Established in 1871 on the outskirts of London, the Royal Indian Engineering College at Coopers Hill was arguably the first engineering school in Britain. For thirty-five years the college helped staff the government institutions of British India responsible for the railways, irrigation systems, telegraph network, and forests. Founded to meet the high demand for engineers in that country, it was closed thirty-five years later because its educational innovations had been surpassed by Britain's universities - on both occasions against the wishes of the Government of India. Imperial Engineers offers a complete history of the Royal Indian Engineering College. Drawing on the diaries of graduates working in India, the college magazine, student and alumni periodicals, and other archival documents, Richard Hornsey details why the college was established and how the students' education prepared them for their work. Illustrating the impact of the college and its graduates in India and beyond, Imperial Engineers illuminates the personal and professional experiences of British men in India as well as the transformation of engineering education at a time of social and technological change.

Whose job is it to teach the public about sex? Parents? The churches? The schools? And what should they be taught? These questions have sparked some of the most heated political debates in recent American history, most recently the battle between proponents of comprehensive sex education and those in favor of an "abstinence-only" curriculum. Kristy Slominski shows that these questions have a long, complex, and surprising history. Teaching Moral Sex is the first comprehensive study of the role of religion in the history of public sex education in the United States. The field of sex education, Slominski shows, was created through a collaboration between religious sex educators-primarily liberal Protestants, along with some Catholics and Reform Jews-and "men of science"-namely physicians, biology professors, and social scientists. She argues that the work of early religious sex educators laid the foundation for both sides of contemporary controversies that are now often treated as disputes between "religious" and "secular" Americans. Slominski examines the religious contributions to national sex education organizations from the late nineteenth century to the early twenty-first. Far from being a barrier to sex education, she demonstrates, religion has been deeply embedded in the history of sex education, and its legacy has shaped the terms of current debates. Focusing on religion uncovers an under-recognized cast of characters-including Quaker and Unitarian social purity reformers, military chaplains, and the Young Men's Christian Association- who, Slominski deftly shows, worked to make sex education more acceptable to the public through a strategic combination of progressive and restrictive approaches to sexuality. Teaching Moral Sex highlights the essential contributions of religious actors to the movement for sex education in the United States and reveals where their influence can still be felt today.

This literary analysis of the representation of 'Gypsies' in juvenile literature is unique in its comparative scope, as well as in the special attention to rare pre-1850 narratives, the period in which juvenile literature developed as a specific genre. Most studies on the subject are about one national literary tradition or confined to a limited period. In this study Dutch, English, French and German texts are analysed and discussed with reference to main academic publications on the subject. Emphasis is on the rich variation in narrative presentations, rather than on an inventory of images or prejudices. An important topic is the fundamental difference between early English and German narratives. Important because of the wide dissemination of German stories.