A SCHOLARLY BOOK REPOSITORY
Dubbed by his fellow Futurists the "King of Time," Velimir Khlebnikov (1885-1922) spent his entire brief life searching for a new poetic language to express his convictions about the rhythm of history, the correspondence between human behavior and the "language of the stars." The result was a vast body of poetry and prose that has been called hermetic, incomprehensible, even deranged. Of all this tragic generation of Russian poets (including Blok, Esenin, and Mayakovsky), Khlebnikov has been perhaps the most praised and the more censured.
This first volume of the Collected Works, an edition sponsored by the Dia Art Foundation, will do much to establish the counterimage of Khlebnikov as an honest, serious writer. The 117 letters published here for the first time in English reveal an ebullient, humane, impractical, but deliberate working artist. We read of the continuing involvement with his family throughout his vagabond life (pleas to his smartest sister, Vera, to break out of the mold, pleas to his scholarly father not to condemn and to send a warm overcoat); the naive pleasure he took in being applauded by other artists; his insistence that a young girl's simple verses be included in one of the typically outrageous Futurist publications of the time; his jealous fury at the appearance in Moscow of the Italian Futurist Marinetti; a first draft of his famous zoo poem ("O Garden of Animals!"); his seriocomic but ultimately shattering efforts to be released from army service; his inexhaustibly courageous confrontation with his own disease and excruciating poverty; and always his deadly earnest attempt to make sense of numbers, language, suffering, politics, and the exigencies of publication.
The theoretical writings presented here are even more important than the letters to an understanding of Khlebnikov's creative output. In the scientific articles written before 1910, we discern foreshadowings of major patterns of later poetic work. In the pan-Slavic proclamations of 1908-1914, we find explicit connections between cultural roots and linguistic ramifications. In the semantic excursuses beginning in 1915, we can see Khlebnikov's experiments with consonants, nouns, and definitions spelled out in accessible, if arid, form. The essays of 1916-1922 take us into the future of Planet Earth, visions of universal order and accomplishment that no longer seem so farfetched but indeed resonate for modern readers.
Dubbed "a Columbus of new poetic continents" because of his search for a poetics as diverse as the universe itself, Velimir Khlebnikov is the creator of some of the most extraordinary poems in the Russian language. Sometimes surreal, sometimes esoteric, but always dazzlingly innovative, the 192 poems in this volume range broadly from the lyrical to the epic.
One of the founders of Russian Futurism, Khlebnikov spent his entire brief life searching for a new poetic language to express his convictions about the rhythm of history and the connection between the truth of a poet's language and the cosmic truth about the universe. His poetry is characterized by often radical experimentation with language and words, a forceful utopian vision, complex theories of time and history, and multiple poetic personae: from an infantry commander to a Carthaginian war hero, from Cleopatra's paramour to the letters of the alphabet. Completing the Collected Works of Velimir Khlebnikov, Selected Poems gives us insight into the imagination of a remarkable artist.
Velimir Khlebnikov, who died in 1922 at the age of thirty-six, is one of the great innovators of literary modernism. In Russia a powerful and growing mythology surrounds this Futurist poet and his reputation elsewhere continues to mount.
The second volume of the Collected Works consists of Khlebnikov's fiction (thirty-five short stories, dreams, mysteries, and fanciful folktales), his plays, and his unique supersagas, a syncretic genre he created to encompass his iconoclastic view of the world. Paul Schmidt's are the first translations of these works into English. They chronicle the artist's imagination in his feverish search for a poetics that could be as diverse as the universe itself.
The fictions, ranging from the mysterious "Murksong" to the epic "Yasir," show a great variety of styles and themes. But it is in the dramatic text that we best see Khlebnikov's struggle to find a workable form for his vision. The Girl-God, symbolist-inspired, is a mélange of stylistic shifts and impossible scene changes. In The Little Devil, The Marquise des S., and the sardonic Miss Death Makes a Mistakes, Khlebnikov finally finds a stageable theatrical form, in a mixture of satire, colloquial speech, and poetic reflections on art and immortality. The dramatist reaches even higher in the supersagas Otter's Children and Zangezi, achieving a Wagnerian fusion of action, poetry, history, theory, and the musical rhythms of incantation.
The inaugural volume of The Collected Works of William Howard Taft is composed of two of his earliest books, Four Aspects of Civic Duty and Present Day Problems. Based on a series of lectures delivered at Yale in 1906, Four Aspects of Civic Duty is an attempt by then Secretary of War Taft to bring to the attention of his audience the importance of civic duty from the perspective of the university graduate, the judge on the bench, the colonial administrator, and the national executive branch of government. His remarks were drawn from his own experience, while at the same time he laid down the principles of citizenship with which all people could identify. In Present Day Problems, William Howard Taft demonstrates the depth of his knowledge and the seriousness of his reflections on a wide range of topics including Sino-American relations and the ongoing contest between capital and labor in America’s increasingly industrial socioeconomy. The problems he takes up are met head-on and discussed in a fashion likely to persuade his audience that he is well prepared to tackle the burdens of the presidency.
The Collected Works of William Howard Taft, in eight volumes, will include Taft’s complete published works as well as his presidential and state addresses and selected court opinions from his days as chief justice of the Supreme Court.
The second volume of The Collected Works of William Howard Taft is dedicated to the speeches and writings that displayed his thinking in the autumn of 1908 and the following winter.
At this time he was campaigning for the presidency against the well-known William Jennings Bryan, and in Taft’s writings is evidence of the contrast in style between Taft and Bryan and between Taft and his predecessor, Teddy Roosevelt. as well. Although uncomfortable with campaigning, he thoughtfully addresses the concerns of the day that framed the election, including race, the Philippines, and socialism.
Political Issues and Outlooks also contains speeches made after the election and leading up to his inauguration as the twenty-seventh president of the United States. Introduced by a commentary from the general series editor Professor David H. Burton, the second volume of The Collected Works of William Howard Taft is a revealing look at the machinations of United States politics at the beginning of the twentieth century and a glimpse into the mind of one of the century’s most influential political architects.
The third volume of The Collected Works of William Howard Taft imparts an appreciation of the range of the twenty-seventh president’s interests. Beginning with his inaugural address and concluding with a detailed exposition of governmental expenses and needed economies, President William Howard Taft showed himself willing to tackle the routine as well as the rarified responsibilities of executive rule.
Whether he was addressing the issue of strikes and labor unions or conservation, President Taft consistently demonstrated that, in word and action, he was prepared to be a modern president. What impresses the reader of these remarks is Taft’s willingness to administer to virtually every part of the nation, thereby proving that he was not a mere figurehead but a chief executive truly concerned about problems across the country. Perhaps, as his words here indicate, Taft was not a good politician after all but a kind man who saw himself as president of all the people. As the first of two volumes directly related to Taft’s tenure as president, Presidential Addresses and State Papers documents a pivotal time in the public life of this man from Ohio. Introduced by a commentary from the general series editor Professor David H. Burton, the third volume of The Collected Works of William Howard Taft underscores the presidential stature of William Howard Taft.
“A time when panics seem far removed is the best time to prepare our financial system to withstand a storm. The most crying need this country has is a proper banking and currency system. The existing one is inadequate, and everyone who has studied the question admits it.”—William Howard Taft
The interaction between President William Howard Taft and the Congress provides a window on his leadership. Volume IV of The Collected Works of William Howard Taft is devoted to his messages to the legislative branch and concerns some of the pressing issues of the day, issues that have relevance still.
Oftentimes President Taft was at odds with a somewhat reactionary Congress, causing him to veto legislation that he thought unwise. For example, his commitment to the independence of elected judges led him to reject statehood for Arizona until its constitution was altered to address his objection.
His messages also touched on subjects for which he led the way over the objections of Congress, such as his recommendation of a federal law to protect resident aliens against denial of their civil rights and his advocacy of free trade with Canada.
In his commentary to the volume, Professor Burton points out: “There is exhibited time after time concern for the American people, for men and women from different walks of life. Taft comes across less as a judge, which he had been, or the chief justice he was to become, and more as a sitting president of all the people.”
Taft’s Presidential Messages to Congress provides the documentary evidence to support that claim.
The fifth volume of The Complete Works of William Howard Taft presents two publications Taft wrote as Kent Professor of Constitutional Law at Yale University, the position he assumed in 1913 after he was defeated in his bid for re-election as U.S. president. The first, Popular Government, was prepared for a series of lectures, but was motivated by Taft’s passion over the issue of constitutional interpretation, which had been hotly contested during the campaign. Organized around the preamble of the Constitution, the lectures and later the book were opportunities for Taft to restate his opposition to the direct democracy movement and to reveal the workings of a conservative mind.
In the second, The Anti-trust Act and the Supreme Court, Taft articulates his position in the ongoing debate over the conventional nineteenth-century notion of “laissez faire” and the provisions of the Sherman Antitrust Act. Taft had pursued a policy of vigorous antitrust enforcement during his presidency. In this book he intended to demonstrate that restraint of trade was part of the common law, thereby arguing to good effect in favor of reasonable restraint of trade in his own time.
Taft's careful distinction between predatory monopolistic practices and the reasonable business practices of well-behaved corporations continues to inform today's chambers of government.
Volume VI of The Collected Works of William Howard Taft follows the career of William Howard Taft upon his leaving the White House. It consists of two short publications from 1914 and 1915.
The first, The President and His Powers, is based on a series of lectures delivered at Columbia University and draws on Taft’s experience in the presidency and the executive branch. It speaks particularly to the nature of executive power and its place in the American system and is rooted in his disagreement with Theodore Roosevelt regarding presidential power. Taft believed all presidential power must be traced to some specific grant of power or be necessary to its exercise, while Roosevelt saw the presidency as a position of “steward of the people” limited only by some express provision of the Constitution.
The second, The United States and Peace, reflects Taft’s interest in foreign policy, which was intensified by his years as governor of the Philippines and as secretary of war, as well as by his presidency. Originally four lectures delivered in 1914, The United States and Peace discusses the Monroe Doctrine, the threat to peace presented by incidents of violence to foreigners in the United States, the maintenance of peace through international arbitration, and the trend toward federation in international affairs. Taft hoped to see the latter result in the establishment of an independent judiciary to resolve international disputes.
Taft’s reasoned arguments, supplemented by the commentaries of Professors McWilliams and Gerrity, will stimulate interest among historians, lawmakers, political activists, and the general public.
Eager to turn the congressional election of 1918 into a confirmation of his foreign policy, President Woodrow Wilson was criticized for abandoning the spirit of the popular slogan “Politics adjourned!”
His predecessor, William Howard Taft, found Wilson difficult to deal with and took issue with his version of the League of Nations, which Taft felt was inferior to the model proposed by the League to Enforce Peace. Rather than join the massive Republican opposition to the Treaty of Versailles, however, Taft instead supported Wilson’s controversial decision to travel to Paris as the head of the American peace delegation, and he defended the critical tenth article in the covenant, which detractors saw as a surrender of American sovereignty. He also counseled Wilson to insert a clause concerning the Monroe Doctrine that would pacify the Senate’s group of “reservationists,” whose votes were essential to approval of the treaty.
Volume VII in The Collected Works of William Howard Taft consists of the Taft Papers on League of Nations originally published in 1920. This is a collection ofTaft’s speeches, newspaper articles, and complementary documents that reflect his consistent support for a league of nations and, eventually, for the Covenant of the League of Nations emanating from the Paris Peace Conference.
Although the failure of the treaty and its League of Nations can probably be laid at the feet of an obstinate Wilson and a wily Henry Cabot Lodge, William Howard Taft can be credited with rising above partisanship to emerge as the League’s most consistent supporter.
As in the rest of the Collected Works, Taft Papers on League of Nations provides a window on the machinations surrounding some of the most significant decisions of the era.
William Howard Taft’s presidency (1909-1913), succeeding Theodore Roosevelt’s, was mired in bitter partisan fighting, and Taft sometimes blundered politically. However, this son of Cincinnati assumed his true calling when President Warren G. Harding appointed him to the U.S. Supreme Court in 1921. Taft remains the only person to have served both as president of the United States and as chief justice of the Supreme Court.
The Collected Works of William Howard Taft, Volume VIII, consists of “Liberty under Law” and selected Supreme Court opinions, among the most instructive accomplishments of Taft’s ten years at the helm of the court. The writings reveal the sober judgments of a federalist who viewed state regulation with suspicion, championed national government, and saw an independent and powerful judiciary as the bulwark protecting the “vested rights” that the framers of the U.S. Constitution sought to guarantee.
Whatever his failings as a politician, Taft was an intellectual powerhouse who knew how to use the law as a lever to encourage society to move toward more stable and productive ends. Although Taft is considered an average president at best, historians and political scientists rank him among fifteen “near greats” who have served on the high court. His ability and his love for the law shine through in Volume VIII, the concluding volume of The Collected Works of William Howard Taft. As Taft reportedly said to President Harding upon his appointment as chief justice, “I love judges and I love courts. They are my ideals on earth of what we shall meet afterward in heaven under a just God.”
This book is the definitive collection of the writings of Wallace Thurman (1902-1934), providing a comprehensive anthology of both the published and unpublished works of this bohemian, bisexual writer. Widely regarded as the enfant terrible of the Harlem Renaissance scene, Thurman was a leader among a group of young artists and intellectuals that included, among others, Langston Hughes, Zora Neale Hurston, Richard Bruce Nugent, Gwendolyn Bennett, and Aaron Douglas. Through the publication of magazines such as FIRE!! and Harlem: A Forum of Negro Life, Thurman tried to organize the opposition of the younger generation against the programmatic and promotional ideologies of the older generation of black leaders and intellectuals such as W.E.B. Du Bois and Benjamin Brawley. Thurman also left a permanent mark on the period through his prolific work as a novelist, playwright, short story writer, and literary critic, as well as by claiming for himself a voice as a public intellectual.
The Collected Writings of Wallace Thurman is divided into eight sections to highlight the variety of genres and styles Thurman practiced as he courageously pursued controversial subjects throughout his short and brilliant career. It includes Essays on Harlem, Social Essays and Journalism, Correspondence, Literary Essays and Reviews, Poetry and Short Fiction, Plays, and Excerpts from Novel.
Filling an important gap in Harlem Renaissance literature, this collection brings together all of Thurman’s essays, nearly all of his letters to major black and white figures of the 1920s, and three previously unpublished major works. These books are Aunt Hagar’s Children, which is a collection of essays and two full-length plays, Harlem, and Jeremiah the Magnificent. The introduction to the volume, along with the carefully researched introductory notes to each of the eight sections, provides a challenging new reevaluation of Thurman and the Harlem Renaissance for both the general reader and scholar.
Zelda Sayre Fitzgerald has long been perceived as the tragic "other half" of the Scott and Zelda legend. Born in Montgomery, Alabama, the high-spirited tomboy turned flapper was talented in dance, painting, and writing but lived in the shadow of her husband's success. Her writing can be experienced on its own terms in Matthew Bruccoli's meticulously edited The Collected Writings of Zelda Fitzgerald.
The collection includes Zelda's only published novel, Save Me the Waltz, an autobiographical account of the Fitzgeralds' adventures in Paris and on the Riviera; her celebrated farce, Scandalabra; eleven short stories; twelve articles; and a selection of letters to her husband, written over the span of their marriage, that reveals the couple's loving and turbulent relationship.
Zelda Sayre Fitzgerald has long been an American cultural icon. The Collected Writings affirms her place as a writer and as a symbol not only of the Lost Generation but of all generations as she struggled to define herself through her art.
In this lively collection of essays and talks from 1967-80, Heathcote shares the findings of her groundbreaking work in the application of theater techniques and play to classroom teaching. She provides a time-tested philosophy on the value of dramatic activity in breaking down barriers and overcoming inertia. Her insistence that teachers must step down from their pedestals and immerse themselves in the possibility of the moment makes for magical and challenging reading.
Every scientist working today draws on databases to produce scientific knowledge. Databases have become more common than microscopes, voltmeters, and test tubes, and the increasing amount of data has led to major changes in research practices and profound reflections on the proper professional roles of data producers, collectors, curators, and analysts.
Collecting Experiments traces the development and use of data collections, especially in the experimental life sciences, from the early twentieth century to the present. It shows that the current revolution is best understood as the coming together of two older ways of knowing—collecting and experimenting, the museum and the laboratory. Ultimately, Bruno J. Strasser argues that by serving as knowledge repositories, as well as indispensable tools for producing new knowledge, these databases function as digital museums for the twenty-first century.
While the social effects of such algorithmic logics seem new and newly urgent to consider, Collecting Lives looks to the late nineteenth and early twentieth century U.S. to provide an instructive prehistory to the underlying question of the relationship between data, life, and narrative. Rodrigues contextualizes the application of data collection to human selfhood in order to uncover a modernist aesthetic of data that offers an alternative to the algorithmic logic pervading our sense of data’s revelatory potential. Examining the work of W. E. B. Du Bois, Henry Adams, Gertrude Stein, and Ida B. Wells-Barnett, Rodrigues asks how each of these authors draw from their work in sociology, history, psychology, and journalism to formulate a critical data aesthetic as they attempt to answer questions of identity around race, gender, and nation both in their research and their life writing. These data-driven modernists not only tell different life stories with data, they tell life stories differently because of data.
This book traces the fascinating history of how and why ancient Mesoamerican objects have been collected. It begins with the pre-Hispanic antiquities that first entered European collections in the sixteenth century as gifts or seizures, continues through the rise of systematic collecting in Europe and the Americas during the nineteenth and twentieth centuries, and ends in 1940—the start of Europe’s art market collapse at the outbreak of World War II and the coinciding genesis of the large-scale art market for pre-Hispanic antiquities in the United States.
Drawing upon archival resources and international museum collections, the contributors analyze the ways shifting patterns of collecting and taste—including how pre-Hispanic objects changed from being viewed as anthropological and scientific curiosities to collectible artworks—have shaped modern academic disciplines as well as public, private, institutional, and nationalistic attitudes toward Mesoamerican art. As many nations across the world demand the return of their cultural patrimony and ancestral heritage, it is essential to examine the historical processes, events, and actors that initially removed so many objects from their countries of origin.
Collecting Mexico centers on the ways in which aesthetics and commercialism intersected in officially sanctioned public collections and displays in late nineteenth-century Mexico. Shelley E. Garrigan approaches questions of origin, citizenry, membership, and difference by reconstructing the lineage of institutionally collected objects around which a modern Mexican identity was negotiated. In doing so, she arrives at a deeper understanding of the ways in which displayed objects become linked with nationalistic meaning and why they exert such persuasive force.
Spanning the Porfiriato period from 1867 to 1910, Collecting Mexico illuminates the creation and institutionalization of a Mexican cultural inheritance. Employing a wide range of examples—including the erection of public monuments, the culture of fine arts, and the representation of Mexico at the Paris World’s Fair of 1889—Garrigan pursues two strands of thought that weave together in surprising ways: national heritage as a transcendental value and patrimony as potential commercial interest.
Collecting Mexico shows that the patterns of institutional collecting reveal how Mexican public collections engendered social meaning. Using extensive archival materials, Garrigan’s close readings of the processes of collection building offer a new vantage point for viewing larger issues of identity, social position, and cultural/capital exchange.
For more than 150 years, individuals have traveled the countryside with pen, paper, tape recorders, and even video cameras to document versions of songs, music, and stories shared by communities. As technologies and methodologies have advanced, the task of gathering music has been taken up by a much broader group than scholars. The resulting collections created by these various people can be impacted by the individual collectors’ political and social concerns, cultural inclinations, and even simple happenstance, demonstrating a crucial yet underexplored relationship between the music and those preserving it.
Collecting Music in the Aran Islands, a critical historiographical study of the practice of documenting traditional music, is the first to focus on the archipelago off the west coast of Ireland. Deirdre Ní Chonghaile argues for a culturally equitable framework that considers negotiation, collaboration, canonization, and marginalization to fully understand the immensely important process of musical curation. In presenting four substantial, historically valuable collections from the nineteenth and twentieth centuries, she illustrates how understanding the motivations and training (or lack thereof) of individual music collectors significantly informs how we should approach their work and contextualize their place in the folk music canon.
Collecting the Globe presents the first in-depth exploration of the East India Marine Society Museum, the precursor to the internationally acclaimed Peabody Essex Museum. Offering fresh perspectives on museums in the United States before the Civil War and how they helped shape an American identity, George H. Schwartz explores the practices of collecting, exhibiting, and interpreting a diversity of international objects and art in the early United States.
Collecting the Now offers a new, in-depth look at the economic forces and institutional actors that have shaped the outlines of postwar art history, with a particular focus on American art, 1960–1990. Working through four case studies, Michael Maizels illuminates how a set of dealers and patrons conditioned the iconic developments of this period: the profusions of pop art, the quixotic impossibility of land art, the dissemination of new media, and the speculation-fueled neo-expressionist painting of the 1980s.
This book addresses a question of pivotal importance to a swath of art history that has already received substantial scholarly investigation. We now have a clear, nuanced understanding of why certain evolutions took place: why pop artists exploded the delimited parameters of aesthetic modernism, why land artists further strove against the object form itself, and why artists returned to (neo-)traditional painting in the 1980s. But remarkably elided by extant scholarship has been the question of how. How did conditions coalesce around pop so that its artists entered into museum collections, and scholarly analyses, at pace unprecedented in the prior history of art? How, when seeking to transcend the delimited gallery object, were land artists able to create monumental (and by extension, monumentally expensive), interventions in the extreme wilds of the Western deserts? And how did the esoteric objects of media art come eventually to scholarly attention in the sustained absence of academic interest or a private market? The answers to these questions lie in an exploration of the financial conditions and funding mechanisms through which these works were created, advertised, distributed, and preserved.
The history of Pre-Columbian collecting is a social and aesthetic history—of ideas, people and organizations, and objects. This richly illustrated volume examines these histories by considering the collection and display of Pre-Columbian objects in Europe, Latin America, and the United States. Some of the thirteen essays locate the collecting process within its broader cultural setting in order to explain how and why such collections were formed, while others consider how collections have served as documents of culture within the disciplines of archaeology and anthropology, and as objects of fine art or aesthetic statements within the art and art historical worlds. Nearly all contemplate how such collections have been used as active signifiers of political, economic, and cultural power.
The thirteen essays were originally presented at a symposium commemorating the fiftieth anniversary of the Pre-Columbian Collection at Dumbarton Oaks. They continue to be groundbreaking contributions to the histories of collecting and Pre-Columbian art.
With a renewed emphasis on facilitating learning, supporting multiple literacies, and advancing equity and inclusion, the thoroughly updated and revised second edition of this trusted text provides models and tools that will enable library staff who serve youth to create and maintain collections that provide equitable access to all youth. And as Hughes-Hassell demonstrates, the only way to do this is for collection managers to be learner-centered, confidently acting as information guides, change agents, and leaders. Based on the latest educational theory and research, this book
- presents the argument for why collection management decisions and practices should focus on equity, exploring systemic inequities, educational paradigm shifts, developments in the information environment, and other key factors;
- lays out the theoretical foundation for developing and managing a library collection that facilitates learning, supports the development of multiple literacies, and provides equitable access to an increasingly diverse group of young learners;
- touches upon current competencies and standards by AASL, YALSA, and ALSC;
- uses a learner-centered and equity perspective to cover core issues and criteria such as selection and removal of materials, budgeting, and cooperation among libraries;
- shows how a business viewpoint can assist the learner-centered collector in articulating the central significance of the collection to learning;
- discusses how library staff can work collaboratively to create policy and negotiate budgets; and
- includes customizable tools and templates, including a Stakeholder Contact/SWOT Analysis, Decision-Making Model for Selecting Resources and Access Points that Support Learning and Advance Equity, and Collection Development Analysis Worksheet.
This resource will be as useful to current school librarians and supervisors, youth librarians in public libraries, and educators as it will to LIS students.
The Ranters - like the Levellers and the Diggers - were a group of religious libertarians who flourished during the English Civil War (1642–1651), a period of social and religious turmoil which saw, in the words of the historian Christopher Hill, 'the world turned upside down'.
A Collection of Ranter Writings is the most notable attempt to anthologise the key Ranter writings, bringing together some of the most remarkable, visionary and unforgettable texts. The subjects range from the limits to pleasure and divine right, to social justice and collective action.
The Ranters have intrigued and captivated generations of scholars and philosophers. This carefully curated collection will be of great interest to historians, philosophers and all those trying to understand past radical traditions.
The fourteen essays that comprise Collections in Context: The Organization of Knowledge and Community in Europe interrogate questions posed by French, Flemish, English, and Italian collections of all sorts—libraries as a whole, anthologies and miscellanies assembled within a single manuscript or printed book, and even illustrated ivory boxes.
Nearly everyone collects something, even those who don’t think of themselves as collectors. William Davies King, on the other hand, has devoted decades to collecting nothing—and a lot of it. With Collections of Nothing, he takes a hard look at this habitual hoarding to see what truths it can reveal about the impulse to accumulate.
Part memoir, part reflection on the mania of acquisition, Collections of Nothing begins with the stamp collection that King was given as a boy. In the following years, rather than rarity or pedigree, he found himself searching out the lowly and the lost, the cast-off and the undesired: objects that, merely by gathering and retaining them, he could imbue with meaning, even value. As he relates the story of his burgeoning collections, King also offers a fascinating meditation on the human urge to collect. This wry, funny, even touching appreciation and dissection of the collector’s art as seen through the life of a most unusual specimen will appeal to anyone who has ever felt the unappeasable power of that acquisitive fever.
"What makes this book, bred of a midlife crisis, extraordinary is the way King weaves his autobiography into the account of his collection, deftly demonstrating that the two stories are essentially one. . . . His hard-won self-awareness gives his disclosures an intensity that will likely resonate with all readers, even those whose collections of nothing contain nothing at all."—New Yorker
"King's extraordinary book is a memoir served up on the backs of all things he collects. . . . His story starts out sounding odd and singular—who is this guy?—but by the end, you recognize yourself in a lot of what he does."—Julia Keller, Chicago Tribune
Nearly everyone collects something, even those who don’t think of themselves as collectors. William Davies King, on the other hand, has devoted decades to collecting nothing—and a lot of it. With Collections of Nothing, he takes a hard look at this habitual hoarding to see what truths it can reveal about the impulse to accumulate.
Part memoir, part reflection on the mania of acquisition, Collections of Nothing begins with the stamp collection that King was given as a boy. In the following years, rather than rarity or pedigree, he found himself searching out the lowly and the lost, the cast-off and the undesired: objects that, merely by gathering and retaining them, he could imbue with meaning, even value. As he relates the story of his burgeoning collections, King also offers a fascinating meditation on the human urge to collect. This wry, funny, even touching appreciation and dissection of the collector’s art as seen through the life of a most unusual specimen will appeal to anyone who has ever felt the unappeasable power of that acquisitive fever.
"What makes this book, bred of a midlife crisis, extraordinary is the way King weaves his autobiography into the account of his collection, deftly demonstrating that the two stories are essentially one. . . . His hard-won self-awareness gives his disclosures an intensity that will likely resonate with all readers, even those whose collections of nothing contain nothing at all."—New Yorker
"King's extraordinary book is a memoir served up on the backs of all things he collects. . . . His story starts out sounding odd and singular—who is this guy?—but by the end, you recognize yourself in a lot of what he does."—Julia Keller, Chicago Tribune
In 2011, Ohio Governor John Kasich and his Republican-controlled legislature passed the radical Senate Bill 5 designed to impede the labor movement, particularly targeting unionized professors. Collective Bargaining and the Battle for Ohio is the story of how professors worked alongside firefighters, police, and janitors to defend universities, the value of higher education, and their collective bargaining rights. Faculty across the state joined “We Are Ohio,” a historic coalition of unions and progressive groups that spearheaded efforts to protect employees’ rights to have a voice in the workplace. A massive political struggle ensued, pitting the labor movement against powerful corporate forces, and on election day, Ohioans defended the middle class by repealing Senate Bill 5 by a nearly 2-1 margin.
In this tenth-anniversary edition, historian, higher education expert, and author John T. McNay updates the introduction and pairs his compelling account with video and articles which highlight the struggles of the union battle.
Dislodging the avant-garde from its central position in the narrative of Soviet art, Collective Body presents painter Aleksandr Deineka’s haptic and corporeal version of Socialist Realist figuration as an alternate experimental aesthetic that, at its best, activates and organizes affective forces for collective ends. Christina Kiaer traces Deineka’s path from his avant-garde origins as the inventor of the proletarian body in illustrations for mass magazines after the revolution through his success as a state-sponsored painter of monumental, lyrical canvases during the Terror and beyond. In so doing, she demonstrates that Socialist Realism is best understood not as a totalitarian style but as a fiercely collective art system that organized art outside the market and formed part of the legacy of the revolutionary modernisms of the 1920s. Collective Body accounts for the way the art of the October Revolution continues to capture viewers’ imaginations by evoking the elation of collectivity, making viewers not just comprehend but truly feel socialism, and retaining the potential to inform our own art-into-life experiments within contemporary political art. Deineka figures in this study not as a singular master, in the spirit of a traditional monograph, but as a limit case of the system he inhabited and helped to create.
Originally published in 1970, this classic study has been recognized for its groundbreaking role in integrating economics and ethics, and for its influence in opening up new areas of research in social choice, including aggregative assessment. It has also had a large influence on international organizations, including the United Nations, notably in its work on human development. The book showed that the “impossibility theorems” in social choice theory—led by the pioneering work of Kenneth Arrow—do not negate the possibility of reasoned and democratic social choice.
Sen’s ideas about social choice, welfare economics, inequality, poverty, and human rights have continued to evolve since the book’s first appearance. This expanded edition preserves the text of the original while presenting eleven new chapters of fresh arguments and results.
“Expanding on the early work of Condorcet, Pareto, Arrow, and others, Sen provides rigorous mathematical argumentation on the merits of voting mechanisms…For those with graduate training, it will serve as a frequently consulted reference and a necessity on one’s book shelf.”
—J. F. O’Connell, Choice
Featuring new interviews with Social Text’s founders and former editors—including Stanley Aronowitz, John Brenkman, Fredric Jameson, Randy Martin, Toby Miller, Bruce Robbins, Andrew Ross, Sohnya Sayres, and Anders Stephanson—the issue reflects on the journal’s legacy as a radical publication that has bridged politics and the academy and has made critical interventions in both arenas. Several contributors revisit the first issue of the journal and describe its lasting impact. Others examine the politics of production at Social Text and detail the hands-on process of putting the journal together. Notably, the issue also features thirty essays by members of the current editorial collective, on key topics that have been crucial to the journal. Ranging from aesthetics to war, and including empire, mass culture, revolution, science, and theory, these essays bring to life the cultural history of the journal and demonstrate how Social Text has shaped the way that these terms are conceptualized and used today.
Contributors. The forty-four contributors include the current members of the Social Text collective and a number of former members. For a complete list of the collective, visit socialtextonline.org.
Crucial to Barash’s analysis is a look at the radical transformations that symbolic configurations of collective memory have undergone with the rise of new technologies of mass communication. He provocatively demonstrates how such technologies’ capacity to simulate direct experience—especially via the image—actually makes more palpable collective memory’s limitations and the opacity of the historical past, which always lies beyond the reach of living memory. Thwarting skepticism, however, he eventually looks to literature—specifically writers such as Walter Scott, Marcel Proust, and W. G. Sebald—to uncover subtle nuances of temporality that might offer inconspicuous emblems of a past historical reality.
Teachers’ unions are the organizations responsible for safeguarding the conditions of teachers’ employment. Union supporters claim strong synergies between teachers’ interests and students’ interests, but critics of unions insist that the stance of teachers in collective bargaining may disadvantage students as unions reduce the power of administrators to manage, remove, reward or retain excellent teachers.
In A Collective Pursuit, Lesley Laveryunpacks how teachers’ unions today are fighting for contracts that allow them to earn a decent living and build “schools all students deserve.” She explains the form and function of the nation’s largest teachers’ unions. Lavery then explores unionization campaigns in the Twin Cities charter schools. A Collective Pursuit also examines teacher strikes and contract negotiations, school finance and finance reform, and district and union attempts to address racial achievement gaps, to provide a context for understanding the economic, political, and demographic forces that inspire teachers to improve conditions for students.
A Collective Pursuit emphasizes that while teachers’ unions serve a traditional, economic role, they also provide a vast array of valuable services to students, educators, parents, and community members.
Contributors
Gavin Adams, Mariola V. Alvarez, Gustavo Buntinx, María Fernanda Cartagena, David Gutiérrez Castañeda, Fabian Cereijido, Paloma Checa-Gismero, Kency Cornejo, Raquel de Anda, Bill Kelley Jr., Grant H. Kester, Suzanne Lacy, Ana Longoni, Rodrigo Martí, Elize Mazadiego, Annie Mendoza, Alberto Muenala, Prerana Reddy, Maria Reyes Franco, Pilar Riaño-Alcalá, Juan Carlos Rodríguez
Late one afternoon, as you are organizing your new office as department chair, one of the senior members of the department drops by. He affably informs you of his plans for the coming semester: that contrary to the published class schedule, he only teaches on Tuesday afternoon, Wednesday, and Thursday morning, so as to have the weekends free for travel; that he expects the office staff to start his coffeemaker by 10 a.m. sharp on his teaching days; and that since he hasn’t been assigned a research assistant, his teaching assistant will do research tasks, including errands. What do you say? What do you do?
Never mind budgets or curriculum reform: staff problems can be the most thorny of any academic administrator’s job. Every day, professors who have never run anything bigger than a seminar find themselves in charge of a complex and volatile organization called a Department of English (or Biology, or Sociology, or Textile Marketing). What should they do?
In this book, a widely respected advisor on academic administration and ethics offers tips, insights, and tools on handling complaints, negotiating disagreements, responding to accusations of misconduct, and dealing with difficult personalities. With humor and generosity, C. K. Gunsalus applies scenarios based on real-life cases, examples from negotiation, law, and child-rearing to guide novice (and experienced) academic administrators through the dilemmas of management in not-entirely-manageable environments.
The book that every dean and department chair needs to survive—and thrive—in the twenty-first-century university.
First released in 2006, The College Administrator’s Survival Guide has served as the bible for a generation of provosts, deans, department chairs, and program directors. Shrewd administrators have returned to the guide time and again for C. K. Gunsalus’s advice on handling complaints, negotiating disagreements, and dealing with difficult personalities. Now, in this revised and updated edition, Gunsalus guides rookie administrators and seasoned veterans through today’s most pressing higher-education challenges.
These days academic leaders must respond to heightened demands for transparency and openness. These demands are intensified by social media, which increases the visibility of university conflicts and can foster widespread misinformation about campus affairs. Meanwhile, institutions have become flatter, with administrators expected to work more closely with faculty, students, and a range of professionals even as support staffs shrink. Between the ever-replenishing inbox, the integration of often-exasperating management systems into every dimension of academic life, and the new demands of remote learning, deans and department heads are juggling more balls than ever before. Tightening budgets have already forced administrators into more difficult choices and, in the wake of COVID-19, there will be no relief from financial constraints.
From #MeToo to partisan battles over curricula and funding, college and university leaders need more savvy and greater sensitivity than ever. What hasn’t changed are the challenges of dealing with difficult people and the importance of creating and maintaining environments in which faculty, staff, and students have the support they need to do their best work. The College Administrator’s Survival Guide provides the tools to keep cool and get the job done.
SATs, ACTs, GPAs. Everyone knows that these scores can’t tell a college everything that’s important about an applicant. But what else should admissions officers look for, and how can they know it when they see it? In College Admissions for the 21st Century a leading researcher on intelligence and creativity offers a bold and practical approach to college admissions testing.
Standardized tests are measures of memory and analytical skills. But the ever-changing global society beyond a college campus needs more than just those qualities, argues Robert Sternberg. Tomorrow’s leaders and citizens also need creativity, practicality, and wisdom.
How can the potential for those complex qualities be measured? One answer is “Kaleidoscope,” a new initiative in undergraduate admissions, first used at Tufts University. Its open-ended questions for applicants, and the means used to score the answers, gives applicants and admissions officers the chance to go beyond standardized tests.
Does it work? As Sternberg describes in detail, Kaleidoscope measures predicted first-year academic success, over and above SATs and high school GPAs, and predicted first-year extracurricular activities, leadership, and active citizenship as well. And every year that Kaleidoscope measures were used, the entering class’s average SATs and high school GPAs went up too.
What worked at Tufts can work elsewhere. New kinds of assessments, like Kaleidoscope, can liberate many colleges and students from the narrowness of standardized tests and inspire new approaches to teaching for new kinds of talented, motivated citizens of the world.
The most crucial choice a high school graduate makes is whether to attend college or to go to work. Here is the most sophisticated study of the complexities behind that decision.
Based on a unique data set of nearly 23,000 seniors from more than 1,300 high schools who were tracked over several years, the book treats the following questions in detail: Who goes to college? Does low family income prevent some young people from enrolling, or does scholarship aid offset financial need? How important are scholastic aptitude scores, high school class rank, race, and socioeconomic background in determining college applications and admissions? Do test scores predict success in higher education?
Using the data from the National Longitudinal Study of the Class of 1972, the authors present a set of interrelated analyses of student and institutional behavior, each focused on a particular aspect of the process of choosing and being chosen by a college. Among their interesting findings: most high school graduates would be admitted to some four-year college of average quality, were they to apply; applicants do not necessarily prefer the highest-quality school; high school class rank and SAT scores are equally important in college admissions; federal scholarship aid has had only a small effect on enrollments at four-year colleges but a much stronger effect on attendance at two-year colleges; the attention paid to SAT scores in admissions is commensurate with the power of the scores in predicting persistence to a degree. This clearly written book is an important source of information on a perpetually interesting topic.
In College Choices, Caroline Hoxby and a distinguished group of economists show how students and their families really make college decisions—how they respond to financial aid options, how peer relationships figure in the decision-making process, and even whether they need mentoring to get through the admissions process. Students of all sorts are considered—from poor students, who may struggle with applications and whether to continue on to college, to high aptitude students who are offered "free rides" at elite schools. College Choices utilizes the best methods and latest data to analyze the college decision-making process, while explaining how changes in aid and admissions practices inform those decisions as well.
They’re not the students strolling across the bucolic liberal arts campuses where their grandfathers played football. They are first-generation college students—children of immigrants and blue-collar workers—who know that their hopes for success hinge on a degree.
But college is expensive, unfamiliar, and intimidating. Inexperienced students expect tough classes and demanding, remote faculty. They may not know what an assignment means, what a score indicates, or that a single grade is not a definitive measure of ability. And they certainly don’t feel entitled to be there. They do not presume success, and if they have a problem, they don’t expect to receive help or even a second chance.
Rebecca D. Cox draws on five years of interviews and observations at community colleges. She shows how students and their instructors misunderstand and ultimately fail one another, despite good intentions. Most memorably, she describes how easily students can feel defeated—by their real-world responsibilities and by the demands of college—and come to conclude that they just don’t belong there after all.
Eye-opening even for experienced faculty and administrators, The College Fear Factor reveals how the traditional college culture can actually pose obstacles to students’ success, and suggests strategies for effectively explaining academic expectations.
The Cold War era spawned a host of anxieties in American society, and in response, Americans sought cultural institutions that reinforced their sense of national identity and held at bay their nagging insecurities. They saw football as a broad, though varied, embodiment of national values. College teams in particular were thought to exemplify the essence of America: strong men committed to hard work, teamwork, and overcoming pain. Toughness and defiance were primary virtues, and many found in the game an idealized American identity.
In this book, Kurt Kemper charts the steadily increasing investment of American national ideals in the presentation and interpretation of college football, beginning with a survey of the college game during World War II. From the Army-Navy game immediately before Pearl Harbor, through the gradual expansion of bowl games and television coverage, to the public debates over racially integrated teams, college football became ever more a playing field for competing national ideals. Americans utilized football as a cultural mechanism to magnify American distinctiveness in the face of Soviet gains, and they positioned the game as a cultural force that embodied toughness, discipline, self-deprivation, and other values deemed crucial to confront the Soviet challenge.
Americans applied the game in broad strokes to define an American way of life. They debated and interpreted issues such as segregation, free speech, and the role of the academy in the Cold War. College Football and American Culture in the Cold War Era offers a bold new contribution to our understanding of Americans' assumptions and uncertainties regarding the Cold War.
Since the opening of Vassar College in 1865, objections to higher education for women have ranged from charges that females were mentally and physically incapable of learning to the belief that educating women would destroy society. Underlying all arguments was the folk wisdom which declared that women could not live and work together. To counteract such beliefs, women’s colleges tried to create a special kind of space and new role models that would allow women to exist for a short time in idyllic (or, at least, idealized) conditions. The debate over women’s education, for the good or ill of society, generated a great deal of "print," including short stories and novels. Shirley Marchalonis guides us through the history of this fiction, its depiction of the complexities of the college experience, and the conflicting attitudes that teetered between fascination and fear, celebration and regret.
Using novels, short stories, and some juvenile fiction from 1865 to 1940--all of it specifically about college “girls”--she examines these ideas, the way they developed over time, and their significance in understanding women’s education and women’s history. The debate over separate colleges for women continues to this day and can be better understood in the context of this informative and entertaining look at the past.
Following a historical introduction, The College Graces of Oxford and Cambridge reproduces in chronological order the full Latin texts of all the graces alongside facing English-language translations. Also included are the special graces reserved for feast days, as well as an explanation of some of the traditions that accompany them, including the trumpeters that summon students to dinner to the use of the Sconce Cup and the Rose Bowl.
From the twelfth-century monastic texts and the two-word graces of the nineteenth century to the new graces written for the modern age, this meticulous collection reveals how the tradition of the Latin grace has survived and evolved over the centuries and offers a rare glimpse inside the private halls of Oxford and Cambridge.
College in Prison chronicles how, since 2001, Bard College has provided hundreds of incarcerated men and women across the country access to a high-quality liberal arts education. Earning degrees in subjects ranging from Mandarin to advanced mathematics, graduates have, upon release, gone on to rewarding careers and elite graduate and professional programs. Yet this is more than just a story of exceptional individuals triumphing against the odds. It is a study in how the liberal arts can alter the landscape of some of our most important public institutions giving people from all walks of life a chance to enrich their minds and expand their opportunities.
Drawing on fifteen years of experience as a director of and teacher within the Bard Prison Initiative, Daniel Karpowitz tells the story of BPI’s development from a small pilot project to a nationwide network. At the same time, he recounts dramatic scenes from in and around college-in-prison classrooms pinpointing the contested meanings that emerge in moments of highly-charged reading, writing, and public speaking. Through examining the transformative encounter between two characteristically American institutions—the undergraduate college and the modern penitentiary—College in Prison makes a powerful case for why liberal arts education is still vital to the future of democracy in the United States.
What educators and students have to say about David Schoem's College Knowledge:
"David Schoem is a devoted teacher. He recognizes the challenges of preparing to be a responsible, compassionate, successful adult in the twenty-first century. He has written a book that can make a meaningful difference in the lives of its readers."
---Jeffrey Lehman, President, Cornell University
"College Knowledge is full of wise, straight-to-the-point guidance for success both in and out of the classroom. Every first-year student should read-a--nd heed---David Schoem's advice. Though written for students, parents of first-year students can learn from it, too!"
---Beverly Daniel Tatum, President, Spelman College
"College Knowledge is a deceptively straightforward guide appropriate for any student entering higher education. As both a parent and an educator, I highly recommend this sage, yet easy-to-digest guide as a must for the college-bound young adult."
---Pamela Horne, Director of Admissions, Michigan State University
"Professor Schoem's insights and encouragement helped me to create many of my most satisfying and lasting experiences during college. This book captures his infectious enthusiasm and will inspire readers to take risks in exploring all that college has to offer."
---Miriam Vogel, former Schoem student
Most students arrive at college not fully aware of just how different the college experience is from other prior experiences. The intellectual and social expectations, as well as the rules and regulations, are different, and not just different from high school.
While all college students must learn to negotiate the transition to college, the challenges for those who enroll in community colleges are unique. Many community college students work, and many work full-time. Many also have family responsibilities—children, partners, and aging parents. A majority of community college students are the first in their family to enroll in college. Some students—both from abroad and from the United States--do not speak English fluently. Some students are retired military personnel. and some are seeking to make a career change. This book strives to speak to this diversity as well as to situations specific to today’s U.S. community college students.
College Knowledge for the Community College Student is a road map and tour guide for a successful community college experience and education. Tips are based on research and the wisdom and advice of other community college students and are designed to help students learn, succeed, graduate, and have a rewarding and fulfilling community college experience.
"Students and parents alike will benefit from reading David Schoem's well-written, lively, and documented guide."
---Elie Wiesel
“This is a wonderful sequel to Schoem’s very successful College Knowledge: 101 Tips. As I read through this new volume, I was constantly struck that the advice offered would help all students who approach the college experience with distinctive cultural backgrounds and commitments. Indeed all prospective college students, and their parents, can benefit from this serious yet delightful, well-written and incisive book of advice. I intend to buy one for each of my grandchildren.”
---Harold Shapiro, former president, Princeton University; former president, University of Michigan
For the individual Jewish student who enters college, it is critical that he or she come intellectually, emotionally, and spiritually prepared for the academic and social experience that awaits. College is a qualitatively different experience than high school, and students’ expectations need to be set appropriately. The transition from high school to college is so significant that it can be difficult for most without some preparation.
College Knowledgefor the Jewish Student: 101 Tips is the perfect guide for students heading off to college with high expectations for learning, academic success, personal growth, and independence. Through lively tips and compelling student stories about life at college, it offers thoughtful, practical information for every Jewish student who wants to make a successful transition.
College Knowledge for the Jewish Student includes tips on the academic aspects of college life, like communicating with faculty, learning what is where on campus, where to go for help with coursework, how to manage one’s time for a balanced experience, etc. In addition, it offers advice on dealing with family, finances, health, and safety, as well as the many social and emotional aspects of this important rite of passage.
This book was written to support the academic success of student athletes—whether at a large or small university or college, whether team or individual sport, whether women or men, whether on scholarship or not.
While all college students must learn to negotiate the complex transition from high school to college, student athletes face unique challenges, including the complicated set of regulations set out by the NCAA and individual conferences that determine eligibility. The current environment in college athletics makes it even more critical that student athletes understand what they need to do academically and how to avoid potential situations that could jeopardize their athletic careers.
College Knowledge for the Student Athlete is a road map and tour guide for a successful career as a student athlete. Tips are based on research and the authors’ experience, as well as the wisdom and advice of hundreds of former student athletes.
Stressed and sleepless, today's high school students race from school to activities in their most competitive game of all: admission to a top-ranked, prestigious university. But is relying on magazine rankings and a vague sense of "prestige" really the best way to choose a college? Is hiring test prep teachers and consultants really the best way to shape your own education?
In this book, edited by a veteran admissions counselor, a passionate advocate for students, the presidents and admission deans of leading colleges and universities--like Dartmouth, Vanderbilt, Harvard--remind readers that college choice and admission are a matter of fit, not of winning a prize, and that many colleges are "good" in different ways. They call for bold changes in admissions policies and application strategies, to help both colleges and applicants to rediscover what college is really for. It's not just a ticket to financial success, but a once-in-a-lifetime chance to explore new worlds of knowledge.
In the popular imagination, American women during the time between the end of World War II and the 1960s—the era of the so-called “feminine mystique”—were ultraconservative and passive. College Women in the Nuclear Age takes a fresh look at these women, showing them actively searching for their place in the world while engaging with the larger intellectual and political movements of the times.
Drawing from the letters and diaries of young women in the Cold War era, Babette Faehmel seeks to restore their unique voices and to chronicle their collective ambitions. She also explores the shifting roles that higher education played in establishing these hopes and dreams, making the case that the GI Bill served to diminish the ambitions of many American women even as it opened opportunities for many American men. A treasure-trove of original research, the book should stimulate scholarly discussion and captivate any reader interested in the thoughts and lives of American women.
Composition research consistently demonstrates that the social context of writing determines the majority of conventions any writer must observe. Still, most universities organize the required first-year composition course as if there were an intuitive set of general writing "skills" usable across academic and work-world settings.
In College Writing and Beyond: A New Framework for University Writing Instruction, Anne Beaufort reports on a longitudinal study comparing one student’s experience in FYC, in history, in engineering, and in his post-college writing. Her data illuminate the struggle of college students to transfer what they learn about "general writing" from one context to another. Her findings suggest ultimately not that we must abolish FYC, but that we must go beyond even genre theory in reconceiving it.
Accordingly, Beaufort would argue that the FYC course should abandon its hope to teach a sort of general academic discourse, and instead should systematically teach strategies of responding to contextual elements that impinge on the writing situation. Her data urge attention to issues of learning transfer, and to developmentally sound linkages in writing instruction within and across disciplines. Beaufort advocates special attention to discourse community theory, for its power to help students perceive and understand the context of writing.
Until the suppression of the Society of Jesus in 1773 by Pope Clement XIV, the Jesuits had been the undisputed “schoolmasters of Europe.” In France, especially, the educational system of the Society had attained its most widespread development and its greatest fame. The nineteenth-century colleges, formed after the revival of the Society in 1814, never reached the number, size, or influence of their predecessors; but for their time and for the new obstacles they faced, these schools were important. Founded during a period of growing secularization, they faced the constant threat of political attack. Indeed, both their admirers and their critics believed that the Jesuit schools fostered in their graduates distinctive attitudes toward state and society.
John W. Padberg, S.J., has written the first full-length study of these colleges, from their revival in 1815 to their suppression in 1880. Drawing almost exclusively on archival material not previously utilized, Father Padberg places his study against the background of anti-clericalism, revolution, the Second Empire, and the first decade of the Third Republic. He describes the founding of the schools; their resources; their curriculum structure and content; their inner life—religious practices, the daily order, the social structure; and their relation to the political and social milieu of the times. He also discusses the backgrounds and ideological orientations of the faculty and students.
The author first portrays life in the semi-clandestine seminary schools in France from 1815 to 1828. He then depicts the experiences of the exile colleges on the borders of France. With the passage of the Falloux Law of 1850, Jesuit colleges became legal in France for the first time since the 18th century. Father Padberg describes the subsequent rush to found new schools and the resultant problems of lack of personnel, financial crises, and governmental suspicion. He discusses in detail the inner lives of these seventeen new colleges.
During the early years of the Third Republic, the Jesuits founded eleven more colleges. But the mutual fear and misunderstanding between the Society and the Republic and the growing anti-clericalism of the government came to a climax in 1880, when Jules Ferry expelled the Jesuits from these institutions and made impossible their control over any such schools in France.
Father Padberg concludes that during these sixty-five years the French Jesuit schools had little room to maneuver. Externally, government suspicion and hostility circumscribed them. Internally, they reacted to this hostility, which antedated the French Revolution, by the inability to adapt to contemporary circumstances their commitment to the values of a humane and Christian education.
Recently, a widespread consensus has emerged that the era of “mass incarceration” is at an end, reflected in a declining prison population. Criminal justice reforms such as diversion and problem-solving courts, a renewed focus on reentry, and drug policy reform have as their goal keeping more individuals with justice system involvement out of prisons, in the community and subsequently in the labor force, which lacks the capacity to accommodate these additional would-be workers. This poses significant problems for criminal justice practice, which relies heavily on employment as a signal of offenders’ intentions to live a law-abiding lifestyle. The diminished capacity of the economy to utilize the labor of all who have historically been expected to work presents significant challenges for American society. Work, in the American ethos is the marker of success, masculinity and how one “contributes to society.” What are the consequences of ignoring these converging structural trends? This book examines these potential consequences, the meaning of work in American society, and suggests alternative redistributive and policy solutions to avert the collision course of these economic and criminal justice policy trends.
How does the U.S. Supreme Court shape constitutional and political development? In The Collision of Political and Legal Time, Kimberley Fletcher answers this question by analyzing the key role the Court has played in interpreting presidential decision-making in the area of foreign affairs since 1936. She reconsiders the Curtiss-WrightCourt, which instituted a new constitutional order that established plenary powers independent of congressional delegation. Fletcher also reexamines Japanese internment and detainee cases, demonstrating the entrenchment of the new constitutional order and how presidential ascendency becomes institutionalized. Other cases, such as Youngstown, illustrate how the Court, during a time of war, will check Executive power and authority.
The Collision of Political and Legal Time examines these cases and controversies in foreign policymaking through the twentieth and into the twenty-first centuries to show that the Court is not passive or constrained; it does not merely follow politics or the majority coalition. Through her nuanced analysis, Fletcher makes a larger argument about the role of the U.S. Supreme Court as an agent of change, which ultimately transforms power, shapes politics, and redirects history.
This, he maintains, is because violence most often occurs when someone wants to achieve superiority or dominance over someone else, even if there is no substantive reason for doing so. In making the case for this original idea, Gould explores a diverse range of examples, including murders, blood feuds, vendettas, revolutions, and the everyday disagreements that compel people to act violently. The result is an intelligent and provocative work that restores the study of conflict to the center of social inquiry.
Latin American intellectuals have traditionally debated their region’s history, never with so much agreement as in the fiction, commentary, and scholarship of the late twentieth century. Collisions with History shows how “fictional histories” of discovery and conquest, independence and early nationhood, and the recent authoritarian past were purposeful revisionist collisions with received national versions. These collisions occurred only because of El Boom, thus making Latin America’s greatest literary movement a historical phenomenon as well. Frederick M. Nunn discusses the cataclysmic view of history conveyed in Boom novels and examines the thought and self-perception of selected authors whose political activism enhanced the appeal of their works—historical and otherwise: Alejo Carpentier, Carlos Fuentes, Gabriel García Márquez, and Augusto Roa Bastos; Julio Cortázar, Isabel Allende, Mario Vargas Llosa, and Darcy Ribeiro.
Collisions with History demonstrates how their commentary on history, literature, politics, and international affairs reveals a conscious sense of purpose. From between the lines of their nonfiction emerges a consensus that outside forces have defined as well as controlled Latin America’s history.
Professor Nunn also suggests that, with novelists now no longer very interested in colliding with history, it may fall to social scientists to speak for what remains of the region’s past in the New World Order.
Saal argues that the attempt to reconstruct or recuperate the experience of African Americans under slavery is no longer at stake in the works of artists growing up in the post–Civil Rights era. Instead, they lay bare the discursive dimension of our contemporary understanding of the past and address the continued impact of its various verbal and visual signs upon contemporary identities. In this manner, Parks and Walker stake out new possibilities for engaging the past and inhabiting the present and future.
Novels such as One Hundred Years of Solitude have awakened English-language readers to the existence of Colombian literature in recent years, but Colombia has a well-established literary tradition that far predates the Latin American "boom." In this pathfinding study, Raymond Leslie Williams provides an overview of seventeen major authors and more than one hundred works spanning the years 1844 to 1987.
After an introductory discussion of Colombian regionalism and novelistic development, Williams considers the novels produced in Colombia's four semi-autonomous regions. The Interior Highland Region is represented by novels ranging from Eugenio Díaz' Manuela to Eduardo Caballero Calderón's El buen salvaje. The Costa Region is represented by Juan José Nieto's Ingermina to Alvaro Cepeda Samudio's La casa grande and Gabriel García Márquez' Cien años de soledad; the Greater Antioquian Region by Tomás Carrasquilla's Frutos de mi tierra to Manuel Mejía Vallejo's El día señalado; and the Greater Cauca Region by Jorge Isaacs' Maria to Gustavo Alvarez Gardeazábal's El bazar de los idiotas. A discussion of the modern and postmodern novel concludes the study, with special consideration given to the works of García Márquez and Moreno-Durán.Written in a style accessible to a wide audience, The Colombian Novel will be a foundational work for all students of Colombian culture and Latin American literature.
The Colonel and the Pacifist tells the story of two men caught up in one of the most infamous episodes in American history. While they never met, Bendetsen and Saito’s lives touched tangentially—from their common hometown to their eventual testimony during the 1981 hearings of the Commission on the Wartime Relocation and Internment of Civilians. In weaving together these contrasting stories, Klancy Clark de Nevers not only exposes unknown or little known aspects of World War II history, she also explores larger issues of racism and war that resonate through the years and ring eerily familiar to our post-9/11 ears.
Winner of the Western Writers of America's Spur Award for Best Western Non-Fiction Book
"A solid account of a southwestern 'character' who has flitted in and out of frontier and economic history."—American Historical Review
"A creditable work on a fascinating individual. In delightful writing style [Sonnichsen] has reconstructed Greene's life, explaining the ambitions as well as the frailties of this extraordinary entrepreneur."—History
"A rewarding study of the later days of mining."—Arizona and the West
In this fascinating memoir William S. Triplet continues the saga begun in his earlier book, A Youth in the Meuse-Argonne: A Memoir, 1917-1918. After serving in World War I, Triplet chose to become a career military man and entered West Point. Upon graduation in 1924, his assignments were routine—to regiments in the Southwest and in Panama or as an officer in charge of Reserve Officers' Training Corps units or of men sent to a tank school. All this changed, however, when a new war opened in Europe.
From 1940 to1942, Triplet was assigned to the Infantry Board at Fort Benning, Georgia, where he engaged in testing new weapons and machines for the expanding army. He became a full colonel in December 1942. After leaving Benning he received posts with four armored forces: the Thirteenth Armored Division forming in the United States, an amphibious tank and troop carrier group training at Fort Ord, California, and the Second and Seventh Armored Divisions in Europe. His extraordinary abilities as a tank commander became evident in the Seventh Armored, where he took over a four-thousand-man unit known as Combat Command A. He was soon moving from triumph to triumph as he led his unit into Germany. Here was much room for professional judgment and decision, and the colonel was in his element. In the war's last days Triplet and his men fought their way to the Baltic, preventing many German troops from joining in the defense of Berlin against the advancing Soviet army.
Although Triplet was recommended for brigadier general, Dwight D. Eisenhower believed the U.S. Army had enough generals to finish the war; thus, the indomitable Triplet served out the few remaining years of his career as a colonel. After retiring in 1954, Triplet moved to Leesburg, Virginia, where he soon began to mull over his military experiences. Fascinated by the history he had witnessed, engaged by the attraction of writing about it, he recorded his memories with a combination of verve, thoughtfulness, and harsh judgments concerning ranking officers he considered incompetent— generals not excluded.
Through his annotations, Robert H. Ferrell provides the historical context for Triplet's experiences. Well written and completely absorbing, A Colonel in the Armored Divisions provides readers the rare opportunity to see firsthand what a real professional in the U.S. Army thought about America's preparation for and participation in the war against Germany and Japan.
From Aunt Jemima and Uncle Ben to the Jolly Green Giant and Ronald McDonald, corporate icons sell billions of dollars’ worth of products. But only one of them was ever a real person—Colonel Sanders of Kentucky Fried Chicken/KFC. From a 1930s roadside café in Corbin, Kentucky, Harland Sanders launched a fried chicken business that now circles the globe, serving “finger lickin’ good” chicken to more than twelve million people every day. But to get there, he had to give up control of his company and even his own image, becoming a mere symbol to people today who don’t know that Colonel Sanders was a very real human being. This book tells his story—the story of a dirt-poor striver with unlimited ambition who personified the American Dream.
Acclaimed cultural historian Josh Ozersky defines the American Dream as being able to transcend your roots and create yourself as you see fit. Harland Sanders did exactly that. Forced at age ten to go to work to help support his widowed mother and sisters, he failed at job after job until he went into business for himself as a gas station/café/motel owner and finally achieved a comfortable, middle-class life. But then the interstate bypassed his business and, at sixty-five, Sanders went broke again. Packing his car with a pressure cooker and his secret blend of eleven herbs and spices, he began peddling the recipe for “Colonel Sanders’ Kentucky Fried Chicken” to small-town diners in exchange for a nickel for each chicken they sold. Ozersky traces the rise of Kentucky Fried Chicken from this unlikely beginning, telling the dramatic story of Sanders’ self-transformation into “The Colonel,” his truculent relationship with KFC management as their often-disregarded goodwill ambassador, and his equally turbulent afterlife as the world’s most recognizable commercial icon.
Charles Waddell Chesnutt (1858-1932) was an African American writer, essayist, Civil Rights activist, legal-stenography businessman, and lawyer whose novels and short stories explore race, racism, and the problematic contours of African Americans’ social and cultural identities in post-Civil War South. He was the first African American to be published by a major American publishing house and served as a beacon-point for future African American writers.
The Colonel’s Dream, written in 1905, is a compelling tale of the post-Civil War South’s degeneration into a region awash with virulent racist practices against African Americans: segregation, lynchings, disenfranchisement, convict-labor exploitation, and endemic violent repression. The events in this novel are powerfully depicted from the point of view of a philanthropic but unreliable southern white colonel. Upon his return to the South, the colonel learns to abhor this southern world, as a tale of vicious racism unfolds. Throughout this narrative, Chesnutt confronts the deteriorating position of African Americans in an increasingly hostile South. Upon its publication The Colonel’s Dream was considered too controversial and unpalatable because of its bitter criticisms of southern white prejudice and northern indifference, and so this groundbreaking story failed to gain public attention and acclaim.
This is the first scholarly edition of The Colonel’s Dream. It includes an introduction and notes by R. J. Ellis and works to reestablish this great novel’s reputation.
Through state-backed Catholicism, monolingualism, militarism, and dictatorship, Spain’s fascists earned their reputation for intolerance. It may therefore come as a surprise that 80,000 Moroccans fought at General Franco’s side in the 1930s. What brought these strange bedfellows together, Eric Calderwood argues, was a highly effective propaganda weapon: the legacy of medieval Muslim Iberia, known as al-Andalus. This legacy served to justify Spain’s colonization of Morocco and also to define the Moroccan national culture that supplanted colonial rule.
Writers of many political stripes have celebrated convivencia, the fabled “coexistence” of Christians, Muslims, and Jews in medieval Iberia. According to this widely-held view, modern Spain and Morocco are joined through their shared Andalusi past. Colonial al-Andalus traces this supposedly timeless narrative to the mid-1800s, when Spanish politicians and intellectuals first used it to press for Morocco’s colonization. Franco later harnessed convivencia to the benefit of Spain’s colonial program in Morocco. This shift precipitated an eloquent historical irony. As Moroccans embraced the Spanish insistence on Morocco’s Andalusi heritage, a Spanish idea about Morocco gradually became a Moroccan idea about Morocco.
Drawing on a rich archive of Spanish, Arabic, French, and Catalan sources—including literature, historiography, journalism, political speeches, schoolbooks, tourist brochures, and visual arts—Calderwood reconstructs the varied political career of convivencia and al-Andalus, showing how shared pasts become raw material for divergent contemporary ideologies, including Spanish fascism and Moroccan nationalism. Colonial al-Andalus exposes the limits of simplistic oppositions between European and Arab, Christian and Muslim, that shape current debates about European colonialism.
Spain's attempt to establish a "New Spain" in Mexico never fully succeeded, for Spanish institutions and cultural practices inevitably mutated as they came in contact with indigenous American outlooks and ways of life. This original, interdisciplinary book explores how writing by and about colonial religious women participated in this transformation, as it illuminates the role that gender played in imposing the Spanish empire in Mexico.
The author argues that the New World context necessitated the creation of a new kind of writing. Drawing on previously unpublished writings by and about nuns in the convents of Mexico City, she investigates such topics as the relationship between hagiography and travel narratives, male visions of the feminine that emerge from the reworking of a nun's letters to her confessor into a hagiography, the discourse surrounding a convent's trial for heresy by the Inquisition, and the reports of Spanish priests who ministered to noble Indian women. This research rounds out colonial Mexican history by revealing how tensions between Spain and its colonies played out in the local, daily lives of women.
Before Arkansas was acquired by the United States as part of the Louisiana Purchase in 1803, it was claimed first by France, then later by Spain. Both of these cultures profoundly influenced the development of the region and its inhabitants, as evidenced in the many cultural artifacts that constitute the social, economic, and political history of colonial Arkansas.
Based on exhaustive research in French, Spanish, and American archives, Colonial Arkansas 1686–1804 is an engaging and eminently readable story of the state’s colonial period. Examining a wide range of subjects—including architecture, education, agriculture, amusements, and diversions of the period, and the Europeans’ social structures—Judge Morris S. Arnold explores and describes the relations between settlers and the indigenous Indian tribes, the early military and its activities, and the legal traditions observed by both the Spanish and French governments.
This lively and illuminating study is sure to remain the definitive history of the state’s colonial period and will be equally embraced by scholars, historians, and curious Arkansans eager to develop a fuller understanding of their rich and varied heritage.
1992 Certificate of Commendation from American Association for State and Local History
The contiguous river basins that flowed in Tlaxcala and San Juan Teotihuacan formed part of the agricultural heart of central Mexico. As the colonial project rose to a crescendo in the sixteenth and seventeenth centuries, the Indigenous farmers of central Mexico faced long-term problems standard historical treatments had attributed to drought and soil degradation set off by Old World agriculture. Instead, Bradley Skopyk argues that a global climate event called the Little Ice Age brought cold temperatures and elevated rainfall to the watersheds of Tlaxcala and Teotihuacan. With the climatic shift came cataclysmic changes: great floods, human adaptations to these deluges, and then silted wetlands and massive soil erosion.
This book chases water and soil across the colonial Mexican landscape, through the fields and towns of New Spain’s Native subjects, and in and out of some of the strongest climate anomalies of the last thousand or more years. The pursuit identifies and explains the making of two unique ecological crises, the product of the interplay between climatic and anthropogenic processes. It charts how Native farmers responded to the challenges posed by these ecological rifts with creative use of plants and animals from the Old and New Worlds, environmental engineering, and conflict within and beyond the courts. With a new reading of the colonial climate and by paying close attention to land, water, and agrarian ecologies forged by farmers, Skopyk argues that colonial cataclysms—forged during a critical conjuncture of truly unprecedented proportions, a crucible of human and natural forces—unhinged the customary ways in which humans organized, thought about, and used the Mexican environment.
This book inserts climate, earth, water, and ecology as significant forces shaping colonial affairs and challenges us to rethink both the environmental consequences of Spanish imperialism and the role of Indigenous peoples in shaping them.
A guide to the colonization and projected decolonization of Native America
In The Colonial Construction of Indian Country, Eric Cheyfitz mounts a pointed historical critique of colonialism through careful analysis of the dialogue between Native American literatures and federal Indian law. Illuminating how these literatures indict colonial practices, he argues that if the decolonization of Indian country is to be achieved, then federal Indian law must be erased and replaced with independent Native nation sovereignty—because subordinate sovereignty, the historical regime, is not sovereignty at all.
At the same time, Cheyfitz argues that Native American literatures, specifically U.S. American Indian literatures, cannot be fully understood without a knowledge of U.S. federal Indian law: the matrix of colonialism in Indian country. Providing intersectional readings of a range of literary and legal texts, he discusses such authors as Louise Erdrich, Frances Washburn, James Welch, Gerald Vizenor, Simon Ortiz, Leslie Marmon Silko, and others. Cheyfitz examines how American Indian writers and critics have responded to the impact of law on Native life, revealing recent trends in Native writing that build upon traditional modes of storytelling and governance.
With a focus on resistance to the colonial regime of federal Indian law, The Colonial Construction of Indian Country not only elucidates how Native American literatures and federal Indian law are each crucial to any reading of the other, it also guides readers to better understand the genocidal assault on Indigenous peoples by Western structures of literacy, politics, and law.
Moving well beyond theory, this volume takes the next step, adding a fine-grained, empirical texture to the study of U.S. imperialism by analyzing its specific consequences. Across a broad range of institutions—policing and prisons, education, race relations, public health, law, the military, and environmental management—this formative experience left a lasting institutional imprint. With each essay distilling years, sometimes decades, of scholarship into a concise argument, Colonial Crucible reveals the roots of a legacy evident, most recently, in Washington’s misadventures in the Middle East.
During the first millennium BCE, complex encounters of Phoenician and Greek colonists with natives of the Iberian Peninsula transformed the region and influenced the entire history of the Mediterranean.
One of the first books on these encounters to appear in English, this volume brings together a multinational group of contributors to explore ancient Iberia’s colonies and indigenous societies, as well as the comparative study of colonialism. These scholars—from a range of disciplines including classics, history, anthropology, and archaeology—address such topics as trade and consumption, changing urban landscapes, cultural transformations, and the ways in which these issues played out in the Greek and Phoenician imaginations. Situating ancient Iberia within Mediterranean colonial history and establishing a theoretical framework for approaching encounters between colonists and natives, these studies exemplify the new intellectual vistas opened by the engagement of colonial studies with Iberian history.
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