It is not always easy to maintain a proper balance between the delineation of cultural development within a given literary field and the claims of practical criticism. And yet if the history of ideas is to be more than a pastime for the student of literature, it must be rooted in the precise art of discrimination. The following chapters attempt to describe and evaluate a particular cultural development by relating the background of ideas to the literary achievement of three writers. It will be sufficient here to out line the nature of the problem, and the method and approach employed. The concept of cultural development implies a recognition of the con nections between ideology and aesthetics. There are at least two ways of exploring such connections. The one, pioneered by Basil Willey, seeks to situate the critical moments of our cultural development in the back ground of ideas, without which the contribution of a particular author cannot be justly evaluated. The danger of such an approach is that the task of discrimination comes to depend over-heavily on extra-literary criteria."

It has recently been argued that the 18th century can no longer be 1 seen as gripped in the strait-jacket of Augustanism and Neoclassicism. Such labels are seen as doing less than justice to the rich variety of individual talents and intellectual trends which collectively constitute 18th century culture. While welcoming the interment of the long standing myth of the peace of the Augustans, there seems little point in placing an interdict on labels which, willy-nilly, have stuck. In economic, social and ecclesiastical terms there is an age between 1689 and 1789 whose homogeneity is reflected in its cultural products. There is a mainstream which the strength and variety of counter currents and cross-currents corroborate rather than disintegrate. It is the purpose of this study to reveal some aspects of this mainstream by examining certain cross-currents which overlap its edges. Hence the choice of Thomas Ken (1637-1711), John Byrom (1692-1763) and William Law (1686-1761)."

Six Steps to Preparing Exemplary Principals and Superintendents is the first book to inspire and guide professors and program administrator's proven ways to prepare exemplary principals and superintendents for schools. The authors review issues surrounding extreme criticism of leadership education and counter with positive new research and practices that clearly highlight successful programs that link preparation to on-the-job successes of graduates. The reader will find a step-by-step guide to selecting the best students, creating a pre- and post-assessment of student learning, a well-designed procedure to pretest and assure that all masters degree students actually acquire a strong knowledge base and score well on state licensure exams. The final step provides proven questionnaires to survey graduates of the masters or doctoral programs to gather valuable feedback for constant program improvement and relevance to the real world of schools.

Six Steps to Preparing Exemplary Principals and Superintendents is the first book to inspire and guide professors and program administrator's proven ways to prepare exemplary principals and superintendents for schools. The authors review issues surrounding extreme criticism of leadership education and counter with positive new research and practices that clearly highlight successful programs that link preparation to on-the-job successes of graduates. The reader will find a step-by-step guide to selecting the best students, creating a pre- and post-assessment of student learning, a well-designed procedure to pretest and assure that all masters degree students actually acquire a strong knowledge base and score well on state licensure exams. The final step provides proven questionnaires to survey graduates of the masters or doctoral programs to gather valuable feedback for constant program improvement and relevance to the real world of schools.

Through case studies, practical activities, and common sense explanations, this book shows that interpersonal sensitivity must be developed if a school is going to succeed.

It has recently been argued that the 18th century can no longer be 1 seen as gripped in the strait-jacket of Augustanism and Neoclassicism. Such labels are seen as doing less than justice to the rich variety of individual talents and intellectual trends which collectively constitute 18th century culture. While welcoming the interment of the long standing myth of the peace of the Augustans, there seems little point in placing an interdict on labels which, willy-nilly, have stuck. In economic, social and ecclesiastical terms there is an age between 1689 and 1789 whose homogeneity is reflected in its cultural products. There is a mainstream which the strength and variety of counter currents and cross-currents corroborate rather than disintegrate. It is the purpose of this study to reveal some aspects of this mainstream by examining certain cross-currents which overlap its edges. Hence the choice of Thomas Ken (1637-1711), John Byrom (1692-1763) and William Law (1686-1761)."

It is not always easy to maintain a proper balance between the delineation of cultural development within a given literary field and the claims of practical criticism. And yet if the history of ideas is to be more than a pastime for the student of literature, it must be rooted in the precise art of discrimination. The following chapters attempt to describe and evaluate a particular cultural development by relating the background of ideas to the literary achievement of three writers. It will be sufficient here to out line the nature of the problem, and the method and approach employed. The concept of cultural development implies a recognition of the con nections between ideology and aesthetics. There are at least two ways of exploring such connections. The one, pioneered by Basil Willey, seeks to situate the critical moments of our cultural development in the back ground of ideas, without which the contribution of a particular author cannot be justly evaluated. The danger of such an approach is that the task of discrimination comes to depend over-heavily on extra-literary criteria."

Literature as sizzle marks the spirit of this book. And handouts as pedagogic devices mark its form. In his life and work as a lecturer in English Literature at Hull University, John Hoyles used the handout as propaganda, student liberation, worker's control, against the formalism of Cleanth Brook's well-wrought urn, and against the managerialism of the questionnaire. John discovered the handout as a democratic tool with the arrival of a new English teacher at boarding school around 1953, with his dating and practical criticism classes, which he later found out were the products of a Leavisite mission to humanise the teaching of literature. This foundation was refined with the first actual lecture handouts issued by a Mr Broadbent on Milton in King's College Cambridge 1961. The sizzle lasted a lifetime, through John's first lectures on Dryden, through the Hull 1968 Sit In, through the Essex Marxist conferences, to the later development from teaching literature to teaching cinema. Let all the world in every corner sing - and sizzle.

Here's a thing. How could John Donne, one of our greatest poets, be equally, and often simultaneously, obsessed with those two radical three-letter words and things, Sex and God? This book addresses the whole of Donne's life and works, from the early Songs and Sonnets to the late Sermons, in the form of a critical conversation, to tease out the relationship between Jack Donne, Monarch of Wit, and Dr Donne, Dean of St Pauls. Central to this study is a close analysis of the poet's Third Satire, Donne's formative essay on religion and doubt. Donne enjoyed the thrills and dangers of doubt. Caught between the categorical imperatives of Sex and God, he made creative use of the obscene and the blasphemous. Relativity and relationship (with the world, the flesh and the devil) were his themes. His visionary discourse is couched in the language of mad love. He interrogates us and pushes us to interrogate our world.

The 18th century was a wealth of knowledge, exploration and rapidly growing technology and expanding record-keeping made possible by advances in the printing press. In its determination to preserve the century of revolution, Gale initiated a revolution of its own: digitization of epic proportions to preserve these invaluable works in the largest archive of its kind. Now for the first time these high-quality digital copies of original 18th century manuscripts are available in print, making them highly accessible to libraries, undergraduate students, and independent scholars.The eighteenth-century fascination with Greek and Roman antiquity followed the systematic excavation of the ruins at Pompeii and Herculaneum in southern Italy; and after 1750 a neoclassical style dominated all artistic fields. The titles here trace developments in mostly English-language works on painting, sculpture, architecture, music, theater, and other disciplines. Instructional works on musical instruments, catalogs of art objects, comic operas, and more are also included. ++++The below data was compiled from various identification fields in the bibliographic record of this title. This data is provided as an additional tool in helping to insure edition identification: ++++British LibraryT087542London: printed for the author, and sold by S. Crowder; and J. Binns, in Leeds, Yorkshire, 1770. 4],112p.; 8