By Ed Breslin

He used to be a chippie. A visionary. A governor. A prophet. A pioneer. A preacher. A businessman. A temple-builder.

Brigham younger loomed huge in a tumultuous time. He helped came across the kingdom of Utah within the period of yankee show up future. He rallied hundreds of thousands round Mormonism, a brand new religion with robust detractors who attempted to stamp it out within the cities and villages the place its groups sprang up. With slightly a dozen days of formal schooling below his belt, he left a legacy of writings, letters and sermons that proceed to complement the learn of the Mormon Church and the period of yank Western expansion.

In Brigham Young, Ed Breslin distills Young's larger-than-life tale right into a concise, readable biography that makes a speciality of his most important moments and achievements. in contrast to different biographies, Breslin's account neither whitewashes nor sensationalizes Brigham Young's debatable lifestyles. Brigham Young is definitely the right primer on Young's tremendous and complex legacy.

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Extra resources for Brigham Young: A Concise Biography of the Mormon Moses

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Status striving is the main engine: universities compete with one another for external sources as a means of expanding their activities, programs, and standing; state universities compete with universities to approach status equality. The long-standing striving of the polytechnics to gain parity with the universities in the United Kingdom is a conspicuous example from abroad. Accretion in the community colleges is still another variant. As mainly public institutions they have traditionally been restricted to two-year degree programs (and prohibited from offering others), though some have succeeded in converting to four-year colleges, and many states now permit granting of baccalaureate degrees by community colleges—an accretion.

A consistent theme was that the German members could find much to praise about the American system (especially its political decentralization and competition among universities) and almost nothing to praise about their own. In the meantime, the American members appeared to be noncommittal about the German system but quick to criticize their own on many counts. This anomaly produced a number of dialogues between the deaf. I would like to develop this anomaly—this theme of ambivalence— further. In doing so, I will first enunciate a little model that has served me well as a scholar of social change.

At the height of the federal bonanza of research support by the federal government in the 1960s, Nisbet (1971) complained of its degradation and corruption of academic values. The very influential manifesto by Boyer (1990) in the wake of a flood of bashing colleges and universities for their educational failures in the 1980s (Bennett 1984; National Institute of Education 1984; Association of American Colleges 1985) is perhaps the most notable protest against the consequence of the research emphasis.

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