“In general the colonists wanted to build communities that integrated religion with society, and religion depended on an educated laity.” (Cohen, A., & Kisker, C., 2010, p. 24). Religious organizations played a significant role in the governance of colonial colleges. Many early American colleges were founded by religious denominations or operated under religious charters. As a result, religious leaders often held positions of authority within these institutions, influencing decision-making processes and shaping the curriculum to align with religious principles.
“The governance of colonial institutions foreshadows issues of governance in higher education throughout its history. The colleges were founded with a combination of public and private control, with a tilt toward the latter; the extent of influence by the lay board and the members appointed by the colonial court or legislature was always an issue” (Cohen, A., & Kisker, C., 2010, p. 43). Colonial governments provided support and oversight for higher education institutions, often granting charters and funding to establish and maintain colleges. Government officials, such as colonial governors or legislative bodies, were involved in appointing trustees, approving college charters, and providing financial assistance. This governmental involvement contributed to the governance structure of colonial colleges.
“The colleges founded in the Colonial Era were governed by outsiders - boards of overseers that were made up of clergymen or magistrates. The only teacher represented in the governing body was the president, and even he served at the pleasure of the board” (Cohen, A., & Kisker, C., 2010, p. 43). Boards of trustees played a crucial role in governing colonial colleges. These boards were typically composed of influential individuals from the local community, including religious leaders, government officials, and wealthy benefactors. Trustees were responsible for making important decisions regarding college policies, finances, and academic matters. They provided governance oversight and ensured the effective operation of the institution.
The three-pronged approach to governance within higher education during colonial times such as the religious influence, government support and oversight, and the role of boards of trustees provided a foundation for the functioning of colonial colleges, however I believe that it was not entirely sufficient for the time. When looking at the religion aspect there was heavy influence of religious organizations in governance that limited the diversity of academic offerings and perspectives within colonial colleges. The emphasis on religious education constrained the curriculum and may have stifled academic freedom, particularly in exploring non-religious subjects. This restricted approach to education may not have adequately prepared students for the diverse challenges of the rapidly evolving colonial society. For example: Harvard College, founded in 1636 with a primary focus on religious education, faced challenges in diversifying its curriculum to meet the changing needs of society. Despite efforts to introduce new subjects, such as mathematics and science, the influence of religious leaders and denominations limited the scope of academic offerings for a considerable period. The three-pronged approach to governance within colonial colleges provided a foundational framework for their functioning, however it was not entirely sufficient for addressing the diverse needs and challenges of the time. The heavy influence of religious organizations, coupled with government support and oversight, and the role of boards of trustees, created limitations on diversity, academic freedom, accountability, and representation within higher education institutions. As society expectations evolved, there was a need for further development and refinement of governance mechanisms to ensure the equitable and effective operation of colonial colleges.
Reference.
Cohen, A. M., & Kisker, C. B. (2010). The shaping of American higher education: Emergence and growth of the contemporary system (2nd ed.).
