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The history of ancient Rome has had a perennial fascination for statesmen and publicists in their search for clues to an understanding of the problems of the modern world. In France, whether under Louis XIV, during the Reign of Terror, or under Napoleon, Rome was the school of statesmen. As Britain and Germany drifted deeper into their fatal rivalry before 1914, the ancient struggle of Rome and Carthage was repeatedly recalled, and each of the rivals identified itself with Rome, its opponent with Carthage. Today again, we seek to learn the wisdom, and to avoid the fatal decisions, of the statesmen of ancient Rome.

The lesson of history, is that there is no lesson. It is not a stricture, however, that has ever enjoyed much acknowledgment, let alone acceptance. Quite the contrary. In the past few months, a fresh spasm of analogizing the past to the present has taken place as politicians and journalists, at home and abroad, draw upon a rich treasure chest of events -- World War I, whose one hundredth anniversary arrives this August, the Munich agreement in 1938 or the Cold War -- to explain foreign affairs. At times, the battles over the meaning of the past almost seem to eclipse in intensity the original events themselves. In the US, which did not enter World War I until 1917 and, unlike Great Britain, doesn't have an uneasy conscience about the conflict, most historical allusions have centered on World War II. If a historical analogy can help to explain current events, then the most salient one is probably not a war, but the Treaty of Versailles. Adapted from the source document.

"Here is a marvelous compact history of Japan from earliest times to the present focusing on Japan's relationships with the rest of the world. In lively prose rooted in observations by people who lived the history, the work highlights the contributions of a wide range of acetors: women as well as men, commoners as well as elites"--Publisher supplied summary

Education in World History shows how broad currents in transnational history have interacted with trends in educational organization and teaching practices over time.From antiquity and early classical societies to the present day, this book highlights the ways in which changes in religious and intellectual life and economic patterns in key world regions have generated developments in education. Since the postclassical period, cross-cultural connections have also influenced educational change. In more recent times, transnational dialogues and mobility have played a vital role in shaping educational patterns. Ranging through South and East Asia, Africa, Europe and the Americas, the book also considers how the impact of modern forces, such as industrialization and nationalism, have transformed education in fundamental ways. Throughout the volume, Mark S. Johnson and Peter N. Stearns emphasize the tensions between elite and state educational interests and more diverse popular demands for access and, often, for more innovative pedagogy.Suitable for introductory world history and history of education courses, this lively overview reconsiders the history of education from the perspective of world and comparative history.

One of the problems of urban history is the fearsome range of expertise that the urban historian is supposed to appreciate, if not master. Belaboured, rightly, by archaeologists, geographers, and architectural historians, we have begun to open our eyes to the evidence of the physical environment of medieval towns, but that is not the half of it. In order to understand urban institutions one needs to be a religious historian, an economic historian, a legal historian; and if one were ever to make sense of everything that is included in the 'social history' of towns, then social anthropology, historical demography, and sociology are only three of the battery of foglamps that would be needed to penetrate our cloud of unknowing. The subject which I now wish to add to the list of those we are supposed to cover does not even have the attraction of sounding new and modish and exciting. The history of political thought has, after all, formed a part of undergraduate history courses in this country ever since they began, and it is traditionally one of the least popular and least satisfactory parts of them, especially for the sort of students who may go on to be interested in urban history: those who relish the exact, the local detail, the reality of topography, the ability to connect the documents of the past with visible phenomena in the present.

Cover; Half Title; Series Page; Title Page; Copyright Page; Table of Contents; List of Tables; Acknowledgements; 1. Introduction: Why Neutrality?; Why Neutrality?; Arguments for Studying Neutrality; What Is Neutrality?; Is There a World History of Neutrality?; Territorial and Maritime Neutrality; Is Neutrality Possible?; Collective Security and Neutrality; Neutrality and International Relations Theory; Remarks to the Reader; Further Reading; 2. Birth of Maritime Neutrality: 1500-1650; Introduction; The Scramble for the Oceans, 1492-1522; Oceanic Claims and the Asian Political Order