Kirjahaku

An investigation into the influence of, and reaction to, the atheistic writings of the baron d'Holbach. The Baron d'Holbach, a prominent figure in the French Enlightenment, is best known for his writings against religion. His prolific campaign of atheism and anti-clericalism, waged from the printing presses of Amsterdam in the yearsaround 1770, was so radical that it provoked an unprecedented public response. For the baron's enemies, at least, it suggested the end of an era: proof that the likes of Voltaire and Jean-Jacques Rousseau were simply a cabal of atheists hell-bent on the destruction of all that was to be cherished about religion and society. The philosophes, past their prime and under fire, recognised the need to respond, but struggled to know which way to turn. France's institutional bodies, lacking unity and fatally distracted, provided no credible lead. Instead, the voice of reason came from an unlikely source - independent Christian apologists, Catholic and Protestant, who attacked the baron on his own terms and, in the process, irrevocably changed the nature of Christian writing. This book examines the reception of the works of the baron d'Holbach throughout francophone Europe. It insists that d'Holbach's historical importance has been understated, argues the case for the existence of a significant "Christian Enlightenment" and raises questions about existing secular models of the francophone public sphere. MARK CURRAN is the Munby Fellow in Bibliography, Cambridge University Library.

This volume is a ground-breaking contribution to enlightenment studies and the international and cross-cultural history of print. The result of a five year research project, the volume traces the output and dissemination of books and how reading tastes changed in the years 1769-1794. Mapping the book trade of the Société Typographique de Neuchâtel (STN), a Swiss publisher-wholesaler which operated throughout Europe, the authors reconstruct the cosmopolitan elite culture of the later enlightenment, incorporating many engaging case studies. The STN's archives are uniquely rich in both detail and range, and while these archives have long attracted book historians (notably Robert Darnton, a leading scholar of the Enlightenment), existing work is fragmentary and limited in scope. By means of comparative study, the author considers the entire book market across Europe, making local, regional and chronological nuances, based on advanced taxonomies of subject content, author information, markers of illegality and much more. This volume is, in short, the most diverse and detailed study of the late 18th-century book trade yet, while offering fresh insights into the enlightenment.

This volume is a ground-breaking contribution to enlightenment studies and the international and cross-cultural history of print. The result of a five year research project, the volume traces the output and dissemination of books and how reading tastes changed in the years 1769-1794. Mapping the book trade of the Société Typographique de Neuchâtel (STN), a Swiss publisher-wholesaler which operated throughout Europe, the authors reconstruct the cosmopolitan elite culture of the later enlightenment, incorporating many engaging case studies. The STN's archives are uniquely rich in both detail and range, and while these archives have long attracted book historians (notably Robert Darnton, a leading scholar of the Enlightenment), existing work is fragmentary and limited in scope. By means of comparative study, the author considers the entire book market across Europe, making local, regional and chronological nuances, based on advanced taxonomies of subject content, author information, markers of illegality and much more. This volume is, in short, the most diverse and detailed study of the late 18th-century book trade yet, while offering fresh insights into the enlightenment.

Teaching English as a Second Language, in far too many American schools, thrusts, especially new teachers to the craft, into a learning environment where there are many expected learning outcomes and few real classroom tools to achieve them. This ESL-Mainstream Linking Curriculum Guide addresses that situation and provides solutions. It incorporates a basic set of mainstream, subject topics, into a format for the teacher to expedite, and it provides for second language learners to develop English language skills while aligned with mainstream, text, scope, and sequence expectations. From day one, the teacher is provided with a set of lesson topics to guide the educator and the students through mainstream subject requirements. In conjunction with this, students are focused on acquiring their second language skills. The Linking Curriculum Guide is a living entity. It has provision and protocols for review and adjustment. In this way, it can meet the specific needs of any given school district's academic requirements, scope and sequence of texts, language and subject content, and skills acquisition. This work can also be used as a professional development tool. It provides teachers and administrators with a program to develop district-specific Linking Curriculum Guides that build upon the baseline this work offers. Teaching and acquiring second language skills can and should be as student- and teacher-friendly as they are challenging. This work is a concrete, ready-to-use approach toward that end.