Napoleon's youngest brother, Jerome, has over the centuries been portrayed as a military commander who was completely incompetent and unimportant to his famous sibling. This first biography of Jerome by an American author utilizes many firsthand accounts ofJerome's abilities that have never before been available to readers in English, as well as archival material that has never been published in any language, to challenge this view. Focussing on the lesser-known theaters of operation from 1800 to the Russian campaign in 1812, this study completes the gaps in the military history of the Napoleonic Wars. As Lamar demonstrates, Jerome was not responsible for the failure of Napoleon's early maneuvers during the invasion of Russia, nor did he lose the Battle of Waterloo in 1815.

Jerome's relationship with Napoleon was affected by his position as the youngest member of the Bonaparte family. Much of Emperor Napoleon I's true nature can be seen through his dealings with Jerome and his naval career. After discussing Jerome's experiences as the only Bonaparte to serve in the navy, Lamar detailsJerome's involvement in land campaigns, in such varied places as Silesia, Russia, and Waterloo. Another important aspect of Jerome's career was his leadership role as King of Westphalia. This objective account sheds new light on the life and accomplishments of one of the most maligned figures of the Napoleonic era.

Camillo Agrippa's widely influential "Treatise on the Science of Arms" was a turning point in the history of fencing. The author - an engineer by trade and not a professional master of arms - was able to radically re-imagine teaching the art of fencing. Agrippa's treatise is the fundamental text of Western swordsmanship. Just as earlier swordsmanship can be better understood from Agrippa's critiques, so too was his book the starting point for the rapier era. Every other treatise of the early-modern period had to deal explicitly or implicitly with Agrippa's startling transformation of the art and science of self-defense with the sword. Likewise, all of the fundamental ideas that are still used today - distance, time, line, blade opposition, counterattacks and countertime - are expressed in this paradigm-shifting treatise. This is a work that should be on the bookshelf of anyone interested in the history, practice or teaching of fencing. His treatise was also a microcosm of sixteenth-century thought. It examines the art, reduces it to its very principles, and reconstructs it according to a way of thinking that incorporated new concepts of art, science and philosophy. Contained within this handy volume are concrete examples of a new questioning of received wisdom and a turn toward empirical proofs, hallmarks of the Enlightenment. The treatise also presents evidence for a redefinition of elite masculinity in the wake of the military revolution of the sixteenth century. At the same time, is offers suggestive clues to the place of the hermetic tradition in the early-modern intellectual life and its implications for the origins of modern science. Camillo Agrippa's "Treatise on the Science of Arms" was first published in Rome in 1553 by the papal printer Antonio Blado. The original treatise was illustrated with 67 engravings that belong to the peak of Renaissance design. They are reproduced here in full. "Mondschein has at last made available to English-speaking readers one of the most important texts in the history of European martial arts. Agrippa marks a turning point in the intellectual history of these arts.... Mondschein's introduction to his work helps the reader understand Agrippa - and the martial practices themselves - as pivotal agents in the evolving cultural and intellectual systems of the sixteenth century. Above all, Mondschein's translation is refreshingly clean and idiomatic, rendering the systematic clarity of the Italian original into equally clear modern English - evidence of the author's familiarity with modern fencing and understanding of the physical realities that his author is trying to express. Mondschein's contextualization of his topic points the way for future scholarly exploration, and his translation will doubtless be valued by both students of cultural history and practitioners of modern sword arts." - Dr. Jeffrey L. Forgeng, Paul S. Morgan Curator -Higgins Armory Museum, Adj. Assoc. Prof. of Humanities, Worcester Polytechnic Institute First English translation. Hardcover, 234 pages, 67 illustrations, introduction, bibliography, glossary, appendix, index."

African Proverbs as Epistemologies of Decolonization calls for a rethinking of education by engaging African proverbs as valuable and salient epistemologies for contemporary times. The book addresses the pedagogic, instructional, and communicative relevance of African proverbs for decolonizing schooling and education in pluralistic contexts by questioning the instructional, pedagogic, and communications lessons of these proverbs and how they can be employed in the education of contemporary youth. It presents a critical discursive analysis of proverbs from selected African contexts, highlighting the underlying knowledge base that informs these cultural expressions. Explore alongside the book the ways in which these Indigenous teachings can be engaged by schools and educators to further the objective of decolonizing education by providing a framework for character education. This character-based framework equips the learner to be knowledgeable about power, equity, ethics and morality, and to develop a conscience for social responsibility, as well as to embrace traditional notions of self-discipline, probity, and hard work. This text goes beyond the mere documentation of proverbs to tease out how embedded knowledge and cultural referents in these knowledge bases and systems are critical for transforming education for young learners today.

The leading case of The Mayor, Alderman and Burgesses of the Borough of Bradford v Pickles was the first to establish that it is not unlawful for a property owner to exercise his or her property rights maliciously and to the detriment of others, or the public interest. Though controversial at the time, today it is often invisible and taken for granted. This book explores why the common law, in contrast to civil law systems, developed in this way.

How do educators and activists in today's struggles for change use historical materials from earlier periods of organizing for political education? How do they create and engage with independent and often informal archives and debates? How do they ultimately connect this historical knowledge with contemporary struggles? History's Schools aims to advance the understanding of relationships between learning, knowledge production, history and social change. This unique collection explores engagement with activist/movement archives; learning and teaching militant histories; lessons from liberatory and anti-imperialist struggles; and learning from student, youth and education struggles. Six chapters foreground insights from the breadth and diversity of South Africa's rich progressive social movements; while others explore connections between ideas and practices of historical and contemporary struggles in other parts of the world including Argentina, Iran, Britain, Palestine, and the US. Besides its great relevance to scholars and students of Education, Sociology, and History, this innovative title will be of particular interest to adult educators, labour educators, archivists, community workers and others concerned with education for social change.

"Needed historical perspective . . . thorough documentation . . . excellent."
--" Library Journal"

"The book provides some very interesting examples of early legal standards for prosecuting rape charges and charges of child sexual abuse in the United States."
-- "Archives of Sexual Behavior"

"Merril Smith's edited volume provides numerous articles that will be of great worth to the historical and feminist communities. The range or articles in this volume goes beyond the usual "hotspots" while still allowing for important comparisons."
--"Journal of Social History"

A group of men rape an intoxicated fifteen year old girl to "make a woman of her." An immigrant woman is raped after accepting a ride from a stranger. A young mother is accosted after a neighbor escorts her home. In another case, a college frat party is the scene of the crime. Although these incidents appear similar to accounts one can read in the newspapers almost any day in the United States, only the last one occurred in this century. Each, however, involved a woman or girl compelled to have sex against her will.

Sex without Consent explores the experience, prosecution, and meaning of rape in American history from the time of the early contact between Europeans and Native Americans to the present. By exploring what rape meant in particular times and places in American history, from interracial encounters due to colonization and slavery to rape on contemporary college campuses, the contributors add to our understanding of crime and punishment, as well as to gender relations, gender roles, and sexual politics.

Parliamentary Democracy provides a comparative study of the parliamentary regimes since 1789. The book covers the road to parliamentarization of former constitutional monarchies and the creation of parliamentary regimes by exercising the constitution-making power of the people. What has been called democratization in most of the 'transitology' literature was until 1918 mostly only 'parliamentarization'. Democratization of the regimes frequently caused a certain destabilization of the parliamentary regimes by new parties and extremist movement entering the political arena. This is the first book to cover the entire range of parliamentary systems, including the semi-presidential systems.

The Boys and Girls Republic of Farmington Hills, Michigan, came to life as the Boys Republic during the Progressive Era, when the combined stresses of urbanization, immigration, and poverty left an unprecedented number of children on the streets. It was a time marked both by social change and new thinking about the welfare of children, especially the neglected, delinquent, or abused. Here Gay Zieger tells the story of the remarkable humanitarians and reformers in the Detroit area who offered such children shelter, food, and comfort. Their efforts ultimately evolved into one of the most dramatic illustrations of a "junior republic" -- an innovation directed not at enforcing discipline from above but rather at cultivating character among children through example and self-government.

We meet, for instance, the colorful first superintendent, Homer T. Lane, who believed in the innate goodness of children and established a self-governing system that allowed the boys in his care to exercise some power over their lives. While Lane dealt with issues concerning personal hygiene and honesty -- and the book includes humorous accounts of how the boys arrived at "laws" addressing these matters -- later issues included aggressive behavior, alienation, and drugs. Telling a story that spans the twentieth century, the author traces the social currents that gave rise to these problems, as well as the changing philosophies and psychological approaches aimed at resolving them. Her book pays tribute to the Republic, a residential treatment center for both boys and girls since 1994, by sharing the stories of individuals determined to help children discover their potential to succeed.