts curriculums, and becoming more community oriented and less church oriented, and (3) working together more with state colleges. All of these may be significant trends expressing the direction the church-related colleges are in reality going— the question is whether these trends will affect the ability of the church-related colleges to achieve its special purpose, and whether it will continue to have a special purpose. The tremendous task of educating the people of a state, a na tion or a world with a balance between the sciences, the^ humanities, and technological programs is one which can tax the genius of all facets of society. Education toward excellence in body, mind, and spirit is not accomplished so much by an institution per se— but by the combined efforts 164 of many. Institutions of whatever type are but engaged in a process, not an event. No single aspect has as profound an effect upon a man as the exposure to as many aspects of the whole as possible. Thus man struggles onward and up ward as if all truth could be circumscribed in one great whole. BIBLIOGRAPHY V*-. 165 BIBLIOGRAPHY Books 1. Anastasi, Anne. Psychological Testing. New York: Macmillan Company, 1957. 2. Borg, Walter R. , Educational Research: An Introduc tion. New York! David McKay Company, Inc., 1963. 3. Brubacher, John S. and Rudy, Willis. Higher Education in Transition. New York: Harper and Brothers, T9£j8! 4. Burckel, Christian (ed.). College Blue Book. 11th ed. Vol. I. Yonkers, N.Y.: College Blue Book Publishers, 1965. 5. Corson, John J. Governance of Colleges and Universi ties . New York! McGraw-Hill Book Company, Inc., 1960. 6. Ferrier, William W. Ninety Years of Education in California: 1846-1936. Berkeley: Sutner Gate Book Shop, 1937. 7. Gardner, John W. Excellence. 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Patton, Leslie K. The Purposes of Church-Related Colleges. New York: Columbia University Press, 1939. 168 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. Price, Hugh G. California Public Junior Colleges. Sacramento: California State Department of Educa tion, 1958. Pullias, Earl V. A Search for Understanding. Du buque: W. C. Brown and Company, 1965.. Ramm, Bernard. The Christian College in the Twentieth; Century. Grand Rapids: W. B. Eerdman Publishing Company, 1963. Reeves, Floyd W., and Russell, College Orqaniza^ tions and Administration of the Board of Education, Disciples of Christ. Indianapolis: Board of Education, Disciples of Christ, 1929. Remmers, H. H. Introduction to Opinion and Attitude Measurement. New York: Harper and Brothers, 1954. Rudolph, C. Frederick. The American College and Uni versity. New York: Alfred A. Knopf, Inc., 1962. Snavely, Guy E. The Church and the Four-Year College. New York: Harper and Brothers, 1955. Shipton, Clifford K. Biographical Sketches of Those Who Attended Harvard College in the Classes 1722- 1725. Boston: Historical Society, 1945. Tewksbury, Donald G. The Founding of American Col leges and Universities Before the Civil War. New York: Columbia University Press, 1932. Thorndike, R., and Hagen, E. Measurement and Evalua tion in Psychology and Education. New York: John Wiley and Sons, 1955. Thurstone, L. L., and Chave, E. J. The Measurement of Attitude. Chicago: University of Chicago Press, 1929. Wayland, Francis. Thoughts on the Present Collegiate System in the United States. Boston: Gould, Kendell and Lincoln, 1842. Wicke, Myron F. The Church-Related College. Washing ton, D.C.: Center for Applied Research in Educa tion, Inc., 1964. 169 38 „ 39. 40. 41. 42. 43. 44. 45. 47. 48. 49. Bulletins and Reports California State Department of Education. A Master Plan for Higher Education in California, 1960-1975. Sacramento: California State Department of Educa- tion, Assembly of the State of California, 195 9. ________ . Report of the Council to the Governor and the Legislature of California. Sacramento, 1953. (Mimeographed.) ________ . A Study of the Need for Additional Centers of Public Higher Education" Sacramento: Califor- nia State Department of Education, 1957. California School Directory. Burlingame: California Association of Secondary School Administrators, November, 1965-66. Colonial Society of Massachusetts. Collections. Vol. XV. Cambridge: Harvard College Records. Directory of California Public Junior Colleges. Sacramento: State Department of Education, 1966. (Mimeographed.) Kelly, F. J., and Ratcliffe, E. B. Privately Con- trolled Higher Education. Washington, D.C.: U.S. Office of Education, Bulletin No. 12, 1934. Lutheran Study Committee. A Study of the Needs and Possibilities for Lutheran Higher Education in California. Lutheran Study Committee on Califor nia, March, 1954. Morison, Samuel Eliot. Development of Harvard Univer sity Since the Inauguration of President Eliot, 1869-1929. Cambridge: Harvard University Press, 1930. Pattillo, Manning M. Jr., and Mackenzie, Donald M. Eight Hundred Colleges Face the Future. Prelimi- nary Report of the Danforth Commission on Church Colleges. St. Louis: Danforth Foundation, 1965. Report of the President's Commission on Higher Educa- tion. "Higher Education for American Democracy." Washington: Department of Education, 1947. 170 50. 51. 52. 53. 54. 55. 36'. 57. 58. 59. 60. 61. 62. State Superintendent of Public Instruction. School Law of California, 1917. Sacramento: State Superintendent of Public Instruction, 1917. Statutes of California, 1907. Political Code Section 1681, Chapter 69, p. 88. Strayer, George D., et al_. A Report of a Survey of California in Higher Education. California State Printing Office, 1948. Articles and Periodicals Ahlstrom, S. E. "Toward the Idea of a Church College" Christian Scholar’ (March, 1960), 25-38. Bean, Walton. "Roots of the State University," Cali fornia Monthly (September, 1952). Brademas, J. "Church-Related College in the Prospect of Public Policy," Liberal Education, XLIX (Decem ber, 1963),449-58. ------------------ Buttrick, G. A. "Toward a Philosophy of the Church- Related University," Christian Scholar, XLV (Sum mer, 1962), 90-97. Chu, D. C. "Dynamic of Christian Colleges in America," Religious Education, LIX (March, 1964) , 135-40. Eells, Walter C. "The Early History of California Public Junior Colleges," California Quarterly of Secondary Education (April, 1929), 214-22. Evarista, Sister Mary. "Too Many Small Catholic Col- : leges?" Catholic Educational Review, LX (March, 1962), 185-91. Land, W. G. "Church Colleges in Competition,1 1 Liberal Education, XLVI (May, 1960), 203-207. McGrath, Earl S. "The Special Mission of the Church- Related College," School and Society, XCI (April, 1963), 165-67. McLane, L. L. "The Junior College, or Upward Exten sion of School," School Review (March, 1913), 161- 170. 171 63. 64. 65. 66. 67. 68. Price; Hugh. "California Public Junior Colleges," Bulletin of the California State Department of Edu cation, XXVII, No. 1 (February, 1958). Shao, O. H. "Christian College: A Self-Examination," Religious Education, LIX (March, 1964), 132-35. Vasche, J. Burton. "The California State Colleges: Their History, Organization, Purposes and Programs," California Schools (January, 1959) , 2-24. Unpublished Records Chen, Theodore Hsi-En. "Developing Patterns of the College Curriculum in the United States." Unpub lished Doctoral dissertation, the University of Southern California, Los Angeles, 1939. Long, Emmett T., Jr. "The Background and Effects of Major Studies of Public Higher Education in Cali fornia, 1947-62." Unpublished Doctoral disserta tion, the University of Southern California, Los Angeles, 1965. Orville Dahl Association. "A Senior Liberal Arts Col lege for Northern California." A Study Prepared for the Lutheran Church, Missouri Synod, 1964. A P P E N D I X E S 172 APPENDIX A PERSONAL LETTER TO THE EXECUTIVE SECRETARY OP THE WESTERN COLLEGE ASSOCIATION 173 174 THE CHURCH OP JESUS CHRIST OF LATTER-DAY SAINTS INSTITUTE OF RELIGION 5176 O'SULLIVAN DRIVE LOS ANGELES , CALIFORNIA 90032 223-1585 Jerald R. Johansen, Director Douglas Brindley, Instructor September 22, 1965 Mitchell P. Briggs Executive Secretary-Treasurer Western College Association Fresno State College Fresno 4, California Dear Mr. Briggs: I am currently working on a doctorate degree at the Univer sity of Southern California under Dr. E. V. Pullias. My dissertation will be on the role of the church-related college in California. Dr. Pullias suggested I write to you for the most recent list of church-related accredited colleges. I would be most appreciative if you could send me such a list or tell me the best source to find this in formation as of 1965. Respectfully yours, Jerald R. Johansen JRJ :mk APPENDIX B REPLY FROM THE EXECUTIVE SECRETARY OF THE WESTERN COLLEGE ASSOCIATION AND A LIST OF THE CHURCH- RELATED COLLEGES USED IN THIS STUDY 175 OFFICERS C H A R L E S S . C A S A S S A , S . J . P r e s i d e n t L o y o l a U n i v e r s i t y F R A N K L I N P . R O L F E V i c e P r e s i d e n t U n i v e r s i t y o f C a l i f o r n i a , L o s A n g e l e s F R A N C I S H . H E R R I C K E x e c u t i v e S e c r e t a r y - T r e a s u r e r M i l l s C o l l e g e EXECUTIVE COMMITTEE A N D R E A S S . A N D E R S E N O t i s A r t I n s t i t u t e o f l o s A n g e l e s C o u n t y V E R N O N I . B O l l M A N C h a i r m a n , S e n i o r C o m m i s s i o n , W A S C , O c c i d e n t a l C o l l e g e C H A R L E S T . F I T T S ( H o n o r a r y ! P o m o n a C o l l e g e F R E D F . H A R C L E R O A D C a l i f o r n i a S t a t e C o l l e g e a t H a y w a r d W I L L I A M C . R U S T C a l i f o r n i a W e s t e r n U n i v e r s i t y H E R M A N T . S P I E T H U n i v e r s i t y o f C a l i f o r n i a , D a v i s S I S T E R M A R Y P A T R I C K D o m i n i c a n C o l l e g e o f S a n R a f a e l T R A C Y E . S T R E V E Y U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a G U Y A . W E S T S o c r a m e n t o S t a t e C o l l e g e T h e 1966 A n n u a / M e e t i n g w ill be h e / d c f M illi C ollege, March 1 0 - / J . 1 ISSS WESTERN COLLEGE A S S O C I A T I O N MILLS COLLEGE OAKLAND, CALIFORNIA 94613 TELEPHONE 632-9338 September 29, 19&5 Mr. Jerald R. Johansen, Director The Church of Jesus Christ of Latter-Day Saints Insti tute of Reli gion 2095 Lansdowne Avenue Los Angeles, California 90032 Dear Mr. Johansen: Dr. Briggs has retired, and referred your inquiry about “church-related" colleges to me. You have a very broad and interesting subject for a doctoral dissertation. The term "church-related" has been used for colleges because it was occasionally convenient, but it includes a great variety of relationships as wel1 as of colleges, and Is not a distinct, recognizable group in terms of educational purposes or academic organization. This will be apparent from the list which follows. You should note that the Roman Catholic institutions are under the direction of various religious orders or of Archbishops and may differ among each other with regard to the purposes of their educational work. You should also understand that Azusa-Pacific and Westmont College are definitely Protestant Christian in their purposes, though they are not technically "church-related," and are omitted from the list for this reason. •Biola College (Bible Institute of Los Angeles) ^ •California Baptist College (Southern Baptist)"' ■California Lutheran College (Lutheran) ^ California Western University (Methodist) •Chapman College (Disciples of Christ) College of the Holy Names (Roman Catholic)1 ^ -College of Notre Dame (Roman Catholic) ^ Dominican College of San Rafael (Roman Catholic) • Hebrew Union College (Hebrew Congregations) • Immaculate Heart College (Roman Catholic)^ •La Verne College (Church of the Brethren) ^ • Loma Linda University (Seventh Day Adventist)^ -Loyola University of Los Angeles (Roman Catholic)^ • Marymount College (Roman Catholic) " •Mount St. Mary's College (Roman Catholic) -Occidental College (United Presbyterian) ^ ■Pacific College (Mennonite) ^ Pacific Union College (Seventh Day Adventist) ' 176 Mr. Jerald R. Johansen September 29, 1965 Page 2 ‘Pasadena College (Church of Nazarene)|'^ St. Albert's College (Roman Catholic) •St. John1 s Col 1 ege (Roman Catholic)^ •St. Joseph College (Roman Catholic)1 ' ' •St. Mary's College (Roman Catholic St. Patrick's College (Roman Catholic) •San Francisco College for Women (Romand Catholic)^ • San Luis Rey College (Roman Catholic) Southern California College (Assemblies of God) ^ • University of Judaism (Conservative Jewish)^" University of the Pacific (Methodist) University of Redlands (Baptist) University of San Diego, College for Men (Roman Catholic) University of San Diego, College for Women (Roman Catholic) University of San Francisco (Roman Catholic) University of Santa Clara (Roman Catholic) •Whittier College (Quaker) ^ Sincerely yours Francis H. Herrick FHH/emt Azusa-Pacific, and Pepperdine Colleges were used in addition to the colleges listed above by Mr. Herrick. APPENDIX C PERSONAL LETTER TO THE CHURCH-RELATED COLLEGE ADMINISTRATORS ACCOMPANYING THE QUESTIONNAIRE 178 179 THE CHURCH OP JESUS CHRIST OF LATTER-DAY SAINTS INSTITUTE OF RELIGION 5176 O'SULLIVAN DRIVE LOS ANGELES, CALIFORNIA 90032 223-1585 Jerald R. Johansen, Director Douglas Brindley, Instructor April 20, 196 6 Dear President: Under the direction of Dr. E. V. Pullias, Chairman of the Department of Higher Education at the University of South ern California, I am gathering data for the completion of my doctoral study. I have visited personally with many church college presidents and taped the interviews which will be most helpful. To supplement the personal interviews, I am sending the en closed questionnaire to all church college presidents in California asking them to personally respond to the stated objectives and roles of the church-related college. My purpose in this is to see if there is a significant dif ference in the role of the church college as seen by the various college presidents, and to try to identify those purposes which are unanimously chosen as being "very impor tant," or imperative for a church college.. Many of the statements regarding the purposes of the church-related colleges as gleaned from the literature, from examination of college catalogs, and from the pub lished materials put out by the various church-related col leges are repetitious and sometimes somewhat ambiguous. It is not the intent of this study to judge the wording or the, way the purpose is stated, but to react to what the state ment says insofar as can be interpreted. If for some reason you are unable to complete the form, would you have someone who can represent the college do so? Information submitted will be confidential and colleges will not be specifically identified in reporting the results 180 Please return the questionnaire in the enclosed self- addressed envelope before the end of May, if possible. Respectfully, Jerald R. Johansen JRJ:lfh enc. APPENDIX D QUESTIONNAIRE SENT TO ALL CHURCH-RELATED COLLEGES IN CALIFORNIA IDENTIFIED BY THE WESTERN COLLEGE ASSOCIATION 181 IDENTIFICATION OF THE DISTINCTIVE PURPOSES OF THE CHURCH-RELATED COLLEGE INSTITUTION______ FORM COMPLETED BY DATE_____________ DIRECTION: Following are statements regarding the purposes of the Church-related colleges as gleaned from the literature, from examination of college catalogs, and from published materials distributed by the Church-related colleges. It is recognised that some statements are repetitious and overlapping. Your help is being sought in trying to clearly identify those purposes which are imperative for a Church-related college. It is realized that your judgments are subjective and in the realm of opinion or attitudes toward the stated purposes, thus a rating scale has been set up to give emphasis to those purposes you feel are: (5) VERY IMPORTANT (4) IMPORTANT (3) OF SOME IMPORTANCE (2) HARDLY ANY OR NO IMPORTANCE (1) NOT APPROPRIATE FOR-A CHURCH-RELATED COLLEGE Place a ) check in the column to the right which you feel best represents your opinion as to the importance of each individual purpose for a Church-related college. GENERAL ROLES: 1. To enrich the students' lives VERY IMPORTANT [IMPORTANT O F SOME IMPORTANCE § o >< w i z ; o <% 18 1 NOT APPROPRIATE FOR A I CHURCH-RELATED COLLEGE 2. To provide training for service to others 3. To provide for teacher education 4. To extend educational opportunity to more people 5. To place emphasis upon the liberal arts--a basic understanding of the arts, sciences, and humanities 6. To cultivate the "mind" 7. To help the students commit themselves on fundamental issues 8. To develop a community spirit in which intellectual endeavor and high moral purposes are dominant drives -2- V 9. To develop character and humanistic values VERY IMPORTANT IMPORTANT OF SOME IMPORTANCE HARDLY ANY OR NO IMPORTANCE NOT APPROPRIATE FOR A CHURCH-RALATED COLLEGE 10. To provide for the transmission of the culture 11. To provide for the pursuit of knowledge or truth by means of scientific procedures 12. To educate the total person--mind, body, spirit 13. To create a college that withstands the lure of class or intellectual snobbery 14. To create a college which will not see life's purpose as materialistic, nor measure the value of one's education entirely by the number of dollars and cents he accumulates from it 15. To place emphasis on high scholarship and independent study 16. To provide training in how to think 17. To foster student self-government 18. To pay particular attention to manners and social adjustments 19. To provide for individual needs 20, To prepare for graduate work and professional training 21. To provide aid in the choice of a vocation 1 22. To provide specific vocational training in as many fields as feasible. 23. To encourage participation in extra-curricular activities V 24, To create in students an appreciation for, and' enjoyment in beauty in all its forms 25. To provide education for the worthy use of leisure time -3- 26. To provide proper training for the home, marriage, and parenthood VERY IMPORTANT IMPORTANT O F SOME IMPORTANCE HARDLY ANY OR NO IMPORTANCE NOT APPROPRIATE FOR A CHURCH-RELATED COLLEGE 27. To provide an education in the classics in order to produce an ethical and cultured person 28. To oppose all forms of dictatorship which are based on the philosophy that the "total man" belongs to the state 29. To provide leaders with a liberal training instead of a narrow, highly s pecialized preparation for an occupation 30. To provide training for leadership in an independent setting free from government or state pressure 31. To provide a college where money and academic standing are not the prime considerations for entrance and/or continuation in college, but where worthy young people with a burning desire to get an education and make good, will receive special consideration MORE SPECIFIC ROLES--LARGELY RELATED TO RELIGION 32. To provide educated leaders for the Church 33. To teach of Jesus as a personal Savior 34. To bring others under the influences of the Christian or religious way of life 35. To teach certain aspects of religion in every subject by every teacher 36. To relate intelligence to high religious aspirations 37. To provide for and accept responsibility for the moral and spiritual formation of its students 38. To develop familiarity with, understanding of, and commitment to, the Judeo-Christian Tradition 39. To inculcate the accepted doctrine of the Church afB ^ M K ^^aaaab'asfeia.n^ijaa-^ 40. -4- To remain as relatively small institutions in order to develop a campus tone which exhibits moral concern along with intellectual excellence____________________ g ad o n. S > • Cd W > o m um o w CJ o w E-t 41. To provide a place where theology has full rights in the curriculum, and where theology has full respect in all faculties 42. To provide a place where a c'ommited position toward the Church and Gospel of Jesus Christ can be taken 43. To be the intellectual conscience of the Church. (The Church needs the University to check its claims, to steer its search for the truth, and to test the consistency of its faith, both as for self-consist ency and with all known facts)_________ _____________ 44. To overcome the fragmentation in education by centering all things, around Christian or religious principles________________________________ ______ ____ 45. To provide for a deliberate cultivation of the faith of the Church in every area of the college--the curricula, the clubs, the athletic program, and the social life i 46, To hold before the students at all times the convict ion that every vocation can be a Divine Calling______ 47. To provide a devotional service each week where no class session or other activities are scheduled at this time in order to create a worship atmosphere____ ,48. To provide a college faculty and staff who are specially selected because of their high moral standards and religious commitment__________ ; 49. To provide for a religious environment while studying and preparing for life, where young college students of the same religious faith can meet, mingle, and marry within the Church_______________________________ 50. To provide a place which transcends sectarianism and cultivates the unity of spiritual values_________ -5- Please list additional purposes you feel were not mentioned: 182 APPENDIX E LETTER FROM RABBI PASSAMANECK EXPLAINING THE NATURE OF THE HEBREW UNION COLLEGE 183 Hebrew Union Cjollege"'Jewish Institute of Religion UNDER THE PAT RONAGE OF THE UNI ON OF A M ER I CAN H E B R E W C O N GR E GA TI ONS R A B B I S T E P H E N M. PA SSA M A N E C K . 874J APPIAN WAY, LOS ANGELES 46, CALIFORNIA PH ONE OLDFIELD 4-1J60 Office of Admissions May 10, 1966 Mr. Jerald R. Johansen, Director Institute of Religion 2095 Lansdowne Avenue Los Angeles, Calif. 90032 Dear Mr. Johansen: Dean Gottschalk has asked me to answer your letter and to work with your questionnaire. I am happy to assist you, but I fear that I cannot provide the data which are truly pertinent to your study. The Hebrew Union College-Jewish Institute of Religion is not a "church-related college" in the sense that it is not an institution for undergraduate and graduate studies in the liberal arts, human ities, sciences, etc., under the auspices of a church body. The Union of American Hebrew Congregations is the patron body of the HUC-JIR and therefore the HUC-JIR may be described as church- related; however the similarity to church-related colleges and universities (as generally understood) stops there. The HUC^JIR is basically a school for the graduate professional and theological training of Rabbis, Jewish educators, and, scholars. Although the HUC-JIR does offer certain undergraduate programs, which our catalog outlines, these portions of our curriculum are by way of professional study which an undergraduate can apply in his later work. We maintain no program of undergraduate study as such; nor do we maintain the multiple activities and services, etc., ap propriate to the modern undergraduate college. Moreover, since the chief purpose in fact of the HUC-JIR is that of a theological seminary, it is obvious that "church-relatedness" is crucial, but we have no need to explore the special and vexing pro blems confronting colleges of the liberal arts which are also insti tutions with church sponsorship. Our broader concern is rather the complex problems of religion and theology in the modern world, 184 Mr. Jerald R. Johansen - 2 - 5/10/66 without the intermediate concern of a specific church influence in a specific academic setting. We are more like Union Theological Seminary., or Yale Divinity School, and less like BYU or Loyola. I know this letter is not quite what you are looking for; if the HUC-JIR were a "church-related" school, of the type obviously contemplated in your questionnaire, I should be most happy to answer fully. The very best of luck in your work. SMP:w Stephen M. Passamaneck 185 APPENDIX F COPY OF THE FOLLOW-UP LETTER TO ADMINISTRATORS 186 187 THE CHURCH OF JESUS CHRIST OF LATTER DAY SAINTS INSTITUTE OF RELIGION 5176 O'SULLIVAN DRIVE LOS ANGELES , CALIFORNIA 90032 223-1585 Jerald R. Johansen, Director Douglas Brindley, Instructor June 7, 1966 President Donahoe University of Santa Clara Santa Clara, Calif. Dear President Donahoe: A few weeks ago I mailed to you a questionnaire entitled "IDENTIFICATION OF THE DISTINCTIVE PURPOSES OF THE CHURCH- RELATED COLLEGE" as part of the research I am doing toward the completion of my dissertation. The response to the questionnaire has been gratifying, most of the college presidents have already returned the ques tionnaire. I did note, however, that I hadn't received one from you for your college. I would like very much to receive a response from every college if possible. If you or a representative of your college would fill out and return the questionnaire, it would be most appreciated. In case you may have misplaced the questionnaire, or it was lost in the mail, I am enclosing another copy and a stamped self-addressed envelope. Thank you for your time. Respectfully, Jerald R. Johansen JRJ:lfh APPENDIX G LIST OF CHURCH-RELATED COLLEGE ADMINISTRATORS PERSONALLY INTERVIEWED FOR THE STUDY 188 189 APPENDIX G LIST OF CHURCH RELATED-COLLEGE ADMINISTRATORS PERSONALLY INTERVIEWED FOR THE STUDY Azusa Pacific College (Six Evangelistic Groups) President Cornelius P. Haggard Biola College (Immanuel Presbyterian Church) President Samuel H. Sutherland California Baptist College (Southern Baptist) President Loyed R. Simmons California Lutheran College (Lutheran) President Raymond Olsen California Western College (Methodist) Dr. R. Carroll Cannon Academic Vice President Chapman College (Christian Church) President John L. Davis La Sierra College (Seventh-Day Adventist) Dr. Ronald Drayson Vice President of Development and Planning La Verne College (Church of the Brethren) President Harold D. Fasnacht Loyola University (Catholic) Catherine F. Emenaker University Registrar Mount St. Mary's College (Catholic) Sister Eloise Therese Vice President of Development and Planning Occidental College (Presbyterian) President Richard C. Gilman Pasadena College (Church of the Nazarene) President W. Shelburne Brown Pepperdine College (Church of Christ) President M. Norvel Young ) 190 Southern California College (Assemblies of God) President O. Cope Budge University of Redlands (Baptist) President George H. Armacost Whittier College (Society of Friends) President Paul S. Smith APPENDIX H COPY OF THE INTERVIEW GUIDE 191 Interview Guide GENERAL QUESTIONS ON THE ROLE CP THE CHURCH-RELATED COLLEGE IN CALIFORNIA 1. Do you agree with the major conclusion of the Master Plan for kigtier Education in California 1960-1975 wherein the statement is made that "The Private Institutions are expected to emphasize their ind ividual characteristics^."? YES__________ NO 2. If you agree with the above conclusion, would you state briefly what you feel some of the individual characteristics of your church- related college are? If you disagree with the statement in the first question, would you explain your reasoning? 3. What would you say are a few of the primary contributions of your institution to the Higher Education of this state? 192 j^ij&-'rintr.'.Vrn'rif.1 1 1 f^rvr 1 iaVrv«SiK-rti« rr,v r.v r.'rvj ^ — - . _ . . . .. . . . . . . . . . . .. . . . . _ Page 2 4. What would you Identify as a common element of any church-related college as distinguished from either a private or state institution? 5. What would you identify as the chief obstacles in this state to the carrying out of the goals of the church-related colleges ? 6. Can the State institution fulfill the major purposes you propose to do? Explain briefly why or why not? 7. Will the future role of the Church-related College remain essentially as it is now, or their role be expected to change? Explain briefly* 192 pSgTT* ta o f i 8. In view of the fact that the Church-related College is handling, and is expected to handle in the future, a smaller per centage of the total number of college students in California— in what ways can the Church-related Colleges be expected to keep pace? Will the Church-related colleges become more and more selective and not necessarily increase in number of new colleges, or size of present ones? What is your opinion? 9. Do you have any major plans for expansion of your institution? a. Curriculum YES NO b. New Buildings YES NO c. Renovation of existing buildings YES NO 10. What do you envision the optimum size of your institute being? (Present enrollment; ) 50 to 500 (a)___________________ 500 to 1000 ( b ) ______________ 1000 to 5000 (c)__________________ 11. Do you presently have a series of new buildings under const ruction? YES__________ NO 12. Are your buildings and facilities adequate? (a) for the next 2-5 years fb) for the next 10 years (c) cannot determine (d) presently inadequate 192 •' 5 ? . - : -J ■ r n n tr n r i m -.w H .U fim tH tff'.N r —ro->Tfi'r-riF= ^ ~ — i.-ljuj h l -j j. j____________________________________ Page 4 » "............. .. 13. Does increase in enrollment, size and expansion of your present facilities have anything to do with your primary goals as an institution? YES__________________NO Explain briefly. 14. Does your church have religious centers adjacent to state supported institutions? YES________ NO____________ What type? 15. Could religious centers placed adjacent to all state supported institutions in California, where you have enough church members to justify them—*serve the major purposes* or unique purposes of the church-related college? Please explain why or why not? 16. If you had the funds to build a new church-related college, what type of college would you build: (a) An "open door" junior college to serve the freshmen and sophomores or your religious community. fb) A four year liberal arts college, trying to avoid specific professional training but with very high admission standards. (c) As large a college as possible with plans to even tually grow into a full-fledged university. (d) A four year Teacher training institution (similar to liberal arts with teacher training the primary purpose) (e) Expansion of religious education centers adjacent to several state colleges, in place of building one college. ________(f) Other (specify briefly) (continue on next page) 192 16. (continued) 17. What would be your reaction to a system of Church-related Junior Colleges feeding into one major Church-related University? •v 192 APPENDIX I LIST OF EDUCATORS WHO ASSISTED IN REVISING QUESTIONNAIRE 1-93 194 APPENDIX I LIST OF EDUCATORS WHO ASSISTED IN REVISING QUESTIONNAIRE Dr. Ruel A. Allred Associate Professor of Education Brigham Young University Provo, Utah Dr. Dean P. Barton Staff Associate Science Research Associates, Inc. 259 East Erie St. Chicago, Illinois Dr. Frank M. Bradshaw Coordinator Institutes of Religion Southern California 1002 West 36th St. Los Angeles, California Dr. Marvin Higbee Field Secretary L.D.S. Student Association 274 University Street Salt Lake City, Utah Robert Matthews Editor and Staff L.D.S. Department of Seminaries and Institutes B-346 Abrham 0. Smoot Bldg. Brigham Young University Provo, Utah Dr. Dean Jarman Director of the L.D.S. Institute 10 00 North Mountain Ave. Tucson, Arizona

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Creator Johansen, Jerald Ray (author)

Core Title An Analysis Of The Role Of The Church Related College In California

Degree Doctor of Philosophy

Degree Program Education

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Education, Religious,OAI-PMH Harvest

Format dissertations (aat)

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Pullias, Earl Vivon (committee chair), Nelson, D. Lloyd (committee member), Wilbur, Leslie (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-133567

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Document Type Dissertation

Format dissertations (aat)

Rights Johansen, Jerald Ray

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Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

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Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA