New essays providing a comprehensive view of the pathbreaking dramatist and theorist Lessing. One of the most independent thinkers in German intellectual history, the Enlightenment author Gotthold Ephraim Lessing (1729-1781) contributed in decisive and lasting fashion to literature, philosophy, theology, criticism, and drama theory. Lessing invented the burgerliches Trauerspiel (bourgeois tragedy) and wrote one of the first successful German tragedies as well as one of the finest German comedies. In his final dramatic masterpiece, Nathander Weise, he writes of Christianity, Judaism, and Islam, of religious tolerance and intolerance and the clash of civilizations. Lessing's dramas are the oldest German theater pieces still regularly performed (both in Germanyand internationally), and both his plays and his drama theory have influenced such writers as Goethe, Schiller, Hebbel, Hauptmann, Ibsen, Strindberg, Schnitzler, and Brecht. Addressing an audience ranging from graduate students toseasoned scholars, this volume introduces Lessing's life and times and places him within the broader context of the European Enlightenment. It discusses his pathbreaking dramas, his equally revolutionary theoretical, critical, and aesthetic writings, his original fables, his innovative work in philosophy and theology, and his significant contributions to Jewish emancipation. The volume concludes by examining 20th-century reception of Lessing and his oeuvre. Contributors: Barbara Fischer, Thomas C. Fox, Steven D. Martinson, Klaus L. Berghahn, John Pizer, Beate Allert, H. B. Nisbet, Arno Schilson, Willi Goetschel, Peter Hoeyng, Karin A. Wurst, Ann Schmiesing, Reinhart Meyer, Hans-Joachim Kertscher, Hinrich C. Seeba, Dieter Fratzke, Helmut Berthold, Herbert Rowland. Barbara Fischer is Associate Professor of German and Thomas C. Fox is Professor of German, both at the University of Alabama.

Teaching Fairy Tales edited by Nancy L. Canepa brings together scholars who have contributed to the field of fairy-tale studies since its origins. This collection offers information on materials, critical approaches and ideas, and pedagogical resources for the teaching of fairy tales in one comprehensive source that will further help bring fairy-tale studies into the academic mainstream. The volume begins by posing some of the big questions that stand at the forefront of fairy-tale studies: How should we define the fairy tale? What is the ""classic"" fairy tale? Does it make sense to talk about a fairy-tale canon? The first chapter includes close readings of tales and their variants, in order to show how fairy tales aren't simple, moralizing, and/or static narratives. The second chapter focuses on essential moments and documents in fairy-tale history, investigating how we gain unique perspectives on cultural history through reading fairy tales. Contributors to chapter 3 argue that encouraging students to approach fairy tales critically, either through well-established lenses or newer ways of thinking, enables them to engage actively with material that can otherwise seem over-familiar. Chapter 4 makes a case for using fairy tales to help students learn a foreign language. Teaching Fairy Tales also includes authors' experiences of successful hands-on classroom activities with fairy tales, syllabi samples from a range of courses, and testimonies from storytellers that inspire students to reflect on the construction and transmission of narrative by becoming tale-tellers themselves. Teaching Fairy Tales crosses disciplinary, historical, and national boundaries to consider the fairy-tale corpus integrally and from a variety of perspectives. Scholars from many different academic areas will use this volume to explore and implement new aspects of the field of fairy-tale studies in their teaching and research.

Although dozens of disabled characters appear in the Grimms' Children's and Household Tales, the issue of disability in their collection has remained largely unexplored by scholars. In Disability, Deformity, and Disease in the Grimms' Fairy Tales, author Ann Schmiesing analyzes various representations of disability in the tales and also shows how the Grimms' editing (or ""prostheticizing"") of their tales over seven editions significantly influenced portrayals of disability and related manifestations of physical difference, both in many individual tales and in the collection overall. Schmiesing begins by exploring instabilities in the Grimms' conception of the fairy tale as a healthy and robust genre that has nevertheless been damaged and needs to be restored to its organic state. In chapter 2, she extends this argument by examining tales such as ""The Three Army Surgeons"" and ""Brother Lustig"" that problematize, against the backdrop of war, characters' efforts to restore wholeness to the impaired or diseased body. She goes on in chapter 3 to study the gendering of disability in the Grimms' tales with particular emphasis on the Grimms' editing of ""The Maiden Without Hands"" and ""The Frog King or Iron Henry."" In chapter 4, Schmiesing considers contradictions in portrayals of characters such as Hans My Hedgehog and the Donkey as both cripple and ""supercripple"" - a figure who miraculously ""overcomes"" his disability and triumphs despite social stigma. Schmiesing examines in chapter 5 tales in which no magical erasure of disability occurs, but in which protagonists are depicted figuratively ""overcoming"" disability by means of other personal abilities or traits. The Grimms described the fairy tale using metaphors of able-bodiedness and wholeness and espoused a Romantic view of their editorial process as organic restoration. Disability, Deformity, and Disease in the Grimms' Fairy Tales shows, however, the extent to which the Grimms' personal experience of disability and illness impacted the tales and reveals the many disability-related amendments that exist within them. Readers interested in fairy-tales studies and disability studies will appreciate this careful reading of the Grimms' tales.

Teaching Fairy Tales edited by Nancy L. Canepa brings together scholars who have contributed to the field of fairy-tale studies since its origins. This collection offers information on materials, critical approaches and ideas, and pedagogical resources for the teaching of fairy tales in one comprehensive source that will further help bring fairy-tale studies into the academic mainstream. The volume begins by posing some of the big questions that stand at the forefront of fairy-tale studies: How should we define the fairy tale? What is the ""classic"" fairy tale? Does it make sense to talk about a fairy-tale canon? The first chapter includes close readings of tales and their variants, in order to show how fairy tales aren't simple, moralizing, and/or static narratives. The second chapter focuses on essential moments and documents in fairy-tale history, investigating how we gain unique perspectives on cultural history through reading fairy tales. Contributors to chapter 3 argue that encouraging students to approach fairy tales critically, either through well-established lenses or newer ways of thinking, enables them to engage actively with material that can otherwise seem over-familiar. Chapter 4 makes a case for using fairy tales to help students learn a foreign language. Teaching Fairy Tales also includes authors' experiences of successful hands-on classroom activities with fairy tales, syllabi samples from a range of courses, and testimonies from storytellers that inspire students to reflect on the construction and transmission of narrative by becoming tale-tellers themselves. Teaching Fairy Tales crosses disciplinary, historical, and national boundaries to consider the fairy-tale corpus integrally and from a variety of perspectives. Scholars from many different academic areas will use this volume to explore and implement new aspects of the field of fairy-tale studies in their teaching and research.