The publication of The Marketplace of Ideas has precipitated a lively debate about the future of the American university system: what makes it so hard for colleges to decide which subjects are required? Why are so many academics against the concept of interdisciplinary studies? From his position at the heart of academe, Harvard professor Louis Menand thinks he's found the answer. Despite the vast social changes and technological advancements that have revolutionized the society at large, general principles of scholarly organization, curriculum, and philosophy have remained remarkably static. Sparking a long-overdue debate about the future of American education, The Marketplace of Ideas argues that twenty-first-century professors and students are essentially trying to function in a nineteenth-century system, and that the resulting conflict threatens to overshadow the basic pursuit of knowledge and truth.

The first detailed account of the early history of legal education in New Zealand, this study draws on historical material--and a rich variety of recollections from former staff and students--to explore the sometimes turbulent first 100 years of the law school at Canterbury University. The discussion also provides new data on the ebbs and flows in the popularity of law as a career choice in New Zealand during this time.

This is the first systematic exploration of the nature and extent of sympathy for Nazi Germany at American universities during the 1930s. Universities were highly influential in shaping public opinion and many of the nation s most prominent university administrators refused to take a principled stand against the Hitler regime. Universities welcomed Nazi officials to campus and participated enthusiastically in student exchange programs with Nazified universities in Germany. American educators helped Nazi Germany improve its image in the West as it intensified its persecution of the Jews and strengthened its armed forces. The study contrasts the significant American grass-roots protest against Nazism that emerged as soon as Hitler assumed power with campus quiescence, and administrators frequently harsh treatment of those students and professors who challenged their determination to maintain friendly relations with Nazi Germany.

Volume XXV/1 of History of Universities contains the customary mix of learned articles, book reviews, and bibliographical information, which makes this publication such an indispensable tool for the historian of higher education. Its contributions range widely geographically, chronologically, and in subject-matter. The volume is, as always, a lively combination of original research and invaluable reference material.

Sir Henry Fraser Howard (1874 1943) held various positions in the Indian Civil Service from 1897 to his retirement and election in 1923 to a Fellowship of St John's College, where became the Senior Bursar. First published in 1935, this work describes the financial history of the college from its foundation in 1511 until 1926, making full use of the account books, ledgers and other papers lodged in the college archives. Containing detailed analysis of the college's financial transactions, this book provides valuable information on the many and varied changes in financial practice which occurred during the period 1511 1926 and also shows the practical effect of changes and reforms in the University Statutes upon the administration of the college.

St John's College, Cambridge, founded in 1511 by Lady Margaret Beaufort, is one of the largest colleges in the University, and is home to one of Cambridge's famous landmarks, the Bridge of Sighs. The author, R. F. Scott, was Master of the College from 1908 until his death in 1933. This history, first published in 1907, covers the period from its foundation, on the ancient site of the hospital of St John the Evangelist, to the start of the twentieth century. Each chapter is dedicated to a different century, and the book finishes with an account of the contemporary social life of the college. Copiously illustrated throughout and with a comprehensive index, this book will appeal to anyone interested in Cambridge University and specifically to those fascinated by college life and history.

Published during the golden decade before the Great War left an indelible mark on fellows and undergraduates alike, New College, Oxford (1906) is a sensitive and affectionate history of an ancient institution in a modern world. Himself a fellow of the college, A. O. Prickard conveys the image of an educational family whose purpose rose 'above the needs of the life of its members' in order to make a valuable contribution to both society and scholarship. Keen to promote the college's ongoing relevance in the new century, Prickard does not allow his fascination with its history to degenerate into nostalgia. As the author himself explains, Oxford is 'a place of visions and dreams, which float about, but do not encumber the earnest life of the present'. Such contentions combine with Edmund New's informal sketches to create an informative, picturesque and often surprising account.

The oldest of all Oxford and Cambridge colleges, Merton College enjoys a distinguished past that reflects many of the most significant moments in British history, including the Black Death and the Civil War. These and other crucial events are explored with wit and insight in White's chronicle of the college, first published in 1906. A biblical scholar, White was made a fellow and lecturer in theology at Merton in 1895, where he stayed until his promotion to Dean of Christ Church in 1905. Even after his departure, he remained intrigued by the history and customs of his old college and was eager to share his knowledge outside the academic community. Worldly as well as scholarly, White always intended his volume to be accessible to a wide audience, describing it in his preface as a 'popular handbook' rather than a scholarly tome; a function it continues to fulfil today.

Hastings Rashdall (1858 1924) first published The Universities of Europe in the Middle Ages in 1895. It has remained one of the best-known studies of the great medieval universities for over a century. Volume 1 contains detailed studies of the universities of Salerno, Bologna and Paris with in-depth analysis of their origins and constitutions, institutional development and specialised curriculum. It also includes sections on what a medieval university was; the learning and curriculum of the Dark Ages; the twelfth-century Renaissance; the respective places of Plato and Aristotle in the medieval curriculum; the development of Scholasticism; and the figures of Peter Abelard, Peter the Lombard, and John of Salisbury. Rashdall's study was one of the first comparative works on the subject. Its scope and breadth has ensured its place as a key work of intellectual history, and an indispensable tool for the study of the educational organisation of the Middle Ages.

Hastings Rashdall (1858 1924) first published The Universities of Europe in the Middle Ages in 1895. It has remained one of the best-known studies of the great medieval universities for over a century. Volume 2 Part 1 covers the Italian universities from the thirteenth to the fifteenth centuries; the universities of Spain and Portugal from the thirteenth to the sixteenth centuries; the universities of France with detail on the universities of Montpellier, Orleans, Angers, Toulouse and Avignon; the universities of Germany, Bohemia and the Low Countries; the universities of Hungary; and the universities of Scotland. The origins and constitutions, institutional development, and curriculum of each university is analysed. Rashdall's study was one of the first comparative works on the subject. Its scope and breadth has ensured its place as a key work of intellectual history, and an indispensable tool for the study of the educational organisation of the Middle Ages.

Hastings Rashdall (1858 1924) first published The Universities of Europe in the Middle Ages in 1895. It has remained one of the best-known studies of the great medieval universities for over a century. Volume 2 Part 2 is a study of the medieval universities of England with special focus on the universities of Oxford and Cambridge. Rashdall provides an in-depth analysis of their origins and constitutions, institutional development, curriculum and college systems. There are additional sections on English student life; student numbers and intake; universities' relationships with local towns; relationships with local ecclesiastical structures; and a chapter on the importance of the university of Oxford in medieval thought. Rashdall's study was one of the first comparative works on the subject. Its scope and breadth has ensured its place as a key work of intellectual history, and an indispensable tool for the study of the educational organisation of the Middle Ages.

This is a powerful and inspiring study of the Harvard Square Homeless Shelter: the only student-run shelter in the United States. Every winter night the Harvard Square Homeless Shelter brings together society's most privileged and marginalized groups under one roof: Harvard students and the homeless. What makes the shelter unique is that it is operated entirely by Harvard College students. It is the only student-run homeless shelter in the United States. "Shelter" demonstrates how the juxtaposition of privilege and poverty inside the Harvard Square Shelter proves transformative for the homeless men and women taking shelter there, the Harvard students volunteering there, and the wider society into which both groups emerge each morning. In so doing, "Shelter" makes the case for the replication of this student-run model in major cities across the United States. Inspiring and energizing, "Shelter" offers a unique window into the lives of America's poorest and most privileged citizens as well as a testament to the powerful effects that can result when members of these opposing groups come together.

Charles Astor Bristed (1820-1874) was an American scholar and author, and the first American writer to defend American English spelling. Having graduated from Trinity College in 1845 he published this account of his experiences at the university in 1852 to provide accurate, first-hand information for Americans about study in an English university, with the intention of starting a debate over the inclusion of aspects of English higher education in the American system. Volume 1 contains his recollections of his time in Cambridge as an undergraduate, with detailed descriptions of daily life, examinations, lectures and activities outside academia. Written for those with no experience of the university, this volume provides a valuable insight into the daily life of a student at Cambridge in the middle of the nineteenth century while also providing explanations for the aspects of the institution which to the outsider might seem strange.

Charles Astor Bristed (1820-1874) was an American scholar and author, and the first American writer to defend American English spelling. Having graduated from Trinity College in 1845 he published this two-volume account of his experiences at the university in 1852 to provide accurate, first-hand information for Americans about study in an English university, with the intention of starting a debate over the inclusion of aspects of English higher education in the American system. Volume 2 contains an analysis of study at Cambridge and compares this with study at American universities, including a description of the supposed shortcomings and advantages of American higher education and its contrasts with the English system. This volume provides valuable insights into the differences between English and American higher education in the nineteenth century. Examination papers for mathematics and classics from the 1840s are included in an appendix.

Trinity College was founded in 1546 by Henry VIII, who merged two older institutions, Michaelhouse and the King's Hall. The beauty of Trinity's courts attracts visitors from around the world, but the College is also a thriving, modern community. This history, published in 1906, covers the period from the foundation until the early Victorian era, and will appeal to those interested in the history of both the college and the University. It is divided into chronological chapters, each illustrated by the series editor, Edmund H. New. As Rouse Ball states, '... Trinity College Cambridge is the largest collegiate foundation at either of the ancient universities, and, few, if any visitors to Cambridge leave without walking through its courts. This booklet is written in the belief that there are many such visitors who would like to know rather more about the College than can be learnt from a stroll round its buildings.'

First published in 1907 as part of the celebrated 'College Monographs' series, Magdalen College, Oxford leads readers through the tumultuous and distinguished history of one of Oxford University's most famous institutions. Elected President of Magdalen at the early age of 32, for the rest of his life Thomas Herbert Warren nurtured a passionate enthusiasm for the college, its architecture and traditions. His delight in presiding over such a venerable foundation is evident in his celebratory account of its various 'worthy' alumni including Wolsey, Gibbon and Addison. However, his pride and loyalty did not prevent Warren from committing to paper a number of less prestigious but equally intriguing moments in the college's rich history. From the 'good cheer and bad speeches' experienced in Hall, to the 'delinquencies and debts' of undergraduates, and evidence of dons practising the black arts, Warren's volume still offers readers more than the average college history.

Diary of a Dean is a memoir of Herbert London's years at New York University. It follows his personal path from professor and ombudsman to dean of a new "experimental" college. The period in question parallels a tumultuous era in higher education. London's experiences placed him in the eye of the academic hurricane. Although there was considerable debate about the content and nature of higher education in this overheated period, London attempted to maintain a balance between a traditional devotion to the canon of western civilization and emerging technologies and innovations that permit a flexible delivery of education. Maintaining this balance, as London's words indicate, was not easy. There were pressures from many quarters including, most significantly, the polarization of the faculty. Serving as a dean in an experimental college and, at the same time, remaining devoted to a Matthew Arnoldian view of the curriculum was not something he anticipated as a youthful professor. But for anyone eager to learn about the evolution of higher education in the last few decades, this book is indispensable reading.

For more than one hundred and fifty years the Cambridge Apostles have played an influential role in the development of the British intelligentsia. Peter Allen's concern is with the origins and early history of this long-lived coterie and in particular with those years just before the first Reform Bill when the central figures among the Apostles were F. D. Maurice, Arthur Hallam and Alfred, Lord Tennyson. He explains the reasons for the club's extraordinary powers of survival and traces the stages of its early development. Using manuscript material, he describes the principal members of the Apostolic group and reveals its inner life through extensive quotation from their correspondence. The early Apostles' role in the formation of the Victorian intelligentsia is exemplified, and they are shown to have made important contributions to the rising movement of liberal intellectualism, a movement which brought about profound changes to Victorian opinion and in society itself.

John Martin Frederick Wright offers a lively account of Cambridge University in Alma Mater; Or, Seven Years at the University of Cambridge. Published anonymously in 1827, Wright's two-volume work captures the triumphs and tribulations of undergraduate life at Cambridge, based upon his own years as an aspiring mathematician at Trinity College. This first volume covers Wright's first two years, weaving vivid sketches from lectures, chapel, and the Wren Library together with copies of actual examinations in classics, mathematics, and metaphysics. Wright dedicated his career as a writer and private tutor to helping students succeed at university, and Alma Mater is designed to offer parents and aspiring students insight into the preparations, intellectual as well as financial, necessary for achievement. A spirited defence of Cambridge traditions in the face of broader educational reforms, Alma Mater also brings to life a period of intense intellectual activity in British mathematics.

John Martin Frederick Wright offers a lively account of Cambridge University in Alma Mater; Or, Seven Years at the University of Cambridge. Published anonymously in 1827, Wright's two-volume work captures the triumphs and tribulations of undergraduate life at Cambridge, based upon his own years as an aspiring mathematician at Trinity College. This second volume covers Wright's last two undergraduate years and experiences as a private tutor, together with copies of examinations and lists of scholarships available at all the colleges. Wright dedicated his career as a writer and private tutor to helping students succeed at university, and Alma Mater is designed to offer parents and aspiring students insight into the preparations, intellectual as well as financial, necessary for achievement. A spirited defence of Cambridge traditions in the face of broader educational reforms, Alma Mater also brings to life a period of intense intellectual activity in British mathematics.

Minority students in China often receive preferential treatment for access to universities. However, very little is known about minority student experiences and perceptions on campus after they are accorded what's called "meaningful access" to university. The Mongols emerged as a distinct ethnic group in China starting in the 11th century and, in the centuries that followed, conquered a large part of the world. However, in modern times this nomadic people's influence has declined, and even their survival in China has been threatened. This decline is evidenced by the fact that increasing numbers of Mongols have abandoned their native language and traditional customs, especially those who live in cities. How do Mongol university students, who form the backbone of the Mongol intellectual community, identify themselves in a modern Chinese context? How do they react as university students to the way in which their culture is recognized and represented? Do Mongol students suffer from injustice in the cultural dimension of campus life? China's Mongols at University: Contesting Cultural Recognition seeks to answer these questions. Zhenzhou Zhao addresses these issues by comparing the university discourse (on minority culture policy, institutional structure and daily life) and the Mongol student discourse (concerning their experiences, perceptions of recognition, and dedication to self-representation on campus) Additionally, Gao compares three universities in China. Located in Inner Mongolia Autonomous Region, Beijing, and Hubei Province, respectively, each of these universities represents one of three types of higher education accessible to minority students in China: universities located in ethnic areas, standard universities, and universities for nationalities. China's Mongols at University explores and discusses an intrinsic connection between marketization and globalization and the disadvantages faced by minority groups. This book argues that China must move from a policy of preferential tre

This succinct and engaging history of the founding of Cornell University traces the institution's origins within the educational climate of mid-nineteenth-century America. Originally delivered as six lectures celebrating the seventy-fifth anniversary of the opening the university, this book was first published by Cornell University Press in 1943.

Beginning with a survey of collegiate education prior to the Civil War, Carl L. Becker details the history of the Morrill Land Grant College Act that made possible the establishment of Cornell (among other universities); deftly portrays the lives of the Ezra Cornell, who supplied the essential idea and funding for the university, and Andrew D. White, who, as legislator, lobbyist, and first university president, made Cornell's dream a reality; and desrcibes the events surrounding the incorporation and opening of the university in 1868.

Also included in this book are fifteen documents pertaining to its founding, as well as Becker's 1940 lecture, "The Cornell Tradition: Freedom and Responsibility."

Volume XXIV of History of Universities contains the customary mix of learned articles, book reviews, and bibliographical information, which makes this publication such an indispensable tool for the historian of higher education. Its contributions range widely geographically, chronologically, and in subject-matter.

"Wisconsin Where They Row" is the definitive history of rowing at the University of Wisconsin. Although this oldest of intercollegiate sports had its American beginnings in 1852 as a contest among Ivy League men, it would soon have to make room for the stubborn steadfastness of Wisconsin's athletes. Author Brad Taylor captures the unique character of Wisconsin crew and its athletes in this meticulously researched and abundantly illustrated book.
Taylor recounts rowing's beginnings as the first UW intramural sport in 1874, the long and rich history of the men's crew, the establishment of the women's team in 1972, and the presence of Wisconsin rowers on every U.S. Olympic rowing squad from 1968 through 2004. Taylor tells of the UW men's victory in 1892 at Oconomowoc against the "Chicago Navy," their first competition against an outside club; the story of the famed Berry-Crate Crew; and the Badger crews' participation in the early intercollegiate regattas on the Hudson River. Taylor depicts how boats were shipped east by train; how one coach sacrificed most of his salary during the threadbare 1930s to keep the sport alive; and how thousands of spectators watched races from railroad flatcars and yachts.
Taylor spent four years interviewing key figures, visiting race venues, and delving into the archives of college libraries, historical societies, and newspapers. The result is not only this book, but also a trove of information, rowing memorabilia, and some two thousand images of Wisconsin crew history that Taylor will donate to the University of Wisconsin archives and the new crew boathouse.
"Wisconsin Where They Row" documents in detail an exciting story important to sportshistory, to Wisconsin's heritage, and to alums and fans of the Badger crew teams. It will appeal to anyone who thrills at the sight of oars flashing and shells skimming across blue water.

Both a life story and a portrait of public higher education during the twentieth century, Harry Huntt Ransom captures the spirit of a dynamic individual who dedicated his talents to nurturing intellectual life in Texas and beyond. Tracing the details of Ransom's youth in Galveston and Tennessee and his education at Yale, where he earned a doctorate, Alan Gribben provides new insight into the factors that shaped Ransom's future as a renowned administrator and defender of the humanities. Ransom's career at the University of Texas began in 1935, when he was hired as an instructor of English. He rose through the ranks to become chancellor, stepping down in 1971 during a volatile period when debates about the University's central mission raged-particularly over the question of commercializing higher education. The development of Ransom's lasting legacy, the Humanities Research Center bearing his name, is explored in depth as well. Bringing to life a legendary figure, Harry Huntt Ransom is a colorful testament to a singular man of letters who had the audacity to propose "that there be established somewhere in Texas-let's say in the capital city-a center of our cultural compass, a research center to be the Bibliotheque Nationale of the only state that started out as an independent nation."