A fresh perspective on a beloved classic by acclaimed translators Anita Barrows and Joanna Macy. German poet Rainer Maria Rilke’s (1875–1926) Letters to a Young Poet has been treasured by readers for nearly a century. Rilke’s personal reflections on the vocation of writing and the experience of living urge an aspiring poet to look inward, while also offering sage wisdom on further issues including gender, solitude, and romantic love. Barrows and Macy’s translation extends this compilation of timeless advice and wisdom to a fresh generation of readers. With a new introduction and commentary, this edition places the letters in the context of today’s world and the unique challenges we face when seeking authenticity.
Two writers and professors present 40 short pieces of fiction that serve as humorous counterfeit texts, including a personal ad from Ron Carlson, a parking department complaint from Amy Hempel, and a list of works cited from Rick Moody.
The author, a computer science professor diagnosed with terminal cancer, explores his life, the lessons that he has learned, how he has worked to achieve his childhood dreams, and the effect of his diagnosis on him and his family.
Just when everything seems to be going wrong, hope—and love—can appear in the most unexpected places. Summer has begun, the beach beckons—and Francesca Schnell is going nowhere. Four years ago, Francesca’s little brother, Simon, drowned, and Francesca’s the one who should have been watching. Now Francesca is about to turn sixteen, but guilt keeps her stuck in the past. Meanwhile, her best friend, Lisette, is moving on—most recently with the boy Francesca wants but can’t have. At loose ends, Francesca trails her father, who may be having an affair, to the local country club. There she meets four-year-old Frankie Sky, a little boy who bears an almost eerie resemblance to Simon, and Francesca begins to wonder if it’s possible Frankie could be his reincarnation. Knowing Frankie leads Francesca to places she thought she’d never dare to go—and it begins to seem possible to forgive herself, grow up, and even fall in love, whether or not she solves the riddle of Frankie Sky.
Long awaited and eagerly anticipated, this remarkable volume allows English-speaking readers to experience a profound dialogue between the German philosopher Martin Heidegger and the Swiss psychiatrist Medard Boss. A product of their long friendship, Zollikon Seminars: Protocols-Conversations-Letters chronicles an extraordinary exchange of ideas. Heidegger strove to transcend the bounds of philosophy while Boss and his colleagues in the scientific community sought to better understand their patients and their world. Boss approached Heidegger during World War II asking for help in reflective thinking on the nature of Heidegger's work. A correspondence ensued, followed by visits that soon became annual two-week meetings in Boss's home in Zollikon, Switzerland. The protocols from these seminars, recorded by Boss and reviewed, corrected, and supplemented by Heidegger himself, make up one part of this volume. They are augmented by Boss's record of the conversations he had with Heidegger in the days between seminars and by excerpts from the hundreds of letters that Heidegger wrote to Boss between 1947 and 1971. For the first time, Heidegger makes the fundamental ideas of his philosophy accessible to nonphilosophers. Heidegger confronts certain philosophical/psychological theories, including Freudian psychoanalysis, Ludwig Binswanger's and Boss's forms of Dasein (existential) psychoanalysis, and Indian philosophy that he has never previously addressed. The lectures, correspondence, and conversations span twenty-five years, offering an ongoing view of Heidegger's career and philosophical development. A richly detailed picture of one of the century's great philosophers, Zollikon Seminars is the best and clearest introduction to Heidegger's philosophy available.
W. J. Mander presents a history of metaphysics in nineteenth-century Britain. The story focuses on the elaboration of, and differing reactions to, the concept of the unknowable or unconditioned, first developed by Sir William Hamilton in the 1829. The idea of an ultimate but unknowable way that things really are in themselves may be seen as supplying a narrative arc that runs right through the metaphysical systems of the period in question. These thought schemes may be divided into three broad groups which were roughly consecutive in their emergence but also overlapping as they continued to develop. In the first instance there were the doctrines of the agnostics who developed further Hamilton's basic idea that fundamental reality lies for the great part beyond our cognitive reach. These philosophies were followed immediately by those of the empiricists and, in the last third of the century, the idealists: both of these schools of thought--albeit in profoundly different ways--reacted against the epistemic pessimism of the agnostics. Mander offers close textual readings of the main contributions to First Philosophy made by the key philosophers of the period (such as Hamilton, Mansel, Spencer, Mill, and Bradley) as well as some less well known figures (such as Bain, Clifford, Shadworth Hodgson, Ferrier, and John Grote). By presenting, interpreting, criticising, and connecting together their various contrasting ideas, this book explains how the three traditions developed and interacted with one another to comprise the history of metaphysics in Victorian Britain.
"Livy darling, it was flattering, at the Lord Mayor's dinner, tonight, to have the nation's honored favorite, the Lord High Chancellor of England, in his vast wig & gown, with a splendid, sword-bearing lackey, following him & holding up his train, walk me arm-in-arm through the brilliant assemblage, & welcome me with all the enthusiasm of a girl, & tell me that when affairs of state oppress him & he can't sleep, he always has my books at hand & forgets his perplexities in reading them!" (10 November 1872) On his first trip to England to gather material for a book and cement relations with his newly authorized English publishers, Samuel Clemens was astounded to find himself hailed everywhere as a literary lion. America's premier humorist had begun his long tenure as an international celebrity. Meanwhile, he was coming into his full power at home. The Innocents Abroad continued to produce impressive royalties and his new book, Roughing It, was enjoying great popularity. In newspaper columns he appeared regularly as public advocate and conscience, speaking on issues as disparate as safety at sea and political corruption. Clemens's personal life at this time was for the most part fulfilling, although saddened by the loss of his nineteen-month-old son, Langdon, who died of diphtheria. Life in the Nook Farm community of writers and progressive thinkers and activists was proving to be all the Clemenses had hoped for. The 309 letters in this volume, more than half of them never before published, capture the events of these years with detailed intimacy. Thoroughly annotated and indexed, they are supplemented by genealogical charts of the Clemens and Langdon families, a transcription of the journals Clemens kept during his 1872 visit to England, book contracts, his preface to the English edition of The Gilded Age, contemporary photographs of family and friends, and a gathering of all newly discovered letters written between 1865 and 1871. This volume is the fifth in the only complete edition of Mark Twain's letters ever attempted, and the twenty-fourth in the comprehensive edition known as The Mark Twain Papers and Works of Mark Twain.
"Letter-a-week" may be a ubiquitous approach to teaching alphabet knowledge, but that doesn't mean it's an effective one. In No More Teaching a Letter a Week, early literacy researcher Dr. William Teale helps us understand that alphabet knowledge is more than letter recognition, and identifies research-based principles of effective alphabet instruction, which constitutes the foundation for phonics teaching and learning. Literacy coach Rebecca McKay shows us how to bring those principles to life through purposeful practices that invite children to create an identity through print. Children can and should do more than glue beans into the shape of a "B"; they need to learn how letters create words that carry meaning, so that they can, and do, use print to expand their understanding of the world and themselves.
