 |
|
|
Item Details
| Title:
|
THE SCARLET CITY
A NOVEL OF 16TH CENTURY ITALY |
| By: |
Hella S. Haasse, A. Miller (Trans) |
| Format: |
Hardback |
| List price:
|
£16.50 |
|
We currently do not stock this item, please contact the publisher directly for
further information.
|
|
|
|
|
|
| ISBN 10: |
0897333497 |
| ISBN 13: |
9780897333498 |
| Publisher: |
ACADEMY CHICAGO PUBLISHERS |
| Pub. date: |
1 October, 1990 |
| Pages: |
370 |
| Translated from: |
Dutch; Flemish |
| Description: |
In this masterly novel, Hella Haasse, the author of last year's bestselling takes readers to a 16th-century Italy torn by the savage violence of war and by sinister intrigues for power, and Giovanni Borgia's agonizing search for his true origins. |
| Synopsis: |
The novel centres around Giovanni Borgia, a mysterious figure known in history as the infans Romanus, or child of Rome. Although he bears one of the most notorious names in all of Italy, Giovanni doesn't know his parentage. Is Cesare Borgia his father or his brother? Or is he no relation at all? Is Lucrezia Borgia his mother or his sister -- or possibly both? Hella Haasse uses the ferment and intrigue of the Italian Wars -- during which French, Swiss, Spanish and German armies surged into Italy -- as a backdrop for Giovanni's agonising quest for his identity. Giovanni's search introduces us to some of the most intriguing people of the times: the Italian patriot Michelangelo; elegant Vittoria Colonna and her estranged husband the Marquis of Pescara. We meet also lucrezia Borgia and her cruel, unpredictable husband, the Duke of Ferrara; the scurrilous writer Pietro Aretino and the seductive courtesan Tullia d'Aragona. Hella Haasse draws each with great depth and brilliant colour. |
| Illustrations: |
illustrations, map |
| Publication: |
US |
| Imprint: |
Academy Chicago Publishers |
| Returns: |
Non-returnable |
|
|
|
 |
Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
|
|
|
|
|
|
|
|
|
|
|