A HISTORICAL STUDY ON TRANSFORMATION OF IDEAL AND CURRICULUM OF WOMEN'S COLLEGES IN THE UNITED STATES, 1880-1916

本研究包括以下三个部分：1)圣荷莲女子神学院转型为一所成熟的大学，给学校长期确立的“神学院风气”带来了冲突。升级后的课程需要获得特许，本质上是过时的男性大学课程的副本。女性教育协会在第一阶段为女性打开哈佛学院大门的努力取得了部分胜利，哈佛女性考试应运而生。然而，这次考试与查尔斯·W·艾略特发起的教育改革相矛盾，因为他将大学卓越的理想集中在最初的讲座和研究上，而考试是基于旧的背诵系统。3)大学校友协会寻求新的企业会员标准受到了其他组织标准化和认证努力的很大影响。该协会的录取要求充分考虑了女性的教育需求，这一独特的未来确实挑战了传统的学业优秀定义，但它们也不能摆脱“文科的魔咒”。这项研究突显了女性高等教育的一个历史悖论。虽然女性试图进行“进步的”教育改革，但以男性教育为榜样，最终的结果往往是过时的、“倒退的”教育。

This study consists of the following three parts :1) Mount Holyoke Female Seminary's transformation into a full-blown college brought conflict into school's long-established "ethos of seminary." The upgraded curriculum, which was required to obtain charter, was essentially a copy of outdated curriculum of men's colleges.2) Woman's Education Association's effort to open the door of Harvard College for women, on its first stage, won a partial victory and Harvard Examination for Women was born. The Examination was, however, contradictory to education reform initiated by Charles W. Eliot in that he focused his ideal of university's excellence on original lectures and research while the Examination was based on an old recitation system.3) Association of Collegiate Alumnae's search for a new standard of corporate membership was greatly influenced by other organizations' effort of standardization and accreditation. The unique futures of Association's requirement of admission that paid full attention to women's educational needs did challenge the conventional definitions of academic excellence, but they were not free from "the spell of liberal arts."The study highlights a historical paradox of women's higher education. Although women tried to make "progressive" educational reform, by following men's education as the model, the net result was often outdated, "regressive" one.