Because liberal arts colleges are “in certain respects more diverse than any other type of higher education institution,”1 and because their nature, history, generally shared characteristics, even their very number, are so often a matter of contention, I have learned over the years the wisdom, when attempting to say something about them, of beginning with a preliminary exercise in intellectual throat-clearing. Hence I offer these rather basic introductory stipulations.
The first concerns the nature of such colleges and the history of the category of institutions to which they belong. Some of our liberal arts colleges began their careers as secondary schools of one sort or another (Williams College is one such example), and it is not only for Europeans that the term “college” has tended willy-nilly to evoke the image of an institution of secondary education. “The college will disappear, in fact, if not in name,” David Starr Jordan, founding president of Stanford University, confidently predicted a century ago. “The best,” he added, “will become universities, the others will return to their place as academies”–return, that is, to being advanced-level secondary schools.2
But even when they did in fact originate as schools, once they became colleges such institutions did not trace their . . .
- 1Alexander W. Astin, “How the Liberal Arts College Affects Students,” Dædalus 128 (1) (Winter 1999): 78. For their assistance in my preparation of this paper, I wish to acknowledge with gratitude my indebtedness to the following colleagues at Williams for access to and help with Williams’ enrollment statistics and two sets of comparative institutional data: Chris Winters, director of institutional research, Office of the Provost; Keith C. Finan, associate provost; and Charles R. Toomajian, Jr., associate dean of the College and registrar
- 2Quoted in Frederick Rudolph, The American College and University: A History (New York: Knopf, 1962), 68, 443.