This book examines how calculus developed in Britain during the century following Newton.

An important part of the Dutch national treasure of early printed books from before 1801 on military and related subjects is kept in military libraries and collections. This catalogue contains 10,000 books in twelve different languages dated 1500–1800 from nine different Defence institutions/collections, representing both Army and Navy. By far the largest collections are the property of the Royal Netherlands Army Museum in Delft and the Royal Netherlands Military Academy in Breda. A great if not substantial part of these books is especially of international significance because of the contents, the intrinsic value or as historical objects. It took eight years to trace and describe these books, all of which have been given extensive analytical bibliographic descriptions. The book includes over 2000 illustrations. The book is a project of the Royal Netherlands Army Museum, Delft

His formal schooling abruptly cut off at age eleven, George Washington saw his boyhood dream of joining the British army evaporate and recognized that even his aspiration to rise in colonial Virginian agricultural society would be difficult. Throughout his life he faced challenges for which he lacked the academic foundations shared by his more highly educated contemporaries. Yet Washington’s legacy is clearly not one of failure. Breaking new ground in Washington scholarship and American revolutionary history, Adrienne M. Harrison investigates the first president’s dedicated process of self-directed learning through reading, a facet of his character and leadership long neglected by historians and biographers. In A Powerful Mind, Harrison shows that Washington rose to meet these trials through a committed campaign of highly focused reading, educating himself on exactly what he needed to do and how best to do it. In contrast to other famous figures of the revolution—Thomas Jefferson, John Adams, Benjamin Franklin—Washington did not relish learning for its own sake, viewing self-education instead as a tool for shaping himself into the person he wanted to be. His two highest-profile and highest-risk endeavors—commander in chief of the Continental Army and president of the fledgling United States—are a testament to the success of his strategy.