a c k n o w l e d g m e n t
My greatest thanks go to my teachers. This project was first conceived
through conversations with my dissertation adviser, Lorna A. Rhodes,
who thereafter insightfully commented on every stage of the work. Mari-
lyn Ivy and Ann Anagnost guided me through many thorny theoretical
problems. David Spain and Frank Conlon were both unfailing supports
to me in the early years of this project. In addition, I owe thanks to many
other teachers who have helped in the conceptualization of this project
over the years, especially John Pemberton, T. N. Madan, David Lelyveld,
and Stacy Leigh Pigg.
Then there is my reading, writing, and hiking group: Sara Van Fleet,
Sara Nelson, Rebecca Klenk, Peter Moran, and Ann Sheeran, who shared
many moments of creativity, angst, and wildflowers. I am particularly
grateful to Sara V. for pointing out the Wizard of Oz structure of chapter
6. I also thank my Hindi teachers, Michael Shapiro, Naseem Hines, and
the late Alan Entwistle, as well as Dinkar Rai, Rakesh Nautiyal, Girish
Joshi, and Urmila Raturi, none of whom, however, should be blamed for
my language errors. Alan was especially patient in spending an entire
quarter with me poring over Hindi texts on appropriate bowel move-
ments and other such topics, not only without complaint, but even with
interest. Charles Leslie was kind enough to loan me his copy of the
Madras Report on indigenous medicine.
Valuable critiques and comments on parts of this work were gener-
ously given at various times by Gloria Goodwin Raheja, Purnima Man-
kekar, Lawrence Cohen, Judith Farquhar, E. Valentine Daniel, Ken Wis-
soker, and anonymous reviewers.
To all of the practitioners who may recognize parts of themselves in
these pages and to their families, I express my deepest gratitude for their
time, patience, friendliness, and wisdom, not to mention their cold reme-
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