A SCHOLARLY BOOK REPOSITORY
The first part of the book discloses vignettes about fellow students, colleagues, and acquaintances of Benardete's who later became major figures in the academic and intellectual life of twentieth-century America. We glimpse the student days of Allan Bloom, Stanley Rosen, George Steiner, and we discover the life of the mind as lived by well-known scholars such as David Grene, Jacob Klein, and Benardete's mentor Leo Strauss. We also encounter a number of other learned, devoted, and sometimes eccentric luminaries, including T.S. Eliot, James Baldwin, Werner Jaeger, John Davidson Beazley, and Willard Quine. In the book's second part, Benardete reflects on his own intellectual growth and on his ever-evolving understanding of the texts and ideas he spent a lifetime studying. Revisiting some of his recurrent themes—among them eros and the beautiful, the city and the law, and the gods and the human soul—Benardete shares his views on thinkers such as Plato, Homer, and Heidegger, as well as the relations between philosophy and science and between Christianity and ancient Roman thought.
Engaging and informative, Encounters and Reflections brings Benardete's thought to life to enlighten and inspire a new generation of thinkers.
President of the Archaeological Institute of America, professor at the University of Michigan from 1889 to 1927, and president of the American Philological Association, Francis Kelsey was crucially involved in the founding or growth of major educational institutions. He came to maturity in a period of great technological change in communications, transportation, and manufacturing. Kelsey took full advantage of such innovations in his ceaseless drive to promote education for all, to further the expansion of knowledge, and to champion the benefits of the study of antiquity.
A vigorous traveler around the United States, Europe, and the Mediterranean, Kelsey strongly believed in the value of personally viewing sites ancient and modern and collecting artifacts that could be used by the new museums and universities that were springing up in the United States. This collecting habit put him in touch with major financiers of the day, including Charles Freer, Andrew Carnegie, and J. P. Morgan, as he sought their help for important projects.
Drawing heavily on Kelsey's daily diaries now held at the University of Michigan's Bentley Historical Library, John Griffiths Pedley gives us a biography that records the wide-ranging activities of a gifted and energetic scholar whose achievements mirrored the creative and contributive innovations of his contemporary Americans.
A fiercely independent thinker, colorful storyteller, and spirited teacher, David Grene devoted his life to two things: farming, which he began as a boy in Ireland and continued into old age; and classics, which he taught for several decades that culminated in his translating and editing, with Richmond Lattimore, of The Complete Greek Tragedies.
In this charming memoir, which he wrote during the years leading up to his death in 2002 at the age of eighty-nine, Grene weaves together these interests to tell a quirky and absorbing story of the sometimes turbulent and always interesting life he split between the University of Chicago—where he helped found the Committee on Social Thought—and the farm he kept back in Ireland.
Charting the path that took him from Europe to Chicago in 1937, and encompassing his sixty-five-year career at the university, Grene’s book draws readers into the heady and invigorating climate of his time there. And it is elegantly balanced with reflections stemming from his work on the farm where he hunted, plowed and regularly traveled on horseback to bring his cows home for milking. Grene’s form and humor are quite his own, and his brilliant storytelling will enthrall anyone interested in the classics, rural Ireland, or twentieth-century intellectual history, especially as it pertains to the University of Chicago.
Practicing Classics is a memoir about education in America between the end of WWII and the early 21st century. Not only does it consider memory, its truths, and its deceptions, but it also unravels the complexities of class, race, gender, and social positioning in education. Lee Pearcy’s story begins with the 1957 desegregation crisis at Little Rock Central High School and its aftermath, describing how growing up in this environment shaped his academic and personal life.
As he came to study Latin and then Classics, Pearcy’s education intersected with the student disturbances at Columbia University in 1968 and a feminist revolution that brought significant numbers of women into the classical professoriate. He gives a first-hand account of a scandalous episode in the toxic administrative culture that characterized the classics department at the University of Texas in the 1980s. Against the background of these events, he unfolds his own education as a classicist and his development from apprentice to journeyman to confident teacher of Latin and Greek. Practicing Classics will engage readers who care about American education, classical studies, or the ways that choices, chances, and contingencies shaped one man’s life.
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