Since then it has undergone substantial revision several times. This edition is a 15-volume resource library designed especially for preschool and primary-grade children and for the older child who needs high-interest, easy-to-read materials. Childcraft also serves as a resource for parents, teachers, and librarians.

    It provides a superb overview of the vast historical process by which Christianity was Hellenized and Hellenic civilization became Christianized.Werner Jaeger shows that without the large postclassical expansion of Greek culture the rise of a Christian world religion would have been impossible. He explains why the Hellenization of Christianity was necessary in apostolic and postapostalic times; points out similarities between Greek philosophy and Christian belief; discuss such key figures as Clement, Origen, and Gregory of Nyssa; and touches on the controversies that led to the ultimate complex synthesis of Greek and Christian thought.

    But this book and the authors later Messianic Character of American Education were a resolute call to arms for Christians to get their children out of the pagan public schools and provide them with a genuine Christian education. Dr. Rushdoony had predicted that the humanist system, based on anti-Christian premises of the Enlightenment, could only get worse. Rushdoony was indeed a prophet. He knew that education divorced from God and from all transcendental standards would produce the educational disaster and moral barbarism we have today. The title of this book is particularly significant in that Dr. Rushdoony was able to identify the basic contradiction that pervades a secular society that rejects Gods sovereignty but still needs law and order, justice, science, and meaning to life. As Dr. Rushdoony writes, "there is no law, no society, no justice, no structure, no design, no meaning apart from God." And so, modern man has become schizophrenic because of his rebellion against God.

    It is the standard work in the field. The text covers learning about children s literature, understanding children s responses to literature, the history of children s literature, beginning books, picture books and all of the genres (fantasy, poetry, realistic fiction, historical fiction, biography, and informational books), planning the literature program, and extending and evaluating children s understandings of literature."

    In this first and most popular of Usigli's "antihistorical trilogy," the author portrays the brief, disastrous reign of Maximilian I as emperor of Mexico, framed by scenes depicting his wife Carlota in her old age, after she had survived her husband by several decades in spite of having descended into madness.

    

    It is equally so today. Hofstadter approaches the topic historically, showing how events from various historical epochs expose the degree of freedom in academic institutions. The volume exemplifies Richard Hofstadter's qualities as a historian as well as his characteristic narrative ability. Hofstadter first describes the medieval university and how its political independence evolved from its status as a corporate body, establishing a precedent for intellectual freedom that has been a measuring rod ever since. He shows how all intellectual discourse became polarized with the onset of the Reformation. The gradual spread of the Moderate Enlightenment in the colonies led to a major advance for intellectual freedom. But with the beginning of the nineteenth century the rise of denominationalism in both new and established colleges reversed the progress, and the secularization of learning became engulfed by a tidal wave of intensifying piety. Roger L. Geiger's extensive new introduction evaluates Hofstadter's career as a historian and political theorist, his interest in academic freedom, and the continuing significance of Academic Freedom in the Age of the College. While most works about higher education treat the subject only as an agent of social and economic mobility, Academic Freedom in the Age of the College is an enduring counterweight to such histories as it examines a more pressing issue: the fact that colleges and universities, at their best, should foster ideas at the frontiers of knowledge and understanding. This classic text will be invaluable to educators, university administrators, sociologists, and historians.

    Adler a "philosopher for everyman." In this guide to considering the big questions, Adler addresses the topics all men and women ponder in the course of life, such as "What is love?", "How do we decide the right thing to do?", and, "What does it mean to be good?" Drawing on his extensive knowledge of Western literature, history, and philosophy, the author considers what is meant by democracy, law, emotion, language, truth, and other abstract concepts in light of more than two millennia of Western civilization and discourse. Adler's essays offer a remarkable and contemplative distillation of the Great Ideas of Western Thought.

    

    George Davie's account of the history of the movements which set Scotland apart from its neighbours, and of the great personalities involved, has proved seminal in restoring to Scotland a sense of the value of its unique cultural identity.Scotland's approach to higher education has always been distinctive. From the inauguration of its first universities, the accent was on first principles, and this broad, philosophical interpretation unified the approach to knowledge - even of mathematics and science. The resulting generalist tradition contrasted with the specialism of the two English universities, Oxford and Cambridge. It stood Scotland in good stead, characterising its intellectual life even into the nineteenth century when economic, social and political pressures enforced an increasing conformity to English models. The Democratic Intellect is rightly a benchmark in Scotland's intellectual heritage and continues to have a marked influence on those now promoting enquiry and improvement within our colleges and universities.An introduction by Murdo Macdonald and Richard Gunn and a foreword by Lindsay Paterson set the book in context for this Classic Edition, reissued to coincide with the Scotland Independence debate of 2014. Key Features:New Edinburgh Classic edition at accessible price New preface and foreword setting the book in context Launches a series of Edinburgh Classics in Scottish History Will contribute to the Independence debate of 2014 Key words:Scotland, education, history, philosophy, classic, Enlightenment, George Davie Subject:Scottish History