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.

VOLUME ONE: SHAPING A NEW NATION From 1492 to 1877 The American story begins before there was an America at all, except in the imagination of peoples around the world, living in poverty and yearning for freedom. From its beginnings America has been a land of hope, a magnet for people looking for a new beginning, a new life for themselves and their families. Out of their efforts a new nation gradually came into being. It was a nation formed by men and women who believed that freedom meant being able to rule themselves, rather than being ruled over by distant kings and princes. Such a nation would be a great experiment, a large republic unlike any other in history. Through a brave war of independence, and wise acts of statecraft, its leaders created a system of government that could protect the ideals of freedom and self-rule that they cherished. It was a brilliant system. But it was far from perfect, especially in its permitting the continued existence of slavery. It could not prevent a bloody and wounding civil war, a terrible contest pitting brother against brother and testing the great experiment to the breaking point-testing, but not breaking. The nation came out of the Civil War and postwar Reconstruction battered, but with a future full of possibility lying ahead.

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.

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.

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!  

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.

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!  

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.

Despite talk of a "naked public square," religion has never really lost its place in American public life. As the twenty-first century opened, it was re-emerging in unexpected and paradoxical ways. Religious institutions were considered for expanded roles in welfare and education, at the same time that the limits of religious pluralism--as, for example, in the relation of Islam to American values--became a question of urgent public concern.

"Religion Returns to the Public Square;Faith and Policy in America" explores how and why religion has to be mixed up with American politics. Uncovering philosophical, historical, legal, and social roots of this relationship, these essays go beyond hot-button issues to reflect on the current interactions and future possibilities of religion and politics in America.

Table of ContentsPart I: The Big Picture1. An Introduction to Religion and Public Policy Hugh Heclo2. Two Concepts of Secularism Wilfred M. McClay3. The Religious Conscience and the State in American Constitutional Law, 1789-2000 Charles J. Reid, Jr.4. What is a Public Religion? Jose CasanovaPart II: Religion in Political Action5. Faith and Morals: Religion in American Democracy Wilson Carey McWilliams6. Faith in Politics A. James Reichley7. Mainstream Protestantism, 'Conservative' Religion, and Civil Society D. G. HartPart III: Policy Applications8. American Catholicism, Catholic Charities U.S.A., and Welfare Reform John A. Coleman, S.J.9. Charitable Choice: Bringing Religion Back into American Welfare Stanley W. Carlson-Thies10. Public Education Changes Partners Charles Glenn11. With God on Their Side: Religion and American Foreign Policy William Martin

"What does it mean to be a human person?" This volume is a historical inquiry into that foundational, deceptively simple question. Viewing the human person from various perspectives -- law, education, business, media, religion, medicine, community life, gender, art -- sixteen historians of American life explore how our understanding of personhood has changed over time and how that changing understanding has significantly affected our ideas about morality and human rights, our conversations about public policy, and our American culture as a whole.

Contributors: Margaret Bendroth
Allan Carlson
Thomas R. Cole
Daniel Walker Howe
Richard H. King
Michael J. Lacey
Elisabeth Lasch-Quinn
George M. Marsden
Eugene McCarraher
Wilfred M. McClay
John T. McGreevy
Eric Miller
Sally M. Promey
Charles J. Reid Jr.
Christine Rosen
Christopher Shannon
Daniel Wickberg

In this provocative book, Wilfred McClay considers the long-standing tension between individualism and social cohesion in conceptions of American culture. Exploring ideas of unity and diversity as they have evolved since the Civil War, he illuminates the historical background to our ongoing search for social connectedness and sources of authority in a society increasingly dominated by the premises of individualism. McClay borrows D. H. Lawrence's term 'masterless men'--extending its meaning to women as well--and argues that it is expressive of both the promise and the peril inherent in the modern American social order.
Drawing upon a wide range of disciplines--including literature, sociology, political science, philosophy, psychology, and feminist theory--McClay identifies a competition between visions of dispersion on the one hand and coalescence on the other as modes of social organization. In addition, he employs intellectual biography to illuminate the intersection of these ideas with the personal experiences of the thinkers articulating them and shows how these shifting visions are manifestations of a more general ambivalence about the process of national integration and centralization that has characterized modern American economic, political, and cultural life.