A SCHOLARLY BOOK REPOSITORY24 start with C start with C
In this narrative account of the life and work of Charles Olson, Ralph Maud focuses on what the poet read as a basis for understanding the work he produced.
To an extraordinary degree, Olson’s reading and life were coextensive, according to Maud, who notes that Olson saw his written output over his lifetime as a total cosmology. An individual who rarely traveled, this major American poet explored the world and its history as well as the furthest reaches of the thought of his day through books.
Maud builds upon George Butterick’s annotated listing of Olson’s library, bought by the University of Connecticut after the poet’s death in 1970. The present volume, however, adds categories of books Butterick deliberately omitted: Olson’s childhood books and poetry by his own contemporaries.
Linking Olson’s books to his intellectual and poetic development at each stage of his career, Maud reveals such little-known but important connections as the contracted book project "Operation Red, White and Black" and Olson’s plan for the long poem "West"—two unrealized projects much later shaped into The Maximus Poems.
Maud also outlines the surprisingly multiple role of the painter Corrado Cagli, who brought home to Olson the significance of the Holocaust and introduced him both to the Tarot and to the theories of non-Euclidean geometry that Olson variously incorporated into his poems and essays. In discussing Olson’s relationship to Ezra Pound, Maud defines in some detail what Olson gained from Pound and what he repudiated.
Maud refutes the notion that Olson’s intellectual and creative powers declined during the last years of his life, demonstrating that during these years Olson developed his Jungian interest, his attention to early Greek thought, and a new concern for Northern mythology.
This chronicle of Olson’s reading from childhood to deathbed constitutes a critical biography of the larger-than-life author of Call Me Ishmael and The Maximus Poems. No modern poet is more revealed in his sources than Olson. Maud’s comprehensive and complete study provides a basis for new and fresh modes of thinking about Olson’s great achievement.
Between 1933 and 1945, National Socialists enacted a focused effort to propagandize children’s literature by distorting existing German values and traditions with the aim of creating a homogenous “folk community.” A vast censorship committee in Berlin oversaw the publication, revision, and distribution of books and textbooks for young readers, exercising its control over library and bookstore content as well as over new manuscripts, so as to redirect the cultural consumption of the nation’s children. In particular, the Nazis emphasized Nordic myths and legends with a focus on the fighting spirit of the saga heroes, their community loyalty, and a fierce spirit of revenge—elements that were then applied to the concepts of loyalty to and sacrifice for the Führer and the fatherland. They also tolerated select popular series, even though these were meant to be replaced by modern Hitler Youth camping stories.
In this important book, first published in 1984 and now back in print, Christa Kamenetsky demonstrates how Nazis used children’s literature to selectively shape a “Nordic Germanic” worldview that was intended to strengthen the German folk community, the Führer, and the fatherland by imposing a racial perspective on mankind. Their efforts corroded the last remnants of the Weimar Republic’s liberal education, while promoting an enthusiastic following for Hitler.
If you have ever stood in the children's section of a bookstore or library wondering how to go about matching a book to the age, abilities, and interests of a particular child, Choosing Children's Books is for you. Renowned children's librarian and children's book review editor Betsy Hearne offers practical guidance on sorting through the bewildering array of picture books, pop-up books, books for beginning readers, young adult titles, classics, poetry, folktales, and factual books. Each chapter includes an annotated list of recommended titles.
A gold mine of commonsense, sound advice, this newly revised and completely updated edition of Betsy Hearne's classic guide is an indispensable tool for choosing books for children of all ages.
Newly available in paperback, this revised and updated third edition of Betsy Hearne's classic guide stands as the lodestar for navigating through the bewildering array of books for young readers. Hearne surveys everything from picture books, pop-up books, classics, and books for beginning readers to young adult titles, poetry, folktales, and factual books, with an annotated list of recommended titles accompanying each chapter. A gold mine of common sense and sound advice, her guide remains an indispensable tool for choosing books for children of all ages.
When early Christians began to study the Bible, and to write their own history and that of the Jews whom they claimed to supersede, they used scholarly methods invented by the librarians and literary critics of Hellenistic Alexandria. But Origen and Eusebius, two scholars of late Roman Caesarea, did far more. Both produced new kinds of books, in which parallel columns made possible critical comparisons previously unenvisioned, whether between biblical texts or between national histories. Eusebius went even farther, creating new research tools, new forms of history and polemic, and a new kind of library to support both research and book production.
Christianity and the Transformation of the Book combines broad-gauged synthesis and close textual analysis to reconstruct the kinds of books and the ways of organizing scholarly inquiry and collaboration among the Christians of Caesarea, on the coast of Roman Palestine. The book explores the dialectical relationship between intellectual history and the history of the book, even as it expands our understanding of early Christian scholarship. Christianity and the Transformation of the Book attends to the social, religious, intellectual, and institutional contexts within which Origen and Eusebius worked, as well as the details of their scholarly practices--practices that, the authors argue, continued to define major sectors of Christian learning for almost two millennia and are, in many ways, still with us today.,
Brazeau establishes how these magazines shared a common strategy in the construction of literacy identities by connecting a specific identity with a particular set of reading and writing practices. She explores how farm journals were preoccupied with the value of literacy as a tool for shaping community; considers how the Journal and the Bazar deployed distinctly different illustrations of literacy values for women; shows how the Journal and editor Edward Bok cast women as consumers and sellers of literacy; and looks at the ways in which Bazar editors urged readers to adopt habits of reading and writing that emphasized communal relationships among women. In Circulating Literacy, Brazeau speaks to, and connects, the important topics of rural studies, gender, professionalization, and literacy sponsorship and identity, arguing for the value of the study of periodicals as literacy education tools.
From a 1938 essay by John Crowe Ransom through the work of contemporary scholars, Close Reading highlights the interplay between critics—the ways they respond to and are influenced by others’ works. To facilitate comparisons of methodology, the collection includes discussions of the same primary texts by scholars using different critical approaches. The essays focus on Hamlet, “Lycidas,” “The Rape of the Lock,” Ulysses, Invisible Man, Beloved, Jane Austen, John Keats, and Wallace Stevens and reveal not only what the contributors are reading, but also how they are reading.
Frank Lentricchia and Andrew DuBois’s collection is an essential tool for teaching the history and practice of close reading.
Contributors. Houston A. Baker Jr., Roland Barthes, Homi Bhabha, R. P. Blackmur, Cleanth Brooks, Kenneth Burke, Paul de Man, Andrew DuBois, Stanley Fish, Catherine Gallagher, Sandra Gilbert, Stephen Greenblatt, Susan Gubar, Fredric Jameson, Murray Krieger, Frank Lentricchia, Franco Moretti, John Crowe Ransom, Eve Kosofsky Sedgwick, Helen Vendler
In this deeply researched and engaging book, Paul B. Ringel combines an analysis of the stories in nineteenth-century American children's magazines with the backstories of their authors, editors, and publishers to explain how this hugely successful industry trained generations of American children to become genteel consumers. Ringel demonstrates how these publications, which were read in hundreds of thousands of homes, played to two conflicting impulses within American families: to shield children from commercial influences by offering earnest and moral entertainment and to help children learn how to prosper in an increasingly market-driven society.
Using the history of the cowboy story from 1820 to 1970 as an extended example, Alf H. Walle combines popular culture scholarship with marketing theory to provide a hybrid analysis. Wall examines major authors and genres of Western American literature and film; he also explores why certain respected authors were unable to significantly impact the cowboy story even though their innovations were embraced by later generations. Finally Wall provides a hybrid analysis combining business and popular culture theory in an overarching analysis.
Jill Robbins traverses the various literary spaces of the city associated with queer culture, in particular the gay barrio of Chueca, revealing how it is a product of interrelations—a site crisscrossed by a multiplicity of subjects who constitute it as a queer space through the negotiation of their sexual, racial, gender, and class identities. Robbins recognizes Chueca as a political space as well, a refuge from homophobia. She also shows how the spatial and literary practices of Chueca relate to economic issues.
In examining how women’s sexual identities have become visible in and through the Chueca phenomenon, this work is a revealing example of transnational queer studies within the broader Western discussion on gender and sexuality.
Focusing on aspects of American literary and musical culture in the decades after World War II, Rubin examines the contests between critics and their readers over the authority to make aesthetic judgments; the effort of academics to extend the university outward by bringing the humanities to a wide public; the politics of setting poetic texts to music; the role of ideology in the practice of commissioning and performing choral works; and the uses of reading in the service of both individualism and community. Specific topics include the 1957 attack by the critic John Ciardi on the poetry of Anne Morrow Lindbergh in the Saturday Review; the radio broadcasts of the classicist Gilbert Highet; Dwight Macdonald's vitriolic depiction of the novelist James Gould Cozzens as a pernicious middlebrow; the composition and reception of Howard Hanson's "Song of Democracy"; the varied career of musician Gunther Schuller; the liberal humanism of America's foremost twentieth-century choral conductor, Robert Shaw; and the place of books in the student and women's movements of the 1960s.
What unites these essays is the author's ongoing concern with cultural boundaries, mediation, and ideology--and the contradictions they frequently entail.
David D. Hall examines the interchange between popular and learned cultures and the practices of reading and writing. His writings deal with change and continuity, exploring the possibility of a reading revolution and arguing for the long duration of a Protestant vernacular tradition. A newly written essay on book culture in the early Chesapeake describes a system of scribal publication. The pieces reflect Hall's belief that the better we understand the production and consumption of books, the closer we come to a social history of culture.
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