993 Book Reviews Enlightenment thought, Tomas Jeferson es- chewed the denominationalism of northern colleges in favor of a nonsectarian, Republican model. His plan for the University of Virginia included a more scientifc curriculum than that of the denominational colleges of the North- east, and he favored secular rather than religious control of the nation’s educational institutions. Antebellum colleges, determined to prove their value in the new nation, blended the eth- ical and religious emphases of the frst genera- tion with the civic emphases of the Jeferso- nian generation to create a third generation meant “to produce a morally upright citizen, able to think both independently yet responsi- bly for the social good” (p. 54). After the Civil War, industrialization and urbanization reshaped the academic as well as the geographical landscape. Te fourth genera- tional culture is associated with the emergence of the land grant colleges and the development of the campus as a distinct academic space. “Te long-term impact of the land-grant col- lege was a closer articulation between educa- tion and career occupations” (p. 107). For each of his generational cultures, Mat- tingly examines the ideologies that under- pinned educational developments. Te ffth generation, characterized by progressive prag- matism, was shaped by the philosophy of John Dewey at the University of Chicago. Progres- sivism’s emphasis on “scientifc research and its pragmatic applications . . . made clear . . . how bound academic life was with larger national enterprises” (p. 227). Te next generation was infuenced by the international academic discourse of the inter- war period, although Mattingly believes the infuence of the German university model has been overrated. It was World War II and the Cold War that transformed higher education, he argues, “the new postwar academic culture (generational culture #7) . . . [is] driven by fed- eral dollars, globally distinguished, intensively utilitarian, and increasingly privileging an elit- ist caste” (p. 300). Because Mattingly focuses on dominant ideologies, he overlooks women’s and histori- cally black colleges, institutions with their own distinctive cultures. Similarly, he concentrates on academic cultures at major research insti- tutions in the Northeast and upper Midwest (and later California), slighting private four- year and public two-year colleges. Tese are minor shortcomings, however, in a compre- hensive analysis of the academic cultures that shaped American higher education from the colonial period to the present. Amy Tompson McCandless, Emerita College of Charleston Charleston, South Carolina doi:10.1093/jahist/jaz031 Switching Sides: How a Generation of Histori- ans Lost Sympathy for the Victims of the Salem Witch Hunt. By Tony Fels. (Baltimore: Johns Hopkins University Press, 2018. xviii, 262 pp. Paper, $29.95.) Since the 1690s, a multitude of analysts have ofered explanations of the witch crisis in Mas- sachusetts. Contemporaries sought to under- stand the role of Satan in the accusations, but with their passing, subsequent commentators assigned blame to human agents. Tomas Hutchinson in the eighteenth century, Charles Upham in the nineteenth century, and Marion Starkey in the twentieth century saw the ac- cusing girls of Salem as the key to understand- ing what happened. George Bancroft, Brooks Adams, and Vernon Louis Parrington blamed the Puritan clergy, a notion that Chadwick Hansen challenged in Witchcraft at Salem (1969), arguing that the clergymen sought to restrain the excesses of the witchcraft crisis. In Switching Sides, Tony Fels argues that since Hansen’s book, major authors have too often relied “upon economic, sociological, psy- chological, gender-based, ethnic, and political factors to explain the witch hunt” (p. xii). Fels sees these as seriously fawed approaches. Tey neglect a critical religious factor, “a fear based on the perceived threat of hidden supernatural attack,” that he believes is essential to under- standing what happened (ibid.). He mentions virtually every study pub- lished on the witchcraft crisis in ninety-one pages of endnotes. Indeed, some of his best analysis is in those notes. However, Fels fo- cuses upon four infuential books—Paul Boy- er and Stephen Nissenbaum’s Salem Possessed (1974), John Putnam Demos’s Entertaining Downloaded from https://academic.oup.com/jah/article/105/4/993/5352969 by guest on 25 December 2021