Michigan Books

This is Gen. H. W. Halleck's instructional textbook on the art and science of war -- used in military institutions in the Nineteenth Century including West Point. Don't be alarmed about the cover title -- the misspellings were due to a mis-scan of the title page. I've alerted the Univ. of Michigan to the problem.

Halleck (1815-1872) was a lawyer, publisher, businessman -- and soldier. He was sometimes called "Old Brains" for his scholarly pursuits. See the www.Wikipedia.org article to get more information on Halleck.

I was looking for a book that went beyond "maxims" and sayings of famous commanders -- and this was it. It thoroughly covers all the aspects of waging war in an introductory level. It covers the reasons for waging war, strategy (on a grand and operational level), tactics, logistics, fortifications, infantry, artillery, engineers. Everything is here for training would-be commanders of war. Again, it's the introductory course on war, so the author doesn't get into any detailed "prescriptive" analysis of any of these topics. Other courses would have taken the student into the detailed aspects of each trade.

Halleck doesn't hesitate to vent his spleen against a sluggish government that wouldn't fortify its coasts and keep a standing professional cadre on hand -- he goes to great length to describe what existed in his day and what ought to be done. The book is terribly dated for that reason; we don't rely on coastal fortifications any more. It may not be necessary for us to read whole chapters on the details of the problem in Halleck's day. But the idea is still sound: we don't need brick and mortar forts to protect us now (except in Arizona!), but we do need flying "super-fortresses" doing the same job against incoming invaders. That's an aspect of war that makes books like Halleck's old textbook so valuable -- there are ideas in the art and science of war that never change, though the technology will.

For this reason, Halleck's book would be a better read for the initiate than the current Army Field Manuals just to get an overall sense of the problem of war. Here you get it all in one volume in a conceptual framework; with modern works, you must use many volumes to get the same scope of the problem and must also delve deeply into the technical aspects. In fact, though de Jomini's book was also a standard work at West Point and justifiably more famous than Halleck's work, Halleck covers all the bases whereas de Jomini likes to hover around strategy and tactics.

Gen. U.S. Grant and Halleck didn't get along very well -- Halleck (rising to General-in-chief) was the old-school type, the "grand marshall" of the US Army and he knew it. (You can tell by his portrait on Wikipedia!) He expected others to know it too. He was thorough, by the book, and slow to move on the offense. Grant, however, was one of the newer generation - he didn't much care for doing things "by the book" (he threw away Hardee's "Tactics" when he saw it was just common-sense maneuvering). And when he saw an opportunity to grab the enemy he was gung-ho for jumping on it before it dissolved away. (His brilliant and certainly unconventional Vicksburg campaign was a case of "it's easier to say I'm sorry than to ask permission!") Hence Grant felt sure that Halleck let some opportunities to attack the Rebs slip away for no good reason, and he felt that these incidents needlessly extended the war (see Grant's Memoirs). I mention this only to show that even in his day, Halleck's textbook approach to war was not always appreciated by newer commanders who were more resilient to the changing face of war in modern culture.

But there are basic aspects of war that never change from age to age -- strategy, the commander's mind and character, the need for tactics, the work of engineers, the vital aspect of logistics. And to someone who hasn't had any more exposure to the ideas of war than movies and picture books, Halleck's textbook is a welcome relief for the rational mind. It takes most of the mystique out of the subject, reduces it to manageable scientific principles, and trains the mind for a workable approach to dealing with battlefield realities. But Halleck also points out, as he should, there will always be that last 5% about the art of war that will depend on the character and creativitiy of the commander, which no textbook can train for. Not even his.

I wish they could all be this good. Didn't have to wait for supplier to find book. thank you

AS the editor of this book, I'd like readers to know that it not only includes major essays by leading American critics like Helen Vendler, Robert Pinsky, and David Lehman, but that it also contains previously uncollected material by Bishop herself, work not available in any other book. This was a landmark book on Bishop and remains the most thorough collection of material on her work: critical essays, reviews, and even poetry about her (by James Merrill and Robert Lowell).

Eloise. The mere mention of the name can send shivers down the spines of any who grew up in the southeastern Michigan era. The dark, brooding, mental asylum stood poised at the corner of Merriman Rd. And Michigan Ave. for decades inciting myths and legends about what went on behind those walls. I can remember as a kid, my older brothers teasing me whenever we drive by about how they were going to drop me off and leave me there. Then later as a teenager, we'd drive around its grounds late at night on a dare, keeping our eyes peeled for escaped inmates. This was one scary place!

Author Patricia Ibbotson peels away those urban legends in her wonderful and comprehensive history of Eloise which was so much more than I ever knew. Eloise was founded in the 1830's as a poorhouse in Nankin Twp. Michigan which later became the city of Westland, my home town. The original log cabin building has once been known as the Black Horse Tavern. From this tiny, lone structure rose a vast complex of over a dozen buildings that became a city unto itself. Eloise had its own police and fire departments, its own post office, general store, greenhouses, bakeries and tobacco curing house. The farmlands it was nestled on grew a variety of crops that were all tended to by the patients and inmates of Eloise. Eloise even had its own auditorium used by both patients and employees to put on shows.

At its peak Eloise housed thousands of patients and inmates, but as I found out, it was much more than just an asylum. It was the Wayne County General hospital for many years until closing in 1984. Eloise also was a nursing home, caring for the aged and the infirmed, and boasted a Tuberculosis Sanitarium in the early 1900's as well. Eloise also continued in its original goal by caring for the indigent. There is a striking photo of a dormitory as large as a football field, with row upon row of bunk beds for what was termed "POGIES" or "poor old guys". The men could come to Eloise for a roof over their heads and three square meals per day. While the living conditions may not have been ideal, as Ibbotson points out the alternative today is that they are homeless and on the streets.

This fascinating history is told with over 200 archival photos from the 1800's right up until the facility finally close in the 1980's. I was astounded by the photographs of Eloise's interiors. Thinking I'd see something out of a "B" horror film, I instead saw interiors that looked like they were taken inside a posh hotel. Art deco designs, Tennessee marble walls and columns, and Terrazzo tiled floors adorn the buildings and Eloise took things such as patient's needs for warm, natural lighting into consideration decades before it became the norm. But you never lose sight of the fact that this was a mental facility. The buildings that were used to house the inmates are covered in thick, iron bars. One darkly humorous photo shows three smiling female attendants standing before a table piled with leather restraints; another shows a patient on a table under going electro shock therapy. Perhaps the most historically interesting photo is that of Bridget "Biddy" Hughes, who had the distinction of being the first person committed to Eloise in 1841. She would spend the next 54 years there until her death in 1895.

Today, little is left of the once sprawling complex; just an administrative building is all. Now occupying the land is a strip mall featuring a grocery store, video store, etc, and a McDonalds restaurant. Eloise may be long gone but the urban legends and tales of hauntings are still passed along by residents of the area today. What a captivating history of a true Michigan legend. Well researched and filled with outstanding photography.

Gilligan's clear writing and fascinating historical evidence make his arguments compelling and totally convincing.

This is an excellent textbook for a class in modern Israeli Hebrew. The 10 lessons are well structured. They are divided into 2 parts which use a conversation to introduce new vocabulary and grammatical concepts. There are group exercises to practice conversations and written exercises which test comprehension and develop grammar.

The grammar includes basic subjects like the nominal sentence, agreement in number and gender between noun and adjective, construct state, pronominal suffixes, key particles (yesh, `eyn, hineh, etc.), interrogatives, personal and demonstrative pronouns, use of the active participle for expressing present tense. Level 1 finishes with the introduction to past tense with the qal perfect of a few verbs. The system of Hebrew verbs is more fully developed in Level 2. Level 3 is geared toward the written more than the spoken word.

The vocabulary of the text is practical for a school setting. The vocabulary is not the typical vocabulary geared towards tourists or diplomats. One feature I really appreciate is the inclusion of occasional loan words from English that are in use in current colloquial Hebrew. The language is not so colloquial that the paradigms in 2nd person plural have been leveled as is common in actual conversation.

The text is ktiv male except in the vocabulary lists and the paradigms. By being written without vowel points and diacritics, it avoids the student becoming dependent on them. Also, on the subject of the writing system, the text is one of the few that addresses one of my pet peaves with Hebrew textbooks. It actually teaches how to write cursive!

Were I teaching a class in Modern Hebrew I would select this textbook.

This is a textbook for a young-adult or adult class, however, it can be used for self-study as long as the associated audio tapes are also purchased.

I have given this book away to different school's where I have taught in Minnesota, and in Mexico (Chiapas, San Luis Potosi). Now I find myself teaching again, and I need it! I'm ordering another copy from Amazon.com!

This book gives ESL/EFL students the repetition they need, and it makes it so simple, that they don't mind the work! It is page after page of photocopiable worksheets that start from zero--the verb "to be" and goes on to advanced.

You can use it for extra practice specific area for a student who needs it, or for everyday class worksheets, quizzes, homework, or games (I put one item up at a time, and see who comes up with the correct answer first)...

After I know my students understand a concept I make sure they can put it into practice in many different ways. This book is the easiest way I've found to do that. English Structure Practices has all the bases covered...including exceptions to rules that I may not have remembered.

It's VERY THOROUGH! And that's how my students want to learn and I want to teach; thoroughly!

I read this book for a graduate course in Roman history.

It is important to understand that the army of the Republic was by no means a second rate militia force. "Discipline and training were its hallmarks; the care with which the camp was laid out reveals no ordinary grouping of amateur warriors. The Romans adopted professional attitudes to warfare long before the army had professional institutions." The army's professionalism is proven by reading the one military training manual still extant, Vegetiu's fourth century CE Epitome of Military Science. Most experts agree that Vegetius' Epitome was certainly a compilation of earlier Roman military training and doctrine manuals that have not survived. This manual is replete with information for the commander on how to recruit, train, supply, billet, and employ his legion in combat.

Rome had an army from its earliest beginnings as a small city-state. There is little known of the structure of the military in early Roman history. "At first, military service in the Roman Army entailed a man being away from his home...for a few weeks or months over the summer. The campaign season opened in March and closed in October, as official festivals in the Roman calendar make clear." Servius Tullius was the sixth king of Rome who reigned from about 580-530 BCE. Servius instituted many reforms in both the political and military structures of Rome which were codified in the Sevian Constitution. He conducted the first census of the citizenry and used this information to divide the population into classes based on wealth. The class structure was then used both politically for voting classification and militarily to determine in what portion of the legion a man would serve in to defend Rome. The men were organized into centuries (hundreds) within the class structure. Militarily, the class ranking was based on wealth, which determined where a man would serve in the legion based on his ability to provide his own weapons and equipment. The wealthiest class in Roman society served in the equites or the Roman cavalry, of which there were eighteen centuries. Obviously, these men had the financial ability to provide their own horses. The majority of the population was divided into five classes who served in the infantry. Men who had no property had no military obligation. The military tactics used were similar to the Greek hoplite formation.

"Members of the `first class' were to be armed with a bronze cuirass, spear, sword, shield and greaves to protect the legs; the `second class' with much the same panoply minus the cuirass; the `third', the
same but lacking the greaves; the `fourth; the shield and spear only, and the `fifth' was armed only with slings or stones.

During the period of the Republic, the structure of the army went through some changes after the enactment of the Servian Constitution. When a Roman citizen volunteered or was drafted, it was to fight in a specific campaign rather than for a specific length of time. Since Rome's empire was expanding in the second century BCE, it might not be uncommon for soldiers to serve in successive campaigns with a length of service reaching six years--the usual maximum length of service. In some very rare instances a soldier could volunteer to serve longer terms of service, mainly for the booty reward available to soldiers. Normally, a soldier would be maintained in a citizen reserve for sixteen years after his initial term of service. If a soldier was mobilized later, it was unlikely he would retain his former rank. This fact made it difficult for a man to make the army a lucrative profession in the Republic era. Even if a citizen showed exceptional aptitude and bravery in combat and rose to the rank of centurion, he would only have received double the pay of an ordinary soldier until Julius Caesar changed the pay and reward structure for his legions.

Recommended reading for those interested in Roman history, military history.

Hi! Excellent book. It is clear why it is sold out. You need to order more!!!

This is a great account of the Hidatsa Indians. Washington Matthews was able to preserve part of the Hidatsa language.