‘The curriculum’, write Richard Hofstadter and C. de Witt Hardy, ‘is a barometer by which we may measure the cultural pressures that operate upon the school.’ These pressures are of many kinds, economic and intellectual, and they make schools and universities social, and even political institutions sensitive to external needs and demands. In the United States, where education has become one of the main secular goals of society, the history of schools and universities deserves to be an integral part of the social history of the country. Lawrence A. Cremin has shown how such an integration can be achieved. And now that ‘B schools’ in the vanguard ofLe Défi American are spreading outwards from Manila to Manchester the time is ripe to study a phenomenon which most historians and sociologists, if they have not despised, have preferred to ignore.

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^{page 41 note 3} SeeCurti, andCarstensen,, vol. II, p.463.Google Scholar From 1900–1 to 1907–8 the number of engineering students increased from 411 to 921 although there was little further growth in numbers over the next two decades.

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^{page 44 note 4} Howe, p. 46. CompareMcCarthy,Charles R.,The Wisconsin Idea (New York:Macmillan,1912), p.31Google Scholar. ‘If Wisconsin is a prosperous state to-day, there is no doubt that it is largely because of German ideas and ideals, early instituted in the state.’ German achievements were attributed to the ‘close identification of science with politics’ which made the expert ‘the alterego of the statesman and the administrator’. See also Howe, p. 38.

^{page 44 note 5}The Nation,101 (9091915),322–4.Google ScholarThe Nation, liberal in economics, conservative in politics, and Anglophile in sentiment, was particularly critical of the ‘Wisconsin Idea’ despite the support which E. L. Godkin, its first editor and a Liberal Republican, had given to the movement for civil service reform in the 1870s. The outbreak of the First World War provided it with a useful stick. ‘Just at the moment’, it declared, ‘we have a rare opportunity of studying the fruits of social efficiency in Germany, the land where the State-university idea has achieved its finest realization.’ The Socialists of the Chair, of whom the two most famous were Adolf Wagner and Gustav Schmoller, had a great influence on visiting American students such as Richard T. Ely, E. J. James, and Simon N. Patten and the ‘Union for Social Polities’, founded in 1872, may be regarded in some respects as the precursor of the American Economic Association.

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^{page 45 note 2}‘Training for Public Service’,New Republic,7 (8071916),240–1Google Scholar. See alsoCroly,Herbert,The Promise of American Life (New York:Macmillan,1909), p.336.Google Scholar

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^{page 46 note 1}Munro,W. B.,Municipal Government and Administration, volII (New York:Macmillan,1923), p.33Google Scholar, footnote. Taken fromReport of the National Municipal League's Committee on Civil Service (1923), p. 4, footnote. See alsoKingsbury,J. B., ‘The Merit System in Chicago from 1895 to 1915. The Adoption of the Civil Service Law’,Public Personal Studies,3 (111925),306–11.Google Scholar

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^{page 47 note 1}‘The Function of the State University’,Science,22 (17111905),625Google Scholar. See also ‘Professional Training for Important Positions in the Public Service’, a paper presentedin absentia to the conference onUniversities and Public Service, pp. 269–73. James favoured what he called ‘The German Solution for a Trained Public Service’.

^{page 47 note 2} ‘Pioneer Ideas and the State University’, a commencement address delivered at the University of Indiana in 1910. Reprinted inThe Frontier in American History (New York:Henry Holt,1920), pp.285–6.Google Scholar See alsoUniversities and Public Service, p. 53.

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^{page 47 note 8} Henry Bruere, appointed Chamberlain of New York by Mayor Mitchel, resigned, when half the mayor's term was up, to ‘ally’ himself with a large commercial enterprise. Dayton lost its chief bookkeeper to become paymaster of a manufacturing company and in Philadelphia, Morris L. Cooke, Director of Public Works, lost his chief ‘crackerjack’ to another manufacturing company. SeeThe Public Servant (Jan. 1917), 152. See also‘Why Do Men Leave the Public Service?’ inFitzpatrick,Edward A., edited,Experts in City Government (New York:D. Appleton,1919), pp.48–56.Google Scholar ‘To Thomas Jefferson, democrat, is generally ascribed the epigram that of public office holders “few die and none resign”. This is hardly true nowadays, as we find that while but few die, a great many do resign.’

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^{page 49 note 1}‘The United States Civil Service’,Fortune,10 (111934),161.Google Scholar A major criticism ofFortune was that the New Deal was an ‘amateur administration’.

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^{page 50 note 3}‘Demos and the Professor’,The Nation,100 (27051915),595–7Google Scholar. Compare Margulies, p. 155. ‘Most important of all in halting the Progressives was the basic conservatism of the electorate itself. Old Isaac Stephenson, who broke with the Progressives in 1908, apparently expressed the views of a great many when he wrote: “In Wisconsin the old railroad-corporation crowd, the inner ring which controlled party affairs to the exclusion of all others, had been fairly routed and some good laws were placed on the statute books. There the task ended for me.”’

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^{page 52 note 2}Foltz,El Bie F.,The Federal Civil Service as a Career (New York:G. P. Putnam,1909), pp.151–212 on the subject of ‘Salaries’.Google Scholar

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^{page 52 note 4}Munro,, vol. II, p.42.Google Scholar Civil service commissions had ‘concentrated their attention too exclusively upon the work of examining candidates’ and had ‘laid too little emphasis upon the importance of recruiting a better grade of applicants’.

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^{page 55 note 2} On this theme seeMcNamara,Robert S.,The Essence of Security; Reflections in Office (London:Hodder and Stoughton,1968), pp.109–12.Google Scholar ‘Europe’, writes McNamara, ‘is weak educationally, and that weakness is seriously crippling its growth. It is weak in its general education; it is weak in its technical education; and it is particularly weak in its managerial education.’.

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^{page 56 note 2}Curti, andCarstensen,, vol. II, p.342Google Scholar. It seemed ‘certain that the demand for intelligent and successful business men’ was ‘increasing more readily than the corresponding demand in the professions’.Bulletin of the University of Wisconsin, No. 34.A Report to the Board of Regents on the Establishment of a School or College of Commerce (Madison,011900), p.4.Google Scholar

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^{page 57 note 6}Crane,R. T.,The Utility of All Kinds of Higher Schooling (Chicago:H. O. Shepard,1909), p.97.Google Scholar

^{page 57 note 7}Curti, andCarstensen,, vol. II, p.307.Google Scholar

^{page 57 note 8} See, for example, ‘Bank Scholarship Opportunity’ which deals with the action of the National City Bank of New York in recruiting college men.The Commerce Magazine, (Madison, 5021921),13.Google Scholar

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^{page 58 note 3}SirAshley,William,Commercial Education (London:Williams and Norgate,1926), p.101.Google Scholar

^{page 58 note 4}‘Business and the Young Accountant’,Michigan Business Studies,2 (051929),36.Google Scholar

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^{page 59 note 2}‘Steps in Industrial Management’,American Machinist,54 (17031921),444–7.Google Scholar

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^{page 60 note 1}‘What happened to the Progressive Movement in the 1920's?’American Historical Review,64 (071959),833–51.CrossRefGoogle Scholar

^{page 60 note 2}North Toward Home (London:Macmillan,1968), p.252Google Scholar. See alsoThometz,Carol Estes,The Decision Makers, The Power Structure of Dallas (Dallas:Southern Methodist U.P.,1963)Google Scholar. Babbitt ‘nervously awaited his university class-dinner and an evening of furious intimacy with such social leaders as Charles McKelvey the millionaire contractor, Max Kruger the banker, Irving Tate the tool-manufacturer, and Adelbert Dobson the fashionable interior-decorator…. All the week before the class-dinner he thought of them. “No reason why we shouldn't become real chummy now!”’ (London: Cape, 1945 edition), p. 187.