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This book provides an accessible and up-to-date account of the rich military history of the nineteenth century. It takes a fresh approach, making novel links with conflict and coercion, and moving away from teleological emphases. Naval developments and warfare are included, as are social and cultural dimensions of military activity. Leading military historian Jeremy Black offers the reader a twenty-first century approach to this period, particularly through his focus on the dynamic drive provided by different forms of military goals, or "tasking". This allows echoes with modern warfare to come to the fore and provides a fuller understanding of a period sometimes considered solely as background to the total war of 1914-45. Alongside state-to-state warfare and the move toward "total war", Black's emphasis on different military goals gives due weight to trans-oceanic conflict at the expense of non-Europeans. Irregular, internal and asymmetric war are all considered, ranging from local insurgencies to imperial expeditions, and provide a deliberate shift from Western-centricity. At the very cutting edge of its field, this book is a must read for all students and scholars of military history and its related disciplines.

Warfare in the Nineteenth Century not only covers warfare as it evolved throughout the century, but also explores its connection with, and effect on, technical, social, economic, political, and cultural change. The book discusses specific battles and campaigns in order to highlight the turning points in the development of the way in which military operations were conducted. David Gates places war during the 1800's in its wider historical context in a way that is thoughtful, wide-ranging, and informed.

These are troubling days for the humanities. In response, a recent proliferation of works defending the humanities has emerged. But, taken together, what are these works really saying, and how persuasive do they prove? The Battle of the Classics demonstrates the crucial downsides of contemporary apologetics for the humanities and presents in its place a historically informed case for a different approach to rescuing the humanistic disciplines in higher education. It reopens the passionate debates about the classics that took place in late nineteenth- and early twentieth-century America as a springboard for crafting a novel foundation for the humanistic tradition. Eric Adler demonstrates that current defenses of the humanities rely on the humanistic disciplines as inculcators of certain poorly defined skills such as "critical thinking." It criticizes this conventional approach, contending that humanists cannot hope to save their disciplines without arguing in favor of particular humanities content. As the uninspired defenses of the classical humanities in the late nineteenth century prove, instrumental apologetics are bound to fail. All the same, the book shows that proponents of the Great Books favor a curriculum that is too intellectually narrow for the twenty-first century. The Battle of the Classics thus lays out a substance-based approach to undergraduate education that will revive the humanities, even as it steers clear of overreliance on the Western canon. The book envisions a global humanities based on the examination of masterworks from manifold cultures as the heart of an intellectually and morally sound education.