Trousson, Raymond / Vercruysse, Jeroom (dir.), Dictionnaire general de Voltaire. (Champion classiques, references et dictionnaires 18) 1272 p. 2020:10 (Champion, FR) <670-9>
ISBN 978-2-38096-016-7 paper ¥7,064.- (税込) EUR 38.00

Schenk, Alan, Detroit's Wayne State University Law School: Future Leaders in the Legal Community. (Great Lakes Books Series) 292 pp. 2022:4 (Wayne State U. Pr., US) <674-601>
ISBN 978-0-8143-4761-4 hard ¥8,972.- (税込) US$ 39.99 *

Account of the critical role students played in the history of an urban public law school. Most histories of law schools focus on the notable deans and professors, and the changes in curricula over time. In Detroit's Wayne State University Law School: Future Leaders in the Legal Community, Alan Schenk highlights the students and their influence on the school's development, character, and employment opportunities.Detroit's Wayne State University Law School begins by placing the school in historical context. Public law schools in major American cities were rare in the 1920s. WSU Law School started as a night-only school on the brink of the Great Depression. It was administered by the Detroit Board of Education's Colleges of the City of Detroit and was minimally funded out of student tuition and fees. From its opening days, the school admitted students who had the required college credits, without regard to their gender, race, or ethnic backgrounds, when many law schools restricted or denied admission to women, people of color, and Jewish applicants. The school maintained its steadfast commitment to a racially and gender-diverse student body, though it endured significant challenges along the way. Denied employment at selective law firms and relegated to providing basic legal services, WSU law students pressed the school to expand the curriculum and establish programs that provided them with the credentials afforded graduates from elite law schools. It took the persistence of the students and a persuasive dean to change the conversation about the quality of the graduates and for law firms representing the largest corporations and wealthiest individuals to start hiring WSU graduates who now heavily populate those firms. In the twenty-first century, the school gained strength in international legal studies and established two law centers that reflect the institution's longstanding commitment to public interest and civil rights. While much of the material was gathered from university and law school archives, valuable information was derived from the author's recorded interviews with alumni, deans, and professors. This book will strike the hearts of WSU law school students and alumni, as well as those interested in urban legal education and history.

Klibansky, Ben-Tsiyon, The Golden Age of the Lithuanian Yeshivas. Tr. by N. Schnitzer. 406 pp. 2022:5 (Indiana U. Pr., US) <674-218>
ISBN 978-0-253-05849-2 hard ¥19,074.- (税込) US$ 85.00 *
ISBN 978-0-253-05850-8 paper ¥10,546.- (税込) US$ 47.00 *

The Golden Age of the Lithuanian Yeshivas tells the story of the last chapter of Jewish rabbinical schools in Eastern Europe, from the eve of World War I to the outbreak of World War II.The Lithuanian yeshiva established a rigorous standard for religious education in the early 1800s that persisted for over a century and continues to this day. Although dramatically reduced and forced into exile in Russia and Ukraine during World War I, the yeshivas survived the war, with yeshiva heads and older students forming the nucleus of the institutions. These scholars rehabilitated the yeshivas in their original locations and quickly returned to their regular activities. Moreover, they soon began to expand into areas now empty of yeshivas in lands occupied by Hasidic populations in Poland and even into the lands that would soon become Israel.During the economic depression of the 1930s, students struggled for food and their leaders journeyed abroad in search for funding, but their determination and commitment to the yeshiva system continued. Despite the material difficulties that prevailed in the yeshivas, there was consistently a full occupancy of students, most of them in their twenties. Young men from all over the free world joined these yeshivas, which were considered the best training programs for the religious professions and rabbinical ordination. The outbreak of World War II and the Soviet occupation of first eastern Poland and then Lithuania marked the beginning of the end of the Yeshivas, however, and the Holocaust ensured the final destruction of the venerable institution.The Golden Age of the Lithuanian Yeshivas is the first book-length work on the modern history of the Lithuanian yeshivas published in English. Through exhaustive historical research of every yeshiva, Ben-Tsiyon Klibansky brings to light for the first time the stories, lives, and inner workings of this long-lost world.

Walton, Andrea (ed.), Women at Indiana University: 150 Years of Experiences and Contributions. (Well House Books) 414 pp. 2022:7 (Indiana U. Pr., US) <674-1576>
ISBN 978-0-253-06245-1 hard ¥20,196.- (税込) US$ 90.00 *
ISBN 978-0-253-06247-5 paper ¥7,854.- (税込) US$ 35.00 *

The first in-depth look at how women have shaped the history and legacy of Indiana University.Women first enrolled at Indiana University in 1867. In the following years they would leave an indelible mark on this Hoosier institution. However, until now their stories have been underappreciated, both on the IU campus and by historians, who have paid them little attention. Women at Indiana University draws together 15 snapshots of IU women's experiences and contributions to explore essential questions about their lives and impact. What did it mean to write the petition for women's admission or to become the first woman student at an all-male university? To be a woman of color on a predominantly white campus? To balance work, studies, and commuting, entering college as a non-traditional student? How did women contribute to their academic fields and departments? How did they tap opportunities, confront barriers, and forge networks of support to achieve their goals? Women at Indiana University not only opens the door to a more inclusive and accurate understanding of IU's past and future, but also offers greater visibility for Hoosier women in our larger understanding of women in American higher education.

Clark, Dan, A History of Indiana State University: From Normal School to Teachers College, 1865-1933. 368 pp. 2022:10 (Indiana U. Pr., US) <674-1588>
ISBN 978-0-253-06171-3 hard ¥7,854.- (税込) US$ 35.00 *

In 1865, Indiana State University began classes as many other future regional state universities would: as a "normal school," a school that specialized in training teachers, usually in one- or two-year programs. By 1933, Indiana State had won the name Teachers College and had begun offering graduate-level education. In A History of Indiana State University, Dan Clark explores the history of Indiana State's institutional transformation against the backdrop of the amazing expansion of public education and the scope of higher education in the United States during this period. Starting with the origins of the normal school and the need for professional teachers to help construct the educational infrastructure of Indiana, Clark examines how the faculty and students pushed the school to conform to increasingly popular traditional collegiate ideals, broadening their curriculum and student extracurricular life (athletics and Greek life), until by the 1920s Indiana State had transformed itself into a teachers college. A History of Indiana State University offers an invaluable guide to the history of this beloved Indiana institution, and details the underappreciated impact that normal schools had in providing an educational opportunity to less privileged aspiring students.

Goodwin, John A., Without Destroying Ourselves: A Century of Native Intellectual Activism for Higher Education. (Indigenous Education) 266 pp. 2022:2 (U. Nebraska Pr., US) <674-1589>
ISBN 978-1-4962-1561-1 hard ¥13,464.- (税込) US$ 60.00 *

Without Destroying Ourselves is an intellectual history of Native activism seeking greater access to and control of higher education in the twentieth century. John A. Goodwin traces themes of Henry Roe Cloud's (Ho-Chunk) vision for Native intellectual leadership and empowerment in the early 1900s to the later missions of tribal colleges and universities (TCUs) and education-based, self-determination movements of the 1960s onward. Vital to Cloud's work was the idea of how to build from Native identity and adapt without destroying that identity. As the central themes of the movement for Native control in higher education developed over the course of several decades, a variety of Native activists carried Cloud's vision forward. Goodwin explores how Elizabeth Bender Cloud (Ojibwe), D'Arcy McNickle (Salish Kootenai), Jack Forbes (Powhatan-Renape, Delaware Lenape), and others built on and contributed to this common thread of Native intellectual activism. Goodwin demonstrates that Native activism for self-determination was never snuffed out by the swing of the federal government's pendulum away from tribal governance and toward termination. Moreover, efforts for Native control in education remained a vital aspect of that activism. Without Destroying Ourselves documents this period through the full accreditation of TCUs in the late 1970s and reinforces TCUs' continuing relevance in confronting the unique needs and challenges of Native communities today.

Greyeyes, Wendy Shelly, A History of Navajo Nation Education: Disentangling Our Sovereign Body. 272 pp. 2022:3 (U. Arizona Pr., US) <674-1590>
ISBN 978-0-8165-4487-5 hard ¥22,440.- (税込) US$ 100.00 *
ISBN 978-0-8165-4486-8 paper ¥6,719.- (税込) US$ 29.95 *

Hutton, T. R. C., Bearing the Torch: The University of Tennessee, 1794-2010. 2022:5 (U. Tennessee Pr., US) <674-1591>
ISBN 978-1-62190-687-2 hard ¥5,597.- (税込) US$ 24.95 *

Bearing the Torch stands as a comprehensive history of the University of Tennessee, replete with anecdotes and vignettes of interest to anyone interested in UT, from the administrators and chancellors to students and alums, and even to the Vols fans whose familiarity with the school comes mainly from the sports page. It is also a biography of a school whose history reflects that of its state and its nation. The institution that began as Blount College in 1794 in a frontier village called Knoxville exemplifies the relationship between education and American history.This is the first scholarly history of UT since 1984. T. R. C. Hutton not only provides a much-needed update, but also seeks to present a social history of the university, fully integrating historical context and showing how the volume's central "character"-the university itself-reflects historical themes and concerns. For example, Hutton shows how the school's development was hampered in the early nineteenth century by stingy state funding (a theme that also appears in subsequent decades) and Jacksonian fears that publicly funded higher education equaled elite privilege. The institution nearly disappeared as the Civil War raged in a divided region, but then it flourished thanks to policies that never could have happened without the war. In the twentieth century, students embraced dramatic social changes as the university wrestled with race, gender, and other important issues. In the Cold War era, UT became a successful research institution and entered into a deep partnership with Oak Ridge National Laboratories that persists to this day. All the while UT athletics experienced the highs of national championships and the lows of lawsuits and losing seasons. UT is a university with a universe of historical experiences.The University of Tennessee's story has always been defined by inclusion and exclusion, and the school has triumphed when it practiced the former and failed when it took part in the latter. Bearing the Torch traces that ongoing process, richly detailing the University's contributions to what one president, Joseph Estabrook, called the "diffusion of knowledge among the people."

Karp, Alexander (ed.), Advances in The History of Mathematics Education. (International Studies in the History of Mathematics and its Teaching) 392 pp. 2022:5 (Springer, GW) <674-1592>
ISBN 978-3-030-95234-1 hard ¥38,892.- (税込) EUR 159.99

This book is a collection of scholarly studies in the history of mathematics education, very abbreviated versions of which were presented at the ICMI Congress in 2021. The book discusses issues in education in Brazil and Belgium, in Poland and Spain, in Russia and the United States. Probably the main factor that unifies the chapters of the book is their attention to key moments in the formation of the field of mathematics education. Topics discussed in the book include the formation and development of mathematics education for women; the role of the research mathematician in the formation of standards for writing textbooks; the formation of curricula and the most active figures in this formation during the New Math period; the formation of certain distinctive features of curricula in Poland; the formation of the views of David Eugene Smith and the influence of European mathematics education on him; the formation of the American mathematics community; and the creation of such forms of student assessment as entrance exams to higher educational institutions. The book is of interest not only to historians of mathematics education, but also to wide segments of specialists in other areas of mathematics education.

Purcell, Aaron D. / Rozema, L. M. et al., No Ordinary Moment: Virginia Tech, 150 Years in 150 Images. 240 pp. 2022:3 (Virginia Tech Library - Special Collections, US) <674-1594>
ISBN 978-1-949373-76-9 hard ¥6,719.- (税込) US$ 29.95 *

Raftery, Deirdre, Teresa Ball and Loreto Education: Convents and the Colonial World, 1794-1875. 256 pp. 2022:3 (Four Courts Pr., IE) <674-1595>
ISBN 978-1-84682-976-5 hard ¥10,087.- (税込) GB￡ 35.00 *

Williams, Samantha M., Assimilation, Resilience, and Survival: A History of the Stewart Indian School, 1890-2020. (Indigenous Education) 334 pp. 2022:5 (U. Nebraska Pr., US) <674-1599>
ISBN 978-1-4962-2336-4 hard ¥13,464.- (税込) US$ 60.00 *

Assimilation, Resilience, and Survival illustrates how settler colonialism propelled U.S. government programs designed to assimilate generations of Native children at the Stewart Indian School (1890-1980). The school opened in Carson City, Nevada, in 1890 and embraced its mission to destroy the connections between Native children and their lands, isolate them from their families, and divorce them from their cultures and traditions. Newly enrolled students were separated from their families, had their appearances altered, and were forced to speak only English. However, as Samantha M. Williams uncovers, numerous Indigenous students and their families subverted school rules, and tensions arose between federal officials and the local authorities charged with implementing boarding school policies. The first book on the history of the Stewart Indian School, Assimilation, Resilience, and Survival reveals the experiences of generations of Stewart School alumni and their families, often in their own words. Williams demonstrates how Indigenous experiences at the school changed over time and connects these changes with Native American activism and variations in federal policy. Williams's research uncovers numerous instances of abuse at Stewart, and Assimilation, Resilience, and Survival addresses both the trauma of the boarding school experience and the resilience of generations of students who persevered there under the most challenging of circumstances.

Bell, John Frederick, Degrees of Equality: Abolitionist Colleges and the Politics of Race. (Antislavery, Abolition, and the Atlantic World) 277 pp. 2022:5 (Louisiana State U. Pr., US) <674-1452>
ISBN 978-0-8071-7194-3 hard ¥10,098.- (税込) US$ 45.00 *

The abolitionist movement not only helped bring an end to slavery in the United States but also inspired the large-scale admission of African Americans to the country's colleges and universities. Oberlin College changed the face of American higher education in 1835 when it began enrolling students irrespective of race and sex. Camaraderie among races flourished at the Ohio institution and at two other leading abolitionist colleges, Berea in Kentucky and New York Central, where Black and white students allied in the fight for emancipation and civil rights. After Reconstruction, however, color lines emerged on even the most progressive campuses. For new generations of white students and faculty, ideas of fairness toward African Americans rarely extended beyond tolerating their presence in the classroom, and overt acts of racial discrimination against Blacks grew increasingly common by the 1880s.John Frederick Bell's Degrees of Equality analyzes the trajectory of interracial reform at Oberlin, New York Central, and Berea, noting its implications for the progress of racial equality in nineteenth-century America. Drawing on student and alumni writings, institutional records, and promotional materials, Bell uses case studies to interrogate how abolitionists and their successors put their principles into practice. The ultimate failure of these social experiments illustrates a tragic irony of interracial reform, as the achievement of African American freedom and citizenship led whites to divest from the project of racial pluralism.

Ragland, Evan R., Making Physicians: Tradition, Teaching, and Trials at Leiden University, 1575-1639. (Clio Medica 106) 2022:5 (Brill, NE) <674-121>
ISBN 978-90-04-46511-4 hard ¥28,928.- (税込) EUR 119.00

How did medical students become Galenic physicians in the early modern era? Making Physicians guides the reader through the ancient sources, textbooks, lecture halls, gardens, dissecting rooms, and patient bedsides in the early decades of an important medical school. Standard pedagogy combined book learning and hands-on experience. Professors and students embraced Galen's models for integrating reason and experience, and cultivated humanist scholarship and argumentation, which shaped their study of chymistry, medical botany, and clinical practice at patients' bedsides, in private homes and in the city hospital. Following Galen's emphasis on finding and treating the sick parts, professors correlated symptoms and the evidence from post-mortems to produce new pathological knowledge.