reviews 482 College & Research Libraries September 1997 482 Book Reviews The Cold War & the University: Toward an Intellectual History of the Postwar Years. Ed. Andre Schiffrin. New York: New Pr., 1997. 258p. $25 (ISBN 1-56584-005- 4, LC 96-25426). The New Press has published an impor- tant, thoroughly engaging, and much- needed collection of essays on the in- fluence of the Cold War on the growth and direction of higher education in the years following World War II. In The Cold War & the University, each author approaches the topic from his or her own academic discipline and personal experience in styles ranging from con- versational narrative to scholarly analy- sis. Three essays, those of David Mont- gomery (Yale), R. C. Lewontin (Harvard), and Noam Chomsky (M.I.T.), describe the forces that generated a climate in which the prevailing Cold War ideology shaped the development of academic departments, curriculum, re- search priorities, and the hiring (and fir- ing!) of faculty. The remaining essays describe in detail how the Cold War in- fluenced specific academic disciplines: literature and English by Richard Ohmann (Wesleyan); history by Howard Zinn (Boston); anthropology by Laura Nader (University of California- Berkeley); earth sciences by Ray Siever (Harvard); area studies by Immanuel Wallerstein (Binghamton/Ecole des Hautes Etudes en Sciences Sociales); and political science by Ira Katznelson (Columbia). Editor Andrew Schiffrin could not have selected a better introductory e s s a y t h a n D a v i d M o n t g o m e r y ’s “Prosperity under the Shadow of the Bomb.” Montgomery personally en- countered several of the social per- versions without which the Cold War could not have proceeded: censor- ship, blacklisting, and the erosion of academic free dom. These encounters took place within three of the Cold War’s main “theaters” of action—Los Alamos (birthplace of atomic weapons), the labor movement, and academia. In May 1946, Montgomery, now an eminent historian but then a new Army recruit, was posted at Los Alamos, site of the Manhattan Project, where the U. S. military made extensive use of uni- versity personnel to develop the atom bomb. His first direct contact with the nascent Cold War culture came when, as a radio operator, he assisted in re- cording a series of broadcasts by Man- hattan Project scientists who, out of deep concern over postwar nuclear develop- ment, hoped to inform radio listeners about the nature of atomic weapons and to urge Americans to place atomic energy development under interna- tional control. The radio series was never broadcast, victim of either cen- sorship by the military or self-censor- ship by those radio stations given the opportunity to air the series. Censorship, self-censorship, and si- lence are referred to frequently in these essays as the most powerful weapons of the Cold War and the greatest inhibi- tors of academic freedom within the uni- versity. Zinn writes that: “The silence of the academy in regard to Cold War for- eign policy in the 1950s was matched by its passive acceptance of the Cold War’s equivalent on the domestic scene: the firing, the blacklistings, the attacks on unions, the FBI harassments—all justi- fied as part of the fight against Commu- nism.” The silence, according to Nader, “left students marked,” it caused “we students of the 1950s [to be] dubbed ‘the silent generation’—conformist, cautious, passive, paralyzed.” Book Reviews 483 R. C. Lewontin’s excellent essay, “The Cold War & the Transformation of the Academy,” provides an insightful over- view of the rise of government funding for universities and describes why the Cold War can appropriately be de- scribed as “a solution to a major di- lemma of American economic develop- ment.” That dilemma resulted from the conflict between the economic neces- sity of massive state intervention in the functioning of modern capitalist econo- mies and the prevalent ideological op- position within the United States to ex- actly that type of government interven- tion. The economic forces at work dur- ing the Cold War made it necessary to socialize not only the costs, but also the conduct of research, technological and scientific education, and other intellec- tual production. For secrecy in the in- terest of ownership and profit, not open- ness, is the hallmark of private research. Lewontin asks, how can the cost and process of innovation be socialized given Americans’ deep-rooted hostility to government “interference” in busi- ness? The answer is, of course, war. In the midst of the Civil War, for example, the federal government began funding the first land-grant colleges for agricul- tural experiments to determine whether Southern crops, cotton in particular, could be grown in Northern states. The growth of higher education after World War II likewise depended upon govern- ment largesse and direction. The essays following those of Mont- gomery and Lewontin illustrate the manner in which Cold War influence on the production of knowledge through the elaboration, justification, and mys- tification of Cold War ideology at uni- versities wormed its way through the academic disciplines. Zinn frames his discussion of the Cold War as one of “a persistent conflict—in politics, between repression and resistance; in the his- tory profession, between a spurious objectivity disguising conservatism and an openly declared commitment to so- cial change.” For literary studies, Ohmann describes how “the state could pry into and severely punish our affilia- tion and politics, with the cooperation of our employers, dedicated as they supposedly were to freedom of thought . . . [and how] a professional was to be nonpartisan, to abstain from historical agency.” Nader, in describing some of the many instances in which anthropolo- gists cooperated with government/mili- tary research projects, recounts one Pentagon project involving anthropolo- gists studying political movements in Thailand. “We learned later of horrible [Thai] government repression of people labeled Communists in order to liqui- date all government opponents.” Many of those people apparently had been revealed to the Thai military through anthropologists’ research. The book closes with Ira Katznelson’s essay, “The Subtle Politics of Develop- ing Emergency: Political Science as Lib- eral Guardianship,” which examines the role political scientists and theory played in consolidating and strengthen- ing a liberal democratic power structure dominated by elites during a time of political and economic instability. Ac- cording to Katznelson, “The cold war deployed the urgent and threatening counter-factual of illiberalism at a mo- ment when the capacity of liberal de- mocracies to secure freedom and pros- perity simultaneously still was in grave doubt in the aftermath of the post-1929 collapse of capitalism and the second of two unprecedented world wars.” Katznelson’s essay is an important one, not only for what it reveals about the Cold War and political science, but also for the opportunity it provides political activists today to understand the extent to which our ideas concerning politics, representative democracy, electoral activity, interest groups, and the—both real and imagined—roles and respon- sibilities of political players have been 484 College & Research Libraries September 1997 shaped by a class of intellectuals that mistrusts and fears “the people.” The Cold War & the University is an important book that hopefully will be used to open up debate about the role of the university as a social institution in the post– Cold War era. Two copies belong in every academic library in the nation.—Elaine Harger, New Jersey Historical Society. Erens, Bob. Modernizing Research Librar- ies: The Effect of Recent Developments in University Libraries on the Research Process. London: Bowker-Sauer, 1996. 283p. alk. paper, $60. (ISBN 1-86739- 174-8; LC 96-38003). American academic librarians are fa- miliar with The ACLS Survey of Scholars: Final Report of Views on Publications, Com- puters, and Libraries, published in 1989 by the American Council of Learned Soci- eties. In that survey, book and journal collections received poor marks from respondents, especially among younger faculty members. However, scholars expressed widespread satis- faction with library services, including computerized resources. In that same year, the British Library Research and Innovation Center (BLRIC) conducted a similar study on scholars in the United Kingdom. The results appeared in Re- search Libraries in Transition (1989) and The Research Process: The Library’s Contribution (1990). BLRIC repeated this survey in 1995. The result is an interesting picture of current academic library use in Brit- ain and a chance to make comparisons with American institutions. The study was conducted for the BLRIC by Social and Community Plan- ning Research in autumn 1995. Postal questionnaires were sent to 4,496 schol- ars in medicine, natural sciences, so- cial sciences, and the humanities from seventy-six universities throughout Brit- ain and Northern Ireland. The respon- dents were asked for opinions on ac- cess to book and journal collections, if the collections were up to date, status of library services, use of electronic re- sources, and how changes in library collections and services affected re- search. Not surprisingly, three of four re- spondents named their own main uni- versity or department library as the pri- mary collection for research. Access to high-quality monograph and journal col- lections ranked first among library ser- vices. Three of four respondents said that their home university libraries met their needs for British books and journals, but less than half were happy with holdings of non-British published materials. Schol- ars from Oxbridge universities were the most satisfied with their collections, whereas respondents from polytechnics expressed the lowest satisfaction. These findings echo results from the 1989 survey. Overall satisfaction with home uni- versity collections dropped from 76 per- cent favorable responses in the 1989 survey to 67 percent in the 1995 survey. This change was due to the cancella- tion of important journals and a decline in acquisition of current monograph col- lections due to funding cuts. Natural sci- entists were more likely and social sci- entists least likely to report collection deterioration. Access to electronic ser- vices, quality of photocopying services, library operating hours, and the quality of assistance provided by librarians re- ceived positive marks. Respondents also cited e-mail and bibliographic da- tabases as the most important elec- tronic resources. Areas cited as prob- lems included limited library space, lack of staff time for reference assistance, slow ordering of new materials, and time spent to reshelve materials. Inter- estingly, respondents were evenly di- vided on the quality of ILL services. As was noted in the 1989 survey, scholars relied less on browsing library shelves for materials and were more careful in recommending materials for library purchases. 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