Illinois State Normal University - Index Yearbook (Normal, IL)

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5 A celebrated its centennial anniversary in 1957. proud of its century-long achievements in teacher education. But even as the celebration got under- way. ISNLT was at the threshold of a new phase of institu- tional development. Like other schools in Illinois and the nation, ISNU in the years ahead experienced rapid growth and expansion in response to the public demand for greater access to higher education. Within a decade ISNU was transformed from a small teachers college into a large multipurpose university. The evidence of expansion was everywhere on campus. Enrollment exploded, from less than 4.000 in 1957 to over 17,500 in 1970. Faculty growth ran a parallel course, exceeding a thousand by the end of the li tty Mt lil! Sixties. Building construction to accommodate the larger numbers never ceased, as 23 buildings, two major addi- tions, married student apartments, and a field house- stadium complex were added to the campus between 1957 and 1970. The university's phenomenal physical growth prompted other changes of greater significance. During the presidency of Robert G. Bone 11956-19671, Doctoral pro- grams were started l1963l, the university name was chang- ed to Illinois State University Ilanuary 1, 19641, the institu- tional mission became that of a liberal arts university and academic programs and departments were organized into colleges l19661. '-S,-v' 1 r Q Q Q - V:- Ppfgfnf' .,, 4 ' '-1' -' i,i..'ia 'i ' 1'-V . iii - ', .1 ' i ii 1 . Y' Q '. 4 D , . ' v ' ki ' , ' '14 ' 5 .. i - I wi: h l. ii. iv ,aiu-. .y X,-u lliiliii

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Yet, ISNU's achievements during its first 50 years, distinguished though they were, proved to be a burden as the 20th century opened. The basic problem was the fact that ISNU was only a normal school, unable to bestow a baccalaureate degree on its graduates. The issue was crucial, for public elementary and high schools increasingly required their teachers to possess a four-year college degree. If ISNU was to remain true to its mission of teacher preparation and be abreast of educational developments, an expansion of institutional function was imperative. The problem and the solution were seen with clarity by David Felmley, whose strong presidential leadership 11900-19301 began the expansion of ISNU from a normal school into a teachers college. At his request, the Illinois General Assembly in 1907 authorized ISNU to grant a bachelor's degree in education and the first was conferred the next year. By 1912 students were required to select academic major and minor fields of study, and with that change the curriculum ex anded as new courses were added to the catalog. Enrolllment increased sharply to 1,500 by 1930, and the student life involved a wider range of activities: a student council was formed in 19203 intercollegiate athletics begun in the 18905, became a regular part of the university life, with the first Homecoming celebration in 19213 Greek honorary societies were organized in the late 1920s to recognize student academic distinction. As the university changed, five new buildings were added to the campus before Felmley's retirement: a manual arts and auditorium lEdwards Halll, Thomas Metcalf Training School llvloulton Halll, a women's dormitory lFell Halll, McCormick Gymnasium, and the Felmley Hall of Science. .. .,-:z....... : :' :N Avi .ex it

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S As Illinois State University entered the decade of the Seventies the frenetic pace of growth slowed. While some expansion continued during the Seventies - 2,000 more students, additional buildings such as Bone Student Center, Braden Auditorium and a new Milner Library, and new academic programs - the decade was marked by an assessment of what the university had achieved and how it could best serve the public in the future. But whatever that future might be, ISU had finally become the university which its founders had envisioned 125 years ago. But such rapid expansion was not without its problems. In common with every other public carn Jus whose enrollment soared, student life underwent a dramatic change from cohesion to alienation to protest, While campus opposition of students to the Vietnam War made nevrspa per headlines during the Sixties, academic practices of administration and faculty were also subject to vocal student criticism. An important consequence of the changing nature of campus life was the inclusion of students, along with administration and faculty, in a revamped system of school governance embodied in a university constitution f1969j which achieved a coalescence of the diverse elements comprising the university community. le., Q MA