Collates all the previously printed reports from journalists from the London Daily News during the Russo-Turkish War of 1877-1878. The collection is organized by the big events in the war, with stories pertaining to each organized chronologically. There is also a timeline of the conflict.

This book analyses the significance of the special correspondent as a new journalistic role in Victorian print culture, within the context of developments in the periodical press, throughout the second half of the nineteenth century. Examining the graphic reportage produced by the first generation of these pioneering journalists, through a series of thematic case studies, it considers individual correspondents and their stories, and the ways in which they contributed to, and were shaped by, the broader media landscape. While commonly associated with the reportage of war, special correspondents were in fact tasked with routinely chronicling all manner of topical events at home and abroad. What distinguished the work of these journalists was their effort to ‘picture’ the news, to transport readers imaginatively to the events described. While criticised by some for its sensationalism, special correspondence brought the world closer, shrinking space and time, and helping to create our modern news culture.

With the invasion of Ukraine, Vladimir Putin’s Russia seems to have stepped out of time, reverting to an imperial era of conquest and expansion. But as Roger Reese points out in this comprehensive new history, Russia’s way of war has changed little from one century to the next, one regime to another, from the army of the tsar to the army of today. Russia’s Army reveals how the Imperial Russian Army and its successors, the Soviet Army and the army of the Russian Federation, confronted the state’s foreign policy challenges—projecting power and defending the empire—and the domestic challenge of containing internal unrest generated by nationalism, competing ethnic and religious identities, and political discontent. These twin challenges, in turn, drove defense policy and the planning and conduct of war. From the beginning of the nineteenth century, the development of the army was driven by shifts in the European balance of power and changes in global diplomacy, politics, economics, and society. Reese identifies themes that weave their way through this military history: the adoption of a strategy to maintain a defensive posture in the West, an offensive strategy in the Balkans, and an expansionist policy in the East; maintenance of a large standing army; and a consistent unease about the army’s and non-Russian minorities’ loyalty to the state. These themes, he shows, have emerged in times of peace and war, as heads of state have made operational and strategic military decisions while managing civil-military relations—from the times of tsarist Russia through the collapse of the Soviet empire, when Putin sought to restore authoritarian rule and hegemony over the former Soviet states of the USSR. A comprehensive account of the history of the Russian army from 1801 to 2022, Reese’s is the first book to link Russian military history across three distinct eras and to situate this history within the context of military strategy and doctrine, as reflected in specific campaigns, issues of manning and maintaining an army, and relations between army and society, at home and in the “near abroad.”

In 1929, a Latino community in the borderlands city of Del Rio, Texas, established the first and perhaps only autonomous Mexican American school district in Texas history. How it did so—against a background of institutional racism, poverty, and segregation—is the story Jesús Jesse Esparza tells in Raza Schools, a history of the rise and fall of the San Felipe Independent School District from the end of World War I through the post–civil rights era. The residents of San Felipe, whose roots Esparza traces back to the nineteenth century, faced a Jim Crow society in which deep-seated discrimination extended to education, making biased curriculum, inferior facilities, and prejudiced teachers the norm. Raza Schools highlights how the people of San Felipe harnessed the mechanisms and structures of this discriminatory system to create their own educational institutions, using the courts whenever necessary to protect their autonomy. For forty-two years, the Latino community funded, maintained, and managed its own school system—until 1971, when in an attempt to address school segregation, the federal government forced the San Felipe Independent School District to consolidate with a larger neighboring, mostly white school district. Esparza describes the ensuing clashes—over curriculum, school governance, teachers’ positions, and funding—that challenged Latino autonomy. While focusing on the relationships between Latinos and whites who shared a segregated city, his work also explores the experience of African Americans who lived in Del Rio and attended schools in both districts as a segregated population. Telling the complex story of how territorial pride, race and racism, politics, economic pressures, local control, and the federal government collided in Del Rio, Raza Schools recovers a lost chapter in the history of educational civil rights—and in doing so, offers a more nuanced understanding of race relations, educational politics, and school activism in the US-Mexico borderlands.