The purpose of this study was to ascertain what historians view as being the best and/or most significant American history books written in the Nineteen Sixties. An instrument was constructed which included questions about specific books, demographic data about the respondent, and questions relating to the respondent's ideas about the source of his own judgments about the writing of American history.

Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 184-194).

Thesis (Ph.D.)--Villanova University, 2006. / Includes bibliographical references.

This thesis presents an alternative picture of Scottish historian William Robertson (172 1-1793). By examining Robertson's works and the contexts in which he wrote, I hope to show that the prevailing view of Robertson as a typically cosmopolitan eighteenth-centwy 'Enlightenment' figure, a devotee of post-Union 'British' values in histonography and outlook, and a practitioner of the progressive eighteenth-century type of historical writing, called conjectural or stadial histoiy, with its associated values, is misleading. These assumptions have given rise to the belief that Robertson was a wholehearted advocate of European expansion and the British Empire. This picture ignores evidence of Robertson's attachment to older Scottish Presbyterian Whig values such as militant Protestantism (generally seen as abandoned by the Moderate Presbyterian church party which Robertson led), defensive patriotism, martial virtue, and resistance to overbearing authority. These are present in his work and career although they are modified by Robertson's need to appeal to 'polite' English, or 'Enlightened' continental readerships in order to achieve distinction as well as by the Moderate political commitment to support govermnent in return for ecclesiastical autonomy. In many ways, these values are incompatible with those of a cosmopolitan figure influenced by French philosophes, or a confirmed advocate of 'British' values supposedly embraced by the Scots intelligentsia Particularly, the sense of defensiveness inherent in Scottish history makes it practically impossible for a Scot whose outlook remains rooted in the defensive patriotism of the Scottish past to be an unqualified supporter of empire. Robertson's work shows constant dubiety about conquest and empire, thus falling into a tradition of Scottish anti-empire writing as old as European expansion itself which is most noticeable in the work of Scots in whom defensive patriotism is highly developed, such as George Buchanan and Andrew fletcher. The Scottish experience of repeated attempted domination by foreign powers seems to cause a corresponding dislike for all such attempts at domination, and sympathy for their victims. The defensive traditions of Presbytei-iarnsm appear to add to this, the more so as attacks on Presbyterianism have historically had a strong foreign element. Most evidence for Robertson's position is found in his narrative history. As narrative makes up the greater part of Robertson's work, I believe that he must be considered primarily as a narrative, rather than a conjectural historian, practicing a form of historiography which Scots had been writing long before the eighteenth century. This thesis will illustrate its arguments by examining Robertson's narrative histories in chronological order, as well as correspondence and other contemporary evidence, and parallels will be drawn with earlier Scottish historians where relevant.

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1985. / Bibliography: leaves 158-175. / Photocopy. / Microfiche. / ix, 175 leaves, bound 29 cm

Thesis (M.C.S.)--Regent College, Vancouver, B.C., 1998. / Abstract and vita. Includes bibliographical references (leaves 142-145).

Thesis (doctoral)--University of Stockholm, 1985. / Summary in English. Includes bibliographical references (p. 233-248).

Thesis (M.C.S.)--Regent College, Vancouver, B.C., 1998. / Abstract and vita. Includes bibliographical references (leaves 142-145).

In the Grand-Duchy of Luxembourg, the Middle Ages provide several of the most important historical reference points for national identity. This thesis analyses how this period was given its significance. It studies the presentation of several medieval figures through historiography from their own lifetime to the present, how they entered collective memory and a national narrative of history, and how the symbolic values attributed to them shifted according to changing political needs. In addition, it identifies those figures that were forgotten, so as to explore the mechanisms of historiographical selection. The purported founder of Luxembourg is the tenth-century Count Sigefroid, who was (wrongly) regarded as the first ‘count of Luxembourg’ by the late sixteenth century. In his posthumous career he became the builder of the local castle and city, the creator of the country and father of the nation. He is often joined by his mythological fish-tailed wife Melusine, borrowed from a late medieval French roman that already hints at links to the rulers of Luxembourg. The two founders are linked to later themes through Countess Ermesinde. She was a thirteenth-century ruler, rediscovered by nineteenth-century liberals as an early precursor to their political ideals, while a group of Belgian Jesuits used her to foster a pilgrimage tradition. Historiography of the past two hundred years preferred her persona rather than her two husbands’ for creating a continuity within the different medieval dynasties, adding to their national character. Her descendant John of Bohemia was transformed quickly into the national hero par excellence. This process had its origin in late medieval literature where his ‘heroic’ death at the battle of Crécy is remembered. His tomb within the city of Luxembourg helped to keep him in local memory, while the loss of his remains to Prussia in the early nineteenth century created simmering discontent that lasted until their recovery in 1946. Interestingly, John stands for the pinnacle of a glorious age, whereas his successor Emperor Sigismund tended to embody the miserable decline of an era, despite having been endowed with many crowns and titles. This thesis borrows some of its theoretical framework from the study of lieux de mémoire, and makes use of a broad range of different sources, from historical writing to literature, visual art and popular gimmickry.

O objetivo desta pesquisa histórica foi investigar as festas escolares e o seu papel no processo de constituição de um sistema público e estatal de ensino, bem como a sua contribuição para a disseminação de um ideal de escola e de sociedade republicana, no período compreendido entre 1890-1930. O termo cultura escolar constitui-se em um conceito nuclear para o desenvolvimento da investigação acerca das festas escolares, já que essas podem ser concebidas como um dos aspectos que integraram e ainda integram a cultura da escola. O conceito cultura escolar foi utilizado segundo a concepção engendrada por Dominique Julia (2001, p. 10) como um conjunto de normas que definem conhecimentos a ensinar e condutas a inculcar, e um conjunto de práticas que permitem a transmissão desses conhecimentos e incorporação desses comportamentos; normas e práticas coordenadas a finalidades que podem variar segundo as épocas (finalidades religiosas, sociopolíticas ou simplesmente de socialização). As festas escolares expressaram de forma exemplar a cultura escolar do período em questão, pois ao mesmo tempo em que eram constituídas por normas, estabelecidas externamente pelos governantes que determinavam legalmente os dias a serem comemorados e um padrão de festa a ser seguido de forma a garantir o ensinamento de determinadas condutas e conhecimentos, eram também compostas por práticas coordenadas com finalidades educativas e expressivas da escola. Outros autores como André Chervel (1990), Viñao Frago (1996), estudiosos da cultura escolar, também foram utilizados para a fundamentação teórica do estudo. O corpus documental a partir do qual se realizou o estudo foi composto de textos de revistas pedagógicas publicadas em São Paulo, a saber: A Eschola Publica (1895-1897), Revista de Ensino (1902-1919), Revista Escolar (1925-1927), bem como os relatórios dos inspetores escolares publicados nos Anuários de Ensino do Estado de São Paulo (1907-1926), compilados nas principais bibliotecas de São Paulo. O estudo das festas escolares permitiu conhecer quais eram as concepções de ensino, de escola, de aluno e de profissão docente vigentes no período e disseminadas nas ocasiões festivas, assim como a contribuição das festas para a constituição de uma memória histórica nacional oficial. A presente investigação demonstrou que mais do que um momento de confraternização, de descontração e de manifestação de alegria, as festas escolares possuíam outras funções, eram momentos privilegiados para o aprendizado de conteúdos, de disseminação de conhecimentos, de normas e de valores legitimados pela escola e pela sociedade. / The objective of this historical research was to investigate the educational festivals and their role in the process of the constitution of a public and national educational system as well as their contribution to the dissemination of the school and the republican society idealistic values during the 1890-1930 period. The term scholar culture consists of a nuclear concept for the development of the investigation of the educational parties and festivals since these may be conceived as one of the aspects that have integrated and still integrate the scholar culture. The concept of scholar culture was used in accordance with the conception created by Dominique Julia (2001, p. 10) as being a set of rules that define what to teach and what behaviour to promote, and a set of procedures that permit the transmission of this knowledge and the incorporation of these behaviours; rules and procedures aimed at the achievement of goals that may vary with time (religious, sociopolitical or simply socialization goals). The educational parties expressed in an exemplar way the scholar culture of such period for at the same time they followed rules, externally stablished by governors who used to stipulate the days to be celebrated and the pattern of the festival to guarantee the teaching of certain behaviour and knowledge, they also incorporated practices coordenated with educational and significant objectives of the school. Other authors, as André Chervel (1990) and Viñao Frago (1996), researchers of the scholar culture, have also been used to fundament the study from the theoretical standpoint. The study has been supported by a documental base that was composed by educational magazine texts published in São Paulo, such as: A Eschola Publica (1895-1897), Revista de Ensino (1902-1919), Revista Escolar (1925-1927), as well as reports from school inspectors published in the Anuários de Ensino do Estado de São Paulo (1907-1926), compiled at the main libraries of São Paulo. The study of the educational parties and festivals permited to know which were the concepts of teaching, school, pupil and professors, in force during that period and disseminated at festival opportunities, such as the contribution of the parties to the formation of an official nacional memory history. The present investigation proved that more than a moment of confraternization, display of enjoyment and happiness, the educational parties had other functions, they were privileged moments of apprenticeship, dissemination of knowledge, of rules and values legitimated by school and by society.