Stuart Books

Mary Queen of Scots by Carol SCcaefer was a great find. This wonderful book tells an epic tale. The intimate style of storytelling kept me turning the pages. Carol Schaefer's skillful weaving of fact and fiction allowed me to harbor a secret wish that all would go well for the remarkable and doomed heroine. The dusty historical facts I had so often read in shcool came to life with the use of such lyrical language, language fit for a queen. I recommend this book as a perfect gift for friends and family. A discerning reader will appreciate this book by a gifted writer. I await Carol Schaefer's next contribution to the literary world.

My eyes grew big as I read. Carol Schaefer's eloquent language, combined with an "at the edge of your seat" story-line, gave me chills. I never knew reading a biography could be this entralling.

I found this book to be very helpful in refreshing ministry principles in my mind. Even though the three pastors are involved with larger churches, the principles are effective for a pastor in any size congregation since it really involves more the personal side of ministry. It is like sitting down with a cup of coffee and letting these men share their joys and heartaches, mistakes and victories. Very readable. Highly recommended!

It was hard to understand in the begining, but then it became easier throughout the book. It teaches you how to use preasure points to releive fear. I really enjoyed it and hope everyone considers buying it.

Wow! Only rarely does a book come along that will obviously become the gold standard in its field, and this is definitely one of them. At first glance the price is hefty, but once opened it is clear that this text is worth every penny. At almost 600 pages, this is the most comprehensive veterinary text on chelonians published, and is so far ahead of the rest of the field it is impossible to compare it. The book contains lavish quantities of colour photos. This is further supplemented by illustrations and tables to make the vast quantity of information more accessible and user friendly. This is in no way an anecdotal text, but a copiously referenced resource, assembled by well known authors in the forefront of the field of herpetological veterinary medicine. The book itself is a large hardback volume, printed on good quality paper, with a robust binding that promises to withstand many years of use. This text will without doubt soon become the standard in chelonian medicine and surgery. It is an absolute must for any veterinarian working with tortoises or turtles, either in a practice or a zoo situation. It will be equally useful to serious herpetologists, zoo keepers, and those involved in the captive management, breeding, or rehabilitation of chelonians.

as the caretaker of a red-footed tortoise, and being terribly curious about what's going on "under the hood," i found all the answers that i wanted in this amazingly informative book (and then some)!

curious about prescription drugs? diseases? anatomy? surgical techniques? husbandry recommendations? it's ALL there, with wonderfully vivid illustrations. a word to the squeamish, though -- there are many graphic photographs from study cadavers and of case studies that show the effects of major illness, injury, and neglect/abuse.

while the cost is, yes, prohibitively expensive, please don't let that veer you from trying to check this book out for yourself. many public and university libraries participate in inter-library loans, and you may very likely be able to read it that way (that's what i did!).

I'd been meaning to start meditating for a while but it seemed a bit mysterious to me. I bought this book on sale and what a great buy it turned out to be. It goes through the meditations and they aren't at all complicated. It has everything a beginner needs to start. I go back to the book all the time.

I've been practicing meditation daily for a few months and I've been telling my friends and family how helpful it is. Everyone seems to think think meditating is too mysterious and challenging to attempt. I found this book on the Borders Bargain table for $6. Can't beat that. The book has many types of meditation to try out and it embraces all faiths and it also assures that people without a particular faith can do meditation too. It is written in a way that makes it seem like meditation isn't complicated at all. I went back to the store and bought a copy for my Mom and my Aunt.

I loved this book. I've read quite a few Intrigues, and I don't say that every day. Here's the back cover of the book:

She was all caught up in his tangled lies...

The porcelain butterflies arrived like clockwork every year on her birthday. Rachel Chandler received gifts postmarked from exotic places all over the world from her brother Emmett, who had been living underground since his implication in a bombing in the later 1960's.

After fifteen years, Rachel was about to see Emmett again. He had surfaced in Hawaii, and nothing could keep her from going to him. But when they did meet, Rachel knew something was terribly wrong. She hadn't expected to recognize Emmett right away... but she hadn't expected to be attracted to him either!


Well, if you need more than that to get you to open the book... The story is set up very well, with excellent pacing, good characters, and good resolution. The romance part of the story is handled artfully, actually eliciting an emotional response on the part of the reader. Recommended reading.

Anne Stuart perversely loves to create a male who is far from a hero, and then provoke, tantalize and lure her readers into for falling him. She must set around and make lists of all the types of men in the world a woman would swear she would never fall for, then with a wry grin, she sets about to prove to us she can do just that very feat. She has given us a hitman, a thief, a court jester, a cult leader...well the list is endless. Just as I think she has hit the bottom of the list, I find yet another. This time she does her Stuart magic and casts the hero as the heroine's brother.

When Rachel Chandler was 12-years-old, her brother Emmett was involved with a radical group of protesters. A bomb accidentally blew up killing several people, along with Emmett's girl friend. Emmett alone survived, just the quirk of fate that he had been out getting pizzas at the time. Emmett vanished, last seen in Hawaii, but for fifteen years no one had heard from him. No one except Rachel Chandler. Every year on her birthday she receives a package, post marked from various places around the world. So, when word comes from her uncle that Emmett is back in Hawaii at the family home, even her fear of flying will not stop her from being reunited with the brother she hadn't seen for fifteen years.

Only Emmett is not quite how she remembers him. She feared Emmett might be given to gaining weight, but this man is hard, lean. He carries scars from varies fights, attesting to his being in foreign places where life is cheap. Emmett is not happy when Rachel shows up on his doorstep. Neither is her uncle. Rachel soon comes to fear Emmett is not Emmett and this impostor and her uncle are playing a charade in order to get at the vast fortune left in trust for the real Emmett.

Is a steamy sexy, shadowy novel that Stuart does so well, showing whether in full novels or series romance, no one can touch the resident genius of dark romantic tales. Another Stuart keeper - but then aren't they all?

_The Menace of the Herd_ is an early work by Erik von Kuhnelt-Liddehn (writing under the name Francis Stuart Campbell), the famous German Roman Catholic Rightist and anti-democrat, written near the end of the Second World War. The subtitle of this book is �Procrustes at Large�, and Kuhnelt-Liddehn bases his argument around the Greek myth of Procrustes who made individuals fit his bed by either stretching them or cutting off their legs � standing for inflexibility and the herdist desire for levelling. In this book, Kuhnelt-Liddehn shows the dangers of herdism � seen in democratic levelling, identitarianism, and collectivism � and opposes this to the traditional Christian principles emhasizing morality, personalism, liberty, aristocratism, and monarchy. The author writes much against the developments of modern man in both technology and government, with a pastoralist hankering for tradition, an agriculturally based life (including the tradition of private property), and religion as revealed in medieval society and in the tradition of the Roman Catholic Church. The author sees much in city life which lends itself to herdism and much in modern democracy which is really ochlocracy (�mob rule�). To the author, technological developments and modern �progress� have negative aspects which are so conveniently overlooked and hidden from view by their modern trumpeters. Opposed to these developments and to modern industrialized, democratized, levelled, and urbanized culture stands the traditions of the Roman Catholic Church, Christian morality, and the tradition of monarchy. The author�s advocation of monarchy may appear extreme; however, the author notes that a just monarch rules his subjects out of love (monarchy consists in loving obedience to a just monarch just as one may give oneself freely to a lover in love) and often in monarchies of the past individuals have enjoyed more liberties than in modern day democracies (which amount to ochlocracies). Many other thinkers of the past including Plato, Aristotle, Saint Thomas Aquinas, and de Toquenville have found democracy (�tyranny of the masses� or �tyranny of the majority�) to be problematic. It is this worship of identity and conformism as opposed to difference and diversity as well as a levelling effect based on �equality� which crushes all difference and genuine diversity (as opposed to the false form of diversity which is merely egoistic individualism). This effect may be seen in both the movements of Communism and Fascism (and National Socialism) in which collectivistic, nationalistic, and identitarian (often racist) elements emerge to enforce sameness. In the second half of the book, the author turns his attention to both Germany and America with reference to recent history (the First and Second World Wars). The author finds much to criticize in the Second and Third Reichs of recent German history following the First World War. Against these regimes the author yearns for the Roman Catholic German empire free from herdist instincts gone mad. The author next turns his attention to England and what grew from its colonies, America � the United States and its republic. The author notes that America lacks a titled aristocracy and that this leads to a constant craving for success and achievement among its citizens. The author is critical of the democratic and herdist elements within American society and contrasts these elements with European society. Finally, the author turns his attention to the Second World War. The author notes that this war involves an epic conflict, but that it must be fought over �liberty� and not �democracy� (which in fact is more represented by the Axis forces, both Hitler and Mussolini being �democratically� elected and enjoying mass appeal). The author argues for a just peace and for a peace agreement with Germany that is both humane and truly Christian � as opposed to one which is based entirely on the lust for vengeance. Finally, the author contrasts a mere leader (such as Hitler or Mussolini or even the American President) who is a �man of the people� with a ruler, who often resides completely outside the people as in the old monarchical tradition. It is the herdist tendency in man which poses such a threat to his liberty and to his great traditions, prime among them the religious tradition embodied in Christianity, which the author argues so vehemently against. In an era which has seen the rise of totalitarian regimes, it is important that we heed the words of individuals like Kuhnelt-Liddehn (a.k.a. Samuel Francis Capbell) in our assessment of the dangers of democracy and the readiness with which man can surrender his liberties and give into the rule of the mad mob, i.e. ochlocracy. Since the French Revolution, egalitarian and democratic tendencies have proliferated within government and their dangers must be noted as we witness the rise of totalitarian regimes with full support of the people. Like all his books, _The Menace of the Herd_ abounds in obscure references and useful quotes and pieces of information and reveals the author's learning and profound mind. Complete with footnotes and appendix this book offers a challenging assessment of the modern world and man's need to overcome his base (herdist) instinct.

I'm a big, big fan -- I should say, a devoted student -- of Erik von Kuehnelt-Leddihn (1909-1999), author of a great many articles and books, including Liberty or Equality: The Challenge of Our Times and Leftism Revisited: From De Sade and Marx to Hitler and Pol Pot, books I've been putting off reviewing for many years for fear I couldn't do them justice. "The Menace of the Herd," published under a pseudonym in 1943 (when Americans were not too interested in reading books by authors with Germanic names), is less well known than the two books just mentioned. But it, too, is a fascinating read, and well worth the effort of tracking down -- especially for other K-L fans, but for any student of history, politics, religion, or culture.

Anyone familiar with K-L's later works will find many of the themes of those works being developed here. Although (as I realized with a shock about half way through the book) K-L was just 34 when this was published, his distinctive style is already fully developed: assertive, contrarian, polyglot, unapologetically Catholic, and richly sourced and documented. He already has his favorite quotes, his favorite examples, his favorite turns of phrase.

And yet, while this book is recognizably K-L, there are many valuable arguments in "The Menace of the Herd" that make it far more than just a first-draft of "Liberty or Equality" or "Leftism." His central point is a dramatic challenge to "herdism" and mass democracy (or "ochlocracy," as he calls it), in which all positive virtues are overwhelmed the lowest-common-denominator of simple majoritarianism. The positive virtues, for K-L, include piety, aristocracy, responsibility, personalism (which he distinguishes from "individualism"), and, of course, Catholicism.

Within this argument, K-L makes many smaller points that any thoughtful reader will want to turn over in her mind carefully. These include a fascinating discussion of the classical Christian view of rewards in eternity versus happiness in the here-and-now (and how this affects life in predominantly Catholic nations); the harm caused by the modern educational focus on "how" (science, math) instead of "why" (philosophy, theology); the myth of militarism and nationalism as conservative or "rightist" movements (K-L calls this, in caps, the Great Error of the Century); and much more. Just as intriguing and thought-provoking are his asides and footnotes, including the relative sinfulness of despotism versus mob rule, the differences between "statism," "nationalism," "racialism," "patriotism," and "imperialism," and this gem: "Neither are the progressivists, in present-day America, revolutionaries or enemies of the order. Being 'radical' or 'progressive' they merely want to continue with greater speed and determination along the established, wrong trail" [p. 218].

At the same time, K-L posits some arguments that may well make his conservative and libertarian fans uncomfortable. These include a strong argument against "capitalism" as a "herdist" instinct, and the above-mentioned opposition to "individualism," as distinguished from "personalism." At one point, K-L argues that advertising increases the cost of consumer goods -- a point Mises effectively took apart in chapter 15 of Human Action: A Treatise on Economics. This is one aspect of the early K-L that is much less prominent in his later works.

Finally, since this book was published in the middle of World War Two, I should note that it contains a fascinating discussion of German and Austrian history, and a study of the cultures and characteristics of "the Germanies," that put both world wars in a new and highly intriguing light for me.

"Liberty and Equality" and "Leftism Revisited" are both, as I've noted elsewhere, books that I return to again and again, trying to absorb the learning and the perspective and get my mind around arguments and insights that are highly counter-intuitive for many Americans -- even contrarians like me -- steeped as we are in a culture that worships "democracy" and the "common man" above all else. "Menace of the Herd" now takes its place beside those other books. I strongly encourage any of my fellow K-L students to expend every effort to get a copy of this for your own library. It more than repays the time and money.

do yourself a favor and buy this on tape. listen to it while driving, or whatever, and your heart will dance!

This abridged edition of selected passages is well done. The readers express wonderful emotion. The translation is fresh and I was touched. This is a great supplemental resource for anyone who loves the Word of God. This tape left me wanting more! I recommend this audiotape highly.

The IISS have been publishing this annual for many years and it has become the
authoritative reference work for data on world armed forces*. It consists mainly of
comprehensive listings of the orders of battle of each nation's armed forces. Data includes
numbers, types of platforms, command and organisational sturctures. Commentary is also
provided for each of the major regions that the work is divided into i.e.the United States,
NATO-Europe, Non-NATO Europe, Asia, etc. These sections are chiefly concerned with
defence procurement issues.
For more in depth analysis of strategic and geopolitical issues one should look at the
companion annual Strategic Survey which is also published by the Institute.
*Jane's publish more detailed annuals separately for Navies, Air Forces etc but
The Military Balance is the best overview in a single volume.

While the price is high for such a small book, the information you get is well worth it. With this title you get all the information on units of the world's militaries, including defense budgets and where units are deployed. I did expect however that more information could be covered, such as for example they list bases and flight hours for some countries, but not all. This is well up to date, 4th quarter 2000. NOTE: I haven't seen any book as organized as this one - though I'm sure Jane's would have one, but probably for a few hundred to almost a thousdand dollars for it.

I read this book for a graduate Mill seminar in Philosophy. Recommended reading for anyone interested in education, philosophy, political science, and history.

John Stuart Mill, 1806-73, worked for the East India Co. helped run Colonial India from England. Minister of Parliament 1865-68 he served one term.

In John Stuart Mill's autobiography, he tells readers how he benefited and suffered from having one of the most unique educational experiences known to humankind. His father, James Mill, was personally involved in the education of John and his other siblings John was a brilliant student who read Greek by the age of three and Latin at eight years old. By the time he matured to adulthood, he was extremely well read. Thus, John received an academically rigorous education at home; however, it was devoid of any interaction and social contact with other children his own age. In adulthood, he developed very strong views about the advantages that universal education would have on improving people's characters, which would lead to fostering social change for the better. In addition, he held very strong beliefs on reforming university curriculum to improve Britain's intellectual class. Mill summarized many of his ideas on education in 1867 after accepting the position as Rector of the University of St. Andrews. In his Inaugural Address Delivered to the University of St. Andrews, one of the points that he made in his speech was the responsibility that universities had in building their student's characters. In large measure, the type of curriculum the university taught to its students would in part shape one's character. More importantly, the proper university curriculum would ultimately provide student's with the tools necessary to continue to learn throughout their lives, critically analyze, and if necessary become agents for change in society. He thought that this goal was best served in two ways. First, he believed immersing students in Western civilization's classical works especially the great works of the Greeks and Romans was an important foundation of knowledge. Secondly, he also believed that reading contemporary works of literature was of paramount importance to develop the human character.

As an intellectual himself, Mill was especially interested in the development of the character of gifted people who had the ability to develop a higher intellect than most of their peers. Mill's writings are replete with advice as to what knowledge he thought was most worth attaining to develop one's character and intellect. Looking at what Mill wrote regarding the proper kind of education the intellectually gifted should receive in a university, is where one can then start to ascertain what side he would support in the canon vs. multicultural debate. Although I will use key passages from his writings to illuminate why Mill would ultimately champion the supporters of an increased multicultural curriculum for universities, I also find there is evidence in his writings that he would insist that student's posses a knowledge base in the canon. As an example, in his essay titled Civilization in 1836, which was written when he was 30 years old, one finds Mill's early and life long penchant for studying the classics of ancient Greece and Rome. "Such is the principle of all academical instruction which aims at forming great minds. Ancient literature would fill a large place in such a course of instruction; because it brings before us the thoughts and actions of many great minds."

I find the influence that the classic Greek cultural had on Mill is most illuminating. Williams found that Mill's experience with the Greeks was largely comprised of his reviews he wrote for his friend, George Grote; on his multi-volume work, Grote's History of Greece, as well as Mill's own translations of several of Plato's dialogues. To say that Mill was enamored with the classical Greeks would be a gross understatement. In a review of Grote's work Mill penned the following about the Greeks. "They were the most remarkable people ever to have existed: in historical literature, oratory, poetry, sculpture, architecture, mathematics, physics, politics, and philosophy they made the indispensable first steps, originating speculation and freedom of thought." Mill's interest in the Greeks was in primarily what they had to contribute to present society in the study of politics and philosophy. He thought the Greeks in these two areas had the most influence both on Western civilization as a whole, and was very useful in character formation in educating both the masses and the intelligentsia. In his review of Grote's works, Mill wrote that, in essence, the Athenian democratic model "afforded the mental tranquility which is also one of the conditions of high intellectual or imaginative achievement." Thus, the Athenian society based on liberty would become the historical foundation that Mill would use to defend his own political as well as philosophical views for the improvement of society.

Some 31 years after writing his essay Civilization, Mill's theories for properly educating citizens and the proper makeup of a university curriculum were brilliantly articulated in his Inaugural Address Delivered to the University of St. Andrews in 1867. In this speech, he decried the idea of what universities had become. "Universities are not intended to teach the knowledge required to fit men for some special mode of gaining their livelihood. Their object is not to make skilful lawyers, or physicians, or engineers, but capable and cultivated human beings." He understood that only people with a well grounded education in liberal arts could become the intellectual nucleus that was ultimately necessary to lead and improve society.

Mill's book On Liberty makes his most passionate argument for fostering a pluralistic society. In essence, he articulated the argument that people needed to have more freedom than they had to develop their characters. Mill's concern was that if a majority of people in society were invested with unlimited power they could tyrannize the minority. Although On Liberty is a major treatise of political philosophy, it is also recognized more generally as a work of social philosophy--more so than any other work by Mill. It is not just about what kind of government we should have and how it should behave, but also more importantly, it is about what kind of society we should have and how we aught to live together.

Mill makes a cogent argument in chapter two of On Liberty that really gets to the essence of his arguments. In the chapter, he questions whether society should censor new doctrines simply because they do not conform to its current norms or beliefs. He says that essentially there are three things that may be true of new doctrines when they are proposed. 1) The doctrine might be true; 2) it might be false; and 3) it might be partially true. Mill provides a variety of reasons why the censorship of new doctrines is a bad idea. He believed that most doctrines contain only partial truths but not the whole truth. As an example, when he examined the history of religion he found this to be the case. Although he saw most laudable teachings in Christianity he thought that Judaism and the Koran also had laudable teachings for humankind that were not found in the New Testament. Thus, for the betterment of humankind he believed the best teachings of all three religions should be combined. I believe Mill's real genius as an intellectual was depicted by his impressive ability to find the little kernels of truth in other people's doctrines and synthesize them. Mill postulated that there were few original thinkers in history, and that most ideas that members of society adopt are really the best bits and pieces of a larger doctrine.

I read this book for a graduate Mill seminar in Philosophy. Recommended reading for anyone interested in education, philosophy, political science, and history.

John Stuart Mill, 1806-73, worked for the East India Co. helped run Colonial India from England. Minister of Parliament 1865-68 he served one term.

In John Stuart Mill's autobiography, he tells readers how he benefited and suffered from having one of the most unique educational experiences known to humankind. His father, James Mill, was personally involved in the education of John and his other siblings John was a brilliant student who read Greek by the age of three and Latin at eight years old. By the time he matured to adulthood, he was extremely well read. Thus, John received an academically rigorous education at home; however, it was devoid of any interaction and social contact with other children his own age. In adulthood, he developed very strong views about the advantages that universal education would have on improving people's characters, which would lead to fostering social change for the better. In addition, he held very strong beliefs on reforming university curriculum to improve Britain's intellectual class. Mill summarized many of his ideas on education in 1867 after accepting the position as Rector of the University of St. Andrews. In his Inaugural Address Delivered to the University of St. Andrews, one of the points that he made in his speech was the responsibility that universities had in building their student's characters. In large measure, the type of curriculum the university taught to its students would in part shape one's character. More importantly, the proper university curriculum would ultimately provide student's with the tools necessary to continue to learn throughout their lives, critically analyze, and if necessary become agents for change in society. He thought that this goal was best served in two ways. First, he believed immersing students in Western civilization's classical works especially the great works of the Greeks and Romans was an important foundation of knowledge. Secondly, he also believed that reading contemporary works of literature was of paramount importance to develop the human character.

As an intellectual himself, Mill was especially interested in the development of the character of gifted people who had the ability to develop a higher intellect than most of their peers. Mill's writings are replete with advice as to what knowledge he thought was most worth attaining to develop one's character and intellect. Looking at what Mill wrote regarding the proper kind of education the intellectually gifted should receive in a university, is where one can then start to ascertain what side he would support in the canon vs. multicultural debate. Although I will use key passages from his writings to illuminate why Mill would ultimately champion the supporters of an increased multicultural curriculum for universities, I also find there is evidence in his writings that he would insist that student's posses a knowledge base in the canon. As an example, in his essay titled Civilization in 1836, which was written when he was 30 years old, one finds Mill's early and life long penchant for studying the classics of ancient Greece and Rome. "Such is the principle of all academical instruction which aims at forming great minds. Ancient literature would fill a large place in such a course of instruction; because it brings before us the thoughts and actions of many great minds."

I find the influence that the classic Greek cultural had on Mill is most illuminating. Williams found that Mill's experience with the Greeks was largely comprised of his reviews he wrote for his friend, George Grote; on his multi-volume work, Grote's History of Greece, as well as Mill's own translations of several of Plato's dialogues. To say that Mill was enamored with the classical Greeks would be a gross understatement. In a review of Grote's work Mill penned the following about the Greeks. "They were the most remarkable people ever to have existed: in historical literature, oratory, poetry, sculpture, architecture, mathematics, physics, politics, and philosophy they made the indispensable first steps, originating speculation and freedom of thought." Mill's interest in the Greeks was in primarily what they had to contribute to present society in the study of politics and philosophy. He thought the Greeks in these two areas had the most influence both on Western civilization as a whole, and was very useful in character formation in educating both the masses and the intelligentsia. In his review of Grote's works, Mill wrote that, in essence, the Athenian democratic model "afforded the mental tranquility which is also one of the conditions of high intellectual or imaginative achievement." Thus, the Athenian society based on liberty would become the historical foundation that Mill would use to defend his own political as well as philosophical views for the improvement of society.

Some 31 years after writing his essay Civilization, Mill's theories for properly educating citizens and the proper makeup of a university curriculum were brilliantly articulated in his Inaugural Address Delivered to the University of St. Andrews in 1867. In this speech, he decried the idea of what universities had become. "Universities are not intended to teach the knowledge required to fit men for some special mode of gaining their livelihood. Their object is not to make skilful lawyers, or physicians, or engineers, but capable and cultivated human beings." He understood that only people with a well grounded education in liberal arts could become the intellectual nucleus that was ultimately necessary to lead and improve society.

Mill's book On Liberty makes his most passionate argument for fostering a pluralistic society. In essence, he articulated the argument that people needed to have more freedom than they had to develop their characters. Mill's concern was that if a majority of people in society were invested with unlimited power they could tyrannize the minority. Although On Liberty is a major treatise of political philosophy, it is also recognized more generally as a work of social philosophy--more so than any other work by Mill. It is not just about what kind of government we should have and how it should behave, but also more importantly, it is about what kind of society we should have and how we aught to live together.

Mill makes a cogent argument in chapter two of On Liberty that really gets to the essence of his arguments. In the chapter, he questions whether society should censor new doctrines simply because they do not conform to its current norms or beliefs. He says that essentially there are three things that may be true of new doctrines when they are proposed. 1) The doctrine might be true; 2) it might be false; and 3) it might be partially true. Mill provides a variety of reasons why the censorship of new doctrines is a bad idea. He believed that most doctrines contain only partial truths but not the whole truth. As an example, when he examined the history of religion he found this to be the case. Although he saw most laudable teachings in Christianity he thought that Judaism and the Koran also had laudable teachings for humankind that were not found in the New Testament. Thus, for the betterment of humankind he believed the best teachings of all three religions should be combined. I believe Mill's real genius as an intellectual was depicted by his impressive ability to find the little kernels of truth in other people's doctrines and synthesize them. Mill postulated that there were few original thinkers in history, and that most ideas that members of society adopt are really the best bits and pieces of a larger doctrine.

My courseload every semester invariably includes an introductory logic course. When I prepare discussion material and examinations in the "informal logic" portion of the course, I like to discuss my ideas with other colleagues. A colleague, an ethicist, asked me if I had read Alican's "Mill's Principle of Utility," as we were discussing examples of logical fallacies committed by prominent philosophers in texts that have come to be regarded as classics. After reading Alican's book, I started to use its relevant chapters as a guide to the topic of fallacies. The response of students was much better to this approach than to the standard practice of identifying fallacies in dozens of short passages. I believe that the book would be useful supplementary/recommended reading material in any introductory logic course.

I came across Alican's "Mill's Principle of Utility" in the library during my preliminary research toward a master's thesis on utilitarianism. The topic I chose covered more than John Stuart Mill's "Utilitarianism," but I found Alican's book immensely useful in developing my understanding of Mill's brand of utilitarianism. Despite its exclusive focus on a narrow albeit important issue, the book also shed light on more general and still controversial topics with respect to utilitarianism. I strongly recommend it to every academician and student interested in ethical theory.