-1 - Large and Complicated Universities: Toronto and Melbourne WILLIAM BRUNEAU —————————————————————————— Martin L. Friedland. The University of Toronto: A H istory. Toronto: University of Toronto Press, 2002. Pp. xiv + 764. $ Can 63.00. [Endnotes published separately as N otes , pp. 1-402, available from the Press for $ Can 25.68, and as an open website at: http://www.utppublishing.com/uoft_history/notes.html RichardJ.W. Selleck. The Shop: The University of Melbourne 1850-1939. Melbourne: Melbourne University Press, 2003. Pp. xx + 855. $ Aus 80.00. In 1969-1973, Princeton’s Shelby Cullom Davis Center for Historical Studies hosted a four-year Seminar on the history of education. A first outcome was three books edited by Lawrence Stone, but a longer-term result was broadened commitment 1 among historians to social studies of the university. Mediævalists never doubted the value of university history, but their modernist cousins began to take it more seriously in and after the 1960s. Under the new dispensation, university historians would attend to the university’s social background. They would consider the political economies of public and private higher education. They would locate students and faculty in social classes-of- origin, in multiple cultural environments, not forgetting to explain power and administration inside the academy. The gossipy tales of collegiate intrigue that worked so well in Max Beerbohm’s Zuleik a Dobson , F.M. Cornford’s Microcosmographia academica, C.P. Snow’s The Masters , and David Lodge’s Small World — and indeed in 2 many a university history— would no longer do. If there was to be petite histoire (and narrativist, feminist, and post-modernist histories have considerable sympathy for it), it must discuss gender, ethnicity, urbanism, industry and class. 3 Beyond this daunting list, historians must presumably ask also about the intellectual life of the university. They must surely aim to explain the cursus of 4 humanists and scientists whose work transformed the teacher-researchers who did it. When he retired, to take an example, Jacob Burckhardt in Basel was no longer the person, or rather, the intellectual he had been in youth. He was as committed as ever to the history of culture and art, but after a half-century in harness (in 1897) he saw everything , from the arrangement of his furniture and the disposition of his daily timetable to the content of his lectures, sub specie historiae et civitatis , to think of all