Presents an exmination of printed representations of monstrous births in German-speaking Europe from the end of the fifteenth century and through the sixteenth century, beginning with a seminal series of broadsheets from the late 1490s by humanist Sebastian Brant, and including prints by Albrecht Durer and Hans Burgkmair.

England's Calamity? challenges the standard view that England's famous 6-3 loss to Hungary in 1953 kick-started a revolution. The crushing defeat has long been seen as the watershed moment when England cast off its training methods and tactics of the past to embrace new continental practices. Author Chris Jones takes a different view: that the 6-3 trouncing was not a revolutionary moment but one key part of an evolutionary process. The England side of '53 had a fascinating mix of football archetypes - Alf Ramsey (The General), Billy Wright (The Golden Boy), Harry Johnston (The One-Club Man), Stanley Matthews (The Incomparable), Ernie Taylor (The One-Cap Wonder), Jackie Sewell (The Record-Transfer Holder) and Walter Winterbottom (The Boffin). England's Calamity? examines the different voices, arguments, biases, myths, agendas and responsibilities of that England XI, their coach, their observers and commentators to bring you a fresh perspective on an endlessly discussed moment in the history of the England team.

The agave plant was never destined to become tasteless, cheap tequila. Follow Gary Nabhan and David Suro Pinera on the trail with archaeologists and botanists to caves where 9,000-year-old remains of agaves have been found, and then fast track to the 1990s, the peak of the "margarita craze," before a deadly cocktail of microbes devastated blue agave plants on Mexican lands. Culled from decades of fieldwork and interviews with mezcaleros in eight Mexican states, Agave Spirits reveals the stunning innovations emerging today across the mezcal supply chain and offers solutions for improving sustainability and equity. Thousands of years of tradition are inspiring a new generation of individuals (including women), with an explosion of cutting-edge science pointing a way forward for the betterment of the drink and the lives of the people who create it. Agave Spirits boldly delights in the most flavourful and memorable spirits humankind has ever sipped and savoured.

'A must read for anyone with a passion for women's equality and sport.' Sue Anstiss Voices from the Hills is the story of the barriers encountered by the first female fell runners who fought to participate in the early days of this male-dominated sport. Despite experiencing discouragement and resistance, these women responded with personal courage and self-confidence. Thanks to them, women now compete at traditional fell races, international mountain races and endurance challenges such as the Bob Graham Round in increasing numbers. Told predominantly through interviews with pioneering female athletes who recount their lives and running careers, this is the story of a fight for equality of opportunity and reward.

This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. By collecting and providing a framework for key publications spanning the past thirty-forty years, these volumes provide a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. These volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations.Each volume contains archival documents organized around a specific theme: Volume 1 - Conceptual Frameworks and Curricular Content; Volume2 - Foundations and Stratifications; Volume 3 - Instruction and Assessment; Volume 4 - Policy and Governance; Volume 5 - Students and Student Learning; and, Volume 6: Teachers and Teacher Education.The historical time line within each volume illustrates the progression of research and theory on each theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area. Readers will also see how language, pedagogical issues, and policy reforms have been constructed, assimilated, and mutated over the highlighted period of time. Exploring the tenets of the field and examining the individuals whose work has contributed significantly to equity and social justice for all citizens, this landmark set illuminates the historical importance, current relevance, and future implications of multicultural education.

This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. By collecting and providing a framework for key publications spanning the past 30-40 years, these volumes provide a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. These volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Volume 1 Conceptual Frameworks and Curricular Content Volume II Foundations and Stratifications Volume III Instruction and Assessment Volume VI Policy and Governance Volume V Students and Student Learning Volume VI Teachers and Teacher Education The historical time line within each volume illustrates the progression of research and theory on each theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area. Readers will also see how language, pedagogical issues, and policy reforms have been constructed, assimilated, and mutated over the highlighted period of time. Exploring the tenets of the field and examining the individuals whose work has contributed significantly to equity and social justice for all citizens, this landmark set illuminates the historical importance, current relevance, and future implications of multicultural education.

This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. By collecting and providing a framework for key publications spanning the past 30-40 years, these volumes provide a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. These volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Volume 1 Conceptual Frameworks and Curricular Content Volume II Foundations and Stratifications Volume III Instruction and Assessment Volume VI Policy and Governance Volume V Students and Student Learning Volume VI Teachers and Teacher Education The historical time line within each volume illustrates the progression of research and theory on each theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area. Readers will also see how language, pedagogical issues, and policy reforms have been constructed, assimilated, and mutated over the highlighted period of time. Exploring the tenets of the field and examining the individuals whose work has contributed significantly to equity and social justice for all citizens, this landmark set illuminates the historical importance, current relevance, and future implications of multicultural education.

Hard Rock is the best of British rock climbing. Featuring over fifty crags and sixty-nine routes in England, Scotland and Wales, it epitomises all that is great about traditional climbing in Great Britain. Ken Wilson's first edition of Hard Rock was published in 1974 and quickly established itself as the definitive representation of British rock climbing. Ken's vision for the book's format - part guidebook, part literary celebration and part coffee table visual showcase - is one that has been much copied but never equalled. In this new edition, editor Ian Parnell has ensured Hard Rock continues to honour Ken's original concept, in particular keeping the route, not the climber, centre stage. While the activity of climbing has undergone myriad changes since 1974 - sticky rubber, camming devices, and the rise of sport climbing and indoor climbing walls - many climbers are still drawn to the drama and challenge of traditionally protected climbing. And this is why Hard Rock is still as relevant now as it was in 1974. Stretching across the Scottish Highlands and Islands, the Lake District, the Pennines and the Peak District, North and South Wales and down to South-West England, the routes tackle big mountain walls, gritstone outcrops and epic sea cliff adventures. Focusing on the trad connoisseur's grade range of VS to E2, with additional routes at E3 and E4, the featured climbs are within reach of a majority of climbers. Timeless classics include The Bat on Ben Nevis, the Old Man of Hoy, the Central Buttress of Scafell, Cenotaph Corner on Dinas Cromlech in the Llanberis Pass, Vector at Tremadog, Right Unconquerable at Stanage Edge and Suicide Wall at Bosigran on the Cornish coast. Alongside many of the original essays, written by a formidable cast of climbers including Pete Crew, Ed Drummond, Royal Robbins, Chris Bonington, Hamish MacInnes and Al Alvarez, this new edition features thirteen new routes and pieces by Eleanor Fuller, Stephen Reid, Kevin Howett, David Pickford, Paul Harrison, John Lawrence Holden, Martin Moran, Paul Donnithorne and Emma Alsford. It is illustrated with all-new colour photography throughout. Hard Rock's timeless collection is sure to inspire for generations to come.

This Great Symbol is the definitive study of the origins of the modern Olympic Games and of their founder, Pierre de Coubertin, whose ideological stamp the Olympics still bear. Behind this fascinating blend of biography and history lies an impressive framework of cultural, social, and psychological theories skilfully employed to interpret the creation and symbolism of the modern Olympic Games. Hailed as both a classic in sport history and as a paradigmatic study in the anthropology of the past, This Great Symbol helped launch the new collaboration between historians and cultural anthropologists that continues to mark the human sciences worldwide. For this 25th anniversary edition, Professor MacAloon adds a new preface evaluating subsequent scholarship on Coubertin and the Olympic origins and a highly personal afterword describing the impact of This Great Symbol on his own subsequent career as an Olympic anthropologist and cultural performance theory. This book was published as a special issue of the International Journal of the History of Sport.

Drawn from the author's ongoing column in TrueWest Magazine, this cookbook combines myths, nostalgia, and legends with usable, delicious, and fun recipes for use at home or on the trail--all with a western theme. Readers will be surprised to learn the stories behind some of their favorite recipes, and they'll find inspiration from the days of cooking along the trail or in the old iron cook stove in these dishes interpreted for a modern cook's kitchen.

Covering both formal and informal education, this volume examines Renaissance education in England and Italy, set within the relevant social, political and historical context.

Originally published in 1954, this is the first full-length account of the history of the Working Men's College in St. Pancras, London. One hundred and fifty years on from its foundation in 1854, it is the oldest adult educational institute in the country. Self-governing and self-financing, it is a rich part of London's social history. The college stands out as a distinctive monument of the voluntary social service founded by the Victorians, unchanged in all its essentials yet adapting itself to the demands of each generation of students and finding voluntary and unpaid teachers to continue its tradition.

Originally published in 1972, this book is concerned with education as part of a larger social history. Chapters include: The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.

Originally published 1915. This reprints the edition of 1969. When originally published this volume was the first history of English schools before the Reformation, reckoned from the accession of Edward VI.

Originally published in 1926 and whilst not a biography in the strictest sense, this volume presents John Bridges' life and character against the social and political background of the nineteenth century as well as examining his legacy for current generations.

Originally published in 1970, this volume provides a survey of the wide field of the development of education since 1800. The book is structured as follows: Part One: The General Development of Popular Education English Elementary Education, the Development of Primary Education, English Secondary Education Part Two: Specific Topics in Education Independent, Private and Public Schools, Technical and Technological Education, The Universities, Teacher Training, Further and Adult Education, The Youth Services Part Three: Educational Thinkers Johann Friedrich Herbart (1776-1841), Friedrich Froebel (1782-1852), Froebelianism and Montessori, John Dewey (1859-1952).

Originally published in 1971, this volume unravels the complicated history of the religious question in British education. The background of the key Acts of Parliament which established the dual system - of Church and Local Authority school - is examined. The changing policies of different religious groupings are analyzed, and their outcome in legislation brought out.

Originally published 1968, the book examines the ways in which the definitions of education held by different groups with power have changed since 1800 and traces which social institutions exercised the preponderant influence on the growth of the English educational system during the seminal period in which the state system was founded and grew to its present position. Especial attention is given to the influence of the ideologies of the various social classes, to the growing demands of the economy on the educational system and to changes in the structure of the family.

Originally published in 1900 As well as being a history of Abbotsholme School this volume also examines the general question of the English national education at the turn of the last century. The material includes: The foundation of Abbotsholme, 1889 Answers to the Royal Commission on "Secondary" education, 1894 British, French, and German press reports on the progress of the school Planned schools on Abbotsholme lines in England, Germany, France, Russia and Switzerland.

Originally published in 1958.The history of Morley College provides an illuminating case-history of the growth and spread of adult education in the second half of the nineteenth and early years of the twentieth centuries. Morley College is unique in that it was one of the first of such institutions to proclaim and inculcate absolute sex and class equality. It has always been guided by democratic principles in the sense that the students have been encouraged to play a definite part in the administration of the college - an ethos which continues to this day.

This volume is originally published in 1972. 1900-1970 saw extensive changes in the teaching of English in schools. The volume studies English instruction as it developed at junior and secondary level over this period. Using textbooks, method books, Board and Ministry Reports and other contemporary opinion, the book examines the basic questions arising from this historical survey. Whilst the main emphasis is on changes in actual classroom methods, the volume also examines the wider social pressures which have modified the school system in the UK as well as English as a subject in that system.

Originally published in 1926, this volume charts the achievements of Edward Thring, arguably the most original and striking figure in the schoolmaster world of England in the nineteenth century. Abroad, he was the only English schoolmaster of his generation widely known by name. The principles upon which he relied were that every boy should be taught, and the less able the boy, the more able should be the teacher who was set to deal with him; that no class should exceed twenty-five boys; that each boy should have privacy in the dormitories and that trust between boys and masters was paramount. These were revolutionary principles in educational terms at the time but they have endured to form the cornerstones of British boarding-schools which are still recognized today.

Volume Twenty-Five of "Perspectives on the History of Higher Education," the silver anniversary edition, offers three fresh contributions to the understanding of American higher education in the nineteenth century and three historical perspectives on topics of contemporary concern.
The divergent paths of antebellum colleges in the North and South have long been recognized. Stephen Tomlinson and Kevin Windham discuss Alva Woods, who moved from Calvinist New England to preside over the new University of Alabama. Woods personified the commitment to evangelical Protestantism and rigid student discipline that prevailed in northern colleges of that era, but in Tuscaloosa confronted the sons of planters, raised to respect mainly independence, power, and the Southern code of honor. Adam Nelson considers geology, a crucially important science in early America that existed on the periphery of higher education but eventually exerted pressure for intellectual modernization. He portrays the small community of scientific pioneers who sought the latest scientific knowledge from Europe, surveyed the mineral wealth of American states, and advocated for science in the college curriculum.
Beginning in the 1930s, the National Research Council waged an organized campaign to encourage academic patenting and centralize it within one organization. Jane Robbins explains the crosscurrents of interests that plagued and eventually scuttled that effort, but that set the stage for the contemporary practice of university patenting. Robert Hampel examines how, for more than four decades, students at Yale University took a major responsibility for learning into their own hands by publishing a "Critique" of courses. He analyzes these documents to determine if their aims were to identify easy or challenging offerings, and finds that this effort produced highly responsible articles. A review essay by Doris Malkmus sheds new light on the experience of co-eds in post-bellum universities and normal schools, while one by Nancy Diamond discusses the university presidency, and deftly shows that examining presidential lives can offer telling perspective on the evolution of the university.
"Roger L. Geiger" is Distinguished Professor of Higher Education at the Pennsylvania State University. He has edited the Perspectives on the History of Higher Education Annual since 1993.

This was originally published in 1971.Recent years have seen a renewal of interest in the field of curriculum development. Until now, however, relatively little account has been taken of the historical aspects of curriculum change. Topics covered include: The relationship between Renaissance achievements and humanist education The contribution made by educationists of the Civil War period who drew their inspiration from science rather than the classics. The formation in the eighteenth century of "academic honeycombs" - groups of scholars concerned with the growth of science and technology. Nineteenth century developments on art education and an assessment of the work of the scientific innovators.

Originally published in 1973, this book describes the medieval origins of the British education system, and the transformations successive historical events - such as the Reformation, the Civil War and the Industrial Revolution - have wrought on it. It examines the effect on the educational pattern of such major cultural upheavals as the Renaissance; it looks at the different parts played by church and state, and the influence of new social and educational philosophies.