Volume 1 of “The Early Works of John Dewey, 1882–1898” is entitled “Early Essays and Leibniz’s New Essays Concerning the Human Understanding, 1882–1888.” Included here are all Dewey’s earliest writings, from his first published article through his book on Leibniz.

The materials in this volume provide a chronological record of Dewey’s early development—beginning with the article he sent to the Journal of Speculative Philosophy in 1881 while he was a high-school teacher in Oil City, Pennsylvania, and closing with his widely-acclaimed work on Leibniz in the Grigg’s Series of German Philosophical Classics, written when he was an Assistant Professor at the University of Michigan. During these years be­tween 1882 and 1888, Dewey’s life course was established: he decided to follow a career in philosophy, completed doctoral studies at Johns Hopkins University, became an Instructor at the University of Michigan, was promoted to Assistant Professor, and accepted a position as Chairman of the Department of Philosophy at the University of Minnesota. With the publication of Psychology, he became well known among scholars in this country; a series of articles in the British journal Mind brought him prominence in British philosophical circles. His articles were abstracted in the Revue philosophique.

None of the articles collected in this volume was reprinted during the author’s lifetime. For the first time, it is now possible for Dewey scholars to study consecutively in one publication all the essays which originally appeared in many periodicals.

Psychology, John Dewey’s first book, is an appropriate choice for the first volume in the Southern Illinois University series “The Early Works of John Dewey, 1882–1898.” With an original publi­cation date of 1887, Psychology is volume 2 of “The Early Works.” It appears first in the series to introduce scholars and general readers to the use of modern textual criticism in a work outside the literary field. Designed as a scholar’s reading edition, the volume presents the text of Dewey’s work as the author intended, clear of editorial footnotes. All apparatus is conveniently arranged in ap­pendix form. As evidence of its wide adoption and use as a college textbook, Psychology had a publishing history of twenty-six print­ings. For two of the reprintings, Dewey made extensive revisions in content to incorporate developments in the field of psychology as well as in his own thinking. The textual appendices include a thorough tabulation of these changes.

In recognition of the high quality and scholarly standards of the textual criticism, this edition of Psychology is the first non­literary work awarded the Seal of the Modern Language Associa­tion Center for Editions of American Authors. By applying to the work of a philosopher the procedures used in modern textual editions of American writers such as Hawthorne, the Southern Illinois University Dewey project is establishing a pattern for future col­lected writing of philosophers.

This third volume in the definitive edition of Dewey’s early work opens with his tribute to George Sylvester Morris, the former teacher who had brought Dewey to the University of Michigan. Morris’s death in 1889 left vacant the Department of Philosophy chairmanship and led to Dewey’s returning to fill that post after a year’s stay at Minnesota.

Appearing here, among all his writings from 1889 through 1892, are Dewey’s earliest comprehensive statements on logic and his first book on ethics. Dewey’s marked copy of the galley-proof for his important article “The Present Position of Logical Theory,” recently discovered among the papers of the Open Court Publishing Company, is used as the basis for the text, making available for the first time his final changes and corrections.

The textual studies that make The Early Works unique among American philosophical editions are reported in detail. One of these, “A Note on Applied Psychology,” documents the fact that Dewey did not co-author this book frequently attributed to him. Six brief unsigned articles written in 1891 for a University of Michigan student publication, the Inlander, have been identified as Dewey’s and are also included in this volume. In both style and content, these articles reflect Dewey’s conviction that philosophy should be used as a means of illuminating the contemporary scene; thus they add a new dimension to present knowledge of his early writing.

Volume 4 of’ “The Early Works” series covers the period of Dewey’s last year and one-half at the University of Michigan and his first half-year at the University of Chicago. In addition to sixteen articles the present volume contains Dewey’s reviews of six books and three articles, verbatim reports of three oral statements made by Dewey, and a full-length book, The Study of Ethics.

Like its predecessors in this series, this volume presents a “clear text,” free of interpretive or reference material. Apparatus, including references, corrections, and emendations, is confined to appendix material. Fredson Bowers, the Consulting Textual Editor, has provided an essay on the textual principles and procedures, and Wayne A. R. Leys, Professor of Philosophy at Southern Illinois University, has written an Introduction discussing the relationship between Dewey’s writings of this period and his later work. That Dewey’s scholarship and writing was at an especially high level during 1893 and 1894 may be considered an index to the significance of this two-year period.

This fifth and concluding volume of “The Early Works of John Dewey” is the only one of the series made up entirely of essays. The appear­ance during the four-year period, 1895–98, of thirty-eight items amply indicates that Dewey continued to maintain a high level of published out­put. These were the years of Dewey’s most extensive work and involvement at the University of Chicago.

Like its predecessors in this series, this volume presents a “clear text,” free of interpretive or reference material. Apparatus, including references, corrections, and emendations, is confined to appendix material. Fredson Bowers, the Consulting Textual Editor, has provided an essay on the textual principles and procedures, and William P. McKenzie, Professor of Philoso­phy and Education at Southern Illinois University, has written an introduc­tion identifying the thread connecting the apparently diffuse material in the many articles of this volume—Dewey’s attempt to unite philosophy with psychology and sociology and with education.

The New Madrid Seismic Zone (NMSZ) generated the strongest earthquakes ever observed in the lower forty-eight states in 1811 and 1812. And the region is overdue for another damaging quake. When self-proclaimed climatologist lben Browning predicted that a major earthquake would shatter the Heartland on 2 or 3 December 1990, many living within reach of the New Madrid fault zone reacted with varying combinations of preparation and panic.

John Farley’s study reports the results of four surveys conducted in the NMSZ both before and after the quake prediction. Thus, Farley notes the level of awareness and preparation at the height of the Browning-induced scare and shows to what extent earthquake awareness and preparedness were sustained in this region after the most widely publicized prediction in recent history proved baseless. All four surveys offer important insights into what people believe about earthquake risk in the NMSZ, what they know about earthquakes, what specific actions they have—and have not—taken in preparation for earthquakes, and what they think a severe quake would do to their neighborhoods.

Farley is the first researcher to study the response to an earthquake prediction while the prediction remained in effect and to continue the inquiry after the date covered by the prediction had passed. He is also the first researcher to look at earthquake awareness and preparedness in the NMSZ over an extended period of time.

In this book, M. Jimmie Killingsworth and Jacqueline S. Palmer have a twofold purpose: to analyze the patterns of rhetoric used in written discourse about environmental politics and to make a practical contribution to the art of rhetorical criticism through the study of rhetoric in use.

The language, professional objectivity, and research programs of scientists insulate these best-informed citizens in enclaves of specialization, limiting access to crucial information and hindering effective reformative action. Science, the authors stress, is not merely a database to rely upon but a view of the world that must be broadened in order to affect social morality. Science-based activism must arise to ensure the care and future of the environment.

Killingsworth and Palmer argue that for grassroots activism to be tied to this globally conscious philosophy, a rhetoric of sustainability must be cultivated.

The Edge of Mosby’s Sword is the first scholarly volume to delve into the story of one of John Singleton Mosby’s most trusted and respected officers, Colonel William Henry Chapman. Presenting both military and personal perspectives of Chapman’s life, Gordon B. Bonan offers an in-depth understanding of a man transformed by the shattering of his nation. This painstakingly researched account exposes a soldier and patriot whose convictions compelled him to battle fiercely for Southern independence; whose quest for greatness soured when faced with the brutal realities of warfare; and who sought to heal his wounded nation when the guns of war were silenced.
Born into a wealthy slave-owning family, Chapman was a student of the fiery secessionist rhetoric of antebellum Virginia who eagerly sought glory and adventure on the battlefields of the Civil War. Bonan traces Chapman’s evolution from an impassioned student at the University of Virginia to an experienced warrior and leader, providing new insight into the officer’s numerous military accomplishments. Explored here are Chapman’s previously overlooked endeavors as a student warrior, leader of the Dixie Artillery, and as second-in-command to Mosby, including his participation in the capture of Harpers Ferry, the battering of Union forces at Second Manassas, and his ferocious raids during the 1864 Shenandoah Valley campaign. Bonan reveals fresh perspectives on the intrepid maneuvers of Mosby’s Rangers, the hardships of war, and Chapman’s crucial role as the right hand of the “Gray Ghost.” But while Mosby recognized him for his bravery and daring, the fame Chapman sought always eluded him. Instead, with his honors and successes came disillusionment and sorrow, as he watched comrades and civilians alike succumb to the terrible toll of the war.

The end of the struggle between North and South saw Chapman accept defeat with dignity, leading the Rangers to their official surrender and parole at Winchester. With the horrors of the war behind him, he quickly moved to embrace the rebuilding of his country, joining the Republican party and beginning a forty-two-year career at the IRS enforcing Federal law throughout the South. In the end, Chapman’s life is a study in contradictions: nationalism and reconciliation; slavery and liberty; vengeance and chivalry.

From the end of Reconstruction through World War II, a network of public colleges for white women flourished throughout the South. Founded primarily as vocational colleges to educate women of modest economic means for life in the emerging “new” South, these schools soon transformed themselves into comprehensive liberal arts–industrial institutions, proving so popular that they became among the largest women’s colleges in the nation. In this illuminating volume, David Gold and Catherine L. Hobbs examine rhetorical education at all eight of these colleges, providing a better understanding of not only how women learned to read, write, and speak in American colleges but also how they used their education in their lives beyond college.

With a collective enrollment and impact rivaling that of the Seven Sisters, the schools examined in this study—Mississippi State College for Women (1884), Georgia State College for Women (1889), North Carolina College for Women (1891), Winthrop College in South Carolina (1891), Alabama College for Women (1896), Texas State College for Women (1901), Florida State College for Women (1905), and Oklahoma College for Women (1908)—served as important centers of women’s education in their states, together educating over a hundred thousand students before World War II and contributing to an emerging professional class of women in the South. After tracing the establishment and evolution of these institutions, Gold and Hobbs explore education in speech arts and public speaking at the colleges and discuss writing instruction, setting faculty and departmental goals and methods against larger institutional, professional, and cultural contexts. In addition to covering the various ways the public women’s colleges prepared women to succeed in available occupations, the authors also consider how women’s education in rhetoric and writing affected their career choices, the role of race at these schools, and the legacy of public women’s colleges in relation to the history of women’s education and contemporary challenges in the teaching of rhetoric and writing.

The experiences of students and educators at these institutions speak to important conversations among scholars in rhetoric, education, women’s studies, and history. By examining these previously unexplored but important institutional sites, Educating the New Southern Woman provides a richer and more complex history of women’s rhetorical education and experiences.

Direct, comprehensive, well organized, simple in statement, Elements of Rhetoric is in all respects well fitted to fulfill its assigned role as a textbook. The remarks on practical problems and the examples and analogies confirm contemporary reports that Whately was himself a talented and stimulating teacher.

The modern field of speech was born near the beginning of the twentieth century, some seventy years after Whately wrote. But influential leaders in the new field endorsed Whately’s judgments, and courses and textbooks in public address have remained strongly influenced by his ideas. Whately’s views on a number of major questions in rhetoric have proved sound and fruitful during many decades of practice, and his book remains one of the most influential works on the subject.

The essays selected by the editors to ex­plore these apocalyptic visions are: “The Re­making of Zero: Beginning at the End,” by Gary K. Wolfe; “The Lone Survivor,” by Robert Plank; “Ambiguous Apocalypse: Transcendental Versions of the End,” by Robert Galbreath; “World’s End: The Imag­ination of Catastrophe,” by W. Warren Wagar; “Man-Made Catastrophes,” by Brian Stableford; and “The Rebellion of Nature,” by W. Warren Wagar.

Wolfe sees in these postholocaust narra­tives a central attraction—“the mythic power inherent in the very conception of a remade world.” This power derives from three sources: the emergence of a new order from the ashes of the old system, and thus a kind of denial of death; the reinforcement of one set of values as opposed to another; and as something always replaces whatever was destroyed, a promise that nothing can anni­hilate humanity.

On May 25, 1863, after driving the Confederate army into defensive lines surrounding Vicksburg, Mississippi, Union major general Ulysses S. Grant and his Army of the Tennessee laid siege to the fortress city. With no reinforcements and dwindling supplies, the Army of Vicksburg finally surrendered on July 4, yielding command of the Mississippi River to Union forces and effectively severing the Confederacy. In this illuminating volume, Justin S. Solonick offers the first detailed study of how Grant’s midwesterners serving in the Army of the Tennessee engineered the siege of Vicksburg, placing the event within the broader context of U.S. and European military history and nineteenth-century applied science in trench warfare and field fortifications. In doing so, he shatters the Lost Cause myth that Vicksburg’s Confederate garrison surrendered due to lack of provisions. Instead of being starved out, Solonick explains, the Confederates were dug out.

After opening with a sophisticated examination of nineteenth-century military engineering and the history of siege craft, Solonick discusses the stages of the Vicksburg siege and the implements and tactics Grant’s soldiers used to achieve victory. As Solonick shows, though Grant lacked sufficient professional engineers to organize a traditional siege—an offensive tactic characterized by cutting the enemy’s communication lines and digging forward-moving approach trenches—the few engineers available, when possible, gave Union troops a crash course in military engineering. Ingenious midwestern soldiers, in turn, creatively applied engineering maxims to the situation at Vicksburg, demonstrating a remarkable ability to adapt in the face of adversity. When instruction and oversight were not possible, the common soldiers improvised. Solonick concludes with a description of the surrender of Vicksburg, an analysis of the siege’s effect on the outcome of the Civil War, and a discussion of its significance in western military history.

Solonick’s study of the Vicksburg siege focuses on how the American Civil War was a transitional one with its own distinct nature, not the last Napoleonic war or the herald of modern warfare. At Vicksburg, he reveals, a melding of traditional siege craft with the soldiers’ own inventiveness resulted in Union victory during the largest, most successful siege in American history.

Eighteen essays by leading scholars in English, speech communication, educa­tion, and philosophy explore the vitality of the classical rhetorical tradition and its influence on both contemporary dis­course studies and the teaching of writing.

Some of the essays investigate the­oretical and historical issues. Others show the bearing of classical rhetoric on contemporary problems in composition, thus blending theory and practice. Com­mon to the varied approaches and view­points expressed in this volume is one central theme: the 20th-century revival of rhetoric entails a recovery of the clas­sical tradition, with its marriage of a rich and fully articulated theory with an equally efficacious practice. A preface demonstrates the contribution of Ed­ward P. J.Corbett to the 20th-century re­vival, and a last chapter includes a bibli­ography of his works.

Eternal Possibilities: A Neutral Ground for Meaning and Existence builds on David Weissman's earlier Dispositional Properties and makes a signal contribution to the study of metaphysics. Here, broadening and enriching the point of view adopted in his earlier work, Weissman cites and criticizes a large number of theories proposed by authors from Plato to Wittgenstein and others exploring language theory and metaphysics.

Students of Wittgenstein will be especially interested in Mr. Weissman's critical examination of Wittgenstein's claim in the Tractatus that possibilities are the facts for logic. Weissman proposes a modal theory of properties: they exist in the first instance as possibilities. He argues that a sentence is meaningful if it signifies a property or complex of properties existing as a possible, and true if that possible is instantiated. The status of possibilities and their relation to actual states of affairs are considered in detail.

In this volume of Leys Lectures, the third collection of Wayne Leys Memorial Lectures, six distinguished essayists demonstrate the relevance of ethics to contemporary concerns by constructively exploring major ethical issues deeply embedded in our society.

The essays, written by noted scholars Tom Regan, Carol C. Gould, James Rachels, James P. Sterba, Louis P. Pojman, and David L. Norton, focus on issues of feminism, the exploitation of animals, economic injustice, racial prejudice, naive moral relativism, and the failure of public education.

Tom Regan and Louis P. Pojman both address the issue of animal rights. Regan directs his attention to an ethic-of-care feminism, which contends that the ideology of male superiority—not only to women but to all creatures—must be destroyed. By means of a "consistency argument," he extends ethic-of-care feminism to the treatment of animals, insisting that we must not permit to be done to animals "in the name of science" what we would not allow to be done to human beings. Pojman, on the other hand, addresses the question of animal rights through a critical analysis of seven theories of the moral status of animals, arguing that while animals have no natural "rights" since they are unable to enter into contracts, they do deserve to be treated kindly. In his view, much animal research could be abandoned without significant loss.

What rethinking of democracy in terms of freedom and equality is required by economic justice? Carol C. Gould offers an answer to this question by arguing that economic justice requires that workers control the production process as well as the distribution process. Such justice would provide the basis of "positive freedom" as self-development without ignoring the importance of the absence of constraints.

Taking racial prejudice as his paradigm, James Rachels explores the deeper meaning of prejudice and what equality of treatment involves. Noting the subtlety of prejudicial reasoning, he examines how stereotypes, unconscious bias, and the human tendency toward rationalization make it difficult even for people of good will to prevent prejudice from influencing their actions.

James P. Sterba invites the reader to consider a different and more general problem of how to persuade people to act for moral reasons. To accomplish this aim he shows morality to be a requirement of rationality and "the welfare liberal ideal" (the right to welfare and the right to equal opportunity) to be a fusion of the practical ends of five ideals—liberty, fairness, common good, androgyny, and equality.

For David L. Norton, one of our most pressing problems is the failure of our educational system. The system fails to enable students to make wise "life-shaping" choices involving vocation, marriage, children, and friendship. In order to make good choices, human beings must live and work in an environment that provides experiences that authenticate "personal truths" indispensable to worthy living. These personal truths include direct acquaintance with vocational alternatives and participation in actual service to others.

Collectively, these essays bring into sharp focus the urgent moral issues confronting our society and the need for ongoing discussion and examination of these issues in order to gain deeper understanding of and possible solutions to the problems they present.

The second volume in applied ethics based on the distinguished Wayne Leys Memorial Lectureship Series.

With guidelines from legal reasoning, Michael D. Bayles examines “Moral Theory and Application.” Abraham Edel questions “Ethics Applied Or Conduct Enlightened?” The late Warner A. Wick shows in “The Good Person and the Good Society: Some Ideals Foolish and Otherwise” that devotion to ideals need not be either fanaticism or foolishness. John Lachs contends that many public gains are purchased at the cost of individuals being manipulated in “Public Benefit, Private Costs.” James E. Childress in “Gift of Life…” considers ethical issues in obtaining and distributing human organs. Carl Wellman in “Terrorism and Moral Rights” argues that there can be no “rights-based justification” for anti-abortion terrorism.

Abortion, euthanasia, racism, sexism, pater­nalism, the rights of children, the population explosion, and the dynamics of economic growth are examined in the light of ethical principles by leading philosophers in order to suggest reasonable judgments.

Originally prepared for the distinguished Wayne Leys Memorial Lecture Series at Southern Illinois University, Carbondale, the essayists have addressed themselves to the most pressing ethical questions being asked today. William K. Frankena, Professor Emer­itus, University of Michigan, in “The Ethics of Respect for Life” argues for a qualified view of moral respect for human personality. From his viewpoint it is always prima facie wrong to shorten or prevent human life, but not always actually wrong as other moral conditions may counter the presumed wrong. The late William T. Blackstone in “Zero Population Growth and Zero Economic Growth” contends that justice will require the production of the maximal level of goods to fulfill basic human needs com­patible with the avoidance of ecological catastrophe.

Richard Wasserstrom, Professor of Phi­losophy at the University of California, Santa Cruz, proposes an assimilationist ideal in “Racism, Sexism, and Preferential Treat­ment.” Gerald Dworkin, Professor of Phi­losophy at the University of Illinois, Chicago Circle, dares to ask “Is More Choice Better than Less?” Joel Feinberg, Professor of Phi­losophy at the University of Arizona, in “The Child’s Right to an Open Future,” offers a defense of “rights-in-trust” of children. Tom L. Beauchamp, Professor of Philosophy and Senior Research Scholar at the Kennedy In­stitute-Center for Bioethics of Georgetown University, considers the paternalism used to justify social policies in the practice of medi­cine and insists that it invariably involves a conflict between the ethical principles of be­neficence and autonomy.

In 1924, fourteen-year-old Bobby Franks was abducted while walking home from school, killed by a chisel blow to his head, and later found stuffed in a culvert in a marshy wasteland at the Illinois-Indiana state line. Acid had been poured over his naked body. Evil Summer examines the shocking kidnapping and murder of Franks by two University of Chicago students, Nathan “Babe” Leopold and Richard “Dickie” Loeb, both from families of privilege.

In this new examination of the crime, author John Theodore takes readers into the minds of the two criminals as he focuses on three months in 1924. Theodore covers the killing, the confessions, the defense, and the sentencing surrounding the horrific murder, placing the killers’ actions and Clarence Darrow’s historic defense into the context of 1920s Chicago.

Theodore deftly investigates the psychological dimensions of the crime, revealing the murderers’ fantasies, relationships, sexuality, and motives. The author examines the killers’ past, outlining Loeb’s obsession with detective fiction and crime and his editorial on random killing—written at age nine—and Leopold’s nightly master-slave fantasies and fascination with Nietzsche.

Evil Summer, which includes twenty-three illustrations, meticulously traces the murder from inception to confession, including such details as the special-delivery ransom letter sent to Jacob Franks and the discovery of Leopold’s horn-rimmed eyeglasses lying on a railroad embankment near Bobby’s dead body. Theodore re-creates such scenes as the convergence of hundreds of people in front of the Franks home, Bobby’s body lying in a small white casket in the library, and Loeb being voyeuristically drawn to the home while Bobby’s classmates carry the casket to the hearse.

Worldwide press coverage reflected the public fascination with the case in what was then called “the trial of the century.” The story became a media circus: Chicago’s six daily newspapers battled vigorously for readers, two Daily News cub reporters became part of the story, and the Chicago Tribune carried a voting ballot asking readers whether radio station WGN should broadcast the courtroom spectacle. The changing drama was delivered to Chicagoans every morning and evening, and the public feasted on every press run.

More than a crime story, Evil Summer illuminates the dark side of American life in the 1920s, including the excesses of privileged youth, the troubled childhoods, the random victimization, the anti-Semitism, and the sexuality.

In Evolutionary Rhetoric, scholar Wendy Hayden provides a comprehensive examination of the relationship between scientific and feminist rhetorics in free-love feminism, studying the movement from its inception in the 1850s to its dark turn toward eugenics in the early 1900s. Hayden organizes her provocative study by scientific discipline—evolution, physiology, bacteriology, embryology, and heredity. Each chapter explores how free-love feminists adopted the evidence of that discipline in their arguments for increased sex education, women’s sexual rights, reproductive freedom, and the abolition of a marriage system that repressed the rights and the sexuality of women.

Hayden takes our conventional understanding of the relationship between nineteenth-century feminism and science and expands it. The author provides examples of the powerful words of free-love feminists to show exactly how these exceptional women used science as a rhetorical platform to promote feminist, and often radical, social reforms.

Considering why the free-love movement has not yet been studied, Hayden also discusses how the recovery of this movement may impact larger goals in the recovery of women’s rhetoric. This important and timely study of a long-forgotten movement adds to our understanding of the complexities of the history of feminism.