美国进步主义时代专家参政现象研究，1900-1920
|
摘要
在20世纪初的进步主义时代，美国政治中出现了一种专家参政的新现象，即一大批以大学教授为代表的专业学者离开了校园，作为专家参与到这一时期的政府事务之中。这种现象随着进步主义改革的开展而在美国变得越来越普遍和引人注目。1917年美国参加第一次世界大战后，专家参政更是形成了一个前所未有的高潮。
专家参政现象之所以在进步主义时代出现，主要是由两方面的历史因素所促成。一方面，美国的高等教育在1870年前后揭开了变革的帷幕。这场被后世称为“大学革命”的高等教育变革不仅造就了一批现代研究型大学，还导致了学术的专业化和职业化，使大学教员开始真正地成为“以学术为业”的专业学者。这些大学里的专家在社会责任和服务理念的驱使下，愿意走出象牙塔外，参与公共生活，用他们的专业知识为政府服务。另一方面，内战后的美国经历了城市化和工业化的全面转型。伴随着这一进程，美国社会中出现了许多技术性难题和严峻的社会问题。进步主义改革者们意识到，这些“工业－城市”社会的新问题不是昔日“乡村共和国”时代形成的小而弱的政府可以解决的，也不是仅仅依据常识、道德和法律知识就能处理的，美国各级政府必须在扩大其规模和职能的同时转而向当时出现的大学里的专家寻求帮助，以期后者能运用其专长协助政府对公共事务进行有效的管理。
这种依靠专家提高政府效率以应对工业化和城市化时代挑战的理念，使专家参政与进步主义改革几乎成了共生现象。可以说，进步主义改革在州政、市政和联邦政治层面兴起之际，也是专家参政在这些层面出现之时。在州一级进步主义改革一马当先的威斯康星州，“（大）学、（政）府”之间建立了广泛合作的关系，许多威斯康星大学的教授们都在为州政府提供其所需要的专家服务。这种专家参政的改革经验被冠以“威斯康星理念”之名而传遍美国。与此同时，在市政改革进行得如火如荼的纽约、芝加哥等大城市，当地的大学学者不仅个人作为专家参与市政管理，还成立独立的非政府性专家机构来为市政改革服务。这种独立专家机构始于纽约市，很快就在美国50多个城市有了翻版，开公共管理思想库之先河。联邦政治中的专家参政则以1901年西奥多·罗斯福入主白宫为标志，在科技、社会经济监管和外交等领域形成不可逆转之势，并在其后的塔夫脱和威尔逊两届总统任内得以继续。到第一次世界大战美国处于“总体战争”的紧急状况下，专家参政更是扩展到了与赢得战争有关的所有领域，在广度和深度上都不是和平时期可以比拟的。
诚然，在1900至1920年的进步主义时期，以大学教授为代表的学术界人士积极参与公共事务，协助政府解决国家政治、经济、社会领域直至战争中的各种疑难问题，不仅帮助社会转型时期的美国政府改善了治理能力和政府效率，促进了美国现代国家的构建，而且实现了专业化学术的社会价值，提高了大学以及学者在美国社会中的地位。但是，我们也必须注意到，专家参政在具体实践中也产生了一些违背民意的消极结果。更重要的是，我们不能过高估计大学学者作为政府专家在美国政治中的实际作用和影响。说到底，那些在政府中扮演专家角色的大学学者主要承担的是技术性、咨询性和执行性的职能，他们与政治权力的中心还有一定距离。专家参政绝不等于专家治国。
During the Progressive Era of the early20century, a new phenomenonappeared in American politics, that is, a large number of professional academics suchas university professors left their campuses and participated in public service asgovernment experts. This phenomenon became increasingly wide-spread andconspicuous as the Progressive reforms were developing throughout the country.After the United Stated entered WWI in1917, academics’ participation in publicservice reached a level which had never been seen.
The reason for university academics’ participation in public service asgovernment experts at the beginning of the20thcentury lies in two historical factors.For one thing, a profound reform of higher education had taken place around theyear1870in America, which is commonly called the “Higher Education Revolution”by later scholars. The revolution not only contributed to the rise of American modernresearch universities, but also resulted in the specialization and professionalization ofacademic life, which made the university faculty truly professional academics.Driven by their sense of the social responsibility and their ideal of service, universityacademics were willing to come out of the ivory tower and take part in the public lifeby serving governments with their expertise. For another thing, the Post-bellumAmerica had undergone a great social transformation as a result of industrializationand urbanization, which led to various technical difficulties as well as serious socialproblems. It was progressive reformers’ belief that all these new problems of the“Industrial-Urban” Society couldn’t be resolved by the common sense, moraljudgment or legal knowledge under the traditionally weak governments of the“Agrarian Republic”. Thus, these reformers advocate strong governments as well asefficient governance relying on the expertise provided by university acadmics.
Not surprisingly, when the Progressive reforms were launched at state,municipal and federal levels, more and more university academics began toparticipate in public service through different channels. At the state level, Wisconsintook the lead in the partnership and cooperation between the state government and the University of Wisconsin which was quickly known as a model for other states inthe name of “Wisconsin Idea”. Meanwhile, municipal reforms took place inAmerican large cities such as New York City, Chicago, etc. In these cities, universityacademics not only served their municipal governments as individual experts, butalso organized themselves into non-governmental expert organizations to provideadvice for the reforms at the municipal level. Such a non-governmental expertorganization was first founded in New York City and soon had its transplantedcounterparts in more than50cities all over the country. As for the academics’participation in public service as government experts at the federal level, it began totake place in Washington during Theodore Roosevelt’s administrations, and lasted inthe years of Taft and Wilson as the presidents of the United States. Most academicexperts served the federal government in the fields of science, technology,economical regulation, and foreign affairs until WWI. Under the pressure of thewar-time emergency, much more university academics were involved in much widerareas of public service which could hardly be imagined during the peace time
To be sure, university academics such as professors actively participated inpublic service during the Progressive Era from1900to1920by assistinggovernments to resolve various kinds of political, economic, social problems andeven those problems related to the War. Their participation and assistance not onlycontributed to the improvement of national governance and administrative efficiencyin the process of modern state building, but also realized the social value ofspecialized higher learning and enhanced the social status of American highereducation and university professors. However, such academics participation inpublic service as experts also had its negative outcomes in several repscts such as thefailure to pay enough attention to common folk’s thinking. More importantly, weshould not overestimate academic experts’ actual role and their influence inAmerican politics. After all, the university academics serving as government expertsonly performed technical, advisory or administrative functions, which kept them acertain distance away from the center of political power. Therefore, academics’participation in public service as government experts cannot be equated with what isdescribed in the well-known theory of “Technocracy”.
专家参政现象之所以在进步主义时代出现，主要是由两方面的历史因素所促成。一方面，美国的高等教育在1870年前后揭开了变革的帷幕。这场被后世称为“大学革命”的高等教育变革不仅造就了一批现代研究型大学，还导致了学术的专业化和职业化，使大学教员开始真正地成为“以学术为业”的专业学者。这些大学里的专家在社会责任和服务理念的驱使下，愿意走出象牙塔外，参与公共生活，用他们的专业知识为政府服务。另一方面，内战后的美国经历了城市化和工业化的全面转型。伴随着这一进程，美国社会中出现了许多技术性难题和严峻的社会问题。进步主义改革者们意识到，这些“工业－城市”社会的新问题不是昔日“乡村共和国”时代形成的小而弱的政府可以解决的，也不是仅仅依据常识、道德和法律知识就能处理的，美国各级政府必须在扩大其规模和职能的同时转而向当时出现的大学里的专家寻求帮助，以期后者能运用其专长协助政府对公共事务进行有效的管理。
这种依靠专家提高政府效率以应对工业化和城市化时代挑战的理念，使专家参政与进步主义改革几乎成了共生现象。可以说，进步主义改革在州政、市政和联邦政治层面兴起之际，也是专家参政在这些层面出现之时。在州一级进步主义改革一马当先的威斯康星州，“（大）学、（政）府”之间建立了广泛合作的关系，许多威斯康星大学的教授们都在为州政府提供其所需要的专家服务。这种专家参政的改革经验被冠以“威斯康星理念”之名而传遍美国。与此同时，在市政改革进行得如火如荼的纽约、芝加哥等大城市，当地的大学学者不仅个人作为专家参与市政管理，还成立独立的非政府性专家机构来为市政改革服务。这种独立专家机构始于纽约市，很快就在美国50多个城市有了翻版，开公共管理思想库之先河。联邦政治中的专家参政则以1901年西奥多·罗斯福入主白宫为标志，在科技、社会经济监管和外交等领域形成不可逆转之势，并在其后的塔夫脱和威尔逊两届总统任内得以继续。到第一次世界大战美国处于“总体战争”的紧急状况下，专家参政更是扩展到了与赢得战争有关的所有领域，在广度和深度上都不是和平时期可以比拟的。
诚然，在1900至1920年的进步主义时期，以大学教授为代表的学术界人士积极参与公共事务，协助政府解决国家政治、经济、社会领域直至战争中的各种疑难问题，不仅帮助社会转型时期的美国政府改善了治理能力和政府效率，促进了美国现代国家的构建，而且实现了专业化学术的社会价值，提高了大学以及学者在美国社会中的地位。但是，我们也必须注意到，专家参政在具体实践中也产生了一些违背民意的消极结果。更重要的是，我们不能过高估计大学学者作为政府专家在美国政治中的实际作用和影响。说到底，那些在政府中扮演专家角色的大学学者主要承担的是技术性、咨询性和执行性的职能，他们与政治权力的中心还有一定距离。专家参政绝不等于专家治国。
During the Progressive Era of the early20century, a new phenomenonappeared in American politics, that is, a large number of professional academics suchas university professors left their campuses and participated in public service asgovernment experts. This phenomenon became increasingly wide-spread andconspicuous as the Progressive reforms were developing throughout the country.After the United Stated entered WWI in1917, academics’ participation in publicservice reached a level which had never been seen.
The reason for university academics’ participation in public service asgovernment experts at the beginning of the20thcentury lies in two historical factors.For one thing, a profound reform of higher education had taken place around theyear1870in America, which is commonly called the “Higher Education Revolution”by later scholars. The revolution not only contributed to the rise of American modernresearch universities, but also resulted in the specialization and professionalization ofacademic life, which made the university faculty truly professional academics.Driven by their sense of the social responsibility and their ideal of service, universityacademics were willing to come out of the ivory tower and take part in the public lifeby serving governments with their expertise. For another thing, the Post-bellumAmerica had undergone a great social transformation as a result of industrializationand urbanization, which led to various technical difficulties as well as serious socialproblems. It was progressive reformers’ belief that all these new problems of the“Industrial-Urban” Society couldn’t be resolved by the common sense, moraljudgment or legal knowledge under the traditionally weak governments of the“Agrarian Republic”. Thus, these reformers advocate strong governments as well asefficient governance relying on the expertise provided by university acadmics.
Not surprisingly, when the Progressive reforms were launched at state,municipal and federal levels, more and more university academics began toparticipate in public service through different channels. At the state level, Wisconsintook the lead in the partnership and cooperation between the state government and the University of Wisconsin which was quickly known as a model for other states inthe name of “Wisconsin Idea”. Meanwhile, municipal reforms took place inAmerican large cities such as New York City, Chicago, etc. In these cities, universityacademics not only served their municipal governments as individual experts, butalso organized themselves into non-governmental expert organizations to provideadvice for the reforms at the municipal level. Such a non-governmental expertorganization was first founded in New York City and soon had its transplantedcounterparts in more than50cities all over the country. As for the academics’participation in public service as government experts at the federal level, it began totake place in Washington during Theodore Roosevelt’s administrations, and lasted inthe years of Taft and Wilson as the presidents of the United States. Most academicexperts served the federal government in the fields of science, technology,economical regulation, and foreign affairs until WWI. Under the pressure of thewar-time emergency, much more university academics were involved in much widerareas of public service which could hardly be imagined during the peace time
To be sure, university academics such as professors actively participated inpublic service during the Progressive Era from1900to1920by assistinggovernments to resolve various kinds of political, economic, social problems andeven those problems related to the War. Their participation and assistance not onlycontributed to the improvement of national governance and administrative efficiencyin the process of modern state building, but also realized the social value ofspecialized higher learning and enhanced the social status of American highereducation and university professors. However, such academics participation inpublic service as experts also had its negative outcomes in several repscts such as thefailure to pay enough attention to common folk’s thinking. More importantly, weshould not overestimate academic experts’ actual role and their influence inAmerican politics. After all, the university academics serving as government expertsonly performed technical, advisory or administrative functions, which kept them acertain distance away from the center of political power. Therefore, academics’participation in public service as government experts cannot be equated with what isdescribed in the well-known theory of “Technocracy”.
引文
120世纪30年代，在联邦政府中任职的大学学者还有：哈考特摩根，田纳西大学校长，昆虫学及动物学教授，1933年作为农业科学专家任职于田纳西河流管理局；莫迪凯·伊齐基尔，经济学博士，农业经济学家，为农业部顾问；赫尔曼奥利芬特，哥伦比亚大学、霍普金斯大学法学教授，1934年出任财政部顾问；加达纳米恩斯，哈佛大学经济学家；霍华德巴布科克，康奈尔大学农学及生命科学院教授；O·M·斯普拉格，哈佛商学院教授，1933年任财政部助理部长；G·F·沃伦，康奈尔大学农业管理学教授，为农业部顾问；利奥沃尔曼，先后执教于霍巴特学院、霍普金斯大学、密歇根大学，1931年起为哥伦比大学经济学教授，1933年作为劳工问题专家任职于国家复兴管理局；瑟曼·阿诺德，阿贝·福塔斯，两人均为耶鲁法学院教授，前者为农业部顾问，后者任职于内政部。更多例子可参考刘易斯·科塞：《理念人：一项社会学的考察》，中央编译出版社2001年，第200页。
2Claude Bowman, The College Professor in America: an Analysis of Articles Published in the GeneralMagazine,1890-1938,[reprinted], Arno Press Inc.,1977. p612.
3本文中，“智囊团”指政府中、政治家身边的“智囊人士”群体，非指民间的“智库”/“思想库”机构。
1杜布里奇，加州理工学院院长，物理学家，杜鲁门和艾森豪威尔时期任总统科学顾问；舒尔茨，麻省理工大学、芝加哥大学经济学家，曾担任经济顾问委员会委员、劳工部长、财政部长和国务卿；萨缪尔森，麻省理工大学经济学家；加尔布雷斯，经济学家，先后执教于加利福尼亚大学、哈佛大学、普林斯顿大学；托宾，耶鲁大学经济学教授；阿克利，密歇根大学经济学教授；哈丁，内布拉斯加大学农学院院长、校长；基辛格，哈佛大学政府管理学、国际关系学教授；盖福德·斯蒂弗，物理学家，曾任麻省理工大学工程学院副院长、卡内基梅隆大学校长，先后担任尼克松和福特总统的首席科学顾问；布热津斯基，哥伦比亚大学政治学、国际关系学家；马歇尔，德克萨斯大学经济学、政府管理学家，任劳工部长；奥尔布赖特，乔治敦大学国际事务、外交学教授，1997年出任国务卿；约瑟夫·奈，哈佛大学肯尼迪政府学院院长，卡特时期任助理国务卿，克林顿时期任助理国防部长；赖斯，斯坦福大学政治学教授，小布什总统的国务卿。
2朱棣文，斯坦福大学、加州大学伯克利分校物理学教授；萨默斯，哈佛大学校长，经济学家；罗默，加州大学伯克利分校经济学教授；欧尔萨格，布鲁金斯学会高级研究员；古尔斯比，芝加哥大学商学院教授；李侃如，密歇根大学政治学教授；何汉理，弗吉尼亚大学巴滕公共政策学院院长，政治学家。
3理查德·霍夫斯塔特：《改革年代》，河北人民出版社，1989年，第129页。
4Richard Hofstadter, Anti-intellectualism in American Life, Knopf,1963, p196.
1“Urges University Course to Train City's Employes Philadelphia Should Adopt Plan Says Professor Adams”,The Philadelphia Inquirer, May25,1913.[Early American Newspaper Database].
2John Recchiuti, Civic Engagement: Social Science and Progressive-Era Reform in New York City, Universityof Pennsylvania Press,2007.
3李剑鸣：《大转折的年代》，天津教育出版社，1992年，第244页；David M. Grossman, Professors andPublic Service,1885-1925: A Chapter in the Professionalization of the Social Sciences,[Dissertation],Washington University,1973, p133.
1萨义德将知识分子的“专家化”归因于专业主义（professionalism）的兴起，见爱德华·萨义德：《知识分子论》，三联书店，2002年，第65页。
2李银河：“福柯：我没见过知识分子”，载于李银河：《福柯与性》，山东人民出版社，2001年。
3Hofstadter, Anti-intellectualism in American Life, p35.
4卡尔·博格斯：《知识分子与现代化的危机》，江苏人民出版社，2002年，第121-124页。
5利普赛特：“关于知识分子的类型及其政治角色”，梁从诫主编：《现代社会与知识分子》，辽宁人民出版社，1989年。
1拉塞尔·雅各比：《最后的知识分子》，江苏人民出版社，2002年。
2福柯：“对真理的关怀”，载《权力的眼睛》，第147页，转引自许纪霖主编：《公共性与公共知识分子》，江苏人民出版社2003年，第55页。
3福柯：“权力与性”，载《权力的眼睛》，第48页，转引自许纪霖主编：《公共性与公共知识分子》，第
56页。
1牛可：“国家安全体制与美国冷战知识分子”，《21世纪》（香港），2002年10月。
2赵佳苓：“知识分子政治角色的分化”，梁从诫主编：《现代社会与知识分子》。
3黄波：“将心托明月，明月照沟渠——民国学者从政脉络”，《书屋》，2004年第11期。4如20世纪20、30年代，蒋介石的南京政府便尝试过吸收学者作为专家参政的实践，见邓丽兰：“南京政府时期的专家政治论：思潮与实践”，《天津社会科学》，2002年第2期。
5王德禄，刘志光：“中国现代思想中的专家治国论”，《自然辩证法通讯》1999年第2期。
1丹尼尔·贝尔：《后工业社会的来临》，科学普及出版社，1985年，第380页。
2凡勃伦、斯科特等早期专家治国论者强调科学、技术应压倒政治，因此，理想的“专家治国”社会具有彻底的非政治性。丹尼尔·贝尔则明确反对这一点，故有人认为贝尔在某种意义上又是“反专家治国论者”。见杨辰起：“20世纪美国科技治国思想论述”，北京大学世界现代化研究中心主编：《现代化研究》（第3辑），商务印书馆，2005年。
1杨辰起，：‘20世纪美国科技治国思想论述’，《现代化研究》，第159-161页。
2Merle Curti, The American Paradox: the Conflict of Thought and Actions, Rutgers University Press,1956,p15-16.
3Steven Brint, In an age of experts: The Changing Role of Professionals in Politics and Public Life, PrincetonUniversity Press,1994, p131.
4Paul Cook, Academicians in the Government from Roosevelt to Roosevelt,[Dissertation], University ofKentucky,1971,[reprinted],1982, p155.
1Bowman, The College Professor in America, p161-162.
2胡适：“中国无独裁的必要与可能”，智效民：《民主还是独裁》（新史学丛书），广东人民出版社，2010年。
3Baritz, Loren. The Servants of Power; a History of the Use of Social Science in American Industry, WesleyanUniversity Press,1960. Gene Martin Lyons, The Uneasy Partnership: Social Science and the FederalGovernment in the Twentieth Century, Russell Sage Foundation,1965, p17-30.
1Hofstadter, Anti-intellectualism in American Life, p185-196,199.
1Cook, Academicians in the Government from Roosevelt to Roosevelt, p2-4.
2Grossman, Professors and Public Service, p71,337-338.
1James L. Gearity, The First Brain Trust: Academics, Reform and the Wisconsin Idea,[Dissertation], Universityof Minnesota,1979.
2社会福音运动呼吁基督徒不仅要传播思想，还要立足实践，积极参与到改造社会的行动中，以此打造一个团结互助的和谐社会。可参考郭尚鑫：“论美国社会福音运动”，《江西师范大学学报（哲学社会科学版）》，1997年5月；李颜伟：“美国‘社会福音运动’探析”，《天津大学学报（社会科学版）》，2009年1月。
3Dorothy Ross,“American Social Science and the Idea of Progress”, Thomas Haskwell,ed., The Authority of
4experts: Studies in History and Theory, Indiana University Press,1984.Edward Silva&Sheila Slaughter, Serving Power: The Making of the Academic Social Science Expert,Greenwood Press,1984, p3-4.
5Thomas Bender,“Academic Knowledge and Political Democracy in the Age of the University”, ThomasBender, Intellect and Public Life: Essays on the Social History of Academic Intellectuals in the United State,Johns Hopkins University Press,1993, p133-135.
1Frank Stricker,“Professors in the Progressives Era: Incomes, Aspirations, and Professionalism”, Journal ofInterdisciplinary History, Vol.19, No.2, Autumn,1988, p231-257.
2Leon Fink,“Expert Advice: Progressive Intellectuals and the Unraveling of Labor Reform,1912-1915”, LeonFink, etc., Intellectuals and Public Life: Between Radicalism and Reform, Harvard University Press,1997.
3James Allen Smith, The idea brokers: Think Tanks and the Rise of the New Policy Elite, Maxwell MacmillanInternational,1991, p17.
1Thomas Leonard,“Expertise in Democracy, the Dilemma of Economic Reform in the Progressive Era”,
2《社会控制》是进步主义时代著名社会学家爱德华·罗斯的大作。根据罗斯的看法，所谓“社会控制”，即通过法律、道德、舆论、风俗、习惯、宗教等工具来实现社会的和谐与稳定。罗斯：《社会控制》，华夏出版社，1989年，“序言”。《公众舆论》是进步主义思想家沃尔特·李普曼对知识精英如何引导、“告知”公众的总结，他写道：“在公众意见庞杂、非理性的情况下，作为领导者的人通过制造同意、制造模糊概念，寻找共同情感等一系列手段，将公众的情绪和意见整合起来，形成了所谓的公众舆论。”沃尔特·李普曼：《公众舆论》，上海人民出版社，2002年。
3“弱智”（feeble-minded）一词是进步主义时期的一些优生学家、心理学家以及从事慈善及矫正事业的改革家广泛使用的“术语”，用以描述经过智力测验或其他“科学方法”而显示“心智存在缺陷”（mentaldeficiency）的人群。
4Thomas Leonard,“Excluding Inferior Workers: Eugenic Influences on Economic Reform in the ProgressiveEra”;“Excluding Unfit Workers: Social Control Versus Social Justice in the Age of Economic Reform”,
1Recchiuti, Civic Engagement, p223.
2Steve Diner, A City and Its Universities: Public Policy in Chicago,1892-1919, University of North CarolinaPress,1980.
3关于美国参加第一次世界大战与其国内的进步主义改革之间的关系，可参考赵辉兵：“第一次世界大战与美国进步运动的盛衰”，《徐州师范大学学报（哲学社会科学版）》，2009年3月。笔者同意文中的观点，即1917年美国介入一战是进步运动盛极而衰的开始，但并非进步主义改革的终结。
1Carol S. Gruber, Mars and Minerva: World War I and the Uses of the Higher Learning in America, LouisianState University,1975, p259.
2李剑鸣：《大转折的年代》，第244页。
3牛可：“国家安全体制与美国冷战知识分子”。
4岳经伦：“社会科学、知识分子与和谐社会：美国进步时代的启示”，马骏、刘亚平编：《美国进步时代的政府改革及其对中国的启示》，格致出版社，2010年。
5李颜伟：《知识分子与改革：美国进步主义运动新论》，[博士学位论文]，南开大学，2007年。
1Ralph Emerson,“The American Scholar”, Harvard,1837, Clark Northup, etc, Representative Phi Beta KappaOrations, Houghton Mifflin Company,1915, p24-42.
1在19世纪上半叶，一些学院仿效欧洲高等教育而改名为“大学”，如罗德岛学院在1804年改为布朗大学。然而，此时的“大学”称谓在美国可谓名不副实。1829年，哈佛校长贾里德·斯帕克斯写道：“把我国的学院称为大学，是一个天大的错误。若不经过大的变革，它们不是也不可能是大学。它们只不过是一些学校……我认为，我国任何一所老式学院都不可能嫁接长出一所大学来。”Burton Bledstein, Culture ofProfessionalism: The Middle Class and the Development of Higher Education in America, W. W. NortonCompany,1978, p223.
2Robert Lincoln Kelly, The American Colleges and the Social Order, p35,转引自黄宇红：《知识演化进程中的美国大学》，北京师范大学出版社，2008年，第17页。
3Josiah Royce,“Present Ideals of American University Life”, Hawkins, The Emerging University and IndustrialAmerica, Robert Krieger Publishing Company,1985, p10-11.
4陈学飞：《美国高等教育发展史》，四川大学出版社，1989年，第22页。
12Henry Ward Beecher, Norwood: Or, Village Life in New England, Charles Scribner&Company,1868, p181.Curti, American paradox, p41-42.
3Hofstadter, Anti-intellectualism, p163-164.
4“Revolt against Reason”, Curti, American paradox, p31-66; Samuel Eliot Morrison,“The Scholar in America:Past, Present and Future”, Oxford University Press,1961.
5Hofstadter, Anti-intellectualism, p155.
1Charles Barker, Henry George, Oxford University Press,1955, p339.转引自Bledstein, Culture ofProfessionalism, p242.
2Henry Seidel Canby, Thoreau, Houghton Mifflin Company,1939, p40.转引自Bledstein, Culture ofProfessionalism, pp.242-243.
3James Burrill Angell,“The Old College and the New University”, University of Chicago,1899, James BurrillAngell, Selected Addresses, Longmans Green&Company,1912, p136.
4亨利·亚当斯：《亨利·亚当斯的教育》，中国社会科学出版社，2003年，第78-79页。
1Josiah Royce,“Present Ideals of American University Life”, Hawkins, The Emerging University and IndustrialAmerica, p10-11.
2Laurence Veysey, The Emergence of the American University, the University of Chicago Press,1965, p5.
3G. S. Hall, Life and Confessions of a Psychologist,1923, p156.转引自Veysey, The Emergence of theAmerican Universities, p5-6.
4Charles Kendal Adams,“The Relations of Higher Education to National Prosperity”, Vermont,1876, ClarkNorthup, etc, Representative Phi Beta Kappa Orations, p160.
5Richard Hofstadter,“The Revolution in Higher Education”. Arthur Schlesinger, Jr. and Morton White, Paths ofAmerican Thought, Chatto&Windus,1964, p273.
6“Annual Report of the President of Columbia College”,1870.转引自Richard Hofstadter, The Development
1Lenore O’Boyle,“Learning for Its Own Sake: The German University as Nineteeth-Century Model”,Comparative Studies in Society and History, Vol.25, No.1, Jan.,1983, p3-25.
2Charles William Eliot,“Ingugural, in Education Reform: Essays and Addresses”,1898, p26.转引自Bledstein,The Culture of Professionalism, p274.
3Bledstein, The Culture of Professionalism, p269.
4Samuel Haber, The Quest for authority and honor in the American professions,1750-1900, University ofChicago Press,1991, p277.
5W. P. Atkinson, On the Right Use of Books,1878, p11-12.转引自Veysey, The Emergence of the American
1Julie Reuben, The Making of the Modern University: Intellectual Transformation and the Marginalization ofMorality, p29-30.转引自黄宇红：《知识演化进程中的美国大学》，第95页。
2O. A. Brownson,“An Oration on The Scholar’s Mission”, V. Harrington,1843, p6-7.
3Hofstadter,“The Revolution in Higher Education”.
1约翰·伯格斯，“美国大学：它将在什么时候行程？它应该建在哪里？它将是怎样的？”，转引自哈佛燕京学社主编：《人文学与大学理念》，江苏教育出版社，2007年，第488页。
2Bledstein, Culture of Professionalism, p269.
34Charles K. Adams,“The Present Obligation of the Scholar”.David Starr Jordan,“An Apology for the University”, David Starr Jordan, The Voice of the Scholar: with OtherAddresses on the Problems of Higher Education, Paul Elder&Company,1903, p57.
5John S. Brubacher&Willis Rudy, Higher Education in Transition: A History of American Colleges andUniversties, Transaction Publisher,1997, p104.
6Brownson,“The Scholar’s Mission”, p8-11.
1E. V. Gerhart,“The Proper Vocation of a Scholar”, an Address delivered at the Opening of the NewDiagnothian Hall, July2,1847, printed at the Journal Office, p15-16.
2理查德·霍夫斯塔特：“高等教育的革命”，哈佛燕京学社主编：《人文学与大学理念》，第31页。
3Richard Hofstadter&Wilson Smith, American Higher Education: A Documentary History, Vol.1, Universityof Chicago Press,1968, p256.
4Richard Hofstadter,“The Revolution in Higher Education”.
5O’Boyle,“Learning for Its Own Sake”.
1Wayland, Present Collegiate System, p128.转引自Bledstein, Culture of Professionalism, p280.
2James Burrill Angell,“The Old College and the New University”, James Burrill Angell, Selected Addresses,p149.
3O’Boyle,“Learning for Its Own Sake”.
4Richard Hofstadter,“The Revolution in Higher Education”.
5O’Boyle,“Learning for Its Own Sake”.
6Jordan,“An Apology for American University”, The Voice of the Scholar, p44-69.
7约翰·伯格斯，“美国大学”，转引自哈佛燕京学社主编：《人文学与大学理念》，第490页。
8Curti, American paradox, p56.
9Charles Kendall Adams,“The Relations of Higher Education to National Prosperity”.
1Wendell Philips,“The Scholar in a Republic”, Harvard,1881, Clark Northup, etc, Representative Phi BetaKappa Orations, p191-215.
2Wendell Philips,“The Scholar in a Republic”.
3如在哈佛给大一新生修改作文的弗朗西斯·查尔德，私下是一名英国民谣和乔叟的研究权威，在欧洲学术界享有声誉。然而，他的后一身份在哈佛不为人知，以至于当一位哈佛毕业生在其欲赴牛津大学研究乔叟之际，被告知他应该留在哈佛，因为研究乔叟的高人Child就在身边。见Samuel Morison,“The Scholar in
1Frederick Rudolph, The American College and University: A History, Alfred A. Knopf,1962, p241.
2Noah Porter,“Inaugural Address”.转引自Veysey, The Emergence of American Universities, p1.
1Daniel Gilman,“Inaugural Address of Daniel Coit Gilman as first president of The Johns Hopkins University”,
2Daniel Coit Gilman,“The Building of the University: An Inaugural Address”, Delivered at Oakland, Nov.7,1872, San Francisco,1872,6.
1Gilman,“The Building of the University”.
2Gruber, Mars and Minerva, p14.
3芝加哥大学包括五个主要分支——大学本身、教育推广部门如夜校和函授学院、大学出版社、大学图书馆、实验室和博物馆等大学附属机构。
1Gilman,“Inaugural Address of Daniel Coit Gilman as First President of The Johns Hopkins University”.
2陈学飞：《美国高等教育发展史》，第71页。
3Jonathan R. Cole, The Great American University: Its Rise to Preeminence, Its Indispensable National Role,Why It Must be Protected, Public Affairs,2009, p21.
4John S. Brubacher&Willis Rudy, Higher Education in Transition, p181.
5陈学飞：《美国高等教育发展史》，第70页。
6Cole, The Great American University, p21.71896年，超过60所高等院校中有三个或三个以上的教师毕业于霍普金斯，在哈佛任教的霍普金斯毕业生有10人，在哥伦比亚有13人，在威斯康星则又19人。转引自黄宇红：《知识演化进程中的美国大学》，第116页。
1Cole, The Great American University, p21.
2哈佛校长查尔斯·埃利奥特坦言：“我想表明哈佛的研究生院始于1870、1871年，但它发展得不太好，直到约翰·霍普金斯的榜样迫使我们的教师将精力放在发展研究生教育上。”John Brubacher&Willis Rudy,Higher Education in Transition, p182.
3David Starr Jordan,“The Building of a University”, David Starr Jordan, The Voice of the Scholar, p31-32,39.
4Jordan,“The Building of a University”, The Voice of the Scholar, p40.
1Rudolph, The American College and University: A History, p351-352.
2Nicholas Murray Butler,“The Rise of a University”, vol.2, The University in Action, p44-45.转引自Cole,The Great American University, p43.
3Gruber, Mars and Minerva, p14.
4A. Lawrence Lowell,“Expert Administrators in popular government”, American Political Science Review, Vol.
7, No.1, Feb.,1913, p53.
1关于AAAS的“非专业性”，前文（第一章第1节）已有论述。ASSA同样具有浓厚的非专业色彩，如1874年的《大众科学月刊》发表社论认为，ASSA“没能促进社会科学”，反而是他们“极其避开的主题”。ASSA可以被当成“一种大众性的改革会议”，“一个社会行动的组织”，“它的大多数成员热衷于慈善，因此从事都是社会救济、劳教和社会改善的活动。至于在科学的立场上进行真正的调研、严谨而冷静的研究，我们鲜有听闻。”ASSA曾于1878年尝试并入霍普金斯大学的研究生院，但丹尼尔·吉尔曼以ASSA“不够专业化”为由加以拒绝。Mary Furner, Advocacy and Objectivity: a Crisis in the Professionalization ofAmerican Social Science,1865-1905, the University Press of Kentucky,1975, p31.
2在专业学会的建立中，大学是这些学会的发起人和组织者。埃利等教授通过组织专业学会可发展自己的学科，吉尔曼则试图通过学者声誉的扩大来提升霍普金斯的地位。正如埃利在发起美国经济学会前对吉尔曼说：“这将会传播一种具有和谐的基督精神的政治经济学，同时我相信这对约翰·霍普金斯大学有利。”Brubacher&Rudy, Higher Education in Transition, p189.
3Brubacher&Rudy, Higher Education in Transition, p189.
1Bernard Berelaon, Graduate Education in the United States,1960, p15.转引自黄宇红：《知识演化进程中的美国大学》，第174、181页。
2多萝西·罗斯：《社会科学诸学科的变化轮廓》，载于西奥多·波特、多萝西·罗斯主编：《剑桥科学史·第七卷：现代社会科学》，大象出版社，2008年，第176页。
3Samuel Eliot Morison, Three Centuries of Harvard,1636-1936, p334.转引自Bledstein, Culture ofProfessionalism, p275.
4Samuel Eliot Morison, Three Centuries of Harvard,1636-1936, p107.转引自《知识演化进程中的美国大学》，p125。
5Cole, The Great American University, p30.
6Rudolph, The American College and University: A History, p335.
7Alexander Oleson&John Voss, The Organization of Knowledge in Modern America,1860-1920, JohnsHopkins University Press,1979, p11.
1吴必康：《权力与知识：英美科技政策史》，福建人民出版社，1998年，第309、327页。
2Bernard Berelaon, Graduate Education in the United States,1960, p16,p24.转引自黄宇红《知识演化进程中的美国大学》，第129页。
3James Burill Angell,“Inaugural Address”, University of Michigan, June28,1871, James Burill Angell,Selected Address, P5-36.
4Burton R. Clark,“Interpretations of Academic Professionalism”, Hawkins, The Emerging University andIndustrial America, p90.
1黄宇红：《知识演化进程中的美国大学》，第253页。
2吴必康：《权力与知识：英美科技政策史》，第327页。
3Julie Reuben, The Making of the Modern University: Intellectual Transformation and the Marginalization ofMorality,1996, p68.转引自黄宇红：《知识演化进程中的美国大学》，p257。
4Brubacher&Rudy, Higher Education in Transition: A History of American Colleges and Universities, p179.
5Gilman,“Inaugural Address at John Hopkins”.
6Roger Geiger, The Advanced Knowledge: the Development of American Research Universities,1900-1940,1986, p70.转引自黄宇红：《知识演化进程中的美国大学》，第254页。
7Edwin E. Slosson, The Great American Universities,[reprinted], Arno Press,1977, p243.
8Rudolph, The American College and University: A History, p404-405.
1Rudolph, The American College and University: A History, p403.
2Hugh Hawkins, Pioneer: A History of the John Hopkins University,1874-1889,1960, p274.转引自黄宇红：《知识演化进程中的美国大学》，第251页。
3John Wigmore,“Presidential Address, American Association of University Professors Bulletin”, March,1916,p8-9.转引自Gruber, Mars and Minerva, p16-17.
1Bledstein, Culture of Professionalism, p316.
2Rudolph, The American College and University: A History, p178-179.
3Maryann Feldman&Pierre Desrochers,“Truth for its Own Sake: Academic Culture and Technology Transferat John Hopkins University”.
1Maryann Feldman&Pierre Desrochers,“Truth for its Own Sake”.
2Feldman&Desrochers,“Truth for its Own Sake”.
3Hugh Hawkins, Pioneer: A History of the John Hopkins University, p66.转引自黄宇红：《知识演化进程中的美国大学》，第115页。
4Dael Wolfle, The Home of Science: the Role of University, p77-78.转引自黄宇红：《知识演化进程中的美国大学》，第152页。
5O’Boyle,“Learning for Its Own Sake”.
1Rudolph, The American College and University, p359.
2Hofstadter,“The Age of the University”. Hawkins, The Emerging University and Industrial America, p8.
3James Burill Angell,“The Old College and the New University”, James Burill Angell, selected addresses,4p152.Edmund J. James,“The Function of the State University”, Science, New Series, Vol.22, No.568, Nol.17,1905, p622.
5H. S. Pritchett,“The Relation of Educated Men to the State”, Science, New Series, Vol.12, No.305, Nov.2,1900, p664.
6Gilman,“The Building of the University”.
1Gilman,“The Building of the University”.
2George S. Morison,“The New Epoch and the University”, an Oration delivered before the Phi Beta Kappa
3Society in Sanders Theater, Cambridge, Thursday, June25,1896.Woodrow Wilson,“Princeton in the nation’s service”, a Commemorative address delivered on Ooc.21,1896.
4R. H. Jesse,“The Function of the State University”, Science, New Series, Vol.14, No.343, Jul.26,1901,p140-142.
5Morison,“The New Epoch and The University”.
1Cook, Academicians in Government from Roosevelt to Roosevelt, p49.
1工业主义（industrialism）：以大企业的发展为基础、以大量廉价制造品的生产和雇用劳动力在城市工厂的集中为特征的社会经济体系。参考The American Heritage Dictionary of the English Language, FourthEdition copyright, Houghton Mifflin Company,2000.
2Oleson&Voss, The Organization of Knowledge in Modern America,1860-1920, p152.
3E. Richards, Food Materials and Their Adulterations, Whitcomb&Barrow,1906, p255.转引自马骏、刘亚平编：《美国进步时代的政府改革及其对中国的启示》，第169页。
1Charles Kendall Adams,“The Present Obligations of the Scholar”, A Barralaureate Address at the University ofWisconsin, June20,1891, p21-22.
2Mark Carnes&John Garraty, The American Nation: The History of the United States, combined volume,(12thedition), Longman,2005, p551.
3Edmund James,“The Function of the State University”, p626.
4Andrew Jackson,“State of Nation”,1829,
1Lowell,“Expert Administrators in Popular Government”, p45-62.
2Lowell,“Expert Administrators in Popular Government”.
3William Folwell,“Inaugural”, William Folwell, University Addresses, The H. W. Wilson Company,1909, p17.
1Carl Schurz,“Congress and Spoils System”,1895.
2如克罗利认为公务员制度改革虽然在不同的公务部门确立了“考绩制”原则，但“改革的成功不却没有达到（其）推行者所期许的那样”，它“并未满足它的大多数热心支持者的期望。……对（政党分赃这一）陈规陋习的废止并未导致效率的显著提升。行政事务无论在中央，还是在各州或市政办公厅都远远没有达到令人满意的境地。”克罗利：《美国生活的希望：政府在实现国家目标中的作用》，江苏人民出版社，2006年，第119、277页。
3Stephan Skowronek, Building a New American State: The Expansion of National Administrative Capacities,1877-1920, Cambridge University Express,1982, p69.
4Alexander Keyssar&Ernest R. May,“Education for Public Service in the History of United States”. John D.Donahue&Joseph S. Nye, Jr., For the People: Can We Fix Public Service? Brookings Institute Press,2004.
1David A. Schultz, et., The Politics of Civil Service Reform, p85.转引自石庆环：《20世纪美国文官制度与官僚政治》，东北师范大学出版社，2003年，第123页。
2如专利事务的管理、土地勘查、政府中的统计工作等。弗兰克·古德诺：《政治与行政》，华夏出版社，1987年，第64页。
3Grossman, Professors and Public Service,p58.
4Skowronek, Building a New American State, p68.
5Carl Schurz, Civil Service Reform and Democracy.
6Stuart Morris,“The Wisconsin Idea and Business Progressivism”, Journal of American Studies, Vol.4, No.1,Jul.,1970, p39-60.
7Martin J. Schiesl, The Politics of Efficiency: Municipal Administration and Reform in America,1800-1920,University of California Press,1977, p3；另参考石庆环：《20世纪美国文官制度与官僚政治》，第124页。
1Wilson,“The Study of Administration”.
2Recchiuti, Civic Engagement, p100.
3Jane S. Dahlberg, New York Bureau of Municipal Research: Pioneer in Government Administration, New YorkUniversity Press,1966, p120.
419世纪末20世纪初，联邦政府内科学和技术类公务员所占比例从公务员制度建立之初的5%迅速扩大至20%左右。石庆环：《20世纪美国文官制度与官僚政治》，第277页。
5Mary Furner, Advocacy and Objectivity, p1.
6William Folwell,“Inaugural”, University Addresses, p17
1Keyssar&May,“Education for Public Service in the History of the United States”.
2William Harris,“Higher Education: its Function in Preserving and Extending our Civilization”, UniversityConvocation Address Delivered at the Quarter Centennial Boston University, May31,1898.
3F. H. White,“The Growth and Future of State Boards and Commissions”, Reinsch, Readings on AmericanState Government, Ginn and Company,1911, p222.
1Arthur Hadley,“The Relation between Economics and Politics”, opening address at the meeting of theAmerican Economic Association, New Heaven, December27,1898.
2古德诺：《政治与行政》，第50页。
3Grossman, Professors and Public Service, p38.
4“Dr. Harris on the Nation’s Duty and Opportunity”, Education Review, September,1898, Henry Holt&Co.,p204-205.
1Alexander D. Bache,“President of the American Association for the year1851: on retiring from the duties ofPresident”,
2以国家科学院为例，除了巴赫、路易斯·阿加西斯等学术领袖，国家科学院的首批共50名“院士”中有些是与巴赫本人交好的海军部或西点军校的军官，根本算不上科学家。与之相反，一些真正的科学家却未进入国家科学院，如哈佛大学天文学家乔治·P·邦德、耶鲁大学物理学家伊莱亚斯·卢米斯、纽约大学化学家约翰·W·德雷珀等。
1Charles Kendall Adams,“The Present Obligations of the Scholar”, p18,24.
2Edmund James,“The Function of the State University”, p609-628.
3Charles Eliot,“An Urban University”, Dedication of the New Grounds of Columbia University, May,1896.Charles Eliot, Educational Reform: Essays and Addresses, The Century Company,1898, p397.
4Recchiuti, Civic Engagement, p15.
1Lester F. Ward, Dynamic Sociology or Applied Social Science: as Based upon Statical Sociology and the LessComplex Science, Vol.1, Appleton and Company,1897, p21,37.
2William Herrin,“Public duties of Educated Men”, an Address delivered at Corvallis Oregan during the QuarterCentennial Jubilee Exercises of Oregan Agriculatural College, June24,1910, p22-23.
3Morrison,“The New Epoch and the University”.
1Recchiuti, Civic Engagement, p28.
2Jordan,“An Apology for the American University”, The Voice of the Scholar, p57.
1Larry Gara, A Short History of Wisconsin, The State Historical Society of Wisconsin,1962, p180.
23Edmund James,“The Function of the State University”, p611-612.Arthur Hadley,“Economic Theory and Political Morality”, opening address at the meeting of the AmericanEconomic Association, Ithaca, December27,1899, Arthur Hadley, The Education of the American Citizen,Charles Scribner’s Sons,1901, p99.
4Julie Reuben, The Making of the Modern University: Intellectual Transformation and the Marginalization ofMorality,1996, p159-160.转引自黄宇红：《知识演化进程中的美国大学》，p218。
5Recchiuti, Civic Engagement, p29-30.
6Diner, A City and Its Universities, p31-32
7Georeg E. Mowry, The Era of Theodore Roosevelt: an the Birth of Modern America,1900-1912, HarperTorchbooks,1958, p21.
1Diner, A City and Its Universities,31-32
2黄宇红：《知识演化进程中的美国大学》，第219页。
3Harris,“Higher Education: its Function in Preserving and Extending Our Civilization”.
1Diner, A City and its University, p21
23“History of UW-Extension,1862-1900”,Grossman, Professors and Public Service, p232.
4Diner, A City and its University, p29.
5John Commons,“The Educated Man in Politics”, John Commons, Social Reform and The Church, Thomas Y.Crowell&Company,1894, p51-70.
6Recchiuti, Civic Engagement, p32.
1Cook, Academicians in Government from Roosevelt to Roosevelt, p56.
1Diner, A city and its University,17-18
2David Starr Jordan,“University of the United States”, David Starr Jordan, The Voice of the Scholar, p222-223.
3Arthur Hadley,“The Relation between Economics and Politics”, p82.
1Grossman, Professors and Public Service, p51.
2Cook, Academicians in Government from Roosevelt to Roosevelt, p55.
1Cook, Academicians in Government from Roosevelt to Roosevelt, p42.
2R. H. Jesse,“The Function of the State University”. National Education Association, Journal of Proceedingsand Addresses of the Fortieth Annual Meeting, Held at Detroit, Michigan, July8-12,1901, p605.
3Frederick Howe, Wisconsin: An Experiment in Democracy, Scribner's,1912, p151.
1Charles Franklin Thwing, The American and the German University: One Hundred Years of History,Macmillan,1928, p150-151.
2Review of Reviews, LX,339,1919.转引自Bowman, College Professor in America, p15.
3“Henry Cabot Lodge,1863-1945”,
4Arthur Hadley,“The Relation between Economics and Politics”.
5Hofstadter, Anti-intellectualism, p178.
1Cook, Academicians in Government from Roosevelt to Roosevelt, p97.
2Smith, The Idea Broker, p26.
3Cook, Academicians in Government from Roosevelt to Roosevelt, p57.
1李剑鸣：《大转折的年代》，第105页。
2理查德·霍夫斯塔特曾对“进步主义一代”的年龄段和成长时代有着详细的描述：“进步主义一代是（19世纪）90年代刚步入成年的一代人。……威廉·艾伦·怀特在自传中说，他记得他们中无数人都是‘20岁、30岁或刚进入40岁的年轻人’。……西奥多·罗斯福是历史上入主白宫的最年轻的一位，他就任总统是年轻的（进步主义）一代即将上台的时代象征。他们所感到的是对新哲学和新政治的需要。1890年，罗斯福32岁，布莱恩30岁，拉福莱特35岁，威尔逊34岁。大多数进步主义的领袖人物，以及那些对进步主义思潮做出极大贡献的黑幕揭发记者，在至关重要的1890年代之初都只有30岁出头，有的则更年轻。”霍夫斯塔特：《改革年代》，第138-139页。李剑鸣教授也认为：“从年龄上看，他们（进步主义领袖）多出生于1850年以后，在20世纪的大幕拉开之际，他们正当40-50岁的壮年期。”李剑鸣：《大转折的年代》，第101页。
1Arthur E. Bestor,“The transformation of American Scholarship,1875-1917”, The Library Quarterly, Vol.,23,No.3, Jul.,1953, p178.
1Oliver Wendell Holmes, The Common Law, Little&Brown Company,1881, p6.
2Richard T. Ely, The Past and the Present of Political Economy, Publication Agent, John Hopkins University,1884, p46-48.
3Grossman, Professors and Public Service, p111.
1“History of the Founding of the American Economic Association”, Journal of Economic Issues, Vol. XX, No.2,June,1986.在1885年美国经济学会的讨论中，经济学家们对政府的作用展开了讨论，埃德蒙·詹姆斯的发言较有代表性。他说：“我们并不把国家看作仅仅是一个消极的因素，其影响最小的时候就是大家最幸福的时候，而是认为一个文明社会的某些最必要的职能职能由国家来履行，其他一些职能则由国家来履行最为有效。一句话，我们认为国家是一种永久性的经济生活，而不仅是一副暂时的拐杖，当社会比较较完美以后，就可以把它随手扔掉。”另一名经济学家弗朗西斯·沃尔克也认为：“国家的干涉归根结底将会使社会的秩序以及成员的幸福获益匪浅。”此话也代表了经济学家们的总的态度。梅里亚姆：《美国政治学说史》，商务印书馆，1988年，第165页。
2Price Fishback, etc., Government and the American Economy: A New History, The University of Chicago Press,2007, p302.
3霍夫斯塔特：《改革年代》，第128页。
4Mowry, The Era of Theodore Roosevelt, p47.
1欧阳惠、韩铁：“美国平民主义运动的历史渊源及政治诉求”，《求索》，2009年4月。
2霍普斯塔特：《改革年代》，第139页。
3由于“进步派”构成的复杂性，反对“积极政府”观的例外当然存在，其代表是带有反智主义倾向的威廉·布莱恩。克罗利记载道：布莱恩“厌恶政府机构，不相信专家，也反感专业教育”，这种观念“对他的政治效率造成的负面影响极其严重”。克罗利：《美国生活的希望》，第132-134页。
4李颜伟：《知识分子与改革：美国进步主义运动新论》，第85-89页。
5Russell Nye, Mid-western Progressive Politics: A Historical Study of Its Origins and Development,1870-1958.Lansing: Michigan State College Press,1951, p188.
6Frederick C. Mosher, Democracy and Public Service,1982.转引自石庆环：《20世纪美国文官政治与官僚体制》，第122页。
1William H. Allen, Efficient Democracy, Dodd, Mead&Company,1908, viii.
2Charles McCarthy, Wisconsin Idea, Macmillan Company,1912, p303.
3David Thelen, Robert M. La Follette and the Insurgent Spirit, University of Wisconsin Press,1986, p109-110.
4此处借鉴了李剑鸣教授的观点。他认为，进步派在政府改革方面采取了三项措施，即行政的专门化、行政权力的扩大、专家治国。李剑鸣：《大转折的年代》，第243-246页。
5Dahlberg, New York Bureau of Municipal Research, p120.
6Keyssar and May,“Education for Public Service in the History of United States”.
7克罗利：《美国生活的希望》，第279页。
1White,“Growth and Future of State Boards and Commissions”, Reinsch, ed., Readings on American StateGovernment, p222.
2Russell Nye, Mid-western Progressive Politics, p188.
3Frank Fischer, Technocracy and the politics of expertise, Sage Publication, Inc., p81.
4沃尔特·李普曼：《公众舆论》，上海人民出版社2002年，第294页。
1Harris,“Higher Education: its Function in Preserving and Extending Our Civilization”, p161.
1Diner, A city and Its Universities, p44.
1霍夫斯塔特：《改革年代》，第120页。
2Robert Maxwell, La Follette and the Rise of the Progressives in Wisconsin, p13.
3David Henry Burton, The Learned Presidency: Theodore Roosevelt, William Howard Taft, Woodrow Wilson,
1“Wisconsin Constitution”,
2John Stark,“The Wisconsin Idea: The University Service to the State”,1995-1996Wisconsin Blue Book,Legislative Reference Bureau, p7.
3Hofstadter,“The Age of the University”, Hawkins, The Emerging University and Industrial America, p8.
4C. K. Adams,“The University and the State”,1896, p17-18.转引自Veysey, The Emergence of AmericanUniversities, p104.
5Slosson, Great American Universities, p219.
1La Follette, La Follette’s Autobiography, p27.
2La Follette, La Follette’s Autobiography, p28.
3La Follette, La Follette’s Autobiography, p30.
4Charles Van Hise,“Inaugural Address”.
5Maxwell, La Follette and the Rise of the Progressives in Wisconsin, p138.
1Maxwell, La Follette and the Rise of the Progressives in Wisconsin, p138.
2McCarthy, Wisconsin Idea, p45.
3“Contemporary Thought: Significance of the Wisconsin Idea”, Dallas Morning News, June20,1913.[EarlyAmerican Newspaper Database].
12Nye, Mid-western Progressive Politics, p203.Howe, Wisconsin: An Experiment in Democracy, p70.
3La Follette, La Follette’s Autobiography, p361.
4“The Wisconsin Idea Told by La Follette Correspondent Calls Attention to Publication in Senator's Magazine”,The State, November24,1912,[Early American Newspaper Database].
5La Follette, La Follette’s Autobiography, p361.
12Howe, Wisconsin: An Experiment in Democracy, p76.La Follette, La Follette’s Autobiography, p359.
3La Follette, La Follette’s Autobiography, p310.
4Maxwell, La Follette and the Rise of the Progressives in Wisconsin, p160.
5Theda Skocpol, Protecting Soldiers and Mothers: The Political Origins of Social Policy in the United States,Harvard University Press,1992, p300.
1Grossman, Professors and Public Service, p114-115; Maxwell, La Follette and the Rise of the Progressives inWisconsin, p130.
2Maxwell, La Follette and the Rise of the Progressives in Wisconsin, p162.
3Grossman, Professors and Public Service, p114-115; Maxwell, La Follette and the Rise of the Progressives inWisconsin, p114-115,130-131.
4Maxwell, La Follette and the Rise of the Progressives in Wisconsin, p139.
5Slosson, Great American Universities, p214.
6“Contemporary Thought: Significance of the Wisconsin Idea”, Dallas Morning News, June20,1913.[EarlyAmerican Newspaper Database].
1Grossman, Professors and Public Service, p114-115; Maxwell, La Follette and the Rise of the Progressives inWisconsin, p139.
2Slosson, Great American Universities, p214.
3McCarthy, Wisconsin Idea, p312.
1McCarthy, Wisconsin Idea, p194-196.
1Paul D. Healey,“Go and Tell the World: Charles R. McCarthy and the Evolution of the Legislative ReferenceMovement,1901-1917”,
2Charles McCarthy,“Legislative Reference Department”, Reinsch, ed., Readings on American State
3Government, p64.McCarthy, Wisconsin Idea, p216; McCarthy,“Legislative Reference Department”, Reinsch, ed., Readings onAmerican State Government, p64.
4Paul D. Healey,“Go and Tell the World”.
5McCarthy,“Legislative Reference Department”, Reinsch, ed., Readings on American State Government,p64-65.
1McCarthy, Wisconsin Idea, p217.
2McCarthy,“Legislative Reference Department”, Reinsch, ed., Readings on American State Government,p63-64; Samuel Rothstein,“The Origins of Legislative Reference Services in the United States”, LegislativeStudies Quarterly, Vol.15, No.3, Aug.,1990, p401-411.
3McCarthy, Wisconsin Idea, p216.
1McCarthy,“Legislative Reference Department”, Reinsch, ed., Readings on American State Government,p65-66.
23McCarthy,“Legislative Reference Department”, Reinsch, ed., Readings on American State Government, p66.McCarthy,“Legislative Reference Department”, Reinsch, ed., Readings on American State Government,p68-69.
4Samuel Rothstein,“The Origins of Legislative Reference Services in the United States”, p408.
5McCarthy, Wisconsin Idea, p229; McCarthy,“Legislative Reference Department”, Reinsch, ed., Readings onAmerican State Government, p72-73.
1Smith, The idea brokers, p34.
2Russell Nye, Mid-western Progressive Politics, p240
3McCarthy,“Legislative Reference Department”, Reinsch, ed., Readings on American State Government, p72;McCarthy, Wisconsin Idea, p228-229.
1McCarthy, Wisconsin Idea, p197.
2McCarthy,“Legislative Reference Department”, Reinsch, ed., Readings on American State Government, p65
34Maxwell, La Follette and the Rise of the Progressives in Wisconsin, p143-145.McCarthy,“Legislative Reference Department”, Reinsch, ed., Readings on American State Government, p67;Maxwell, La Follette and the Rise of the Progressives in Wisconsin, p143
5McCarthy, Wisconsin Idea, p229.
6McCarthy,“Legislative Reference Department”, Reinsch, ed., Readings on American State Government,p72-73.
1Reber, University Extension in the United States, p14.
2Reber, University Extension in the United States, p49-53.
1Reber, University Extension in the United States, p50.
2Howe, Wisconsin: An Experiment in Democracy, p155.
3La Follette, La Follette’s Autobiography, p30-32.
4霍夫斯塔特：《改革年代》，第150页。
5La Follette, La Follette’s Autobiography, p30.
6Howe, Wisconsin: An Experiment in Democracy, p159.
1“Some New Ideas in Government: An Interview with Dr. George E. Fellows”, Times Picayune, January28,1912,[Early American Newspaper Database].
2“The Wisconsin Idea”, Boston Journal, June25,1913,[Early American Newspaper Database].
1Slosson, Great American Universities, p213-214.
2Slosson, Great American Universities, p242.
3“The Wisconsin Idea”, Boston Journal, June25,1913,[Early American Newspaper Database].
1“Assert Wisconsin Idea Began Here. Members of Pilgrim Party Term it Pennsylvania System Transplanted”,Philadelphia Inquirer, June18,1913,[Early American Newspaper Database].
2据国情普查局统计，1860-1920年间美国城市化的情况以及各种规模城市数量变化如下：
1霍夫斯塔特：《改革年代》，第147页。
2Strong, The Twentieth Century City, p82-83,92.
3Recchiuti, Civic Engagement, p33.
4Schiesl, The Politics of Efficiency, p14,22,69.
1Diner, A City and Its Universities, p19.
2Diner, A City and Its Universities, p19-20.
3建议来自威斯康星大学经济学教授托马斯·S·亚当斯，他对前来考察的费城市政官员说：“如果你们这些从费城来考察的人们想解决你们的市政难题，那就回去后立刻建立一所城市大学。”费城市长布兰肯伯格以及同行的市政官员如公共工程部部长Cooke等人尽管承认“城市大学”是一个“很好的建议”，但以费城已有宾夕法尼亚大学、天普大学为由加以拒绝，认为费城市政当局要做的是加强政府与已有大学之间的合作。布兰肯伯格回应到：“我们现在已有太多的大学和学院了，我们更需要的是唤醒大学校长和校董
们（与政府）合作的热情。”“Urges University Course to Train City's Employes Philadelphia Should Adopt PlanSays Professor Adams”, The Philadelphia Inquirer, May25,1913.[Early American Newspaper Database].
4“The Wisconsin and Pennsylvania ‘Ideas’”, The Philadelphia Inquirer, March7,1914.[Early AmericanNewspaper Database].
5Recchiuti, Civic Engagement, p28.
1Diner, A City and Its Universities, p28.
2Recchiuti, Civic Engagement, p99.
1林广：《移民与纽约城市发展》，[博士学位论文]，华东师范大学，1998年，第14页。
2乔治·兰克维：《纽约简史》，上海人民出版社2005年，第129页。
3乔纳森·卡恩：《预算民主：美国的国家建设与公民权，1890-1928》，格致出版社/上海人民出版社，2008年，第8页。
1卡恩：《预算民主》，第52页。
2艾伦同克利夫兰一样，于1900年获宾夕法尼亚大学博士学位，后留在沃顿商学院任教，撰写有一本在财政学领域影响深刻的教科书《资金及其运用》（1902年出版）。作为著名经济学家西蒙·帕腾的得意门生，艾伦对改革事业的热情来自于其导师的鼓励。他回忆说，当博士毕业面临求职时，“帕腾将手放在我的肩膀上，就那样一直看着我。他说：‘艾伦，你为什么不帮助其他的人呢？’”1903年，艾伦在帕腾的帮助下担任新泽西州慈善援助协会的秘书长，他不仅喜欢调查、分析经济学数据，更热衷于将他的调查结果公诸于众，将参与公共事务与经济学学术研究置于同等地位。卡恩：《预算民主》，第38页。
3Recchiuti, Civic Engagement, p104.
1卡恩：《预算民主》，第61、65页。
1Recchiuti, Civic Engagement, p107.
2卡恩：《预算民主》，第83、91页。
3卡恩：《预算民主》，第126页。
4如日本的东京市于1922年在市长后藤新平的支持下成立了“市政调查会”（Institute of Municipal
1Diner, A City and Its Universities, p33.
1Diner, A City and Its Universities, p174.
1麦金莱少时在宾夕法尼亚州的阿勒格尼学院（一所卫理宗教会学院）读过一年，肄业。内战时参加打仗，内战结束后（1865年）回到家乡在一家私人律师事务所当学徒。1866年，进入纽约州的奥尔巴尼法学院学习了一年，于1867年回到俄亥俄成为一名执业律师，此后逐渐涉足政治。
2Cook, Academicians in Government from Roosevelt to Roosevelt, p53.
1李剑鸣：《伟大的历险——西奥多·罗斯福传》，世界知识出版社，1995年，第18-19页。21900年，罗斯福随麦金莱投入总统大选，每天都特意安排了3个半小时专门读书，其中上午8点至9点阅读历史著作，中午12点至12点半阅读鸟类学著作，下午2点半至3点阅读司各特小说，下午4点半至5点和晚上11点至12点则随意阅读。李剑鸣：《伟大的历险》，第115页。
3李剑鸣：《伟大的历险》，第312页。
1Burton, The Learned Presidency, p58.
2路易斯·奥金克洛斯：《鲁莽的麋鹿——西奥多·罗斯福传》，安徽教育出版社2005年，第96页。
3杨生茂：《美国外交政策史》，人民出版社1991年，第210页。
4奥金克洛斯：《鲁莽的麋鹿》，第41页。
1李剑鸣：《伟大的历险》，第303页。
2奥金克洛斯：《鲁莽的麋鹿》，第19页。
1Burton, The Learned Presidency, p64,77.
2Burton, The Learned Presidency, p77.
3Recchiuti, Civic Engagement, p214.
1Recchiuti, Civic Engagement, p214-215.
2Recchiuti, Civic Engagement, p209.
1Cook, Academicians in Government from Roosevelt to Roosevelt, p53
2Cook, Academicians in Government from Roosevelt to Roosevelt, p58,64.
1Grossman, Professors and Public Service, p223-231.
2早期的农业部森林司由被誉为“美国森林之父”的富兰克林·霍夫担任司长，哈夫并非一名专业的森林学家，而是在科学、医学以及历史方面均有造诣的博学之士。1886年接替哈夫的伯恩哈德·费诺在担任森林司司长时，美国大学尚无专门的森林学专业。费诺在3年后离开森林司，前往康奈尔大学组建了美国大学中的首个林学院，担任院长一职，1905年后又进入宾州州立学院组建了森林学系。
3联邦政府对自然资源保护的重视是罗斯福执政时期的一大创举。自幼热爱大自然的罗斯福早在19世纪末便与自然科学家乔治·格伦内尔合作，成立了美国最早的自然资源保护组织——布恩·克罗克特俱乐部
（1877）。担任纽约州州长期间，罗斯福还与自然资源保护运动的先驱、后来成为耶鲁林学院教授的吉福特·平肖共同探讨过由政府实施自然资源保护政策事宜。1901年成为总统后，罗斯福致国会的首篇国情咨文中有1/4的内容在谈论自然资源保护问题，森林保护则是其中的重中之重。
4Grossman, Professors and Public Service, p60.
5吴必康：《权力与知识》，第318页。
1John Commons, Myself, The Macmillan Company,1934, p76.
1Grossman, Professors and Public Service, p121.
2Cook, Academicians in Government from Roosevelt to Roosevelt, p61.
1Hofstadter, Anti-intellectualism, p206.
2如塔夫脱执政期间，联邦政府进一步将扩大了对铁路公司的监管，电话及电报公司也被纳入监管范畴，州际商务委员会的权力得以加强。此外，联邦政府在1909-1913年发起的反托拉斯诉讼和针对垄断企业的制裁在数量上也远远超过1901-1909年罗斯福当政时期。
1Burton, The Learned Presidency, p105.
1Grossman, Professors and Public Service, p139.
1Burton, The Learned Presidency, p190.
2Luke Oliver Fernandez,“Specialization”, Preparing Student for Citizenship: the Pedagogical Vision of Yale’sNoah Porter, Harvard’s Charles Eliot and Princeton’s Woodrow Wilson, Cornell University Press,1997.
1Burton, The Learned Presidency, p160-161.
2张澜：《伍德罗·威尔逊社会思想研究》，[博士学位论文]，复旦大学，2004年，第62页。
1Woodrow Wilson,“Labor Day Speech in Buffalo, New York”, Sept.,1912,
2Grossman, Professors and Public Service, p135
3Smith, The Idea Broker, p2.
1A. Hunter Dupree, Science in the Federal Government, A History of Policies and Activities to1940, AyerPublishing,1957, p182.
1
2
1Grossman, Professors and Public Service, p126.
1Cook, Academicians in Government from Roosevelt to Roosevelt, p79.
2Warren Benjamin Catlin, The Progress of Economics: A History of Economic Thought, Bookman Associate,1962, p720.
1卡恩：《预算民主》，第145页。21910年，两名劳工组织的主要人物在洛杉矶时报大楼埋下炸药，造成20人死亡。惨案发生后，塔夫脱收到一封由28位社会工作者联合签名、题为《向总统呼吁成立联邦产业关系委员会》的请愿书。此事直接导致了塔夫脱向国会提议成立产业关系委员会。
3Gearity, The First Brain Trust, p218-219.
1Cook, Academicians in Government from Roosevelt to Roosevelt, p78.
2Karen E. Schnietz,“The1916Tariff Commission: Democrats’ Use of Expert Information to ConstrainRepublican Tarrif Protection”,
1Commons, Myself, p76.
2Grossman, Professors and Public Service, p137
1Grossman, Professors and Public Service, p129
1Woodrow Wilson,“Address at Sea Girt, New Jersey Accepting the Democratic Nomination for President”,Sept.,1916,
1Parke Rexford Kolbe, The Colleges in War Time and After: A Contemporary Account of the Effect of the Warupon Higher Education in America, D. Appleton and Company,1919, p44-45
2Gruber, Mars and Minerva, p96-97.
3Gruber, Mars and Minerva, p103
1Kolbe, The Colleges in War Time and After, p207-208
2Gruber, Mars and Minerva, p103-105.
3Kolbe, The Colleges in War Time and After, p35
4Kolbe, The Colleges in War Time and After, p203-204
1Kolbe, The Colleges in War Time and After, p70
2Charles Franklin Thwing, The American Colleges and Universities in the Great War,1914-1919: A History,The MacMillan Company,1920, p85-88.
3Kolbe, The Colleges in War Time and After, p36.
1Gruber, Mars and Minerva, p112-114
2Bowman, The College Professors in Ameica, p145.
3Gruber, Mars and Minerva, p82
4Gruber, Mars and Minerva, p10051916年8月底，威尔逊成立了由陆军部长、海军部长、内政部长、农业部长、商务部长和劳工部长组成的“国防委员会”（Council of National Defense），负责协调和整合全国的各种资源为可能到来的战争做准备。
1Kolbe, The Colleges in War Time and After, p26-27; Gruber, Mars and Minerva, p99.
2Kolbe, The Colleges in War Time and After, p59-61.
3拉斯韦尔：《世界大战中的宣传技巧》，中国人民大学出版社，2003年，第173页。
1Gruber, Mars and Minerva, p106.
2克劳塞维茨：《战争论》（第一卷），商务印书馆，1982年，第23页。
3Thwing, The American Colleges and Universities in the Great War, p115,125.
1Kolbe, The Colleges in War Time and After, p50,135-136
1Thwing, The American Colleges and Universities in the Great War, p92-93.
2Gruber, Mars and Minerva, p108.
1Cook, Academicians in Government from Roosevelt to Roosevelt, p90-91.
2Maxcy R. Dickson,“The Food Administration: Educator”, Agriculture History, Vol.16, No.2, Apr.,1942,p91-96.
1Cook, Academicians in Government from Roosevelt to Roosevelt, p84.
2Grossman, Professors and Public Service, p153.
1截止至1918年10月初，中统局共有63名成员，其中28人是来自统计学界、经济学界和企业界的专家。Robert D. Cuff,“Creating Control Systems: Edwin F. Gay and the Central Bureau of Planning and Statistics,1917-1919”, The Business History Review, Vol.63, No.3(autumn,1989), p609.“中统局”成员的全部名单，可参考Z. L. Porter,“The Central Bureau of Planning and Statistics”, Publications of American StatisticalAssociation, Vol.16, No.125, Mar.,1919, p276-277.
2Z. L. Porter,“The Central Bureau of Planning and Statistics”, p276.
3Grossman, Professors and Public Service, p138.
4Grossman, Professors and Public Service, p163.
5杜佑：《通典》，卷第一百六十一·兵十四，中华书局，1982年。
6拉斯韦尔：《世界大战中的宣传技巧》，第174页。
7“所谓宣传，其实就是思想对思想的战争”。拉斯韦尔：《世界大战中的宣传技巧》，第23页。
1Adolf Hitler,“War Propaganda”, My Struggle,
2拉斯韦尔：《世界大战中的宣传技巧》，第22页。
34Gruber, Mars and Minerva, p138.Cole, The Great American University, p48.
5与会者包括：亨利·伯恩（西储大学）、埃德蒙·伯内特（卡内基研究院历史研究所）、乔治·达彻（韦斯莱杨大学）、盖伊·福特（明尼苏达大学）、查尔斯·黑曾（哥伦比亚大学）、查尔斯·赫尔（康奈尔大学）、盖拉德·亨特（国会图书馆）、安德鲁·麦克劳克林（芝加哥大学）、艾伯特·麦金利（《历史教师杂志》）、托马斯·佩奇（弗吉尼亚大学）、弗雷德里克·帕克森（威斯康星大学）、詹姆斯·肖特韦尔（哥伦
1Gruber, Mars and Minerva, p149.
2John S P. Tatlock,“Why America Fights German”, The Committee on Public Information,1918, March.
3拉斯韦尔：《世界大战中的宣传技巧》，第170页。
4《反间谍法》于1917年6月15日通过，规定：对故意制造虚假消息帮助敌人的人、煽动武装部队判断的人、企图阻碍征兵的人，均可判处最高长达20年的监禁和高达1万美元的罚款。该法的主要打击对象是美国境内持反战态度或政治异议的非英语出版物。
5Gruber, Mars and Minerva, p157.
1Gruber, Mars and Minerva, p158.
2拉斯韦尔：《世界大战中的宣传技巧》，第170页。
3Daniel J. Kevles,“Testing the Army’s Intelligence: Psychologists and the Military in World War”, The Journalof American History, Vol.55, No.3, Dec.,1968, p565-583.
12Thwing, The American Colleges and Universities in the Great War, p92-93.Arthur Hadley,“What is Education”, Harper’s.
3Grossman, Professors and Public Service, p169-170.
4Lawrence E. Gelfand, The Inquiry: American Preparations For Peace,1917-1919, Yale University Press,1963,p45.
5Hofstadter, Anti-intellectualism in American Life, p212.
1Gelfand, The Inquiry, p49-67.
1Grossman, Professors and Public Service, p89.
2O. Levine, The American Colleges and the Culture of Aspiration, p36.
3“Select Reports of the American Commission to Negotiate Peace”,
1Kolbe, The Colleges in War Time and After, p205.
12Cook, Academicians in Government from Roosevelt to Roosevelt, p82.Gruber, Mars and Minerva, p101.
3Charles Van Hise,“The War Work of the University of Wisconsin”, Review of Reviews, July,1918, p67-68.转引自Bowman, College Professors in America, p149.
4Kolbe, The Colleges in War Time and After, p96-99.
5Kolbe, The Colleges in War Time and After, p203.
1O. Levine, The American Colleges and the Culture of Aspiration, p36.
2Cook, Academicians in Government from Roosevelt to Roosevelt, p85.
1Kolbe, The Colleges in War Time and After, p184.
1Paul P. Van Riper,“The American Administrative State: Wilson and the Founders–An Unorthodox View”,Public Administration Review, Vol.43, No.6, Nov.-Dec.,1983, p477-490.
1谭融、游腾飞：“论美国进步主义运动的历史背景与思想基础”，《青海社会科学》，2011年第1期。
1Howe, Wisconsin: An Experiment in Democracy, p153.
1Commons, Myself, p110.
2Slosson, Great American Universities, p215.
3Cook, Academicians in the Government from Roosevelt to Roosevelt, p38.
4McCarthy,“Legislative Reference Department”, Reinsch, ed., Readings on American State Government, p72;McCarthy, Wisconsin Idea, p228-229.
1Slosson, Great American Universities, p215-216.
2Kolbe, The Colleges in War Time and After, p184.
1Skowronek, Building a New American State, p252-253.
2Fink,“Expert Advice: Progressive Intellectuals and the Unraveling of Labor Reform,1912-1915”.
3Recchiuti, Civic Engagement, p145-146.
1Lora Judge,“Eugenics”.
2Mark Haller, Eugenics: Hereditarian Attitudes in American Thought, Rutgers University Press,1963,p114-119.
1Gruber, Mars and Minerva, p149-159.
2半个多世纪后，美国历史学家乔治·凯南和克里斯托弗·拉希先后通过严密考证得出结论，西森档案确属伪造，是出于战争宣传目的而编造的假情报，这些假情报在一战期间可谓屡见不鲜。George F. Kennan,“The Sisson Documents”, The Journal of Modearn History, Vol.28, No.2, Jun.,1956, pp130-154. ChristopherLasch, The American Liberals and the Russian Revolution, p115
3C. Hartley Grattan,“Historian Cut Loose”, American Mercury Magazine, May to August,1927, p414-430.
1Crawford and Biderman, Social Scientists and International Affairs,"editor's introduction", p7.转引自牛可：“国家安全体制与美国冷战知识分子”。
1Literary Digest, Vol.CXV, June3,1933, p8.转引自Hofstadter, Anti-intellectualism in American Life, p216.
2以上两段论述借鉴了牛可“国家安全体制与美国冷战知识分子”一文中的部分观点。
3Cook, Academicians in the Government from Roosevelt to Roosevelt, p169.
1希腊由麻省理工学院博士、前希腊雅典大学和德国法兰克福大学经济学教授卢卡斯·帕帕季莫斯出任总理；意大利的总理一职则由米兰博科尼大学校长、经济学教授马里奥·蒙蒂担任。
2Morrison,“The New Epoch and the University”.
1. Adams, Charles K..“The Present Obligation of the Present”, Democratic Printing Company,
1897.
2. Bache, Alexander. D..“President of the American Association for the year1851: on retiringfrom the duties of President”,
3. Brownson, Orestes A..“An Oration on The Scholar’s Mission”, V. Harrington,1843.
4. Ely, Richard.“Report of the Organization of the American Economic Association”,Publications of the American Economic Association, Vol.1, American EconomicAssociation,1887.
5. Gerhart, Emanuel Vogel.“The Proper Vocation of a Scholar”, an Address delivered at theOpening of the New Diagnothian Hall, July2,1847, printed at the Journal Office.
6. Gilman, Daniel.“Inaugural Address of Daniel Coit Gilman as first president of The JohnsHopkins University”.
7. Gilman, Daniel.“The Building of the University: An Inaugural Address”, Delivered atOakland, Nov.7,1872, San Francisco,1872,6.
8. Hadley, Arthur.“The Relation between Economics and Politics”, opening address at themeeting of the American Economic Association, New Heaven, December27,1898.
9. Hadley, Arthur.“What is Education”, Harper’s.
10. Herrin, William.“Public duties of Educated Men”, an Address delivered at CorvallisOregon during the Quarter Centennial Jubilee Exercises of Oregon Agricultural College,June24,1910
11. James, Edmund.“The Function of the State University”, Science, New Series, Vol.22, No.568,1905.
12. Jesse, Richard.“The Function of the State University”, Science, New Series, Vol.14, No.343, Jul.26,1901.
13. Lowell, A. Lawrence.“Expert Administrators in Popular Government”, American PoliticalScience Review, Vol.7, No.1, Feb.,1913.
14. Morison, George S.“The New Epoch and the University”, an Oration delivered before thePhi Beta Kappa Society in Sanders Theater, Cambridge, Thursday, June25,1896
15. Pritchett, Henry.“The Relation of Educated Men to the State”, Science, New Series, Vol.12,No.305, Nov.2,1900.
16. Reber, Louis.“University Extension”, Annals of the American Academy of Political andSocial Science, Vol,67, New Possibilities in Education, Sep.,1916.
17. Schurz, Carl.“Civil Service Reform and Democracy”.
18. Schurz, Carl.“Congress and Spoils System”..
19. Taft, William.“Address of President Taft: At the Luncheon of the Economic Association”,at the Raleigh Hotel, Washington, D.C., December28,1911, American Economic Review,Vol.2, No.1, Supplement, Papers and Proceedings of the Twenty-fourth Annual Meeting ofthe American Economic Association, Mar.,1912.
20. Van Hise, Charles. The Attainment of Success: Baccalaureate and CommencementAddresses, delivered at the54th commencement of the University of Wisconsin, Madison,June16-19,1907.
21. William Harris,“Dr. Harris on the Nation’s Duty and Opportunity”, Education Review,September,1898, Henry Holt&Co., p204-205.
22. William Harris,“Higher Education: its Function in Preserving and Extending ourCivilization”, University Convocation Address Delivered at the Quarter Centennial BostonUniversity, May31,1898.
23. Wilson, Woodrow.“Address at Sea Girt, New Jersey Accepting the Democratic Nominationfor President”, Sept.,1916,
24. Wilson, Woodrow.“Labor Day Speech in Buffalo”, New York, September2,1912.
25. Wilson, Woodrow.“Princeton in the nation’s service”, a Commemorative address deliveredon Ooc.21,1896.
26. Wilson, Woodrow.“The Study of Administration”, Political Science Quarterly, Vol.2, No.2,Jun.,1887, p197-222.
1. Angell, James Burrill. Selected Address, Longmans, Green&Company,1912.
2. Eliot, Charles. Educational Reform: Essays and Addresses, The Century Company,1898.
3. Folwell, William. University Addresses, The H. W. Wilson Company,1909.
4. Jordan, David Starr. The Voice of the Scholar: with Other Addresses on the Problems ofHigher Education, Paul Elder&Company,1903.
5. National Education Association, Journal of Proceedings and Addresses of the FortiethAnnual Meeting, held at Detroit, Michigan, July8-12, published by the Association,1901.
6. Northup, Clark, etc,. Representative Phi Beta Kappa Orations, Houghton Mifflin Company,1915.
1. Adams, Thomas Sewall. Labor Problems: A Text Book, Macmillan Company,1905.
2. Allen, William H.. Efficient Democracy, Dodd, Mead&Company,1908
3. Chamberlain, Thomas. Biographical Memoir Charles Richard Van Hise, GovernmentPrinting Office,1924.
4. Commons, John etc.. Final Report of Commission on Industrial Relations, Barnard andMiller Print,1915.
5. Commons, John. Labor and Administration, Macmillan Company,1913.
6. Commons, John. Myself, Macmillan Company,1934.
7. Commons, John. Social Reform and Church, Thomas Y. Crowell&Company,1894.
8. Ely, Richard. The Past and the Present of Political Economy, Publication Agent, JohnHopkins University,1884.
9. Hadley, Arthur. The Education of the American Citizen, Charles Scribner’s Sons,1901.
10. Holmes, Oliver Wendell. The Common Law, Little&Brown Company,1881.
11. Howe, Frederick. Wisconsin: An Experiment in Democracy, C. Scribner’s Sons,1912.
12. Kolbe, Parke Rexford. The Colleges in War Time and After: A Contemporary Account of theEffect of the War upon Higher Education in America, D. Appleton and Company,1919
13. La Follette, Robert. La Follette’s Autobiography: A Personal Narrative of PoliticalExperiences, the Robert M. La Follette Co.,1913.
14. McCarthy, Charles. Wisconsin Idea, Macmillan Company,1912.
15. Reber, Louis. University Extension in the United States, Government Printing Office,1914.
16. Reinsch, Paul. American Legislatures and Legislative Methods, The Century Co.,1907.
17. Reinsch, Paul. Readings on American State Government, Ginn and Company,1911.
18. Strong, Josiah. The Twentieth Century City, The Baker&Taylor Co.,1898
19. Thwing, Charles Franklin. The American and the German University: One Hundred Yearsof History, Macmillan,1928, pp.150-151.
20. Thwing, Charles Franklin. The American Colleges and Universities in the Great War,1914-1919: A History, The MacMillan Company,1920
21. Van Hise, Charles. Concentration and Control: a Solution of the Trust Problem in theUnited States, Macmillan Company,1912.
22. Ward, Lester. Dynamic Sociology or Applied Social Science: as Based upon StaticalSociology and the Less Complex Science, Vol.1, Appleton and Company,1897
1. Anonymous.“A third of a century of La Folletteism”, Milwaukee Journal, Oct.21,1930.
2. Anonymous.“Charles McCarthy,1873-1921”, Survey, April9,1921.
3. Anonymous.“Demos and the Professor”, Nation, May27,1915, Vol.100, p595-597.
4. Steffens, Lincoln.“Sending a State to College”, Kansas City Star, Feb.2,1909.[Early American Newspaper Database].
5. Grattan, C. Hartley.“The Historian Cut Loose”, American Mercury Magazine May toAugust1927,p421-422.
6.“Urges University Course to Train City's Employees Philadelphia Should Adopt Plan SaysProfessor Adams”, The Philadelphia Inquirer, May25,1913.[Early American NewspaperDatabase].
7.“Contemporary Thought: Significance of the Wisconsin Idea”, Dallas Morning News, June20,1913.[Early American Newspaper Database]
8.“The Wisconsin Idea Told by La Follette Correspondent Calls Attention to Publication inSenator's Magazine”, The State, November24,1912,[Early American NewspaperDatabase].
9.“Some New Ideas in Government: An Interview with Dr. George E. Fellows”, TimesPicayune, January28,1912,[Early American Newspaper Database].
10.“The Wisconsin Idea”, Boston Journal, June25,1913,[Early American NewspaperDatabase].
11.“Assert Wisconsin Idea Began Here. Members of Pilgrim Party Term it PennsylvaniaSystem Transplanted”, Philadelphia Inquirer, June18,1913,[Early American NewspaperDatabase].
12.“The Wisconsin and Pennsylvania ‘Ideas’”, The Philadelphia Inquirer, March7,1914.[Early American Newspaper Database].
1. Abelson, Donald. American Think-Tanks and their Role in US Foreign Policy, St. Martin’sPress, Inc.,1996.
2. Acrea, Kenneth. Wisconsin Progressivism: Legislative Response to Social Change,1891to1909,[dissertation], University of Wisconsin,1968.
3. Baritz, Loren. The Servants of Power; a History of the Use of Social Science in AmericanIndustry, Wesleyan University Press,1960.
4. Bender, Thomas. Intellect and Public Life: Essays on the Social History of AcademicIntellectuals in the United States, Johns Hopkins University Press,1993.
5. Bledstein, Burton. The Culture of Professionalism: the Middle Class and the Developmentof Higher Education in America, Norton,1976.
6. Bowman, Claude. The College Professor in America: an Analysis of Articles Published inthe General Magazine,1890-1938,[reprinted], Arno Press Inc.,1977.
7. Brint, Steven. In an Age of Experts: the Changing Role of Professionals in Politics andPublic Life, Princeton University Press,1994.
8. Brown, JoAnne&Van Keuren, David. The Estate of Social Knowledge, Johns HopkinsUniversity Press,1991.
9. Brubacher, John&Rudy, Wills. Higher Education in Transition: a History of AmericanColleges and Universities,1636-1976, Harper&Row,1976.
10. Burton, David. The Learned Presidency: Theodore Roosevelt, William Howard Taft,Woodrow Wilson, Fairleigh Dickinson University Press,1988.
11. Carnes, Mark&Garraty, John. The American Nation: The History of the United States,combined volume,(12th edition), Longman,2005.
12. Casey, Marion. Charles McCarthy: Librarianship and Reform, American LibraryAssociation,1981.
13. Catlin, Warren Benjamin. The Progress of Economics: A History of Economic Thought,Bookman Associate,1962.
14. Cole, Janathan. The American University: Its Rise to Preeminence, Its IndispensibleNational Role, Why it must be Protected, Public Affairs,2009.
15. Cook, Paul. Academicians in government from Roosevelt to Roosevelt,[dissertation],University of Kentucky,1971,[reprinted],1982.
16. Crosson, Patricia. Public Service in Higher Education, Association for the Study of HigherEducation,1983.
17. Curti, Merle. American Scholarship in the20th Century, Russell&Russell,1967.
18. Curti, Merle. The American Paradox: the Conflict of Thought and Actions, RutgersUniversity Press,1956.
19. Dahlberg, Jane. The New York Bureau of Municipal Research: Pioneer in GovernmentAdministration, New York University Press,1966.
20. Diner, Steven. A City and its Universities: Public Policy in Chicago,1892-1919, Universityof North Carolina Press,1980.
21. Doan, Edward. The La Follettes and the Wisconsin Idea, Rinehart,1947.
22. Dupree, A. Hunter. Science in the Federal Government, A History of Policies and Activitiesto1940, Ayer Publishing,1957.
23. Fairchild, Henry Pratt. The Obligation of Universities to the Social Order, OxfordUniversity Press,1933.
24. Fernandez, Luke Oliver. Preparing Student for Citizenship: the Pedagogical Vision of Yale’sNoah Porter, Harvard’s Charles Eliot and Princeton’s Woodrow Wilson, Cornell UniversityPress,1997.
25. Fink, Leon&Leonard, Stephen&Reid, Donald. Intellectuals and Public Life: BetweenRadicalism and Reform, Cornell University Press,1996.
26. Fink, Leon. Progressive Intellectuals and the Dilemma of Democratic Commitment,Harvard University Press,1997.
27. Fischer, Frank. Technocracy and the Politics of Expertise, Sage Publications,1990.
28. Fishback, Price, etc.. Government and the American Economy: A New History, TheUniversity of Chicago Press,2007.
29. Fitzpatrick, Ellen. Endless Crusade: Women Social Scientists and Progressive Reform,Oxford University Press,1990.
30. Furner, Mary. Advocacy and Objectivity: a Crisis in the Professionalization of AmericanSocial Science,1865-1905, the University Press of Kentucky,1975.
31. Furner, Mary. The State and Economic Knowledge: the British and American Experiences,Cambridge University Press,1990.
32. Furner, Mary. The State and Social Investigation in Britain and the United States,Cambridge University Press,1993.
33. Gara, Larry. A Short History of Wisconsin, The State Historical Society of Wisconsin,1962.
34. Gearity, James Lamb. The First Brain Trust: Academics, Reform and the Wisconsin Idea,[Dissertation], University of Minnesota,1979.
35. Gelfand, Lawrence. The Inquiry: American Preparations for Peace,1917-1919, YaleUniversity Press,1963.
36. Gilmore, Glenda Elizabeth. Who were Progressives, St. Martin’s,2002.
37. Goldman, Eric Frederick. Rendezvous with Destiny: a History of Modern American Reform,Knopf,1952.
38. Grossman, David Michael. Professors and Public Service,1885-1925: A Chapter in theProfessionalization of the Social Sciences,[Dissertation], Washington University,1973.
39. Gruber, Carol. Mars and Minerva: World War I and the Uses of Higher Education inAmerica, Louisiana State University Press,1975.
40. Haber, Samuel. The Quest for Authority and Honor in the American Professions,1750-1900,University of Chicago Press,1991.
41. Haller, Mark. Eugenics: Hereditarian Attitudes in American Thought, Rutgers UniversityPress,1963
42. Haskell, Thomas. The Authority of Experts: Studies in History and Theory, IndianaUniversity Press,1984.
43. Hawkins, Hugh. The Emerging University and Industrial America, R.E. Krieger Pub. Co.,1985.
44. Herbst, Jungen. The German Historical School in American Scholarship, Cornell UniversityPress,1965.
45. Hofstadter, Richard&Smith, Wilson. American Higher Education: A Documentary History,Vol.1, University of Chicago Press,1968.
46. Hofstadter, Richard. Anti-intellectualism in American Life, Knopf,1963.
47. Hofstadter, Richard. The Development and Scope of Higher Education in the United States,Columbia University Press,1952.
48. Jencks, Christopher&Riesman, David. The Academic Revolution, Doubleday,1968.
49. Kimball, Bruce. The “True Professional Idea” in America: a History, Blackwell,1992.
50. Ladd, Everett&Lipset, Seymour. The Divided Academy: Professors and Politics,McGraw-Hill,1975.
51. Lasch, Christopher. The New Radicalism in America,1889-1963: the Intellectual as aSocial Type, Knopf,1965.
52. Lemann, Nicholas. The Big Test: the Secret History of the American Meritocracy, Farrar,Straus and Giroux,1999.
53. Levine, David. American College and Culture of Aspiration,1915-1940, Cornell UniversityPress,1986.
54. Light, Donald. The Impact of the Academic Revolution on Faculty Careers, AmericanAssociation of Higher Education,1973.
55. Lyons, Gene Martin. The Uneasy Partnership: Social Science and the Federal Governmentin the Twentieth Century, Russell Sage Foundation,1965.
56. Margulies, Herbert. The Decline of the Progressive Movement in Wisconsin,1890-1920,State Historical Society of Wisconsin,1968.
57. Maxwell, Robert. Robert La Follette and the rise of Wisconsin Progressivism, StateHistorical Society of Wisconsin,1956.
58. Maxwell, Robert. Robert La Follette, Prentice Hall,1969.
59. McGerr, Michael. The Decline of Popular Politics: the American North,1865-1928, OxfordUniversity Press,1986.
60. Mowry, George. The Era of Theodore Roosevelt: and the Birth of Modern America,1900-1912, Harper Torchbooks,1962.
61. Nevins, Allan. State Universities and Democracy, University of Illinois Press,1965.
62. Nye, Russel. Midwest Progressivism, Michigan State University Press,1956.
63. O’ Conner, Alice. Poverty Knowledge: Social Science, Social Policy, and the Poor inTwentieth-Century U.S. History, Princeton University Press,2001.
64. Oleson, Alexandra&Voss, John. The Organization of Knowledge in Modern America,1860-1920, Johns Hopkins University Press,1979.
65. Portman, David. Early Reform in American Higher Education, Nelson-Hall CompanyChicago,1972.
66. Quandt, Jean. From the Small Town to the Great Community: the Social Thought ofProgressive Intellectuals, Rutgers University Press,1970.
67. Rader, Benjamin. The Academic Mind and Reform: the Influence of Richard T. Ely inAmerican Life, University of Kentucky Press,1966.
68. Recchiuti, John Louis. Civic Engagement: Social Science and Progressive-Era Reform inNew York City, University of Pennsylvania Press,2007.
69. Rudolph, Frederick. The American College and University: A History, Alfred A. Knopf,1962.
70. Schiesl, Martin. The Politics of Efficiency: Municipal Administration and Reform inAmerica,1800-1920, University of California Press,1980.
71. Silva, Edward&Slaughter, Sheila. Serving Power: the Making of the Academic SocialScience Expert, Greenwood Press,1984.
72. Skocpol, Theda. Protecting Soldiers and Mothers: The Political Origins of Social Policy inthe United States, Harvard University Press,1992.
73. Skowronek, Stephen. Building a New American State: the Expansion of NationalAdministrative Capacities,1877-1920, Cambridge University Press,1982.
74. Slosson, Edwin. The Great American Universities,[reprinted], Arno Press,1977.
75. Smith, James Allen. The Idea Brokers: Think Tanks and the Rise of the New Policy Elite,Maxwell Macmillan International,1991.
76. Sommer, John. The Academy in Crisis: The Political Economy of Higher Education,Transaction Publishers,1994.
77. Sullivan, William. Work and Integrity: The Crisis and Promise of Professionalism inAmerica, Jossey-Bass,2005.
78. Thelen, David. Robert M. La Follette and the Insurgent Spirit, University of WisconsinPress,1985.
79. Thelen, David. The New Citizenship: Origins of Progressivism in Wisconsin,1885-1900,University of Missouri Press,1972.
80. Unger, Nancy. Fighting Bob La Follette: the Righteous Reformer, University of NorthCarolina Press,2000.
81. Veysey, Laurence. The Emergence of American Universities, Chicago University Press,1965.
82. White, Leonard Dupee. Trends in Public Administration, McGraw-Hill Book Co.,1933.
83. White, Morton. Social Thought in America: The Revolt against Formalism, OxfordUniversity Press,1976.
84. Wilson, Logan. The Academic Man: a Study in the Sociology of a Profession, OxfordUniversity Press,1943.
1. Bestor, Arthur.“The Transformation of American Scholarship,1875-1917”, LibraryQuarterly, Vol.23, No.3, Jul.,1953, p164-179.
2. Casey, Marion.“Charles McCarthy’s ‘Idea’: a Library to Change Government”, LibraryQuarterly, No.44,1974, p29-41.
3. Decker, Joe.“The Progressive Era and the World War I Draft”, Magazine of History, Vol.1,No.3/4,1986, p15-18.
4. Dickson, Maxcy R..“The Food Administration: Educator”, Agriculture History, Vol.16,No.2, Apr.,1942
5. Feldman, Maryann&Desrochers, Pierre.“Truth for its Own Sake: Academic Culture andTechnology Transfer at John Hopkins University”.
6. Healey, Paul.“Go and Tell the World: Charles R. McCarthy and the Evolution of theLegislative Reference Movement,1901-1917”, Law Library Journal. No.1,2007.
7. Hofstadter, Richard.“The Revolution in Higher Education”. Schlesinger, Arthur Jr.&White,Morton. Paths of American Thought, Chatto&Windus,1964.
8. Hutchinson, William.“The American Historian in Wartime”, Mississippi Valley HistoricalReview, Vol.29, No.2, Sep.,1942, p163-186.
9. Kevles, Daniel.“Testing the Army’s Intelligence: Psychologists and the Military in WorldWar I”, The Journal of American History, Vol.55, No.3, Dec.,1968.
10. Keyssar, Alexander&May, Ernest.“Education for Public Service in the History of UnitedStates”. Donahue, John&Nye, Joseph, Jr.. For the People: Can We Fix Public Service?Brookings Institute Press,2004.
11. Kunitz, Stephen.“Professionalism and Social Control in the Progressive Era”, SocialProblems, Vol.22, No.1, Oct.,1974, p16-27.
12. Leonard, Thomas.“American Progressives and the rise of expertocracy”..
13. Leonard, Thomas.“American Progressivism and the Rise of the economists as Experts”..
14. Leonard, Thomas.“Excluding Unfit Workers: Social Control Versus Social Justice in theAge of Economic Reform”..
15. Leonard, Thomas.“Expertise in Democracy, the Dilemma of Economic Reform in theProgressive Era”..
16. McDonald, B. D..“The Professionalization of Public Administration: the Impact of theBureau of Municipal Research on the Development of Public Administration”,2008International Conference on Public Administration.
17. Morris, Stuart.“The Wisconsin Idea and Business Progressivism”, Journal of AmericanStudies, No.4,1970.
18. Morrison, Samuel Eliot.“The Scholar in America: Past, Present and Future”, OxfordUniversity Press,1961.
19. O’Boyle, Lenore.“Learning for Its Own Sake: The German University as Ninetieth-CenturyModel”, Comparative Studies in Society and History, Vol.25, No.1, Jan.,1983, p3-25
20. Porter, Z. L..“The Central Bureau of Planning and Statistics”, Publications of AmericanStatistical Association, Vol.16, No.125, Mar.,1919.
21. Rosen, Elliot.“Roosevelt, the Brain Trust, and the origins of the New Deal”. Rosenbaum,Herbert, etc.. Franklin D. Roosevelt: the Man, the Myth, the Era,1882-1945, GreenwoodPress,1987.
22. Rothstein, Samuel.“The Origins of Legislative Reference Services in the United States”,Legislative Studies Quarterly, Vol.15, No.3, Aug.,1990.
23. Stack, Jack.“The Wisconsin Idea: The University’s Service to the State”,.
24. Stricker, Frank.“American Professors in the Progressive Era: Incomes, Aspirations andProfessionalism”, Journal of Interdisciplinary History, Vol.19, No.2, autumn,1988,p231-257.
25. Van Riper, Paul.“The American Administrative State: Wilson and the Founders–AnUnorthodox View”, Public Administration Review, Vol.43, No.6, Nov.-Dec.,1983,p477-490.
1.爱德华·萨义德：《知识分子论》，三联书店，2002年。
2.安德鲁·里奇：《智库、公共政策与专家治策的政治学》，上海社会科学院出版社，2010年。
3.陈学飞：《美国高等教育发展史》，四川大学出版社，1989年。
4.丹尼尔·贝尔：《后工业社会的来临》，科学普及出版社，1985年。
5.德里克·博克：《走出象牙塔——现代大学的社会责任》，浙江教育出版社，2001年。
6.弗兰西斯·福山：《国家构建：21世纪的国家治理与世界秩序》，中国社会科学出版社，2007年。
7.戈德法布：《“民主”社会中的知识分子》，辽宁教育出版社，2002年。
8.古德诺：《政治与行政》，华夏出版社，1987年。
9.哈佛燕京学社：《人文学与大学理念》，江苏教育出版社，2007年。
10.亨利·亚当斯：《亨利·亚当斯的教育》，中国社会科学出版社，2003年。
11.华勒斯坦：《学科·知识·权力》，三联书店，1999年。
12.黄宇红：《知识演化进程中的美国大学》，北京师范大学出版社，2008年。
13.卡尔·伯格斯：《知识分子与现代化的危机》，江苏人民出版社，2002年。
14.康马杰：《美国精神》，光明日报出版社，1988年。
15.克罗利：《美国生活的希望：政府在实现国家目标中的作用》，江苏人民出版社，2006年。
16.拉塞尔·雅各比：《最后的知识分子》，江苏人民出版社，2002年。
17.拉斯韦尔：《世界大战中的宣传技巧》，中国人民大学出版社，2003年。
18.李剑鸣：《大转折的年代：美国进步主义运动研究》，天津教育出版社，1992年。
19.李剑鸣：《伟大的历险——西奥多·罗斯福传》，世界知识出版社，1995年。
20.李银河：《福柯与性》，山东人民出版社，2001年。
21.李子江：《学术自由在美国的变迁与发展》，北京师范大学出版社2008年。
22.理查德·霍夫斯塔特：《改革年代：美国的新崛起》，河北人民出版社，1989年。
23.梁从诫（主编）：《现代社会与知识分子》，辽宁人民出版社，1989年。
24.林肯·斯蒂芬斯：《新闻与揭丑（第二卷）》，海南出版社，2005年。
25.路易斯·奥金克洛斯：《鲁莽的麋鹿——西奥多·罗斯福传》，安徽教育出版社2005年
26.罗斯：《社会控制》，华夏出版社，1989年。
27.马骏、刘亚平编：《美国进步时代的政府改革及其对中国的启示》，格致出版社，2010年。
28.马克·里拉：《当知识分子遇到政治》，新星出版社，2010年。
29.马克斯·韦伯：《学术与政治》，三联书店，1998年。
30.迈克尔·桑德尔：《民主的不满》，江苏人民出版社，2008年。
31.曼海姆：《意识形态与乌托邦》，世界知识出版社，2001年。
32.梅里亚姆：《美国政治学说史》，商务印书馆，1988年。
33.乔纳森·卡恩：《预算民主：美国的国家建设与公民权，1890-1928》，格致出版社/上海人民出版社，2008年。
34.乔治·兰克维：《纽约简史》，上海人民出版社2005年，第129页。
35.石庆环：《20世纪美国文官制度与官僚政治》，东北师范大学出版社，2003年。
36.索尔斯坦·凡勃伦：《学与商的博弈：论美国高等教育》，世纪出版集团/上海人民出版社，2009年。
37.托克维尔：《论美国的民主》，商务印书馆，1988年。
38.万力维：《控制与分等：大学学科制度的权力逻辑》，南京师范大学出版社，2005年。
39.沃尔特·李普曼：《公众舆论》，上海人民出版社，2002年。
40.吴必康：《权力与知识：英美科技政策史》，福建人民出版社，1998年。
41.西奥多·波特、多萝西·罗斯主编：《剑桥科学史·第七卷：现代社会科学》，大象出版社，2008年。
42.西蒙·马丁·李普赛特：《政治人：政治的社会基础》，上海人民出版社，1997年。
43.希尔斯曼：《美国是如何治理的》，商务印书馆，1986年。
44.徐复观：《学术与政治之间（新版）》，台湾学生书局，1985年。
45.许纪霖（主编）：《公共性与公共知识分子》，江苏人民出版社，2003年。
46.亚伯拉罕·弗莱克斯纳：《现代大学论——美英德大学比较》，浙江教育出版社，2001年。
47.杨生茂：《美国外交政策史》，人民出版社1991年
48.於荣：《冷战中的美国大学学术研究》，北京师范大学出版社，2008年。
49.余英时：《士与中国文化》，上海人民出版社，1987年。
50.约翰·杜威：《民主主义与教育》，商务印书馆，1990年。
51.约翰·范德格拉夫：《学术权力——七国高等教育管理体制比较》，浙江教育出版社，2001年。
52.周丽华：《德国大学与国家的关系》，北京师范大学出版社，2008年。
1.李颜伟：《知识分子与改革：美国进步主义运动新论》，[博士学位论文]，南开大学，2007年。
2.李壮松：《美国城市经理制——历史到现实的综合考察》，[博士学位论文]，厦门大学，2002年。
3.林广：《移民与纽约城市发展》，[博士学位论文]，华东师范大学，1998年。
4.王涵：《美国进步时代的政府治理，1890-1920》，[博士学位论文]，复旦大学，2009年。
5.吴宗元：《“威斯康星理念”与威斯康星州的进步主义改革》，[硕士学位论文]，厦门大学，2010年。
6.张澜：《伍德罗·威尔逊社会思想研究》，[博士学位论文]，复旦大学，2004年。
7.赵辉兵：《重建民主与自由：美国进步主义政治思潮研究，1890-1817年》，[博士学位论文]，人民大学，2006年。
1.邓丽兰：“20世纪中美两国‘专家政治’的缘起与演变——科学介入政治的一种历史比较”，《史学月刊》，2002年7期。
2.邓丽兰：“南京政府时期的专家政治论：思潮与实践”，《天津社会科学》，2002年第2期。
3.葛剑雄等，“知识分子的社会责任与历史定位”，《理论周刊》，2010年11月。
4.郭尚鑫：“论美国社会福音运动”，《江西师范大学学报（哲学社会科学版）》，1997年5月。
5.黄波：“将心托明月，明月照沟渠——民国学者从政脉络”，《书屋》，2004年第11期。
6.江宜桦：“学术与政治的纠葛与分际”，
7.李金庆：“美国立法参考工作的萌芽、发展及其影响”，《图书馆论坛》，1993年第1期。
8.李颜伟：“美国‘社会福音运动’探析”，《天津大学学报（社会科学版）》，2009年1月。
9.李一文：“试论塔夫脱的国内政策”，《世界历史》，1993年第4期。
10.牛可：“国家安全体制与美国冷战知识分子”，《21世纪》（香港），2002年10月。
11.欧阳惠、韩铁：“美国平民主义运动的历史渊源及政治诉求”，《求索》，2009年4月。
12.石庆环：“20世纪美国联邦政府行政改革的历史考察”，《史学集刊》，2008年第6期。
13.谭融、游腾飞：“论美国进步主义运动的历史背景与思想基础”，《青海社会科学》，2011年第1期。
14.王德禄，刘志光：“中国现代思想中的专家治国论”，《自然辩证法通讯》1999年第2期。
15.王海东：“湖区运动及其对美国成人教育的影响”，《教育发展研究》，2005年第4期。
16.杨辰起：“20世纪美国科技治国思想论述”，北京大学世界现代化研究中心主编：《现代化研究》（第3辑），商务印书馆，2005年。
17.赵辉兵：“第一次世界大战与美国进步运动的盛衰”，《徐州师范大学学报（哲学社会科学版）》，2009年3月。
2Claude Bowman, The College Professor in America: an Analysis of Articles Published in the GeneralMagazine,1890-1938,[reprinted], Arno Press Inc.,1977. p612.
3本文中，“智囊团”指政府中、政治家身边的“智囊人士”群体，非指民间的“智库”/“思想库”机构。
1杜布里奇，加州理工学院院长，物理学家，杜鲁门和艾森豪威尔时期任总统科学顾问；舒尔茨，麻省理工大学、芝加哥大学经济学家，曾担任经济顾问委员会委员、劳工部长、财政部长和国务卿；萨缪尔森，麻省理工大学经济学家；加尔布雷斯，经济学家，先后执教于加利福尼亚大学、哈佛大学、普林斯顿大学；托宾，耶鲁大学经济学教授；阿克利，密歇根大学经济学教授；哈丁，内布拉斯加大学农学院院长、校长；基辛格，哈佛大学政府管理学、国际关系学教授；盖福德·斯蒂弗，物理学家，曾任麻省理工大学工程学院副院长、卡内基梅隆大学校长，先后担任尼克松和福特总统的首席科学顾问；布热津斯基，哥伦比亚大学政治学、国际关系学家；马歇尔，德克萨斯大学经济学、政府管理学家，任劳工部长；奥尔布赖特，乔治敦大学国际事务、外交学教授，1997年出任国务卿；约瑟夫·奈，哈佛大学肯尼迪政府学院院长，卡特时期任助理国务卿，克林顿时期任助理国防部长；赖斯，斯坦福大学政治学教授，小布什总统的国务卿。
2朱棣文，斯坦福大学、加州大学伯克利分校物理学教授；萨默斯，哈佛大学校长，经济学家；罗默，加州大学伯克利分校经济学教授；欧尔萨格，布鲁金斯学会高级研究员；古尔斯比，芝加哥大学商学院教授；李侃如，密歇根大学政治学教授；何汉理，弗吉尼亚大学巴滕公共政策学院院长，政治学家。
3理查德·霍夫斯塔特：《改革年代》，河北人民出版社，1989年，第129页。
4Richard Hofstadter, Anti-intellectualism in American Life, Knopf,1963, p196.
1“Urges University Course to Train City's Employes Philadelphia Should Adopt Plan Says Professor Adams”,The Philadelphia Inquirer, May25,1913.[Early American Newspaper Database].
2John Recchiuti, Civic Engagement: Social Science and Progressive-Era Reform in New York City, Universityof Pennsylvania Press,2007.
3李剑鸣：《大转折的年代》，天津教育出版社，1992年，第244页；David M. Grossman, Professors andPublic Service,1885-1925: A Chapter in the Professionalization of the Social Sciences,[Dissertation],Washington University,1973, p133.
1萨义德将知识分子的“专家化”归因于专业主义（professionalism）的兴起，见爱德华·萨义德：《知识分子论》，三联书店，2002年，第65页。
2李银河：“福柯：我没见过知识分子”，载于李银河：《福柯与性》，山东人民出版社，2001年。
3Hofstadter, Anti-intellectualism in American Life, p35.
4卡尔·博格斯：《知识分子与现代化的危机》，江苏人民出版社，2002年，第121-124页。
5利普赛特：“关于知识分子的类型及其政治角色”，梁从诫主编：《现代社会与知识分子》，辽宁人民出版社，1989年。
1拉塞尔·雅各比：《最后的知识分子》，江苏人民出版社，2002年。
2福柯：“对真理的关怀”，载《权力的眼睛》，第147页，转引自许纪霖主编：《公共性与公共知识分子》，江苏人民出版社2003年，第55页。
3福柯：“权力与性”，载《权力的眼睛》，第48页，转引自许纪霖主编：《公共性与公共知识分子》，第
56页。
1牛可：“国家安全体制与美国冷战知识分子”，《21世纪》（香港），2002年10月。
2赵佳苓：“知识分子政治角色的分化”，梁从诫主编：《现代社会与知识分子》。
3黄波：“将心托明月，明月照沟渠——民国学者从政脉络”，《书屋》，2004年第11期。4如20世纪20、30年代，蒋介石的南京政府便尝试过吸收学者作为专家参政的实践，见邓丽兰：“南京政府时期的专家政治论：思潮与实践”，《天津社会科学》，2002年第2期。
5王德禄，刘志光：“中国现代思想中的专家治国论”，《自然辩证法通讯》1999年第2期。
1丹尼尔·贝尔：《后工业社会的来临》，科学普及出版社，1985年，第380页。
2凡勃伦、斯科特等早期专家治国论者强调科学、技术应压倒政治，因此，理想的“专家治国”社会具有彻底的非政治性。丹尼尔·贝尔则明确反对这一点，故有人认为贝尔在某种意义上又是“反专家治国论者”。见杨辰起：“20世纪美国科技治国思想论述”，北京大学世界现代化研究中心主编：《现代化研究》（第3辑），商务印书馆，2005年。
1杨辰起，：‘20世纪美国科技治国思想论述’，《现代化研究》，第159-161页。
2Merle Curti, The American Paradox: the Conflict of Thought and Actions, Rutgers University Press,1956,p15-16.
3Steven Brint, In an age of experts: The Changing Role of Professionals in Politics and Public Life, PrincetonUniversity Press,1994, p131.
4Paul Cook, Academicians in the Government from Roosevelt to Roosevelt,[Dissertation], University ofKentucky,1971,[reprinted],1982, p155.
1Bowman, The College Professor in America, p161-162.
2胡适：“中国无独裁的必要与可能”，智效民：《民主还是独裁》（新史学丛书），广东人民出版社，2010年。
3Baritz, Loren. The Servants of Power; a History of the Use of Social Science in American Industry, WesleyanUniversity Press,1960. Gene Martin Lyons, The Uneasy Partnership: Social Science and the FederalGovernment in the Twentieth Century, Russell Sage Foundation,1965, p17-30.
1Hofstadter, Anti-intellectualism in American Life, p185-196,199.
1Cook, Academicians in the Government from Roosevelt to Roosevelt, p2-4.
2Grossman, Professors and Public Service, p71,337-338.
1James L. Gearity, The First Brain Trust: Academics, Reform and the Wisconsin Idea,[Dissertation], Universityof Minnesota,1979.
2社会福音运动呼吁基督徒不仅要传播思想，还要立足实践，积极参与到改造社会的行动中，以此打造一个团结互助的和谐社会。可参考郭尚鑫：“论美国社会福音运动”，《江西师范大学学报（哲学社会科学版）》，1997年5月；李颜伟：“美国‘社会福音运动’探析”，《天津大学学报（社会科学版）》，2009年1月。
3Dorothy Ross,“American Social Science and the Idea of Progress”, Thomas Haskwell,ed., The Authority of
4experts: Studies in History and Theory, Indiana University Press,1984.Edward Silva&Sheila Slaughter, Serving Power: The Making of the Academic Social Science Expert,Greenwood Press,1984, p3-4.
5Thomas Bender,“Academic Knowledge and Political Democracy in the Age of the University”, ThomasBender, Intellect and Public Life: Essays on the Social History of Academic Intellectuals in the United State,Johns Hopkins University Press,1993, p133-135.
1Frank Stricker,“Professors in the Progressives Era: Incomes, Aspirations, and Professionalism”, Journal ofInterdisciplinary History, Vol.19, No.2, Autumn,1988, p231-257.
2Leon Fink,“Expert Advice: Progressive Intellectuals and the Unraveling of Labor Reform,1912-1915”, LeonFink, etc., Intellectuals and Public Life: Between Radicalism and Reform, Harvard University Press,1997.
3James Allen Smith, The idea brokers: Think Tanks and the Rise of the New Policy Elite, Maxwell MacmillanInternational,1991, p17.
1Thomas Leonard,“Expertise in Democracy, the Dilemma of Economic Reform in the Progressive Era”,
2《社会控制》是进步主义时代著名社会学家爱德华·罗斯的大作。根据罗斯的看法，所谓“社会控制”，即通过法律、道德、舆论、风俗、习惯、宗教等工具来实现社会的和谐与稳定。罗斯：《社会控制》，华夏出版社，1989年，“序言”。《公众舆论》是进步主义思想家沃尔特·李普曼对知识精英如何引导、“告知”公众的总结，他写道：“在公众意见庞杂、非理性的情况下，作为领导者的人通过制造同意、制造模糊概念，寻找共同情感等一系列手段，将公众的情绪和意见整合起来，形成了所谓的公众舆论。”沃尔特·李普曼：《公众舆论》，上海人民出版社，2002年。
3“弱智”（feeble-minded）一词是进步主义时期的一些优生学家、心理学家以及从事慈善及矫正事业的改革家广泛使用的“术语”，用以描述经过智力测验或其他“科学方法”而显示“心智存在缺陷”（mentaldeficiency）的人群。
4Thomas Leonard,“Excluding Inferior Workers: Eugenic Influences on Economic Reform in the ProgressiveEra”;“Excluding Unfit Workers: Social Control Versus Social Justice in the Age of Economic Reform”,
1Recchiuti, Civic Engagement, p223.
2Steve Diner, A City and Its Universities: Public Policy in Chicago,1892-1919, University of North CarolinaPress,1980.
3关于美国参加第一次世界大战与其国内的进步主义改革之间的关系，可参考赵辉兵：“第一次世界大战与美国进步运动的盛衰”，《徐州师范大学学报（哲学社会科学版）》，2009年3月。笔者同意文中的观点，即1917年美国介入一战是进步运动盛极而衰的开始，但并非进步主义改革的终结。
1Carol S. Gruber, Mars and Minerva: World War I and the Uses of the Higher Learning in America, LouisianState University,1975, p259.
2李剑鸣：《大转折的年代》，第244页。
3牛可：“国家安全体制与美国冷战知识分子”。
4岳经伦：“社会科学、知识分子与和谐社会：美国进步时代的启示”，马骏、刘亚平编：《美国进步时代的政府改革及其对中国的启示》，格致出版社，2010年。
5李颜伟：《知识分子与改革：美国进步主义运动新论》，[博士学位论文]，南开大学，2007年。
1Ralph Emerson,“The American Scholar”, Harvard,1837, Clark Northup, etc, Representative Phi Beta KappaOrations, Houghton Mifflin Company,1915, p24-42.
1在19世纪上半叶，一些学院仿效欧洲高等教育而改名为“大学”，如罗德岛学院在1804年改为布朗大学。然而，此时的“大学”称谓在美国可谓名不副实。1829年，哈佛校长贾里德·斯帕克斯写道：“把我国的学院称为大学，是一个天大的错误。若不经过大的变革，它们不是也不可能是大学。它们只不过是一些学校……我认为，我国任何一所老式学院都不可能嫁接长出一所大学来。”Burton Bledstein, Culture ofProfessionalism: The Middle Class and the Development of Higher Education in America, W. W. NortonCompany,1978, p223.
2Robert Lincoln Kelly, The American Colleges and the Social Order, p35,转引自黄宇红：《知识演化进程中的美国大学》，北京师范大学出版社，2008年，第17页。
3Josiah Royce,“Present Ideals of American University Life”, Hawkins, The Emerging University and IndustrialAmerica, Robert Krieger Publishing Company,1985, p10-11.
4陈学飞：《美国高等教育发展史》，四川大学出版社，1989年，第22页。
12Henry Ward Beecher, Norwood: Or, Village Life in New England, Charles Scribner&Company,1868, p181.Curti, American paradox, p41-42.
3Hofstadter, Anti-intellectualism, p163-164.
4“Revolt against Reason”, Curti, American paradox, p31-66; Samuel Eliot Morrison,“The Scholar in America:Past, Present and Future”, Oxford University Press,1961.
5Hofstadter, Anti-intellectualism, p155.
1Charles Barker, Henry George, Oxford University Press,1955, p339.转引自Bledstein, Culture ofProfessionalism, p242.
2Henry Seidel Canby, Thoreau, Houghton Mifflin Company,1939, p40.转引自Bledstein, Culture ofProfessionalism, pp.242-243.
3James Burrill Angell,“The Old College and the New University”, University of Chicago,1899, James BurrillAngell, Selected Addresses, Longmans Green&Company,1912, p136.
4亨利·亚当斯：《亨利·亚当斯的教育》，中国社会科学出版社，2003年，第78-79页。
1Josiah Royce,“Present Ideals of American University Life”, Hawkins, The Emerging University and IndustrialAmerica, p10-11.
2Laurence Veysey, The Emergence of the American University, the University of Chicago Press,1965, p5.
3G. S. Hall, Life and Confessions of a Psychologist,1923, p156.转引自Veysey, The Emergence of theAmerican Universities, p5-6.
4Charles Kendal Adams,“The Relations of Higher Education to National Prosperity”, Vermont,1876, ClarkNorthup, etc, Representative Phi Beta Kappa Orations, p160.
5Richard Hofstadter,“The Revolution in Higher Education”. Arthur Schlesinger, Jr. and Morton White, Paths ofAmerican Thought, Chatto&Windus,1964, p273.
6“Annual Report of the President of Columbia College”,1870.转引自Richard Hofstadter, The Development
1Lenore O’Boyle,“Learning for Its Own Sake: The German University as Nineteeth-Century Model”,Comparative Studies in Society and History, Vol.25, No.1, Jan.,1983, p3-25.
2Charles William Eliot,“Ingugural, in Education Reform: Essays and Addresses”,1898, p26.转引自Bledstein,The Culture of Professionalism, p274.
3Bledstein, The Culture of Professionalism, p269.
4Samuel Haber, The Quest for authority and honor in the American professions,1750-1900, University ofChicago Press,1991, p277.
5W. P. Atkinson, On the Right Use of Books,1878, p11-12.转引自Veysey, The Emergence of the American
1Julie Reuben, The Making of the Modern University: Intellectual Transformation and the Marginalization ofMorality, p29-30.转引自黄宇红：《知识演化进程中的美国大学》，第95页。
2O. A. Brownson,“An Oration on The Scholar’s Mission”, V. Harrington,1843, p6-7.
3Hofstadter,“The Revolution in Higher Education”.
1约翰·伯格斯，“美国大学：它将在什么时候行程？它应该建在哪里？它将是怎样的？”，转引自哈佛燕京学社主编：《人文学与大学理念》，江苏教育出版社，2007年，第488页。
2Bledstein, Culture of Professionalism, p269.
34Charles K. Adams,“The Present Obligation of the Scholar”.David Starr Jordan,“An Apology for the University”, David Starr Jordan, The Voice of the Scholar: with OtherAddresses on the Problems of Higher Education, Paul Elder&Company,1903, p57.
5John S. Brubacher&Willis Rudy, Higher Education in Transition: A History of American Colleges andUniversties, Transaction Publisher,1997, p104.
6Brownson,“The Scholar’s Mission”, p8-11.
1E. V. Gerhart,“The Proper Vocation of a Scholar”, an Address delivered at the Opening of the NewDiagnothian Hall, July2,1847, printed at the Journal Office, p15-16.
2理查德·霍夫斯塔特：“高等教育的革命”，哈佛燕京学社主编：《人文学与大学理念》，第31页。
3Richard Hofstadter&Wilson Smith, American Higher Education: A Documentary History, Vol.1, Universityof Chicago Press,1968, p256.
4Richard Hofstadter,“The Revolution in Higher Education”.
5O’Boyle,“Learning for Its Own Sake”.
1Wayland, Present Collegiate System, p128.转引自Bledstein, Culture of Professionalism, p280.
2James Burrill Angell,“The Old College and the New University”, James Burrill Angell, Selected Addresses,p149.
3O’Boyle,“Learning for Its Own Sake”.
4Richard Hofstadter,“The Revolution in Higher Education”.
5O’Boyle,“Learning for Its Own Sake”.
6Jordan,“An Apology for American University”, The Voice of the Scholar, p44-69.
7约翰·伯格斯，“美国大学”，转引自哈佛燕京学社主编：《人文学与大学理念》，第490页。
8Curti, American paradox, p56.
9Charles Kendall Adams,“The Relations of Higher Education to National Prosperity”.
1Wendell Philips,“The Scholar in a Republic”, Harvard,1881, Clark Northup, etc, Representative Phi BetaKappa Orations, p191-215.
2Wendell Philips,“The Scholar in a Republic”.
3如在哈佛给大一新生修改作文的弗朗西斯·查尔德，私下是一名英国民谣和乔叟的研究权威，在欧洲学术界享有声誉。然而，他的后一身份在哈佛不为人知，以至于当一位哈佛毕业生在其欲赴牛津大学研究乔叟之际，被告知他应该留在哈佛，因为研究乔叟的高人Child就在身边。见Samuel Morison,“The Scholar in
1Frederick Rudolph, The American College and University: A History, Alfred A. Knopf,1962, p241.
2Noah Porter,“Inaugural Address”.转引自Veysey, The Emergence of American Universities, p1.
1Daniel Gilman,“Inaugural Address of Daniel Coit Gilman as first president of The Johns Hopkins University”,
2Daniel Coit Gilman,“The Building of the University: An Inaugural Address”, Delivered at Oakland, Nov.7,1872, San Francisco,1872,6.
1Gilman,“The Building of the University”.
2Gruber, Mars and Minerva, p14.
3芝加哥大学包括五个主要分支——大学本身、教育推广部门如夜校和函授学院、大学出版社、大学图书馆、实验室和博物馆等大学附属机构。
1Gilman,“Inaugural Address of Daniel Coit Gilman as First President of The Johns Hopkins University”.
2陈学飞：《美国高等教育发展史》，第71页。
3Jonathan R. Cole, The Great American University: Its Rise to Preeminence, Its Indispensable National Role,Why It Must be Protected, Public Affairs,2009, p21.
4John S. Brubacher&Willis Rudy, Higher Education in Transition, p181.
5陈学飞：《美国高等教育发展史》，第70页。
6Cole, The Great American University, p21.71896年，超过60所高等院校中有三个或三个以上的教师毕业于霍普金斯，在哈佛任教的霍普金斯毕业生有10人，在哥伦比亚有13人，在威斯康星则又19人。转引自黄宇红：《知识演化进程中的美国大学》，第116页。
1Cole, The Great American University, p21.
2哈佛校长查尔斯·埃利奥特坦言：“我想表明哈佛的研究生院始于1870、1871年，但它发展得不太好，直到约翰·霍普金斯的榜样迫使我们的教师将精力放在发展研究生教育上。”John Brubacher&Willis Rudy,Higher Education in Transition, p182.
3David Starr Jordan,“The Building of a University”, David Starr Jordan, The Voice of the Scholar, p31-32,39.
4Jordan,“The Building of a University”, The Voice of the Scholar, p40.
1Rudolph, The American College and University: A History, p351-352.
2Nicholas Murray Butler,“The Rise of a University”, vol.2, The University in Action, p44-45.转引自Cole,The Great American University, p43.
3Gruber, Mars and Minerva, p14.
4A. Lawrence Lowell,“Expert Administrators in popular government”, American Political Science Review, Vol.
7, No.1, Feb.,1913, p53.
1关于AAAS的“非专业性”，前文（第一章第1节）已有论述。ASSA同样具有浓厚的非专业色彩，如1874年的《大众科学月刊》发表社论认为，ASSA“没能促进社会科学”，反而是他们“极其避开的主题”。ASSA可以被当成“一种大众性的改革会议”，“一个社会行动的组织”，“它的大多数成员热衷于慈善，因此从事都是社会救济、劳教和社会改善的活动。至于在科学的立场上进行真正的调研、严谨而冷静的研究，我们鲜有听闻。”ASSA曾于1878年尝试并入霍普金斯大学的研究生院，但丹尼尔·吉尔曼以ASSA“不够专业化”为由加以拒绝。Mary Furner, Advocacy and Objectivity: a Crisis in the Professionalization ofAmerican Social Science,1865-1905, the University Press of Kentucky,1975, p31.
2在专业学会的建立中，大学是这些学会的发起人和组织者。埃利等教授通过组织专业学会可发展自己的学科，吉尔曼则试图通过学者声誉的扩大来提升霍普金斯的地位。正如埃利在发起美国经济学会前对吉尔曼说：“这将会传播一种具有和谐的基督精神的政治经济学，同时我相信这对约翰·霍普金斯大学有利。”Brubacher&Rudy, Higher Education in Transition, p189.
3Brubacher&Rudy, Higher Education in Transition, p189.
1Bernard Berelaon, Graduate Education in the United States,1960, p15.转引自黄宇红：《知识演化进程中的美国大学》，第174、181页。
2多萝西·罗斯：《社会科学诸学科的变化轮廓》，载于西奥多·波特、多萝西·罗斯主编：《剑桥科学史·第七卷：现代社会科学》，大象出版社，2008年，第176页。
3Samuel Eliot Morison, Three Centuries of Harvard,1636-1936, p334.转引自Bledstein, Culture ofProfessionalism, p275.
4Samuel Eliot Morison, Three Centuries of Harvard,1636-1936, p107.转引自《知识演化进程中的美国大学》，p125。
5Cole, The Great American University, p30.
6Rudolph, The American College and University: A History, p335.
7Alexander Oleson&John Voss, The Organization of Knowledge in Modern America,1860-1920, JohnsHopkins University Press,1979, p11.
1吴必康：《权力与知识：英美科技政策史》，福建人民出版社，1998年，第309、327页。
2Bernard Berelaon, Graduate Education in the United States,1960, p16,p24.转引自黄宇红《知识演化进程中的美国大学》，第129页。
3James Burill Angell,“Inaugural Address”, University of Michigan, June28,1871, James Burill Angell,Selected Address, P5-36.
4Burton R. Clark,“Interpretations of Academic Professionalism”, Hawkins, The Emerging University andIndustrial America, p90.
1黄宇红：《知识演化进程中的美国大学》，第253页。
2吴必康：《权力与知识：英美科技政策史》，第327页。
3Julie Reuben, The Making of the Modern University: Intellectual Transformation and the Marginalization ofMorality,1996, p68.转引自黄宇红：《知识演化进程中的美国大学》，p257。
4Brubacher&Rudy, Higher Education in Transition: A History of American Colleges and Universities, p179.
5Gilman,“Inaugural Address at John Hopkins”.
6Roger Geiger, The Advanced Knowledge: the Development of American Research Universities,1900-1940,1986, p70.转引自黄宇红：《知识演化进程中的美国大学》，第254页。
7Edwin E. Slosson, The Great American Universities,[reprinted], Arno Press,1977, p243.
8Rudolph, The American College and University: A History, p404-405.
1Rudolph, The American College and University: A History, p403.
2Hugh Hawkins, Pioneer: A History of the John Hopkins University,1874-1889,1960, p274.转引自黄宇红：《知识演化进程中的美国大学》，第251页。
3John Wigmore,“Presidential Address, American Association of University Professors Bulletin”, March,1916,p8-9.转引自Gruber, Mars and Minerva, p16-17.
1Bledstein, Culture of Professionalism, p316.
2Rudolph, The American College and University: A History, p178-179.
3Maryann Feldman&Pierre Desrochers,“Truth for its Own Sake: Academic Culture and Technology Transferat John Hopkins University”.
1Maryann Feldman&Pierre Desrochers,“Truth for its Own Sake”.
2Feldman&Desrochers,“Truth for its Own Sake”.
3Hugh Hawkins, Pioneer: A History of the John Hopkins University, p66.转引自黄宇红：《知识演化进程中的美国大学》，第115页。
4Dael Wolfle, The Home of Science: the Role of University, p77-78.转引自黄宇红：《知识演化进程中的美国大学》，第152页。
5O’Boyle,“Learning for Its Own Sake”.
1Rudolph, The American College and University, p359.
2Hofstadter,“The Age of the University”. Hawkins, The Emerging University and Industrial America, p8.
3James Burill Angell,“The Old College and the New University”, James Burill Angell, selected addresses,4p152.Edmund J. James,“The Function of the State University”, Science, New Series, Vol.22, No.568, Nol.17,1905, p622.
5H. S. Pritchett,“The Relation of Educated Men to the State”, Science, New Series, Vol.12, No.305, Nov.2,1900, p664.
6Gilman,“The Building of the University”.
1Gilman,“The Building of the University”.
2George S. Morison,“The New Epoch and the University”, an Oration delivered before the Phi Beta Kappa
3Society in Sanders Theater, Cambridge, Thursday, June25,1896.Woodrow Wilson,“Princeton in the nation’s service”, a Commemorative address delivered on Ooc.21,1896.
4R. H. Jesse,“The Function of the State University”, Science, New Series, Vol.14, No.343, Jul.26,1901,p140-142.
5Morison,“The New Epoch and The University”.
1Cook, Academicians in Government from Roosevelt to Roosevelt, p49.
1工业主义（industrialism）：以大企业的发展为基础、以大量廉价制造品的生产和雇用劳动力在城市工厂的集中为特征的社会经济体系。参考The American Heritage Dictionary of the English Language, FourthEdition copyright, Houghton Mifflin Company,2000.
2Oleson&Voss, The Organization of Knowledge in Modern America,1860-1920, p152.
3E. Richards, Food Materials and Their Adulterations, Whitcomb&Barrow,1906, p255.转引自马骏、刘亚平编：《美国进步时代的政府改革及其对中国的启示》，第169页。
1Charles Kendall Adams,“The Present Obligations of the Scholar”, A Barralaureate Address at the University ofWisconsin, June20,1891, p21-22.
2Mark Carnes&John Garraty, The American Nation: The History of the United States, combined volume,(12thedition), Longman,2005, p551.
3Edmund James,“The Function of the State University”, p626.
4Andrew Jackson,“State of Nation”,1829,
1Lowell,“Expert Administrators in Popular Government”, p45-62.
2Lowell,“Expert Administrators in Popular Government”.
3William Folwell,“Inaugural”, William Folwell, University Addresses, The H. W. Wilson Company,1909, p17.
1Carl Schurz,“Congress and Spoils System”,1895.
2如克罗利认为公务员制度改革虽然在不同的公务部门确立了“考绩制”原则，但“改革的成功不却没有达到（其）推行者所期许的那样”，它“并未满足它的大多数热心支持者的期望。……对（政党分赃这一）陈规陋习的废止并未导致效率的显著提升。行政事务无论在中央，还是在各州或市政办公厅都远远没有达到令人满意的境地。”克罗利：《美国生活的希望：政府在实现国家目标中的作用》，江苏人民出版社，2006年，第119、277页。
3Stephan Skowronek, Building a New American State: The Expansion of National Administrative Capacities,1877-1920, Cambridge University Express,1982, p69.
4Alexander Keyssar&Ernest R. May,“Education for Public Service in the History of United States”. John D.Donahue&Joseph S. Nye, Jr., For the People: Can We Fix Public Service? Brookings Institute Press,2004.
1David A. Schultz, et., The Politics of Civil Service Reform, p85.转引自石庆环：《20世纪美国文官制度与官僚政治》，东北师范大学出版社，2003年，第123页。
2如专利事务的管理、土地勘查、政府中的统计工作等。弗兰克·古德诺：《政治与行政》，华夏出版社，1987年，第64页。
3Grossman, Professors and Public Service,p58.
4Skowronek, Building a New American State, p68.
5Carl Schurz, Civil Service Reform and Democracy.
6Stuart Morris,“The Wisconsin Idea and Business Progressivism”, Journal of American Studies, Vol.4, No.1,Jul.,1970, p39-60.
7Martin J. Schiesl, The Politics of Efficiency: Municipal Administration and Reform in America,1800-1920,University of California Press,1977, p3；另参考石庆环：《20世纪美国文官制度与官僚政治》，第124页。
1Wilson,“The Study of Administration”.
2Recchiuti, Civic Engagement, p100.
3Jane S. Dahlberg, New York Bureau of Municipal Research: Pioneer in Government Administration, New YorkUniversity Press,1966, p120.
419世纪末20世纪初，联邦政府内科学和技术类公务员所占比例从公务员制度建立之初的5%迅速扩大至20%左右。石庆环：《20世纪美国文官制度与官僚政治》，第277页。
5Mary Furner, Advocacy and Objectivity, p1.
6William Folwell,“Inaugural”, University Addresses, p17
1Keyssar&May,“Education for Public Service in the History of the United States”.
2William Harris,“Higher Education: its Function in Preserving and Extending our Civilization”, UniversityConvocation Address Delivered at the Quarter Centennial Boston University, May31,1898.
3F. H. White,“The Growth and Future of State Boards and Commissions”, Reinsch, Readings on AmericanState Government, Ginn and Company,1911, p222.
1Arthur Hadley,“The Relation between Economics and Politics”, opening address at the meeting of theAmerican Economic Association, New Heaven, December27,1898.
2古德诺：《政治与行政》，第50页。
3Grossman, Professors and Public Service, p38.
4“Dr. Harris on the Nation’s Duty and Opportunity”, Education Review, September,1898, Henry Holt&Co.,p204-205.
1Alexander D. Bache,“President of the American Association for the year1851: on retiring from the duties ofPresident”,
2以国家科学院为例，除了巴赫、路易斯·阿加西斯等学术领袖，国家科学院的首批共50名“院士”中有些是与巴赫本人交好的海军部或西点军校的军官，根本算不上科学家。与之相反，一些真正的科学家却未进入国家科学院，如哈佛大学天文学家乔治·P·邦德、耶鲁大学物理学家伊莱亚斯·卢米斯、纽约大学化学家约翰·W·德雷珀等。
1Charles Kendall Adams,“The Present Obligations of the Scholar”, p18,24.
2Edmund James,“The Function of the State University”, p609-628.
3Charles Eliot,“An Urban University”, Dedication of the New Grounds of Columbia University, May,1896.Charles Eliot, Educational Reform: Essays and Addresses, The Century Company,1898, p397.
4Recchiuti, Civic Engagement, p15.
1Lester F. Ward, Dynamic Sociology or Applied Social Science: as Based upon Statical Sociology and the LessComplex Science, Vol.1, Appleton and Company,1897, p21,37.
2William Herrin,“Public duties of Educated Men”, an Address delivered at Corvallis Oregan during the QuarterCentennial Jubilee Exercises of Oregan Agriculatural College, June24,1910, p22-23.
3Morrison,“The New Epoch and the University”.
1Recchiuti, Civic Engagement, p28.
2Jordan,“An Apology for the American University”, The Voice of the Scholar, p57.
1Larry Gara, A Short History of Wisconsin, The State Historical Society of Wisconsin,1962, p180.
23Edmund James,“The Function of the State University”, p611-612.Arthur Hadley,“Economic Theory and Political Morality”, opening address at the meeting of the AmericanEconomic Association, Ithaca, December27,1899, Arthur Hadley, The Education of the American Citizen,Charles Scribner’s Sons,1901, p99.
4Julie Reuben, The Making of the Modern University: Intellectual Transformation and the Marginalization ofMorality,1996, p159-160.转引自黄宇红：《知识演化进程中的美国大学》，p218。
5Recchiuti, Civic Engagement, p29-30.
6Diner, A City and Its Universities, p31-32
7Georeg E. Mowry, The Era of Theodore Roosevelt: an the Birth of Modern America,1900-1912, HarperTorchbooks,1958, p21.
1Diner, A City and Its Universities,31-32
2黄宇红：《知识演化进程中的美国大学》，第219页。
3Harris,“Higher Education: its Function in Preserving and Extending Our Civilization”.
1Diner, A City and its University, p21
23“History of UW-Extension,1862-1900”,
4Diner, A City and its University, p29.
5John Commons,“The Educated Man in Politics”, John Commons, Social Reform and The Church, Thomas Y.Crowell&Company,1894, p51-70.
6Recchiuti, Civic Engagement, p32.
1Cook, Academicians in Government from Roosevelt to Roosevelt, p56.
1Diner, A city and its University,17-18
2David Starr Jordan,“University of the United States”, David Starr Jordan, The Voice of the Scholar, p222-223.
3Arthur Hadley,“The Relation between Economics and Politics”, p82.
1Grossman, Professors and Public Service, p51.
2Cook, Academicians in Government from Roosevelt to Roosevelt, p55.
1Cook, Academicians in Government from Roosevelt to Roosevelt, p42.
2R. H. Jesse,“The Function of the State University”. National Education Association, Journal of Proceedingsand Addresses of the Fortieth Annual Meeting, Held at Detroit, Michigan, July8-12,1901, p605.
3Frederick Howe, Wisconsin: An Experiment in Democracy, Scribner's,1912, p151.
1Charles Franklin Thwing, The American and the German University: One Hundred Years of History,Macmillan,1928, p150-151.
2Review of Reviews, LX,339,1919.转引自Bowman, College Professor in America, p15.
3“Henry Cabot Lodge,1863-1945”,
4Arthur Hadley,“The Relation between Economics and Politics”.
5Hofstadter, Anti-intellectualism, p178.
1Cook, Academicians in Government from Roosevelt to Roosevelt, p97.
2Smith, The Idea Broker, p26.
3Cook, Academicians in Government from Roosevelt to Roosevelt, p57.
1李剑鸣：《大转折的年代》，第105页。
2理查德·霍夫斯塔特曾对“进步主义一代”的年龄段和成长时代有着详细的描述：“进步主义一代是（19世纪）90年代刚步入成年的一代人。……威廉·艾伦·怀特在自传中说，他记得他们中无数人都是‘20岁、30岁或刚进入40岁的年轻人’。……西奥多·罗斯福是历史上入主白宫的最年轻的一位，他就任总统是年轻的（进步主义）一代即将上台的时代象征。他们所感到的是对新哲学和新政治的需要。1890年，罗斯福32岁，布莱恩30岁，拉福莱特35岁，威尔逊34岁。大多数进步主义的领袖人物，以及那些对进步主义思潮做出极大贡献的黑幕揭发记者，在至关重要的1890年代之初都只有30岁出头，有的则更年轻。”霍夫斯塔特：《改革年代》，第138-139页。李剑鸣教授也认为：“从年龄上看，他们（进步主义领袖）多出生于1850年以后，在20世纪的大幕拉开之际，他们正当40-50岁的壮年期。”李剑鸣：《大转折的年代》，第101页。
1Arthur E. Bestor,“The transformation of American Scholarship,1875-1917”, The Library Quarterly, Vol.,23,No.3, Jul.,1953, p178.
1Oliver Wendell Holmes, The Common Law, Little&Brown Company,1881, p6.
2Richard T. Ely, The Past and the Present of Political Economy, Publication Agent, John Hopkins University,1884, p46-48.
3Grossman, Professors and Public Service, p111.
1“History of the Founding of the American Economic Association”, Journal of Economic Issues, Vol. XX, No.2,June,1986.在1885年美国经济学会的讨论中，经济学家们对政府的作用展开了讨论，埃德蒙·詹姆斯的发言较有代表性。他说：“我们并不把国家看作仅仅是一个消极的因素，其影响最小的时候就是大家最幸福的时候，而是认为一个文明社会的某些最必要的职能职能由国家来履行，其他一些职能则由国家来履行最为有效。一句话，我们认为国家是一种永久性的经济生活，而不仅是一副暂时的拐杖，当社会比较较完美以后，就可以把它随手扔掉。”另一名经济学家弗朗西斯·沃尔克也认为：“国家的干涉归根结底将会使社会的秩序以及成员的幸福获益匪浅。”此话也代表了经济学家们的总的态度。梅里亚姆：《美国政治学说史》，商务印书馆，1988年，第165页。
2Price Fishback, etc., Government and the American Economy: A New History, The University of Chicago Press,2007, p302.
3霍夫斯塔特：《改革年代》，第128页。
4Mowry, The Era of Theodore Roosevelt, p47.
1欧阳惠、韩铁：“美国平民主义运动的历史渊源及政治诉求”，《求索》，2009年4月。
2霍普斯塔特：《改革年代》，第139页。
3由于“进步派”构成的复杂性，反对“积极政府”观的例外当然存在，其代表是带有反智主义倾向的威廉·布莱恩。克罗利记载道：布莱恩“厌恶政府机构，不相信专家，也反感专业教育”，这种观念“对他的政治效率造成的负面影响极其严重”。克罗利：《美国生活的希望》，第132-134页。
4李颜伟：《知识分子与改革：美国进步主义运动新论》，第85-89页。
5Russell Nye, Mid-western Progressive Politics: A Historical Study of Its Origins and Development,1870-1958.Lansing: Michigan State College Press,1951, p188.
6Frederick C. Mosher, Democracy and Public Service,1982.转引自石庆环：《20世纪美国文官政治与官僚体制》，第122页。
1William H. Allen, Efficient Democracy, Dodd, Mead&Company,1908, viii.
2Charles McCarthy, Wisconsin Idea, Macmillan Company,1912, p303.
3David Thelen, Robert M. La Follette and the Insurgent Spirit, University of Wisconsin Press,1986, p109-110.
4此处借鉴了李剑鸣教授的观点。他认为，进步派在政府改革方面采取了三项措施，即行政的专门化、行政权力的扩大、专家治国。李剑鸣：《大转折的年代》，第243-246页。
5Dahlberg, New York Bureau of Municipal Research, p120.
6Keyssar and May,“Education for Public Service in the History of United States”.
7克罗利：《美国生活的希望》，第279页。
1White,“Growth and Future of State Boards and Commissions”, Reinsch, ed., Readings on American StateGovernment, p222.
2Russell Nye, Mid-western Progressive Politics, p188.
3Frank Fischer, Technocracy and the politics of expertise, Sage Publication, Inc., p81.
4沃尔特·李普曼：《公众舆论》，上海人民出版社2002年，第294页。
1Harris,“Higher Education: its Function in Preserving and Extending Our Civilization”, p161.
1Diner, A city and Its Universities, p44.
1霍夫斯塔特：《改革年代》，第120页。
2Robert Maxwell, La Follette and the Rise of the Progressives in Wisconsin, p13.
3David Henry Burton, The Learned Presidency: Theodore Roosevelt, William Howard Taft, Woodrow Wilson,
1“Wisconsin Constitution”,
2John Stark,“The Wisconsin Idea: The University Service to the State”,1995-1996Wisconsin Blue Book,Legislative Reference Bureau, p7.
3Hofstadter,“The Age of the University”, Hawkins, The Emerging University and Industrial America, p8.
4C. K. Adams,“The University and the State”,1896, p17-18.转引自Veysey, The Emergence of AmericanUniversities, p104.
5Slosson, Great American Universities, p219.
1La Follette, La Follette’s Autobiography, p27.
2La Follette, La Follette’s Autobiography, p28.
3La Follette, La Follette’s Autobiography, p30.
4Charles Van Hise,“Inaugural Address”.
5Maxwell, La Follette and the Rise of the Progressives in Wisconsin, p138.
1Maxwell, La Follette and the Rise of the Progressives in Wisconsin, p138.
2McCarthy, Wisconsin Idea, p45.
3“Contemporary Thought: Significance of the Wisconsin Idea”, Dallas Morning News, June20,1913.[EarlyAmerican Newspaper Database].
12Nye, Mid-western Progressive Politics, p203.Howe, Wisconsin: An Experiment in Democracy, p70.
3La Follette, La Follette’s Autobiography, p361.
4“The Wisconsin Idea Told by La Follette Correspondent Calls Attention to Publication in Senator's Magazine”,The State, November24,1912,[Early American Newspaper Database].
5La Follette, La Follette’s Autobiography, p361.
12Howe, Wisconsin: An Experiment in Democracy, p76.La Follette, La Follette’s Autobiography, p359.
3La Follette, La Follette’s Autobiography, p310.
4Maxwell, La Follette and the Rise of the Progressives in Wisconsin, p160.
5Theda Skocpol, Protecting Soldiers and Mothers: The Political Origins of Social Policy in the United States,Harvard University Press,1992, p300.
1Grossman, Professors and Public Service, p114-115; Maxwell, La Follette and the Rise of the Progressives inWisconsin, p130.
2Maxwell, La Follette and the Rise of the Progressives in Wisconsin, p162.
3Grossman, Professors and Public Service, p114-115; Maxwell, La Follette and the Rise of the Progressives inWisconsin, p114-115,130-131.
4Maxwell, La Follette and the Rise of the Progressives in Wisconsin, p139.
5Slosson, Great American Universities, p214.
6“Contemporary Thought: Significance of the Wisconsin Idea”, Dallas Morning News, June20,1913.[EarlyAmerican Newspaper Database].
1Grossman, Professors and Public Service, p114-115; Maxwell, La Follette and the Rise of the Progressives inWisconsin, p139.
2Slosson, Great American Universities, p214.
3McCarthy, Wisconsin Idea, p312.
1McCarthy, Wisconsin Idea, p194-196.
1Paul D. Healey,“Go and Tell the World: Charles R. McCarthy and the Evolution of the Legislative ReferenceMovement,1901-1917”,
2Charles McCarthy,“Legislative Reference Department”, Reinsch, ed., Readings on American State
3Government, p64.McCarthy, Wisconsin Idea, p216; McCarthy,“Legislative Reference Department”, Reinsch, ed., Readings onAmerican State Government, p64.
4Paul D. Healey,“Go and Tell the World”.
5McCarthy,“Legislative Reference Department”, Reinsch, ed., Readings on American State Government,p64-65.
1McCarthy, Wisconsin Idea, p217.
2McCarthy,“Legislative Reference Department”, Reinsch, ed., Readings on American State Government,p63-64; Samuel Rothstein,“The Origins of Legislative Reference Services in the United States”, LegislativeStudies Quarterly, Vol.15, No.3, Aug.,1990, p401-411.
3McCarthy, Wisconsin Idea, p216.
1McCarthy,“Legislative Reference Department”, Reinsch, ed., Readings on American State Government,p65-66.
23McCarthy,“Legislative Reference Department”, Reinsch, ed., Readings on American State Government, p66.McCarthy,“Legislative Reference Department”, Reinsch, ed., Readings on American State Government,p68-69.
4Samuel Rothstein,“The Origins of Legislative Reference Services in the United States”, p408.
5McCarthy, Wisconsin Idea, p229; McCarthy,“Legislative Reference Department”, Reinsch, ed., Readings onAmerican State Government, p72-73.
1Smith, The idea brokers, p34.
2Russell Nye, Mid-western Progressive Politics, p240
3McCarthy,“Legislative Reference Department”, Reinsch, ed., Readings on American State Government, p72;McCarthy, Wisconsin Idea, p228-229.
1McCarthy, Wisconsin Idea, p197.
2McCarthy,“Legislative Reference Department”, Reinsch, ed., Readings on American State Government, p65
34Maxwell, La Follette and the Rise of the Progressives in Wisconsin, p143-145.McCarthy,“Legislative Reference Department”, Reinsch, ed., Readings on American State Government, p67;Maxwell, La Follette and the Rise of the Progressives in Wisconsin, p143
5McCarthy, Wisconsin Idea, p229.
6McCarthy,“Legislative Reference Department”, Reinsch, ed., Readings on American State Government,p72-73.
1Reber, University Extension in the United States, p14.
2Reber, University Extension in the United States, p49-53.
1Reber, University Extension in the United States, p50.
2Howe, Wisconsin: An Experiment in Democracy, p155.
3La Follette, La Follette’s Autobiography, p30-32.
4霍夫斯塔特：《改革年代》，第150页。
5La Follette, La Follette’s Autobiography, p30.
6Howe, Wisconsin: An Experiment in Democracy, p159.
1“Some New Ideas in Government: An Interview with Dr. George E. Fellows”, Times Picayune, January28,1912,[Early American Newspaper Database].
2“The Wisconsin Idea”, Boston Journal, June25,1913,[Early American Newspaper Database].
1Slosson, Great American Universities, p213-214.
2Slosson, Great American Universities, p242.
3“The Wisconsin Idea”, Boston Journal, June25,1913,[Early American Newspaper Database].
1“Assert Wisconsin Idea Began Here. Members of Pilgrim Party Term it Pennsylvania System Transplanted”,Philadelphia Inquirer, June18,1913,[Early American Newspaper Database].
2据国情普查局统计，1860-1920年间美国城市化的情况以及各种规模城市数量变化如下：
1霍夫斯塔特：《改革年代》，第147页。
2Strong, The Twentieth Century City, p82-83,92.
3Recchiuti, Civic Engagement, p33.
4Schiesl, The Politics of Efficiency, p14,22,69.
1Diner, A City and Its Universities, p19.
2Diner, A City and Its Universities, p19-20.
3建议来自威斯康星大学经济学教授托马斯·S·亚当斯，他对前来考察的费城市政官员说：“如果你们这些从费城来考察的人们想解决你们的市政难题，那就回去后立刻建立一所城市大学。”费城市长布兰肯伯格以及同行的市政官员如公共工程部部长Cooke等人尽管承认“城市大学”是一个“很好的建议”，但以费城已有宾夕法尼亚大学、天普大学为由加以拒绝，认为费城市政当局要做的是加强政府与已有大学之间的合作。布兰肯伯格回应到：“我们现在已有太多的大学和学院了，我们更需要的是唤醒大学校长和校董
们（与政府）合作的热情。”“Urges University Course to Train City's Employes Philadelphia Should Adopt PlanSays Professor Adams”, The Philadelphia Inquirer, May25,1913.[Early American Newspaper Database].
4“The Wisconsin and Pennsylvania ‘Ideas’”, The Philadelphia Inquirer, March7,1914.[Early AmericanNewspaper Database].
5Recchiuti, Civic Engagement, p28.
1Diner, A City and Its Universities, p28.
2Recchiuti, Civic Engagement, p99.
1林广：《移民与纽约城市发展》，[博士学位论文]，华东师范大学，1998年，第14页。
2乔治·兰克维：《纽约简史》，上海人民出版社2005年，第129页。
3乔纳森·卡恩：《预算民主：美国的国家建设与公民权，1890-1928》，格致出版社/上海人民出版社，2008年，第8页。
1卡恩：《预算民主》，第52页。
2艾伦同克利夫兰一样，于1900年获宾夕法尼亚大学博士学位，后留在沃顿商学院任教，撰写有一本在财政学领域影响深刻的教科书《资金及其运用》（1902年出版）。作为著名经济学家西蒙·帕腾的得意门生，艾伦对改革事业的热情来自于其导师的鼓励。他回忆说，当博士毕业面临求职时，“帕腾将手放在我的肩膀上，就那样一直看着我。他说：‘艾伦，你为什么不帮助其他的人呢？’”1903年，艾伦在帕腾的帮助下担任新泽西州慈善援助协会的秘书长，他不仅喜欢调查、分析经济学数据，更热衷于将他的调查结果公诸于众，将参与公共事务与经济学学术研究置于同等地位。卡恩：《预算民主》，第38页。
3Recchiuti, Civic Engagement, p104.
1卡恩：《预算民主》，第61、65页。
1Recchiuti, Civic Engagement, p107.
2卡恩：《预算民主》，第83、91页。
3卡恩：《预算民主》，第126页。
4如日本的东京市于1922年在市长后藤新平的支持下成立了“市政调查会”（Institute of Municipal
1Diner, A City and Its Universities, p33.
1Diner, A City and Its Universities, p174.
1麦金莱少时在宾夕法尼亚州的阿勒格尼学院（一所卫理宗教会学院）读过一年，肄业。内战时参加打仗，内战结束后（1865年）回到家乡在一家私人律师事务所当学徒。1866年，进入纽约州的奥尔巴尼法学院学习了一年，于1867年回到俄亥俄成为一名执业律师，此后逐渐涉足政治。
2Cook, Academicians in Government from Roosevelt to Roosevelt, p53.
1李剑鸣：《伟大的历险——西奥多·罗斯福传》，世界知识出版社，1995年，第18-19页。21900年，罗斯福随麦金莱投入总统大选，每天都特意安排了3个半小时专门读书，其中上午8点至9点阅读历史著作，中午12点至12点半阅读鸟类学著作，下午2点半至3点阅读司各特小说，下午4点半至5点和晚上11点至12点则随意阅读。李剑鸣：《伟大的历险》，第115页。
3李剑鸣：《伟大的历险》，第312页。
1Burton, The Learned Presidency, p58.
2路易斯·奥金克洛斯：《鲁莽的麋鹿——西奥多·罗斯福传》，安徽教育出版社2005年，第96页。
3杨生茂：《美国外交政策史》，人民出版社1991年，第210页。
4奥金克洛斯：《鲁莽的麋鹿》，第41页。
1李剑鸣：《伟大的历险》，第303页。
2奥金克洛斯：《鲁莽的麋鹿》，第19页。
1Burton, The Learned Presidency, p64,77.
2Burton, The Learned Presidency, p77.
3Recchiuti, Civic Engagement, p214.
1Recchiuti, Civic Engagement, p214-215.
2Recchiuti, Civic Engagement, p209.
1Cook, Academicians in Government from Roosevelt to Roosevelt, p53
2Cook, Academicians in Government from Roosevelt to Roosevelt, p58,64.
1Grossman, Professors and Public Service, p223-231.
2早期的农业部森林司由被誉为“美国森林之父”的富兰克林·霍夫担任司长，哈夫并非一名专业的森林学家，而是在科学、医学以及历史方面均有造诣的博学之士。1886年接替哈夫的伯恩哈德·费诺在担任森林司司长时，美国大学尚无专门的森林学专业。费诺在3年后离开森林司，前往康奈尔大学组建了美国大学中的首个林学院，担任院长一职，1905年后又进入宾州州立学院组建了森林学系。
3联邦政府对自然资源保护的重视是罗斯福执政时期的一大创举。自幼热爱大自然的罗斯福早在19世纪末便与自然科学家乔治·格伦内尔合作，成立了美国最早的自然资源保护组织——布恩·克罗克特俱乐部
（1877）。担任纽约州州长期间，罗斯福还与自然资源保护运动的先驱、后来成为耶鲁林学院教授的吉福特·平肖共同探讨过由政府实施自然资源保护政策事宜。1901年成为总统后，罗斯福致国会的首篇国情咨文中有1/4的内容在谈论自然资源保护问题，森林保护则是其中的重中之重。
4Grossman, Professors and Public Service, p60.
5吴必康：《权力与知识》，第318页。
1John Commons, Myself, The Macmillan Company,1934, p76.
1Grossman, Professors and Public Service, p121.
2Cook, Academicians in Government from Roosevelt to Roosevelt, p61.
1Hofstadter, Anti-intellectualism, p206.
2如塔夫脱执政期间，联邦政府进一步将扩大了对铁路公司的监管，电话及电报公司也被纳入监管范畴，州际商务委员会的权力得以加强。此外，联邦政府在1909-1913年发起的反托拉斯诉讼和针对垄断企业的制裁在数量上也远远超过1901-1909年罗斯福当政时期。
1Burton, The Learned Presidency, p105.
1Grossman, Professors and Public Service, p139.
1Burton, The Learned Presidency, p190.
2Luke Oliver Fernandez,“Specialization”, Preparing Student for Citizenship: the Pedagogical Vision of Yale’sNoah Porter, Harvard’s Charles Eliot and Princeton’s Woodrow Wilson, Cornell University Press,1997.
1Burton, The Learned Presidency, p160-161.
2张澜：《伍德罗·威尔逊社会思想研究》，[博士学位论文]，复旦大学，2004年，第62页。
1Woodrow Wilson,“Labor Day Speech in Buffalo, New York”, Sept.,1912,
2Grossman, Professors and Public Service, p135
3Smith, The Idea Broker, p2.
1A. Hunter Dupree, Science in the Federal Government, A History of Policies and Activities to1940, AyerPublishing,1957, p182.
1
2
1Grossman, Professors and Public Service, p126.
1Cook, Academicians in Government from Roosevelt to Roosevelt, p79.
2Warren Benjamin Catlin, The Progress of Economics: A History of Economic Thought, Bookman Associate,1962, p720.
1卡恩：《预算民主》，第145页。21910年，两名劳工组织的主要人物在洛杉矶时报大楼埋下炸药，造成20人死亡。惨案发生后，塔夫脱收到一封由28位社会工作者联合签名、题为《向总统呼吁成立联邦产业关系委员会》的请愿书。此事直接导致了塔夫脱向国会提议成立产业关系委员会。
3Gearity, The First Brain Trust, p218-219.
1Cook, Academicians in Government from Roosevelt to Roosevelt, p78.
2Karen E. Schnietz,“The1916Tariff Commission: Democrats’ Use of Expert Information to ConstrainRepublican Tarrif Protection”,
1Commons, Myself, p76.
2Grossman, Professors and Public Service, p137
1Grossman, Professors and Public Service, p129
1Woodrow Wilson,“Address at Sea Girt, New Jersey Accepting the Democratic Nomination for President”,Sept.,1916,
1Parke Rexford Kolbe, The Colleges in War Time and After: A Contemporary Account of the Effect of the Warupon Higher Education in America, D. Appleton and Company,1919, p44-45
2Gruber, Mars and Minerva, p96-97.
3Gruber, Mars and Minerva, p103
1Kolbe, The Colleges in War Time and After, p207-208
2Gruber, Mars and Minerva, p103-105.
3Kolbe, The Colleges in War Time and After, p35
4Kolbe, The Colleges in War Time and After, p203-204
1Kolbe, The Colleges in War Time and After, p70
2Charles Franklin Thwing, The American Colleges and Universities in the Great War,1914-1919: A History,The MacMillan Company,1920, p85-88.
3Kolbe, The Colleges in War Time and After, p36.
1Gruber, Mars and Minerva, p112-114
2Bowman, The College Professors in Ameica, p145.
3Gruber, Mars and Minerva, p82
4Gruber, Mars and Minerva, p10051916年8月底，威尔逊成立了由陆军部长、海军部长、内政部长、农业部长、商务部长和劳工部长组成的“国防委员会”（Council of National Defense），负责协调和整合全国的各种资源为可能到来的战争做准备。
1Kolbe, The Colleges in War Time and After, p26-27; Gruber, Mars and Minerva, p99.
2Kolbe, The Colleges in War Time and After, p59-61.
3拉斯韦尔：《世界大战中的宣传技巧》，中国人民大学出版社，2003年，第173页。
1Gruber, Mars and Minerva, p106.
2克劳塞维茨：《战争论》（第一卷），商务印书馆，1982年，第23页。
3Thwing, The American Colleges and Universities in the Great War, p115,125.
1Kolbe, The Colleges in War Time and After, p50,135-136
1Thwing, The American Colleges and Universities in the Great War, p92-93.
2Gruber, Mars and Minerva, p108.
1Cook, Academicians in Government from Roosevelt to Roosevelt, p90-91.
2Maxcy R. Dickson,“The Food Administration: Educator”, Agriculture History, Vol.16, No.2, Apr.,1942,p91-96.
1Cook, Academicians in Government from Roosevelt to Roosevelt, p84.
2Grossman, Professors and Public Service, p153.
1截止至1918年10月初，中统局共有63名成员，其中28人是来自统计学界、经济学界和企业界的专家。Robert D. Cuff,“Creating Control Systems: Edwin F. Gay and the Central Bureau of Planning and Statistics,1917-1919”, The Business History Review, Vol.63, No.3(autumn,1989), p609.“中统局”成员的全部名单，可参考Z. L. Porter,“The Central Bureau of Planning and Statistics”, Publications of American StatisticalAssociation, Vol.16, No.125, Mar.,1919, p276-277.
2Z. L. Porter,“The Central Bureau of Planning and Statistics”, p276.
3Grossman, Professors and Public Service, p138.
4Grossman, Professors and Public Service, p163.
5杜佑：《通典》，卷第一百六十一·兵十四，中华书局，1982年。
6拉斯韦尔：《世界大战中的宣传技巧》，第174页。
7“所谓宣传，其实就是思想对思想的战争”。拉斯韦尔：《世界大战中的宣传技巧》，第23页。
1Adolf Hitler,“War Propaganda”, My Struggle,
2拉斯韦尔：《世界大战中的宣传技巧》，第22页。
34Gruber, Mars and Minerva, p138.Cole, The Great American University, p48.
5与会者包括：亨利·伯恩（西储大学）、埃德蒙·伯内特（卡内基研究院历史研究所）、乔治·达彻（韦斯莱杨大学）、盖伊·福特（明尼苏达大学）、查尔斯·黑曾（哥伦比亚大学）、查尔斯·赫尔（康奈尔大学）、盖拉德·亨特（国会图书馆）、安德鲁·麦克劳克林（芝加哥大学）、艾伯特·麦金利（《历史教师杂志》）、托马斯·佩奇（弗吉尼亚大学）、弗雷德里克·帕克森（威斯康星大学）、詹姆斯·肖特韦尔（哥伦
1Gruber, Mars and Minerva, p149.
2John S P. Tatlock,“Why America Fights German”, The Committee on Public Information,1918, March.
3拉斯韦尔：《世界大战中的宣传技巧》，第170页。
4《反间谍法》于1917年6月15日通过，规定：对故意制造虚假消息帮助敌人的人、煽动武装部队判断的人、企图阻碍征兵的人，均可判处最高长达20年的监禁和高达1万美元的罚款。该法的主要打击对象是美国境内持反战态度或政治异议的非英语出版物。
5Gruber, Mars and Minerva, p157.
1Gruber, Mars and Minerva, p158.
2拉斯韦尔：《世界大战中的宣传技巧》，第170页。
3Daniel J. Kevles,“Testing the Army’s Intelligence: Psychologists and the Military in World War”, The Journalof American History, Vol.55, No.3, Dec.,1968, p565-583.
12Thwing, The American Colleges and Universities in the Great War, p92-93.Arthur Hadley,“What is Education”, Harper’s.
3Grossman, Professors and Public Service, p169-170.
4Lawrence E. Gelfand, The Inquiry: American Preparations For Peace,1917-1919, Yale University Press,1963,p45.
5Hofstadter, Anti-intellectualism in American Life, p212.
1Gelfand, The Inquiry, p49-67.
1Grossman, Professors and Public Service, p89.
2O. Levine, The American Colleges and the Culture of Aspiration, p36.
3“Select Reports of the American Commission to Negotiate Peace”,
1Kolbe, The Colleges in War Time and After, p205.
12Cook, Academicians in Government from Roosevelt to Roosevelt, p82.Gruber, Mars and Minerva, p101.
3Charles Van Hise,“The War Work of the University of Wisconsin”, Review of Reviews, July,1918, p67-68.转引自Bowman, College Professors in America, p149.
4Kolbe, The Colleges in War Time and After, p96-99.
5Kolbe, The Colleges in War Time and After, p203.
1O. Levine, The American Colleges and the Culture of Aspiration, p36.
2Cook, Academicians in Government from Roosevelt to Roosevelt, p85.
1Kolbe, The Colleges in War Time and After, p184.
1Paul P. Van Riper,“The American Administrative State: Wilson and the Founders–An Unorthodox View”,Public Administration Review, Vol.43, No.6, Nov.-Dec.,1983, p477-490.
1谭融、游腾飞：“论美国进步主义运动的历史背景与思想基础”，《青海社会科学》，2011年第1期。
1Howe, Wisconsin: An Experiment in Democracy, p153.
1Commons, Myself, p110.
2Slosson, Great American Universities, p215.
3Cook, Academicians in the Government from Roosevelt to Roosevelt, p38.
4McCarthy,“Legislative Reference Department”, Reinsch, ed., Readings on American State Government, p72;McCarthy, Wisconsin Idea, p228-229.
1Slosson, Great American Universities, p215-216.
2Kolbe, The Colleges in War Time and After, p184.
1Skowronek, Building a New American State, p252-253.
2Fink,“Expert Advice: Progressive Intellectuals and the Unraveling of Labor Reform,1912-1915”.
3Recchiuti, Civic Engagement, p145-146.
1Lora Judge,“Eugenics”.
2Mark Haller, Eugenics: Hereditarian Attitudes in American Thought, Rutgers University Press,1963,p114-119.
1Gruber, Mars and Minerva, p149-159.
2半个多世纪后，美国历史学家乔治·凯南和克里斯托弗·拉希先后通过严密考证得出结论，西森档案确属伪造，是出于战争宣传目的而编造的假情报，这些假情报在一战期间可谓屡见不鲜。George F. Kennan,“The Sisson Documents”, The Journal of Modearn History, Vol.28, No.2, Jun.,1956, pp130-154. ChristopherLasch, The American Liberals and the Russian Revolution, p115
3C. Hartley Grattan,“Historian Cut Loose”, American Mercury Magazine, May to August,1927, p414-430.
1Crawford and Biderman, Social Scientists and International Affairs,"editor's introduction", p7.转引自牛可：“国家安全体制与美国冷战知识分子”。
1Literary Digest, Vol.CXV, June3,1933, p8.转引自Hofstadter, Anti-intellectualism in American Life, p216.
2以上两段论述借鉴了牛可“国家安全体制与美国冷战知识分子”一文中的部分观点。
3Cook, Academicians in the Government from Roosevelt to Roosevelt, p169.
1希腊由麻省理工学院博士、前希腊雅典大学和德国法兰克福大学经济学教授卢卡斯·帕帕季莫斯出任总理；意大利的总理一职则由米兰博科尼大学校长、经济学教授马里奥·蒙蒂担任。
2Morrison,“The New Epoch and the University”.
1. Adams, Charles K..“The Present Obligation of the Present”, Democratic Printing Company,
1897.
2. Bache, Alexander. D..“President of the American Association for the year1851: on retiringfrom the duties of President”,
3. Brownson, Orestes A..“An Oration on The Scholar’s Mission”, V. Harrington,1843.
4. Ely, Richard.“Report of the Organization of the American Economic Association”,Publications of the American Economic Association, Vol.1, American EconomicAssociation,1887.
5. Gerhart, Emanuel Vogel.“The Proper Vocation of a Scholar”, an Address delivered at theOpening of the New Diagnothian Hall, July2,1847, printed at the Journal Office.
6. Gilman, Daniel.“Inaugural Address of Daniel Coit Gilman as first president of The JohnsHopkins University”.
7. Gilman, Daniel.“The Building of the University: An Inaugural Address”, Delivered atOakland, Nov.7,1872, San Francisco,1872,6.
8. Hadley, Arthur.“The Relation between Economics and Politics”, opening address at themeeting of the American Economic Association, New Heaven, December27,1898.
9. Hadley, Arthur.“What is Education”, Harper’s.
10. Herrin, William.“Public duties of Educated Men”, an Address delivered at CorvallisOregon during the Quarter Centennial Jubilee Exercises of Oregon Agricultural College,June24,1910
11. James, Edmund.“The Function of the State University”, Science, New Series, Vol.22, No.568,1905.
12. Jesse, Richard.“The Function of the State University”, Science, New Series, Vol.14, No.343, Jul.26,1901.
13. Lowell, A. Lawrence.“Expert Administrators in Popular Government”, American PoliticalScience Review, Vol.7, No.1, Feb.,1913.
14. Morison, George S.“The New Epoch and the University”, an Oration delivered before thePhi Beta Kappa Society in Sanders Theater, Cambridge, Thursday, June25,1896
15. Pritchett, Henry.“The Relation of Educated Men to the State”, Science, New Series, Vol.12,No.305, Nov.2,1900.
16. Reber, Louis.“University Extension”, Annals of the American Academy of Political andSocial Science, Vol,67, New Possibilities in Education, Sep.,1916.
17. Schurz, Carl.“Civil Service Reform and Democracy”.
18. Schurz, Carl.“Congress and Spoils System”.
19. Taft, William.“Address of President Taft: At the Luncheon of the Economic Association”,at the Raleigh Hotel, Washington, D.C., December28,1911, American Economic Review,Vol.2, No.1, Supplement, Papers and Proceedings of the Twenty-fourth Annual Meeting ofthe American Economic Association, Mar.,1912.
20. Van Hise, Charles. The Attainment of Success: Baccalaureate and CommencementAddresses, delivered at the54th commencement of the University of Wisconsin, Madison,June16-19,1907.
21. William Harris,“Dr. Harris on the Nation’s Duty and Opportunity”, Education Review,September,1898, Henry Holt&Co., p204-205.
22. William Harris,“Higher Education: its Function in Preserving and Extending ourCivilization”, University Convocation Address Delivered at the Quarter Centennial BostonUniversity, May31,1898.
23. Wilson, Woodrow.“Address at Sea Girt, New Jersey Accepting the Democratic Nominationfor President”, Sept.,1916,
24. Wilson, Woodrow.“Labor Day Speech in Buffalo”, New York, September2,1912.
25. Wilson, Woodrow.“Princeton in the nation’s service”, a Commemorative address deliveredon Ooc.21,1896.
26. Wilson, Woodrow.“The Study of Administration”, Political Science Quarterly, Vol.2, No.2,Jun.,1887, p197-222.
1. Angell, James Burrill. Selected Address, Longmans, Green&Company,1912.
2. Eliot, Charles. Educational Reform: Essays and Addresses, The Century Company,1898.
3. Folwell, William. University Addresses, The H. W. Wilson Company,1909.
4. Jordan, David Starr. The Voice of the Scholar: with Other Addresses on the Problems ofHigher Education, Paul Elder&Company,1903.
5. National Education Association, Journal of Proceedings and Addresses of the FortiethAnnual Meeting, held at Detroit, Michigan, July8-12, published by the Association,1901.
6. Northup, Clark, etc,. Representative Phi Beta Kappa Orations, Houghton Mifflin Company,1915.
1. Adams, Thomas Sewall. Labor Problems: A Text Book, Macmillan Company,1905.
2. Allen, William H.. Efficient Democracy, Dodd, Mead&Company,1908
3. Chamberlain, Thomas. Biographical Memoir Charles Richard Van Hise, GovernmentPrinting Office,1924.
4. Commons, John etc.. Final Report of Commission on Industrial Relations, Barnard andMiller Print,1915.
5. Commons, John. Labor and Administration, Macmillan Company,1913.
6. Commons, John. Myself, Macmillan Company,1934.
7. Commons, John. Social Reform and Church, Thomas Y. Crowell&Company,1894.
8. Ely, Richard. The Past and the Present of Political Economy, Publication Agent, JohnHopkins University,1884.
9. Hadley, Arthur. The Education of the American Citizen, Charles Scribner’s Sons,1901.
10. Holmes, Oliver Wendell. The Common Law, Little&Brown Company,1881.
11. Howe, Frederick. Wisconsin: An Experiment in Democracy, C. Scribner’s Sons,1912.
12. Kolbe, Parke Rexford. The Colleges in War Time and After: A Contemporary Account of theEffect of the War upon Higher Education in America, D. Appleton and Company,1919
13. La Follette, Robert. La Follette’s Autobiography: A Personal Narrative of PoliticalExperiences, the Robert M. La Follette Co.,1913.
14. McCarthy, Charles. Wisconsin Idea, Macmillan Company,1912.
15. Reber, Louis. University Extension in the United States, Government Printing Office,1914.
16. Reinsch, Paul. American Legislatures and Legislative Methods, The Century Co.,1907.
17. Reinsch, Paul. Readings on American State Government, Ginn and Company,1911.
18. Strong, Josiah. The Twentieth Century City, The Baker&Taylor Co.,1898
19. Thwing, Charles Franklin. The American and the German University: One Hundred Yearsof History, Macmillan,1928, pp.150-151.
20. Thwing, Charles Franklin. The American Colleges and Universities in the Great War,1914-1919: A History, The MacMillan Company,1920
21. Van Hise, Charles. Concentration and Control: a Solution of the Trust Problem in theUnited States, Macmillan Company,1912.
22. Ward, Lester. Dynamic Sociology or Applied Social Science: as Based upon StaticalSociology and the Less Complex Science, Vol.1, Appleton and Company,1897
1. Anonymous.“A third of a century of La Folletteism”, Milwaukee Journal, Oct.21,1930.
2. Anonymous.“Charles McCarthy,1873-1921”, Survey, April9,1921.
3. Anonymous.“Demos and the Professor”, Nation, May27,1915, Vol.100, p595-597.
4. Steffens, Lincoln.“Sending a State to College”, Kansas City Star, Feb.2,1909.[Early American Newspaper Database].
5. Grattan, C. Hartley.“The Historian Cut Loose”, American Mercury Magazine May toAugust1927,p421-422.
6.“Urges University Course to Train City's Employees Philadelphia Should Adopt Plan SaysProfessor Adams”, The Philadelphia Inquirer, May25,1913.[Early American NewspaperDatabase].
7.“Contemporary Thought: Significance of the Wisconsin Idea”, Dallas Morning News, June20,1913.[Early American Newspaper Database]
8.“The Wisconsin Idea Told by La Follette Correspondent Calls Attention to Publication inSenator's Magazine”, The State, November24,1912,[Early American NewspaperDatabase].
9.“Some New Ideas in Government: An Interview with Dr. George E. Fellows”, TimesPicayune, January28,1912,[Early American Newspaper Database].
10.“The Wisconsin Idea”, Boston Journal, June25,1913,[Early American NewspaperDatabase].
11.“Assert Wisconsin Idea Began Here. Members of Pilgrim Party Term it PennsylvaniaSystem Transplanted”, Philadelphia Inquirer, June18,1913,[Early American NewspaperDatabase].
12.“The Wisconsin and Pennsylvania ‘Ideas’”, The Philadelphia Inquirer, March7,1914.[Early American Newspaper Database].
1. Abelson, Donald. American Think-Tanks and their Role in US Foreign Policy, St. Martin’sPress, Inc.,1996.
2. Acrea, Kenneth. Wisconsin Progressivism: Legislative Response to Social Change,1891to1909,[dissertation], University of Wisconsin,1968.
3. Baritz, Loren. The Servants of Power; a History of the Use of Social Science in AmericanIndustry, Wesleyan University Press,1960.
4. Bender, Thomas. Intellect and Public Life: Essays on the Social History of AcademicIntellectuals in the United States, Johns Hopkins University Press,1993.
5. Bledstein, Burton. The Culture of Professionalism: the Middle Class and the Developmentof Higher Education in America, Norton,1976.
6. Bowman, Claude. The College Professor in America: an Analysis of Articles Published inthe General Magazine,1890-1938,[reprinted], Arno Press Inc.,1977.
7. Brint, Steven. In an Age of Experts: the Changing Role of Professionals in Politics andPublic Life, Princeton University Press,1994.
8. Brown, JoAnne&Van Keuren, David. The Estate of Social Knowledge, Johns HopkinsUniversity Press,1991.
9. Brubacher, John&Rudy, Wills. Higher Education in Transition: a History of AmericanColleges and Universities,1636-1976, Harper&Row,1976.
10. Burton, David. The Learned Presidency: Theodore Roosevelt, William Howard Taft,Woodrow Wilson, Fairleigh Dickinson University Press,1988.
11. Carnes, Mark&Garraty, John. The American Nation: The History of the United States,combined volume,(12th edition), Longman,2005.
12. Casey, Marion. Charles McCarthy: Librarianship and Reform, American LibraryAssociation,1981.
13. Catlin, Warren Benjamin. The Progress of Economics: A History of Economic Thought,Bookman Associate,1962.
14. Cole, Janathan. The American University: Its Rise to Preeminence, Its IndispensibleNational Role, Why it must be Protected, Public Affairs,2009.
15. Cook, Paul. Academicians in government from Roosevelt to Roosevelt,[dissertation],University of Kentucky,1971,[reprinted],1982.
16. Crosson, Patricia. Public Service in Higher Education, Association for the Study of HigherEducation,1983.
17. Curti, Merle. American Scholarship in the20th Century, Russell&Russell,1967.
18. Curti, Merle. The American Paradox: the Conflict of Thought and Actions, RutgersUniversity Press,1956.
19. Dahlberg, Jane. The New York Bureau of Municipal Research: Pioneer in GovernmentAdministration, New York University Press,1966.
20. Diner, Steven. A City and its Universities: Public Policy in Chicago,1892-1919, Universityof North Carolina Press,1980.
21. Doan, Edward. The La Follettes and the Wisconsin Idea, Rinehart,1947.
22. Dupree, A. Hunter. Science in the Federal Government, A History of Policies and Activitiesto1940, Ayer Publishing,1957.
23. Fairchild, Henry Pratt. The Obligation of Universities to the Social Order, OxfordUniversity Press,1933.
24. Fernandez, Luke Oliver. Preparing Student for Citizenship: the Pedagogical Vision of Yale’sNoah Porter, Harvard’s Charles Eliot and Princeton’s Woodrow Wilson, Cornell UniversityPress,1997.
25. Fink, Leon&Leonard, Stephen&Reid, Donald. Intellectuals and Public Life: BetweenRadicalism and Reform, Cornell University Press,1996.
26. Fink, Leon. Progressive Intellectuals and the Dilemma of Democratic Commitment,Harvard University Press,1997.
27. Fischer, Frank. Technocracy and the Politics of Expertise, Sage Publications,1990.
28. Fishback, Price, etc.. Government and the American Economy: A New History, TheUniversity of Chicago Press,2007.
29. Fitzpatrick, Ellen. Endless Crusade: Women Social Scientists and Progressive Reform,Oxford University Press,1990.
30. Furner, Mary. Advocacy and Objectivity: a Crisis in the Professionalization of AmericanSocial Science,1865-1905, the University Press of Kentucky,1975.
31. Furner, Mary. The State and Economic Knowledge: the British and American Experiences,Cambridge University Press,1990.
32. Furner, Mary. The State and Social Investigation in Britain and the United States,Cambridge University Press,1993.
33. Gara, Larry. A Short History of Wisconsin, The State Historical Society of Wisconsin,1962.
34. Gearity, James Lamb. The First Brain Trust: Academics, Reform and the Wisconsin Idea,[Dissertation], University of Minnesota,1979.
35. Gelfand, Lawrence. The Inquiry: American Preparations for Peace,1917-1919, YaleUniversity Press,1963.
36. Gilmore, Glenda Elizabeth. Who were Progressives, St. Martin’s,2002.
37. Goldman, Eric Frederick. Rendezvous with Destiny: a History of Modern American Reform,Knopf,1952.
38. Grossman, David Michael. Professors and Public Service,1885-1925: A Chapter in theProfessionalization of the Social Sciences,[Dissertation], Washington University,1973.
39. Gruber, Carol. Mars and Minerva: World War I and the Uses of Higher Education inAmerica, Louisiana State University Press,1975.
40. Haber, Samuel. The Quest for Authority and Honor in the American Professions,1750-1900,University of Chicago Press,1991.
41. Haller, Mark. Eugenics: Hereditarian Attitudes in American Thought, Rutgers UniversityPress,1963
42. Haskell, Thomas. The Authority of Experts: Studies in History and Theory, IndianaUniversity Press,1984.
43. Hawkins, Hugh. The Emerging University and Industrial America, R.E. Krieger Pub. Co.,1985.
44. Herbst, Jungen. The German Historical School in American Scholarship, Cornell UniversityPress,1965.
45. Hofstadter, Richard&Smith, Wilson. American Higher Education: A Documentary History,Vol.1, University of Chicago Press,1968.
46. Hofstadter, Richard. Anti-intellectualism in American Life, Knopf,1963.
47. Hofstadter, Richard. The Development and Scope of Higher Education in the United States,Columbia University Press,1952.
48. Jencks, Christopher&Riesman, David. The Academic Revolution, Doubleday,1968.
49. Kimball, Bruce. The “True Professional Idea” in America: a History, Blackwell,1992.
50. Ladd, Everett&Lipset, Seymour. The Divided Academy: Professors and Politics,McGraw-Hill,1975.
51. Lasch, Christopher. The New Radicalism in America,1889-1963: the Intellectual as aSocial Type, Knopf,1965.
52. Lemann, Nicholas. The Big Test: the Secret History of the American Meritocracy, Farrar,Straus and Giroux,1999.
53. Levine, David. American College and Culture of Aspiration,1915-1940, Cornell UniversityPress,1986.
54. Light, Donald. The Impact of the Academic Revolution on Faculty Careers, AmericanAssociation of Higher Education,1973.
55. Lyons, Gene Martin. The Uneasy Partnership: Social Science and the Federal Governmentin the Twentieth Century, Russell Sage Foundation,1965.
56. Margulies, Herbert. The Decline of the Progressive Movement in Wisconsin,1890-1920,State Historical Society of Wisconsin,1968.
57. Maxwell, Robert. Robert La Follette and the rise of Wisconsin Progressivism, StateHistorical Society of Wisconsin,1956.
58. Maxwell, Robert. Robert La Follette, Prentice Hall,1969.
59. McGerr, Michael. The Decline of Popular Politics: the American North,1865-1928, OxfordUniversity Press,1986.
60. Mowry, George. The Era of Theodore Roosevelt: and the Birth of Modern America,1900-1912, Harper Torchbooks,1962.
61. Nevins, Allan. State Universities and Democracy, University of Illinois Press,1965.
62. Nye, Russel. Midwest Progressivism, Michigan State University Press,1956.
63. O’ Conner, Alice. Poverty Knowledge: Social Science, Social Policy, and the Poor inTwentieth-Century U.S. History, Princeton University Press,2001.
64. Oleson, Alexandra&Voss, John. The Organization of Knowledge in Modern America,1860-1920, Johns Hopkins University Press,1979.
65. Portman, David. Early Reform in American Higher Education, Nelson-Hall CompanyChicago,1972.
66. Quandt, Jean. From the Small Town to the Great Community: the Social Thought ofProgressive Intellectuals, Rutgers University Press,1970.
67. Rader, Benjamin. The Academic Mind and Reform: the Influence of Richard T. Ely inAmerican Life, University of Kentucky Press,1966.
68. Recchiuti, John Louis. Civic Engagement: Social Science and Progressive-Era Reform inNew York City, University of Pennsylvania Press,2007.
69. Rudolph, Frederick. The American College and University: A History, Alfred A. Knopf,1962.
70. Schiesl, Martin. The Politics of Efficiency: Municipal Administration and Reform inAmerica,1800-1920, University of California Press,1980.
71. Silva, Edward&Slaughter, Sheila. Serving Power: the Making of the Academic SocialScience Expert, Greenwood Press,1984.
72. Skocpol, Theda. Protecting Soldiers and Mothers: The Political Origins of Social Policy inthe United States, Harvard University Press,1992.
73. Skowronek, Stephen. Building a New American State: the Expansion of NationalAdministrative Capacities,1877-1920, Cambridge University Press,1982.
74. Slosson, Edwin. The Great American Universities,[reprinted], Arno Press,1977.
75. Smith, James Allen. The Idea Brokers: Think Tanks and the Rise of the New Policy Elite,Maxwell Macmillan International,1991.
76. Sommer, John. The Academy in Crisis: The Political Economy of Higher Education,Transaction Publishers,1994.
77. Sullivan, William. Work and Integrity: The Crisis and Promise of Professionalism inAmerica, Jossey-Bass,2005.
78. Thelen, David. Robert M. La Follette and the Insurgent Spirit, University of WisconsinPress,1985.
79. Thelen, David. The New Citizenship: Origins of Progressivism in Wisconsin,1885-1900,University of Missouri Press,1972.
80. Unger, Nancy. Fighting Bob La Follette: the Righteous Reformer, University of NorthCarolina Press,2000.
81. Veysey, Laurence. The Emergence of American Universities, Chicago University Press,1965.
82. White, Leonard Dupee. Trends in Public Administration, McGraw-Hill Book Co.,1933.
83. White, Morton. Social Thought in America: The Revolt against Formalism, OxfordUniversity Press,1976.
84. Wilson, Logan. The Academic Man: a Study in the Sociology of a Profession, OxfordUniversity Press,1943.
1. Bestor, Arthur.“The Transformation of American Scholarship,1875-1917”, LibraryQuarterly, Vol.23, No.3, Jul.,1953, p164-179.
2. Casey, Marion.“Charles McCarthy’s ‘Idea’: a Library to Change Government”, LibraryQuarterly, No.44,1974, p29-41.
3. Decker, Joe.“The Progressive Era and the World War I Draft”, Magazine of History, Vol.1,No.3/4,1986, p15-18.
4. Dickson, Maxcy R..“The Food Administration: Educator”, Agriculture History, Vol.16,No.2, Apr.,1942
5. Feldman, Maryann&Desrochers, Pierre.“Truth for its Own Sake: Academic Culture andTechnology Transfer at John Hopkins University”.
6. Healey, Paul.“Go and Tell the World: Charles R. McCarthy and the Evolution of theLegislative Reference Movement,1901-1917”, Law Library Journal. No.1,2007.
7. Hofstadter, Richard.“The Revolution in Higher Education”. Schlesinger, Arthur Jr.&White,Morton. Paths of American Thought, Chatto&Windus,1964.
8. Hutchinson, William.“The American Historian in Wartime”, Mississippi Valley HistoricalReview, Vol.29, No.2, Sep.,1942, p163-186.
9. Kevles, Daniel.“Testing the Army’s Intelligence: Psychologists and the Military in WorldWar I”, The Journal of American History, Vol.55, No.3, Dec.,1968.
10. Keyssar, Alexander&May, Ernest.“Education for Public Service in the History of UnitedStates”. Donahue, John&Nye, Joseph, Jr.. For the People: Can We Fix Public Service?Brookings Institute Press,2004.
11. Kunitz, Stephen.“Professionalism and Social Control in the Progressive Era”, SocialProblems, Vol.22, No.1, Oct.,1974, p16-27.
12. Leonard, Thomas.“American Progressives and the rise of expertocracy”.
13. Leonard, Thomas.“American Progressivism and the Rise of the economists as Experts”.
14. Leonard, Thomas.“Excluding Unfit Workers: Social Control Versus Social Justice in theAge of Economic Reform”.
15. Leonard, Thomas.“Expertise in Democracy, the Dilemma of Economic Reform in theProgressive Era”.
16. McDonald, B. D..“The Professionalization of Public Administration: the Impact of theBureau of Municipal Research on the Development of Public Administration”,2008International Conference on Public Administration.
17. Morris, Stuart.“The Wisconsin Idea and Business Progressivism”, Journal of AmericanStudies, No.4,1970.
18. Morrison, Samuel Eliot.“The Scholar in America: Past, Present and Future”, OxfordUniversity Press,1961.
19. O’Boyle, Lenore.“Learning for Its Own Sake: The German University as Ninetieth-CenturyModel”, Comparative Studies in Society and History, Vol.25, No.1, Jan.,1983, p3-25
20. Porter, Z. L..“The Central Bureau of Planning and Statistics”, Publications of AmericanStatistical Association, Vol.16, No.125, Mar.,1919.
21. Rosen, Elliot.“Roosevelt, the Brain Trust, and the origins of the New Deal”. Rosenbaum,Herbert, etc.. Franklin D. Roosevelt: the Man, the Myth, the Era,1882-1945, GreenwoodPress,1987.
22. Rothstein, Samuel.“The Origins of Legislative Reference Services in the United States”,Legislative Studies Quarterly, Vol.15, No.3, Aug.,1990.
23. Stack, Jack.“The Wisconsin Idea: The University’s Service to the State”,
24. Stricker, Frank.“American Professors in the Progressive Era: Incomes, Aspirations andProfessionalism”, Journal of Interdisciplinary History, Vol.19, No.2, autumn,1988,p231-257.
25. Van Riper, Paul.“The American Administrative State: Wilson and the Founders–AnUnorthodox View”, Public Administration Review, Vol.43, No.6, Nov.-Dec.,1983,p477-490.
1.爱德华·萨义德：《知识分子论》，三联书店，2002年。
2.安德鲁·里奇：《智库、公共政策与专家治策的政治学》，上海社会科学院出版社，2010年。
3.陈学飞：《美国高等教育发展史》，四川大学出版社，1989年。
4.丹尼尔·贝尔：《后工业社会的来临》，科学普及出版社，1985年。
5.德里克·博克：《走出象牙塔——现代大学的社会责任》，浙江教育出版社，2001年。
6.弗兰西斯·福山：《国家构建：21世纪的国家治理与世界秩序》，中国社会科学出版社，2007年。
7.戈德法布：《“民主”社会中的知识分子》，辽宁教育出版社，2002年。
8.古德诺：《政治与行政》，华夏出版社，1987年。
9.哈佛燕京学社：《人文学与大学理念》，江苏教育出版社，2007年。
10.亨利·亚当斯：《亨利·亚当斯的教育》，中国社会科学出版社，2003年。
11.华勒斯坦：《学科·知识·权力》，三联书店，1999年。
12.黄宇红：《知识演化进程中的美国大学》，北京师范大学出版社，2008年。
13.卡尔·伯格斯：《知识分子与现代化的危机》，江苏人民出版社，2002年。
14.康马杰：《美国精神》，光明日报出版社，1988年。
15.克罗利：《美国生活的希望：政府在实现国家目标中的作用》，江苏人民出版社，2006年。
16.拉塞尔·雅各比：《最后的知识分子》，江苏人民出版社，2002年。
17.拉斯韦尔：《世界大战中的宣传技巧》，中国人民大学出版社，2003年。
18.李剑鸣：《大转折的年代：美国进步主义运动研究》，天津教育出版社，1992年。
19.李剑鸣：《伟大的历险——西奥多·罗斯福传》，世界知识出版社，1995年。
20.李银河：《福柯与性》，山东人民出版社，2001年。
21.李子江：《学术自由在美国的变迁与发展》，北京师范大学出版社2008年。
22.理查德·霍夫斯塔特：《改革年代：美国的新崛起》，河北人民出版社，1989年。
23.梁从诫（主编）：《现代社会与知识分子》，辽宁人民出版社，1989年。
24.林肯·斯蒂芬斯：《新闻与揭丑（第二卷）》，海南出版社，2005年。
25.路易斯·奥金克洛斯：《鲁莽的麋鹿——西奥多·罗斯福传》，安徽教育出版社2005年
26.罗斯：《社会控制》，华夏出版社，1989年。
27.马骏、刘亚平编：《美国进步时代的政府改革及其对中国的启示》，格致出版社，2010年。
28.马克·里拉：《当知识分子遇到政治》，新星出版社，2010年。
29.马克斯·韦伯：《学术与政治》，三联书店，1998年。
30.迈克尔·桑德尔：《民主的不满》，江苏人民出版社，2008年。
31.曼海姆：《意识形态与乌托邦》，世界知识出版社，2001年。
32.梅里亚姆：《美国政治学说史》，商务印书馆，1988年。
33.乔纳森·卡恩：《预算民主：美国的国家建设与公民权，1890-1928》，格致出版社/上海人民出版社，2008年。
34.乔治·兰克维：《纽约简史》，上海人民出版社2005年，第129页。
35.石庆环：《20世纪美国文官制度与官僚政治》，东北师范大学出版社，2003年。
36.索尔斯坦·凡勃伦：《学与商的博弈：论美国高等教育》，世纪出版集团/上海人民出版社，2009年。
37.托克维尔：《论美国的民主》，商务印书馆，1988年。
38.万力维：《控制与分等：大学学科制度的权力逻辑》，南京师范大学出版社，2005年。
39.沃尔特·李普曼：《公众舆论》，上海人民出版社，2002年。
40.吴必康：《权力与知识：英美科技政策史》，福建人民出版社，1998年。
41.西奥多·波特、多萝西·罗斯主编：《剑桥科学史·第七卷：现代社会科学》，大象出版社，2008年。
42.西蒙·马丁·李普赛特：《政治人：政治的社会基础》，上海人民出版社，1997年。
43.希尔斯曼：《美国是如何治理的》，商务印书馆，1986年。
44.徐复观：《学术与政治之间（新版）》，台湾学生书局，1985年。
45.许纪霖（主编）：《公共性与公共知识分子》，江苏人民出版社，2003年。
46.亚伯拉罕·弗莱克斯纳：《现代大学论——美英德大学比较》，浙江教育出版社，2001年。
47.杨生茂：《美国外交政策史》，人民出版社1991年
48.於荣：《冷战中的美国大学学术研究》，北京师范大学出版社，2008年。
49.余英时：《士与中国文化》，上海人民出版社，1987年。
50.约翰·杜威：《民主主义与教育》，商务印书馆，1990年。
51.约翰·范德格拉夫：《学术权力——七国高等教育管理体制比较》，浙江教育出版社，2001年。
52.周丽华：《德国大学与国家的关系》，北京师范大学出版社，2008年。
1.李颜伟：《知识分子与改革：美国进步主义运动新论》，[博士学位论文]，南开大学，2007年。
2.李壮松：《美国城市经理制——历史到现实的综合考察》，[博士学位论文]，厦门大学，2002年。
3.林广：《移民与纽约城市发展》，[博士学位论文]，华东师范大学，1998年。
4.王涵：《美国进步时代的政府治理，1890-1920》，[博士学位论文]，复旦大学，2009年。
5.吴宗元：《“威斯康星理念”与威斯康星州的进步主义改革》，[硕士学位论文]，厦门大学，2010年。
6.张澜：《伍德罗·威尔逊社会思想研究》，[博士学位论文]，复旦大学，2004年。
7.赵辉兵：《重建民主与自由：美国进步主义政治思潮研究，1890-1817年》，[博士学位论文]，人民大学，2006年。
1.邓丽兰：“20世纪中美两国‘专家政治’的缘起与演变——科学介入政治的一种历史比较”，《史学月刊》，2002年7期。
2.邓丽兰：“南京政府时期的专家政治论：思潮与实践”，《天津社会科学》，2002年第2期。
3.葛剑雄等，“知识分子的社会责任与历史定位”，《理论周刊》，2010年11月。
4.郭尚鑫：“论美国社会福音运动”，《江西师范大学学报（哲学社会科学版）》，1997年5月。
5.黄波：“将心托明月，明月照沟渠——民国学者从政脉络”，《书屋》，2004年第11期。
6.江宜桦：“学术与政治的纠葛与分际”，
7.李金庆：“美国立法参考工作的萌芽、发展及其影响”，《图书馆论坛》，1993年第1期。
8.李颜伟：“美国‘社会福音运动’探析”，《天津大学学报（社会科学版）》，2009年1月。
9.李一文：“试论塔夫脱的国内政策”，《世界历史》，1993年第4期。
10.牛可：“国家安全体制与美国冷战知识分子”，《21世纪》（香港），2002年10月。
11.欧阳惠、韩铁：“美国平民主义运动的历史渊源及政治诉求”，《求索》，2009年4月。
12.石庆环：“20世纪美国联邦政府行政改革的历史考察”，《史学集刊》，2008年第6期。
13.谭融、游腾飞：“论美国进步主义运动的历史背景与思想基础”，《青海社会科学》，2011年第1期。
14.王德禄，刘志光：“中国现代思想中的专家治国论”，《自然辩证法通讯》1999年第2期。
15.王海东：“湖区运动及其对美国成人教育的影响”，《教育发展研究》，2005年第4期。
16.杨辰起：“20世纪美国科技治国思想论述”，北京大学世界现代化研究中心主编：《现代化研究》（第3辑），商务印书馆，2005年。
17.赵辉兵：“第一次世界大战与美国进步运动的盛衰”，《徐州师范大学学报（哲学社会科学版）》，2009年3月。