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i

What You Don’t Know

About Leadership,
but Probably Should
ii
iii

What You Don’t

Know About
Leadership, but
Probably Should
Applications to Daily Life
z
JEFFREY A. KOTTLER

1
iv

1
Oxford University Press is a department of the University of Oxford. It furthers
the University’s objective of excellence in research, scholarship, and education
by publishing worldwide. Oxford is a registered trade mark of Oxford University
Press in the UK and certain other countries.

Published in the United States of America by Oxford University Press

198 Madison Avenue, New York, NY 10016, United States of America.

© Oxford University Press 2018

All rights reserved. No part of this publication may be reproduced, stored in

a retrieval system, or transmitted, in any form or by any means, without the
prior permission in writing of Oxford University Press, or as expressly permitted
by law, by license, or under terms agreed with the appropriate reproduction
rights organization. Inquiries concerning reproduction outside the scope of the
above should be sent to the Rights Department, Oxford University Press, at the
address above.

You must not circulate this work in any other form

and you must impose this same condition on any acquirer.

CIP data is on file at the Library of Congress

ISBN 978–​0–​19–​062082–​0

1 3 5 7 9 8 6 4 2
Printed by Sheridan Books, Inc., United States of America
v

Contents

Preface vii
Acknowledgments xi

PART I : The Nature of Group Behavior at Work and Play

1. Leadership at Work and Play 3

2. What Most People Don’t Seem to Know and Understand

About Leadership 23

3. Facilitating Connections and Meaningful Interactions 52

PART II : How Leaders Try—​and Usually Fail—to Make a Difference

4. Personal Qualities of Leaders: A Few Simple Things That

Make All the Difference 85

5. Really, Really Bad Leadership and What We Learn

from Our Mistakes 102

6. It’s Not About the Agenda, It’s All About Relationships 121

PART III : Skills and Interventions

7. Some Neglected Leadership Skills and Strategies 143

8. The Power of Storytelling to Inspire, Influence, and Persuade Others 167

9. Critical Incidents That Are Often Mishandled 190

vi

vi Contents

PART IV: Applications to Daily Life

10. Leadership Within Social, Family, and Community Life 213

11. Talking to Larger Groups Without Boring Them to Death 234

12. It’s Not Just About What You Do, but Who You Are 253

Notes 273
Select Bibliography 293
About the Author 303
Name Index 305
Subject Index 309
vi

Preface

We live in a world of groups. Almost every facet of daily existence—

whether sitting in meetings, collaborating with co-​workers, attending classes
or programs, contributing to community or social events, participating in
family gatherings, even enjoying coffee or meals with friends—takes place in
group contexts. In addition, everyone finds themselves in leadership positions
at one time or another, responsible for the welfare of others, not to mention
being held accountable for successful outcomes whether those are defined in
terms of goal attainment, entertainment value, or safety issues.
Leadership isn’t just for traditional leaders anymore since teachers, par-
ents, health professionals, police officers, even Girl Scouts, practice these
skills on a regular basis. It is also curious, but nevertheless commonplace, that
counselors, therapists, teachers, business leaders, executives, coaches, health
professionals, and others in helping roles, who have been specifically trained
in leadership, somehow fail to apply their knowledge and skills to settings
in which they might matter most. The same professionals who guide others
may not be able—​or willing—​to put that knowledge to work when they find
themselves supervising peers, leading meetings, or even managing conflict at
the dinner table. The reality is that many people experience required meet-
ings and mandated group collaborations as tedious, repetitive, and often a
waste of time that could be better spent doing other things that feel far more
productive. Participants in meetings or groups are permitted to ramble and
talk incessantly about issues that lead nowhere meaningful. Some people talk
nonstop, repeating the same old stories, while others are never given a voice.
Others check out completely or surreptitiously scan their mobile devices for
messages.
Often leaders are so concerned with getting through their agenda that
they don’t attend to the needs of the people in the room to be heard, under-
stood, and feel as if they are active members of the proceedings. At other
vi

viii Preface

times, conflicts, hostility, withdrawal, hidden agendas, and dysfunctional

dynamics sabotage any attempt to keep things supportive and productive. At
best, such issues and simmering conflicts are denied or ignored; at worst, they
contribute to a toxic work or social environment in which people don’t feel
safe sharing their ideas for fear of ridicule or punishment.
It is more than a little ironic that although books and resources on leader-
ship issues are among the most consistently popular sellers each year, they are
obviously not particularly effective or else people would not continue buying
more of them! This is consistent with the whole genre of self-​help books that
are allegedly designed to produce enduring change and yet only succeed in
addicting readers to purchase more products that clearly have limited value—​
if the goal is to truly integrate ideas into daily life.
It’s also interesting to consider that whereas many professions require some
kind of credential, advanced degree, licensure, or certification to be consid-
ered minimally qualified, almost anyone can declare him-​or herself a leader
if he or she can convince a few others to follow. There’s a line in the original
movie Parenthood when a character comments on how you need a license to
drive a car, or even catch a fish, but any jerk can be a parent. The same is cer-
tainly true with leaders as well, who may have ascended to a position of power
without necessarily any relevant training or qualifications to actually do the
job. In some cases, their signature qualifying trait was simply that they wanted
the job more than everyone else for reasons that were designed to bolster their
own self-​serving interests.
Leadership is actually the single most studied aspect of all human behav­ior,
even if most of the published books on the subject don’t have much enduring
effect. It has been estimated that somewhere between 30 to 70 percent (with
an average of 50 percent) of corporate managers are described as incompetent
in their roles, with any number of surveys reporting that three-​quarters of
employees say the worst part of their job is dealing with a terrible boss who is
the single greatest source of their stress.1 In addition, in spite of all the train-
ing programs, business schools, leadership institutes, development and men-
toring programs, and coaching professionals, more than half of companies
report a scarcity of qualified leaders to step into critical positions.2
According to a study conducted by the Center for Creative Leadership,
most books on the subject are not very useful to professionals in the field.3
In fact, most of those interviewed in the private and public sector, as well as
small business owners, community activists, and educators, report that they
don’t find the most popular publications in the field to be particularly helpful
at all. Instead, they prefer reading fiction or self-​help books that tell stories
ix

Preface ix

about characters with whom they can identify, especially if they involve a
struggle that might be connected to their own personal journey.
So, why does the world need another book on leadership given the more
than 50,000 titles that are already on the market? First of all, the advice in
many of the current options is usually rather logical and obvious, but rarely
very realistic to put into immediate action. One example of this trend is an
article titled, “10 Seconds to Take Your Leadership From Good to Great,”
which proclaims that it only takes a few moments to incorporate new strat-
egies into daily life, just a second to “create a compelling vision” and another
to “articulate your vision to others.” I don’t know about you, but I have always
thought that it takes considerable reflective time to see the bigger picture, and
really understand what might be going on, in any given situation.
It is also a bit of a mystery how so much training and resources in lead-
ership are available, so many think tanks and institutes are devoted to the
subject, so many mandated workshops and conferences on the subject take
place, so much expertise is accessible, yet the reality is that the practice of
these skills falls so miserably short of expectations. There is, unfortunately,
widespread incongruence between what leaders and helping professionals
supposedly know and are trained to do, versus how that expertise is translated
into constructive action.
This book translates the latest research, theory, and skills into practical
strategies that can be employed in every aspect of daily life, whether conducting
a conference, leading a meeting, doing a presentation, or even hosting a social
gathering. As the title suggests, it introduces ideas from an assortment of dis-
ciplines, including the social and biological sciences, organizational behavior,
and human services, that have been re-​interpreted and adapted to other set-
tings in the worlds of business, education, healthcare, and everyday life. It inte-
grates the latest research on group dynamics and process components of group
behavior to fill the gaps that are often missing in effective and transformational
practices of leadership. It also presents the wisdom and successful strategies
of effective leaders from a wide variety of fields who talk not only about what
works best, but also what they’ve learned from their most miserable failures.
Most of the existing books and resources available, especially those that
have been most popular, either focus on prescriptive, practical advice about
what to say or do during leadership challenges, or they present conceptual
ideas related to how groups function and how they are best facilitated. Of
course, both approaches are useful, especially when they are integrated into
a style that feels organic and natural, rather than just following a template
created by someone else.
x

x Preface

This is a book about ideas related to leadership but also those rarely
discussed in the context of broadening skills to a variety of arenas and our
daily lives. We may cover some familiar territory, especially for those who
are already well versed in the literature on leadership, or who have already
undergone extensive training in the subject, but we will look at many of the
concepts and applications through a different lens, one that helps to convert
concepts to practical strategies that can be personalized and individualized to
a greater extent.
The main theme of this book, which is notably different from so much of
the literature on the subject, is that leadership begins, first and foremost, with
taking charge of your own life. We lead others not just by purposeful plan-
ning, decision-​making, and strategic actions at work, but by the ways we walk
through life, modeling exactly those qualities and values that we consider so
important for others. We not only have the opportunity to demonstrate the
attitudes, beliefs, and behavior that we advocate and teach to others, but a
mandate to be the kind of person we most wish others to become.
xi

Acknowledgments

I’d like to once again thank my longtime editor and advocate Dana Bliss
for his continued support and role as a muse for this project, as he has for
so many others. Among all of our collaborations, this was the toughest one,
largely because there is just so much already written and said about the subject
of leadership that it was a challenge to truly settle on themes and content that
were truly novel and all but ignored elsewhere. I’d like to acknowledge, as
well, the guidance and assistance that I received from other Oxford University
Press staff, including Andrew Dominello, Mary Funchion, Janet Foxman, and
Patti Brecht.
I’m also grateful for the input and contributions of the following individ-
uals serving in leadership positions within higher education, corporate and
military settings, cybersecurity, politics, and charitable foundations: General
(Retired) Thomas Kolditz, General (Retired) Robert Ivany, Officer Deon
Joseph, Michael Skelly, Blake Mycoskie, Cary Kottler, Steve Parker, Nancy
Dushkin, Jon Kottler, Jeremy Gaffney, and Sara Safari.
xi
xi

What You Don’t Know

About Leadership,
but Probably Should
xvi
1

PA RT I

The Nature of Group Behavior

at Work and Play
2
3

Leadership at Work and Play

I can’t stop watching the fingers drumming on the table. From where
I sit, slouched in my chair, I have a perfect view of one horizontal slice of the
people across from me. I watch their hands moving papers around, clench-
ing, wiggling, dancing, searching for something to occupy themselves. Every
so often, I see their hands slip down into their laps, where they believe they
are secretly checking messages on their mobile devices. Everyone has checked
out, is bored out of their mind, watching the clock whose hands seem frozen
in place.
The person running the meeting seems oblivious to what is going on. Or if
he notices that nobody is paying much attention, he seems unable or unwill-
ing to alter course. And what he’s doing is droning on and on about some issue
that nobody cares much about. When he asks if anyone has any input, all of
us studiously look at our hands—​everyone except one person who seems to
have something to say about almost everything. I know this for a fact because
my strategy for managing my own frustration and disengagement has been
to count the number of times she has spoken during the meeting. So far it’s
been 61 times and we’ve only been in the room for roughly 90 minutes, which
means that a dialogue is ongoing between the leader and this sole woman,
with the rest of us serving as mere spectators.
I’ve tried to insert a few comments on occasion, not because I have any-
thing meaningful to offer on the subject, but rather because I’m just trying to
keep myself awake. But since I’m interrupted by the overly talkative woman
every time I speak, I decide to withdraw. I am pouting.
What’s most curious to me is that everyone in the room—​well, almost
everyone—​knows exactly what’s going on, but doesn’t say or do anything to
change the dynamics of the interaction. The truly startling fact is that every-
one in attendance is a psychologist who spends his or her time supervising
4

4 Wh at You D on ’t K now Abou t Leader ship

and teaching others. In some cases, they even specialize in teaching group
therapy, yet they (or I should more accurately say “we”) insist on remaining
oblivious, or at least mute, in the face of obvious group dysfunction. We all
allow this unsatisfying pattern to continue week after week. Certainly, there
is private grumbling and talk behind the scenes, but apparently not sufficient
annoyance for anyone to actually do anything to change the basic interaction.
We’ve all sat in meetings like this, or been part of various group functions,
in which it is clear to anyone who is paying attention that what’s going on
is not particularly productive and, in some cases, is downright toxic. This is
especially interesting because there has been some fairly compelling evidence
for a long time, replicated again and again in a variety of contexts and situa-
tions, that high-functioning teams and groups consistently demonstrate two
signature qualities that lead to their exceptional productivity and member
satisfaction.1 First of all, their collective intelligence, which is usually con-
sistently superior to the decisions of any single individual leader, results from
optimal norms that develop in the group. These are the “rules” or conventions
that guide what is considered appropriate behavior. One of the most impor­
tant such rules is social sensitivity within the group, that is, the ability of its
members to accurately read one another’s subtle nonverbal cues to know what
those people are thinking and feeling. This is key, because it means that group
members are tuned into one another and operating cooperatively.
The second characteristic of high-functioning teams is relevant to the
example mentioned above, that there is relatively equal participation and
engagement by all members of the team. This isn’t something that occurs
occasionally but in every single meeting. Each person is encouraged to con-
tribute, and efforts are made by the leaders, as well as everyone else, to make
sure that all input is invited. Of course, such a phenomenon is somewhat rare
in our lives, whether at work or play, since the familiar norm is that a few peo-
ple always dominate and control the proceedings. It is also remarkable that
many individuals who are in the best possible position to encourage and sup-
port others as a function of their training and jobs fail to apply these skills and
experience to other situations with family and friends that matter the most.
One major premise of this book is that successful leadership is not only
about performing effectively when on the job, but also about enjoying the
benefits of applying this knowledge and skills in other areas of daily life.
This means merging and integrating the major domains that include family,
friends, work, community, and the spiritual self, yet doing so in a way that then
enhances rather than compromises one another. This means a commitment
5

Leadership at Work and Play 5

to renewal, learning, physical and emotional well-​being, as well as a sense of

integrity, morality, and caring for others.
There is a lot of talk—​way too much talk—​about the idea of finding bal-
ance between work and the rest of your life. It is rather obvious and common-
place that leaders tend to work harder, spend more time, invest more energy,
and experience greater stress than others within the organization. There is
a sense of responsibility, as well as pressure, to perform at the highest level
because so much is at stake. This responsibility may often result in spending
excessive time focused on work priorities to the detriment (or even exclusion)
of other aspects of daily life. This, of course, sets a tone for others within the
organization, which may lead to optimal productivity in the short run, but
always at a cost of collateral damage to health, relationships, and other aspects
of daily life.

Loyalty and Responsibility to the Tribe

In spite of all the glorification of individualism and singular achievement,
human beings evolved to function as part of a tribe. What we may lack in
strength, speed, and claws, we make up for with our division of labor and
cooperative responsibilities. We take care of one another as a community. We
literally watch one another’s backs. We have learned to hunt, gather food, seek
shelter, build whole cities, and protect ourselves, through extraordinary and
unprecedented interpersonal communication. We are among the most social
animals on the planet, evolving cooperative strategies that may not rival those
of ants or termites, but nevertheless form impressive alliances that allow us to
control our environment and increase the probability of our survival. And all
this occurs because of the groups we form and the ways those collectives work
together toward a common goal.
In order for any group to function reasonably well, if not to best advan-
tage, there must be some kind of delegated leadership. Ideally, this would
operate in such a way that: (1) trust and respect are created to maximize safety
and encourage participation; (2) all voices are heard so that participants feel
a commitment to the decisions and outcomes; (3) proceedings operate effi-
ciently with minimal distractions and unproductive digressions; (4) everyone
present remains and feels engaged and a meaningful part of the discussion;
(5) consensus is reached on issues that involve compromises without sacrific-
ing effective courses of action; and (6) people leave the group believing that it
was a helpful, if not an enjoyable, process. Actually, this description is not an
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Horses
Poetry
Frothingham, R., comp. Songs of horses. (N
’20)
Horsley, Sir Victor Alexander Haden,
1857–1916
Paget, S. Sir Victor Horsley. (D ’20)
Hosiery manufacture. Davis, W: (O ’20)
Hot bulb oil engines and suitable vessels. Pollock,
W. (Ja ’21)
Hours of labor
Leverhulme, W: H. L. Six-hour shift and
industrial efficiency. (Jl ’20)
House of Baltazar. Locke, W: J: (Mr ’20)
House of dreams-come-true. Pedler, M. (S ’20)
House of dust. Aiken, C. P. (N ’20)
House organs
O’Shea, P: F. Employees’ magazines. (O ’20)
Ramsay, R. E. Effective house organs. (Ap ’20)
House with a bad name. Sheehan, P. P. (D ’20)
Household arts for home and school. Cooley, A.
M., and Spohr, W. (My ’20)
Housing and the housing problem. Aronovici, C.
(S ’20)
Housing problem
Aronovici, C. Housing and the housing problem.
(S ’20)
Knowles, M. Industrial housing. (Ja ’21)
Whitaker, C: H. Joke about housing. (Ag ’20)
How I filmed the war. Malins, G. H. (Ap ’20)
How it feels to be fifty. Butler, E. P. (Ag ’20)
How many cards? Ostrander, I. E. (Ja ’21)
How presidents are made. Dunn, A. W. (Je ’20)
How the war came. Loreburn, R. T. R. (My ’20)
How to become an office stenographer. Mason, W.
L. (Ap ’20)
How to develop your will power. Major, C. T. (N
’20)
How to reduce. Donnelly, A. (Ja ’21)
How to study music. Farnsworth, C: H. (D ’20)
How to teach in Sunday-school. Schmauk, T. E.
(Ag ’20)
How to use cement for concrete construction for
town and farm. Campbell, H: C. (Je ’20)
How to write special feature articles. Bleyer, W. G.
(Mr ’20)
How we advertised America. Creel, G: (Ag ’20)
Human and industrial efficiency. Chellew, H: (N
’20)
Human costs of the war. Folks, H. (Jl ’20)
Human efficiency and levels of intelligence.
Goddard, H: H. (D ’20)
Human factor in education. Munroe, J. P. (D ’20)
Human factor in industry. Frankel, L. K., and
Fleisher, A. (S ’20)
Human nature in business. Kelly, F. C. (Jl ’20)
Human personality and its survival of bodily
death. Myers, F: W: H: (Ag ’20)
Human psychology. Warren, H. C. (Jl ’20)
Human traits and their social significance.
Edman, I. (N ’20)
Humanism in New England theology. Gordon, G:
A. (My ’20)
Humanizing industry. Feld, R. C. (O ’20)
Humor
Ade, G: Hand-made fables. (Ap ’20)
Cobb, I. S. Abandoned farmers. (D ’20)
Cobb, I. S., and Rinehart, M. R. Oh, well, you
know how women are! and Isn’t that just like
a man! (My ’20)
Robey, G: My rest cure. (Ap ’20)
Humours of a parish, and other quaintnesses.
Money, W. B. (O ’20)
Hunger. Hamsun, K. (D ’20)
Hungry hearts. Yezierska, A. (D ’20)
Hunting
Caswell, J: Sporting rifles and rifle shooting. (S
’20)
Clapham, R: Foxhunting on the Lakeland fells.
(Ja ’21)
Newbolt, H: J: Book of good hunting. (F ’21)
Roosevelt, K. Happy hunting grounds. (D ’20)
 Stebbing, E: P. Diary of a sportsman naturalist
in India. (Ja ’21)
Husband. Anstruther, E. H. A. (Jl ’20)
Hygiene
Camp, W. C. Handbook on health and how to
keep it. (My ’20)
Miles, E. H. Self-health as a habit. (D ’20)
Proceedings of the international conference of
women physicians. (Ja ’21)
Hygiene, Public
Henry, A. Forests, woods and trees in relation to
hygiene. (Ja ’21)
Hyphen. Schem, L. C. (Ja ’21)

I wonder why. Goldsmith, M. (O ’20)

Ibos (Nigeria)
Basden, G: T: Among the Ibos of Nigeria. (Ja
’21)
Idea of atonement in Christian theology. Rashdall,
H. (Je ’20)
Idea of progress. Bury, J: B. (N ’20)
Ideals of America. City club of Chicago. (Je ’20)
Idling in Italy. Collins, J. (D ’20)
Idolatry of science. Coleridge, S. (F ’21)
Idyl of the split bamboo. Holden, G: P. (Ja ’21)
If you don’t write fiction. Cushing, C: P. (Ag ’20)
Ignition devices
Pagé, V: W. Automobile starting, lighting, and
ignition. (D ’20)
Illinois
Social life and customs
Reed, E. H. Tales of a vanishing river. (F ’21)
Illustrating of books
Whiting, J: D. Practical illustration. (Ja ’21)
Imagination and its place in education.
Kirkpatrick, E. A. (D ’20)
Immigration
Davis, P., and Schwartz, B., eds. Immigration
and Americanization. (Mr ’20)
Drachsler, J. Democracy and assimilation. (F
’21)
Orth, S: P. Our foreigners. (D ’20)
Immigration and Americanization. Davis, P., and
Schwartz, B., eds. (Mr ’20)
Immortality
Heagle, D: Do the dead still live? (Jl ’20)
 Tweedale, C: L. Man’s survival after death. (D
’20)
Imperfect mother. Beresford, J: D. (Jl ’20)
Imperial trans-Antarctic expedition, 1914–
1917
Shackleton, E. H: South. (Ap ’20)
Imperialism
Tucker, I. St J: History of imperialism. (Ja ’21)
Impressions that remained. Smyth, E. (My ’20)
In April once. Percy, W: A. (D ’20)
In Berkshire fields. Eaton, W. P. (N ’20)
In chancery. Galsworthy, J: (N ’20)
In Kut and captivity with the Sixth Indian
division. Sandes, E: W. C. (F ’21)
In Lincoln’s chair. Tarbell, I. M. (My ’20)
In lower Florida wilds. Simpson, C: T. (O ’20)
In Morocco. Wharton, E. N. (D ’20)
In old Pennsylvania towns. Wharton, A. H. (F ’21)
In the days of the Pilgrim fathers. Crawford, M. C.
(Jl ’20)
In the garret. Van Vechten, C. (Mr ’20)
In the house of another. Mantle, B. (D ’20)
In the mountains. (N ’20)
In the prison camps of Germany. Hoffman, C. (Ja
’21)
In the shadow of Lantern street. Woodworth, H.
G. (Jl ’20)
In the tracks of the trades. Freeman, L: R. (N ’20)
In the world war. Czernin von und zu Chudenitz,
O. T. O: M. (My ’20)
Inbreeding and outbreeding. East, E: M., and
Jones, D. F. (Ag ’20)
Income
Pickard, B. Reasonable revolution. (My ’20)
Index number for state school systems. Ayres, L.
P. (F ’21)
Index to St Nicholas. Guthrie, A. L., comp. (Ap
’20)
India
Bannerjea, D. N. India’s nation builders. (N ’20)
Ladd, G: T. Intimate glimpses of life in India.
(Mr ’20)
History
 Moreland, W: H. India at the death of Akbar.
(F ’21)
Politics and government
Macdonald, J. R. Government of India. (D
’20)
Mookerji, R. Local government in ancient
India. (D ’20)
Young, P. N. F., and Ferrers, A. India in
conflict. (F ’21)
India at the death of Akbar. Moreland, W: H. (F
’21)
India in conflict. Young, P. N. F., and Ferrers, A.
(F ’21)
Indiana
Description and travel
Parsons, J: Tour through Indiana in 1840. (O
’20)
Indians of North America
Laing, M. E. Hero of the longhouse. (F ’21)
Social life and customs
Autobiography of a Winnebago Indian. (S
’20)
India’s nation builders. Bannerjea, D. N. (N ’20)
Indiscretions of the naval censor. Brownrigg, D. E.
R. (Je ’20)
Industrial administration. Berriman, A. E., and
others. (Ja ’21)
Industrial arts
Griffith, I. S: Teaching manual and industrial
arts. (Ag ’20)
Industrial gases. Greenwood, H. C. (Ag ’20)
Industrial housing. Knowles, M. (Ja ’21)
Industrial management
Muscio, B. Lectures on industrial psychology.
(N ’20)
Tead, O., and Metcalf, H: C. Personnel
administration. (D ’20)
Industrial relations
Baker, R. S. New industrial unrest. (Je ’20)
Bloomfield, D., comp. Selected articles on
modern industrial movements. (Ag ’20)
Goodrich, C. L. Frontier of control. (Ja ’21)
Holmes, J: H. Is violence the way out of our
industrial disputes? (Je ’20)
Leverhulme, W: H. L. Six-hour shift and
industrial efficiency. (Jl ’20)
Litchfield, P. W. Industrial republic. (Jl ’20)
Thomas, E: Industry, emotion and unrest. (O
’20)
Industrial republic. Litchfield, P. W. (Jl ’20)
Industrial research
Mees, C: E: K. Organization of industrial
scientific research. (S ’20)
Industrialism
Eckel, E. C. Coal, iron and war. (S ’20)
Industry and state
Berriman, A. E., and others. Industrial
administration. (Ja ’21)
Industry, emotion and unrest Thomas, E: (O ’20)
Inevitable. Couperus, L: M. A. (D ’20)
Inflation and high prices. Academy of political
science. (F ’21)
Influence of animism on Islam. Zwemer, S: M. (Ag
’20)
Influence of oversea expansion on England to
1700. Gillespie, J. E: (F ’21)
Influence of Puritanism on the political and
religious thought of the English. Flynn, J: S. (F
’21)
Inland navigation
Ogilvie, P. M. International waterways. (Je ’20)
Inorganic chemical synonyms. Darling, E. R. (Mr
’20)
Inscrutable lovers. MacFarlan, A. (Ap ’20)
Insects
Herrick, G. W. Insects of economic importance.
(O ’20)
Inside story of Austro-German intrigue.
Gori[)c]ar, J., and Stowe, L. B. (Ap ’20)
Inside story of the peace conference. Dillon, E. J.
(Mr ’20)
Insomnia
Walsh, W: S. Yours for sleep. (S ’20)
Instigations of Ezra Pound. Pound, E. L. (S ’20)
Insurance, Marine
Huebner, S. S. Marine insurance. (D ’20)
Intellectuals and the wage workers. Cory, H. E.
(My ’20)
Interim. Richardson, D. M. (Ag ’20)
Internal-combustion engines. Lind, W. L. (F ’21)
International commerce and reconstruction.
Friedman, E. M. (Jl ’20)
International labor legislation. Ayusawa, I. F: (Ja
’21)
International law and relations