Franklin College, established in 1834, was the first coeducational institution in Indiana and the seventh in the nation. Franklin College has grown, physically and ideologically, and has made changes to its campus to support the larger amount and increasing variety of people. These changes in physical appearance include the construction of new buildings like new dormitories. Ideologically, Franklin has grown towards an ideology that gives students the opportunity for greater equality and responsibility. Franklin College commissioned surveys and studies that showed the potential for enrollment to grow, and it did. With enrollment up, Franklin College’s campus was becoming too small. Not only was the number of students increased, but these students were different. These students might be from different economic backgrounds, different ages, or different major life choices and all of these things shaped Franklin College’s campus.
This paper will be covering the infrastructure of Franklin College and cover some of the changes to the campus and why the changes happened. Most of the information this paper is based upon came from articles found in Franklin College’s Archives. My archival search began in the grounds and campus files. From there I moved to maps. I received many ideas from Ruth, the archivist, and through the oral history she gave me, I was able to piece together a topic based on the things I thought stood out among Franklin College’s grounds changes. Most evidence is dated, but there are a couple maps without dates. The maps can be easily traced back to when they were published based upon the information gathered from other sources. Another issue that arouse when researching came from issues regarding some accurate dat...
... middle of paper ...
...e and Edward Street in July." The Franklin, March 16, 1960.
"Food Service at FC." (1990).
Franklin College Alumni Directory. 1994.
Franklin College Buildings and Other Structures: Chronological Listing. 2004.
Franklin College, "Franklin College Facts." Last modified 2013. Accessed November 19, 2013. http://www.franklincollege.edu/about-fc/franklin-college-facts/.
Franklin College Plan of Campus Development. Metropolitan Planners, INC., 1957.
Joanna, Myers. October 15, 2013
Kakavecos, Ruth. "Cafeteria, Lockers to be Included." The Franklin, November 13, 1946.
"Men's Dorm Opened." The Franklin, September 28, 1932.
"The New Student Center." The Alma Mater. (1947).
"November 1947." The Alma Mater. (1947).
U.S. Department of Veteran's Affairs, "The GI Bill's History: Born Of Controversy: The GI Bill Of Rights." Last modified February 09, 2012. Accessed December 11, 2013.
The GI Bill of Rights, or the Servicemen's Readjustment Act of 1944, provided major consequences for American society and changed the social and economic landscape of the country. The law made available to World War II veterans financial support in the forms of unemployment insurance, educational opportunities ranging from vocational and on-the-job training to higher education, and access to loans for homes or businesses.
Ben Franklin of Old Philadelphia is a children’s nonfiction book about Ben Franklin and his life from a boy to a successful adult. This book was written by Margaret Cousins. The 141 pages in the book was published in 1952.
Integration and the University of Mississippi. Cartoon. New York Times [New York] 30 Sept. 1962: 1.
My paper will discuss the continuing influence of Booker T. Washington's writings on historically black colleges. While my paper will focus on the ways in which the historically black college continues to adhere to the model provided by Washington, it will also explore the ways in which it diverges from the early Hampton-Tuskegee ideal. According to James D. Anderson in The Education of Blacks in the South, both contemporary observers and later historians have portrayed the white south as taking a monolithic view of black education. However, many secondary schools in the south did not emphasize the kind of industrial education advocated by Washington. In the same manner, the historically black college no longer places the emphasis on vocational training it did at one time. However, there are still advocates for Washington's model although the training under discussion is in technical fields. Washington's influence can also be found in the importance often placed on action in historically black colleges, such as mine, which can undermine attempts on the part of faculty to pursue a life of the mind. At the same time, stimulating new influences emerging from African-American studies are changing and enhancing the campus culture enriching both students and faculty. My paper will conclude by considering the influence of honors programs as well as multi-ethnic and multi-cultural student bodies and faculties on the future directions of the historically black college.
Imagine this; the year is 1836. You are a 17-year-old student interested in learning more about the world around you; however, such an opportunity won’t come your way because you are black. Due to this fact you have no hope of furthering your education past the reading, writing, and arithmetic their slave masters taught your parents. A mind is a terrible thing to waste. The minds of many African American’s go to waste due to individual ignorance of their people and thus of themselves. Historically Black Colleges and Universities were put into effect to educate the black mind and eliminate the ignorance. The discussion of whether Historically Black Colleges and Universities are still necessary in the 21st century has taken place in recent years. Within the discussion many debate that due to the fact that the world is no longer like it was in the 1800’s, the time period in which Historically Black Colleges and Universities were created, the purpose of them no longer exists. However, the cultural significance of Historically Black Colleges and Universities seems to be overlooked by those who argue their importance and relevance in a time where blacks have the option of attending predominantly white institutions (PWIs). The purpose and grounds on which Historically Black Colleges and Universities were developed are still being served. The need to increase efforts to not only rouse, but support Historically Black Colleges and Universities is necessary now more than ever in order to preserve our past, fulfill the purpose of our present, and ensure our future.
African or black history was not a study that was done by many until the last century. Studying African Americans accurately as part of American History was an even newer field of history. John Hope Franklin’s obituary calls him, “the scholar who helped create the field of African-American history and dominated it for nearly six decades.” He would call himself an historian of the American South.
“Nationally, more than one-quarter of the students in the 1930s were black. Yet they received only about one-tenth of the total education revenues. Many Americans believed that African Americans were simply not capable of excelling in school” (“The 1930’s education…”). For colored women, it was more difficult to prove their abilities than any other race. For example, Asian women were not affected as much simply because their skin color was closer to that of a white’s than a black person. As black women were treated unequally in the education department, white women have also struggled in getting a higher education. “They gave young women a chance to gain the same kinds of education as their brothers without having to spend much of their time and energy fighting the prejudice they would have faced at male-dominated institutions. At the same time, they provided a proving-ground in which college administrators, professors, and students could demonstrate that women could flourish intellectually while remaining healthy and ladylike.” (“The Value
One must wonder, if a man dies at a young age from congestion of the stomach, is it because he didn’t listen to his gut instinct to do what is right and moral? Robert H. Gudmestad presented some evidence that it might be possible in his article, The Troubled Legacy of Isaac Franklin: The Enterprise of Slave Trading. From the beginning of his career in slave trade to near the end of his life, Isaac Franklin dealt in business that was less than moral and humane. Isaac Franklin made his fortune selling and transporting slaves, then tried covering up his profession with genius public relations, and subsequently at the end of his life tried to absolve his past by planning a future.
Paul, Ron M.D. “The Military Draft and Slavery.” Weekend Edition. March 23-25, 2002. counterpunch.org. n. pag. Web. 5 April 2014.
The fate of the two ships that took part in Franklin’s final expedition in 1845 has been a question pondered by Canadian and British historians for centuries. The purpose of Franklin’s mission was to explore the Canadian Artic and find a trade route to China, “Her Majesty's Government having deemed it expedient that further attempt should be made for the accomplishment of a north-west passage by sea from the Atlantic to the Pacific Ocean”. However, this expedition went terribly wrong as the HMS Erebus and the HMS Terror as well as all of the crew disappeared without a trace and were never seen again. One of the main questions that is asked, is how did Franklin, an experience sailor who was on his third trip to the Artic, manage to have this expedition end so tragically.
In The Autobiography, Benjamin Franklin recounts the many paramount experiences throughout his life that shaped him into great American figure he was known to be. On the opening page, Franklin reveals the book’s epistolary format by writing, “Dear Son,” going on to admit that he’s made some mistakes in the past and to recollect that past is a way to relive it. By divulging his desire to “change some sinister Accidents & Events” (Franklin 3) the author indicates how important it is for his son to observe as he amends his mistakes. Pride, virtue and vanity play a pivotal role in Benjamin Franklin’s life and the way he portrays himself to others. Instances occur where the author is shown gloating about his great accomplishments and he puts emphasis on his need to live a virtuous and morally perfect life. Throughout his story, Benjamin Franklin tells his son of his many virtuous acts and momentous achievements, motivating the question as to whether he seeks his own approval more so than the approval of his peers.
When walking through Boston's renowned Harvard Yard, one may scope out the mixture of architecture throughout its landscape. From the traditional Memorial Hall influenced by Romanesque churches, to the Carpenter Center for the Visual Arts, Harvard Yard is like a salad bowl of architecture. Perhaps because I am a lover of Victorian style structures, or maybe because of its interior's beauty and richness, Memorial Hall intrigued my interest most of all.
Colleges and Universities play a major role in developing the behavioral patterns of young adults. In addition to developing young minds, colleges help to cultivate character, responsibility, and social acceptable behavior. Students who attend Carlford have expressed their dissent with the current environment of the university. Because of these underling issues, Carlford’s retention rates amongst minorities have suffered. If Kirsten is unable to handle the situation, there will be a trickledown effect to all areas of the university. Being a new professional in the field of Higher Education can be challenge. There are times where an incident directly affects your position and there are other times where there issues that affect the entire institution. Because the issue directly pertains to Greek Life, the Coordinator of Fraternities and Sororities has the responsibility of identifying the concerns and implementing initiatives that will allow the college to be proactive in future situations of this nature.
In their book Paying for the Party, Armstrong and Hamilton discuss how universities take class differences and class projects of distinct women to define what will be their college experience. In their book, Armstrong and Hamilton define class projects as individual and class characteristics that defines a person’s agenda and class- based orientation. Hence, people with similar class projects, not only shared the same financial and cultural resources, but also the same expectations toward school. (Armstrong & Hamilton, 2013). As a result, Armstrong and Hamilton claims that students with similar class projects end up becoming a collective constituency and a representative group for the university, whom in turn must take their interests to form a college pathway for them. Therefore, a college pathway for Armstrong and Hamilton refers to how universities are able to take successfully the interests, class characteristics and expectations of students to mold within the organizational and architecture context of the school. In a way, each college pathway is built not only to represent, but also to provision and guide the different types of students in a college.
The thought of an all women’s college never once crossed my mind in envisioning my “perfect school”, and when it was introduced to me, it was through the prodding of a high school counselor who felt that my intelligence would be better realized and liberated at a school such as Bryn Mawr. After carefully researching Bryn Mawr and all it had to offer as an elite academic institution with stringent admissions requirements and its strong reputation as one of the best liberal art colleges in the nation, I had little doubt that, as far as my intellect and devotion to a rigorous curriculum went, I could run with the best of them. But I remained skeptical that, socially, financially, mentally, and to some degree, academically, I could fit in with the top women in the country who got accepted into a school such as this. I certainly had my biases about all-women colleges, and to find that Bryn Mawr was the best of the best certainly did not help to curb them; if anything, it created more.