For too long we’ve lacked a compact, inexpensive, authoritative, and compulsively readable book that offers American readers a clear, informative, and inspiring narrative account of their country. Such a fresh retelling of the American story is especially needed today, to shape and deepen young Americans’ sense of the land they inhabit, help them to understand its roots and share in its memories, all the while equipping them for the privileges and responsibilities of citizenship in American society The existing texts simply fail to tell that story with energy and conviction. Too often they reflect a fragmented outlook that fails to convey to American readers the grand trajectory of their own history. This state of affairs cannot continue for long without producing serious consequences. A great nation needs and deserves a great and coherent narrative, as an expression of its own self-understanding and its aspirations; and it needs to be able to convey that narrative to its young effectively. Of course, it goes without saying that such a narrative cannot be a fairy tale of the past. It will not be convincing if it is not truthful. But as Land of Hope brilliantly shows, there is no contradiction between a truthful account of the American past and an inspiring one. Readers of Land of Hope will find both in its pages.

VOLUME TWO: THE MAKING OF MODERN AMERICA From 1877 to 2020 The Founders of the American nation would have had trouble recognizing the America that emerged after the Civil War. By century’s end we had rapidly evolved into the world’s greatest industrial power. It was a nation of large new cities populated by immigrants from all over the world. And it was a nation that was taking an increasingly active role on the world stage, even to the point of acquiring an empire of its own. Many Americans began to wonder whether this modern nation had outgrown its original Constitution. That document had been written back in the eighteenth century, after all, and one of its main goals was limiting the size and scope of government. But did that goal make sense in the dynamic new America of the twentieth century? That became a central question. The Progressive movement and its successors believed it was time to replace the Constitution with laws permitting a larger and more powerful government. Others firmly rejected such changes and insisted on the permanent validity of the Constitution’s ideal of limited government. In addition, with the two great world wars of the twentieth century, and the Cold War that came after them, America found itself thrust into a position of overwhelming world leadership—something else that the Founders never imagined or wanted. Such leadership required the development of a large and permanent military establishment whose very existence ran up against the nation’s founding traditions. With the end of the Cold War, America faced a decision. Should it shed the world responsibilities it had taken on during the twentieth century? Or should it treat those responsibilities as a permanent obligation? That debate, which has deep roots in American history, continues to this day.

The essays in this book reflect on the paradoxical relationship of liberal education and liberal democracy. Liberal education emphasizes knowledge for its own sake, detached from all instrumental purposes. It also aims at liberation from the manifold sources of unfreedom, including political sources. In this sense, liberal education is negative, questioning any and all constraints on the activity of mind. Liberal democracy, devoted to securing individual natural rights, purports to be the regime of liberty par excellence. Since both liberal education and liberal democracy aim to set individuals free, they would seem to be harmonious and mutually reinforcing. But there are reasons to doubt that liberal education can be the civic education liberal democracy needs. If liberal education is in tension with all instrumental purposes, how does it stand toward the goal of preparing the kind of citizens liberal democracy needs? The book's contributors are critical of the way higher education typically interprets its responsibility for educating citizens, and they link those failures to academia's neglect of certain founding principles of the American political tradition and of the traditional liberal arts ideal.

Professions are institutions which, through their small size, self-governing elements, and sense of social mission, can assist in maintaining a sound civic culture. As mediating institutions in our democratic society that are neither entirely birthed by the state nor are entirely private, the individual professions-such as the legal and education professions, journalism, economics, architecture, or the military-arguably present practical avenues through which to teach civic behavior and to restore Americans' broken trust. This volume on the professions and civic life undertakes a unique and timely examination of twelve individual professions to see how each affects the character of American citizenship and the civic culture of the nation through their practices and ethos. Among the questions each essay in the volume addresses are: What is distinctive-or not-about the specific profession as it came to be practiced in the United States? Given the specialized knowledge, training, and sometimes licensing of a profession, what do the professions perceive to be their role in promoting the larger common good? How can we bring professionals' expert knowledge to bear on social problems in an open and deliberative way? Is the ethic of a particular profession as it understands itself today at odds with the American conception of self-government and a healthy civic life? Through analysis of these questions, each chapter presents a rich treatment of how the twelve longstanding professions of political science, teaching, the law, the military, economics, medicine, journalism, literature, science, architecture, music, and history help support and challenge the general public's civic behavior in general and their attachment to the American regime in particular.

The Founders of this nation believed that the government they were creating required a civically educated populace. Such an education aimed to cultivate enlightened, informed, and vigilant citizens who could perpetuate and improve the nation. Unfortunately, America's contemporary youth seem to lack adequate opportunities, if not also the ability or will, to critically examine the foundations of this nation. An even larger problem is an increasing ambivalence toward education in general. Stepping into this void is a diverse group of educators, intellectuals, and businesspeople, brought together in Civic Education and the Future of American Citizenship to grapple with the issue of civic illiteracy and its consequences. The essays, edited by Elizabeth Kaufer Busch and Jonathan W. White, force us to not only reexamine the goals of civic education in America but also those of liberal education more broadly.

The Founders of this nation believed that the government they were creating required a civically educated populace. Such an education aimed to cultivate enlightened, informed, and vigilant citizens who could perpetuate and improve the nation. Unfortunately, America's contemporary youth seem to lack adequate opportunities, if not also the ability or will, to critically examine the foundations of this nation. An even larger problem is an increasing ambivalence toward education in general. Stepping into this void is a diverse group of educators, intellectuals, and businesspeople, brought together in Civic Education and the Future of American Citizenship to grapple with the issue of civic illiteracy and its consequences. The essays, edited by Elizabeth Kaufer Busch and Jonathan W. White, force us to not only reexamine the goals of civic education in America but also those of liberal education more broadly.

Communitarianism is currently the subject of much interest and scrutiny by both liberals and conservatives. In Community and Tradition, eight distinguished scholars articulate the clearest statement to date of the conservative vision of community. In contrast to the progressive model of community, which emphasizes secular civil theologies, government, participatory democracy, and utilitarian moralities, the contributors to this volume identify and locate the roots of friendship and common purpose in tradition, intermediate associations, local autonomy, and religious belief. Not only do the contributors renew and refine the conservative understanding of community, but they also express their belief that the liberal version of community needs to be challenged. This volume is essential reading for all political theorists who study the balance between rights and responsibilities within the context of the community.

We have a glut of text and trade books on American history. But what we don't have is a compact, inexpensive, authoritative, and compulsively readable book that will offer to American readers a clear, informative, and inspiring narrative account of their own country. Such an account can shape and deepen their sense of the land they inhabit and, by making them understand that land's roots, and share in its memories, will equip them for the privileges and responsibilities of citizenship in American society. It will provide them with an enduring sense of membership in one of the greatest enterprises in human history: the exciting, perilous, and consequential story of their own country. The existing texts simply fail to tell that story with energy and conviction. They are more likely to reflect the skeptical or partial outlook of specialized professional academic historians, an outlook that leads to a fragmented and fractured view of modern American society and fails to convey to American readers the greater arc of their own history. Or they disproportionately reflect the outlook of radical critics of American society, whose one-sided accounts lack the balance of a larger perspective and have had an enormous, and largely negative, effect upon the teaching of American history in American high schools and colleges. This state of affairs cannot continue for long without producing serious consequences. A great nation needs and deserves a great and coherent narrative, as an expression of its own self-understanding; and it needs to be able to convey that narrative to its young effectively. It perhaps goes without saying that such a narrative cannot be a fairy tale or a whitewash of the past; it will not be convincing if it is not truthful. But there is no necessary contradiction between an honest account of the American past and an inspiring one. This account seeks to provide both.

Contemporary American society, with its emphasis on mobility and economic progress, all too often loses sight of the importance of a sense of place; and community. Appreciating place is essential for building the strong local communities that cultivate civic engagement, public leadership, and many of the other goods that contribute to a flourishing human life. Do we, in losing our places, lose the crucial basis for healthy and resilient individual identity, and for the cultivation of public virtues? For one can't be a citizen without being a citizen of some place in particular; one isn't a citizen of a motel. And if these dangers are real and present ones, are there ways that intelligent public policy can begin to address them constructively, by means of reasonable and democratic innovations that are likely to attract wide public support? Why Place Matters takes these concerns seriously, and its contributors seek to discover how, given the American people as they are, and American economic and social life as it now exists; and not as those things can be imagined to be in some utopian scheme; we can find means of fostering a richer and more sustaining way of life. The book is an anthology of essays exploring the contemporary problems of place and placelessness in American society. The book includes contributions from distinguished scholars and writers such as poet Dana Gioia (former chairman of the National Endowment for the Arts), geographer Yi-Fu Tuan, urbanist Witold Rybczynski, architect Philip Bess, essayists Christine Rosen and Ari Schulman, philosopher Roger Scruton, transportation planner Gary Toth, and historians Russell Jacoby and Joseph Amato.

Contemporary American society, with its emphasis on mobility and economic progress, all too often loses sight of the importance of a sense of "place" and community. Appreciating place is essential for building the strong local communities that cultivate civic engagement, public leadership, and many of the other goods that contribute to a flourishing human life.
Do we, in losing our places, lose the crucial basis for healthy and resilient individual identity, and for the cultivation of public virtues? For one can't be a citizen without being a citizen of some place in particular; one isn't a citizen of a motel. And if these dangers are real and present ones, are there ways that intelligent public policy can begin to address them constructively, by means of reasonable and democratic innovations that are likely to attract wide public support?
"Why Place Matters" takes these concerns seriously, and its contributors seek to discover how, given the American people as they are, and American economic and social life as it now exists--and not as those things can be imagined to be in some utopian scheme--we can find means of fostering a richer and more sustaining way of life. The book is an anthology of essays exploring the contemporary problems of place and placelessness in American society.
The book includes contributions from distinguished scholars and writers such as poet Dana Gioia (former chairman of the National Endowment for the Arts), geographer Yi-Fu Tuan, urbanist Witold Rybczynski, architect Philip Bess, essayists Christine Rosen and Ari Schulman, philosopher Roger Scruton, transportation planner Gary Toth, and historians Russell Jacoby and Joseph Amato.

This monograph is based upon the proceedings of the Summer Institute, Physics of the Magnetosphere, held on the Boston College campus, lune 19-28, 1967. The pro gram consisted of invited speakers selected by the Editors. An attempt was made to provide comprehensive treatment of all topics of primary relevance to magneto spheric physics, but, of course, some areas received greater coverage than others. The first portion of the conference consisted of tutoriallectures, four each, by five distinguished scientists, and these are presented in Part I of the monograph. The artides appearing in Part I were prepared by the Editors from tapes of the actual lectures. Preliminary manuscripts were prepared and each tutoriallecturer was given the opportunity to make changes or improvements that were incorporated into the final manuscript. H. R. Radoski prepared the lectures of Professor Helliwell; 1. F. McClay prepared the lectures of Professor Dessler and the first two of Professor Dungey; and the remaining lectures of Professors Dungey, Parker, and Van Allen were prepared by me. An effort was made for the most part to write each manuscript in the style of the lectures, but the incongruities of spoken English and the number of scribes in the kitchen undoubtedly limited our success. Everyone knows that English is written far better than it is spoken, although for some reason the spoken word is more dear."

Using Josef Pieper's Leisure as a point of departure, the contributors to this volume share a mutual concern for the diminishing role of the liberal arts in Catholic higher education. The overwhelming impression they share is that U.S. Catholic universities, with notable exceptions, have forgotten the very goal of university education, and especially Catholic university education: to aid in forming young men and women to pursue the truth and helping them to become freer persons.

K.R. McClay Department of Geology, Royal Holloway and Bedford New College, University of London, Egham, Surrey, England TW20 OEX. Since the first Thrust and Nappe Tectonics Conference in London in 1979 (McClay & Price 1981), and the Toulouse Meeting on Thrusting and Deformation in 1984 (Platt et al. 1986) there have been considerable advances in the study of thrust systems incorporating new field observations, conceptual models, mechanical models, analogue and numerical simulations, together with geophysical studies of thrust belts. Thrust Tectonics 1990 was an International Conference convened by the editor and held at Royal Holloway and Bedford New College, University of London, Egham Surrey, from April 4th until April 7th 1990. There were one hundred and seventy participants from all continents except South America. The conference was generously sponsored by Brasoil U.K. Limited, BP Exploration, Chevron U.K. Limited, Clyde Petroleum, Enterprise Oil, Esso Exploration and Production UK Limited, and Shell U.K. Exploration and Production. One hundred and five contributions were presented at the meeting, - seventy six oral presentations (together with poster displays) and an additional twenty nine posters without oral presentation (McClay 1990, conference abstract volume).

The Mapping of Geological Structures Ken McClay Department of Geology, Royal Holloway University of London, UK Detailed mapping and analysis of the structural features of rocks enable the 3D geometry of their structures to be reconstructed. The resulting evidence of the stresses and movement patterns which rocks have undergone indicates the processes by which they were formed, and allows evaluation of past deformations of the earth’s crust. Written to show how one actually describes, measures and records rock structures such as folds and faults with the emphasis on accuracy, detail and on-going interpretation throughout, this handbook gives students and enthusiasts the practical information and guidance which allows their fieldwork to become vastly more rewarding. "…the author is to be congratulated on producing such an excellent text. The whole range of mapping techniques that an undergraduate student will require are described and the book will still be immense help to post-graduates setting out on their research work. The book represents extremely good value and is thoroughly recommended." C.R.L. Friend, Mineralogical Magazine

When we published Land of Hope in May of 2019, we had an immediate response from teachers and students that (1) they loved the book, and (2) they would need ancillary materials to aid them in the use of the book for classroom instruction. We jumped right on that, and produced a Teacher's Guide, which appeared in spring of 2020, and we're now following up with a Student Workbook, which is completely coordinated with the Teacher's Guide, featuring study questions (which can also be used for testing by teachers), objective exercises (matching, identification, temporal ordering), primary-source documents and accompanying study questions, a section of map exercises which include in-text outline maps for student use, as well as back-of-the-book resources such as reference tables for the British monarchy, the American presidency, and a list of suggestive questions that are suitable for extended essays or term papers. It is the perfect resource for both classroom teaching, home education, and hybrid versions of both.

Designed to accompany the Student Workbook, the Teacher's Guide provides chapter summaries which teachers may use in teaching students to read for the main idea. There are reading questions with answers for each chapter of the LAND OF HOPE text; the Students Workbook has the same questions with blank spaces for students to write answers. Primary documents accompany each chapter, broken into shorter segments to help with reading comprehension; these documents also have reading questions with answers. Documents are often the text of speeches but may include diary entries and song lyrics. There are about two dozen map exercises, with keys. (The maps, without the answers, are also in the Student Workbook.) Extensive testing materials are included: multiple choice and put-in-order short answer questions, quote identifications, and synthetical essay questions for each chapter and for final exams. Teaching strategies are suggested, as well as supplementary materials to "thicken" topics covered in the text when teachers or students desire further details or alternate interpretations. The authors have long experience with teaching US History and know, and share here, a lot of tricks.  Did you know the original Wizard of Oz was a spoof of the Populist Party in the late 18th century? The Populists wanted to get off the gold standard (the yellow brick road) and into greenbacks (the Emerald City). Dorothy is accompanied by an industrial worker (no heart), a farmer (no brain), and the Cowardly Lion (William Jennings Bryan). Any student who has seen the movie then remembers the Populists!  

The publishing house of John Murray was founded in Fleet Street in 1768 and remained a family firm over seven generations. Published to coincide with this 'remarkable achievement' and in the anniversary year, Dear Mr Murray is a collection of some of the best letters from the hundreds of thousands held in the John Murray Archive. They reveal not only the story of some of the most interesting and influential books in history but also the remarkable friendships - as well as occasional animosities - between author and publisher, as well as readers, editors, printers and illustrators. Despite the incredible number of letters that were retained by the Murray family, some failed to arrive, others were delayed and some barely survived, but longevity added to the reputation and fame of John Murray and a correspondent in Canada who addressed his letter merely to 'John Murray, The World-wide famous Book & Publishing House, London, England' as early as 1932 could be confident that his letter would arrive. Intended to entertain and inspire, and spanning more than two hundred years, Dear Mr Murray is full of literary history and curiosities: from Charles Darwin's response to the negative reviews of On the Origin of Species to Adrian Conan Doyle challenging Harold Nicolson to a duel for insulting his father in the press; from David Livingstone's displeasure at the proposed drawing of a lion to represent his near-death encounter in Missionary Travels to William Makepeace Thackeray apologising for his drunken behaviour; from Byron berating John Murray for being fooled by his girlfriend's forgery of his signature to the poet James Hogg so desperate for money that he claims he won't be able to afford a Christmas goose; and from Jane Austen expressing concern about printing delays to Patrick Leigh Fermor beseeching Jock Murray not to visit him until he'd completed A Time of Gifts. Complemented by illustrations and reproductions of letters and envelopes, this is the perfect gift for book lovers everywhere.

Russell Kirk begins this classic, orginally published as The Intelligent Women's Guide to Conservativism, by defining a conservative as "a person who believes there is something in our life worth saving." From there Kirk embarks on a brilliant and witty explanation of conservative political philosophy that remains one of the best books written about conservativism to this day.

The abolitionists of the mid-nineteenth century have long been painted in extremes--vilified as reckless zealots who provoked the catastrophic bloodletting of the Civil War, or praised as daring and courageous reformers who hastened the end of slavery. But Andrew Delbanco sees abolitionists in a different light, as the embodiment of a driving force in American history: the recurrent impulse of an adamant minority to rid the world of outrageous evil. Delbanco imparts to the reader a sense of what it meant to be a thoughtful citizen in nineteenth-century America, appalled by slavery yet aware of the fragility of the republic and the high cost of radical action. In this light, we can better understand why the fiery vision of the "abolitionist imagination" alarmed such contemporary witnesses as Herman Melville and Nathaniel Hawthorne even as they sympathized with the cause. The story of the abolitionists thus becomes both a stirring tale of moral fervor and a cautionary tale of ideological certitude. And it raises the question of when the demand for purifying action is cogent and honorable, and when it is fanatic and irresponsible. Delbanco's work is placed in conversation with responses from literary scholars and historians. These provocative essays bring the past into urgent dialogue with the present, dissecting the power and legacies of a determined movement to bring America's reality into conformity with American ideals.

Designed to accompany the Student Workbook, the Teacher's Guide provides chapter summaries which teachers may use in teaching students to read for the main idea. There are reading questions with answers for each chapter of the LAND OF HOPE text; the Students Workbook has the same questions with blank spaces for students to write answers. Primary documents accompany each chapter, broken into shorter segments to help with reading comprehension; these documents also have reading questions with answers. Documents are often the text of speeches but may include diary entries and song lyrics. There are about two dozen map exercises, with keys. (The maps, without the answers, are also in the Student Workbook.) Extensive testing materials are included: multiple choice and put-in-order short answer questions, quote identifications, and synthetical essay questions for each chapter and for final exams. Teaching strategies are suggested, as well as supplementary materials to "thicken" topics covered in the text when teachers or students desire further details or alternate interpretations. The authors have long experience with teaching US History and know, and share here, a lot of tricks.  Did you know the original Wizard of Oz was a spoof of the Populist Party in the late 18th century? The Populists wanted to get off the gold standard (the yellow brick road) and into greenbacks (the Emerald City). Dorothy is accompanied by an industrial worker (no heart), a farmer (no brain), and the Cowardly Lion (William Jennings Bryan). Any student who has seen the movie then remembers the Populists!