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This chapter, inspired by the authors’ experiences with racism and sexism in higher education leadership and frontier Protestantism, will interrogate the leadership models found in library and information science (LIS) through the lens of Judeo-Christian religious social structures and terminology, along with an examination of transitional and transformational leadership frameworks, to suggest a more productive and less abusive leadership model, equitable and inclusive to those who are not white men.

Explores the possibility and probability of a Catholic‐Evangelical alliance within the US social arena. Notes the numerical strength and systemic importance of each tradition. Examines the histories, tenets, politics, economic teachings and lifestyles of the two respective orientations. Cites their legacy of mutual hostility as well as the more recent ecumenical ventures. Focuses on the relevancy of the Vatican II Council to their dialogue and enumerates their contemporary differences and similarities. Concludes optimistically that theology and politics have forged stranger coalitions.

Arthur Schlessinger (1983) suggested that the contradictions and paradoxes of American foreign policy reflected contradictions and paradoxes in the underlying character of the people. We would go further to suggest that the early years of colonial life, much like the early years of a person's life, had major consequences ever since. The intersection of Puritanism, available land, and eventually the rise of a commercial culture would forge a unique trajectory of what would be called “American Exceptionalism”, reflecting an “American character”, which itself is subject to three paradoxes or polarities, individualism vs. community, toughness vs. compassion, and moralism vs. pragmatism. The effect of this legacy and the dialectical aspect of American character were first evident when Winthrop proclaimed the city on the hill as the new Jerusalem. The legacy of that vision is taking place today in Iraq.

Chester Whitney Wright (1879–1966) received his A.B. in 1901, A.M. in 1902 and Ph.D. in 1906, all from Harvard University. After teaching at Cornell University during 1906–1907, he taught at the University of Chicago from 1907 to 1944. Wright was the author of Economic History of the United States (1941, 1949); editor of Economic Problems of War and Its Aftermath (1942), to which he contributed a chapter on economic lessons from previous wars, and other chapters were authored by John U. Nef (war and the early industrial revolution) and by Frank H. Knight (the war and the crisis of individualism); and co-editor of Materials for the Study of Elementary Economics (1913). Wright’s Wool-Growing and the Tariff received the David Ames Wells Prize for 1907–1908, and was volume 5 in the Harvard Economic Studies. I am indebted to Holly Flynn for assistance in preparing Wright’s biography and in tracking down incomplete references; to Marianne Johnson in preparing many tables and charts; and to F. Taylor Ostrander, as usual, for help in transcribing and proofreading.

I am indebted to Anthony Waterman for identifying the largely illegible phrase cuius regio, eius religio, found near the end of Ostrander’s notes. Waterman writes, in explanation, apropos of Martin Luther: Lit. ‘whatever of the king, so of the religion’: it means that L. thought (being the Erastian he was), that the religion of a country should be that of its sovereign prince. Note: (a), the assumption, almost universal at that time, that there can be only ONE church in any Christian nation; and (b) the assumption, standard until the Scottish Enlightenment I should think (though people like Locke begin to chip away at it) that – as Louis XIV put it with admirable economy, ‘l’etat c’est moi’ (Waterman to Samuels, December 12, 2002).

Long established and revisionist approaches to European state formation are put to one side in this article and a turn to the imperial domains of early modern states is made. The rise of Atlantic Studies as a new current of history has drawn attention to transatlantic patterns of colonialism. However, historical sociologists and comparativists have yet to grapple with the conclusions of this field of research. This article points to a possible line of argument that could draw historical sociology and Atlantic Studies together. It takes up the argument that early modern polities broke new ground in the formation of territorial institutions when they turned to transcontinental state building. From their inception, the projects of empire produced conflict-driven institutions. Comparative examination of the Spanish, British, Dutch, French and Portuguese empires reveals that, despite the authority accorded to overarching institutions of imperial government, domestic and colonial patterns of institutional formation diverged considerably. The article explores how developments in European territories took one course in each case, while colonial trajectories in the Americas took others and thereby generated distinct kinds of conflict.

The article discusses Outward Bound's participation in the human potential movement through its incorporation of T-group practices and the reform language of experiential education in the late 1960s and early 1970s.

The article reports on original research conducted using materials from Dartmouth College and other Outward Bound collections from 1957 to 1976. It follows a case study approach to illustrate themes pertaining to Outward Bound's creation and evolution in the United States, and the establishment of experiential education more broadly.

Building on prior research (Freeman, 2011; Millikan, 2006), the present article elaborates on the conditions under which Outward Bound abandoned muscular Christianity in favor of humanistic psychology. Experiential education provided both a set of practices and a reform language that helped Outward Bound expand into the educational mainstream, which also helped to extend self-expressive pedagogies into formal and nonformal settings.

The Dartmouth Outward Bound Center's tenure coincided with and reflected broader cultural changes, from the cold war motif of spiritual warfare, frontier masculinity and national service to the rise of self-expression in education. Future scholars can situate specific curricular initiatives in the context of these paradigms, particularly in outdoor education.

The article draws attention to one of the forms that the human potential movement took in education – experiential education – and the reasons for its adoption. It also reinforces emerging understandings of post-WWII American outdoor education as a product of the cold war and reflective of subsequent changes in the wider culture to a narrower focus on the self.

Discuss in detail the uses which might legitimately be made of the following passage by the writer of a profound study of economic life and thought in France at the end of the reign of Louis XIV. In answering the question make full use of your knowledge of (a) historical criticism; (b) French economic and general history.