Its colorful design and conversational writing style make it appealing and accessible to students and has made it the leading Nutrition text for the non-majors or mixed majors/non-majors introductory course.

    It is and based on Elizabeth's own experiences.Excerpt from Aurora Leigh: A Poem in Nine Books Aurora Leigh. First Book. Of writing many books there is no end;And I, who have written much in prose and verseFor others' uses, will write now for mine, -Will write my story for my better self, As when you paint your portrait for a friend, Who keeps it in a drawer, and looks at itLong after he has ceased to love you, justTo hold together what he was and is. I, writing thus, am still what men call youngI have not so far left the coasts of lifeTo travel inland, that I cannot hearThat murmur of the outer InfiniteWhich unweaned babies smile at in their sleepWhen wondered at for smiling; not so far, But still I catch my mother at her postBeside the nursery-door, with finger up, "Hush, hush, here's too much noise!" while her sweet eyesLeap forward, taking part against her wordIn the child's riot. Still I sit, and feelMy father's slow hand, when she has left us both, Stroke out my childish curls across his knee, And hear Assunta's daily jest (she knewHe liked it better than a better jest)Inquire how many golden scudi wentTo make such ringlets. O my father's hand, Stroke heavily, heavily, the poor hair down, Draw, press the child's head closer to thy knee!I'm still too young, too young, to sit alone.

    Written more than two decades after Democracy and Education (Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received.Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeper and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, one that offers a true learning situation that is both historical and social, both orderly and dynamic.