The history of the teaching component of the three-legged stool of medical education (teaching, research, and service) is the central issue of the book and makes for fascinating reading. Ludmerer makes it clear that the "golden years" were not entirely golden. There is a good description of the intrusive pressures of rapidly increasing research funding on education, especially after World War II, but there is too little account of counter-pressures. He properly laments the loss of medical heroes like Eugene Stead but overlooks some medical educators who worked heroically and systematically to keep teaching and curriculum issues alive. There is no recognition of the efforts of the gifted president of the American Association of Medical Colleges, Ward Darley, who came from the presidency of the University of Colorado in 1956 and invigorated the organization. He was prescient in anticipating the need for more precise data on the costs of medical education and initiated the first studies on that subject. In 1953 Darley teamed up with George Packer Berry, the visionary dean of Harvard Medical School, to organize a series of teaching institutes that brought faculty members from around the country together annually over a 13-year period. It is doubtful that the rearrangement of curriculum hours, curriculum innovations, and interest in pedagogical methods would have been accomplished without this network of faculty members interested in education. They fought an uphill battle. Each of these teaching institutes published a volume for all faculty members. Since these volumes are in medical libraries, it is striking that they were overlooked in the light of the extensive documentation from various medical school archives that Ludmerer has mined.