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Moravian College • Preservation Master Plan
to them by the “resident professor” as
superintendent of the household affairs.
Their boarding and dwelling together
as members of one family constitutes an
important element in the educational
training of the students. Being brought
into constant and close contact with each
other and with the professors, not only
in the classroom, but also socially, they
thus receive much additional help and
inspiration, and gain a stimulus in the
attainment of culture, both intellectually
and socially (Weinlick 1977:14-15).
3.4 The New University
– Specialization and
Modernization
Beginning in the post-Civil War period, higher
education in America was marked by a dramatic
shift in models for higher education. Most colleges
until this point continued the English pattern of a
community of scholars living and working on a
distinct campus, though their focus had changed
from strictly liberal arts to encompass technical
studies as well. Concerns about American schools’
weakness in the sciences in comparison with
European universities led to the foundation of
the first universities in the United States. Johns
Hopkins University, established in 1867, modeled
itself after German universities, and several others
soon followed (Turner 1984:163).
Unlike American colleges up to this point, the
German model provided specialized studies in
distinct disciplines for graduate students. The
scientific, practical outlook of these institutions
was at odds with the American collegiate tradition
that had prevailed until this point, and as such
rejected some of the trappings of colleges, such as
ornate architect-designed facilities and influence
on extracurricular student life. Universities did
not house their students or foster extracurricular
activities. The campus concept was also turned
on its ear. Rather than removing themselves to an
ivory tower, universities were most often located
in cities, occupying groups of utilitarian buildings
which blended into the overall urban environment
rather than creating a distinct campus within the
city (Turner 1984:163-164).
Though the German university model made
significant inroads in the United States, it was not
sufficient to completely overthrow the English
collegiate model. As a result, the two approaches
melded into a uniquely American educational
system. This system’s goal was to provide higher
education to as many students as possible. Given
the diversity of students and their educational
needs, college and universities increasingly created
an array of departments to accommodate the need
for different disciplines and types of education
(academic and technical, undergraduate and
graduate). The blended university model also saw
a return to concentrating its various departments
and schools on a discrete campus, often with
architect-designed buildings, but planning was
done on a larger and more complex scale (Turner
1984:165-167).
Philanthropy also assumed a larger role at the turn
of the century, with wealthy benefactors endowing
specific buildings and even entire campuses. While
financial gifts to colleges had occurred in the past,
the practice became much more common and
on an unprecedented scale of generosity. Some
universities, such as Cornell and Johns Hopkins,
received millions. At this scale, it was often the
benefactor who founded the university, as at
Stanford and the University of Chicago. If the gift
was made to an existing institution, a dramatic
makeover ensued. Gifts often came with strings
attached, as donors wanted their endowed buildings
to memorialize them and reflect their tastes. Many
favored Beaux-Arts classicism as a style choice
(Turner 1984:167-169).
Moravian College and Theological
Seminary
At Moravian College and Theological Seminary, the
trend toward diversified study gained ground in this
period with the establishment of the Latin Scientific
curriculum in the 1890s and increasing separation
between the college and theological programs. To
appeal to a wider variety of students, the school
strove to change its longtime image as a theological
school to better reflect its college curriculum
alternative. At the same time, it maintained close
ties with the Church and its leaders in Germany, and
continued to foster an atmosphere of collegiality
among its relatively small student body (Weinlick
1977:2-15).
The manifestation of creating and designating
buildings for particular subjects or disciplines took
form at Moravian with the construction of Memorial
Hall (1923) as a science and laboratory building
(figure 3-19). Erected in honor of Moravians who had
John Milner Associates • October 2009 • Chapter 3 • College Context • 44