Stuart Books

not a day goes by that i don't kick myself for leaving this book behind in my old apartment. not a day goes by that i don't wonder where our expressions and phrases come from, and this book explains the origin of them all. as a matter of fact I would "BEND OVER BACKWARDS (??)" to get it.

Is it about the Church, or about community? Maybe, these are the same thing. Some clergy have gone out to help people in need; whether from loss of relationships, loss of a job, health related concerns, and so much more. Spending time getting to know people and helping them care for themselves. This book is about one person's journey to help people at night in San Francisco in the 1960's and 1970's. It still needs to be done today, and in other communities.

The book also is about loneliness that takes over and hurts them, and many around them. Mother Teresa from Calcutta, India while giving food to the poor, said the worse thing tragically is still loneliness.

In his summary chapter he says, "The out-pouring, self-sacrificing nature of the Church has been piously talked about, but often practiced only in terms of life within the structure, not in terms of the Church in relation to the world."

Reading this can help reach out to neighbors, community members, and yes, to our own families. I would recommend it.

This is a generally well- written and instructive guide to the Age we are supposedly in the 'Post- Modern'. This as the name implies is what comes after the Modern , though one entry assures us that to be post- modern a thing must first be modern. The post- modern with its divided and broken narratives, its multiple interpretations, its seeming transcendence of the idea or ideal of any single right way of seeing a thing or believing a truth is at present in the saddle and riding over all of us. And this though there have already appeared hints of a post- post -modern Age on the horizon. This work is more than word games and tells much about what some of the fine minds of our time have been rethinking about.
It treats a wide variety of issues with considerable seriousness. As to the question of whether Post- modernism has a sense of humor about itself that I found to have a negative answer in reading this volume.
But to be fair and indicative here is a list of some of the ' dominant features of post-modern fiction." Temporal disorder, the erosion of the sense of time, a pervasive and pointless pastiche, a foregrounding of words as fragmenting material signs, the loose association of ideas, paranoia, and vicious circles , or a loss of distinction between logically separate levels of discourse" p. 123
In other words, we may be all post- modern but there is no reason to be very happy about it.

I am the publisher of this book and can provide copies for the original selling price. This is Rocco's first book and is a collector's item now. It has loads of information on the art of sleeving and good closeup photos that make it easy to get started with this form of magic.

Stuart's exhaustive discography is essential for any Stravinsky collector eager to track down the recordings, whether on vinyl or reissued on CD. Comprehensive session notes help untangle the confusion of when, where, and who, and the Introduction offers an excellent picture of Stravinsky's ongoing conflict with the recording process. Pricey but well worth it.

The damage on the cover of this book (which brought down the price) was accurately described. Thank you.

I have read volumes 1-12 and am so pleased with all the volumes which are full of adventures and lives of the related characters which the author has skillfully created. I also love the stories being woven around history. I love the family tree diagrams. I am so pleased that I am looking for other volumes after 12 if there any written. I feel like I must have more. Please contact me if the author has created other volumes in this series.

Thank you,
James E. Meyers

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.

This book is an excellent way to start for new Christians! I like the fact that there is one page to read a day for a year, which let's you grow with God at your own pace. Reading this book has helped me in my growth and following the path He has made for me. It is a must have for all who believe!

Provides superb photos of furniture from the period. It is a pity that more was not done with paintings and architectural drawings, but since it is a catalog from a gallery show not a museum show there were, no doubt, limitations on what could be borrowed. After seeing these real antiques I was inspired and reassured to purchase two reproduction chairs resembling the cover photo on the book. Up until now the only reference I had was the catalog from the 1976 Houston Museum oif Fine Arts show, whose catalog is of a lesser quality and smalller size as regards reproduction, but better on provenance details.