The Last Professors: The Corporate University and the Fate of the Humanities

Notes

n o te s preface 1. Derek Bok, Universities in the Marketplace: The Commercialization of Higher Learning (Princeton, N.J.: Princeton University Press, 2003). David L. Kirp, Shakespeare, Einstein, and the Bottom Line: The Marketing of Higher Education (Cambridge, Mass.: Harvard University Press, 2003). 2. J. Wall, Andrew Carnegie (New York: Oxford University Press, 1970; rpt. Pittsburgh: University of Pittsburgh Press, 1989), 837; Richard Teller Crane, The Utility of all Kinds of Higher Schooling (Chicago: H. O. Shepard, 1909), 106. 3. See Stanley Aronowitz and William DiFazio, The Jobless Future: SciTech and the Dogma of Work (Minneapolis: University of Minnesota Press, 1994); and Jeremy Rifkin, The End of Work: The Decline of the Global Labor Force and the Dawn of the Post-market Era (New York: Putnam, 1995). 4. David Horowitz, The Professors: The 101 Most Dangerous Academics in America (Washington, D.C.: Regnery, 2006). 5. Robert Zemsky, Gregory R. Wegner, and William F. Massy, Remaking the American University: Market-Smart and Mission-Centered (New Brunswick, N.J.: Rutgers University Press, 2005). 6. The best explication of this pattern remains Paul J. DiMaggio and Walter W. Powell, ‘‘The Iron Cage Revisited: Institutional Isomorphism and Collective Rationality in Organizational Fields,’’ American Sociological Review 48 (1983): 147–60. 7. For a rich series of case studies in curricular change, see Elizabeth Renker , The Origin of American Literature Studies: An Institutional History (Cambridge : Cambridge University Press, 2007). 8. New York Times, May 18, 2007, A16. 9. Eric Jacobs, Kingsley Amis, A Biography (London: Hodder and Stoughton , 1995), 143. chapter 1 Rhetoric, History, and the Problems of the Humanities 1. Hayward Keniston, ‘‘We Accept our Responsibility for Professional Leadership,’’ PMLA 68 (1953): 23. 139 140 Notes to Pages 2–8 2. Stanley Aronowitz, in Will Teach for Food: Academic Labor in Crisis, ed. Cary Nelson (Minneapolis: University of Minnesota Press, 1997), 188; J. Hillis Miller, ‘‘Literary Study in the Transatlantic University,’’ Profession 1996, 11. 3. Bill Readings, in The University in Ruins (Cambridge, Mass.: Harvard University Press, 1996), 135–49, extends the crisis backward, but only to the student revolts of the late 1960s. 4. Three important exceptions are Christopher Newfield, Ivy and Industry: Business and the Making of the American University, 1880–1980 (Durham, N.C.: Duke University Press, 2003); Evan Watkins, Work Time: English Departments and the Circulation of Cultural Value (Stanford, Calif.: Stanford University Press, 1989); and Clyde Barrow, Universities and the Capitalist State: Corporate Liberalism and the Reconstruction of American Higher Education (Madison: University of Wisconsin Press, 1990). 5. U.S. Department of Commerce, Historical Statistics of the United States, Colonial Times to 1970, Part 1 (Washington, D.C.: U.S. Department of Commerce , 1976), 255, 383. 6. Quoted in J. Wall, Andrew Carnegie (Pittsburgh: University of Pittsburgh Press, 1989; New York: Oxford University Press, 1970), 834–35. 7. Wall, 835, 837. 8. Clarence F. Birdseye, Individual Training in Our Colleges (New York: Macmillan, 1907), 156. 9. Richard Teller Crane, The Utility of all Kinds of Higher Schooling (Chicago : H. O. Shepard, 1909), 3. 10. J. A. Garraty and M. C. Carnes, American National Biography (New York: Oxford University Press, 1988), 674. 11. Crane, The Demoralization of College Life (Chicago: H. O. Shepard, 1911), 12. 12. Crane, Utility, 107. 13. Crane, Demoralization, 5. 14. Crane, Utility, 106. 15. Crane, Demoralization, 14. 16. Frederick W. Taylor, The Principles of Scientific Management (Norwood, Mass.: Plimpton Press, 1911; rpt. Harper and Brothers, 1916), 7. 17. Taylor, 125, 126. 18. Drucker, Post-capitalist Society (New York: Harper Business, 1993), 38. 19. David F. Noble, America by Design: Science, Technology, and the Rise of Corporate Capitalism (New York: Alfred A. Knopf, 1977), esp. 268–77. 20. Taylor, Principles, 128. 21. Drucker Post-capitalist Society, 36. 22. Newfield, Ivy and Industry, 34. Notes to Pages 8–19 141 23. Morris Llewellyn Cooke, Academic and Industrial Inefficiency: A Report to the Carnegie Foundation for the Advancement of Teaching (Boston: Merrymount Press, 1910), 22, 24–25. 24. Cooke, 31. 25. Cooke’s recommendations, perhaps too far ahead of their time, had no immediate effect on academia beyond a flurry of efficiency studies. See Barrow , 156–57. 26. See in particular James Hulme Canfield, The College Student and His Problems (New York: Macmillan, 1902); and Clayton Sedgwick Cooper, Why Go to College? (New York: Century, 1912). 27. Wall, 835–36. 28. Allan Nevins, A Study in Power: John D. Rockefeller, Industrialist...