Search results for ""SCRIBNER""

Book SynopsisScribners tells the inside story of five generations--over 150 years--at the legendary publishing house of Charles Scribner''s Sons, beginning with its founding in an unused chapel in downtown New York through its golden era on Fifth Avenue above the famous landmark bookstore down to the present-day. The author, the fifth of the Charleses to work at that house of celebrated authors, provides here an inside view--between the covers of illustrious and notorious books--of the family members, editors, and authors of this colorful literary history. Among the writers who illuminate this story we find in the early years Robert Louis Stevenson, Rudyard Kipling, Henry James, Edith Wharton, Teddy Roosevelt, Winston Churchill, John Galsworthy and the artists Charles Dana Gibson, N. C. Wyeth, and Maxfield Parrish, who illustrated Scribner''s Magazine as well as Scribner books. Then with the arrival of editor of genius Max Perkins, the story takes off into the heights of twentieth-century fictio

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Book SynopsisAnalyzing the afterimage of revolutionary violence in contemporary culture and politics.Utopia or Auschwitz: Germany’s 1968 Generation and the HolocaustTrade ReviewThe saga of the Red Army Faction's decades-long war with the West German state hardly ended when the shooting stopped, as Charity Scribner's superb book explains. Instead, the conflict captured and even haunted the imagination of generations of German novelists, filmmakers, and visual artists, whose diverse works are themselves an integral part of the RAF's legacy. Scribner offers both incisive and inventive readings of an array of texts, showing how they labored - and often struggled - to articulate a post-militant politics to move beyond the moral hazards of armed struggle. After the Red Army Faction dramatically expands our understanding of what it means to "read" violence and come to terms with its many wounds. -- Jeremy Varon, New School for Social Research, author of Bringing the War Home: The Weather Underground, the Red Army Faction, and Revolutionary Violence in the Sixties and Seventies The most innovative discussion of the RAF to date. This book provides a much-needed, nuanced understanding of the influence of the RAF on German cultural memory and will revolutionize the study of militant politics and aesthetics. -- Sabine von Dirke, University of Pittsburgh, author of "All Power to the Imagination!": Art and Politics in the West German Counterculture Charity Scribner's After the Red Army Faction will be an important contribution to our understanding of the impact of the left-wing terrorism of 1970s West Germany, and in particular the Baader-Meinhof Group or Red Army Faction (RAF), on culture in West Germany and beyond. -- Hans Kundnani, editorial director at the European Council on Foreign Relations, author of Utopia or Auschwitz: Germany's 1968 Generation and the Holocaust How can 'postmilitancy' offer clues to understanding West Germany's RAF and its afterlives, all the more after 9/11? How might it suggest new directions for resistance when everyday life remains saturated with violence? Charity Scribner provides searching and compelling answers in this study that reaches across disciplines. -- Belinda Davis, Rutgers University, University, editor of Changing the World, Changing Oneself: Political Protest and Collective Identities in West Germany and the U.S. in the 1960s and 1970s Poised between an increasingly nostalgic tendency to romanticize the violent struggles of 1970s militants and our own deeply troubled response to the brutality of contemporary fundamentalisms, After the Red Army Faction provides us with an invaluable reflection on the complexities of past leftist terrorism and its continuing ramifications. With a keen eye for the ambiguities and blind spots of ideological extremism, Scribner examines German postmilitant culture through literature, film, dance, and the visual arts. Shunning easy cliche and superficial spectacle, she reminds us of the intellectual and human costs of the German armed struggle and of the ways gender and sexuality inflected its attitudes and representation in the media. A brilliant piece of cultural history. -- Tom McDonough, Binghamton University, State University of New York, editor of The Situationists and the CityTable of ContentsAcknowledgments Introduction: Beyond Militancy Part 1. Militant Acts 1. The Red Decade and Its Cultural Fallout 2. Damaged Lives of the Far Left: Reading the RAF in Reverse 3. Buildings on Fire: The Situationist International and the Red Army Faction Part II. Postmilitant Culture 4. The Stammheim Complex in Marianne and Juliane 5. Violence and the Tendenzwende: Engendering Victims in the Novel and Film 6. Anatomies of Protest and Resistance: Meinhof, Fischer 7. Regarding Terror at the Berlin Kunst-Werke Afterword: Signs of a New Season Notes Works Cited Index

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Book SynopsisThroughout the twentieth century, local control of school districts was one of the most contentious issues in American politics. As state and federal regulation attempted to standardize public schools, conservatives defended local prerogative as a bulwark of democratic values. Yet their commitment to those values was shifting and selective. In The Fight for Local Control, Campbell F. Scribner demonstrates how, in the decades after World War II, suburban communities appropriated legacies of rural education to assert their political autonomy and in the process radically changed educational law. Scribner's account unfolds on the metropolitan fringe, where rapid suburbanization overlapped with the consolidation of thousands of small rural schools. Rural residents initially clashed with their new neighbors, but by the 1960s the groups had rallied to resist government oversight. What began as residual opposition to school consolidation would transform into campaigns against Trade ReviewAn excellent book forces the reader into such thorny terrain, and Scribner's important and meticulously researched study clearly does that. In sum, his brilliantly argued book should seriously interest this journal’s readers, and its careful and accessible prose also makes it suitable for advanced undergraduates in both history and education policy programs. -- Jon Shelton, University of Wisconsin-Green Bay * History of Education Quarterly *Especially for a first book based on a dissertation, the reach of The Fight for Local Control—spanning multiple cities and towns across a half-century in realms from court cases to curriculum controversy to fiscal and union politics—is impressive and, at moments, astonishing.... Scholars of history, education, politics, and policy are lucky this important volume exists. -- Natalia Mehlman Petrzela * American Historical Review *As fundamental questions about publicly governed education are intensely debated in the United States today, Scribner makes a valuable contribution to historians' understanding of the freighted and protean concept of "local control." * JOURNAL OF AMERICAN HISTORY *Table of ContentsIntroduction. A Past Found 1. The Meaning of Local Control 2. The Long History of School District Consolidation 3. The Exurban Exchange 4. The Struggle for Status 5. The Fight for Funding 6. Tax Revolts 7. The Battle of Ideas 8. Redefining Parents' Rights Conclusion. A Past Lost

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Book SynopsisIn A Is for Arson, Campbell F. Scribner sifts through two centuries of debris to uncover the conditions that have prompted school vandalism and to explain why attempts at prevention have inevitably failed. Vandalism costs taxpayers hundreds of millions of dollars every year, as students, parents, and even teachers wreak havoc on school buildings. Why do they do it? Can anything stop them? Who should pay for the damage? Underlying these questions are long-standing tensions between freedom and authority, and between wantonness and reason. Property destruction is not simply a moral failing, to be addressed with harsher punishments, nor can the problem be solved through more restrictive architecture or policing. Scribner argues that education itself is a source of intractable struggle, and that vandalism is often the result of an unruly humanity. To understand schooling in the United States, one must first confront the all-too-human emotions that have Table of ContentsIntroduction: A Few Words on Senseless Destruction Essay: Vandalism as Political Resistance 1. Populism and Property Destruction, 1790–1890 2. Modern Education and Its Discontents, 1890–1930 3. Diagnosing Delinquency, 1930–60 4. Vandalism and the Security State, 1960–2000 Essay: Vandalism as Self-Fashioning 5. Books and Boredom 6. Desks and Nostalgia 7. Walls and the Taboo 8. Windows and Euphoria Essay: Vandalism and the Historical Sublime 9. Shards Epilogue: Reflections on Unruliness and Education

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Book SynopsisR. W. SCRIBNER was Professor of Modern European Christianity in the Divinity School at Harvard University until his death in 1998. Prior to this, he was Lecturer in History at the University of Cambridge and a Fellow of Clare College.C. SCOTT DIXON is Senior Lecturer in European History at The Queen's University of Belfast.

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Book SynopsisNominated as one of America’s best-loved novels by PBS’s The Great American Read. An American classic and great bestseller for over thirty years, A Separate Peace is timeless in its description of adolescence during a period when the entire country was losing its innocence to World War II.Set at a boys'' boarding school in New England during the early years of World War II, A Separate Peace is a harrowing and luminous parable of the dark side of adolescence. Gene is a lonely, introverted intellectual. Phineas is a handsome, taunting, daredevil athlete. What happens between the two friends one summer, like the war itself, banishes the innocence of these boys and their world.

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Book SynopsisThis concise guide provides an introduction to the rich and variegated subject of Christian currents through art and music down the ages; it is personal in its focus on favorite major artists and their subjects as examples of these sacred themes. The author’s professional focus on the Baroque giants Rubens and Bernini, who followed the revolutionary Caravaggio, explains—if not justifies—the central place they claim in this study. Scribner, author of numerous books on the arts, places them in the context of the broader Christian tradition. The focus is admittedly European—some might say Eurocentric—not global. His aim is to offer a brief, illustrated book that may be read in one sitting. It is intended to be protreptic, something that will encourage and spur on the reader—teacher, student, amateur alike—to pursue their own explorations in periods and artists that likewise hold special appeal. The book will include 45 color and b&w illustrations of great works of art. Table of ContentsDedicationSacred MuseA Note on NotesSelected ReadingsIndexAbout the Author

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Book SynopsisExamines the critical role of urban taverns in the social and political life of colonial and revolutionary America From exclusive city taverns to seedy disorderly houses, urban taverns were wholly engrained in the diverse web of British American life. By the mid-eighteenth century, urban taverns emerged as the most popular, numerous, and accessible public spaces in British America. These shared spaces, which hosted individuals from a broad swath of socioeconomic backgrounds, eliminated the notion of civilized and wild individuals, and dismayed the elite colonists who hoped to impose a British-style social order upon their local community. More importantly, urban taverns served as critical arenas through which diverse colonists engaged in an ongoing act of societal negotiation. Inn Civility exhibits how colonists' struggles to emulate their British homeland ultimately impelled the creation of an American republic. This unique insight demonstrates the messy, often cTrade ReviewInn Civility contains amazing descriptions of what it was like for a person—gentle or otherwise—to enter into a mid-eighteenth-century coffeehouse or tavern… Scribner paints a beautiful picture of how urban taverns brought together a cross section of urban society, thus serving as sites for reinforcing, as well as undermining, the ideal colonial social order. * Early American Literature *Interdisciplinary historians will find much to learn and much more to ponder in this splendidly playful, deeply serious, and unfailingly delightful work. * Journal of Interdisciplinary History *Scribner is keen to demonstrate how America’s revolutionary ideals—in his view, republicanism, liberty, and civil society—emerged from a colonial world made interdependent through commerce, manners, and an acceptance of hierarchy ... Taking a fresh look [at taverns] requires the presentation of a new interpretive frame. Inn Civility makes a bold bid to do just that by deemphasizing contestation in favor of outcome. Folding the types of taverns (and their patrons) that interest Scribner into the cresting literature on civil society in colonial America is an audacious and promising move presented here with conviction. * The William and Mary Quarterly *Scribner makes an important contribution to our understanding of how political and social ideologies of the colonial and early national period actually played out for both elite and common tavern-goers. Notions of civility, politeness, and proper behavior were not simply beliefs that the wealthy claimed to profess, but standards they attempted to live by—and to compel their inferiors to live by as well. As Scribner illustrates, elites’ efforts to “transplant their visions from the page to the pavement” were complex and, often, contradictory, and they had unanticipated outcomes when met with the realities of the Revolutionary War ... Inn Civility would be a welcome addition to college courses on the social history of the American Revolution. Readers interested in the built environment of revolutionary cities will also find much to admire in this engaging book. * History: Reviews of New Books *This vivid and engaging study delves into intellectual currents, institutional cultures, consumer goods, as well as architecture, masculinities, and politics, making it an intriguing choice for introducing the revolutionary era to undergraduates. * American Literary History *

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Book SynopsisEach and every day teachers show up in their classrooms with a relentless sense of optimism. Despite the complicated challenges of schools, they come to and remain in the profession inspired by a conviction that through education they can move individuals and society to a more promising future.Table of ContentsA Note to Our Readers by Sam M. Intrator and Megan Scribner xi Foreword by Parker J. Palmer xxi Introduction by Taylor Mali xxvii Relentless Optimism 1 Emma Lazarus’s “The New Colossus” reflection by Randi Weingarten 2 Fleet Foxes’ “Helplessness Blues” reflection by Stephen Lazar 4 Marianne Williamson’s “A Return to Love” [Excerpt] reflection by Rachel Willis 6 Edgar Lee Masters’s “George Gray” reflection by Mel Glenn 8 Robert Frost’s “The Road Not Taken” reflection by Kaitlin Roig 10 Rudyard Kipling’s “if” reflection by Andy Wood 12 Loris Malaguzzi’s “No Way. The Hundred is There.” reflection by Tiffany Poirier 14 Gerald Jonas’s “Lessons” reflection by Julie A. Gorlewski 16 Taylor Mali’s “What Teachers Make” reflection by Kevin Hodgson 18 Teachable Moments 21 Rainier Maria Rilke’s “All will come again into its strength” reflection by Gregory John 22 Richard Wilbur’s “The Writer” reflection by Emily Brisse 24 Theodore Roethke’s “The Waking” reflection by Nora Landon 26 Emily Dickinson’s “’Tis so much joy! ’Tis so much joy!” reflection by Lily Eskelsen García 28 Paul Boswell’s “This Splendid Speck” reflection by Christine Intagliata 30 Stanley Kunitz’s “Halley’s Comet” reflection by Rob Maitra 32 Emily Dickinson’s “If I can stop one Heart from breaking” reflection by Annette Breaux 34 John O’Donohue’s “Beannacht” reflection by Emanuel Pariser 36 D. H. Lawrence’s “The Best of School” reflection by Tom Vander Ark 38 Beauty in the Ordinary 41 Fernando Pessoa’s “To Be Great, Be Entire” reflection by Vicki Den Ouden 42 Naomi Shihab Nye’s “Famous” reflection by Safaa Abdel-Magid 44 Pablo Neruda’s “In Praise of Ironing” reflection by Cindy O’Donnell-Allen 46 Louise Glück’s “Aubade” reflection by Kent Dickson 48 W. H. Auden’s “In Memory of W. B. Yeats” [Excerpt] reflection by Jamie Raskin 50 Stephen Crane’s “LVIII” reflection by Liam Corley 52 Mary Oliver’s “Crossing the Swamp” reflection by Maureen Geraghty 54 Philip Levine’s “What Work Is” reflection by Holly Masturzo 56 Walt Whitman’s “Section II from ‘Song of Myself’ ” reflection by Jennifer Boyden 58 Enduring Impact 61 Naomi Shihab Nye’s “Kindness” reflection by Hannah Cushing 62 Margaret Atwood’s “You Begin” reflection by Karen Harris 64 Thich Nhat Hanh’s “Please Call Me by My True Names” reflection by Ruth Charney 66 William Stafford’s “Deciding” reflection by Michael Poutiatine 68 Li-Young Lee’s “Eating Together” reflection by Wanda S. Praisner 70 John O’Donohue’s “Blessing: For Presence” reflection by David Henderson 72 Tara Sophia Mohr’s “Your Other Name” reflection by Lianne Raymond 74 Jim R. Rogers’s “Good Morning!” reflection by Jane Zalkin 76 Galway Kinnell’s “Saint Francis and the Sow” reflection by Kirsten Olson 78 The Work Is Hard 81 Antonio Machado’s “VI” reflection by Michael L. Crauderueff 82 Mary Oliver’s “Wild Geese” reflection by Kathleen Melville 84 Calvin Coolidge’s “Persistence” reflection by April Niemela 86 Sharon Olds’s “On the Subway” reflection by Lori Ungemah 88 Anonymous’s “Work Gloves” reflection by Tom Meyer 90 William Stafford’s “Next Time” reflection by Leanne Grabel Sander 92 Emily Dickinson’s “We grow accustomed to the Dark—” reflection by Rachel Fentin 94 Walt Whitman’s “When I Heard the Learn’d Astronomer” reflection by Ronald Gordon 96 Wislawa Szymborska’s “Life While-You-Wait” reflection by Veta Goler 98 Tenacity 101 Tupac Shakur’s “The Rose That Grew from Concrete” reflection by Jose Vilson 102 Philip Levine’s “M. Degas Teaches Art & Science at Durfee Intermediate School, Detroit, 1942” reflection by Laura Roop 104 Mel King’s “Struggle” reflection by Susan Rodgerson 106 Langston Hughes’s “Theme for English B” reflection by Paola Tineo 108 Irene Rutherford McLeod’s “Lone Dog” reflection by LouAnne Johnson 110 Billy Collins’s “On Turning Ten” reflection by Will Bangs 112 Edgar A. Guest’s “It Couldn’t Be Done” reflection by Glendean Hamilton 114 Lao-Tzu’s “On Leadership” reflection by Larry Rosenstock 116 William Ernest Henley’s “Invictus” reflection by Caridad Caro 118 Feisty 121 Rumi’s “Out beyond ideas of wrongdoing and rightdoing” reflection by Hugh Birdsall 122 Mary Oliver’s “The Poet Dreams of the Classroom” reflection by Katie Johnson 124 Langston Hughes’s “Mother to Son” reflection by Ron Walker 126 Jane Kenyon’s “Otherwise” reflection by Alison Overseth 128 Richard Brautigan’s “The Memoirs of Jessie James” reflection by Stephen Mahoney 130 Marge Piercy’s “To be of use” reflection by Amy Christie 132 Maya Angelou’s “Still I Rise” reflection by Mary Beth Hertz 134 Olive Senior’s “Colonial Girls School” reflection by Dena Simmons 136 The Freedom Writers with Erin Gruwell’s “An Innocent Freedom Writer” reflection by Kayleigh Colombero 138 Moment to Moment 141 Bill Holm’s “Advice” reflection by Teri O’Donnell 142 Katha Pollitt’s “Lilacs in September” reflection by David S. Goldstein 144 Herman Hesse’s “The Ferryman” reflection by Rachel Boechler 146 Mark Nepo’s “The Appointment” reflection by Judy Sorum Brown 148 Captain Ed Davidson’s “Footprints by the Sea” reflection by Sandi Bisceglia 150 Rumi’s “The Guest House” reflection by Richard H. Ackerman 152 Chuang Tzu’s “Flight from the Shadow” reflection by Mark Bielang 154 Thomas Merton’s “In Silence” reflection by Thomas A. Stewart 156 Derek Walcott’s “Love After Love” reflection by Tim Ryan 158 Together 161 John Daniel’s “A Prayer among Friends” reflection by Melissa Madenski 162 Maya Angelou’s “Alone” reflection by Nina Ashur 164 Stephen Dunn’s “The Sacred” reflection by Dan Mindich 166 James A. Autry’s “On Firing A Salesman” reflection by Brian Dixon 168 Robert Herrick’s “To the Virgins, to make much of Time” reflection by Cordell Jones 170 Lucille Clifton’s “blessing the boats” reflection by Kathleen Glaser 172 Raymond Carver’s “Happiness” reflection by Dennis Huffman 174 X. J. Kennedy’s “Little Elegy” reflection by Kenneth Rocke 176 Mel Glenn’s “A Teacher’s Contract” reflection by Harriet Sanford 178 Called to Teach 181 Gary Snyder’s “For the Children” reflection by Julia Hill 182 Maya Angelou’s “The Lesson” reflection by Jovan Miles 184 Gregory Orr’s “It’s not magic; it isn’t a trick” reflection by John Mayer 186 Judy Sorum Brown’s “Hummingbirds asleep” reflection by Sandie Merriam 188 John Fox’s “When Someone Deeply Listens to You” reflection by Nell Etheredge 190 Alexis Rotella’s “Purple” reflection by Leatha Fields-Carey 192 William Stafford’s “The Way It Is” reflection by Donna Y. Chin 194 Langston Hughes’s “I loved my friend” reflection by Margaret Wilson 196 Wendell Berry’s “The Real Work” reflection by Amy Harter 198 Using Poetry for Reflection and Conversation 201 Afterword by Sarah Brown Wessling 221 Center for Courage & Renewal 223 The Contributors 225 The Editors 241 Gratitudes 243 Credits 245

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Book SynopsisSpare the Rod traces the history of discipline in schools and its ever increasing integration with prison and policing, ultimately arguing for an approach to discipline that aligns with the moral community that schools could and should be. In Spare the Rod, historian Campbell F. Scribner and philosopher Bryan R. Warnick investigate the history and philosophy of America's punishment and discipline practices in schools. To delve into this controversial subject, they first ask questions of meaning. How have concepts of discipline and punishment in schools changed over time? What purposes are they supposed to serve? And what can they tell us about our assumptions about education? They then explore the justifications. Are public school educators ever justified in punishing or disciplining students? Are discipline and punishment necessary for students' moral education, or do they fundamentally have no place in education at all? If some form of punishment is justified in schools, what ethical guidelines should be followed? The authors argue that as schools have grown increasingly bureaucratic over the last century, formalizing disciplinary systems and shifting from physical punishments to forms of spatial or structural punishment such as in-school suspension, school discipline has not only come to resemble the operation of prisons or policing, but has grown increasingly integrated with those institutions. These changes and structures are responsible for the school-to-prison pipeline. They show that these shifts disregard the unique status of schools as spaces of moral growth and community oversight, and are incompatible with the developmental environment of education. What we need, they argue, is an approach to discipline and punishment that fits with the sort of moral community that schools could and should be.Trade Review"Scribner and Warnick’s historical account show how various conceptions of school punishment can become distorted when unmoored from the social context of the school and picked up by the ideological winds that surround it... They make a case for school punishment that is as rationally persuasive as it is intuitively appealing. It stands to advance the conversation about the ethics of school discipline in the public sphere. It’s also an argument that the educational community could benefit from engaging with, as well, and would be welcome reading for any ethics and education course." * Theory and Research in Education *"This volume is suitable for any citizen concerned with the state of public schools and is especially useful for graduate courses in school law or the history of education. Recommended." * Choice *“Spare the Rod offers a sweeping overview of how and why we have punished in school, and the authors make a compelling and practical case for how we can do better.” -- Judith Kafka, Baruch College“School punishment is an attempt to get young people to behave according to social norms and values. This sharp and engaging book offers a history of how we try, and fail, to do so fairly, as well as a path toward more effective and just ways of building moral community. An essential read for teachers and researchers who care about democracy and justice, and about making them possible in school.” -- Sigal Ben-Porath, University of Pennsylvania"Campbell Scribner and Bryan Warnick, both university professors, have done an excellent job of researching their topic. They carefully document what were common practices and the underlying rationale for keeping order in schools. They summarize the detrimental effects of punishment up to and including contemporary tactics. In what is a bit unusual, they present opinions on both sides of the issue — a tribute to the fact, they say, that 19 states still allow corporal punishment." -- Art Stellar * School Administrator Magazine *Table of ContentsIntroduction: Perspectives on School Punishment Chapter 1: Punishment: Its Meaning and Justification Chapter 2: Punishment in Early American Schools Chapter 3: Punishment, Bureaucracy, and Demoralization Chapter 4: Punishment and the Moral Community of Schools Conclusion: Punishment, Properly Conceived Acknowledgments Notes Bibliography Index

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Book SynopsisTrade Review"Scribner and Warnick’s historical account show how various conceptions of school punishment can become distorted when unmoored from the social context of the school and picked up by the ideological winds that surround it... They make a case for school punishment that is as rationally persuasive as it is intuitively appealing. It stands to advance the conversation about the ethics of school discipline in the public sphere. It’s also an argument that the educational community could benefit from engaging with, as well, and would be welcome reading for any ethics and education course." * Theory and Research in Education *"This volume is suitable for any citizen concerned with the state of public schools and is especially useful for graduate courses in school law or the history of education. Recommended." * Choice *“Spare the Rod offers a sweeping overview of how and why we have punished in school, and the authors make a compelling and practical case for how we can do better.” -- Judith Kafka, Baruch College“School punishment is an attempt to get young people to behave according to social norms and values. This sharp and engaging book offers a history of how we try, and fail, to do so fairly, as well as a path toward more effective and just ways of building moral community. An essential read for teachers and researchers who care about democracy and justice, and about making them possible in school.” -- Sigal Ben-Porath, University of Pennsylvania"Campbell Scribner and Bryan Warnick, both university professors, have done an excellent job of researching their topic. They carefully document what were common practices and the underlying rationale for keeping order in schools. They summarize the detrimental effects of punishment up to and including contemporary tactics. In what is a bit unusual, they present opinions on both sides of the issue — a tribute to the fact, they say, that 19 states still allow corporal punishment." -- Art Stellar * School Administrator Magazine *Table of ContentsIntroduction: Perspectives on School Punishment Chapter 1: Punishment: Its Meaning and Justification Chapter 2: Punishment in Early American Schools Chapter 3: Punishment, Bureaucracy, and Demoralization Chapter 4: Punishment and the Moral Community of Schools Conclusion: Punishment, Properly Conceived Acknowledgments Notes Bibliography Index

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Book SynopsisLeading from Within is a wonderful collection of ninety-three poems from well-loved poets, each of which is accompanied by a brief personal commentary from a leader explaining the significance and meaning of the poem in his or her life and work. The contributors represent a wide range of professions including Vanguard Group founder John Bogle, MoveOn.org cofounder Joan Blades, several members of Congress, Christian activist Brian McLaren, business guru Peter Senge, and many other leaders from business, medicine, education, nonprofits, law, politics and government, and religion. In their reflections, these leaders explore how they have been inspired by poets such as T.S. Eliot, Mary Oliver, William Stafford, Langston Hughes, Pablo Neruda, Robert Frost, Rumi, May Sarton, Wallace Stevens, Wendell Berry, and Rainer Maria Rilke. Leading from Within is perhaps the most soulful treatment of leadership ever composed. Leadership is first an inner quest, and there is absolutely Table of ContentsForeword xv Madeleine K. Albright A Note to Our Readers xix Sam M. Intrator and Megan Scribner Introduction xxv Parker J. Palmer Called 1 Alfred Lord Tennyson’s “Ulysses” reflection by Robert F. Kennedy Jr., president, Waterkeeper Alliance 2 Emily Dickinson’s “‘Hope’ is the thing with feathers” [Excerpt] reflection by Nicole Gagnon, college student leader 6 Langston Hughes’s “Madam’s Calling Card” reflection by Kyle Dodson, high school principal 8 William Stafford’s “The Way It Is” reflection by Michael Intrator, managing director, emissions trading company 10 William Carlos Williams’s “Asphodel, That Greeny Flower” [Excerpt] reflection by Peter S. Temes, president, ILO Institute 12 Reinhold Niebuhr’s “The Irony of American History” [Excerpt] reflection by Rosemary Jordano Shore, founder, ChildrenFirst 14 William Blake’s “Songs of Innocence” [Excerpt] reflection by Michael Singleton, director of coaching, Massachusetts Youth Soccer Association 16 Gary Snyders’s “For the Children” reflection by Betsy Taylor, founder, Center for the New American Dream 18 Theodore Roethke’s “Cuttings (Later)” reflection by Brian D. McLaren, author, speaker, evangelical activist 20 T. S. Eliot’s “Little Gidding” [Excerpt] reflection by Kathleen Kostelny, international consultant on children affected by war and violence 22 Marge Piercy’s “To be of use” reflection by Martha Bergmark, president, Mississippi Center for Justice 24 Eugene McCarthy’s “Ares” reflection by Mary Beth Yarrow, documentary film producer 26 Defining Moments 29 Adrienne Rich’s “In Those Years” reflection by Peter Karoff, founder and chairman, The Philanthropic Initiative 30 Wendell Berry’s “A Vision” reflection by Barbara Hummel, corporate and nonprofit facilitator 32 William Shakespeare’s “Sonnet 29” reflection by Orli Cotel, national publicist, Sierra Club 34 Denise Levertov’s “The Avowal” reflection by Craig Dykstra, senior vice president, Lilly Endowment 36 Marge Piercy’s “The seven of pentacles” reflection by Jake B. Schrum, president, Southwestern University 38 Naomi Shihab Nye’s “The Art of Disappearing” reflection by Ted Falcon, rabbi and radio host 40 T. S. Eliot’s “The Love Song of J. Alfred Prufrock” [Excerpt] reflection by Joseph L. Subbiondo, president, California Institute of Integral Studies 42 William Ayot’s “The Contract” reflection by Geoff Bellman, leadership consultant and author 44 Amelia Earhart’s “Courage” reflection by John Wimmer, program director, Lilly Endowment 46 William Stafford’s “Listening” reflection by David Brooks Andrews, journalist 48 Naomi Shihab Nye’s “Adios” reflection by Pamela Seigle, executive director, Center for Courage & Renewal Northeast 48 Sometimes It Aches 53 Ghalib’s “For the raindrop, joy is in entering the river” reflection by Ann Myers, former school superintendent 54 Mary Oliver’s “Spring Azures” reflection by Bonnie Allen, president, Center for Law & Renewal 56 William Blake’s “Auguries of Innocence” [Excerpt] reflection by James O’Leary, Catholic priest 58 Judy Brown’s “Trough” reflection by Linda Wolfe, small-business owner 60 Rumi’s “Childhood Friends” [Excerpt] reflection by Karen E. Adams, physician and medical residency program director 62 Langston Hughes’s “Mother to Son” reflection by Estrus Tucker, president and CEO, Liberation Community, Inc. 64 Yehuda Amichai’s “End of Elul” reflection by Liz Lerman, artistic director, Liz Lerman Dance Exchange 66 Carol Prejean Zippert’s “When You Get Lost” reflection by Tom Beech, president and CEO, Fetzer Institute 68 Henry Nouwen’s “Work Around Your Abyss” reflection by John Marston, alternative schools administrator 70 Gabriela Mistral’s “Daybreak/Amanecer” reflection by Sandra P. Daley, pediatrician and medical school dean 72 Mark Nepo’s “Accepting This” reflection by Wayne Muller, minister and author 74 Pay Attention 77 David Wagoner’s “Lost” reflection by Peter Senge, founding chair, Society for Organizational Learning 78 Rainer Maria Rilke’s “I am too alone in the world, and not alone enough” [Excerpt] reflection by Bill White, pastor, Emmanuel Church 80 John O’Donohue’s “Fluent” reflection by Carla M. Dahl, psychotherapist and dean at Bethel Seminary 82 Tao Ching’s “#33” reflection by Kevin Fickenscher, executive vice president, Healthcare Transformation at Perot Systems 84 David Whyte’s “The Opening of Eyes” reflection by Hanna B. Sherman, physician and medical educator 86 William Ernest Henley’s “Invictus” reflection by David J. Garren, professor, U.S. Naval Academy 88 Nevin Compton Trammell’s “I’m Tired, I’m Whipped” reflection by Karen Lee Turner, pastoral musician 90 Yehuda Amichai’s “The Diameter of the Bomb” reflection by Howie Schaffer, public outreach director, Public Education Network 92 Rainer Maria Rilke’s “The Panther” reflection by David C. Leach, physician and executive director of Accreditation Council for Graduate Medical Education 94 William Stafford’s “With Kit, Age 7, At the Beach” reflection by Lee Rush, founder and executive director, justCommunity, Inc. 96 Pablo Neruda’s “XXXI” reflection by Tony Deifell, founding board member, KaBOOM! 98 William Butler Yeats’s “The Lover pleads with his Friend for Old Friends” reflection by Jim McDermott, congressman, 7th district of Washington 100 Robert Frost’s “Mending Wall” reflection by Adam Bunting, high school administrator 102 The Real Bottom Line 105 Mary Oliver’s “The Ponds” reflection by James A. Autry, author and former Fortune 500 executive 106 Wallace Stevens’s “The Pleasures of Merely Circulating” reflection by Joan Blades, cofounder, MoveOn.org 108 Robert Frost’s “The Road Not Taken” reflection by James E. Rogers, president and CEO, Duke Energy Corporation 110 Charles Simic’s “Stone” reflection by Dean Conway, middle school teacher and coach 112 Wendell Berry’s “Sabbaths” reflection by Jay F. Smith, superintendent, United Methodist Church 114 W. H. Auden’s “After Reading a Child’s Guide to Modern Physics” reflection by Eric Walsh, physician and associate chairman of Family Medicine 116 Paul Mariani’s “The Peaceable Kingdom” reflection by Robert (Chip) Wood, elementary school principal 118 Stephen Spender’s “The Truly Great” reflection by Betty Sue Flowers, director, Lyndon Baines Johnson Presidential Library and Museum 122 Rabindranath Tagore’s “The Grasp of Your Hand” reflection by L. J. Rittenhouse, president, andBEYOND Communications 124 Mary Oliver’s “What I Have Learned So Far” reflection by Paul Batalden, physician and medical educator 126 Billy Collins’s “The Night House” reflection by Sterling K. Speirn, president and CEO, W. K. Kellogg Foundation 128 Dare to Endure 131 Robert Browning’s “Andrea del Sarto” [Excerpt] reflection by Harry Barnes, former ambassador, Romania, India, and Chile 132 Ezzeddin Nasafi’s “Oh, my friend” reflection by Charles Gibbs, executive director, United Religions Initiative 134 Jack Gilbert’s “The Abnormal Is Not Courage” reflection by Jim Burke, author and high school teacher 136 Ibn Arabi’s “There was a time I would reject those” reflection by Eboo Patel, founder and executive director, Interfatih Youth Core. 138 Winston O. Abbott’s “Let me remember” reflection by Annie Goeke de La Bouillerie, codirector, Earth Rights Institute 140 Rumi’s “What is This Fragrance” [Excerpt] reflection by Jamal Rahman, Muslim Sufi minister at the Interfaith Community Church 142 Reb Nachman’s “The entire world is a very narrow bridge” reflection by Jaime Banks, communications researcher in public health 144 Seamus Heaney’s “The Cure at Troy” [Excerpt] reflection by Doug Tanner, founder, The Faith & Politics Institute 146 Kenneth Patchen’s “In Order to” reflection by Peter Pollard, public education director, Stop It Now! 148 William Butler Yeats’s “Earth, Fire and Water” [Excerpt] reflection by Elizabeth A. Keene Reder, bereavement coordinator, Johns Hopkins Children’s Center 150 Holly Near’s “The Rock Will Wear Away” [Excerpt] reflection by Tammy Baldwin, congresswoman, 2nd district of Wisconsin 152 Leading Together 155 Robert Creeley’s “The Warning” reflection by Dan Wieden, founder, Wieden + Kennedy ad agency 156 Langston Hughes’s “Let America Be America Again” [Excerpt] and Countee Cullen’s “Yet Do I Marvel” [Excerpt] reflection by Linda K. Bowen, executive director, Institute for Community Peace 158 Walt Whitman’s “Song of the Open Road” [Excerpt] reflection by Janet Tiebout Hanson, founder, 85 Broads; and chair, Milestone Capital 160 Louis MacNeice’s “Snow” reflection by Irene Martin, Episcopal priest and commercial fisher 164 Emily Dickinson’s “I dwell in Possibility” reflection by Eileen Quinn, senior communications officer, PATH 166 Wislawa Szymborska’s “A Note” reflection by Billy Shore, founder and executive director, Share Our Strength 168 Claudia Schmidt’s “Replenish” reflection by Molly D. Anderson, food systems scholar 170 Liz Rosenberg’s “In the End We Are All Light” reflection by Ted Lord, president and CEO, Humanities Washington 172 May Sarton’s “All Souls” reflection by Patricia E. de Jong, minister, First Congregational Church of Berkeley 174 Hafiz’s “How do I listen?” reflection by Pat Moore Harbour, founding director, Healing the Heart of Diversity 176 Emily Dickinson’s “Tell all the Truth but tell it slant” reflection by Thomas B. Coburn, president, Naropa University 178 Robert Service’s “The Spell of the Yukon” [Excerpt] reflection by Linda Chamberlain, epidemiologist and founding director, Alaska Family Violence Prevention Project 180 Martin Luther King Jr.’s “The Drum Major Instinct” [Excerpt] reflection by Jim Kielsmeier, founder, president, and CEO, National Youth Leadership Council 182 Back At It 185 Thich Nhat Hanh’s “For Warmth” reflection by Henry Emmons, physician and author 186 Robert Frost’s “Directive” reflection by Tom Allen, congressman, 1st district of Maine 188 Judy Brown’s “Fire” reflection by Becky van der Bogert, former school superintendent 192 Daisy Zamora’s “Song of Hope” reflection by Kathleen Gille, former congressional aide 194 Lao Tzu’s “The uses of not” reflection by Peter Schneider, architect 196 Naomi Shihab Nye’s “Kindness” reflection by Lois Capps, congresswoman, 23rd distrrict of California 198 Robert Hayden’s “Those Winter Sundays” reflection by Brian Dunlap, high school administrator 200 William Wordsworth’s “Tintern Abbey” reflection by Carol Tecla Christ, president, Smith College 202 Wendell Berry’s “The Peace of Wild Things” reflection by Carolyn J. Lukensmeyer, founder and president, AmericaSpeaks 206 William Stafford’s “Silver Star” reflection by Diana Chapman Walsh, former president, Wellesley College 208 Alfred Lord Tennyson’s “Ulysses” [Excerpt] reflection by John C. Bogle, founder, The Vanguard Group 210 Leading with Fire: Using Poetry in Our Life and Work 213 Afterword by David Whyte 237 Gratitudes 241 Center for Courage & Renewal 245 The Editors 247 Credits 249

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Book SynopsisA Scribner Classics EditionTold in his famed powerful and minimalist prose, this story of courage and personal triumph remains one of Ernest Hemingway’s most enduring works.The Old Man and the Sea is one of Hemingway’s most enduring works. Told in language of great simplicity and power, the story of an old Cuban fisherman, down on his luck, and his supreme ordeal—a relentless, agonizing battle with a giant marlin far out in the Gulf Stream, on the water for months without a catch, but refusing to stop trying. Here Hemingway recasts, in strikingly contemporary style, the timeless theme of courage and commitment in the face of defeat, of personal triumph won from loss. Written in 1952, this hugely successful novella confirmed his talent and presence in the literary world and played a large part in his winning the 1954 Nobel Prize for Literature.

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Book SynopsisThose of us who care about the young and their education must find ways to remember what teaching and learning are really about. We must find ways to keep our hearts alive as we serve our students. This is a collection of eighty-eight poems from poets such as Walt Whitman, Langston Hughes, Billy Collins, Emily Dickinson, and Pablo Neruda.Trade Review"Teaching with Fire is a glorious collection of the poetry that has restored the faith of teachers in the highest, most transcendent values of their work with children...Those who want us to believe that teaching is a technocratic and robotic skill devoid of art or joy or beauty need to read this powerful collection. So, for that matter, do we all." - Jonathan Kozol, author of Amazing Grace and Savage Inequalities "When reasoned argument fails, poetry helps us make sense of life. A few well-chosen images, the spinning together of words creates a way of seeing where we came from and lights up possibilities for where we might be going...Dip in, read, and ponder; share with others. It's inspiration in the very best sense." - Deborah Meier, co-principal of The Mission Hill School, Boston and founder of a network of schools in East Harlem, New York "In the Confucian tradition it is said that the mark of a golden era is that children are the most important members of the society and teaching is the most revered profession. Our jour ney to that ideal may be a long one, but it is books like this that will sustain us - for who are we all at our best save teachers, and who matters more to us than the children?" - Peter M. Senge, founding chair, SoL (Society for Organizational Learning) and author of The Fifth Discipline T001 0787969702Table of ContentsGratitudes xi A Note to Our Readers by Sam M. Intrator and Megan Scribner xiii Introduction by Parker J. Palmer and Tom Vander Ark xvii Hearing the Call 1 Bob O’Meally’s “Make Music with Your Life” submitted by John J. Sweeney 2 Marge Piercy’s “To be of use”submitted by Katya Levitan-Reiner 4 Pablo Neruda’s “The Poet’s Obligation” submitted by William Ayers 6 Gabriele D’Annunzio’s “I pastori”submitted by Susan Etheredge 8 Emily Dickinson’s “The Chariot” submitted by Judy R. Smith 10 Alfred, Lord Tennyson’s “Crossing the Bar”submitted by Marj Vandenack 12 William Stafford’s “The Way It Is”submitted by Lisa Drumheller Sudar 14 Walt Whitman’s Preface to “Leaves of Grass” [Excerpt] submitted by Lori Douglas 16 Langston Hughes’s “Dream Deferred”submitted by Heather Kirkpatrick 18 Marian Wright Edelman’s “I Care and I’m Willing to Serve”submitted by Linda Lantieri 20 Cherishing the Work 23 Billy Collins’s “First Reader”submitted by Sandra Dean 24 Gary Snyder’s “Axe Handles”submitted by Curtis Borg 26 David Whyte’s “Working Together”submitted by Jani Barker 28 Marcie Hans’s “Fueled”submitted by Betsy Motten 30 William Carlos Williams’s “The Red Wheelbarrow” submitted by Sarah Fay 32 George Venn’s “Poem Against the First Grade”submitted by Theresa Gill 34 Jeff Moss’s “On the Other Side of the Door”submitted by Lamson T. Lam 36 Lydia Cortés’s “I Remember” submitted by Sonia Nieto 38 Robert Frost’s “Nothing Gold Can Stay” submitted by Troyvoi Hicks 40 Gary Blankenburg’s “The Mouse” submitted by Ellen Shull 42 Lewis Buzbee’s “Sunday, Tarzan in His Hammock” submitted by Dan Mindich 44 On the Edge 47 John Milton’s “Paradise Lost, Book VIII” submitted by John I. Goodlad 48 Stephen Sondheim’s “Children Will Listen”submitted by Don Shalvey 50 Al Zolynas’s “Love in the Classroom”submitted by Ron Petrich 52 Billy Collins’s “On Turning Ten”submitted by Chip Wood 54 Li-Young Lee’s “The Gift”submitted by Kelly Gallagher 56 Mary Oliver’s “The Journey”submitted by Marian Mesrobian MacCurdy 58 Yehuda Amichai’s “God Has Pity on Kindergarten Children”submitted by Shifra Schonmann 60 Jellaludin Rumi’s “The Lame Goat”submitted by Michael Poutiatine 62 Linda McCarriston’s “Hotel Nights with My Mother”submitted by Wanda S. Praisner 64 Lucile Burt’s “Melissa Quits School”submitted by Leslie Rennie-Hill 66 Holding On 69 Denise Levertov’s “Witness” submitted by Robert Kunzman 70 Octavio Paz’s “After” submitted by Catherine Johnson 72 Mary Oliver’s “Wild Geese”submitted by Elizabeth V. V. Bedell 74 William Butler Yeats’s “Everything That Man Esteems”submitted by Betsy Wice 76 May Sarton’s “Now I Become Myself”submitted by Amy Eva-Wood 78 Annie Dillard’s “Teaching a Stone to Talk” [Excerpt]submitted by Libby Roberts 80 David Whyte’s “Sweet Darkness” submitted by Jeanine O’Connell 82 Rubin Alves’s “Tomorrow’s Child” submitted by Sarah Smith 84 Donald Hall’s “Names of Horses” submitted by Laurel Leahy 86 Judy Brown’s “Fire” submitted by Maggie Anderson 88 Margaret Walker’s “For My People” submitted by Tracy Swinton Bailey 90 In the Moment 93 Elizabeth Carlson’s “Imperfection” submitted by Glynis Wilson Boultbee 94 David Wagoner’s “Lost” submitted by Fred Taylor 96 Wendell Berry’s “A Purification” submitted by Rick Jackson 98 Marge Piercy’s “The seven of pentacles” submitted by Sally Z. Hare 100 Pablo Neruda’s “Keeping Quiet” submitted by Catherine Gerber 102 Gary Snyder’s “What Have I Learned” submitted by Perie Longo 104 Wislawa Szymborska’s “There But for the Grace” submitted by Lesley Woodward 106 Derek Walcott’s “Love After Love” submitted by David Hagstrom 108 William Stafford’s “You Reading This, Be Ready” submitted by Lucile Burt 110 Edgar A. Guest’s “Don’t Quit” submitted by Reg Weaver 112 Making Contact 115 Charles Olson’s “These Days” submitted by John Fox 116 Donna Kate Rushin’s “The Bridge Poem” submitted by Debbie S. Dewitt 118 Seamus Heaney’s “The Cure at Troy” [Excerpt] submitted by Jim Burke 120 Virginia Satir’s “Making Contact” submitted by Dennis Littky 122 John Moffitt’s “To Look at Any Thing” submitted by Angela Peery 124 Jellaludin Rumi’s “Two Kinds of Intelligence” submitted by Marianne Houston 126 Adrienne Rich’s “Dialogue” submitted by Adam D. Bunting 128 Galway Kinnell’s “Saint Francis and the Sow” submitted by Libby Falk Jones 130 Maxine Kumin’s “Junior Life Saving” submitted by Thomasina LaGuardia 132 Gary Soto’s “Saturday at the Canal” submitted by Steve Elia 134 Adrienne Rich’s “Diving into the Wreck” submitted by Penny Gill 136 The Fire of Teaching 139 Wislawa Szymborska’s “A Contribution to Statistics” submitted by Elizabeth Meador 140 E.E. Cummings’s “You Shall Above All Things” submitted by Mark Nepo 142 Mary Oliver’s “The Summer Day” submitted by Caren Bassett Dybek 144 Ranier Maria Rilke’s “Archaic Torso of Apollo” submitted by Rob Reich 146 Robert Graves’s “Warning to Children” submitted by Ali Stewart 148 Wallace Stevens’s “The Poem That Took the Place of a Mountain” submitted by Samuel Scheer 150 Langston Hughes’s “My People” submitted by Mary Cowhey 152 nikki giovanni’s “the drum” submitted by Sam Grabelle 154 nila northSun’s “moving camp too far” submitted by Tom Weiner 156 Czeslaw Milosz’s “Gift” submitted by Suzanne Strauss 158 T. S. Eliot’s “East Coker” submitted by Stephen Gordon 160 Naomi Shihab Nye’s “Shoulders” submitted by Marcy Jackson 162 Bettye T. Spinner’s “Harvest Home” submitted by Linda Powell Pruitt 164 Daring to Lead 167 Rabindranath Tagore’s “Where the Mind Is Without Fear” submitted by Tony Wagner 168 Barbara Kingsolver’s “Beating Time” submitted by Susan Klonsky 170 Thomas Jefferson’s “Passage from a Letter to William Charles Jarvis” submitted by Theodore R. Sizer 172 Robert Herrick’s “Delight in Disorder” submitted by Edward Alan Katz 174 Rainer Maria Rilke’s “I Believe in All That Has Never Yet Been Spoken” submitted by Tom Vander Ark 176 Langston Hughes’s “Mother to Son” submitted by Joe Nathan 178 nikki giovanni’s “ego-tripping” submitted by Janice E. Jackson 180 Anne Sexton’s “Courage” submitted by Wendy Kohler 182 William Stafford’s “Silver Star” submitted by Jay Casbon 184 Walt Whitman’s “Crossing Brooklyn Ferry” [Excerpt] submitted by Sandra Feldman 186 Vaclav Havel’s “It Is I Who Must Begin” submitted by Diana Chapman Walsh 188 Marge Piercy’s “The low road” submitted by Parker J. Palmer 190 Tending the Fire: The Utility of Poetry in a Teacher’s Life by Sam M. Intrator 193 About the Courage to Teach Program 213 The Contributors 215 The Editors 225

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