In Making Love: Sentiment and Sexuality in Eighteenth-Century British Literature, Paul Kelleher revises the history of sexuality from the vantage point of the literary history of sentimentalism. Kelleher demonstrates how eighteenth-century British philosophers, essayists, and novelists fundamentally reconceived the relations among sentiment, sexuality, and moral virtue. It is his contention that sentimental discourse, both philosophical and literary, posited heterosexual desire as the precondition of moral feeling and conduct. The author further suggests that sentimental writers fashioned the ideal of conjugal love as an ideological antidote to the theories of self-love and self-interest found in the works of Thomas Hobbes and Bernard Mandeville. Heterosexual desire and its culmination in conjugal love, in other words, were represented as the privileged means for an individual to transcend self-love and to develop a moral sensibility attuned to the thoughts and feelings of others. At the same time, Kelleher suggests, other pleasures and desires-particularly those rooted in same-sex eroticism-were increasingly depicted as antithetical to conjugal love and, thus, were morally devalued and socially disenfranchised. Kelleher's argument unfolds through close readings of a variety of texts, including Shaftesbury's Characteristics of Men, Manners, Opinions, Times, Joseph Addison and Richard Steele's the Tatler and the Spectator, Eliza Haywood's Love in Excess, Samuel Richardson's Pamela, and Henry Fielding's Tom Jones. Although these texts embody diverse rhetorical strategies and thematic concerns, he shows how they collectively reinforce an overarching sentimental ideology: on the one hand, heterosexual desire and conjugal love become synonymous with sympathy, benevolence, and moral goodness, while on the other hand, same-sex desire is pathologized as a selfish withdrawal from procreation, domesticity, sociability, and ultimately, "humanity" itself.

The Idea of Disability in the Eighteenth Century explores disabled people who lived in the eighteenth century. The first four essays consider philosophical writing dating between 1663 and 1788, when the understanding of disability altered dramatically. We begin with Margaret Cavendish, whose natural philosophy rejected ideas of superiority or inferiority between individuals based upon physical or mental difference. We then move to John Locke, the founder of empiricism in 1680, who believed that the basis of knowledge was observability, but who, faced with the lack of anything to observe, broke his own epistemological rules in his explanation of mental illness. Understanding the problems that empiricism set up, Anthony Ashley Cooper, Lord Shaftesbury, turned in 1711 to moral philosophy, but also founded his philosophy on a flaw. He believed in the harmony of "the aesthetic trinity of beauty, truth, and virtue" but he could not believe that a disabled friend, whom he knew to have been moral before his physical alteration, could change inside. Lastly, we explore Thomas Reid who in 1788 returned to the body as the ground of philosophical enquiry and saw the body as a whole-complete in itself and wanting nothing, be it missing a sense (Reid was deaf) or a physical or mental capacity. At the heart of the study of any historical artifact is the question of where to look for evidence, and when looking for evidence of disability, we have largely to rely upon texts. However, texts come in many forms, and the next two essays explore three types-the novel, the periodical and the pamphlet-which pour out their ideas of disability in different ways. Evidence of disabled people in the eighteenth century is sparse, and the lives the more evanescent. The last four essays bring to light little known disabled people, or people who are little known for their disability, giving various forms of biographical accounts of Susanna Harrison, Sarah Scott, Priscilla Poynton and Thomas Gills, who are all but forgotten in the academic world as well as to public consciousness.

Getting fired, dealing with bitter disputes, having your competence or integrity challenged--these are experiences that educators have all the time. But what's the difference between educators who triumph over adversity versus those who succumb? Blending sage wisdom and research with real stories from educators, this book introduces you to three dimensions of resilience and describes guiding principles that every educator can live by - Why realistic optimism is critical. - How to use your Personal Strengths Triangle as an anchor. - Which strategies help you strengthen your confidence and competence. - How to harness four types of energy that will enhance your effectiveness. - Ways to help school teams through tough times.