Each year thirty-two seniors at American universities are awarded Rhodes Scholarships, which entitle them to spend two or three years studying at the University of Oxford. The program, founded by the British colonialist and entrepreneur Cecil Rhodes and established in 1903, has become the world's most famous academic scholarship and has brought thousands of young Americans to study in England. Many of these later became national leaders in government, law, education, literature, and other fields. Among them were the politicians J. William Fulbright, Bill Bradley, and Bill Clinton; the public policy analysts Robert Reich and George Stephanopoulos; the writer Robert Penn Warren; the entertainer Kris Kristofferson; and the Supreme Court Justices Byron White and David Souter. Based on extensive research in published and unpublished documents and on hundreds of interviews, this book traces the history of the program and the stories of many individuals. In addition it addresses a host of questions such as: how important was the Oxford experience for the individual scholars? To what extent has the program created an old-boy (-girl since 1976) network that propels its members to success? How many Rhodes Scholars have cracked under the strain and failed to live up to expectations? How have the Americans coped with life in Oxford and what have they thought of Britain in general? Beyond the history of the program and the individuals involved, this book also offers a valuable examination of the American-British cultural encounter.

Each year thirty-two seniors at American universities are awarded Rhodes Scholarships, which entitle them to spend two or three years studying at the University of Oxford. The program, founded by the British colonialist and entrepreneur Cecil Rhodes and established in 1903, has become the world's most famous academic scholarship and has brought thousands of young Americans to study in England. Many of these later became national leaders in government, law, education, literature, and other fields. Among them were the politicians J. William Fulbright, Bill Bradley, and Bill Clinton; the public policy analysts Robert Reich and George Stephanopoulos; the writer Robert Penn Warren; the entertainer Kris Kristofferson; and the Supreme Court Justices Byron White and David Souter. Based on extensive research in published and unpublished documents and on hundreds of interviews, this book traces the history of the program and the stories of many individuals. In addition it addresses a host of questions such as: how important was the Oxford experience for the individual scholars? To what extent has the program created an old-boy (-girl since 1976) network that propels its members to success? How many Rhodes Scholars have cracked under the strain and failed to live up to expectations? How have the Americans coped with life in Oxford and what have they thought of Britain in general? Beyond the history of the program and the individuals involved, this book also offers a valuable examination of the American-British cultural encounter.

The story of F. Scott Fitzgerald's creation of Jay Gatsby—war hero and Oxford man—at the beginning of the Jazz Age, when the City of Dreaming Spires attracted an astounding array of intellectuals, including the Inklings, W.B. Yeats, and T.S. Eliot. A diverse group of Americans came to Oxford in the first quarter of the twentieth century—the Jazz Age—when the Rhodes Scholar program had just begun and the Great War had enveloped much of Europe. Scott Fitzgerald created his most memorable character—Jay Gatsby—shortly after his and Zelda’s visit to Oxford. Fitzgerald’s creation is a cultural reflection of the aspirations of many Americans who came to the University of Oxford. Beginning in 1904, when the first American Rhodes Scholars arrived in Oxford, this book chronicles the experiences of Americans in Oxford through the Great War to the beginning of the Great Depression. This period is interpreted through the pages of The Great Gatsby, producing a vivid cultural history. Archival material covering Scholars who came to Oxford during Trinity Term 1919—when Jay Gatsby claims he studied at Oxford—enables the narrative to illuminate a detailed portrait of what a “historical Gatsby” would have looked like, what he would have experienced at the postwar university, and who he would have encountered around Oxford—an impressive array of artists including W.B. Yeats, Virginia Woolf, Aldous Huxley, and C.S. Lewis.

The Palgrave Handbook on Rethinking Colonial Commemorations explores global efforts, particularly from Indigenous and Bla(c)k communities, to dismantle colonial commemorations, monuments, and memorials. Across the world, many Indigenous and Bla(c)k communities have taken action to remove, rectify and/or re-imagine colonial commemorations. These efforts have had the support of some non-Indigenous and white community members, but very often they have faced fierce opposition. In spite of this, many have succeeded, and this work aims to acknowledge and honour these efforts. As a current and much-debated issue, this book will present fresh findings and analyses of recent and historical events, including #RhodesMustFall, Anzac Day protests, and the transferral of confederate monuments to museums. Comprising of chapters written by Indigenous, Bla(c)k and non-Indigenous authors, from a wide variety of locations, backgrounds and purposes, this topical volume is a timely and important contribution to the fields of memory studies, Indigenous Studies, and cultural heritage.

British athletics in the era of Chariots of Fire is explored through the rediscovered life of amateur and professional runner and leading British coach, Alec Nelson. Though necessary for competitive success, professional coaches were kept firmly in their place by the socially elite athletes and administrators of the sport. The contradictions and hypocrisy within athletics, and the class-based antagonism between amateurism and professionalism, are central themes of this book. The relationship between professional trainers and amateur athletes and clubs is examined, and the resistance to change while British Olympic performances increasingly fell behind. The sporting world and its main personalities are brought to life through exploring the clubs Nelson coached (Cambridge University, the Army, the Achilles Club and various Olympic teams), the athletes he trained (Harold Abrahams, Douglas Lowe and Bob Tisdall among them) and the controversies over the methods and role of coaches. The book also brings to light a remarkable partnership which crossed the lines of social class, between Nelson and his mentor, Philip Noel-Baker, a prominent Olympian and politician who attempted to modernise British athletics.

In spite of the general phobia of federalism, there is a strong federalist trend within British political culture. In three very different historical contexts, federalism inspired the action of political movements such as the Imperial Federation League, the Round Table and the Federal Union. Indeed, it was regarded as the solution to problems arising from the first signs of the possible collapse of Great Britain and its Empire. The Round Table Movement played a particularly interesting role in this regard, attempting to reverse the rapid and inexorable decline of the British Empire. It was a political organisation with roots in all the major peripheries of the Empire and almost unlimited financial resources. This volume discusses the strategies and means employed by the group in order to maintain the British Empire’s global prominence. The book’s main argument is that we did not have a “British century” – the nineteenth – and an “American century” – the twentieth – but, rather, four centuries of Anglo–Saxon supremacy, which witnessed the affirmation of the national principle – expression of the Continental political tradition – and its overcoming through its opposite, the federal principle, the expression of the insular political tradition.

Exchanges between different cultures and institutions of learning have taken place for centuries, but it was only in the twentieth century that such efforts evolved into formal programs that received focused attention from nation-states, empires and international organizations. Global Exchanges provides a wide-ranging overview of this underresearched topic, examining the scope, scale and evolution of organized exchanges around the globe through the twentieth century. In doing so it dramatically reveals the true extent of organized exchange and its essential contribution for knowledge transfer, cultural interchange, and the formation of global networks so often taken for granted today.

The United States has led the world in almost every way since World War I. In 1941, Life magazine publisher Henry Luce dubbed his country’s preponderant power “the American Century.” His editorial was a statement of fact but also an aspiration for countrymen to unite in promotion of a world order friendly to American interests. Faith and Foreign Affairs in the American Century examines the nature of public involvement in American diplomacy. As a concept decades in the making, the American Century was conceived by those connected through the country’s leading foreign policy think tank, the Council on Foreign Relations. The missionary couple and Washington insiders Francis and Helen Miller, who fought to make the American empire a radically democratic one, figured prominently in that work. The Millers’ many partnerships embodied the conflicts as well as the cooperation of Christianity and secularism in the long reimagining of the United States as a global state. Mark Thomas Edwards offers in this study a genealogy of the concept of the American Century. Readers will encounter moments of Protestant Christian power and marginalization in the making of modern American foreign relations.

The European Union is facing today the greatest crisis since its creation. Brexit could mean not only the reversal of its steady enlargement—from 6 to 28 member states—but also the beginning of an inexorable decline leading to its disintegration. However, few today seem to recollect that it was precisely the British who were the first to promulgate the political culture which inspired the European Union’s construction—democracy and federalism—and the first who tried to realise, in June 1940, a European federation on the basis of an Anglo-French union. This volume traces the fundamental stages of the European unification process, placing it in relation to the wider process of world economic and political integration. In particular, it analyses the historical significance of the European Revolution, which is identified in the overcoming of the nation state—namely the modern political formula which institutionalised the political division of mankind—and the birth of the first truly international state. The universal historical significance of the European Revolution lies in its exportability—as for the other great European revolutions—and, therefore, its potential as progressively extensible to all the states of the planet. Europe was indeed the first region of the world where the barriers between national states fell, and a post-national political identity emerged, complementary to national political identities. It is, in fact, in the context of the European Union that democracy beyond the borders of the nation state has first been realized, constituting a guiding principle for global governance.

Each year thousands of students apply for competitive national and international scholarships such as the Rhodes, Marshall, Gates Cambridge, and Fulbright. The competition for these awards is intense, and students look to scholarship advisors for support. Many universities have created an office or designated part of an office to assist these students, which has provided greater access for students who may not have applied previously or successfully. It has also increased the competition. The twelve essays in this collection from the 2003 National Association of Fellowships Advisors Conference held at the University of Denver. Essays by the heads of the Rhodes, Marshall, Gates, and Truman Scholarship foundations provide a sense of the philosophy and direction of their programs. The essays provide information on new initiatives, insights into the history and significance of the programs, and insider tips for application and interview preparation. Other essays focus on the advising and application process from successful advisors at various universities, how the U.K. higher educational system differs from that in the United States, and the key issue of ethics in the application process. All the essays demonstrate that the scholarship application experience itself is a valuable one that is more about learning and service than it is about winning.