the moral reasoning of student athletes and athletic training students

to prepare individuals for the clergy (Smith, 1988; Cohen, 1998). The curriculum followed
church doctrine, theological principles, and teachings of theological authorities. Both models
were evident in Colonial colleges, however the influence of the church and clergy was most
prominent with curriculum following Christian doctrines and classical texts. Unlike some
European models though, students and faculty had little say in college governance as authority
for what to teach as well as daily regimens came directly form the centralized church which was
run by the board of governors and president (Cohen, 1998). The major mission was to pass on
wisdom from the ages through classical study and acculturation to church doctrine with goals of
developing church clergy and public servants. At this time, few people attended colleges as the
curriculum do not match most individuals interests (Cohen, 1988). Moreover, few occupations
required any kind of advanced educational study as most jobs could be learned through
apprenticeships and imitation. Families that did send their child to school expected the institution
to take charge of their son’s life and govern his activities. Strong control was exerted over
students with little to no support of recreational or sport type of activities. Rules existed whereby
students were actually fined for engaging in sporting activities (Smith, 1988). “College life was
designed as a system for controlling the often exuberant youth and for inculcating within them
discipline, morals, and character” (Cohen, 1998, p. 23).
Between 1790 and 1869, America went from a population of almost 4 million to one of
over 38.5 million (Cohen, 1998). In the 75 years after the revolutionary war, hundred of
institutions were formed mainly due to the geographic and population expansiveness. However,
the religious hold on institutions was still quite strong, with colleges following their own
particular religious doctrines. By the 1850s, however more American students were studying at
German institutions and returning home to become professors. Thus, these institutions took on
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