An egocentric bum transforms the lives of a shy New Jersey garbageman and his sister.

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The Great War was the first in British history to involve virtually the entire population of Britain. A vast quantity of poems, fiction, essays, speeches, letters, memoirs and other written material was produced during 1914 and 1918 and Hibberd chooses both famous passages and excerpts which have never before been reprinted, from both the imaginative poetry and prose of the period, and documents such as newspapers and politicians' speeches. The linking commentary illuminates the very close relationship between the literature and history of this time, which is further highlighted by the chronological table, plates section and further reading sections.

The story is about Iris's rise to the apex of a love/power triangle that includes her roguish English lover, McHeath, and Art, an earnest young boxer. Within the flawed moral landscape, each character struggles to establish their sovereignty.

The term 'class' has been, and still is, a powerful historical concept. Its exact meaning, however, has remained elusive. In this illuminating study, P.M.Pilbeam compares the middle classes in four of the major states in continental Europe - France, Russia, Germany and Italy - from the French Revolution to the first world war, and reveals how complex any useful definition of class must be. '…a most valuable book, a model of what fruitful comparative history should be…Pilbeam's book succeeds brilliantly in summarising all significant research on the middle classes in France, Germany, Italy and Russia from the outbreak of the French Revolution to the First World War…an ideal guide to this subject at university level.' Journal of Historical Geography.

The institutionalization of History and Philosophy of Science as a distinct field of scholarly endeavour began comparatively earl- though not always under that name - in the Australasian region. An initial lecturing appointment was made at the University of Melbourne immediately after the Second World War, in 1946, and other appoint­ ments followed as the subject underwent an expansion during the 1950s and 1960s similar to that which took place in other parts of the world. Today there are major Departments at the University of Melbourne, the University of New South Wales and the University of Wollongong, and smaller groups active in many other parts of Australia and in New Zealand. "Australasian Studies in History and Philosophy of Science" aims to provide a distinctive publication outlet for Australian and New Zealand scholars working in the general area of history, philosophy and social studies of science. Each volume comprises a group of essays on a connected theme, edited by an Australian or a New Zealander with special expertise in that particular area. Papers address general issues, however, rather than local ones; parochial topics are avoided. Further­ more, though in each volume a majority of the contributors is from Australia or New Zealand, contributions from elsewhere are by no means ruled out. Quite the reverse, in fact - they are actively encour­ aged wherever appropriate to the balance of the volume in question.

The institutionalization of History and Philosophy of Science as a distinct field of scholarly endeavour began comparatively earl- though not always under that name - in the Australasian region. An initial lecturing appointment was made at the University of Melbourne immediately after the Second World War, in 1946, and other appoint­ ments followed as the subject underwent an expansion during the 1950s and 1960s similar to that which took place in other parts of the world. Today there are major Departments at the University of Melbourne, the University of New South Wales and the University of Wollongong, and smaller groups active in many other parts of Australia and in New Zealand. "Australasian Studies in History and Philosophy of Science" aims to provide a distinctive publication outlet for Australian and New Zealand scholars working in the general area of history, philosophy and social studies of science. Each volume comprises a group of essays on a connected theme, edited by an Australian or a New Zealander with special expertise in that particular area. Papers address general issues, however, rather than local ones; parochial topics are avoided. Further­ more, though in each volume a majority of the contributors is from Australia or New Zealand, contributions from elsewhere are by no means ruled out. Quite the reverse, in fact - they are actively encour­ aged wherever appropriate to the balance of the volume in question.

At first sight it may appear strange that a volume of Progress in Pediatric Surgery should be devoted to the history of our specialty. One assumes that progress is concerned primarily with recent developments whilst history deals with matters of the past. However, in the past there has also been considerable progress in the development of our understand­ ing of paediatric surgical problems, otherwise we would not have pro­ gressed to our present achievements. The editors, therefore, do not apologize for compiling this volume but, on the contrary, feel that the publication of this volume is most timely. Modern paediatric surgery has now been practised for three genera­ tions. The handful of pioneers who were the founders of our specialty worked mainly before the last world war. A few dozen of the inter­ mediary generation started work immediately after the war, while the new generation who are now dominating our specialty must be counted in thousands. Two factors have radically altered paediatric surgery as practised by the intermediary and the present generation of surgeons.

Mental retardation has probably existed for as long as mankind has inhabited the earth. References to seemingly retarded persons appear in Greek and Roman literature. Examination of Egyptian mummies suggests that some may have suffered from diseases associated with mental retardation. Mohammed advocated feeding and housing those without reason. There is other evidence for favorable attitudes toward the retarded in early history, but attitudes var­ ied from age to age and from country to country. The concept of remediation did not emerge until the nineteenth century. Earlier, in 1798, ltard published an account of his attempt to train the "wild boy of Aveyron." A rash of efforts to habilitate retarded persons followed. Training schools were developed in Europe and the United States in the 1800s; however, these early schools did not fulfill their promise, and by the end of the nineteenth century large, inhumane warehouses for retarded persons existed. The notion of habilitation through training had largely been abandoned and was not to reappear until after World War II.