This book presents a set of original letters exchanged between Rabindranath Tagore, the first Asian to win the Nobel Prize for Literature, and the eminent Irish poet and theosophist, James Henry Cousins. Through these letters, the volume explores their shared ideas of culture, art, aesthetics, and education in India; aspects of Irish Orientalism; Irish literary revival; theosophy, eastern knowledge, and spiritualism; cross-cultural dialogue and friendship; Renaissance in India; anti-imperialism; nationalism; internationalism; and cosmopolitanism. The book reveals a hitherto unexplored facet concerning two leading thinkers in the history of ideas in a transnational context. With its lucid style, extensive annotations and a comprehensive Introduction, this book will be an essential read for scholars and researchers of Indian literature, Bengali literature, comparative literature, South Asian studies, Tagore studies, modern Indian history, philosophy, cultural studies, education, political studies, postcolonial studies, India studies, Irish history, and Irish literature. It will also interest general readers and the Bengali diaspora.

This work on J.H. Cousins the Irish Poet, Critic and Theosophist is the first full-scale bio-critical study of the author. No work has yet been published on this writer in India and abroad. Entirely based on primary materials available in the Theosophical Society Library & Archives, Adyar, Madras, where Cousins worked in various capacities since 1915, it throws new light on this rather forgotten literary figure who identified himself with the emergent nationalist milieu of the twenties and thirties of our country.

This sweeping, richly evocative study examines the origins and legacies of a flourishing captive exchange economy within and among native American and Euramerican communities throughout the Southwest Borderlands from the Spanish colonial era to the end of the nineteenth century. Indigenous and colonial traditions of capture, servitude, and kinship met and meshed in the borderlands, forming a "slave system" in which victims symbolized social wealth, performed services for their masters, and produced material goods under the threat of violence. Slave and livestock raiding and trading among Apaches, Comanches, Kiowas, Navajos, Utes, and Spaniards provided labor resources, redistributed wealth, and fostered kin connections that integrated disparate and antagonistic groups even as these practices renewed cycles of violence and warfare. Always attentive to the corrosive effects of the "slave trade" on Indian and colonial societies, the book also explores slavery's centrality in intercultural trade, alliances, and "communities of interest" among groups often antagonistic to Spanish, Mexican, and American modernizing strategies. The extension of the moral and military campaigns of the American Civil War to the Southwest in a regional "war against slavery" brought differing forms of social stability but cost local communities much of their economic vitality and cultural flexibility.

A biography—thoughtful and playful—of the man who founded New Directions and transformed American publishing James Laughlin—poet, publisher, world-class skier—was the man behind some of the most daring, revolutionary works in verse and prose of the twentieth century. As the founder of New Directions, he published Ezra Pound's The Cantos and William Carlos Williams's Paterson; he brought Hermann Hesse and Jorge Luis Borges to an American audience. Throughout his life, this tall, charismatic intellectual, athlete, and entrepreneur preferred to stay hidden. But no longer—in "Literchoor Is My Beat": A Life of James Laughlin, Publisher of New Directions, Ian S. MacNiven has given us a sensitive and revealing portrait of this visionary and the understory of the last century of American letters. Laughlin—or J, as MacNiven calls him—emerges as an impressive and complex figure: energetic, idealistic, and hardworking, but also plagued by doubts—not about his ability to identify and nurture talent but about his own worth as a writer. Haunted by his father's struggles with bipolar disorder, J threw himself into a flurry of activity, pulling together the first New Directions anthology before he'd graduated from Harvard and purchasing and managing a ski resort in Utah. MacNiven's portrait is comprehensive and vital, spiced with Ezra Pound's eccentric letters, J's romantic foibles, and anecdotes from a seat-of-your-pants era of publishing now gone by. A story about the struggle to publish only the best, it is itself an example of literary biography at its finest.

Indian Educational system is the most ancient Educational systems in the world. Vedic,Postvedic and Buddhist periods had sound Educational policies , methods of learning , teaching ,evaluation and accreditation, syllabi and curricula, to suit every wake of life. Sanskrit enjoyed the status of common Educational language to unify the nation from Himalaya to Kanyakumari . But regional languages were not neglected. They flourished and translations of Sanskrit works into regional languages was done. Kerala, and the west coast of India in general , had the most ancient University of Valabhi which gave the title "e;Vallabha"e; , Sreevallabha, Sakalakalaavallabha etc to its scholars. The Valabhi University was existent from Prevedic and Vedic times and during the Budhist period , two scholars (Nandins) from Valabhi University established Nalanda University and from that time onwards the Vallabha kings became chancellors and vice chancellors of both these Universities. The Vallabhas declined when Vice chancellorship of Nalanda went to Bengal kings and subsequently when Cholas destroyed the Sreevallabha power of Kerala, Karnataka and Srilanka ( as described in the Manimangalam sasana of the Chola kings). The story of the educational system of India under Valabhi University in Vedic and Budhist period , its peculiarities, merits and demerits, the long family tree of the chancellors of Valabhi right from time of Parasurama upto the present Marthandavarma Uthradam Thirunal of Venad (Thiruvithamkoor Raajavansa) are explored in this work. It also throws light into the practices of the ancient Indians which might be analysed and made use of for National Integration and Global citizenship for world peace and a better Eduational system based on Values and cultural Integration.