Historically, public health workers, physicians, and reformers have used the infant mortality rate as an indicator of the goodness of a society—its general welfare, the justness of its political system, the efficacy of its public works, the benevolence of its powerful; a high rate of death among the very young was an index of a community's shame. These views of the infant mortality rate as reflecting general characteristics of a society were widely displayed in the second half of the nineteenth century even as most disease entities were becoming more narrowly defined and ordinarily linked not to the nature of society or individual predisposition but to specific pathological organisms. Using Philadelphia as a case study, we examine the history of the infant mortality rate from 1870 through 1920, both the technical aspects of its calculation and its use as an indicator of broad societal problems and a catalyst for policy. Our emphasis is not on explaining the trends in the death rates of the very young but on the uses and meanings given to the infant mortality rate during the second half of the nineteenth century and the first decades of the twentieth century specifically as they related to three efforts to lower infant death rates—removing infants from the city, improving the supply of milk, and establishing child hygiene programs.

Social historians have demonstrated that although men comprised the majority of teachers in North Carolina schools and academies during the early national period, women predominated by the end of the nineteenth century. This study concludes that among the music teachers who taught in academies and venture schools, women gained a majority decades earlier. In an effort to understand some of the underlying social processes that contributed to this shift, the following discussion analyzes the changing proportion of men and women in a sample of 65 music teachers, tracks the tuition they charged in a free market, and compares this to the tuition charged by teachers of Latin and Greek. The shift to women among music teachers in North Carolina presents an intriguing case, because it does not fit well with some earlier theoretical models of feminization among nineteenth-century teachers. The data suggest that women came to predominate among music teachers because a changing market for music instruction in venture schools and academies triggered a process of occupational abandonment and succession.

Population aging in France in the nineteenth century concerned mainly women, as men's life spans increased only after World War I. The article assesses the impact of this gender-differentiated aging process on wealth distribution, using individual data on bequests collected for the period 1800-1939. Over time, more women died without assets. But those who owned assets were richer. As a result, women's aging contributed both to a more unequal wealth distribution and to narrowing the gender gap between asset owners.

The “golden age” of radio broadcasting in the 1930s and 1940s was dominated by large, national broadcasting networks. The rise of these networks is thought to have been accompanied by a dramatic decline in the number of locally oriented stations in operation in the United States. However, this presumption contradicts the dynamics of concentration and organizational foundings in a variety of other industries. In this article I use comprehensive data on the vital rates of radio station founding, failure, and density to empirically test the popular claims of network dominance in the midcentury U.S. broadcasting industry. The results indicate that locally owned commercial stations were not eliminated by the rise of national broadcasting networks. In fact, concentration in the hands of the networks actually increased the viability of locally owned radio stations.

Peter C. Perdue's China Marches Westargues that the Qing dynasty's ability to break through historical territorial barriers on China's northwestern frontier reflected greater Manchu familiarity with steppe culture than their Chinese predecessors had exhibited, reinforced by superior commercial, technical, and symbolic resources and the benefits of a Russian alliance. Qing imperial expansion illustrated patterns of territorial consolidation apparent as well in Russia's forward movement in Inner Asia and, ironically, in the heroic, if ultimately futile, projects of the western Mongols who fell victim to the Qing. After summarizing Perdue's thesis, this essay extends his comparisons geographically and chronologically to argue that between 1600 and 1800 states ranging from western Europe through Japan to Southeast Asia exhibited similar patterns of political and cultural integration and that synchronized integrative cycles across Eurasia extended from the ninth to the nineteenth centuries. Yet in its growing vulnerability to Inner Asian domination, China proper—along with other sectors of the “exposed zone” of Eurasia—exemplified a species of state formation that was reasonably distinct from trajectories in sectors of Eurasia that were protected against Inner Asian conquest.

The international rise of mass education over the past few centuries is often seen by historians as due to the increasingly long arm of the state (see, e.g., Lindert 2004). On this view, the early rise and high level of mass education in the United States in contrast with its colonial ruler Great Britain reflects the ability of Americans to mobilize local and state government support for public education from the earliest days of the Republic. Indeed, institutions dating to the colonial era could have been at work. The articles in this special section are informed by the view that schools and the instructional services they offered during the antebellum period were subject to the choices of buyers and sellers of these services. The article by Kim Tolley provides a rich case study of this basic principle with her account of Mrs. Sambourne's foray into music teaching in early-nineteenth-century North Carolina.

This essay surveys the contributions of William H. Sewell Jr.'sLogics of History and concludes that the book sketches a compelling agenda for an integrated historical social science. The author first summarizes Sewell's ontological and epistemological claims concerning social structure and event, history and temporality, and sociohistorical causality. The author then discusses five main areas in which ambiguities in Sewell's approach might be clarified or his arguments pushed farther. These concern (1) the relationship between historical event and traumatic event; (2) the idea of the unprecedented event or “antistructure”; (3) the theory of semiosis underlying Sewell's notion of a multiplicity of structures; and (4) the compatibilities and differences between the concepts of structure and mechanism(here the author argues that social structures are the distinctive “mechanisms” of the human or social sciences). Finally, (5) Sewell's call for “a more robust sense of the social” in historical writing locates the “social” mainly at the level of the metafield of power, or what regulation theory calls the mode of regulation; the author suggests a possible integration of this society-level concept with Pierre Bourdieu's theory of semiautonomous fields.