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Running head: UNIVERSITY OF WISCONSIN-MILWAUKEE 1

Archival Research: A Glimpse of the University of Wisconsin-Milwaukee from 1950 to 1960

Missouri State University

Courtney Brewer, Reiner Gall, Robin Hamilton, Zachery Holder, Alex Johnson, & Kelsie Young

UNIVERSITY OF WISCONSIN-MILWAUKEE 2

An institutional archival analysis of the University of Wisconsin-Milwaukee (UWM) from the

years of 1950 until 1960 unpacks the concerns of students, faculty, administrators, and the community

during this era in which UWM was taking shape. Despite the involvement of political horizontal

effects taking place during the merger, the 1957 edition of UWM’s student yearbook, The Ivy,

describes the UWM as: “a school with the potential of a great university. UWM is now in the process

of formation and growth” (Jaeger, 1957). These concerns brought to life through this time period

address how the university came to become the second main institution within the University of

Wisconsin System with an urban mission. Additionally, this period shaped what the University is

today, putting into place the urban mission of the institution, the campus culture and climate, as well as

its tradition.

Wisconsin State College

In 1951, the Milwaukee State Teacher’s College changed its name to Wisconsin State College-

Milwaukee, because it was no longer just a teacher’s college (UW-Milwaukee's Predecessor

Institutions., 2012), as it offered several other degrees. With enrollment growing seemingly overnight,

the college was forced to expand its facilities, including the library; the Campus School, which was a

laboratory for educational experimentation and training; student union; and campus dormitories.

While the post-World War II expansion of this campus was massive, it was not enough to meet the

higher education needs of the Milwaukee area, which craved a bigger variety of undergraduate and

graduate programs (Cassell, Klotsche, Olson, 1992). An alternate solution was to combine the

Wisconsin State College-Milwaukee with the University of Wisconsin-Extension to create a

comprehensive public university.

WSC & Student Engagement

There was much economic and political upheaval about the expansion; nonetheless, student

life at Wisconsin State College (WSC) was thriving. Students were able to get involved in a variety of


organizations including, but not limited to, student government, academic and civic clubs and

organizations, fraternities and sororities, and social events. The student government, referred to as

“The Commonwealth,” was the organization that united all students and faculty at WSC (see Appendix

A to view the 1951 executive board). Students became officers of this organization via student

elections, from the general student body. They served on the executive board and completed projects,

implemented a faculty rating board, attended conferences, created budgets, and sponsored activities for

students (The Ivy, 1951). Numerous clubs and organizations existed, including a theater club that

consisted of a cast and crew that put on several plays throughout the year. A band and choir, camera

and art boards, academic and religious clubs, even political and town hall clubs existed in order for

students to share their ideas on contemporary matters. Additionally, during the 1950s, WSC had more

than 20 fraternities and sororities in which students could get involved socially, join to participate in

community service, or as an honor society (see Appendix A to view the 1951 Intersorority Council).

Even if students were not affiliated with a club or organization, there were still a number of social

events put on throughout the year for all students to enjoy such as: Homecoming, roller skating parties,

dances, and a variety show (The Ivy, 1951) (see Appendix A to view the 1951 Prom King and Queen).

University of Wisconsin-Extension & Programs/Resources

When university extensions first started, their outreach affected the surrounding communities

and was considered progressive and innovative (Board of Regents UW-Extension, 2013). The

University of Wisconsin (UW) was one of the first states to function and utilize an extension center.

Throughout history, the UW-Extension programs were created by the University and by the people of

Wisconsin. These programs helped shape the local and state government and the University by

meeting the needs and responding to what the Wisconsin people needed (Board of Regents UW-

Extension, 2013).

The UW-Extension program had an interesting experience in the time immediately after the


close of World War II (Adolfson, 1956). With a huge influx of veterans, the extension expanded to

thirty-four centers to meet the need of veterans who desired a college education (Adolfson, 1956).

“Under the federal Engineering, Science, and Management War training program” there were 500

classes and greater than 10,000 students that were enrolled (UW-Extension, 2013). The program even

offered night shifts for the students enrolled to meet their availability and educational needs. These

students represented around 600 businesses in 37 cities throughout the state of Wisconsin. “By 1953,

active enrollments in correspondence study stabilized at more than 93,000 – 10,000 in UW courses and

85,000 in USAFI courses” (UW-Extension, 2013). After the high number of veteran students

stabilized, Milwaukee had eight centers just outside the city (Adolfson, 1956). Since the war, a

program that saw slow and steady growth during the 1950s was the cultural arts. “The cultural arts

have come to be one of the first major bridges in the joint program planning between the general

Extension Division of the University and the cooperative Extension Service of the College of

Agriculture” (Adolfson, 1956, p. 101).

In addition, the decade of 1950-60, the Extension had major reshaping of their correspondence

study program (Adolfson, 1956). Everything from curriculum, organization, and the format of the

courses were addressed. The use of television was also a major addition to the “home study activities”

(Adolfson, 1956, p. 101); however, at the time, no one knew the effectiveness and impact of using a

medium like television. From the time after World War II to the mid 1950s, the Extension and

University as a whole had engaged closely together. The Extension was beginning to be viewed as a

resource to the University within the technical and professional fields; hence, the Extension was

moving closer to a point of merging with the University. The growth from the returned veterans and

technological advances, amongst other reasons, helped expand and merge the two educational outlets.

This decision was a necessity during this time, in order to serve the rapid increase in student

enrollment.


WSC and UW-Extension Merger: A Political Horizontal Perspective

The development of the merger came after the conclusion of WWII, when an influx of veterans

were returning to the US in hopes of gaining employment and/or a quality undergraduate education, or

other educational trainings. Institutions in America during this time were in large demand for creating

or expanding colleges and universities. Similar pressures developed in the Wisconsin state institutions

in order to meet the needs of those individuals wanting an education (Cassell et al.,1992). Between the

WSC and the UW-Extension Center, enrollment rapidly increased and reached its capacity of the

services it could offer the public who desired a higher education (Cassell et al., 1992); hence, it was

imperative that both institutions examine how to collaborate in order to provide more resources to its

students.

The need to make this merger happen was supported by the Milwaukee community and

returning Veterans, because they desired access to affordable and quality education similarly to other

urban Americans during the early 1950s. However, powerful political crosscurrents had a different

agenda. The Board of Regents who governed the University of Wisconsin and the State College

System illustrated little to no enthusiasm for the educational welfare of Milwaukee when the merger

between the State College and the Extension Center was introduced (Cassell et al., 1992). In fact,

when horizontal stakeholders including politicians, the governor, mayor, city leaders, and legislators

began discussions about how to increase both school’s ability to serve its students, “powerful forces

resisted shifting educational resources to Milwaukee (Cassell et al., 1992, p. 31). As a result, the

merger to create the University of Wisconsin-Milwaukee (UWM) was a difficult task to accomplish,

especially to appease all vested parties.

The merger formed after going through four different proposals created by several horizontal

stakeholders. Governor Oscar Rennebohm (see Appendix B to view a picture) endorsed the American

Council of Education (ACE) initial proposal for a new campus to be built and new degrees to be


offered in arts and sciences, home economics, and commerce; however, he had reservations of its

pending location (Cassell et al., 1992). He eventually vetoed the proposal, because he felt the

proposed new location by the seven lake shore counties would cause too much congestion in the state.

This decision was done despite the civic, labor, and governmental leaders in these counties supporting

the proposal (Cassell et al., 1992).

Mayor Frank P. Zeidler (see Appendix B to view a picture) endorsed industrialist Joseph Heil’s

suggestion of the Commission of Public Higher Education expanding the Extension Center’s campus

and programs in the second proposal for the merger. The mayor liked the idea of keeping the campus

in close proximity of “the low income citizens who would otherwise be denied the opportunity for a

college education” (Cassell et al., 1992, p. 32). Nonetheless, this proposal was rejected by the UW-

Madison campus and the Governor.

“The politically adroit and well-connected leaders of the state college system came close to

achieving their goals in 1953, when they managed to gain control of a legislatively-created committee”

(Cassell et al., 1992, p. 37). The state college regents endorsed certain parts of ACE’s initial proposal,

but felt the new college should be under their control rather than University of Wisconsin. The UW

board of regents and Milwaukee leaders rejected the third proposal suggesting that the new campus be

overseen by the University of Madison; Mayor Zeidler also supported this suggestion (Cassell et al.,

1992).

The political tug-of-war in establishing UWM continued with the fourth proposal. In 1951,

“the merger of the Extension Center and the State College” (Cassell et al., 1992, p. 37) on a new

campus, was introduced during a legislative session, and was supported by the newly elected

Governor, Walter Kohler (see Appendix B to view a picture). The creation of the fourth proposal and

new piece of legislation was the only time in the recorded history where volumes of attention from

Milwaukee citizens, students, politicians, faculty members at several Wisconsin schools, and others


were received. The board of regents from the state system and UW-Madison were surprised by the

previously silent voices, and how the support varied positively and negatively. Nonetheless, “after

eight frustrating years, Milwaukee finally had its public university” (Cassell et al., 1992, p. 38), when

Governor Kohler signed the bill into law on October 13, 1955 (Cassell et al., 1992). The Governor’s

signature was concluded with a comment that “the new institution had almost unimaginable potential,

not only in Milwaukee but in the entire state” (Cassell et al., 1992, p. 40).

During the 1950-1960 period, as it relates to the merger, voices of students, faculty, and

administrators were silent. The political horizontal perspectives illustrated a power struggle of what

entity would be in charge of the new university being built. Because the focus surrounded just

politicians’ and legislators’ views, there was no room for other individuals (e.g. students,

administrators, and faculty) who had a vertical vested interest to articulate their concerns. If they were

given the opportunity, perhaps the proposals would have been more inclusive and had more overall

support. Nonetheless, after the two schools merged, students, faculty, staff, and local communities’

opinions slowly began to receive attention. This change came about as the enrollment continued to

increase, the campus climate became warmer, and students level of engagement continued.

UWM Enrollment, Campus Climate, & Student Engagement

During the 1950s, only those students in the top 40% of their high school class were

admissible to UWM. A year later any student in the top three quartiles could matriculate. If students

were in the bottom 25% of their class and passed an entrance exam, they could be admitted as well.

This resulted in enrollment exceeding 500 per term, which was the largest in institutional history.

However, no new faculty members were hired to accommodate this increase (Cassell et al., 1992).

UWM opened its door to a student enrollment of 6,195 students with 5,865 of those students

seeking their undergraduate degree and 330 seeking a graduate level degree (Levine, 1998). Out of

those students over 4,000 students were enrolled full time (see Appendix C to view the students


registering). An enrollment total that had a steady increase for several years to come, with 1960 student

enrollment being close to 8,000; about 7,000 of those students striving to earn their undergraduate

degree (Levine, 1998). The university operated the first year with a budget of $3,660,986 with the

majority of a little more than $2,5000,000 being delegated to salaries and wages for 338 faculty

(Levine, 1998).

On July 1, 1956 UWM consisted of the College of Letters and Science, and the School of

Education (Klotsche, 1972) split between a Kentwood campus and a downtown campus. The College

of Letters and Science was described by the students as the core of the university, housing twenty-six

fields of study. The school of education was home to seven teaching degree programs from art to

physical education. The university also offered an evening division program for both undergraduates

and adults who wished to continue their education. The university also offered a school of commerce a

technical skills program. The next school, School of Fine Arts, was not established until 1962; until

then, the arts were a part of the College of Letters and Science. With one of the purposes of the

formation of UWM to offer graduate programs, the graduate school was housed on the campus as part

of Madison’s graduate school. This location was until 1965 when it separated and become the

graduate school at UWM (Klotsche, 1972).

The Ivy 1959 yearbook documents the coming together of the two campuses of the

downtown location and the Kenwood Campus of UWM, as a noticeable split between the campuses

was rather prevalent. The Ivy was

a record of the birth and growth of a new school spirit when Wisconsin State College

Milwaukee and the University Extension Division in Milwaukee were merged to form this

university three years ago the student body consisted of two camps each a stranger to the other

and neither making much effort to know the other last year efforts to create a feeling of unity

between the downtown and Kenwood campuses were followed by complaints about student


apathy this year the feeling of separateness between the two campuses having disappeared there

was evidence of a new and strong school spirit not seen since the merger (Jaeger, 1959, p. 4).

The central hub of the university was located on the Kentwood campus with the location of the

student union and athletic departments. The Kentwood campus (see Appendix C to view Kenwood

Campus), was home to departments such as English, philosophy, language, education, and fine arts.

The Downtown Campus (see Appendix C to view the Downtown Campus) was the science buildings

and barracks for the laboratories and the majority of the technical skills courses. The students

recognized during these times the facilities were not meeting the needs of the students across campus

and described as “overcrowded and antiqued” (Jaeger, 1959, p. 13) while showing appreciation for the

faculty for their continuous efforts to address the needs of the students with such limit resources.

From the cohesion of the two campuses, the university began coming together as one through

its profound representation of student organization, having special interest for majors, honors, Greek

life, cultural, and religious organization. These entities created a warm campus climate and allowed

for students across campus to find their place (Jaeger, 1959). Even through Residence Life referred to

as Residence was shaped differently having dormitories, which were a prevalent part of the campus,

but were closer to what is seen as Greek life today rather than a part of the university system. These

residences were housed in large houses or apartments around the campus area including in between the

two campuses.

Additionally, student athletics at UWM had a strong history prior to the merger. Coach Herman

Kluge was head coach of the Milwaukee State Teachers College Football Team winning 6 State

Championships in 1931, 1938, 1939, 1942, 1947 and 1948, and ending with a coaching record of 74-

74-15 (Dreyer, 2012). This record would not be matched by Armin Kraeft who replaced Herman

Kluge when Kluge became UWM’s first athletic director in 1955 as part of the Wisconsin State

Universities Conferences from 1950-55 (Dreyer, 2012). Under the new mascot of the Cardinal, the


university took on the school colors of The University of Wisconsin of red and white colors joining the

Wisconsin State Colleges Conferences 1955-64 (See Appendix C to view the UWM mascot) (Houston,

2009). Under this new status UWM’s football would never see this success again; however, in 1960

Basketball, led by Russ Rebholz, won the Wisconsin State Colleges Conference championship, leading

to UWM's first ever post-season appearance (Roche, 2012).

Vertical Perspective of Early UWM

There are a number of factors, both within the university and outside, that affected the

development of UWM immediately following the merger in 1956 and the following years. When

examining this historical era of the institution, it is important to consider all of these internal and

external factors. Examining the vertical and horizontal histories of the university provides a

framework which allows one to more fully understand the historical events and comprehend the

implications of those events.

Following the merger of two large universities, the newly created UWM spent the first few

years establishing its own identity. Naturally, there was confusion among faculty, staff, students, and

alumni at both previous institutions. In an effort to aid in the transition, university President E. B. Fred

appointed a committee of 30 representatives, “…ten members each from the State College, the

Extension Center, and the Madison Campus…” (Cassell & Klotsche, 1992, p. 41). The committee was

responsible for a number of different tasks, all geared towards establishing norms for UWM. In its

initial years, UWM stakeholders modeled the institution after the University of Wisconsin Madison

campus, wanting to duplicate the achievements and spirit of that campus (Cassell & Klotsche, 1992).

Although the ties to Madison helped create a strong foundation for UWM, the institution needed to

develop its own culture in order to effectively serve “…the urban community it was supposed to serve”

(Cassell & Klotsche, 1992, p. 43). Thus, by 1960, UWM had severed many of its ties with Madison

and would continue to do so as it became a unique institution.


One of the most vocal groups in the movement to cut ties from Madison was the

new faculty of UWM. Many of the new faculty members were “…young, educated at some of the

best universities in America and Europe, and intensely ambitious to excel in the scholarly world”

(Cassell & Klotsche, 1992, p. 48). Feeding from this ambition, members of the faculty were eager not

only to establish themselves, but also to contribute to the goal of establishing UWM as a major urban

university. Through the end of the 1950s, the faculty continued to “…fight hard for greater autonomy

from Madison” (Cassell & Klotsche, 1992, p. 48). Combined with the voices of students, this

movement to separate from Madison and establish UWM as a strong, individual institution would

continue to strengthen and eventually succeed in establishing UWM as an equal counterpart to UW-

Madison. Furthermore, UWM continued to progress to establish itself as a prestigious position of

college choice within the state, and currently ranks second in the pecking order in the state.

Another issue that UWM faced in its early years was the question of location. Although the

two previous institutions each had their own campus, both were already overcrowded and inadequate

to handle a growing UWM (Klotsche, 1972). University officials held meetings with local schools

Downer Seminary and Downer College as well as Milwaukee City Hall to discuss the possibilities of

expanding and acquiring new land. In 1959, UWM purchased the Downer Seminary for $1.5 million

(Klotsche, 1972). Eventually, UWM would also purchase Downer College as well and over the next

few years, would acquire a number of other buildings and land, as well as permission to start new

projects, in order to meet the growing need for space (Klotsche, 1972). However, the implications of

having to separate campuses were never fully eliminated. To this day, classes at UWM start on the

half hour. This is reminiscent of the 1950’s era when students needed time to travel between campuses

(Cassell & Klotsche, 1992). All of this contributed to UWM developing its identity as an urban

university.

One of the biggest hurdles of the newly combined institutions was creating a single academic


program. While each previous university had successful academic departments, the two schools had to

adjust and combine their programs into one. Many departments cooperated extensively and a number

of programs grew, but the largest expansion was in the area of liberal arts. Neither of the previous

institutions had an extensive liberal arts program. However, in an effort to serve different types of

students in the urban population, it became apparent “…that the new institution needed to develop a

stronger and broader liberal arts program” (Klotsche, 1992, p. 51). Although other areas such as

engineering, education, and graduate programs saw some growth, adjustments were very limited in

these areas during the late 1950s. (Klotsche, 1992). Each of these areas would eventually see growth,

but the main focus in the late 1950s was the liberal arts program.

UWM and Community Horizontal Perspective

In addition to internal stakeholders’ perspective, the expansion of UWM also greatly affected

the city of Milwaukee. The urban setting of the university, which is included in its mission, is what

makes it unique. Administrators of the university suggested that UWM be a “high quality urban

university” (Cassell & Klotsche, 1992, p. 63). The urban culture is reflected in the campus location

and students’ interests. For instance, jazz was a large part of the Milwaukee community and greatly

influenced the area. This musical movement was popular in the African-American community, and

later spread to other parts of the city (Barbera, 2012). Furthermore, this jazz movement also spread

throughout UWM to form student and faculty interest in fine arts. Today, the Peck School of Fine Arts

stands at UWM encouraging “collaboration with community arts organizations and artists to provide

professional experiences for its students” (UWM, 2012). This collaboration with the campus

community is reflective of the influence of Milwaukee’s community in the late 1950s.

Between 1950 and 1960, UWM went through several changes, which greatly impacted

students, faculty, staff, and community members. The university and city archives provide insight on

the major feelings and concerns of those in the campus community. Additionally, first-hand accounts


from students, faculty members, and politicians, as well as photographs, paints a picture to unpack the

challenges and achievements of the university, despite the initial struggle to merge as one institution.


References

Adolfson, L. H. (1956). A half-century of university extension. The Wisconsin Magazine of

History, 40(2), 99-103. Retrieved from: http://www.jstor.org/stable/4633076.

Barbera, B. (2012). An improvised world: Jazz and community in milwaukee, 1950-1970 (Master's

thesis). 1August

Board of Regents UW-Extension. (2013). University of wisconsin-extension. Retrieved from:

http://www.uwex.edu/about/uw-extension-history.html#timeline.

Cassell, F. A., & Klotsche, J. M. (1992). The university of wisconsin-milwaukee: A historical

profile, 1885-1992. Milwaukee, WI: UWM Foundation.

Dreyer, W. (2012). Football at the university of wisconsin-milwaukee. Research & Course

Guides at University of Wisconsin-Milwaukee. Retrieved from:

http://guides.library.uwm.edu/content.php?pid=106313&sid=799623

Gurda, J. (n.d.). Historical Figures. Retrieved from:

http://www.themakingofmilwaukee.com/people/historical.cfm.

Houston, B. (2009). Mascots at uwm: Gulls, cardinals, and panthers, oh my! Research & Course


http://guides.library.uwm.edu/content.php?pid=48767.

Jaeger, Ron. (Ed.). (1959). The 1959 Ivy. Milwaukee, WI: The student body of the University of

Wisconsin-Milwaukee.

Klotsche, J. M. (1972). The university of wisconsin-milwaukee, an urban university. Milwaukee, WI:

University of Wisconsin-Milwaukee.

Levine, M. (1998). The economical state of milwaukee. Milwaukee, WI: the University of

Wisconsin-Milwaukee Center for Economic Development. Retrieved from:

http://www4.uwm.edu/ced/publications/milwecon/contents.cfm.


Meyer, D. & Pirner, P. (Eds.). (1951). The 1951 Ivy. Milwaukee, WI: The Commonwealth

Milwaukee State Teachers College.

Roche, N. (2012). Men’s basketball at uwm: A brief history of men's basketball at uwm, from its

beginnings at milwaukee state teacher's college to the present day. Research & Course



UW-Milwaukee's Predecessor Institutions. (2012). Research & Course Guides at University of

Wisconsin-Milwaukee. Retrieved from: http://guides.library.uwm.edu/print_content.php?

pid=275472&sid=2270307

Wisconsin Historical Society. (2013). Wisconsin Historical Images. Retrieved from:

http://www.wisconsinhistory.org/whi/.



Appendix A

Wisconsin State College Student Government Executive Board in 1951 (Retrieved from The Ivy 1951)

King and Queen from Prom, one of the many social events sponsored by Wisconsin State College (Retrieved from The Ivy 1951)

Wisconsin State College Intersorority Council in 1951 (Retrieved from The Ivy 1951)


Appendix B

Governor Oscar Rennebohm(Retrieved from Wisconsin Historical Society)

Governor Walter Kohler-Seated(Retrieved from Wisconsin Historical Society)

Mayor Frank P. Zeidler(Retrieved from Wisconsin Historical Society)


Appendix C

Kenwood Campus, 1961 (Retrieved from http://collections.lib.uwm.edu)

Enrollment and Registration (Retrieved from http://collections.lib.uwm.edu)

Downtown Campus, 1959(Retrieved from The Ivy: http://collections.lib.uwm.edu)

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