The phrase “early modern” challenges readers and scholars to explore ways in which that period expands and refines contemporary views of the modern. The original essays in  Milton’s Modernities undertake such exploration in the context of the work of  John Milton, a poet whose prodigious energies simultaneously point to the past and future.
 
Bristling with insights on Milton’s major works, Milton’s Modernities offers fresh perspectives on the thinkers central to our theorizations of modernity: from Lucretius and Spinoza, Hegel and Kant, to Benjamin and Deleuze. At the volume's core is an embrace of the possibilities unleashed by current trends in philosophy, variously styled as the return to ethics, or metaphysics, or religion. These make all the more visible Milton’s dialogues with later modernity, dialogues that promise to generate much critical discussion in early modern studies and beyond.
 
Such approaches necessarily challenge many prevailing assumptions that have guided recent Milton criticism—assumptions about context and periodization, for instance. In this way, Milton’s Modernities powerfully broadens the historical archive beyond the materiality of events and things, incorporating as well intellectual currents, hybrids, and insights.
 

Many in higher education fear that the humanities are facing a crisis. But even if the rhetoric about “crisis” is overblown, humanities departments do face increasing pressure from administrators, politicians, parents, and students. In A New Deal for the Humanities, Gordon Hutner and Feisal G. Mohamed bring together twelve prominent scholars who address the history, the present state, and the future direction of the humanities. These scholars keep the focus on public higher education, for it is in our state schools that the liberal arts are taught to the greatest numbers and where their neglect would be most damaging for the nation.
 
The contributors offer spirited and thought-provoking debates on a diverse range of topics. For instance, they deplore the push by administrations to narrow learning into quantifiable outcomes as well as the demands of state governments for more practical, usable training. Indeed, for those who suggest that a college education should be “practical”—that it should lean toward the sciences and engineering, where the high-paying jobs are—this book points out that while a few nations produce as many technicians as the United States does, America is still renowned worldwide for its innovation and creativity, skills taught most effectively in the humanities. Most importantly, the essays in this collection examine ways to make the humanities even more effective, such as offering a broader array of options than the traditional major/minor scheme, options that combine a student’s professional and intellectual interests, like the new medical humanities programs.
 
A democracy can only be as energetic as the minds of its citizens, and the questions fundamental to the humanities are also fundamental to a thoughtful life. A New Deal for the Humanities takes an intrepid step in making the humanities—and our citizens—even stronger in the future.