Recueil de lettres et de pièces originales, et de copies de pièces indiquées comme telles dans le dépouillement qui suit.

Contient : 1 Lettre du « cardinal DE LORRAINE,... au roy » ; 2 Lettre de « NORFFOLK,... à monseigneur... le grand maistre... Escript à Westmoustier, le XXVIIe de janvier » ; 3 Lettre du comté « DE CARPI,... à monseigneur... le grant maistre... De Rome, ce huytme jour de juillet mil V.C.XXVI » ; 4 Lettre, en chiffre, de « G[ABRIEL], cardinal DE GRAMONT,... à monseigneur... le grant maistre... A Rome, le XXVIIme jour de aoust » ; 5 Lettre, avec chiffre, de « G[ABRIEL] DE GRAMONT, evesque de Tarbe... à monseigneur... le grant maistre... A Romme, le Vme jour d'octobre mil V.C.XXIX » ; 6 Lettre, en chiffre, de « G[ABRIEL] DE GRAMONT, evesque de Tarbe... à monseigneur le grant maistre... A Boulongne, le XXVIIIme jour de mars » ; 7 Lettre de NICOLAS RAINCE « à monseigneur le grant maistre... Ce mercredi septme jour de novembre mil V.C.XXVI. Rome » ; 8 Lettre de « NICOLAS RAINCE à monseigneur le grant maistre » ; 9 Lettre de NICOLAS « RAINCE,... à monseigneur... le grant maistre » ; 10 Lettre de « NICOLAS RAINCE,... au roy... De Rome, ce lundi XIIIe jour de fevrier M.V.C.XXXI » ; 11 Lettre de « NICOLAS RAINCE,... à monseigneur... le grant maistre... De Rome, ce mercredi XXIIe jour de fevrier M.V.C.XXXI » ; 12 Lettre de « NICOLAS RAINCE,... à monseigneur... le grant maistre... De Rome, ce dimanche XXVIe jour de fevrier M.V.C.XXXI » ; 13 Lettre de « NICOLAS RAINCE,... à monseigneur... le grant maistre... De Rome, ce mercredi matin XXIIe jour de mars M.V.C.XXXI » ; 14 Lettre de « NICOLAS RAINCE,... à monseigneur... le grant maistre... De Rome, ce mercredi XIIe jour d'avril M.V.C.XXXI » ; 15 Lettre de « NICOLAS RAINCE,... à monseigneur... le grant maistre... De Rome, ce samedi premier jour d'avril M.V.C.XXXI » ; 16 Lettre de « NICOLAS RAINCE,... à monseigneur... le grant maistre... De Rome, ce jeudi IIIIe jour de may M.V.C.XXXI » ; 17 Lettre de « NICOLAS RAINCE,... à monseigneur... le grant maistre... De Rome, ce mercredi dixme jour de may M.V.C.XXXI » ; 18 Lettre de « NICOLAS RAINCE,... à monseigneur... le grant maistre... De Rome, ce mercredi derrenier jour de may M.V.C.XXXI » ; 19 Lettre de « NICOLAS RAINCE,... à monseigneur... le grant maistre... De Rome, ce mercredi matin dernier jour de may M.V.C.XXXI » ; 20 « Extraict d'une lettre de NICOLAS RAINCE,... à monseigneur l'evesque d'Ast, au camp. du premier juin » ; 21 Lettre de « NICOLAS RAINCE,... à monseigneur... le grant maistre... De Rome, ce vendredi premier jour de juillet M.V.C.[XXXI] » ; 22 Lettre de « PIERRE LIZET,... premier president, à monseigneur... le grand maistre... De Paris, ce XVe jour d'aoust » ; 23 Lettre de « J[EAN] DU BELLAY, evesque de Bayonne... De Londres, le dernier de juing » ; 24 « Ordonnance faicte par le roy HENRY [IV]... pour la discipline de son infanterie... Faict au camp de Cernay, ce XXIe de fevrier 1596 » ; 25 Lettre du « president des comptes de Provence... à monseigneur... le grant maistre... De Romme, ce XXIIe jour d'avril M.D.XXIX » ; 26 Lettre de « CHARLE [DE] GRAMONT, evesque d'Ayre... à monseigneur... le grand maistre... A Baionne, le XXVIIe jour d'octobre » ; 27 Lettre de « CHARLE [DE] GRAMONT, evesque d'Ayre... à monseigneur... le grand maistre... De Bayonne, ce XX de mars » ; 28 Lettre de « G[ABRIEL] DE GRAMONT, evesque de Tarbe... à monseigneur... le grant maistre... A Paris, le IIe de septembre » ; 29 Lettre de FRANÇOIS, cardinal « DE TOURNON, archevesque de Bourges... à monseigneur... le grant maistre... De Paris, ce XVe de fevrier » ; 30 Lettre de FRANÇOIS, cardinal « DE TOURNON, archevesque de Bourges... à monseigneur... le grant maistre... De Paris, ce XXII d'aoust » ; 31 Lettre de FRANÇOIS, cardinal « DE TOURNON, archevesque de Bourges... à monseigneur... le grant maistre... De Sainct Germein, ce dimenche de Quasimodo » ; 32 Copie de lettre datée « de Sainct Pol, ce premier jour de juing », sur une entrevue du pape et du roi François Ier ; 33 Mémoire « pour le fait du mariage de monseigneur d'Orleans et de madame d'Urbin », nièce du pape; signé : « RAINCE,... Coppie »

Recueil de lettres et de pièces originales, et de copies de pièces indiquées comme telles dans le dépouillement qui suit.

Contient : 1 Lettre de « HENRY [duc D'ANJOU]... à mon cousin monseigneur le duc de Nemoux,... Escript au camp à St Mesmyn, ce VIIe jour de fevrier » ; 2 Lettre de « HENRY [duc D'ANJOU]... à mon cousin monseigneur de Nemoux,... Escript au camp à Pons sur Senne, ce VIIe jour de fevrier » ; 3 Lettre de « HENRY [duc D'ANJOU]... à mon cousin monseigneur le duc de Nemoux,... Escript au camp à Nogen sur Senne, ce Xme jour de fevrier » ; 4 Lettre de « HENRY [duc D'ANJOU]... à mon cousin monseigneur le duc de Nemoux,... Escript au camp à Nogen sur Senne, ce VIIIme jour de fevrier » ; 5 Lettre de « JEHANNE » D'ALBRET, reine de Navarre ; 6 Lettre de « MARGUERITE [reine de Navarre]... à mon cousin monsieur le duc de Nevers,... Du 16 may 1573 » ; 7 Lettre d'ARMAND DE GONTAUT, baron DE « BIRON,... à monsieur... de Cossé, conte de Segondiny et mareschal de France... De La Rochelle, se dimanche matin » ; 8 Lettre du roi « CHARLES [IX]... à mon cousin le duc de Montpansier, gouverneur... en Bretaigne... Escript à St Leger, le IIIIe jour de mars 1573 » ; 9 Lettre de « CATERINE [DE MEDICIS]... à mon cousin monseigneur le duc de Montpensier,... gouverneur et lieutenant general du roy... en son pays et duché de Bretaigne... Escript à Paris, le XIIe jour de fevrier 1573 » ; 10 Lettre de « HENRY [duc D'ANJOU]... à mon cousin monseigneur le duc de Montpensier,... gouverneur... en Bretaigne... Escrit au camp de Nyeul, ce VIIIe may 1573 » ; 11 Lettre du roi « CHARLES [IX]... à mon cousin le duc de Montpensier,... gouverneur... en Bretaigne... Escript à St Liger, le IIe jour de mars 1573 » ; 12 Lettre du roi « CHARLES [IX]... à mon cousin le duc de Montpensier,... gouverneur... en mon pays et duché de Bretaigne... Escript à Fontainebleau, ce XXVe jour d'avril 1573 » ; 13 Lettre de « CATERINE [DE MEDICIS]... à mon cousin monseigneur le duc de Montpensier,... gouverneur... en Bretaigne... Escript à Fontainebleau, le dernier jour de may 1573 » ; 14 Lettre du roi « CHARLES [IX]... à mon cousin le duc de Montpensier,... gouverneur... en Bretaigne... Escrit à Fontainebleau,... le IIe jour de may 1573 » ; 15 Lettre de « CATERINE [DE MEDICIS]... à mon cousin le duc de Montpensier,... gouverneur... en Bretaigne... Escrit à Paris, le XVIe jour de fevrier 1573 » ; 16 Lettre de « CATERINE [DE MEDICIS]... à mon cousin monseigneur le duc de Montpensier,... gouverneur... en Bretaigne... Escript à St Liger, le IIe jour de mars 1573 » ; 17 Lettre du roi « CHARLES [IX]... à mon cousin le duc de Montpensier,... gouverneur... en mon pays et duché de Bretaigne... Escript à Paris, ce XVIIe jour de janvier 1573 » ; 18 Lettre de « HENRY [duc D'ANJOU]... à mon cousin le duc de Montpensier,... gouverneur et lieutenant general du roy monseigneur et frere en son pays et duché de Bretaigne... Escript au camp devant La Rochelle, le VIIe jour de juing 1573 » ; 19 Lettre de « HENRY [duc D'ANJOU]... à mon cousin monseigneur le duc de Montpensier,... gouverneur... en Bretaigne... Escript au camp devant La Rochelle, le XXIXme jour de may 1573 » ; 20 Lettre de GASPARD DE COLIGNY, Sr DE « CHASTILLON,... à madame... la duchesse de Ferrare,... De Chastillon, ce XIIIme de septembre 1566 » ; 21 Lettre de GASPARD DE COLIGNY, Sr DE « CHASTILLON », et de FRANÇOIS DE COLIGNY, Sr D'« ANDELOT,... à madame... la duchesse de Ferrare,... De Chastillon sur Loing, ce XXVIIIe de may 1563 » ; 22 Lettre d'ODET DE COLIGNY, « cardinal DE CHASTILLON,... à madame... la duchesse de Ferrare,... De Moulins, ce XXIIIIe jour de janvier 1566 » ; 23 « Memoriale ad S. R. Majestatem per dominum episcopum Valentinum ». En latin. Copie ; 24 « Comitive millitum in terris Podoliae equestres et pedestres quibus ex senatusconsulto Varschoviae in ellectione habito conscriptio designata erat per magnificum Do. Georgium Iazlowieczky de Buczacz, pallatinum Russiaeet exercituum regni capitaneum, a die 4 septembris 1573... ad diem 19 february 1574 », etc. En latin ; 25 Promesse du roi de Pologne de ne pas établir de nouvelles constitutions sans l'assentiment du pays. En latin. Copie ; 26 Mémoire en latin sur le couronnement du roi de Pologne et sur l'assemblée générale tenue à cette occasion. Copie ; 27 « Roole des soldats à cheval entretenus en la Podolie vers les Tartares ; aussy somaire d'aulcuns soldats tant à cheval que à pied entretenus aux frontieres de Silesie, Ongarie et duché de Cracovie et Lictuanye ». En latin ; 28 Discours de JACQUES LASKOWSKI sur les différentes parties de l'administration du royaume de Pologne. En latin ; 29 Copie d'un decret des ordres du royaume de Pologne en faveur de Jean Saborowski. « Datum in comitiis generalibus electionis novi regis sub Warschovia, ad villam Kamieci, die 14 maii, anno 1573 ». En latin ; 30 « Coppie de l'acte delivré de la protestation faicte par l'evesque de Posnanie » contre la formule du serment prêté à Paris par Henri, élu roi de Pologne. « Actum et datum Parisiis, die Jovis decima mensis septembris, anno... millesimo quingentesimo septuagesimo tertio ». En latin ; 31 Ordonnance faicte par le duc DE NEVERS pour la discipline des gens de guerre ; 32 Copie du serment d'obéissance prêté par les soldats suisses au roi Henri II et à son capitaine général ; 33 Requête adressée au roi par GILBERT DE LEVIS, duc DE « VANTADOUR » ; 34 « Estimation des chesnes faictes par Jacques Fournier, Me orphevre, à Paris », données par le roy Charles IX au « roy de Pologne », son frère; suivie d'une décharge donnée par « René de Villequier,... grant chambellan... du roy de Poloigne... à Evry, le VIIIme jour de novembre M.V.C. soixante treize » ; 35 « Registro di tutti li castelli delli confini di quanti soldati li sono hora et quanti li era inanti la tregua fatta... 1573 ». En italien ; 36 « Registro di tutti li castelli di Russia et quanti soldati gli e per ogni castello et quanti fiorini li va ogni doi quartalli ». En italien ; 37 « Registro di vile che tengono molti de le quale S. M. non ne a utile alcuno, e pol contentar tutti li capitani di Lithuania ». En italien ; 38 Mémoire, en italien, relatif à une entreprise contre les Turcs ; suivi d'une énumération des forces militaires de l'expédition ; 39 Lettre d'« ADAMO CONARSKI, vescovo di Posnania... a l'excellentissimo signor duca di Nivers,... Di Pszczcw, a li 25 di gennaro 1574 ». En italien ; 40 Lettre d' « il vescovo di Ploscha... all... signor duca di Nevers,... Da Pultovia, alli 29 di settembre 1574 ». En italien ; 41 Noms des palatinats de Pologne et de Lithuanie. En latin ; 42 « Certificat de mons. de Valance [JEAN DE MONTLUC, envoyé des rois de France et de Pologne], pour Jo. Zaborouski [prévôt de Sandomir]... Datum Warssoviae, 26 mensis maii, anno Domini M.D.LXXIII ». En latin ; 43 Mémoire sur le sel de Pologne. En latin ; 44 Observations sur un mémoire relatif à la conduite du roi de Pologne dans son gouvernement. En latin ; 45 Mémoire adressé au roi de Pologne sur la conduite à tenir dans son gouvernement. En latin ; 46 Formulaire pour les lettres à envoyer à l'archevêque de Gnesne et autres personnages de Pologne. En latin ; 47 Lettre du duc DE NEVERS au comte Tenchini. « Datum Lutetiae, 27a die martii 1575 ». En latin ; 48 Lettre de « HIERAUSME, conte DE ROSDRAZOW, prowost de Wratislawie... à monsieur... le duc de Nevers,... Donné le 17 de febvrier 1574 » ; 49 « Brevis descriptio status et dispositionis... Nyvernensium ducis ab anno 1573 ad 87 ». En latin ; 50 Copie inachevée d'un mémoire justificatif de la conduite de monsieur DE NEVERS au retour de Henri, roi de Pologne ; 51 « Machines, ustilz et choses necessaires pour les entreprises » de guerre ; 52 « Memoire pour les oultilz qu'il faut pour les mines et sappes » ; 53 Mémoire sur les « estoffes pour fondre le canon » ; 54 « Avis du duc DE ZEBARAZ » sur l'« adsistance des Polonoys et des Kosaques » dans la guerre contre les Turcs ; 55 Lettre d'ADAMO CONARSKI, « vescovo di Posnania... al... signor Ludovico Gonzaga, principe di Mantoa e ducca di Nivers,... Di Isbiza, XVIII settembre 1574 ». En italien ; 56 Lettre d'ADAMO CONARSKI, « vescovo di Posnania... al... signor Ludovico Gonzaga, principe di Mantoa, duca di Nivers,... Di Isbiza, XXIIII settembre 1574 ». En italien ; 57 Mémoire sur les comices de Varsovie. En latin ; 58 Lettre de « JOANNES BORNKOWSKI » et « JOANNES DEMETRIUS SOLIKOWSKI,... domino Ludovico Gonzaga, Nivernensium duci, Manthuae et Registensi principi... Cracovie, 21 aprilis 1574 ». En latin ; 59 Lettre de « JOANNES BORNKOWSKI » et « JOANNES DEMETRIUS SOLIKOWSKI,... domino Martino Masparaultio,... Cracovie, ex arce, 17 maii 1574 ». En latin ; 60 Lettre de « JOANNES ZABOROWSKI,... domino Ludowico, duci Nivernensium... Datum Cracoviae, octava maii, anno 1574 ». En latin ; 61 Lettre d'« OSVALDUS REDLING, rector... Datum Fuldae, quinto calendas januarii anno 1573 ». En latin ; 62 Lettre d'« HIERONIMUS ROZORAZOROSKII,... praepositus Plocensis... duci Nivernensi... Divioni, 8 februarii 1575 ». En latin ; 63 Lettre de « STANISLAUS CARXCOVIUS, episcopus Cujavie et Pomeranie... domino duci Ninvernensi,... Datum Volborio, VI die mensis decembris anno 1574 ». En latin ; 64 Lettre de « JOANNES BORNKOWSKI » et « JOANNES DEMETRIUS SOLIKOWSKI,... domino Ludovico Gonzaga, Nivernensium duci, Mantuae et Registensi principi... Datum Cracoviae, 18a maii 1574 ». En latin ; 65 Lettre d'ADAMO CONARSKI, « vescovo di Posnania ». En italien ; 66 Extrait des constitutions du palatinat de Lublin, de l'an 1569, sur la tenue des comices généraux du royaume de Pologne. En latin ; 67 « Copie de la negotiation faitte par LE BOURG en Constantinople pres le Grand Seigneur, l'an passé 1569 » ; 68 Capitulation proposée par le « sultam SELIN, filz de sultam SOLIMAN, roy », au roi Charles IX. « Escript en la ville et cité de Constantinople... l'an neuf cens soixante dix sept et de Christ mil V.C. soixante neuf au mois d'octobre. Traduction faicte à l'original... en langue arabique... par DOMINICO OLIVIERI,... truchement et interprette du roy en ladicte langue ». Copie ; 69 Lettre de « CARLO SODERINI,... al... signor duca di Nevers,... Di Lione, l'ultimo del anno [15]74 ». En italien

Recueil de lettres et de pièces originales, et de copies de pièces indiquées comme telles dans le dépouillement qui suit.

Contient : 1 Lettre de « F[RANÇOIS], cardinal DE TOURNON,... à madame... la duchesse de Ferrare » ; 2 Lettre de « F[RANÇOIS], cardinal DE TOURNON,... à madame... la duchesse de Ferrare,... De Cologne, ce XIIIIe de febvrier » ; 3 Mémoire pour le sieur et la dame de Rochefort, contre le procureur général des eaux et forêts de Romorantin. 1528 ; 4 Lettre de « F[RANÇOIS], cardinal DE TOURNON,... à madame... la duchesse de Ferrare,... Escript à Paris, ce XXVme de may » ; 5 Lettre de CLAUDE « DODIEU [DE VELLY]... à Madame... Escript à Lyon, le premier jour de juillet » ; 6 Lettre de « FRANÇOIS DE MONTHOLON,... à madame... la duchesse de Chartres,... A Paris, ce cinqiesme octobre » ; 7 Lettre de PHILIBERT « BABOU » à « monseigneur d'Alluye et de Burye, tresorier de France... Escript de Meaulx, ce XXIIIe jour de septembre » ; 8 Dépêche, en latin, concernant les affaires d'Allemagne. « Colonia, XX martii 1573 » ; 9 Lettre de « Mr DE LORGES,... à monseigneur... le duc de Nevers,... A Lorges... ce XXIIIIe. mars... 1555 » ; 10 Lettre de « LEPREVOST,... à... messieurs de Gonnor et de Chaulne,... intendans [des] finances... De Teracie, ce XXIIIIme decembre 1581 » ; 11 Lettre de « LECONTE,... à monseigneur... de Gonnort,... De Rouen, ce mercredi matin IIIIe de novembre 1562 » ; 12 Lettre de « LECONTE,... à monseigneur... de Gonnort,... De Rouen, ce vendredi matin XXXe d'octobre 1562 » ; 13 Lettre de « LECONTE,... à monseigneur... de Gonnord,... De Rouen, ce samedi derrenier jour d'octobre 1562 » ; 14 Lettre de « LECONTE,... [Sr] DE VOYSVILIER,... à monseigneur... de Gonnor,... De Bourges, ce diemenche VIe jour de septembre » ; 15 Lettre de « HAZEN, F. CAVELIER, LIEVIN, gouverneur et eschevins de la ville de Meaulx... à monseigneur de Gonnor,... De Meaulx, ce IIIIe jour de septembre 1562 » ; 16 Lettre de « LECONTE,... [Sr] DE VOYSVILLIER,... à monseigneur... de Gonnor,... De St Just en Berry, ce mardi au soir premier jour de septembre 1562 » ; 17 Lettre de « LECONTE,... à monseigneur... de Gonnort,... De Chartres, ce lundi XIe jour de janvier 1562 » ; 18 Lettre de « LECONTE,... à monseigneur... de Gonnort,... De Neauphle l'Abbaye, ce jeudi matin VIe d'aoust 1562 » ; 19 Lettre de « LECONTE,... [Sr] DE VOYSVILIER,... à monseigneur... de Gonnort,... De Chartres, ce vendredi au soir XVe de janvier 1562 » ; 20 Lettre de « LECONTE,... [Sr] DE VOYSVILIER,... à monseigneur... de Gonnor,... De Bourges, ce jeudi matin IIIe de septembre 1562 » ; 21 Lettre de « LECONTE,... [Sr] DE VOYSVILIER,... à monseigneur... de Gonnort,... De Sr Just en Berry, ce samedi XXIIe jour d'aoust 1562 » ; 22 Lettre de « LECONTE,... à monseigneur... de Gonnort,... De Chartres, ce lundi XVIIIe jour de janvier 1562 » ; 23 Supplique adressée à l'Empereur par les députés du cercle électoral de Franconie et du Rhin supérieur réunis à la diète de Worms, 7 mars 1573. Pièce en allemand. Copie ; 24 Lettre de PHILIBERT « BABOU,... à madame... la duchesse de Ferrare et de Chartres,... De Paris, ce XXIIIIe jour de janvyer » ; 25 Procuration du souverain pontife pour l'administration de Rome en cas d'absence. Pièce en latin. Copie ; 26 Donation faite par « RENEE DE ERANCE,... duchesse de Ferrare », à sa fille « Leonor d'Est ». Minute ; 27 Donation faite par « RENEE DE FRANCE,... duchesse de Ferrare », à sa fille « Anne d'Est,... femme... de... Jacques de Savoye, duc de Genevoys et de Nemours ». Minute ; 28 Minute d'une lettre de RENEE DE FRANCE, duchesse de Ferrare, « à mon filz... le prince d'Urbin,... De Montargis, ce XV avril 1570 » ; 29 Minute d'une lettre, en italien, de RENEE DE FRANCE, duchesse de Ferrare, « all' illustrissima... sorella mia, la Sra duchessa d'Urbino,... Di Montargis, alli XV aprile 1570 » ; 30 Minute d'une lettre, en italien, de RENEE DE FRANCE, duchesse de Ferrare, à « monsor il vueschovo di Siniguaglia... Di Montargis, alli XV aprille 1570 » ; 31 Minute d'une lettre, en italien, de RENEE DE FRANCE, duchesse de Ferrare, « à monsor di Siniguaglia,... Di Montargis, alli XV aprile 1570 » ; 32 « Instructions que monsigneur le duc DE NEMOURS donne au Sr de Montferrand ». Minute ; 33 Mémoire présenté au conseil du roi par les seigneurs des cinq baronnies du Perche Gouet et les vassaux de la justice temporelle de l'abbaye de Bonneval, demandant à ressortir de la juridiction de Chartres ; 34 Donation faite par « RENEE DE FRANCE,... duchesse de Ferrare », à sa fille « Leonor d'Est ». Minute ; 35 Donation faite par « RENEE DE FRANCE,... duchesse de Ferrare », à sa fille « Lucresse d'Este,... femme... de... Francisque Maria, filz et heritier du... duc d'Urbin ». Minute ; 36 Donation faite par « RENEE DE FRANCE,... duchesse de Ferrare », à ses filles « Anne, Lucresse et Leonor d'Est ». Minute ; 37 « Articles proposés à monseigneur le prince de Nemours,... pour les mines de Genevois ». Minute ; 38 Mémoire relatif au « traité de la vente de Montargis » et à l'intérêt qu'y ont les dues de Nemours, de Guise et du Maine. Minute ; 39 « Memoire... pour servir d'instruction en la contention que monseigneur [de Nemours] a pour les chasses avecq monsieur de Souvray, capitaine des chasses de Fontainebleau ». Minute ; 40 « Double de l'estat des navires que le Sr de Fors fera tenir prestz pour le voyage de monseigneur de Guyse » ; 41 « Distribution et consommation des pouldrés faicte au camp du roy estant au Lyonnois, depuis l'arrivée de monseigneur le duc de Nemours, lieutenant general de ladicte armée et par ses ordonnances... Ce troisiesme may M.V.C. soixante trois » ; 42 Mémoire sur l'organisation et la discipline de l'armée ; 43 « L'Ordre qui semble que les mareschaux de camp de l'armée de monseigneur doibvent tenir et le pouvoir qu'ilz doibvent avoir pour la police » ; 44 Lettre de « DU MONTERUC,... à monsieur... de Prye,... lieutenant de la compaignie de monsieur le marquis de Vilars,... De Tours, ce IIIe d'octobre 1567 » ; 45 Traité de paix entre le roi « Charles » IX et les huguenots. « Faict à Angers, le IIIIe jour de febvrier 1570 ». Copie

(Re)writing the other/self : autoethnography in the transcultural arena of representation

Abstract: In Imperial Eyes Mary Louise Pratt (1992: 7, emphasis original) defines autoethnography as "instances in which colonized subjects undertake to represent themselves in ways that engage with the colonizer's own terms ... in response to or in dialogue with . . . metropolitan representations." Although Pratt's conceptualization of autoethnography has much to offer post-colonial studies, it has received little attention in the field. In this thesis, I interrogate Pratt's notion of autoethnography as a theoretical tool for understanding the self-representations of subordinate peoples within transcultural terrains of signification. I argue that autoethnography is a concept that allows us to move beyond some theoretical dualisms, and to recognize the (necessary) coexistence of subordinate peoples' simultaneous accommodation of and resistance to dominant representations of themselves. I suggest that even when autoethnographic expressions seem to rely on or to reproduce dominant knowledges, their very existence as speech acts implicitly resists dominant discourses which objectify members of oppressed populations and re-create them as Native Informants. I use Pratt's concept to analyze two books by Islamic feminist sociologist Fatima Memissi. Memissi's Dreams ofTrespass and Scheherazade Goes West illustrate the simultaneity of accommodation and disruption evident in autoethnographic communication. Across the two books, Memissi shows herself renegotiating the discourses which discipline her (and her speech). She switches back and forth between the positions of reader and author, demonstrates the reciprocity of the disciplinary gaze (she looks back at her dominants, reading their own reading of her representation of her social group), and provides a model of autoethnographic dialogue.

What's the difference under the gown? : new professors' development as university teachers

This study explores how new university teachers develop a teaching identity. Despite the significance ofteaching, which usually comprises 40% of a Canadian academic's workload, few new professors have any formal preparation for that aspect of their role. Discipline-specific education for postsecondary professors is a well-defined path; graduates applying for faculty positions will have the terminal degree to attest to their knowledge and skill conducting research in the discipline. While teaching is usually given the same workload balance as research, it is not clear how professors create themselves as teaching professionals. Drawing on Kelly's (1955) personal construct theory and Kegan's (1982, 1994) model ofdevelopmental constructivism through differentiation and integration, this study used a phenomenographic framework~(Marton, 1986, 1994; Trigwell & Prosser, 1996) to investigate the question of how new faculty members construe their identity as university teachers. Further, my own role development as researcher was used as an additional lens through which to view the study results. The study focused particularly on the challenges and supports to teaching role development and outlines recommendations the participants made for supporting other newcomers. In addition, the variations and similarities in the results suggest a developmental model to conceptions ofteaching roles, one in which teaching, research, and service roles are viewed as more integrated over time. Developing a teacher identity was seen as a progression on a hierarchical model similar to Maslow's (1968) hierarchy of needs.

Educating for love of wisdom : John Dewey and Simone Weil

The writings of John Dewey (1859-1952) and Simone Weil (1909-1943) were analyzed with a view to answering 3 main questions: What is wisdom? How is wisdom connected to experience? How does one educate for a love of wisdom? Using a dialectical method whereby Dewey (a pragmatist) was critiqued by Weil (a Christian Platonist) and vice versa, commonalities and differences were identified and clarified. For both, wisdom involved the application of thought to specific, concrete problems in order to secure a better way of life. For Weil, wisdom was centered on a love of truth that involved a certain way of applying one's attention to a concrete or theoretical problem. Weil believed that nature was subject to a divine wisdom and that a truly democratic society had supernatural roots. Dewey believed that any attempt to move beyond nature would stunt the growth of wisdom. For him, wisdom could be nourished only by natural streams-even if some ofthem were given a divine designation. For both, wisdom emerged through the discipline of work understood as intelligent activity, a coherent relationship between thinking and acting. Although Weil and Dewey differed on how they distinguished these 2 activities, they both advocated a type of education which involved practical experience and confronted concrete problems. Whereas Dewey viewed each problem optimistically with the hope of solving it, Weil saw wisdom in, contemplating insoluble contradictions. For both, educating for a love of wisdom meant cultivating a student's desire to keep thinking in line with acting-wanting to test ideas in action and striving to make sense of actions observed.

Transforming curriculum leadership: vice principals in independent Christian elementary schools /

The literature on the vice principalship characterizes the position as one filled with clerical record keeping and student discipline and paints a picture of role conflict and general discontent. Research suggests that vice principals desire to take on a more significant role, specifically a role in curriculum leadership. Using open-ended interviews, a focus group interview, document analysis, and my research journal, I have explored the work ofa group of vice principals who have taken on the role of curriculum leader in independent Christian elementary schools in Ontario. When asked to explain their understanding of curriculum, the participants referred to written programs of study. However, their leadership activities reveal a broader understanding of curriculum as something that is in fact dynamic in nature. This leadership is enabled and shaped by their middle position on staff that combines the authority of an administrator and the credibility of a teacher. Although this dual identity creates tension, it also provides opportunities for genuine curriculum leadership. As middle leaders, the participants in this study often pull together or connect elements of the curriculum (teachers, principals, and programs) that have become separated. Such connective leadership is characterized by transformational (Van Brummelen, 2002) tendencies. This research suggests that the further along the continuum one goes from the understanding of curriculum as planned (Eisner, 1994) to acknowledging a lived curriculum (Aoki, 1993), the more transformational one's leadership style becomes.

Moral reasoning and ethics in educational leadership /

School leaders face difficult decisions regarding discipline matters. Often, such decisions play an important role in determining the moral tone of the school and the health of the school community. Many stakeholders are affected by the outcome of such decisions. Codes of conduct, board and school policies, and discipline meetings are often shrouded under secrecy, making the discipline process mysterious. .; In this study I examined the process of moral reasoning. I sought to determine the extent to which school leaders were aware that they were involved in a process of moral reasoning, and ftirthermore, what kind of moral reasoning they practiced. As well, I investigated the ethical grounds and foundations underlying moral reasoning. Thus, in this study I probed the awareness of the process of moral reasoning and sought to find the ethical grounding of decision making. This qualitative study featured short field research. The process involved individual interviews with three different participants: school leaders of a public. Catholic, and an independent school. It found that each school leader practiced moral reasoning to varying degrees through the discipline process. It also explored the possible democratization of moral reasoning by linking to concepts such as fairness, due process, public accountability, and greater participation in the administering of discipline. This study has implications for practice, theory, and future research. The examination of school leaders as the primary focus for discipline matters opens the door to future research that could explore differences between the school systems and possibly other parties affected by moral reasoning in discipline cases.

A study on the role of the parent in educational decision making from the perspective of parents and teachers

ADeweyan (1916) democratic theoty ofeducation called for the participation ofall citizens in deliberating important educational issues to improve overall student learning. Thus, the move to include parents in educational decision making can be considered to be rooted in democratic principles. To gain greater insight into the issue ofparent involvement in educational decision making, one elementary school was studied and a triangulization method was employed in an attempt to clarify the important issues surrolUlding the move to include parents in the governance ofschools. The three methods to gain information included surveys, interviews, and documentation ofsignificant school events and related work. All ofthe parents and teachers ofthe school were surveyed, 10 parents and 6teachers were interviewed, and related school events were recorded. The survey design was modeled on the Parent Involvement Questionnaire (PIQ) created and reported on by Chavkin and Williams (1987). The results ofthe surveys were used as a guide for the interview questions. An interview outline was developed based on Seidman's (1991) open-ended approach and Patton's (1980) standardized open-ended interview style in which parents and teachers were asked about their experiences and opinions on anmnber ofparent involvement issues. Parents and teachers in this school indicated agreater interest in becoming more aware ofeducational issues such as school budget and school discipline policies. Although the parents indicated agreater interest in school matters and the teachers indicated awillingness to include parents in school matters, both the parents and teachers in this study perceived the role ofthe parent as advisory, not decision making. It was concluded that to ensure ameaningful and functional role for parellts as tlleir p811icipatioll ill educational matters evolves, SCllools must have a clear vision ofthe primary goal ofall schools, namely, to foster and nourish democratic citizens for ademocratic society (Glickman, 1993). Furthennore, intentional practices such as Purkey's (ad) 5-P Relay approach, based on a democratic theory and practice of education, will have to be employed in order to give parents an authentic voice in educational matters and provide an avenue for parents to acquire the necessary skills and lmowledge needed to do so. As schools, school boards, and the Ministry ofEducation implement parent involvement guidelines and policies, developmental needs ofeach school need to be considered to ensure the employment ofdemocratic practices not authoritarian mandates. Parent interest and involvement, at whatever level, should be an important element in the overall move to make schools part ofthe democratic society they were meant to be.

Husserl's approach to transcendental intersubjectivity

It is our intention in the course of the development of this thesis to give an account of how intersubjectivity is "eidetically" constituted by means of the application of the phenomenological reduction to our experience in the context of the thought of Edmund Husserl; contrasted with various representative thinkers in what H. Spiegelberg refers to as "the wider scene" of phenomenology. That is to say, we intend to show those structures of both consciousness and the relation which man has to the world which present themselves as the generic conditions for the possibility of overcoming our "radical sol itude" in order that we may gain access to the mental 1 ife of an Other as other human subject. It is clear that in order for us to give expression to these accounts in a coherent manner, along with their relative merits, it will be necessary to develop the common features of any phenomenological theory of consdousness whatever. Therefore, our preliminary inquiry, subordinate to the larger theme, shall be into some of the epistemological results of the application of the phenomenological method used to develop a transcendental theory of consciousness. Inherent in this will be the deliniation of the exigency for making this an lIintentional ll theory. We will then be able to see how itis possible to overcome transcendentally the Other as an object merely given among other merely given objects, and further, how this other is constituted specifically as other ego. The problem of transcendental intersubjectivity and its constitution in experience can be viewed as one of the most compelling, if not the most polemical of issues in phenomenology. To be sure, right from the beginning we are forced to ask a number of questions regarding Husserl's responses to the problem within the context of the methodological genesis of the Cartesian Meditations, and The Crisis of European Sciences and Transcendental Phenomenology. This we do in order to set the stage for amplification. First, we ask, has Husserl lived up to his goal, in this connexion, of an apodictic result? We recall that in his Logos article of 1911 he adminished that previous philosophy does not have at its disposal a merely incomplete and, in particular instances, imperfect doctrinal system; it simply has none whatever. Each and every question is herein controverted, each position is a matter of individual conviction, of the interpretation given byaschool, of a "point of view". 1. Moreover in the same article he writes that his goal is a philosophical system of doctrine that, after the gigantic preparatory work. of generations, really be- . gins from the ground up with a foundation free from doubt and rises up like any skilful construction, wherein stone is set upon store, each as solid as the other, in accord with directive insights. 2. Reflecting upon the fact that he foresaw "preparatory work of generations", we perhaps should not expect that he would claim that his was the last word on the matter of intersubjectivity. Indeed, with 2. 'Edmund Husserl, lIPhilosophy as a Rigorous Science" in Phenomenology and theCrisis6fPhilosophy, trans". with an introduction by Quentin Lauer (New York.: Harper & Row, 1965) pp. 74 .. 5. 2Ibid . pp. 75 .. 6. 3. the relatively small amount of published material by Husserl on the subject we can assume that he himself was not entirely satisfied with his solution. The second question we have is that if the transcendental reduction is to yield the generic and apodictic structures of the relationship of consciousness to its various possible objects, how far can we extend this particular constitutive synthetic function to intersubjectivity where the objects must of necessity always remain delitescent? To be sure, the type of 'object' here to be considered is unlike any other which might appear in the perceptual field. What kind of indubitable evidence will convince us that the characteristic which we label "alter-ego" and which we attribute to an object which appears to resemble another body which we have never, and can never see the whole of (namely, our own bodies), is nothing more than a cleverly contrived automaton? What;s the nature of this peculiar intentional function which enables us to say "you think just as I do"? If phenomenology is to take such great pains to reduce the takenfor- granted, lived, everyday world to an immanent world of pure presentation, we must ask the mode of presentation for transcendent sub .. jectivities. And in the end, we must ask if Husserl's argument is not reducible to a case (however special) of reasoning by analogy, and if so, tf this type of reasoning is not so removed from that from whtch the analogy is made that it would render all transcendental intersubjective understandtng impos'sible? 2. HistoticalandEidetic Priority: The Necessity of Abstraction 4. The problem is not a simple one. What is being sought are the conditions for the poss ibili:ty of experi encing other subjects. More precisely, the question of the possibility of intersubjectivity is the question of the essence of intersubjectivity. What we are seeking is the absolute route from one solitude to another. Inherent in this programme is the ultimate discovery of the meaning of community. That this route needs be lIabstract" requires some explanation. It requires little explanation that we agree with Husserl in the aim of fixing the goal of philosophy on apodictic, unquestionable results. This means that we seek a philosophical approach which is, though, not necessarily free from assumptions, one which examines and makes explicit all assumptions in a thorough manner. It would be helpful at this point to distinguish between lIeidetic ll priority, and JlhistoricallJpriority in order to shed some light on the value, in this context, of an abstraction.3 It is true that intersubjectivity is mundanely an accomplished fact, there havi.ng been so many mi.llions of years for humans to beIt eve in the exi s tence of one another I s abili ty to think as they do. But what we seek is not to study how this proceeded historically, but 3Cf• Maurice Natanson;·TheJburne in 'Self, a Stud in Philoso h and Social Role (Santa Cruz, U. of California Press, 1970 . rather the logical, nay, "psychological" conditions under which this is possible at all. It is therefore irrelevant to the exigesis of this monograph whether or not anyone should shrug his shoulders and mumble IIwhy worry about it, it is always already engaged". By way of an explanation of the value of logical priority, we can find an analogy in the case of language. Certainly the language 5. in a spoken or written form predates the formulation of the appropriate grammar. However, this grammar has a logical priority insofar as it lays out the conditions from which that language exhibits coherence. The act of formulating the grammar is a case of abstraction. The abstraction towards the discovery of the conditions for the poss; bi 1 ity of any experiencing whatever, for which intersubjective experience is a definite case, manifests itself as a sort of "grammar". This "grammar" is like the basic grammar of a language in the sense that these "rulesil are the ~ priori conditions for the possibility of that experience. There is, we shall say, an "eidetic priority", or a generic condition which is the logical antecedent to the taken-forgranted object of experience. In the case of intersubjectivity we readily grant that one may mundanely be aware of fellow-men as fellowmen, but in order to discover how that awareness is possible it is necessary to abstract from the mundane, believed-in experience. This process of abstraction is the paramount issue; the first step, in the search for an apodictic basis for social relations. How then is this abstraction to be accomplished? What is the nature of an abstraction which would permit us an Archimedean point, absolutely grounded, from which we may proceed? The answer can be discovered in an examination of Descartes in the light of Husserl's criticism. 3. The Impulse for Scientific Philosophy. The Method to which it Gives Rise. 6. Foremost in our inquiry is the discovery of a method appropriate to the discovery of our grounding point. For the purposes of our investigations, i.e., that of attempting to give a phenomenological view of the problem of intersubjectivity, it would appear to be of cardinal importance to trace the attempt of philosophy predating Husserl, particularly in the philosophy of Descartes, at founding a truly IIscientific ll philosophy. Paramount in this connexion would be the impulse in the Modern period, as the result of more or less recent discoveries in the natural sciences, to found philosophy upon scientific and mathematical principles. This impulse was intended to culminate in an all-encompassing knowledge which might extend to every realm of possible thought, viz., the universal science ot IIMathexis Universalis ll •4 This was a central issue for Descartes, whose conception of a universal science would include all the possible sciences of man. This inclination towards a science upon which all other sciences might be based waS not to be belittled by Husserl, who would appropriate 4This term, according to Jacab Klein, was first used by Barocius, the translator of Proclus into Latin, to designate the highest mathematical discipline. . 7. it himself in hopes of establishing, for the very first time, philosophy as a "rigorous science". It bears emphasizing that this in fact was the drive for the hardening of the foundations of philosophy, the link between the philosophical projects of Husserl and those of the philosophers of the modern period. Indeed, Husserl owes Descartes quite a debt for indicating the starting place from which to attempt a radical, presupositionless, and therefore scientific philosophy, in order not to begin philosophy anew, but rather for the first time.5 The aim of philosophy for Husserl is the search for apodictic, radical certitude. However while he attempted to locate in experience the type of necessity which is found in mathematics, he wished this necessity to be a function of our life in the world, as opposed to the definition and postulation of an axiomatic method as might be found in the unexpurgated attempts to found philosophy in Descartes. Beyond the necessity which is involved in experiencing the world, Husserl was searching for the certainty of roots, of the conditi'ons which underl ie experience and render it pOssible. Descartes believed that hi~ MeditatiOns had uncovered an absolute ground for knowledge, one founded upon the ineluctable givenness of thinking which is present even when one doubts thinking. Husserl, in acknowledging this procedure is certainly Cartesian, but moves, despite this debt to Descartes, far beyond Cartesian philosophy i.n his phenomenology (and in many respects, closer to home). 5Cf. Husserl, Philosophy as a Rigorous Science, pp. 74ff. 8 But wherein lies this Cartesian jumping off point by which we may vivify our theme? Descartes, through inner reflection, saw that all of his convictions and beliefs about the world were coloured in one way or another by prejudice: ... at the end I feel constrained to reply that there is nothing in a all that I formerly believed to be true, of which I cannot in some measure doubt, and that not merely through want of thought or through levity, but for reasons which are very powerful and maturely considered; so that henceforth I ought not the less carefully to refrain from giving credence to these opinions than to that which is manifestly false, if I desire to arrive at any certainty (in the sciences). 6 Doubts arise regardless of the nature of belief - one can never completely believe what one believes. Therefore, in order to establish absolutely grounded knowledge, which may serve as the basis fora "universal Science", one must use a method by which one may purge oneself of all doubts and thereby gain some radically indubitable insight into knowledge. Such a method, gescartes found, was that, as indicated above by hi,s own words, of II radical doubt" which "forbids in advance any judgemental use of (previous convictions and) which forbids taking any position with regard to their val idi'ty. ,,7 This is the method of the "sceptical epoche ll , the method of doubting all which had heretofor 6Descartes,Meditations on First Philosophy, first Med., (Libera 1 Arts Press, New York, 1954) trans. by L. LaFl eur. pp. 10. 7Husserl ,CrisiS of Eliroeari SCiences and Trariscendental Phenomenology, (Northwestern U. Press, Evanston, 1 7 ,p. 76. 9. been considered as belonging to the world, including the world itself. What then is left over? Via the process of a thorough and all-inclusive doubting, Descartes discovers that the ego which performs the epoche, or "reduction", is excluded from these things which can be doubted, and, in principle provides something which is beyond doubt. Consequently this ego provides an absolute and apodictic starting point for founding scientific philosophy. By way of this abstention. of bel ief, Desca'rtes managed to reduce the worl d of everyday 1 ife as bel ieved in, to mere 'phenomena', components of the rescogitans:. Thus:, having discovered his Archimedean point, the existence of the ego without question, he proceeds to deduce the 'rest' of the world with the aid of innate ideas and the veracity of God. In both Husserl and Descartes the compelling problem is that of establ ishing a scientific, apodictic phi'losophy based upon presuppos itionless groundwork .. Husserl, in thi.s regard, levels the charge at Descartes that the engagement of his method was not complete, such that hi.S: starting place was not indeed presupositionless, and that the validity of both causality and deductive methods were not called into question i.'n the performance of theepoche. In this way it is easy for an absolute evidence to make sure of the ego as: a first, "absolute, indubitablyexisting tag~end of the worldll , and it is then only a matter of inferring the absolute subs.tance and the other substances which belon.g to the world, along with my own mental substance, using a logically val i d deductive procedure. 8 8Husserl, E.;' Cartesian 'Meditation;, trans. Dorion Cairns (Martinus Nijhoff, The Hague, 1970), p. 24 ff.

Worldview awareness and adult education /

This research derived data from two sets of interviews with 18 participants who were involved in adult education in either a community college or a university. The purpose was to explore their worldview awareness. Through the interviews, the participants shared their understanding of worldview as a term and concept and as something that might be seen to apply in their practice of teaching. The responses indicated that there are three kinds of awareness (noetic, experiential, and integrative) which appeared to develop upon a landscape of constraints and opportunities. Constraints were seen to fall into the 5 broad categories of institutional, circumstantial, self-imposed, other-imposed, and discipline-related constraints. Opportunities for developing awareness were linked to individual experiences and could occur to different extents in many directions, on different occasions, and in different phases of life. Through this research, and in spite of the prevalence of worldview in the human experience, it was foimd that the term and concept have remained on the margins of educational discourse. Consequently, theory, research, and practice have been deprived of a useful and usable concept.

Conflicting ideologies in early childhood education : an exploration of Reggio-inspired practice

Within the field of early childhood education, the ideologies of child development and its parent discipline, developmental psychology, dominate both theory and practice. In recent years, educators have attempted to reconceptualise early childhood education by adopting more progressive approaches to teaching and learning. The aim of this present research study was to critically examine the experiences of early childhood educators who have adopted a Reggioinspired approach to educating young children. To explore their experiences, an institutional ethnography was employed involving seven educators from a large child care organization in Hamilton, Ontario. In line with the intent ofthis study, qualitative data were collected through in-depth semi-structured interviews, participant-observations and textual analyses to explore the presence of developmental-psychological ideologies within early childhood education and Reggio-inspired practice. The present study also examined the challenges faced by educators who have adopted a Reggio-inspired approach. The results of this study indicate that ideologies associated with the developmental-psychological paradigm dominate the practice of early childhood educators and that the conflicting ideologies that surround Reggio educators may play a role in some of the challenges educators experience. The findings of this study thus demonstrate a need to adopt alternative approaches toward understanding both children and childhood, in both early childhood educational theory and practice.

The Statutes of his Majesty's Province of Upper Canada in North America- Sir Isaac Brock, 1812

The Statutes of his Majesty's Province of Upper Canada in North America outlining the recruitment, administration and discipline of the militia.

Daniel D. Tompkins letter to General Dearborn, June 28, 1812.

Transcript [original spelling and grammar retained]: Albany June 28 1812 Sir Your letter of the 23d has been received. I had anticipated your request by ordering the detachment from Washington, Essex, Clinton and Franklin Counties into service and have fixed the days and places of their Rendezvous. Upon application to the quarter master General I find there are but 139 tents & 60 camp kettles at this place & even those I take by a kind of stealth. The Deputy Quarter Master General declines giving an order for their delivery until he shall have a written order from the Quarter Master General, and the latter is willing I Shall take them but will not give the Deputy a written order for that purpose. Under Such circumstances I shall avail myself of the rule of Possession and by virtue of the Eleven Points of Law Send them tomorrow morning without a written order from anyone. You may remember that when you were Secretary of the war department I invited you to forward and deposit in our Frontier Arsenals, arms ammunition and camp equipage free of expense to be ready in case of war and the same invitation to the war department has been repeated some time, Since The United States have now from 5 to 600 regular troops at Plattsburgh, Rome, Canandaigua & c, where those arsenals are, and yet those recruits are now and must be for weeks to come unarmed and unequipped in every respect although within musket Shot of arsenals. The recruits at Plattsburgh are within 50 miles of two tribes of Canadian Indians. In case of an attack upon the Frontiers that portion of the United States army would be as inefficient and unable to defend the inhabitants or themselves even. The Militia Detachments on the Western Frontiers received the news of war with [cherafulness] and determined courage, and I am happy to find they are united late brothers, highly improved in Discipline & ready to devote themselves to any Service or danger which the good of the Country may require. But they are in barracks from which they cannot move a days march for the want of tents and other equipage, and they are in Separate and Independent Detachments without a General Officer to command them or combine their exertions for the accomplishment of any desirable and important object. The only officer of the United States here who can do anything is the Quarter Master General and he has not a tent Camp Kettle or Knapsack in this arsenal except what I have concluded to send off tomorrow morning as above mentioned to furnish men As to Cannon Muskets and Ammunition. I can find now one here who will exercise any authority over them or deliver a Single article upon my requisition. Neither can I find any Officer of the army who feel himself authorized to exercise any authority or do any act which will aid me in the all important object of protecting the Inhabitants of an extended Frontier exposed to the Cruelties of Savages and the depredations of the enemy. If I must rely upon the Militia Solely for Such protection I entreat you to give orders to your Officers to furnish upon my orders, for the use of the Militia Detachments , all needful weapons and articles with which the United States are Supplied and of which we are destitute . You may rely upon all the assistance which my talents, influence or authority can furnish in the active prosecution of the first & necessary way which has been declared by the Constituted Authorities of our beloved Country. I am, Sir, respectfully Your ob. Servt. Daniel D. Tompkins