During the many years that they were separated by the perils of the American Revolution, John and Abigail Adams exchanged hundreds of letters. Writing to each other of public events and private feelings, loyalty and love, revolution and parenting, they wove a tapestry of correspondence that has become a cherished part of American history and literature.

With Abigail and John Adams, historian G. J. Barker-Benfield mines those familiar letters to a new purpose: teasing out the ways in which they reflected—and helped transform—a language of sensibility, inherited from Britain but, amid the revolutionary fervor, becoming Americanized. Sensibility—a heightened moral consciousness of feeling, rooted in the theories of such thinkers as Descartes, Locke, and Adam Smith and including a “moral sense” akin to the physical senses—threads throughout these letters. As Barker-Benfield makes clear, sensibility was the fertile, humanizing ground on which the Adamses not only founded their marriage, but also the “abhorrence of injustice and inhumanity” they and their contemporaries hoped to plant at the heart of the new nation. Bringing together their correspondence with a wealth of fascinating detail about life and thought, courtship and sex, gender and parenting, and class and politics in the revolutionary generation and beyond, Abigail and John Adams draws a lively, convincing portrait of a marriage endangered by separation, yet surviving by the same ideas and idealism that drove the revolution itself.

A feast of ideas that never neglects the real lives of the man and woman at its center, Abigail and John Adams takes readers into the heart of an unforgettable union in order to illuminate the first days of our nation—and explore our earliest understandings of what it might mean to be an American.

In spite of soaring tuition costs, more and more students go to college every year. A bachelor’s degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they’re born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there?

For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list.

Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all.

Accelerating energy innovation could be an important part of an effective response to the threat of climate change. Written by a stellar group of experts in the field, this book complements existing research on the subject with an exploration of the role that public and private policy have played in enabling—and sustaining—swift innovation in a variety of industries, from agriculture and the life sciences to information technology. Chapters highlight the factors that have determined the impact of past policies, and suggest that effectively managed federal funding, strategies to increase customer demand, and the enabling of aggressive competition from new firms are important ingredients for policies that affect innovative activity.

Anthony Powell’s universally acclaimed epic A Dance to the Music of Time offers a matchless panorama of twentieth-century London . Now, for the first time in decades, readers in the United States can read the books of Dance as they were originally published—as twelve individual novels—but with a twenty-first-century twist: they’re available only as e-books.

The third volume, The Acceptance World (1955), opens with Nick Jenkins, in his late twenties, beginning to make his way in the world of letters: working for a publisher, writing on his own, and establishing connections across the literary landscape. At the same time, he is making his way in love, as a surprise meeting with an old friend’s sister blossoms into an affair. Meanwhile, friends are diving into marriage and careers, and the patterns of life’s dance are starting to take shape—even as the future steps remain shadowy.

"Anthony Powell is the best living English novelist by far. His admirers are addicts, let us face it, held in thrall by a magician."--Chicago Tribune

"A book which creates a world and explores it in depth, which ponders changing relationships and values, which creates brilliantly living and diverse characters and then watches them grow and change in their milieu. . . . Powell's world is as large and as complex as Proust's."--Elizabeth Janeway, New York Times

"One of the most important works of fiction since the Second World War. . . . The novel looked, as it began, something like a comedy of manners; then, for a while, like a tragedy of manners; now like a vastly entertaining, deeply melancholy, yet somehow courageous statement about human experience."--Naomi Bliven, New Yorker

“The most brilliant and penetrating novelist we have.”--Kingsley Amis

A troubling portrait of democracy in US state legislatures.

State legislatures hold tremendous authority over key facets of our lives, ranging from healthcare to marriage to immigration policy. In theory, elections create incentives for state legislators to produce good policies. But do they?

Drawing on wide-ranging quantitative and qualitative evidence, Steven Rogers offers the most comprehensive assessment of this question to date, testing different potential mechanisms of accountability. His findings are sobering: almost ninety percent of American voters do not know who their state legislator is; over one-third of incumbent legislators run unchallenged in both primary and general elections; and election outcomes have little relationship with legislators’ own behavior.

Rogers’s analysis of state legislatures highlights the costs of our highly nationalized politics, challenging theories of democratic accountability and providing a troubling picture of democracy in the states.

African Studies, contrary to some accounts, is not a separate continent in the world of American higher education. Its intellectual borders touch those of economics, literature, history, philosophy, and art; its history is the story of the world, both ancient and modern. This is the clear conclusion of Africa and the Disciplines, a book that addresses the question: Why should Africa be studied in the American university?

This question was put to distinguished scholars in the social sciences and humanities, prominent Africanists who are also leaders in their various disciplines. Their responses make a strong and enlightening case for the importance of research on Africa to the academy.

Paul Collier's essay, for example, shows how studies of African economies have clarified our understanding of the small open economies, and contributed to the theory of repressed inflation and to a number of areas in microeconomics as well. Art historian Suzanne Blier uses the terms and concepts that her discipline has applied to Africa to analyze the habits of mind and social practice of her own field. Christopher L. Miller describes the confounding and enriching impact of Africa on European and American literary theory. Political scientist Richard Sklar outlines Africa's contributions to the study of political modernization, pluralism, and rational choice. These essays, together with others from scholars in history, anthropology, philosophy, and comparative literature, attest to the influence of African research throughout the curriculum.

For many, knowledge from Africa seems distant and exotic. These powerful essays suggest the contrary: that such knowledge has shaped the way in which scholars in various disciplines understand their worlds. Eloquent testimony to Africa's necessary place in the mainstream of American education, this book should alter the academy's understanding of the significance of African research, its definition of core and periphery in human knowledge.

"These essays are at once exceptionally thoughtful and remarkably comprehensive. Not only do they offer an unusually interesting overview of African studies; they are also striking for the depth and freshness of their insights. This is the sort of volume from which both seasoned regional experts and students stand to learn an enormous amount."—John Comaroff, University of Chicago

"These essays provide an important perspective on the evolution of African studies and offer insights into what Africa can mean for the different humanistic and social science disciplines. Many show in ingenious and subtle ways the enormous potential that the study of Africa has for confounding the main tenets of established fields. One could only hope that the strictures expressed here would be taken to heart in the scholarly world."—Robert L. Tignor, Princeton University

Tropical Africa was one of the last regions of the world to experience formal European colonialism, a process that coincided with the advent of a range of new scientific specialties and research methods. Africa as a Living Laboratory is a far-reaching study of the thorny relationship between imperialism and the role of scientific expertise—environmental, medical, racial, and anthropological—in the colonization of British Africa.

A key source for Helen Tilley’s analysis is the African Research Survey, a project undertaken in the 1930s to explore how modern science was being applied to African problems. This project both embraced and recommended an interdisciplinary approach to research on Africa that, Tilley argues, underscored the heterogeneity of African environments and the interrelations among the problems being studied. While the aim of British colonialists was unquestionably to transform and modernize Africa, their efforts, Tilley contends, were often unexpectedly subverted by scientific concerns with the local and vernacular. Meticulously researched and gracefully argued, Africa as a Living Laboratory transforms our understanding of imperial history, colonial development, and the role science played in both.