Americans now obtain college degrees at a higher rate than at any time in recent decades in the hopes of improving their career prospects. At the same time, the rising costs of an undergraduate education have increased dramatically, forcing students and families to take out often unmanageable levels of student debt. The cumulative amount of student debt reached nearly $1.5 trillion in 2017, and calls for student loan forgiveness have gained momentum. Yet public policy to address college affordability has been mixed. While some policymakers support more public funding to broaden educational access, others oppose this expansion. Noting that public opinion often shapes public policy, sociologists Natasha Quadlin and Brian Powell examine public opinion on who should shoulder the increasing costs of higher education and why. Who Should Pay? draws on a decade’s worth of public opinion surveys analyzing public attitudes about whether parents, students, or the government should be primarily responsible for funding higher education. Quadlin and Powell find that between 2010 and 2019, public opinion has shifted dramatically in favor of more government funding. In 2010, Americans overwhelming believed that parents and students were responsible for the costs of higher education. Less than a decade later, the percentage of Americans who believed that federal or state/local government should be the primary financial contributor has more than doubled. The authors contend that the rapidity of this change may be due to the effects of the 2008 financial crisis and the growing awareness of the social and economic costs of high levels of student debt. Quadlin and Powell also find increased public endorsement of shared responsibility between individuals and the government in paying for higher education. The authors additionally examine attitudes on the accessibility of college for all, whether higher education at public universities should be free, and whether college is worth the costs. Quadlin and Powell also explore why Americans hold these beliefs. They identify individualistic and collectivist world views that shape public perspectives on the questions of funding, accessibility, and worthiness of college. Those with more individualistic orientations believed parents and students should pay for college, and that if students want to attend college, then they should work hard and find ways to achieve their goals. Those with collectivist orientations believed in a model of shared responsibility – one in which the government takes a greater level of responsibility for funding education while acknowledging the social and economic barriers to obtaining a college degree for many students. The authors find that these belief systems differ among socio-demographic groups and that bias – sometimes unconscious and sometimes deliberate – regarding race and class affects responses from both individualistic and collectivist-oriented participants. Public opinion is typically very slow to change. Yet Who Should Pay? provides an illuminating account of just how quickly public opinion has shifted regarding the responsibility of paying for a college education and its implications for future generations of students.

Justice Lewis F. Powell, Jr. is an absorbing and readable biography of one of the most important Supreme Court Justices since World War II.

In 1849—months before the term “confidence man” was coined to identify a New York crook—Thomas Powell (1809–1887), a spherical, monocled, English poetaster, dramatist, journalist, embezzler, and forger, landed in Manhattan. Powell in London had capped a career of grand theft and literary peccadilloes by feigning a suicide attempt and having himself committed to a madhouse, after which he fled England. He had been an intimate of William Wordsworth, Elizabeth Barrett, Robert Browning, Charles Dickens, and a crowd of lesser literary folk. Thoughtfully bearing what he presented as a volume of Tennyson with a few trifling revisions in the hand of the poet, Powell was embraced by the slavishly Anglophile New York literary establishment, including a young Herman Melville. In two pot-boilers—The Living Authors of England (1849) and The Living Authors of America (1850)—Powell denounced the most revered American author, Washington Irving, for plagiarism; provoked Charles Dickens to vengeful trans-Atlantic outrage and then panic; and capped his insolence by identified Irving and Melville as the two worst “enemies of the American mind.” For almost four more decades he sniped at Dickens, put words in Melville’s mouth, and survived even the most conscientious efforts to expose him. Long fascinated by this incorrigible rogue, Hershel Parker in The Powell Papers uses a few familiar documents and a mass of freshly discovered material (including a devastating portrait of Powell in a serialized novel) to unfold a captivating tale of skullduggery through the words of great artists and then-admired journalists alike.

John Wesley Powell’s 1869 expedition down the Green and Colorado Rivers and through the Grand Canyon continues to be one of the most celebrated adventures in American history, ranking with the Lewis and Clark expedition and the Apollo landings on the moon. For nearly twenty years Lago has researched the Powell expedition from new angles, traveled to thirteen states, and looked into archives and other sources no one else has searched. He has come up with many important new documents that change and expand our basic understanding of the expedition by looking into Powell’s crewmembers, some of whom have been almost entirely ignored by Powell historians. Historians tended to assume that Powell was the whole story and that his crewmembers were irrelevant. More seriously, because several crew members made critical comments about Powell and his leadership, historians who admired Powell were eager to ignore and discredit them. Lago offers a feast of new and important material about the river trip, and it will significantly rewrite the story of Powell’s famous expedition. This book is not only a major work on the Powell expedition, but on the history of American exploration of the West.

This fascinating biography of the late Colin Powell brings to light his towering achievements and errors in judgment during a lifetime devoted to public service. Until he passed away in 2021, Colin Powell was revered as one of America’s most trusted and admired leaders. This biography demonstrates that Powell’s decades-long development as an exemplary subordinate is crucial to understanding his astonishing rise from a working-class immigrant neighborhood to the highest echelons of military and political power, including his roles as the country’s first Black national security advisor, chairman of the Joint Chiefs of Staff, and secretary of state. Once an aimless, ambitionless teenager who barely graduated from college, Powell became an extraordinarily effective and staunchly loyal subordinate to many powerful superiors who, in turn, helped to advance his career. By the time Powell became chairman of the Joint Chiefs of Staff, he had developed into the consummate follower—motivated, competent, composed, honorable, and independent. The quality of Powell's followership faltered at times, however, while in Vietnam, during the Iran-Contra scandal, and after he became George W. Bush's secretary of state. Powell proved a fallible patriot, and in the course of a long and distinguished career he made some grave and consequential errors in judgment. While those blunders do not erase the significance of his commendable achievements amid decades of public service, we can learn much from his good and bad leadership.

"Report of the Dominion fishery commission on the fisheries of the province of Ontario, 1893", issued as vol. 26, no. 7, supplement.

"Report of the Dominion fishery commission on the fisheries of the province of Ontario, 1893", issued as vol. 26, no. 7, supplement.