This peer-reviewed series is designed to provide a forum for high-quality monographic and broader studies dealing with the structure, content and influence of educational institutions from late antiquity to the seventeenth century. It was established in response to the increased interest and revisionary perspectives that have in recent decades transformed the fields of university history, secondary and pre-university schooling, and literacy in medieval and early modern society. Building upon the content-orientated work in intellectual history and numerous histories of individual colleges and universities, recent work in the history of pre-modern education has focused on the interface, indeed interfaces, of learning and society: prosopographical analyses of students and masters, comparative approaches across time and place, studies of the social implications of education for secular and ecclesiastical government, the place of educational institutions in the creation of professional groups and elites, as well as their impact for society in general. It is expected that all these and related approaches will be used to shed light on the social context of which educational institutions are a fundamental part. The series, in short, seeks to present works that are concerned with the social history of learning in its widest sense.