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I Précis I Emily Clark University of North Carolina, Greensboro Gates, Barbara T. In Nature's Name: An Anthology of Women s Writing and Illustration, 1780-1930. Chicago: University of Chicago Press, 2002. xix + 699 pp. Paper $27.50 Barbara Gates introduces this varied and extensive anthology of nature writing by Victorian and Edwardian women by defining it as a companion text to her 1998 study, Kindred Nature. However, she concedes that "like all offspring ... it has demanded the right to grow in its own way." Indeed, the volume continues the organization of environmental texts created in Patrick Murphy's Farther Afield in the Study of Nature-Oriented Literature, yet extends these to include the much larger dichotomy women's writings demand. In addition to a variety of illustrations depicting women interacting with nature, the text is split into seven distinct sections: Speaking Out, Protecting, Domesticating, Adventuring, Appreciating, Popularizing Science, and Amateurs or Professionals ? In these sections, Gates situates women's work in science and nature within the ongoing discussion about the perceived absence of Victorian and Edwardian women in the public sphere. She demonstrates the broad participation of women in preserving, studying, and expanding nature during "the long Nineteenth Century." Some of the most engaging issues that she discusses involve the advent of "popular science" for the general public and women caring for exotic creatures during Imperialism. In Nature's Name includes , among many others, authors such as Jane Loudon, Isabella Bird, Frances Hodgson Burnett, and Anna Sewell. No brief description of this text can adequately demonstrate the multitudinous authors this volume incorporates nor the wide-ranging social and political issues it presents. Kucich, John. Fictions of Empire. New York: Houghton Mifflin, 2002. vii + 404 pp. Paper $16.95 John Kucich's New Riverside edition frames three texts, Conrad's Heart of Darkness, Kipling's "The Man Who Would Be King," and Stevenson's "The Beach of Falesá." The edition includes five parts (Historical Contexts, Biographical Contexts, Fictions of Empire, Ancillary Texts, and Critical Responses ) that offer a basic introduction to the issues of Empire surrounding the authors and their texts. Although Kucich presents the reader with both short pieces of fiction and the first three chapters of Conrad's text, he focuses 373 ELT 45 : 3 2002 on the cultural environment surrounding all of the texts during their conception . Kucich's introduction exemplifies them as indicative of the complex cultural and political phenomena surrounding colonization that often becomes diluted into simplified binary oppositions. He demonstrates the difficulty with which each author composed his text and the problematic reception of each work as both supporting and criticizing colonial expansion. He additionally emphasizes the importance of continuing to study these authors' writings, especially Kipling's, as seminal cultural narratives in the wake of the September 11 attacks in the United States. Two final sections (Ancillary Texts and Critical Responses) provide readers with additional short writings by each author as well as criticism representative of basic scholarship. Sargent, Elizabeth M. and Garry Watson, eds. Approaches to Teaching the Works of D. H. Lawrence. New York: Modern Language Association of America, 2002. xii + 237 pp. Cloth $37.50 Paper $18.00 This pedagogical volume covers many Lawrence topics, ranging from teaching postcolonialism and The Plumed Serpen t to the inclusion of hypertext and textual criticism in the classroom. The editors present authoritative Lawrencian scholarship (split into two distinct sections, Materials and Approaches) to integrate Lawrence into the contemporary classroom. The shorter pieces in the "Approaches" section include both articles and responses to questionnaires circulated by the editors. The volume focuses most clearly on feminist approaches to the texts as well as feminist scholars' struggles to reconcile their appreciation of Lawrence and the ongoing debate concerning his misogynist representations. Contributors additionally address the multiple personas of Lawrence during his literary development, the importance and difficulty of engaging undergraduates with his short works, plays, poetry, and criticism, and specialized courses on Lawrence. Possibly one of the most interesting pieces that exemplifies the diversity of teaching Lawrence is James M. Phelps's "Teaching Sons and Lovers in a Global Context in South Africa: Colonialism and Modernity." Phelps illuminates the reception of Lawrence by men...


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pp. 373-375
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