The early twentieth century witnessed the rise of middle-class mass periodicals that, while offering readers congenial material, also conveyed new depictions of manliness, liberal education, and the image of business leaders. "Should Your Boy Go to College?" asked one magazine story; and for over two decades these middle-class magazines answered, in numerous permutations, with a collective "yes " In the course of interpreting these themes they reshaped the vision of a college education, and created the ideal of a college-educated businessman.
Volume 24 of the "Perspectives on the History of Higher Education: 2005" provides historical studies touching on contemporary concerns--gender, high-ability students, academic freedom, and, in the case of the Barnes Foundation, the authority of donor intent. Daniel Clark discusses the nuanced changes that occurred to the image of college at the turn of the century. Michael David Cohen offers an important corrective to stereotypes about gender relations in nineteenth-century coeducational colleges. Jane Robbins traces how the young National Research Council embraced the cause of how to identify and encourage superior students as a vehicle for incorporating wartime advances in psychological testing. Susan R. Richardson considers the long Texas tradition of political interference in university affairs. Finally, Edward Epstein and Marybeth Gasman shed historical light on the recent controversy surrounding the Barnes Foundation.
The volume also contains brief descriptions of twenty recent doctoral dissertations in the history of higher education. This serial publication will be of interest to historians, sociologists, and of course, educational policymakers.
"Roger L. Geiger" is Distinguished Professor of Higher Education at the Pennsylvania State University. He has edited the "History of Higher Education Annual" since 1993. His two volumes "Research and Relevant Knowledge" and "To Advance Knowledge" (both published by Transaction) cover the history of universities in the United States during the twentieth century.

Published in 1998, this is Volume 18 of the Perspectives on the History of Higher Education annual which includes a collection of 7 articles on The Land-Grant Act and American Higher Education: Context and Consequences.

Volume Twenty-Five of Perspectives on the History of Higher Education, the silver anniversary edition, offers three fresh contributions to the understanding of American higher education in the nineteenth century and three historical perspectives on topics of contemporary concern. The divergent paths of antebellum colleges in the North and South have long been recognized. Stephen Tomlinson and Kevin Windham discuss Alva Woods, who moved from Calvinist New England to preside over the new University of Alabama. Woods personified the commitment to evangelical Protestantism and rigid student discipline that prevailed in northern colleges of that era, but in Tuscaloosa confronted the sons of planters, raised to respect mainly independence, power, and the Southern code of honor. Adam Nelson considers geology, a crucially important science in early America that existed on the periphery of higher education but eventually exerted pressure for intellectual modernization. He portrays the small community of scientific pioneers who sought the latest scientific knowledge from Europe, surveyed the mineral wealth of American states, and advocated for science in the college curriculum. Beginning in the 1930s, the National Research Council waged an organized campaign to encourage academic patenting and centralize it within one organization. Jane Robbins explains the crosscurrents of interests that plagued and eventually scuttled that effort, but that set the stage for the contemporary practice of university patenting. Robert Hampel examines how, for more than four decades, students at Yale University took a major responsibility for learning into their own hands by publishing a Critique of courses. He analyzes these documents to determine if their aims were to identify easy or challenging offerings, and finds that this effort produced highly responsible articles. A review essay by Doris Malkmus sheds new light on the experience of co-eds in post-bellum universities and normal schools, while one by Nancy Diamond discusses the university presidency, and deftly shows that examining presidential lives can offer telling perspective on the evolution of the university. Roger L. Geiger is Distinguished Professor of Higher Education at the Pennsylvania State University. He has edited the Perspectives on the History of Higher Education Annual since 1993.

This work provides a critical reexamination of the origin and development of America's land-grant colleges and universities, created by the most important piece of legislation in higher education. The story is divided into five parts that provide closer examinations of representative developments. Part I describes the connection between agricultural research and American colleges. Part II shows that the responsibility of defining and implementing the land-grant act fell to the states, which produced a variety of institutions in the nineteenth century. Part III details the first phase of the conflict during the latter decades of the nineteenth century about whether land colleges were intended to be agricultural colleges, or full academic institutions. Part IV focuses on the fact that full-fledged universities became dominant institutions of American higher education. The final part shows that the land-grant mission is alive and well in university colleges of agriculture and, in fact, is inherent to their identity. Including some of the best minds the field has to offer, this volume follows in the fine tradition of past books in Transaction's Perspectives on the History of Higher Education series.

American research universities are part of the foundation for the supremacy of American science. Although they emerged as universities in the late nineteenth century, the incorporation of research as a distinct part of their mission largely occurred after 1900. To Advance Knowledge relates how these institutions, by 1940, advanced from provincial outposts in the world of knowledge to leaders in critical areas of science. This study is the first to systematically examine the preconditions for the development of a university research role. These include the formation of academic disciplines--communities that sponsored associations and journals, which defined and advanced fields of knowledge. Only a few universities were able to engage in these activities. Indeed, universities before World War I struggled to find the means to support their own research through endowments, research funds, and faculty time. To Advance Knowledge shows how these institutions developed the size and wealth to harbor a learned faculty. The book illustrates how arrangements for research changed markedly in the 1920s when the great foundations established from the Rockefeller and Carnegie fortunes embraced the advancement of knowledge as a goal. Universities emerged in this decade as the best-suited vessels to carry this mission. Foundation resources made possible the development of an American social science. In the natural sciences, this patronage allowed the United States to gain parity with Europe on scientific frontiers, of which the most important was undoubtedly nuclear physics. The research role of universities cannot be isolated from the institutions themselves. To Advance Knowledge focuses on sixteen universities that were significantly engaged with research during this era. It analyzes all facets of these institutions--collegiate life, sources of funding, treatment of faculty--since all were relevant to shaping the research role.

After World War II, returning veterans with GI Bill benefits ushered in an era of unprecedented growth that fundamentally altered the meaning, purpose, and structure of higher education. This volume explores the multifaceted and tumultuous transformation of American higher education that occurred between 1945 and 1970, while examining the changes in institutional forms, curricula, clientele, faculty, and governance. A wide range of well-known contributors cover topics such as the first public university to explicitly serve an urban population, the creation of modern day honors programs, how teachers' colleges were repurposed as state colleges, the origins of faculty unionism and collective bargaining, and the dramatic student protests that forever changed higher education. This engaging text explores a critical moment in the history of higher education, signaling a shift in the meaning of a college education, the concept of who should and who could obtain access to college, and what should be taught.

Beginning in the twentieth century, American faculty increasingly viewed themselves as professionals who were more than mere employees. This volume focuses on key developments in the long process by which the American professoriate achieved tenure, academic freedom, and a voice in university governance. Christian K. Anderson describes the formation of the original faculty senates. Zachary Haberler depicts the context of the founding and early activities of the American Association of University Professors. Richard F. Teichgraeber focuses on the ambiguity over promotion and tenure when James Conant became president of Harvard in 1933. In "Firing Larry Gara," Steve Taaffe relates how the chairman of the department of history and political science was abruptly fired at the behest of a powerful trustee. In the final chapter, Tom McCarthy provides an overview of the evolution of student affairs on campuses and indirectly illuminates an important negative feature of that evolution the withdrawal of faculty from students' social and moral development. This volume examines twentieth-century efforts by American academics to establish themselves as an independent constituency in America's colleges and universities.

A collection of articles and review essays from the year 1996 that make up Volume 16 of the annual publication by The Pennsylvania State University.

Published in 1998, this is Volume 18 of the Perspectives on the History of Higher Education annual which includes a collection of 7 articles on The Land-Grant Act and American Higher Education: Context and Consequences.

A collection of articles and review essays from the year 2000 that make up Volume 20 of the annual publication by The Pennsylvania State University.

Ideas for the Ice Age is a companion volume to Max Lerner's classic work Ideas Are Weapons. Both were written mostly in the 1930s, as products of a period when the democratic idea was under heavy siege from totalitarian ideologies of the right and left., In its focus, Ideas for the Ice Age is a study of the task of democracy in a revolutionary era, an enterprise that has taken on new urgency in the post-Communist world. For Lerner this task comprises four aspects around which the book is organized: the task of winning the future for American democracy, and planning its organization; the problem of selecting out those elements of a usable past which, when strengthened and extended, can assure a livable future; the problem of acting decisively in moments of international crisis; and the problem of strengthening democracy at home and completing its unfinished business., Within this framework, Lerner selects ideas and personalities that have decisively shaped the modern mind. The selections have lost none of their original timeliness. Among the wide range of figures considered here are Machiavelli, Franz Kafka, Randolph Bourne, Harold Laski, John Strachey. and Justice Oliver Wendell Holmes. Lerner reflects as well on the offices, institutions, and constitutional questions of American democracy in moments of historical crisis. For a new generation of readers, this gallery of thinkers will be essential reading, a must for students of American studies, the history of ideas, and political theory.

Beginning in the twentieth century, American faculty increasingly viewed themselves as professionals who were more than mere employees. This volume focuses on key developments in the long process by which the American professoriate achieved tenure, academic freedom, and a voice in university governance. Christian K. Anderson describes the formation of the original faculty senates. Zachary Haberler depicts the context of the founding and early activities of the American Association of University Professors. Richard F. Teichgraeber focuses on the ambiguity over promotion and tenure when James Conant became president of Harvard in 1933. In "Firing Larry Gara," Steve Taaffe relates how the chairman of the department of history and political science was abruptly fired at the behest of a powerful trustee. In the final chapter, Tom McCarthy provides an overview of the evolution of student affairs on campuses and indirectly illuminates an important negative feature of that evolution-the withdrawal of faculty from students' social and moral development. This volume examines twentieth-century efforts by American academics to establish themselves as an independent constituency in America's colleges and universities.

This work provides a critical reexamination of the origin and development of America's land-grant colleges and universities, created by the most important piece of legislation in higher education. The story is divided into five parts that provide closer examinations of representative developments.

Part I describes the connection between agricultural research and American colleges. Part II shows that the responsibility of defining and implementing the land-grant act fell to the states, which produced a variety of institutions in the nineteenth century. Part III details the first phase of the conflict during the latter decades of the nineteenth century about whether land colleges were intended to be agricultural colleges, or full academic institutions. Part IV focuses on the fact that full-fledged universities became dominant institutions of American higher education. The final part shows that the land-grant mission is alive and well in university colleges of agriculture and, in fact, is inherent to their identity.

Including some of the best minds the field has to offer, this volume follows in the fine tradition of past books in Transaction's Perspectives on the History of Higher Education series.

This latest volume in Roger Geiger's distinguished series on the history of higher education begins with a rare glimpse into the minds of mid-nineteenth century collegians. Timothy J. Williams mines the diaries of students at the University of North Carolina to unearth a not unexpected preoccupation with sex, but also a complex psychological context for those feelings. Marc A. VanOverbeke continues the topic in an essay shedding new light on a fundamental change ushering in the university era: the transition from high schools to college.

The secularization of the curriculum is a fundamental feature of the emergence of the modern university. Katherine V. Sedgwick explores a distinctive manifestation by questioning why the curriculum of Bryn Mawr College did not refl ect the religious intentions of its Quaker founder and trustees. Secularization is examined more broadly by W. Bruce Leslie, who shows how denominational faith ceded its ascendancy to "Pan-Protestantism."

Where does the record of contemporary events end and the study of history begin? A new collection of documents from World War II to the present invites Roger Geiger's refl ection on this question, as well as consideration of the most signifi cant trends of the postwar era. Educators chafi ng under current attacks on higher education may take solace or dismay from the essay "Shaping a Century of Criticism" in which Katherine Reynolds Chaddock and James M. Wallace explore H. L. Mencken's writings, which address enduring issues and debates on the meaning and means of American higher education.

This volume of Perspectives opens with two contrasting perspectives on the purpose of higher education at the dawning of the university age--perspectives that continue to define the debate today. First A. J. Angulo recreates the controversy surrounding the founding and early years of the Massachusetts Institute of Technology. Whether presented as an alternative to or a repudiation of the prevailing classical liberal education, MIT was rejected as inherently inferior by college defenders. Second is George Levesque's penetrating reappraisal of Yale president Noah Porter (1870-1886). Known almost solely for his role as a college defender, Porter is revealed as a vigorous scholar who became fixated with preserving the strengths of Yale College. As these matters were vigorously debated during these years, Porter's position was superseded by more powerful forces.Considering the cliches about liberal domination of higher education, it is seldom appreciated that the conservative movement has had a presence on campus throughout the postwar era. Jennifer de Forrest uses the reorganization of several conservative foundations to offer a critical appraisal of their impact. Known as the "four sisters," the Bradley Foundation, the Scaife Foundations, the Smith Richardson Foundation, and the Olin Foundation have been sharply focused on winning student support by funding conservative scholars and networking organizations, as well as student groups and newspapers.The tempestuous state of academic publishing is made more vivid by the clash of colorful characters. At the dawn of modern academic publishing, the Educational Review, published by Columbia's Nicholas Murray Butler, was the foremost journal in its field. Paul McInerny interweaves the history of this journal with the educational issues of the late nineteenth century and the remarkable career of Columbia's longtime president. An additional actor is James McKeen Cattell, a noted psychologist and prolific academic publisher. As a Columbia professor, Cattell was also a thorn in the side of President Butler. In 1917 Butler fired Cattell for criticizing the war effort, an egregious breach of academic freedom even for those early times. Events took an ironic turn, however, when Cattell later acquired Butler's former Review.

Volume Twenty-Five of "Perspectives on the History of Higher Education," the silver anniversary edition, offers three fresh contributions to the understanding of American higher education in the nineteenth century and three historical perspectives on topics of contemporary concern.
The divergent paths of antebellum colleges in the North and South have long been recognized. Stephen Tomlinson and Kevin Windham discuss Alva Woods, who moved from Calvinist New England to preside over the new University of Alabama. Woods personified the commitment to evangelical Protestantism and rigid student discipline that prevailed in northern colleges of that era, but in Tuscaloosa confronted the sons of planters, raised to respect mainly independence, power, and the Southern code of honor. Adam Nelson considers geology, a crucially important science in early America that existed on the periphery of higher education but eventually exerted pressure for intellectual modernization. He portrays the small community of scientific pioneers who sought the latest scientific knowledge from Europe, surveyed the mineral wealth of American states, and advocated for science in the college curriculum.
Beginning in the 1930s, the National Research Council waged an organized campaign to encourage academic patenting and centralize it within one organization. Jane Robbins explains the crosscurrents of interests that plagued and eventually scuttled that effort, but that set the stage for the contemporary practice of university patenting. Robert Hampel examines how, for more than four decades, students at Yale University took a major responsibility for learning into their own hands by publishing a "Critique" of courses. He analyzes these documents to determine if their aims were to identify easy or challenging offerings, and finds that this effort produced highly responsible articles. A review essay by Doris Malkmus sheds new light on the experience of co-eds in post-bellum universities and normal schools, while one by Nancy Diamond discusses the university presidency, and deftly shows that examining presidential lives can offer telling perspective on the evolution of the university.
"Roger L. Geiger" is Distinguished Professor of Higher Education at the Pennsylvania State University. He has edited the Perspectives on the History of Higher Education Annual since 1993.

The rise of American research universities to international preeminence constitutes one of the most important episodes in the history of higher education. "Research and Relevant Knowledge" follows Geiger's earlier volume on American research universities from 1900 to 1940. This second work is the first study to trace this momentous development in the post-World War II period. It describes how the federal government first relied on university scientists during the war, and how the resulting relationship set the pattern for the postwar mushrooming of academic research.
The first half of the book analyzes the development of the postwar system of academic research, exploring the contributions of foundations, defense agencies, and universities. The second half depicts the rise of the "golden age" of academic research in the years after Sputnik (1957) and its eventual dissolution at the end of the 1960s graduate education. When the federal patron soon reduced its largesse, university students took the lead in challenging the putative hegemony of academic research. The loss of consensus quickly brought the malaise of the 1970s--stagnation, frustration, and equivocation about the research role. The final chapter appraises the renaissance of the 1980s, based largely on a rapprochement with the private sector, and ends by evaluating the embattled status of research universities at the beginning of the 1990s.
"Research and Relevant Knowledge" provides the first authoritative analytical account of American research universities during their most fateful half-century. It will be of critical importance to all those concerned with the future of higher education in the United States.
Roger L. Geiger is Distinguished Professor of Higher Education at the Pennsylvania State University. He has edited the "History of Higher Education Annual" since 1993, was a section editor for the Encyclopedia of Higher Education, and is the author of "The American College in the Nineteenth Century, Private Sectors in Higher Education," and "To Advance Knowledge," available from Transaction.

This latest volume in Roger Geiger's distinguished series on the history of higher education begins with a rare glimpse into the minds of mid-nineteenth century collegians. Timothy J. Williams mines the diaries of students at the University of North Carolina to unearth a not unexpected preoccupation with sex, but also a complex psychological context for those feelings. Marc A. VanOverbeke continues the topic in an essay shedding new light on a fundamental change ushering in the university era: the transition from high schools to college.The secularization of the curriculum is a fundamental feature of the emergence of the modern university. Katherine V. Sedgwick explores a distinctive manifestation by questioning why the curriculum of Bryn Mawr College did not refl ect the religious intentions of its Quaker founder and trustees. Secularization is examined more broadly by W. Bruce Leslie, who shows how denominational faith ceded its ascendancy to "Pan-Protestantism."Where does the record of contemporary events end and the study of history begin? A new collection of documents from World War II to the present invites Roger Geiger's refl ection on this question, as well as consideration of the most signifi cant trends of the postwar era. Educators chafi ng under current attacks on higher education may take solace or dismay from the essay "Shaping a Century of Criticism" in which Katherine Reynolds Chaddock and James M. Wallace explore H. L. Mencken's writings, which address enduring issues and debates on the meaning and means of American higher education.

Iconic leaders are those who have become symbols of their institutions. This volume of historical studies portrays a collection of college and university presidents who acquired iconic qualities that transcend mere identification with their institution. The volume begins with Roger L. Geiger's observation that creating and controlling one's image requires managing publicity. Andrea Turpin describes how Mount Holyoke Seminar's evolution into a modern women's college required reshaping the image of Mary Lyon, its founder. Roger L. Geiger and Nathan M. Sorber show how College of Philadelphia provost William Smith's partisan politics and patronage tainted the college he symbolized. Joby Topper reveals how presidents Seth Low of Columbia and Francis Patton of Princeton mastered the modern art of publicity. Katherine Chaddock explains how John Erskine the Columbia University English professor responsible for the first Great Books program and his unusual career inverted the normal route to iconic status. In contrast, Christian Anderson's analysis of John G. Bowman, chancellor of the University of Pittsburgh, shows how he substituted architectural vision for academic leadership. James Capshew explores the background that made Herman Wells a revered leader of Indiana University. Nancy Diamond details how building Brandeis University involved a challenging series of decisions successfully navigated by founding president Abram Sachar. Finally, Ethan Schrum depicts how Clark Kerr's controversial understanding of the role of contemporary universities was formed by his earlier career in industrial relations. This study of iconic leaders probes new dimensions of leadership and the construction of institutional images.

The early twentieth century witnessed the rise of middle-class mass periodicals that, while offering readers congenial material, also conveyed new depictions of manliness, liberal education, and the image of business leaders. "Should Your Boy Go to College?" asked one magazine story; and for over two decades these middle-class magazines answered, in numerous permutations, with a collective "yes!" In the course of interpreting these themes they reshaped the vision of a college education, and created the ideal of a college-educated businessman. Volume 24 of the Perspectives on the History of Higher Education: 2005 provides historical studies touching on contemporary concerns--gender, high-ability students, academic freedom, and, in the case of the Barnes Foundation, the authority of donor intent. Daniel Clark discusses the nuanced changes that occurred to the image of college at the turn of the century. Michael David Cohen offers an important corrective to stereotypes about gender relations in nineteenth-century coeducational colleges. Jane Robbins traces how the young National Research Council embraced the cause of how to identify and encourage superior students as a vehicle for incorporating wartime advances in psychological testing. Susan R. Richardson considers the long Texas tradition of political interference in university affairs. Finally, Edward Epstein and Marybeth Gasman shed historical light on the recent controversy surrounding the Barnes Foundation. The volume also contains brief descriptions of twenty recent doctoral dissertations in the history of higher education. This serial publication will be of interest to historians, sociologists, and of course, educational policymakers.

This volume of Perspectives opens with two contrasting perspectives on the purpose of higher education at the dawning of the university age--perspectives that continue to define the debate today. First A. J. Angulo recreates the controversy surrounding the founding and early years of the Massachusetts Institute of Technology. Whether presented as an alternative to or a repudiation of the prevailing classical liberal education, MIT was rejected as inherently inferior by college defenders. Second is George Levesque's penetrating reappraisal of Yale president Noah Porter (1870-1886). Known almost solely for his role as a college defender, Porter is revealed as a vigorous scholar who became fixated with preserving the strengths of Yale College. As these matters were vigorously debated during these years, Porter's position was superseded by more powerful forces.Considering the cliches about liberal domination of higher education, it is seldom appreciated that the conservative movement has had a presence on campus throughout the postwar era. Jennifer de Forrest uses the reorganization of several conservative foundations to offer a critical appraisal of their impact. Known as the "four sisters," the Bradley Foundation, the Scaife Foundations, the Smith Richardson Foundation, and the Olin Foundation have been sharply focused on winning student support by funding conservative scholars and networking organizations, as well as student groups and newspapers.The tempestuous state of academic publishing is made more vivid by the clash of colorful characters. At the dawn of modern academic publishing, the Educational Review, published by Columbia's Nicholas Murray Butler, was the foremost journal in its field. Paul McInerny interweaves the history of this journal with the educational issues of the late nineteenth century and the remarkable career of Columbia's longtime president. An additional actor is James McKeen Cattell, a noted psychologist and prolific academic publisher. As a Columbia professor, Cattell was also a thorn in the side of President Butler. In 1917 Butler fired Cattell for criticizing the war effort, an egregious breach of academic freedom even for those early times. Events took an ironic turn, however, when Cattell later acquired Butler's former Review.

This proper Philadelphia story starts with the city's golden age at the close of the eighteenth century. It is a classic study of an American business aristocracy of colonial stock with Protestant affiliations as well as an analysis of how fabulously wealthy nineteenth-century family founders in Boston, New York, and Philadelphia, supported various exclusive institutions that in the course of the twentieth century produced a national upper-class way of life. But as that way of life became an end of itself, instead of an effort to consolidate power and control, the upper-class outlived its function; this, argues Baltzell, is precisely what took place in the Philadelphia class system. Philadelphia Gentlemen emphasizes that class is largely a matter of family, whereas an elite is largely a matter of individual achievement. The emphasis in Philadelphia on old classes, in contrast to the emphasis in New York and Boston on individual achievement and elite striving, helps to explain the dramatically different outcomes of ruling class domination in major centers of the Eastern Establishment. In emphasizing class membership or family prestige, the dynamics of industrial and urban life passed by rather than through Philadelphia. As a result in the race for urban preeminence, Philadelphia lost precious time and eventually lost the struggle for ruling preeminence as such. When the book initially appeared, it was hailed by The New York Times as "a very, very important book." Writing in the pages of the American Sociological Review, Seymour Martin Lipset noted that "Philadelphia Gentlemen says important things about class and power in America, and says them in ways that will interest and fascinate both sociologists and laymen." And in the American Historical Review, Baltzell's book was identified simply as "a gold mine of information." In short, for sociologists, historians, and those concerned with issues of culture and the economy, this is indeed a classic of modern social science.

The rise of American research universities to international preeminence constitutes one of the most important episodes in the history of higher education. Research and Relevant Knowledge follows Geiger's earlier volume on American research universities from 1900 to 1940. This second work is the first study to trace this momentous development in the post-World War II period. It describes how the federal government first relied on university scientists during the war, and how the resulting relationship set the pattern for the postwar mushrooming of academic research. The first half of the book analyzes the development of the postwar system of academic research, exploring the contributions of foundations, defense agencies, and universities. The second half depicts the rise of the "golden age" of academic research in the years after Sputnik (1957) and its eventual dissolution at the end of the 1960s graduate education. When the federal patron soon reduced its largesse, university students took the lead in challenging the putative hegemony of academic research. The loss of consensus quickly brought the malaise of the 1970s--stagnation, frustration, and equivocation about the research role. The final chapter appraises the renaissance of the 1980s, based largely on a rapprochement with the private sector, and ends by evaluating the embattled status of research universities at the beginning of the 1990s. Research and Relevant Knowledge provides the first authoritative analytical account of American research universities during their most fateful half-century. It will be of critical importance to all those concerned with the future of higher education in the United States.

This proper Philadelphia story starts with the city's golden age at the close of the eighteenth century. It is a classic study of an American business aristocracy of colonial stock with Protestant affiliations as well as an analysis of how fabulously wealthy nineteenth-century family founders in Boston, New York, and Philadelphia, supported various exclusive institutions that in the course of the twentieth century produced a national upper-class way of life. But as that way of life became an end of itself, instead of an effort to consolidate power and control, the upper-class outlived its function; this, argues Baltzell, is precisely what took place in the Philadelphia class system.

Philadelphia Gentlemen emphasizes that class is largely a matter of family, whereas an elite is largely a matter of individual achievement. The emphasis in Philadelphia on old classes, in contrast to the emphasis in New York and Boston on individual achievement and elite striving, helps to explain the dramatically different outcomes of ruling class domination in major centers of the Eastern Establishment. In emphasizing class membership or family prestige, the dynamics of industrial and urban life passed by rather than through Philadelphia. As a result in the race for urban preeminence, Philadelphia lost precious time and eventually lost the struggle for ruling preeminence as such.

When the book initially appeared, it was hailed by The New York Times as "a very, very important book." Writing in the pages of the American Sociological Review, Seymour Martin Lipset noted that "Philadelphia Gentlemen says important things about class and power in America, and says them in ways that will interest and fascinate both sociologists and laymen." And in the American Historical Review, Baltzell's book was identified simply as "a gold mine of information." In short, for sociologists, historians, and those concerned with issues of culture and the economy, this is indeed a classic of modern social science.

Iconic leaders are those who have become symbols of their institutions. This volume of historical studies portrays a collection of college and university presidents who acquired iconic qualities that transcend mere identification with their institution.

The volume begins with Roger L. Geiger's observation that creating and controlling one's image requires managing publicity. Andrea Turpin describes how Mount Holyoke Seminar's evolution into a modern women's college required reshaping the image of Mary Lyon, its founder. Roger L. Geiger and Nathan M. Sorber show how College of Philadelphia provost William Smith's partisan politics and patronage tainted the college he symbolized. Joby Topper reveals how presidents Seth Low of Columbia and Francis Patton of Princeton mastered the modern art of publicity.

Katherine Chaddock explains how John Erskine--the Columbia University English professor responsible for the first Great Books program--and his unusual career inverted the normal route to iconic status. In contrast, Christian Anderson's analysis of John G. Bowman, chancellor of the University of Pittsburgh, shows how he substituted architectural vision for academic leadership. James Capshew explores the background that made Herman Wells a revered leader of Indiana University. Nancy Diamond details how building Brandeis University involved a challenging series of decisions successfully navigated by founding president Abram Sachar. Finally, Ethan Schrum depicts how Clark Kerr's controversial understanding of the role of contemporary universities was formed by his earlier career in industrial relations. This study of iconic leaders probes new dimensions of leadership and the construction of institutional images.