History of Education Quarterly sources, and monographs concerning higher education (though there are no references to institutional histories of such Jesuit schools as Marquette, Santa Clara, and the University of San Francisco). The author provides a balanced, honest portrait of people and controversies. For instance, he does not shy from noting limitations of prominent figures involved with Loyola, and he includes material about painful conflicts such as a lawsuit in the early 1940s between Loyola's president and the archbishop of Baltimore over a benefactor's estate. Certain findings by Varga should especially interest historians of Catholicism and American higher education. His data about changing curriculum requirements and about the opinions of Loyola students con cerning international affairs in the 1930s, Communism, and McCarthyism are particularly valuable; and they invite comparison with other Catholic and private institutions. Varga succeeds in his goal of telling how and why Loyola College developed as it has. But what frequently mars his pages is inadequate analysis and lack of a clear focus. Too often, the chapters present more a chronicle of events than coherent arguments and definite themes. Con sequently, readers can be overwhelmed by details or confused about the importance of information. Despite these limitations, this volume makes a significant contri bution to American educational and religious history. It offers insights into how forces within the Catholic community, American academia, and the wider society affected a church-related institution over time. Varga's research also gives a sense of how Loyola's administration, faculty, and students adapted to new social, political, and economic circumstances while trying to maintain personal and institutional commitments to re ligious beliefs.
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