An exhaustive treatment of all British and Irish botanists through 1976.

The collection of English books printed before 1801 in the University Library of the Vrije Universiteit at Amsterdam is one of the largest collections of such books outside the English-speaking world, and by far the largest in the Netherlands. The collection numbers 5,600 titles and covers all subjects, but is especially concentrated on (reformed) protestantism in Great Britain, the Netherlands and America, and the exchange of ideas between these countries. The collection of which the existence is practically unknown, contains many rare items from the 16th to the 18th century. It covers the periods of the well-known and widely used bibliographies of English printed books (STC, Wing, and ESTC); in a large number of cases the catalogue entries correct or supplement these bibliographies. The catalogue is aimed both at a general public of bibliographers, literary and book- historians working with books from the STC, Wing and ESTC periods, and at researchers in the Netherlands, Great Britain and elsewhere specialised in church history and the manifold historical and cultural relations between the British Isles and the Low Countries.

Reprint of the original, first published in 1881.

More than 970 rare books, dating from 1479 to 1830 and covering such categories as gardening, herbals, botanical books and landscape architecture are catalogued in this bibliography.

Grounded in narrative theory, this book offers a case study of a liberal arts college’s use of narrative to help build identity, community, and collaboration within the college faculty across a range of disciplines, including history, psychology, sociology, theatre and dance, literature, anthropology, and communication. Exploring issues of methodology and their practical application, this narrative project speaks to the construction of identity for the liberal arts in today’s higher education climate. Narrative, Identity, and Academic Community focuses on the ways a cross-disciplinary emphasis on narrative can impact institutions in North America and contribute to the discussion of strategies to foster bottom-up, faculty-driven collaboration and innovation.