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Education From The 60s Still LastsIn 1965, with anti-Vietnam demonstrations at their worst, philosophy professor Joseph Tussman began The Experimental College Program at the University of California, Berkeley. His goal, education for the sake of the individual and of society, sounds like a dream for the jaded higher education of today. In Habits of Mind: the Experimental College Program at Berkeley, Katherine Bernhardi Trow evaluates the program and its long- term effects. While evaluation of education generally focuses narrowly on the short-sighted and fashionable, this book's great merit is its description of the long term effects. Tussman College lasted four years, from 1965-1969. Some 300 students were chosen at random to participate. Trow interviewed forty students who completed the program, and she paints a vivid picture of how they were affected, what they learned and what positive influence it had in their lives. Tussman maintained that it was the university's fundamental duty to reawaken interest and get students involved for the sake of principles which are fundamental for individuals and for society: to develop an exercise of power built on rational, democratic and constitutional principles; to increase sensitivity to humanitarian values and fundamental human problems; to cultivate and strengthen ways of life and ways of conduct which make it possible for humanity to continue a war with institutions and with a spirit of rational discussion to find solutions to problems. Democracy demands of its citizens a political interest and active participation. To do this, according to Tussman, one must educate oneself in a fashion which before the breakthrough of democracy was reserved for members of the ruling class. Students probed deeply into fundamental problems. They examined the interplay between freedom and power. They were taught to be responsible citizens in a democratic society and custodians of western civilization. The program consisted of two parts: a syllabus and a pedagogical method. The syllabus focused on big problems and cultural crisis periods in history which had driven great thinkers to tackle fundamental questions. The reading list consisted of classics, such as the Iliad and works by Plato, Machiavelli, Hobbes, Mill, and Marx, along with more current books, such as The Autobiography of Malcolm X. These were books by authors now viewed as "dead, white males." But students remember the reading as fantastic. Pedagogically, the program diverged radically from then-prevalent teaching methods. Teachers were recruited from various areas of study. All the reading material was read by both students and teacher, regardless of which subject the teacher normally taught. Lectures were held twice a week with all the students and teachers present, and smaller seminars were held. The students wrote essays every other week, and every day they jotted down thoughts and reflections prompted by books, lectures, seminars and discussions. These notes became an intellectual autobiography. The activities reinforced each other and formed a tight intellectual tapestry which stimulated and strengthened learning and education. It was, in short, a program which moved against the stream of mass education. The program seems even more radical if one considers that it, with its high standards, was established when the general trend was toward a relaxation of the demands on students and when Berkeley, like many American universities, was in a permanent state of uproar. What were the long-term effects? In the evaluation, the dense essay- writing comes out as highly valued and as a central force in the program-- at once challenging and entertaining. Essay assignments taught the students to think more analytically and abstractly. The students' linguistic ability was radically improved, in speech and in writing and as much in style as in grammar. The intense contact with the teacher, and the criticism the teacher provided in tutorials, played a constructive and crucial role. The lack of grades was positive. Instead of focusing on grades, one concentrated on the ideas and the knowledge for itself; competitive thinking was conspicuous in its absence. The important thing was to understand what one read and to be able to apply it in other contexts than the immediate one. It was not regarded as meritorious to memorize details in order to regurgitate them later. Tussman encouraged individual thought. The environment--a separate house and small groups --contributed to the feeling of a learned society and stimulated the students. The program helped students to grow intellectually and morally. Their ability to analyze, to adapt themselves quickly to new things, new environments and new problems and to view these from different perspectives grew. They acquired a better understanding of the world around them and a better ability to interpret and understand events in it. Empathy increased and led to intellectual satisfaction and a more content life, which is reflected in the professions in which the program's former students are now active: physician, journalist, attorney, civil engineer, etc. Why did the program cease if it was so good? The answer is brief: university bureacratic staffing problems and a certain amount of lack of interest in basic education at research-oriented Berkeley made the dedicated Tussman tire. The market has become an ideology instead of a means--even, with some exceptions, in academia. Students do not study to grow as a human being, but to satisfy the market. Within the not too distant future, perhaps we will hear a university or college president who, in a travesty of Kennedy's inauguration speech, will welcome novices with the admonishment: "Ask not what the market can do for you, but what you can do for the market." Doris Lessing calls the product of this competence-fixation the well-educated barbarians; those who have gone to school for twenty years, have brilliant records, but never read a book, know no history, and care only about knowledge in their field. That group does not include the graduates of Tussman College.
Very Important!
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Outstanding ethnography, and still the bestSome of the tribes understandably receive more coverage than others, because little was known about them at the time. For example, the Wappo and Washo Indians only have four and half pages each in the book, but the Yokuts section has 70 pages, but this is understandable given the original publication date of 1925 by the U.S. Government Printing Office. Since then, our knowledge of many of the tribes has become significantly greater, or at least less sketchy, but you'll have to consult other sources for that.
One notable thing about the book is the photos of various individuals, most of which could probably not be obtained today--such as the picture of the "Karok man in warrior custume in rod armor and helmut," or the "Hupa (man) measuring dentalium money against tattoos on his forearm," two truly quite striking photographic portrayals.
Despite its deficiencies (which are still modest considering how old it is), this still ranks as the best compendium of knowledge about California Indians, and one of the greatest ethnographies ever written.
On a personal note, I thought I'd mention I had Kroeber's son, Ted, as my psychological statistics professor at San Francisco State back in the mid-70's. Although I never had the opportunity to meet the father, Ted was a really cool psych. prof., and I enjoyed his class. He said his father would often tell him and his sister Ursula (Ursula LeGuin, who became a famous science fiction author), stories about the Indians when they were children, and he would occasionally regale us with stories about his famous father in class, which helped to break up the necessary discipline and technical rigors of a statistics class.
A Lasting RecordThough some of the information has been corrected by subsequent researchers (checking Kroeber's work against more recent publications is reasonable), the Handbook remains useful to anyone who wants an overview or details about the numerous peoples who inhabited the state before the coming of the Spanish in 1769.
Where Kroeber is sketchiest is, of course, where the peoples had been exterminated before his investigations began shortly after the turn of the century. His work on the Yokuts and the Mojave, on the other hand, is extensive and helps us to understand some of the culture of their now missing neighbors. He has left no people unaccounted for. Thanks to this volume, interest in the California Indians has been stimulated for all time and with that interest has come a desire to preserve.
All California history lovers and anthropologists need this book on their shelves.
Not worth the price

A selection of seven articles that Steinbeck wrote in 1936
Was It Really A Novel?"The Harvest Gypsies" is a collection of 7 articles that Mr. Steinbeck wrote as a journalist. All were concerned with the issues he dealt with in the resulting book. This small volume is greatly enhanced by the photographs of Dorothea Lange, and the introduction of Charles Wollenberg.
One of the people the book was dedicated to was "Tom", actually Tom Collins, who was a manager of a federal migrant labor camp in California. The lines of fact and fiction are eventually blurred with him, as Tom Collins was the model for the character of "Jim Rawley" manager of "The Wheatpatch Camp" in "The Grapes Of Wrath". Ms. Lange's photographs could have been illustrations for Mr. Steinbeck's book, for when viewing them you can pick out the faces that could have accounted for the members of Steinbeck's epic.
This is a very brief book, but it portrays the migratory farm workers lives, as being even worse, if that can be imagined. A novel always offers the ultimate refuge of being fiction; these 7 articles and their photographs take away that solace. The brutality, random murder, and disease that was rampant, and the State of California that allowed the behaviors, are atrocious. In the context of one of the writings, one of the large growers who sanctioned the killing and starvation that was part of the agriculture industry stated that, "without a peon population the economy of California could not function". Steinbeck takes this statement of arrogance and ignorance, that is routinely spoken by any exploiter, and logically demonstrates that were this indeed the case, the state could no longer exist. For were it to continue to exist with its fascist policies, the most basic of Democratic rights would have to be absented.
Milk, that played so prominent a role in the book is spoken of extensively in the articles. Many of the most painful parts of the book were so common in reality, that the book may seem mild at times.
No matter how many times you have read the book, once this collection of articles are read, the experience of the book will not only change, I believe it will be enhanced.
. . .a prerequisite to In Dubious Battle. . .

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