Richard Irby's 'History of Randolph-Macon College, Virginia. The Oldest Incorporated Methodist College in America' delves into the rich history of one of America's oldest Methodist colleges. This meticulously researched book not only chronicles the founding and development of Randolph-Macon College but also highlights its unique contributions to Methodist education in America. Irby's writing style is both engaging and informative, making this book a must-read for anyone interested in the history of higher education in the United States. With a focus on the cultural and religious context in which the college was founded, Irby provides a comprehensive account of how Randolph-Macon College has shaped the landscape of American education. His attention to detail and insightful analysis offer readers a deeper understanding of the college's significance in the Methodist tradition and beyond. Richard Irby's expertise in the field of educational history shines through in this well-crafted narrative, making 'History of Randolph-Macon College, Virginia' an essential read for scholars, students, and history enthusiasts alike.

This bibliography brings together in one comprehensive volume citations of books, dissertations, theses, and ERIC microfiche relating to the history of specific institutions of higher education worldwide. All types of postsecondary institutions--two years colleges, liberal arts colleges, seminaries, specialized institutions, and universities--are included. Entries include the following elements when available: author/editor, title, place of publication, publisher, publication date, and number of pages. Citations from 85 countries are included. Entries are by country, dependency, and territory. The United States has been further divided by state. Names of institutions are in English. References are in the language in which they were written. The majority of the citations should be available in a library somewhere in the United States. Obscure sources that may be difficult to obtain have been included because they are often the only citation. All editions of a title as well as older works are included because of their potential value to a researcher. The book should be a part of all college, university, and large public library collections. College of Education faculty members specializing in higher or comparative education will find much of value here.

The traditional image of slavery begins with a master and a slave. However, not all slaves had traditional masters; some were owned instead by institutions, such as church congregations, schools, colleges, and businesses. This practice was pervasive in early Virginia; its educational, religious, and philanthropic institutions were literally built on the backs of slaves. Virginia's first industrial economy was also developed with the skilled labor of African American slaves. This book focuses on institutional slavery in Virginia as it was practiced by the Anglican and Presbyterian churches, free schools, and four universities: the College of William and Mary, Hampden-Sydney College, the University of Virginia, and Hollins College. It also examines the use of slave labor by businesses and the Commonwealth of Virginia in industrial endeavors. This is not only an account of how institutions used slavery to further their missions, but also of the slaves who belonged to institutions.

Challenging the popular conception of Southern youth on the eve of the Civil War as intellectually lazy, violent, and dissipated, Peter S. Carmichael looks closely at the lives of more than one hundred young white men from Virginia's last generation to grow up with the institution of slavery. He finds them deeply engaged in the political, economic, and cultural forces of their time. Age, he concludes, created special concerns for young men who spent their formative years in the 1850s. Before the Civil War, these young men thought long and hard about Virginia's place as a progressive slave society. They vigorously lobbied for disunion despite opposition from their elders, then served as officers in the Army of Northern Virginia as frontline negotiators with the nonslaveholding rank and file. After the war, however, they quickly shed their Confederate radicalism to pursue the political goals of home rule and New South economic development and reconciliation. Not until the turn of the century, when these men were nearing the ends of their lives, did the mythmaking and storytelling begin, and members of the last generation recast themselves once more as unreconstructed Rebels. By examining the lives of members of this generation on personal as well as generational and cultural levels, Carmichael sheds new light on the formation and reformation of Southern identity during the turbulent last half of the nineteenth century.

Since the founding of the United States Military Academy at West Point in 1802, more than eight hundred military schools have existed in this country. The vast majority have closed their doors, been absorbed into other educational institutions, or otherwise faded away, but others soldier on, adapting to changing times and changing educational needs. While many individual institutions have had their histories written or their stories told, to date no single book has attempted to explore the full scope of the military school in American history. Cadets on Campus is the first book to cover the origin, history, and culture of the nation’s military schools—secondary and collegiate—and this breadth of coverage will appeal to historians and alumni alike. Author John Alfred Coulter identifies several key figures who were pivotal to the formation of military education, including Sylvanus Thayer, the “father of West Point,” and Alden Partridge, the founder of the school later known as Norwich University, the first private military school in the country. He also reveals that military schools were present across the nation, despite the conventional wisdom that most military schools, and, indeed, the culture that surrounds them, were limited to the South. Coulter addresses the shuttering of military schools in the era after the Vietnam War and then notes a curious resurgence of interest in military education since the turn of the century.