Review article: early medieval rulers and their modern biographers

Books reviewed in this articles:
Richard Abels, Alfred the Great. War, Kingship and Culture in Anglo-Saxon England
Gerd Althoff, Otto III
Roger Collins, Charlemagne     

Legitimation and delegitimation in early modern Europe: The case of England

In the year 1640, the government of England was monarchical; and the King that reigned, Charles, the first of that name, holding sovereignty, by right of a descent continued above six hundred years, and from a much longer descent King of Scotland, and from the time of his ancestor Henry II, King of Ireland …     

Projectors and learned projects in early modern England

Commenting in 1692 on the “Projecting Humour that now reigns” in England, Daniel Defoe nicknamed the period the “Projecting Age.” He dated its start to c. 1680, even as he conceded that “it had indeed something of life in the time of the late Civil War” as well. Defoe was wrong. Decades earlier both Elizabethan and Jacobean commentators had inveighed against the rampant passion for schemes, a perception increasingly documented by scholars. For the most part, however, the appraisal of early modern projects has been confined to the domain of economic and social history. Monopolies, inventions, plans to ameliorate the condition of the poor and infirm, and schemes guaranteeing the enrichment of the nation, have drawn the attention of historians; only sporadic attention has been paid to the numerous scholarly projects that also proliferated during the same period. My intention here is not to be exhaustive, but to offer a snapshot of the large number of proposals that sought to establish new institutions of higher learning, usually through substantial outlays of public capital.     

Predicament and responses: Discussions of history education in early modern China

ABSTRACT

Since the early modern era, following the abolishment of the imperial civil service exam and the rise of modern schools, the subject of history was included in education at all levels, from primary to tertiary. However, in comparison with traditional society, the degree of attention devoted to historical knowledge has in fact declined rather than improved. In the 1920s, many contemporaries vocally criticized and pondered the low level of historical knowledge among primary and secondary school students, and occasionally voiced dissatisfaction with history education at the university level as well. Critics primarily focused their discussions on the insufficient attention for history classes, imperfect standards formulated for history classes, poor history teaching materials, and lack of qualified, specialized teachers, forming a universal consensus among contemporaries on the failure of history education. However, the widespread opprobrium attached to history education was closely tied to two facts: first, the historians of early modern China had as yet failed to compile a general history of China acceptable to the majority, greatly disappointing many educators; second, historical resources failed to exercise the mobilizing effect on early modern Chinese society that contemporaries had hoped for, and history thus often became the scapegoat paying the price for practical setbacks and failures in the political arena.     

Gulliver meets Descartes: early modern concepts of age-related memory loss

Age-related memory loss was a marginal issue in medical discussions during early modern times and until well into the second half of the 17th century. There are many possible explanations: the lack of similar traditions in antiquity and in the Middle Ages, insufficient physiological and morphological knowledge of the brain, and the underlying conflict between idealistic and materialistic perspectives on the functions of the soul and the conditions of these in old age. After these boundaries had been pushed back by the influence of Cartesianism and Iatromechanism, the problem of age-related memory loss was increasingly regarded as a physical illness and began to receive more attention. This trend first occurred in medicine, before spreading to the literary world, where the novel "Gulliver's Travels" is one clear and famous example.