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Excerpt from The College Year-Book and Athletic Record for the Academic Year 1896-97 Editor endeavored to enter into correspondence with the presi dents, secretaries, or other responsible Officers of all American schools of higher learning enumerated in the official reports of the Bureau of Education, or in the lists of colleges printed in the annual summaries of metropolitan journals. Where such efforts failed, recourse was had to the various existing State Reports of Education, to' cyclopedias and other available publications. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
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 Erskinethe Columbia University English professor responsible for the first Great Books programand 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.
Inclusion in the United States and the United Kingdom
Author: C. Myers
University Coeducation in the Victorian Era chronicles the inclusion of women in state-supported male universities during the nineteenth century. Based on primary sources produced by the administrators, faculty, and students, or other contemporary Victorian writers, this book provides insight from multiple perspectives of an important step in the progress of gender relations in higher education and society at large. By studying twelve institutions in the United States, and another twelve in the United Kingdom, the comparative scope of the work is substantial and brings local, regional, national, and international questions together, while not losing sight of individual university student experiences.
Schoolboy Association Football in England, 1885-1915
Author: Colm Kerrigan
The 1870 Education Act that opened up elementary education for all children contained no provision for outdoor games. This book explains how teachers, through the elementary school football association, introduced boys to organized football as an out-of-school activity. The influence and significance of this work, insofar as it relates to the elementary school curriculum and the growth of professional and amateur football are explored in detail, including: * How ideological commitments and contemporary concerns for the physical welfare of children in cities may have led teachers to promote schoolboy football when it was not permitted during school hours * The extent to which out of school organised football may have led to outdoor games being accepted as part of the school curriculum * How elementary school football in London in the late nineteenth century influenced the development of the amateur game. This is a fascinating account of the origins of schoolboy football and the factors that have influenced its development and the consequences and benefits that have followed not only for school football but for sport in schools and communities as a whole.