An account of California journalist and wit Ambrose Bierce and his struggle with the railroad octopus controlled by the Big Four (Collis P. Huntington, Leland Stanford, Charles Crocker, and Mark Hopkins). This is the first book to look at Bierce's early muckraking campaign in depth through Bierce's acid journalism and the railroad's private and public reactions. After a brief literature review and biography of Bierce, one of America's greatest wits, journalists, and short-story writers, the study turns to his thirty-year battle with the Central Pacific Railroad, which controlled much of California's economy and politics, often through bribery of politicians and newspaper editors and publishers. Lindley looks at the initial funding of the railroad through the U.S. government, the development of railroads as symbols of hope and progress, and the eventual corruption of that optimistic outlook by railroad owners and politicians.

Bierce attacked the railroads in his columns during his tenure at three San Francisco periodicals, the "Argonaut," the "WasP," and the "Examiner." His efforts culminated in a trip to Washington, D.C., in 1896 to cover the funding bill debate in Congress, during which railroad officials attempted to avoid repaying millions of dollars in government loans. Bierce did not consider himself a muckraker. He derided the generation of Progressive journalists who followed him a decade after he ended his campaign against the railroad. Yet, Bierce's journalism was a precursor of what is popularly known as the muckraking period, 1902-1914.

Drawing upon psychological truths expressed by Shakespeare, Wordsworth, Eliot, and others, Lindley illuminates the process of individuation through personal experience, art, and archetype. From birth to old age, he shows that, even in our separateness, we share an archetypal ground. According to the author, at any point in our lives, the path we walk is not unknown but has purpose and direction. We live out stories, which existed long before we did and will continue long after we are gone.

Teachers, in Lindley's view, perform the equivalent of Prospero's rough magic in classrooms day in and day out. They do this, as Shakespeare's magician did, by combining their own stories--their own lives--with the art and craft of teaching. Lindley sets out to heighten the awareness of experienced and novice teachers alike by connecting concrete illustrations of the teaching/learning process with the teacher's inner world. Lindley emphasizes the practical in his discussion of what happens when teachers and students interact in real classrooms. He makes use of his own and others' school teaching, his long experience as a director of a teacher education program, and his training in Jungian psychoanalysis. In the process, he has created a book to re-energize the in-service teacher and to educate the pre-service teacher. Parents, administrators, indeed anyone interested not only in teaching but in communicating across generational and cultural gaps will find this book fascinating and useful.

In a warmly personal and evocative memoir, George Manos recounts the highlights of his long and varied career as classical pianist, conductor, composer, and teacher. Manos served as President Harry S. Truman's personal pianist; performed at famed classical music venues like the Bethlehem Bach Festival and the Tanglewood Music Festival; served as music director at the National Gallery of Art in Washington, D.C.; founded and conducted the Killarney Bach Festival in Ireland; and taught at prestigious schools and universities in and around Washington.

He performed with many of the leading musicians of the 20th century, including acclaimed singers like Todd Duncan, Elena Nikolaidi, and Katharine Hansel, and renowned composers and conductors like Leonard Bernstein, Aaron Copland, Leopold Stokowski, and Igor Stravinksy.

Manos also played for some of the century's top political leaders: President Truman, his family, and inner circle, Eleanor Roosevelt, Princess Elizabeth and Prince Charles and Princess Diana of England, and Prime Minister Jawaharlal Nehru of India. This book will delight all who love music and who wish to learn more about the personal and musical side of President Truman and of many of the 20th century's greatest classical musicians.

In a warmly personal and evocative memoir, George Manos recounts the highlights of his long and varied career as classical pianist, conductor, composer, and teacher. Manos served as President Harry S. Truman's personal pianist; performed at famed classical music venues like the Bethlehem Bach Festival and the Tanglewood Music Festival; served as music director at the National Gallery of Art in Washington, D.C.; founded and conducted the Killarney Bach Festival in Ireland; and taught at prestigious schools and universities in and around Washington.

He performed with many of the leading musicians of the 20th century, including acclaimed singers like Todd Duncan, Elena Nikolaidi, and Katharine Hansel, and renowned composers and conductors like Leonard Bernstein, Aaron Copland, Leopold Stokowski, and Igor Stravinksy.

Manos also played for some of the century's top political leaders: President Truman, his family, and inner circle, Eleanor Roosevelt, Princess Elizabeth and Prince Charles and Princess Diana of England, and Prime Minister Jawaharlal Nehru of India. This book will delight all who love music and who wish to learn more about the personal and musical side of President Truman and of many of the 20th century's greatest classical musicians.

Teachers, in Lindley's view, perform the equivalent of Prospero's rough magic in classrooms day in and day out. They do this, as Shakespeare's magician did, by combining their own stories--their own lives--with the art and craft of teaching. Lindley sets out to heighten the awareness of experienced and novice teachers alike by connecting concrete illustrations of the teaching/learning process with the teacher's inner world.

Lindley emphasizes the practical in his discussion of what happens when teachers and students interact in real classrooms. He makes use of his own and others' school teaching, his long experience as a director of a teacher education program, and his training in Jungian psychoanalysis. In the process, he has created a book to re-energize the in-service teacher and to educate the pre-service teacher. Parents, administrators, indeed anyone interested not only in teaching but in communicating across generational and cultural gaps will find this book fascinating and useful.