Temple University

Temple University: 125 Years of Service to Philadelphia, the Nation, and the World

James W. Hilty
Foreword by Ann Weaver Hart
Additional Research and Illustrations Editing by Matthew M. Hanson
Copyright Date: 2010
Published by: Temple University Press
Pages: 320
https://www.jstor.org/stable/j.ctt14bt4pz
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  • Book Info
    Temple University
    Book Description:

    Temple University's alumni number over a quarter million, andinclude entertainment legend Bill Cosby and Shirley Tilghman, the first woman president of Princeton University. One of every eight college graduates in the Philadelphia area received their degrees at Temple. Temple Owls are everywhere!Temple University: 125 Years of Service to Philadelphia, the Nation, and the World, by noted historian and Temple professor James Hilty offers the first full history of Temple University. Lovingly written and beautifully designed, it presents a rich chronicle from founder Russell Conwell's vision to democratize, diversify, and broaden the reach of higher education to Temple's present-day status as the twenty-eighth largest university and the fifth largest provider of professional education in the United States. With its state-of-the-art technological capabilities, improved amenities, and new multi-million- dollar facilities, Temple remains at the forefront of America's modern urban universities.The book captures Temple's long record of service to its North Philadelphia neighbors, its global reach to Rome, Tokyo, and beyond, and its development from a rowhouse campus into a lively 11,000- resident urban village-all the while assuring "Access to Excellence." Along the way, we learn how Temple reacted to and helped shape major developments in the history of American higher education.Featuring 250 full-color photos, Temple University provides a wonderful keepsake for those who already know the university and will become a valued resource for anyone interested in the urban university.

    eISBN: 978-1-4399-0021-5
    Subjects: History, Education

Table of Contents

  1. Front Matter
    (pp. i-iv)
  2. Table of Contents
    (pp. v-v)
  3. Key to School and College Abbreviations
    (pp. vi-vi)
  4. Temple University Board of Trustees, 2009–2010
    (pp. vii-vii)
  5. Foreword
    (pp. viii-ix)
    Ann Weaver Hart

    Temple University is a quintessential American success story: a tutorial exercise that has grown into the twenty-seventh-largest university in the nation and the fifth-largest provider of professional education in the United States. Beginning with seven students who gathered for evening instruction in a private office in 1884, Temple today enrolls 37,000 students engaged in full- and part-time studies at nine campuses in Pennsylvania, Europe, and Asia. Its faculty employ a full array of traditional and cutting-edge pedagogies to prepare Temple students for lives of professional and civic leadership, and the faculty conduct research that broadens the range of human understanding...

  6. Chapter 1 The Man, the Speech, the “Temple Idea”
    (pp. 1-21)

    Indeed, Temple’s founding was principally the work of one man—not a captain of industry, but a captain of erudition, an educational entrepreneur—who sought to democratize, diversify, and widen the reach of higher education. He challenged prevailing values and norms regarding the purposes of higher education and who should benefit. Rather than serve America’s affluent classes, he provided deserving working men and women right of entry to an education otherwise denied them by circumstances of birth or life’s station. Rather than provide only the esoteric classic curriculum, he prepared students for life’s vicissitudes and for success in the modern...

  7. Chapter 2 Growing Pains, 1907–1928
    (pp. 22-45)

    Over the span of two decades Temple University fought through major financial crises; diversified its programs, adding new ones to accommodate changing times, meet new expectations, and serve the community; survived the impact of World War I; established a second building program; and developed a distinct style and enhanced reputation that earned grudging respect in some quarters, outright admiration in others. Standing before Temple were many daunting barriers. None were easily hurdled, especially the new professional accreditation bodies.

    Temple began its dramatic transformation in 1907 when it incorporated as a university and the next year when the Pennsylvania College and...

  8. Chapter 3 Depression and War, 1929–1945
    (pp. 46-71)

    Temple extended financial aid (“Work Scholarships”) and offered students a deferred tuition payment plan. A shortfall of 1,000 students, combined with Governor Gifford Pinchot’s 10 percent reduction in the commonwealth appropriation, left Temple facing a substantial deficit. No one at the time suspected these conditions would prevail for more than a year or two, but economic recovery required more than a decade.

    Surprisingly, Temple and most of America’s universities proved remarkably resilient, emerging from the Depression, if not stronger, at least more confident. Generally speaking, the 1930s was a period of growth for higher education in America. Colleges had gained...

  9. Chapter 4 Middle Passage, 1945–1965
    (pp. 72-97)

    The nexus of change was America’s economic transformation from an industrial to a postindustrial society, a change wrought largely by the de-industrialization of America’s cities and the growth in its place of a new service economy accompanied by dramatic innovations in the organization of business (the Managerial Revolution) and the way Americans receive and process information (the Information Revolution). Inside higher education, changes occurred regarding faculty and student relationships to their universities, and by 1965 observers spoke knowingly of an Academic Revolution. These forces required Temple to reevaluate and adapt to society’s changing needs.

    The first of Temple’s many postwar...

  10. Chapter 5 Vehicle for Social Change, 1965–1982
    (pp. 98-139)

    For Temple these years opened with high expectations, booming enrollments, unprecedented growth, and physical expansion brought by state affiliation. But they closed on a dark note as the harsh realities of sudden enrollment declines, community turmoil, student unrest, faculty dissatisfaction, and unpredictable political and economic fluctuations tested Temple’s confidence and left the university facing yet another financial crisis.

    Temple’s middle passage gradually redirected the university away from thinking of itself as a private institution dedicated to the public interest and toward serious consideration of formal state affiliation as a means to accommodate the growing demand for higher education and to...

  11. Chapter 6 Temple’s Ambassadors
    (pp. 140-183)

    For all that may be written about the quality of Temple’s academic programs or the strength of its faculty, the university is known through its public representatives, by those students approved to perform, compete, or speak on behalf of the university and by those alumni whose Temple-honed professional skills brought them success and lasting identification with their alma mater.

    Like an ambassador credentialed to represent his or her country before a foreign sovereign, Temple’s athletes and performers are accredited ambassadors to the world. They are the persons Temple wants the rest of the world to see and know. These are...

  12. Chapter 7 Multiversity and Globalversity, 1982–2009
    (pp. 184-219)

    Temple, as always, saw new challenges and aimed higher. Rather than auniversity—with emphasis on oneness of purpose—Temple gradually had become amultiversity, attempting to fulfill multiple missions and satisfy many different constituencies. First coined by the American historian Arthur Bestor, the termmultiversityconnotes a very large university with numerous component schools, colleges, or divisions and widely diverse functions, with multiple stakeholders and affiliated institutions. In Temple’s case some constituents were overseas. And so, while Temple expanded its influence locally and nationally, it also reached farther across the seas and accepted responsibility as a globalversity, a university...

  13. Chapter 8 From Sidewalk Campus to Urban Village
    (pp. 220-279)

    The difference, however, is that the changes from 2000 to 2009 took place not because of a massive infusion of commonwealth aid—although state capital support surely helped—but, rather, largely because of Temple’s own strategic initiatives to attract more highly qualified students and to increase enrollments; to revitalize the Main Campus and environs; to adjust its learning and teaching strategies to meet new demands and circumstances; and to attract major, transformative gifts—all of which vastly improved Temple University as a place and as a quality institution of higher learning.

    Many challenges awaited Temple. More high school students than...

  14. Chapter 9 Access to Excellence
    (pp. 280-290)

    Conwell’s desire to provide free education, open to all—“Do whatever you must,” he told Laura Carnell—to meet and accommodate the demand for education, was soon compromised by the realities of the marketplace and a lack of resources. He guided Temple through growing pains that sometimes left him overwhelmed by higher education’s costs and complexities. Failing to land a large-scale philanthropic donor—though he tried mightily—Conwell and his successors nonetheless became honor-bound by the persistence of his demand that the burden of paying for education should fall as lightly as possible on students.

    The consequence, of course, was...

  15. Chronology
    (pp. 291-293)
  16. Acknowledgments and Notes on Resources
    (pp. 294-297)
    James W. Hilty
  17. Illustration Sources
    (pp. 298-298)
  18. Index
    (pp. 299-307)
  19. Back Matter
    (pp. 308-308)