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Excerpt from The History of Carleton College: Its Origin and Growth Environment and Builders Nevertheless, there is an embarrassment connected with the performance of this task, which all along has been deeply felt, and found in the fact that so many of the most prominent of the early actors in the scenes presented still survive. How difficult and how next to impossible to speak adequately, and yet becomingly, of them and the part they played. For the most part no attempt will be made in this direc tion. To avoid the perplexity somewhat, especial emphasis will be laid upon the earlier decades, the first things, the beginnings, with the purpose of speaking so fully of these that no need will arise for doing this work over again, leaving it to some future historian to continue the story. No doubt defects will be discovered upon these pages by whoever may examine them with the critic's eye. Omissions which seem serious to some will be noted, as well as matters introduced which in the judgment of some might better have been omitted. Very likely also certain of the conclusions reached and the convictions expressed will be deemed mistaken, with over-praise bestowed here, and lack of appreciation manifested there. But whatever defects, whether real or only apparent, are perceived, let them be charged, one and all, where they wholly belong, to the author. For in every sentence of every paragraph of every chapter, noth ing stands which does not represent his apprehension of the well established facts in the case. 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.
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This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
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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.