The first comprehensive history of the Chrysler Corporation, this book is intended for readers interested in the history of automobiles and of American business, and for fans and critics of Chrysler's products. From the Chrysler Six of 1924, to the front-wheel-drive vehicles of the 70s and 80s, to the minivan, Chrysler boasts an impressive list of technological "firsts." But even though the company has catered well to a variety of consumers, it has come to the brink of financial ruin more than once in its seventy-five-year history. How Chrysler achieved monumental success and then managed colossal failure and sharp recovery is explained in Riding the Roller Coaster, a lively, unprecedented look at a major force in the American automobile industry since 1925. Charles Hyde tells the intriguing story behind Chrysler--its products, people, and performance over time--with particular focus on the company's management. He offers a lens through which the reader can view the U.S. auto industry from the perspective of the smallest of the automakers who, along with Ford and General Motors, make up the "Big Three." The book covers Walter P. Chrysler's life and automotive career before 1925, when he founded the Chrysler Corporation, and traces the company's history to 1998, when it merged with Daimler-Benz. Chrysler made a late entrance into the industry in 1925 when it emerged from Chalmers and Maxwell, and further grew when it absorbed Dodge Brothers and American Motors Corporation. The author follows this journey, explaining the company's leadership in automotive engineering, its styling successes and failures, its changing management, and its activities from auto racing to defense production toreal estate. Throughout, the colorful personalities of its leaders--including Chrysler himself and Lee lacocca--emerge as strong forces in the company's development, imparting a risk-taking mentality that gave the company its verve.

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.

The School in the United States collects a wide range of essential primary documents of the history of education in the United States, from colonial America to present-day reform efforts. Expertly chosen by historian and education scholar James Fraser, these documents incorporate many different sources, from first-person accounts to textbook excerpts and presidential speeches. As Fraser demonstrates, the history of American education is also a history of national debates and decisions about schooling, and he places the prominent voices of these debates in conversation through carefully curated selections, including the work of famous thinkers like Thomas Jefferson and W. E. B. DuBois, as well as that of ordinary classroom teachers. Organized by era, each chapter begins with a brief introduction intended to spark student interest, while a detailed bibliography suggests opportunities for further research. In addition, the fourth edition also offers an alternative structure that allows easy use of the book by topic as an alternative to chronology. Comprehensive enough to be used as a main text, but selective enough to be used alongside another, The School in the United States makes accessible key readings in the history of American education in a format that encourages students to make their own evaluations as they engage with major historical debates. Updates to this fourth edition include: New documents throughout including additional teacher voices and a focus on technology. The last two chapters have been extensively revised to include material on school shootings, debates about charter schools, teacher strikes, and the purposes of public education in the United States. A number of older documents have been shortened to point students more clearly to the most important ideas of a document. Overall the fourth edition is shorter than previous editions. Online resources that include a full Instructor's Manual and sample syllabi.

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."

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.

"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.

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.