Colonial powers and Ethiopian frontiers 1880-1884 is the fourth volume of Acta Aethiopica, a series that presents original Ethiopian documents of nineteenth-century Ethiopian history with English translations and scholarly notes. The documents have been collected from dozens of archives in Africa and Europe to recover and present the Ethiopian voice in the history of Ethiopia in the nineteenth century. The present book, the first Acta Aethiopica volume to appear from Lund University Press, deals with how Ethiopian rulers related to colonial powers in their attempts to open Ethiopia for trade and technological development while preserving the integrity and independence of their country. In addition to the correspondence and treatises with the rulers and representatives of Italy, Egypt and Great Britain, the volume also presents letters dealing with ecclesiastical issues, including the Ethiopian community in Jerusalem. An electronic version of this book is available under a creative commons licence: www.manchesteropenhive.com/view/9789198469974/9789198469974.xml -- .

Most of the Tales and Sayings of the Desert Fathers (Apophthegms) have survived in Greek and most of them are now available in English, almost 2500 in number. A further six hundred items in six languages have been available in French for some time, but often in second- and even third-hand translations. These have now been newly translated directly from the original languages by scholars skilled in those languages and are presented, alongside an Introduction and brief notes, to the English reader who wishes to know more of those men and some women who rejected 'the world' and went to live in the desert regions of Egypt and elsewhere in the fourth to seventh centuries.

In re-examining the Christianization of the Roman Empire and subsequent transformation of Graeco-Roman classical culture, this volume challenges conventional ways of understanding both the history of Christian monasticism and the history of education. The chapters interrogate assumptions that have framed monastic practice as pedagogically unprecedented, with few obvious precursors and/or parallels. A number explore how both teaching and practice merge classical pedagogical structures with Christian sources and traditions. Others re-situate monasticism within a longer trajectory of educational and institutional frameworks, elucidating models that remain central to the preservation of both Greek and Latin literary culture, and the skills of reading and writing. Through re-examination of archaeological evidence and critical re-reading of signature monastic texts, each documents the degree to which monastic structures emerged in close alignment with urban, literate society, and retain established affinity with classical rhetorical and philosophical school traditions.