Great Man Theory

The great man theory represented the primary view of leadership in European and American societies, especially during the nineteenth century. Advocates of this theory believed there were a few exceptional men in each generation who were born with qualities and characteristics that caused other individuals to follow them. Their ability to lead others was not found in a set of skills that could be learned, but was thought to be a unique, internalized characteristic that was inherent in personality to such a degree as to be part of a leader's genetic structure. From an early age, leaders could attract followers through the magnetism of their personalities and their ability to direct the group in ways that produced significant changes to society. Until the last years of the twentieth century, school boards sought mostly men who the board members thought were heroic leaders that would unite citizens and develop successful educational programs for their communities.

Most proponents of this theory reserved use of the term leadership to great political figures such as Caesar, Charlemagne, and Napoleon, men who initiated major social and political events that changed the course of history. Thinkers who espoused this view of leadership believed these men affected the course of history rather than their being affected by historical events.

William James, the American philosopher, and the English author Thomas Carlyle were strong advocates of the great man theory. They believed that only a few persons possessed the power, initiative, and sense of obligation required for the major tasks of history. James took the strong position that the direction of world events would be different and not as positive if the great leaders had not their inborn leadership abilities.

Both of these men studied the biographies of historical leaders to identify characteristics they thought explained the special qualities of these men. However, James believed that not every great leader had worldwide influence. A few could be found in the professions or at the state and regional level of the sociopolitical structure. This view left open the possibility that some educational pioneers such as Ellwood Cubberley and John Dewey could be designated as great men. Although great women leaders had appeared in the past and were continuing to appear at that point in history, their contributions were largely ignored by the proponents of this theory.

By the beginning of the twentieth century, the belief that leadership was practiced by only a few special men gave way to a somewhat broader interest in the concept of leadership traits that could be identified and researched. Trait studies continued until the middle of the century, when Ralph Stodgill argued against further investigation into personal and behavioral [Page 439]traits because such studies were unproductive in the process of identifying the nature of leadership. As other scholars accepted his thesis, leadership studies began a new focus that led to broader and more seminal concepts of leadership.

The great man theory continues to live in the minds of those who conduct biographical research of national and world leaders for detecting the special qualities that enabled these individuals to serve as leaders. It also emerges whenever a group recruits an individual for the express purpose of leading them from their present difficulties to a more satisfactory life.

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