ontrol, the notion of expanding the student base did not change. However, the goal did.
The goal of education became that of societal success. Yet, according to Conforti (1985), both sectarian and secular goals retained the Protestant ethic. In other words, the hard work and diligence expected of students as moral entities was still expected of them but not for the purpose of living out spiritual values but for the purpose of succeeding in society and improving it.
Relating this transformation to contemporary education which has, at least to some extent, challenged the Protestant ethic, especially as it relates to subcultural groups, Conforti (1985) states:
If originally infused with a morality reflective of supernatural authority, in its evolution, the Protestant ethic became infused with an increasingly secular ideology. Aside from its consummatory value, education as a prolonged endeavor has been ideologically justified by the certainty inherent in the Protestant ethic,
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