This selection of articles by Lewis E. Hahn addresses the philosophical school of contextualism and four contemporary American philosophers: John Dewey, Henry Nelson Wieman, Stephen C. Pepper, and Brand Blanshard.

Stressing the relatively recent contextualistic worldview, which he considers one of the best world hypotheses, Hahn seeks to achieve a broad perspective within which all things may be given their due place. After providing a brief outline, Hahn explains contextualism in relation to other philosophies. In his opening chapter, as in later chapters, he expresses contextualism as a form of pragmatic naturalism. In spite of Hahn’s high regard for contextualism, however, he does not think it would be good if we were limited to a single worldview. “The more different views we have and the more different sources of possible light we have, the better our chances that some of these cosmic maps will shed light on our world and our place in it.”

In a book that itself exemplifies the dialogic scholarship it proposes, Kay Halasek reconceives composition studies from a Bakhtinian perspective, focusing on both the discipline's theoretical assumptions and its pedagogies.

Framing her discussions at every level of the discipline—theoretical, historical, pedagogical—Halasek provides an overview of portions of the Bakhtinian canon relevant to composition studies, explores the implications of Mikhail Bakhtin's work in the teaching of writing and for current debates about the role of theory in composition studies, and provides a model of scholarship that strives to maintain dialogic balance between practice and theory, between composition studies and Bakhtinian thought.

Halasek's study ranges broadly across the field of composition, painting in wide strokes a new picture of the discipline, focusing on the finer details of the rhetorical situation, and teasing out the implications of Bakhtinian thought for classroom practice by examining the nature of critical reading and writing, the efficacy and ethics of academic discourse, student resistance, and critical and conflict pedagogy. The book ends by setting out a pedagogy of possibility, what Halasek terms elsewhere a "post-critical pedagogy" that redefines and redirects current discussions of home versus academic literacies and discourses.

In this first history of the military ambulance, historian John S. Haller Jr. documents the development of medical technologies for treating and transporting wounded soldiers on the battlefield. Noting that the word ambulance has been used to refer to both a mobile medical support system and a mode of transport, Haller takes readers back to the origins of the modern ambulance, covering their evolution in depth from the late eighteenth century through World War I. 

The rising nationalism, economic and imperial competition, and military alliances and arms races of the nineteenth and early twentieth centuries figure prominently in this history of the military ambulance, which focuses mainly on British and American technological advancements. Beginning with changes introduced by Dominique-Jean Larrey during the Napoleonic Wars, the book traces the organizational and technological challenges faced by opposing armies in the Crimean War, the American Civil War, the Franco-Prussian War, and the Philippines Insurrection, then climaxes with the trench warfare that defined World War I. The operative word is "challenges" of medical care and evacuation because while some things learned in a conflict are carried into the next, too often, the spasms of war force its participants to repeat the errors of the past before acquiring much needed insight.

More than a history of medical evacuation systems and vehicles, this exhaustively researched and richly illustrated volume tells a fascinating story, giving readers a unique perspective of the changing nature of warfare in the nineteenth and early twentieth centuries.

John S. Haller,Jr., provides the first modern history of the Eclectic school of American sectarian medicine.

The Eclectic school (sometimes called the "American School") flourished in the mid-nineteenth century when the art and science of medicine was undergoing a profound crisis of faith. At the heart of the crisis was a disillusionment with the traditional therapeutics of the day and an intense questioning of the principles and philosophy upon which medicine had been built. Many American physicians and their patients felt that medicine had lost the ability to cure. The Eclectics surmounted the crisis by forging a therapeutics based on herbal remedies and an empirical approach to disease, a system independent of the influence of European practices.

Although rejected by the Regulars (adherents of mainstream medicine), the Eclectics imitated their magisterial manner, establishing two dozen colleges and more than sixty-five journals to proclaim the wisdom of their theory. Central to the story of Eclecticism is that of the Eclectic Medical Institute of Cincinnati, the "mother institute" of reform medical colleges. Organized in 1845, the school was to exist for ninety-four years before closing in 1939.

Throughout much of their history, the Eclectic medical schools provided an avenue into the medical profession for men and women who lacked the financial and educational opportunities the Regular schools required, siding with Professor Martyn Paine of the Medical Department of New York University, who, in 1846, had accused the newly formed American Medical Association of playing aristocratic politics behind a masquerade of curriculum reform. Eventually, though, they grudgingly followed the lead of the Regulars by changing their curriculum and tightening admission standards.

By the late nineteenth century, the Eclectics found themselves in the backwaters of modern medicine. Unable to break away from their botanic bias and ill-equipped to support the implications of germ theory, the financial costs of salaried faculty and staff, and the research implications of laboratory science, the Eclectics were pushed aside by the rush of modern academic medicine.

In the only book to date to explore the period between the 1859 publication of Darwin’s Origin of Species and the discovery in 1900 of Gregor Mendel’s experiments in genetics, John S. Haller, Jr., shows the relationship between scientific "conviction" and public policy. He focuses on the numerous liberally educated American scientists who were caught up in the triumph of evolutionary ideas and who sought to apply those ideas to comparative morality, health, and the physiognomy of nonwhite races.

During this period, the natural and social scientists of the day not only accepted without question the genetic and cultural superiority of the Caucasian; they also asserted that the Caucasian race held a monopoly on evolutionary progress, arguing that "inferior races" were no more than evolutionary survivors doomed by their genetic legacy to remain outcasts from evolution.

Hereditarians and evolutionists believed that "less fit" human races were perishing from the rigors of civilization’s struggle and competition. Indeed, racial inferiority lay at the very foundation of the evolutionary framework and, remaining there, rose to the pinnacle of "truth" with the myth of scientific certainty.

Duck hunting has changed greatly since the days of unlimited duck kills, as the limit of fifty ducks a day established in 1902 has fallen to the present three. A legitimate hunter now, Dale Hamm learned the art of market hunting—taking waterfowl out of season and selling them to restaurants—from his father during the l920s. During the l930s and l940s, he kept his family alive by market hunting. At the peak of his career, Hamm poached every private hunting club along the Illinois River from Havana to Beardstown.

After market hunting died out, Hamm became a legendary and almost respected—albeit controversial—character on the Illinois backwaters. He was eventually invited to hunt on the same clubs from which he had once been chased at the point of a shotgun. He hunted with judges, sheriffs, and the head of undercover operations for the Illinois Department of Conservation, all of whom knew of his reputation. He passed on to these hunting partners a lifetime of outdoor knowledge gained from slogging through mud, falling through ice, hunting ducks at three o’clock in the morning, dodging game wardens, and running the world’s only floating tavern.

"I always said if anyone ever cut open one of us Hamms, all they’d find was duck or fish," Hamm once said of his family. Now in his eighties, Hamm still carries a pellet from a shotgun in his chin to remind him of a shotgun blast that ricocheted off the water and into his face. Bakke notes that it is appropriate that a man who spent his life with a shotgun in his hands should carry a bit of buckshot wherever he goes.

Everyone who ever met Dale Hamm has a story about him. His own story is that of a one-of-a-kind character who, in his later years, used his considerable outdoor savvy to conserve the natural resources he once savaged. "His time and kind are gone," Bakke notes, "and there will never be another like him."

This book will be of interest to anyone who has ever been hunting—or who enjoys reading about colorful people and times that exist no more.

Unraveling the mysteries of Naked Lunch, exploring the allure of fascination  

William Burroughs is both an object of widespread cultural fascination and one of America’s great writers. In this study, Oliver Harris elucidates the complex play of secrecy and revelation that defines the allure of fascination. Unraveling the mystifications of Burroughs the writer, Harris discovers what it means to be fascinated by a figure of major cultural influence and unearths a secret history behind the received story of one of America’s great original writers.

In William Burroughs and the Secret of Fascination, Harris examines the major works Burroughs produced in the 1950s—Junky, Queer, The Yage Letters, and Naked Lunch—to piece together an accurate, material record of his creative history during his germinal decade as a writer. Refuting the “junk paradigm” of addiction that has been used to categorize and characterize much of Burroughs’ oeuvre, Harris instead focuses on the significance of Burroughs’ letter writing and his remarkable and unsuspected use of the epistolary for his fiction. As Burroughs said to Allen Ginsberg about Naked Lunch, “the real novel is letters to you.” Drawing on rare access to manuscripts, the book suggests new ways of comprehending Burroughs’s unique politics and aesthetics and offers the first accurate account of the writing of Naked Lunch.

Contributors:

Paul Powell emerged from the hill country of southern Illinois to serve in state government from 1935 until his death in 1970. His political tenure included three terms as Speaker of the Illinois House, four terms as minority leader, and two terms as secretary of state. The sponsor of hundreds of bills, he worked tirelessly for his constituents in southern Illinois. He also worked tirelessly to promote his own interests.

In this first political biography of Powell, Robert E. Hartley follows the money. He tells how this man of humble origins and meager means amassed a world-class political and financial base. Part of that story is the disclosure of a personal fortune that boggled minds, including the unbelievable yarn of the $800,000 cash found in the hotel room following Powell's death.

Powell never earned a state salary of more than $30,000 per year, yet in the last year of his life, his federal income tax return showed an income of more than $200,000. At his death his estate totaled $3.2 million, and, when settled in 1978, was worth $4.6 million, including nearly $1 million in racetrack stock.

Following Powell's story, Hartley takes us deep into the Illinois political world of the 1940s, 1950s, and 1960s, a time when politicians were on an "honor system" regarding their financial holdings. This was before disclosure of political contributions, before computer records, and before public meetings laws.

Death Underground: The Centralia and West Frankfort Mine Disasters examines two of the most devastating coal mine disasters in United States history since 1928. In two southern Illinois towns only forty miles apart, explosions killed 111 men at the Centralia No. 5 mine in 1947 and 119 men at the New Orient No. 2 mine in West Frankfort in 1951. Robert E. Hartley and David Kenney explain the causes of the accidents, identify who was to blame, and detail the emotional impact the disasters had on the survivors, their families, and their communities.

Politics at the highest level of Illinois government played a critical role in the conditions that led to the accidents. Hartley and Kenney address how safety was compromised when inspection reports were widely ignored by state mining officials and mine company supervisors. Highlighted is the role of Driscoll Scanlan, a state inspector at Centralia, who warned of an impending disaster but whose political enemies shifted the blame to him, ruining his career. Hartley and Kenney also detail the New Orient No. 2 mine explosion, the attempts at rescue, and the resulting political spin circulated by labor, management, and the state bureaucracy. They outline the investigation, the subsequent hearings, and the efforts in Congress to legislate greater mine safety.

Hartley and Kenney include interviews with the survivors, a summary of the investigative records, and an analysis of the causes of both mine accidents. They place responsibility for the disasters on individual mine owners, labor unions, and state officials, providing new interpretations not previously presented in the literature. Augmented by twenty-nine illustrations, the volume also covers the history, culture, and ethnic pluralism of coal mining in Illinois and the United States.

Makes accessible to modern readers the 17th-century rhetorics of Thomas Hob­bes (1588–1677) and Bernard Lamy (1640–1715)

Hobbes’ A Briefe of the Art of Rhet­orique, the first English translation of Aristotle’s rhetoric, reflects Hobbes’ sense of rhetoric as a central instrument of self-defense in an increasingly frac­tious Commonwealth. In its approach to rhetoric, which Hobbes defines as “that Faculty by which wee understand what will serve our turne, concerning any subject, to winne beliefe in the hearer,” the Briefe looks forward to Hobbes’ great political works De Cive and Leviathan.

Published anonymously in France as De l’art de parler, Lamy’s rhetoric was translated immediately into English as The Art of Speaking. Lamy’s long associa­tion with the Port Royalists made his works especially attractive to English readers because Port Royalists were en­gaged in a vicious quarrel with the Jesuits during the last half of the 17th century.

Told from the point of view of a young boy, this account shows how a family “faced the 1930s head on and lived to tell the story.” It is the story of grow­ing up in southern Illinois, specifically the Marion, area during the Great Depression. But when it was first published in 1972 the book proved to be more than one writer’s memories of depression-era southern Illinois.

“People started writing me from all over the country,” Hastings notes. “And all said much the same: ‘You were writing about my family, as much as your own. That’s how I remember the 1930s, too.’”

As he proves time and again in this book, Hast­ings is a natural storyteller who can touch upon the detail that makes the tale both poignant and univer­sal. He brings to life a period that marked every man, woman, and child who lived through it even as that national experience fades into the past.

Hastings experienced the rural and small town side of an event that touched all who weathered it—the economic crash of 1929 and its 10-year aftermath.

The author grew up in Marion, Illinois, entering the first grade in 1930, the start of the Great Depression. This book, which recalls memorable epi­sodes in the life of that boy, is a sequel to the pop­ular ANickel’s Worth of Skim Milk.

What Hastings experienced as a child was typical of depression-era life. Those who were young then can relive lost youth in Hastings’ books. And there were moments worth reliving: Hastings tells of “laughter and love and tears in the midst of hunger and cold and deprivation.” Those too young to have experienced the economic devastation can see those hard days through the eyes of a trained storyteller reporting from the point of view of a child.

American Political Plays after 9/11 is a diverse collection of bold, urgent, and provocative plays that respond to the highly charged, post 9/11 political landscape. Sparked by the terrorist attacks of September 11, 2001, and subsequently fueled by a series of controversial events—the Iraq war, the passing and enforcement of the U.S.A. Patriot Act, and the revelation of torture and other scandals at the Abu Ghraib prison—American political theater is currently experiencing a surge in activity. The plays in this collection include The Guys by Anne Nelson, At the Vanishing Point by Naomi Iizuka, The Venus de Milo Is Armed by Kia Corthron, Back of the Throat by Yusseff El Guindi, Three Nights in Prague by Allan Havis, and Question 27, Question 28 by Chay Yew.

The characters range from a New York City fire captain trying to respectfully memorialize eight of his lost comrades, to the citizens of a hog-killing Louisville neighborhood who poignantly exemplify the underside of the economic crisis, to an Arab American citizen being harshly (and possibly unfairly) interrogated by two officers as a “person of interest.” Though not all of the plays deal explicitly with the Al Qaeda attacks, they collectively reveal themes of sorrow and anxiety, moral indignation, alarmist self-preservation, and economic and social insecurity stemming from the United States’ fairly sudden shift from cold war superpower to vulnerable target.

The lively introduction by Allan Havis includes a brief history of political theater in the United States, an extensive discussion about how theater communities responded to 9/11, and an informative analysis of the six plays in the book.  A collection of dramatic material framed by this significant historical event, AmericanPolitical Plays after 9/11 will be indispensable for theater and cultural studies scholars and students.

Todd Hearon’s haunting debut collection chronicles the twin paths of isolation and desire in the search for meaning and union with others. On his pilgrimage through the lost worlds of earth and the soul, the speaker encounters drought in both the literal and spiritual sense as he confronts desolate landscapes, from the brown remnants of ruined cities, to the depths of the human heart and man’s capacity for utter destruction. Yet even though he frequently encounters darkness, he never ceases to seek beauty. He is a man who wears many faces, from Adam, staring down a bleak future bereft of Paradise, to the doomed poet Shelley, drowned off the coast of Italy. He speaks as a man adrift in his own life, seeking an answer to his emptiness, an estranged traveler through memory and longing. Lyrical and intense, Strange Land is a quest for understanding and human connection.

Strange Land 

It goes without saying

a word:  the world under cover

of midnight snow, what we have known

of pageantry and lilac, leaf and song

subsumed in starless silence.

Waking at dawn into the tremulous blue

of the room, as in earth’s afterglow,

we lie, lidless, listening, as crows

call out the ear’s horizons.

What year is it?  Into what country were we born

and now must make our way?  Outside the pane

the stillness feels ancestral but the ghosts

not yours, not mine.  My émigré,

we are cut off.  An ocean to the east

churns in chiaroscuro while unseen

ranges to the south deflect our passage,

what passage might have been.

This country seems the passing of a dream

to a moonscape’s still immitigable white,

a land’s amnesia where against the sky

three needling black birds fly

and slip like an ellipsis out of sight.

In this interdisciplinary cultural history that encompasses film, literature, music, and drama, Inez Hedges follows the thread of the Faustian rebel in the major intellectual currents of the last hundred years. She presents Faust and his counterpart Mephistopheles as antagonistic—yet complementary—figures whose productive conflict was integral to such phenomena as the birth of narrative cinema, the rise of modernist avant-gardes before World War II, and feminist critiques of Western cultural traditions.

Framing Faust: Twentieth-Century Cultural Struggles pursues a dialectical approach to cultural history. Using the probing lens of cultural studies, Hedges shows how claims to the Faustian legacy permeated the struggle against Nazism in the 1930s while infusing not only the search for socialist utopias in Russia, France, and Germany, but also the quest for legitimacy on both sides of the Cold War divide after 1945.

Hedges balances new perspectives on such well-known works as Thomas Mann’s Dr. Faustus and Jack Kerouac’s Dr. Sax with discussions of previously overlooked twentieth-century expressions of the Faust myth, including American film noir and the Faust films of Stan Brakhage. She evaluates musical compositions—Hanns Eisler’s Faust libretto, the opera Votre Faust by Henri Pousseur and Michel Butor, and Alfred Schnittke’s Faust Cantata—as well as works of fiction and drama in French and German, many of which have heretofore never been discussed outside narrow disciplinary confines.

Enhanced by twenty-four illustrations, Framing Faust provides a fascinating and focused narrative of some of the major cultural struggles of the past century as seen through the Faustian prism, and establishes Faust as an important present-day frame of reference.

Previously unpublished writings by and about Kenneth Burke plus essays by such Burkean luminaries as Wayne C. Booth, William H. Rueckert, Robert Wess, Thomas Carmichael, and Michael Feehan make the publication of Unending Conversations a significant event in the field of Burke studies and in the wider field of literary criticism and theory.

Editors Greig Henderson and David Cratis Williams have divided their material into three parts: “Dialectics of Expression, Communication, and Transcendence,” “Criticism, Symbolicity, and Tropology,” and “Transcendence and the Theological Motive.”

In the first part, Williams’s textual introduction and Rueckert’s essay analyze the genesis and composition of Burke’s A Symbolic of Motives and Poetics, Dramatistically Considered. Henderson opens part two by showing how these two essays’ concerns with literary form hearken back to Burke’s first book of criticism, Counter-Statement.

Thomas Carmichael discusses Burke’s relationship to thinkers such as Paul de Man, Jacques Derrida, Stanley Fish, Fredric Jameson, Jean-François Lyotard, and Richard Rorty. Wess analyzes the relation between Burke’s dramatistic pentad of act, agent, scene, agency, and purpose and his four master tropes—metaphor, metonymy, synecdoche, and irony.

In the third part, Booth mines his unpublished correspondence with Burke to demonstrate that Burke is a coy theologian. Michael Feehan discusses Burke’s revelation in a 1983 interview that rather than rebounding from a naive kind of Marxism in Permanence and Change, he was rebounding from what he had “learned as a Christian Scientist.”

"I am not a common atheist; I am an atheist who loves God."—Paul Carus, "The God of Science," 1904

In the summer of 1880, while teaching at the military academy of the Royal Corps of Cadets of Saxony in Dresden, Paul Carus published a brief pamphlet denying the literal truth of scripture and describing the Bible as a great literary work comparable to the Odyssey.

This unremarkable document was Carus’s first step in a wide-ranging intellectual voyage in which he traversed philosophy, science, religion, mathematics, history, music, literature, and social and political issues. The Royal Corps, Carus later reported, found his published views "not in harmony with the Christian spirit, in accordance with which the training and education of the Corps of Cadets should be conducted." And so the corps offered the young teacher the choice of asking "most humbly for forgiveness for daring to have an opinion of my own and to express it, perhaps even promise to publish nothing more on religious matters, or to give up my post. I chose the latter. . . . There was thus no other choice for me but to emigrate and, trusting in my own powers, to establish for myself a new home." His resignation was effective on Easter Sunday, 1881.

Carus toured the Rhine, lived briefly in Belgium, and taught in a military college in England to learn English well enough to "thrive in the United States." By late 1884 or early 1885 he was on his way to the New World. Thriving in the United States proved more difficult than it had in England, but before 1885 ended he had published his first philosophical work in English, Monism and Meliorism. The book was not widely read, but it did reach Edward C. Hegeler, a La Salle, Illinois, zinc processor who became his father-in-law as well as his ideological and financial backer.

Established in La Salle, Carus began the work that would place him among the prominent American philosophers of his day and make the Open Court Publishing Company a leading publisher of philosophical, scientific, and religious books. He edited The Open Court and The Monist, offering the finest view of Oriental thought and religion then available in the West, and sought unsuccessfully to bring about a second World Parliament of Religions. He befriended physicist-philosopher Ernst Mach. For eleven years he employed D. T. Suzuki, who later became a great Zen Buddhist teacher. He published more articles by Charles S. Peirce, now viewed as one of the great world philosophers, in The Monist than appeared in any other publication.

Biographer Harold Henderson concludes his study of this remarkable man: "Whenever anyone is so fired with an idea that he or she can’t wait to write it down, there the spirit of Paul Carus remains, as he would have wished, active in the world."

In Philosophers as Educators Brian Patrick Hendley argues that philosophers of edu­cation should reject their preoccupation with defining terms and analyzing concepts and embrace the philosophical task of con­structing general theories of education.  Hendley discusses in detail the educational philosophies of John Dewey, Bertrand Rus­sell, and Alfred North Whitehead. He sees in these men excellent role models that contem­porary philosophers might well follow. Hendley believes that, like these men­tors, philosophers should take a more ac­tive, practical role in education. Dewey and Russell ran their own schools, and Whitehead served as a university admin­istrator and as a member of many com­mittees created to study education.

Always Danger offers a lyrical and highly imaginative exploration into the hazards that surround people’s lives—whether it’s violence, war, mental illness, car accidents, or the fury of Mother Nature. In his second collection of poems, David Hernandez embraces the element of surprise: a soldier takes refuge inside a hollowed-out horse, a man bullies a mountain, and a giant pink donut sponsors age-old questions about beliefs. Hernandez typically eschews the politics that often surround the inner circle of contemporary literature, but in this volume he quietly sings a few bars with a political tone: one poem shadows the conflict in Iraq, another reflects our own nation’s economic and cultural divide. Always Danger parallels Hernandez’s joy of writing: unmapped, spontaneous, and imbued with nuanced revelation.

TyAnna K. Herrington explains current intellectual property law and examines the effect of the Internet and ideological power on its interpretation. Promoting a balanced development of our national culture, she advocates educators’ informed participation in ensuring egalitarian public access to information. She discusses the control of information and the creation of knowledge in terms of the way control functions under current property law.

Offering a new edition of Dewey’s 1916 collection of essays

This critical edition of John Dewey’s 1916 collection of writings on logic, Essays in Experimental Logic—in which Dewey presents his concept of logic as the theory of inquiry and his unique and innovative development of the relationship of inquiry to experience—is the first scholarly reprint of the work in one volume since 1954. Essays in Experimental Logic, edited by D. Micah Hester and Robert B. Talisse, uses the authoritative texts from the Collected Works of John Dewey, 1882–1953 (published by Southern Illinois University Press) and includes as well articles from leading journals representing various contemporary schools of philosophy that criticized Dewey’s experimentalism.

Culling materials from six volumes of the chronologically arranged Collected Works, this single-volume edition of Essays marks a crucial point in Dewey’s intellectual development: one in which Dewey critically engages idealistic and intuitionist theorists and lays the groundwork for his mature theory of inquiry. The text includes a new introduction by renowned Dewey scholar Tom Burke that places Essays in philosophical and historical context. In addition to the original essays, Essays in Experimental Logic also features five critical essays by Dewey’s contemporaries, including Bertrand Russell, Wendell T. Bush, R. F. Alfred Hoernlé, H. T. Costello, and C. S. Peirce.

Presenting Dewey’s new view of philosophical inquiry

This critical edition of The Influence of Darwin on Philosophy and Other Essays in Contemporary Thought presents the results of John Dewey’s patient construction, throughout the previous sixteen years, of the radically new view of the methods and concerns of philosophical inquiry. It was a view that he continued to defend for the rest of his life.

In the 1910 The Influence of Darwin on Philosophy and Other Essays in Contemporary Thought—the first collection of Dewey’s previously published, edited essays—John Dewey provided readers with an overview of the scope and direction of his philosophical vision in one volume. The order in which the eleven essays were presented was a reverse chronology, with more recently published essays appearing first. The collection of eleven essays offered a detailed portrait of Dewey’s proposed reconstruction of the traditional concepts of knowledge and truth. It furthermore elaborated on how his new logic and his proposal regarding knowledge and truth fit comfortably together, not only with each other but also with a pragmatically proper understanding of belief, reality, and experience.

Because material in the Collected Works of John Dewey, 1882–1953 was published chronologically, however, the essays published together in the 1910 Darwin book have appeared in seven different volumes in the Collected Works. This new, critical edition restores a classic collection of essays authored and edited by John Dewey as they originally appeared in the volume. The edition is presented with ancillary materials, including responses by Dewey’s critics and an introduction by Douglas Browning.

John Dewey’s Educational Philosophy in International Perspective brings together eleven experts from around the globe to examine the international legacy of the famous philosopher. Placing special emphasis on Dewey’s theories of education, Larry A. Hickman and Giuseppe Spadafora have gathered some of the world’s most noted scholars of educational philosophy to present a thorough exploration of Dewey’s enduring relevance and potential as a tool for change in twenty-first-century political and social institutions.

This collection offers close examinations of the global impact of Dewey’s philosophies, both in his time and our own. Included are discussions of his reception as a much-respected yet criticized philosopher among European Catholics both before and after World War I; the utilization of his pragmatic theories in Italian education and the continuing quest to reinterpret them; his emergence as a source of inspiration to new democracies in Central and Eastern Europe; and his recently renewed popularity in the Hispanic world, particularly in South America and Spain. In addition, authors delve into Dewey’s notion of democracy as a personal way of life and his views on the important ties between education and the democratic state.

Also discussed are Dewey’s philosophies regarding school and society, including the understanding of educational trends as reflections of their social context; the contrast between his methods of applying intelligence to ethical problems and the theory of orthodox utilitarianism; responses to criticisms of Dewey’s controversial belief that the sciences can be applied directly to educational practices; and incisive queries into how he would have responded to the crucial role the Internet now plays in primary and secondary education.

This well-rounded volume provides international insight into Dewey’s philosophies and contains a wealth of information never before published in English, resulting in an indispensable resource for anyone interested in John Dewey and his lasting role in education around the world.

Contributors

Viviana Burza

Franco Cambi

Giorgio Chiosso

Jim Garrison

Jaime Nubiola

Hilary Putnam

Ruth Anna Putnam

Giuseppe Spadafora

Emil Višnovský

Leonard J. Waks

Krystyna Wilkoszewska

Tobe completed in 12volumes, this monumental work here begins publica­tion with the first two volumes—Abaco to Bertie and Bertin to Byzard. When completed, it is expected that the bio­graphical dictionary will include informa­tion on more than 8,500 individuals.

Hundreds of printed sources have been searched for this project, and dozens of repositories combed, and the names of personnel listed have been filtered through parish registers whenever possible. From published and unpublished sources, from wills, archives of professional societies and guilds, from records of colleges, uni­versities, and clubs, and from the contri­butions of selfless scholars, the authors have here assembled material which il­luminates theatrical and musical activity in London in the 1660–1800 period.

The information here amassed will doubtless be augmented by other spe­cialists in Restoration and eighteenth-century theatre and drama, but it is not likely that the number of persons now known surely or conjectured finally to have been connected with theatrical en­terprise in this period will ever be in­creased considerably. Certainly, the contributions made here add immeasurably to existing knowledge, and in a number of instances correct standard histories or reference works.

The accompanying illustrations, esti­mated to be some 1,400 likenesses—at least one picture of each subject for whom a portrait exists—may prove to be a use­ful feature of the Work. The authors have gone beyond embellishment of the text, and have attempted to list all origi­nal portraits any knowledge of which is now recoverable, and have tried to ascer­tain the present location of portraits in every medium.

Like the works already published, these latest volumes of the Biographical Dictionary deal with theatre people of every ilk, ranging from dressers and one-performance actors to trumpeter John Shore (inventor of the tuning fork) and the incomparable Sarah Siddons.

Also prominent is Susanna Rowson, a novelist, actress, and early female playwright. Although born into a British military family, Rowson often wrote plays that dealt with patriotic American themes and spent much of her career on the American stage.

The theatrical jewel of these volumes is the "divine Sarah" Siddons: "She raised the tragedy to the skies," wrote William Hazlitt, and "embodied to our imagination the fables of mythology, of the heroic and dignified mortals of elder time." She endured much tragedy herself, including a crippling debilitating illness and the deaths of five of her seven children. Siddons played major roles in both comedy and tragedy, not the least of which was a performance as Hamlet.

Tobe completed in 12volumes, this monumental work here begins publica­tion with the first two volumes—Abaco to Bertie and Bertin to Byzard. When completed, it is expected that the bio­graphical dictionary will include informa­tion on more than 8,500 individuals.

Hundreds of printed sources have been searched for this project, and dozens of repositories combed, and the names of personnel listed have been filtered through parish registers whenever possible. From published and unpublished sources, from wills, archives of professional societies and guilds, from records of colleges, uni­versities, and clubs, and from the contri­butions of selfless scholars, the authors have here assembled material which il­luminates theatrical and musical activity in London in the 1660–1800 period.

The information here amassed will doubtless be augmented by other spe­cialists in Restoration and eighteenth-century theatre and drama, but it is not likely that the number of persons now known surely or conjectured finally to have been connected with theatrical en­terprise in this period will ever be in­creased considerably. Certainly, the contributions made here add immeasurably to existing knowledge, and in a number of instances correct standard histories or reference works.

The accompanying illustrations, esti­mated to be some 1,400 likenesses—at least one picture of each subject for whom a portrait exists—may prove to be a use­ful feature of the Work. The authors have gone beyond embellishment of the text, and have attempted to list all origi­nal portraits any knowledge of which is now recoverable, and have tried to ascer­tain the present location of portraits in every medium.

Volumes three and four of this monumen­tal work include full entries for all such illustrious names as those of the Cibbers—Colley, Theophilus, and Susanna Maria—Kitty Clive, and Charlotte Charke, George Colman, the Elder, and the Younger, William Davenant, and De Loutherboug. But here also are full entries for dozens of important secondary figures and of minor ones whose stories have never been told, as well as a census (and at least a few recoverable facts) for even the most inconsiderable performers and servants of the theatres.

As in the previous volumes in this dis­tinguished series, the accompanying illus­trations include at least one picture of each subject for whom a portrait exists.

Volumes three and four of this monumen­tal work include full entries for all such illustrious names as those of the Cibbers—Colley, Theophilus, and Susanna Maria—Kitty Clive, and Charlotte Charke, George Colman, the Elder, and the Younger, William Davenant, and De Loutherboug. But here also are full entries for dozens of important secondary figures and of minor ones whose stories have never been told, as well as a census (and at least a few recoverable facts) for even the most inconsiderable performers and servants of the theatres.

As in the previous volumes in this dis­tinguished series, the accompanying illus­trations include at least one picture of each subject for whom a portrait exists.

Changes in English studies today, particularly the rise of cultural studies, have forced reexaminations of historical genealogies. Three complex figures whose places are currently being reassessed include the Neapolitan Giambattista Vico (1668 –1744), the Frenchman Etienne de Condillac (1714 –1780), and the Scotsman James Burnet(t), Lord Monboddo (1714 –1799) in our histories of communication, linguistics, English studies, and now rhetoric.

In Rhetoric on the Margins of Modernity: Vico, Condillac, Monboddo, Catherine L. Hobbs focuses primarily on these three key figures in whose work rhetoric and linguistics intertwine as they respond to emerging attitudes and values of science and philosophy in the eighteenth century. Through her examination of works of Vico, Condillac, Monboddo and other marginal figures, Hobbs presents a different and more nuanced view of the transformation of rhetoric from classical to modern.

In order to redefine each figure’s position, Hobbs brings together the histories of linguistics, literature, rhetoric, and communication, rather than leaving them isolated in separate disciplines. She examines each figure’s theory of language origin and development as it has motivated their rhetorical theories. The result is Rhetoric on the Margins of Modernity: Vico, Condillac, Monboddo, an original and significant account of the formation of modern rhetoric.

According to the Eliot Ness myth, which has been widely disseminated through books, television shows, and movies, Ness and the Untouchables defeated Al Capone by marshaling superior firepower. In Scarface Al and the Crime Crusaders, Dennis Hoffman presents a fresh new perspective on the downfall of Al Capone. To debunk the Eliot Ness myth, he shows how a handful of private citizens brought Capone to justice by outsmarting him rather than by outgunning him.

Drawing on previously untapped sources, Hoffman dissects what he terms a “private war” against Capone. He traces the behind-the-scenes work of a few prominent Chicago businessmen from their successful lobbying of presidents Coolidge and Hoover on behalf of federal intervention to the trial, sentencing, and punishment of Al Capone. Hoffman also reconstructs in detail a number of privately sponsored citizen initiatives directed at stopping Capone. These private ventures included prosecuting the gangsters responsible for election crimes; establishing a crime lab to assist in gangbusting; underwriting the costs of the investigation of the Jake Lingle murder; stigmatizing Capone; and protecting the star witnesses for the prosecution in Al Capone’s income tax evasion case.

Hoffman suggests that as American society continues to be threatened by illegal drugs, gangs, and widespread violence, it is important to remember that the organized crime and political corruption of Prohibition-era Chicago were checked through the efforts of private citizens.

Dennis E. Hoffman is an associate professor of criminal justice at the University of Nebraska at Omaha.

In Performing Prose, authors Chris Holcomb and M. Jimmie Killingsworth breathe new life into traditional concepts of style. Drawing on numerous examples from a wide range of authors and genres, Holcomb and Killingsworth demonstrate the use of style as a vehicle for performance, a way for writers to project themselves onto the page while managing their engagement with the reader. By addressing style and rhetoric not as an editorial afterthought, but as a means of social interaction, they equip students with the vocabulary and tools to analyze the styles of others in fresh ways, as well as create their own.

Whereas most writing texts focus exclusively on analysis or techniques to improve writing, Holcomb and Killingsworth blend these two schools of thought to provide a singular process of thinking about writing. They discuss not only the benefits of conventional methods, but also the use of deviation from tradition; the strategies authors use to vary their style; and the use of such vehicles as images, tropes, and schemes. The goal of the authors is to provide writers with stylistic “footing”: an understanding of the ways writers use style to orchestrate their relationships with readers, subject matter, and rhetorical situations.

Packed with useful tips and insights, this comprehensive volume investigates every aspect of style and its use to present an indispensable resource for both students and scholars. Performing Prose moves beyond customary studies to provide a refreshing and informative approach to the concepts and strategies of writing.

The ten essays in this groundbreaking compilation cover a broad range of topics, employing a variety of approaches, including theoretical interpretations and textual and comparative analysis, to investigate such issues as race, class, gender, and sexuality, as well as the novel's historical and literary contexts. What's Your Road, Man? Critical Essays on Jack Kerouac's "On the Road" illustrates the richness of the critical work currently being undertaken on this vital American narrative.

Combining essays from renowned Kerouac experts and emerging scholars, What's Your Road, Man? draws on an enormous amount of research into the literary, social, cultural, biographical, and historical contexts of Kerouac's canonical novel. Since its publication in 1957, On the Road has remained in print and has continued to be one of the most widely read twentieth-century American novels.

Several essays enhance understanding of the book by comparing it with alternative versions of the text, like the original 1951 scroll manuscript and some of Kerouac's other novels, and with works by Kerouac's contemporaries such as Sylvia Plath's The Bell Jar. Further studies explore ethnicity, identity, and the novel's place in American literature as well as its relevance to twenty-first century readers.

On the Road has inspired readers for more than fifty years, and the new research included in What's Your Road, Man? introduces fresh perspectives on this classic work of American literature. Editors Hilary Holladay and Robert Holton have successfully woven little-known material with new understandings of familiar topics that will enlighten current and future generations of Kerouac enthusiasts and scholars for years to come.

During the 1920s and 1930s at the Bryn Mawr Summer School for Women Workers, working-class women were educated in the liberal arts and instructed in writing to assume more powerful roles in the industrial workplace. In Liberating Voices: Writing at the Bryn Mawr Summer School for Women Workers, Karyn L. Hollis tells the remarkable story of how this multiclass, multiethnic American institution rooted in composition pedagogy, literary history, and leftist thought emerged from the broad social, economic, and ideological trends of the era. The summer school curriculum, Hollis shows, enhanced the individual and collective self-confidence of the 1,800 women who studied there between 1921 and 1938.

Drawing heavily on the women’s writings—including autobiography, poetry, labor drama, humor, and economic reporting—Liberating Voices adds significantly to the small oeuvre of published writing by working-class women, who were, in this case, mostly nontraditional students, immigrants, and minorities. Outlining a materialist pedagogy that centers on the women’s daily economic struggles as well as their family and community experiences, Hollis reveals the tensions that stemmed from differences in race, ethnicity, class, and religion. She also shows how the students exploited cultural scripts and drew strength from their diversity, eventually insisting on a democratic sharing of power with faculty and administrators at the Summer School.

Hollis provides a thorough ethnography of the Summer School with respect to its place in the social and political history of the 1920s and 1930s, and then situates the school’s pedagogy within the history of American education and composition instruction. Concepts from literary criticism and composition theory provide the framework for an analysis of the working women’s autobiographical writing, revealing how the narrative voice of their prose grew from weak and individualized to empowered and collective as the women described their families, childhood, work, unions, and education over time. The volume is complemented by sixteen illustrations.

Additional analysis of the women’s poetry points to their skill as both producers and consumers of literature. The common theme of body versus a powerful machine in the workplace bears witness to the industrial exploitation the women endured. Taking up postmodern questions of agency and voice, Hollis argues that the women used a variety of cultural texts to construct discourses that reflected their needs and desires. Liberating Voices not only provides a previously untold chapter in the history of American worker education, it also showcases a liberating pedagogy that has salient implications for contemporary classrooms.

Revisiting Racialized Voice:African American Ethos in Language and Literature argues that past misconceptions about black identity and voice, codified from the 1870s through the 1920s, inform contemporary assumptions about African American authorship and ethos. Tracing elements of racial consciousness in the works of Frederick Douglass, Charles Chesnutt, W. E. B. DuBois, Zora Neale Hurston, and others, David G. Holmes urges a revisiting of narratives from this period to strengthen and advance notions about racialized writing and to shape contemporary composition pedagogies.

Pointing to the intersection of African American identity, literature, and rhetoric, Revisiting Racialized Voice begins to construct rhetorically workable yet ideologically flexible definitions of black voice. Holmes maintains that political pressure to embrace“color blindness” endangers scholars’ ability to uncover links between racialized discourses of the past and those of the present, and he calls instead for a reassessment of the material realities and theoretical assumptions race represents and with which it has been associated.

During the Civil War, Americans felt themselves to be on intimate terms with their commander in chief, sending President Abraham Lincoln between two hundred and five hundred pieces of mail every day—letters that expressed the concerns, aspirations, grievances, and obsessions of the nation. Ranging from weighty political tomes to greetings accompanying homespun gifts, the letters reflect the pulse of the country in a time of upheaval. This illuminating collection includes straightforward correspondence from ordinary Americans requesting autographs and favors as well as pleas from the influential, such as the anguished open letter from New York Tribune publisher Horace Greeley imploring Lincoln to end his “remiss” policy of caution on emancipation. This new paperback edition, featuring twenty-two illustrations, portrays a president clearly eager to review and respond to the advice, criticism, and requests of the nation’s citizens.

As president, Abraham Lincoln received between two hundred and five hundred letters a day—correspondence from public officials, political allies, and military leaders, as well as letters from ordinary Americans of all races who wanted to share their views with him. Here, and in his critically acclaimed volume Dear Mr. Lincoln, editor Harold Holzer has rescued these voices—sometimes eloquent, occasionally angry, at times poetic—from the obscurity of the archives of the Civil War. The Lincoln Mailbag includes letters written by African Americans, which Lincoln never saw, revealing to readers a more accurate representation of the nation’s mood than even the president knew. This first paperback edition of The Lincoln Mailbag includes a new index and fourteen illustrations, and Holzer’s introduction and annotations provide historical context for the events described and the people who wrote so passionately to their president in Lincoln's America.

Cross-Language Relations in Composition brings together the foremost scholars in the fields of composition, second language writing, education, and literacy studies to address the limitations of the tacit English-only policy prevalent in composition pedagogy and research and to suggest changes for the benefit of writing students and instructors throughout the United States. Recognizing the growing linguistic diversity of students and faculty, the ongoing changes in the English language as a result of globalization, and the increasingly blurred categories of native, foreign, and second language English speakers, editors Bruce Horner, Min-Zhan Lu, and Paul Kei Matsuda have compiled a groundbreaking anthology of essays that contest the dominance of English monolingualism in the study and teaching of composition and encourage the pursuit of approaches that embrace multilingualism and cross-language writing as the norm for teaching and research.

The nine chapters comprising part 1 of the collection focus on the origins of the “English only” bias dominating U.S. composition classes and present alternative methods of teaching and research that challenge this monolingualism. In part 2, nine composition teachers and scholars representing a variety of theoretical, institutional, and professional perspectives propose new, compelling, and concrete ways to understand and teach composition to students of a “global,” plural English, a language evolving in a multilingual world.

Drawing on recent theoretical work on genre, complexity, performance and identity, as well as postcolonialism, Cross-Language Relations in Composition offers a radically new approach to composition teaching and research, one that will prove invaluable to all who teach writing in today’s multilingual college classroom.

Classrooms filled with glassy-eyed students provide an experiential base for Alice S. Horning’s new com­prehensive theory about basic writers.

Horning explores the theory of writing acquisi­tion in detail. Her examination of spoken and writ­ten language and redundancy give a theoretical base to her argument that academic discourse is a sepa­rate linguistic system characterized by particular psycholinguistic features. She proposes that basic writ­ers learn to write as other learners master a second language because for them, academic written Eng­lish is a whole new language.

She explores the many connections to be found in second language acquisition research to the teaching and learning of writing and gives special attention to the interlanguage hypothesis, pidginization theory, and the Monitor theory. She also addresses the role of affective factors (feelings, attitudes, emotions, and motivation) in the success or failure of writing students.

Inside the Klavern is an annotated collection of the minutes of a thriving Ku Klux Klan in La Grande, Oregon, between 1922 and 1924. The most complete set of Klan minutes ever uncovered, these documents illustrate the inner workings of a Klan chapter of more than three hundred members at a time when the national membership reached into the millions and the Invisible Empire was at the peak of its power. Through an extensive introduction and conclusion as well as brief notes previewing each installment of the minutes, David A. Horowitz places these unique documents in historical perspective.

The La Grande minutes demonstrate Klan hostility to Roman Catholics, Jews, blacks, and "hyphenated" Americans. But they also explain how the chapter exercised requirements for admission, how officers were selected, and how Klansmen encountered difficulties enforcing the moral standards of their order. Because the Klan kligrapp (recording secretary) Harold R. Fosner recorded not only the official proceedings but also volunteered extemporaneous comments and gossip, readers get a genuine feeling for what it was like to attend the meetings. Through his own obvious excitement and commitment to the cause, Fosner re-creates the flavor, tone, and atmosphere of these meetings: "Tis beyond my power of expression to relate the harmony and fellowship which reigned supreme. . . . Suffice to say that these were the golden moments of our lives."

His evaluation of Klan propaganda, too, is telling: "The weekly newsletter from Atlanta, Georgia, contained a little book, the official message of our emperor, one Col. William Joseph Simmons, read before the most noble band of men ever assembled and for the noblest cause in the world. To my firm belief this book is the leading masterpiece of our day and age."

Horowitz concludes that "although it is tempting to judge Jazz Age Klansmen by the standards of later generations, the story provided by the minutes is a complex one—a chronicle of both compassion and complicity in cruelty, of positive social accomplishment and arbitrary and dysfunctional divisiveness."

The coal mining photographs of C. William Horrell, taken across the southern Illinois Coal Belt over a twenty-year period from 1966 to 1986, are extraordinary examples of documentary photography—so stark and striking that captions often seem superfluous.

Horrell’s photographs capture the varied phenomena of twentieth-century coal mining technology: the awesome scale of surface mining machines and their impact on the land; massive machines forced into narrow passageways with inches to spare as they carry coal from the face to conveyer belts; and, more significant, the advent of continuous miners, machines that can handle four previously separate processes and which have been a fixture in underground or “deep” mines since the mid-1960s.

Horrell was also intrigued by the related activities of mining, including coal’s processing, cleaning, and transportation, as well as the daily, behind-the-scenes operations that keep mines and miners working. His photographs reflect the beauty of the commonplace—the clothes of the miners, their dinner pails, and their tools—and reveal the picturesque remnants of closed mines: the weathered boards of company houses, the imposing iron beauty of an ancient tipple, and an abandoned building against the lowering sky of an approaching storm. Finally, his portraits of coal minersshow the strength, dignity, and enduring spirit of the men and women who work the southern Illinois coal mines.