Colonial Latin America was famed for the precious metals plundered by the conquistadores and the gold and silver extracted from its mines. Historians and economists have attempted to determine the amount of bullion produced and its impact on the colonies themselves and the emerging early-modern world economy. Using official tax and mintage records, this book provides decade-by-decade and often annual data on the amount of gold and silver officially refined and coined in the treasury and mint districts of Spanish and Portuguese America. It also places American bullion output within the context of global production and addresses the issue of contraband production and bullion smuggling. The book is thus an invaluable source for evaluating the rise of the early-modern economy.

This extraordinary book encompasses the time period from the first Christian evangelists' arrival in Latin America to the dictators of the late twentieth century. With unsurpassed knowledge of Latin American history, John Lynch sets out to explore the reception of Christianity by native peoples and how it influenced their social and religious lives as the centuries passed. As attentive to modern times as to the colonial period, Lynch also explores the extent to which Indian religion and ancestral ways survived within the new Christian culture.The book follows the development of religious culture over time by focusing on peak periods of change: the response of religion to the Enlightenment, the emergence of the Church from the wars of independence, the Romanization of Latin American religion as the papacy overtook the Spanish crown in effective control of the Church, the growing challenge of liberalism and the secular state, and in the twentieth century, military dictators' assaults on human rights. Throughout the narrative, Lynch develops a number of special themes and topics. Among these are the Spanish struggle for justice for Indians, the Church's position on slavery, the concept of popular religion as distinct from official religion, and the development of liberation theology.

Documents, using case studies, the non-material values that are to be found in protected landscapes.

Among the magnificent gems and jewels left behind by the great Islamic empires, emeralds stand out for their size and prominence. For the Mughals, Ottomans, and Safavids green was—as it remains for all Muslims—the color of Paradise, reserved for the Prophet Muhammad and his descendants. Tapping a wide range of sources, Kris Lane traces the complex web of global trading networks that funneled emeralds from backland South America to populous Asian capitals between the sixteenth and the eighteenth centuries. Lane reveals the bloody conquest wars and forced labor regimes that accompanied their production. It is a story of trade, but also of transformations—how members of profoundly different societies at opposite ends of the globe assigned value to a few thousand pounds of imperfectly shiny green rocks.

This brilliant and revolutionary theory of multiple intelligences reexamines the goals of education to support a more educated society for future generations. Howard Gardner’s concept of multiple intelligences has been hailed as perhaps the most profound insight into education since the work of Jerome Bruner, Jean Piaget, and even John Dewey. Here, in The Disciplined Mind, Garner pulls together the threads of his previous works and looks beyond such issues as charters, vouchers, unions, and affirmative action in order to explore the larger questions of what constitutes an educated person and how this can be achieved for all students. Gardner eloquently argues that the purpose of K–12 education should be to enhance students’ deep understanding of the truth (and falsity), beauty (and ugliness), and goodness (and evil) as defined by their various cultures. By exploring the theory of evolution, the music of Mozart, and the lessons of the Holocaust as a set of examples that illuminates the nature of truth, beauty, and morality, The Disciplined Mind envisions how younger generations will rise to the challenges of the future—while preserving the traditional goals of a “humane” education. Gardner’s ultimate goal is the creation of an educated generation that understands the physical, biological, and societal world in their own personal context as well as in a broader world view. But even as Gardner persuasively argues the merits of his approach, he recognizes the difficulty of developing one universal, ideal form of education. In an effort to reconcile conflicting educational viewpoints, he proposes the creation of six different educational pathways that, when taken together, can satisfy people’s concern for student learning and their widely divergent views about knowledge and understanding overall.