KAMENSKY/EXCHANGE ARTIST

The author of The Other Tudors delves into the Virgin Queen myth, Elizabeth’s secret “love life,” and the children she may have had as a result. “Virgin Queen” is the name for which the powerful and fearless daughter of Henry the Eighth and Anne Boleyn is best remembered, and may explain why Elizabeth was the last of the Tudor monarchs. But how appropriate is that reputation? Were Elizabeth’s suitors and favorites really just innocent intrigues? Or were they much more than that? Was Elizabeth really a woman driven by her passions, who had affairs with several men, including Thomas Seymour, while he was still the husband of her guardian Catherine Parr, and Robert Dudley, Earl of Leicester—a man adjudged to have been the great love of her life? Are the rumors of Elizabeth’s illegitimate children true? Was the “Virgin Queen” image a carefully thought out piece of Tudor propaganda? Historian Philippa Jones, author of the acclaimed The Other Tudors, challenges the many myths and truths surrounding Elizabeth’s life and reveals the passionate woman behind the scenes.

Frustrated with the continuing educational crisis of our time, concerned parents, teachers, and students sense that true reform requires more than innovative classroom technology, standardized tests, or skills training. An older tradition—the Great Tradition—of education in the West is waiting to be heard. Since antiquity, the Great Tradition has defined education first and foremost as the hard work of rightly ordering the human soul, helping it to love what it ought to love, and helping it to know itself and its maker. In the classical and Christian tradition, the formation of the soul in wisdom, virtue, and eloquence took precedence over all else, including instrumental training aimed at the inculcation of "useful" knowledge. Edited by historian Richard Gamble, this anthology reconstructs a centuries-long conversation about the goals, conditions, and ultimate value of true education. Spanning more than two millennia, from the ancient Greeks to contemporary writers, it includes substantial excerpts from more than sixty seminal writings on education. Represented here are the wisdom and insight of such figures as Xenophon, Plato, Aristotle, Seneca, Cicero, Basil, Augustine, Hugh of St. Victor, Bonaventure, Thomas Aquinas, Martin Luther, John Calvin, Erasmus, Edmund Burke, John Henry Newman, Thomas Arnold, Albert Jay Nock, Dorothy Sayers, C. S. Lewis, and Eric Voegelin. In an unbroken chain of giving and receiving, The Great Tradition embraced the accumulated wisdom of the past and understood education as the initiation of students into a body of truth. This unique collection is designed to help parents, students, and teachers reconnect with this noble legacy, to articulate a coherent defense of the liberal arts tradition, and to do battle with the modern utilitarians and vocationalists who dominate educational theory and practice.

From humble folk instrument to American icon, the story of the guitar is told in this “exceptionally well-written” memoir by the NPR commentator (Guitar Player). In this blend of personal memoir and cultural history, National Public Radio commentator Tim Brookes narrates the long and winding history of the guitar in the United States as he recounts his own quest to build the perfect instrument. Pairing up with a master artisan from the Green Mountains of Vermont, Brookes learns how a perfect piece of cherry wood is hued, dovetailed, and worked on with saws, rasps, and files. He also discovers how the guitar first arrived in America with the conquistadors before being taken up by an extraordinary variety of hands: miners and society ladies, lumberjacks and presidents’ wives. In time, the guitar became America’s vehicle of self-expression. Nearly every immigrant group has appropriated it to tell their story. “Part history, part love song, Guitar strikes just the right chords.” —Andrew Abrahams, People

Ranging from Plato in antiquity to Martha Nussbaum in the present era, the authors of the seventy readings included in The Liberal Arts Tradition present significant and exemplary views addressing liberal arts education over the course of its history, particularly in the United States. Most of the documents are newly translated or no longer available in print. Arranged chronologically, each selection is accompanied by an informative introduction and extensive explanatory notes discussing its place within the liberal arts tradition. Based upon the author's twenty-five years of experience leading seminars concerning the history of liberal education, this collection presents a uniquely comprehensive and salient set of documents, while incorporating the neglected portrayal and discussion of women within the history of the liberal arts.