Comprising fifteen essays by leading authorities in the history of mathematics, this volume aims to exemplify the richness, diversity, and breadth of mathematical practice from the seventeenth century through to the middle of the nineteenth century.

Originally published in 1913, this book forms the second part of a two-volume biographical register of Christ's College, Cambridge, covering the period 1666 to 1905. The text was begun and left almost complete by John Peile (1838-1910), an English philologist who was Master of Christ's from 1887 until his death. This book will be of value to anyone with an interest in Christ's College and its history.

It is now well established that the law of unjust enrichment forms an important and distinctive part of the English law of obligations. Restitutionary awards for unjust enrichment and for wrongdoing are clearly recognised for what they are. But these are recent developments. Before the last decade of the twentieth century the very existence of a separate law of unjust enrichment was controversial, its scope and content matters of dispute. In this collection of essays, a group of leading scholars look back and reappraise some of the landmark cases in the law of restitution. They range from the early seventeenth century to the mid-twentieth century, and shed new light on some classic decisions. Some argue that the importance of their case has been overstated; others, that it has been overlooked, or misconceived. All persuasively invite the reader to think again about some well-known authorities. The book is an essential resource for anyone, scholar, student or practitioner, with an interest in this fascinating area of the law.

In this exploration of the social context of reading and writing in pre-industrial England, David Cressy tackles important questions about the limits of participation in the mainstream of early modern society. To what extent could people at different social levels share in political, religious, literary and cultural life; how vital was the ability to read and write; and how widely distributed were these skills? Using a combination of humanist and social-scientific methods, Dr Cressy provides a detailed reconstruction of the profile of literacy in sixteenth- and seventeenth-century England, looking forward to the eighteenth century and also making comparisons with other European societies.