Performing public credit at the eighteenth-century Bank of England

Much is known about the negotiation of personal credit relationships during the eighteenth century. It has been noted how direct contact and observation allowed individuals to assess the creditworthiness of those with whom they had financial connections and to whom they might lend money. Much less is known about one of the most important credit relationships of the long eighteenth century: that between the state and its creditors. This article shows that investors could experience the performance of public credit at the Bank of England. By 1760 the Bank was the manager of nearly three-quarters of the state's debt and housed the main secondary market in that debt. Thus, it provided a place for public creditors, both current and potential, to attend and scrutinize the performance of the state's promises. The article demonstrates how the Bank acted to embody public credit through its architecture, internal structures, and imagery and through the very visible actions of its clerks and the technologies that they used to record ownership and transfer of the national debt. The Bank of England, by those means, allowed creditors to interrogate the financial stability and reputation of the state in the same ways that they could interrogate the integrity of a private debtor.Peer reviewedFinal Accepted Versio

Allegory and animals in Olive Schreiner’s Undine : A Queer Little Child (1929)

Written and abandoned in the 1870s, and published posthumously in 1929, Undine: A Queer Little Child has remained on the margins of Olive Schreiner (1855-1920) studies, repeatedly dismissed as a juvenile and poor antecedent to The Story of An African Farm (1883), or deemed valuable primarily for its autobiographical content. This article redresses these schematic readings by analysing how Schreiner draws on allegorical forms in order to explore aspects of her burgeoning radicalism. Focusing on one of the main allegorical thrusts of the novel, provided by the zoomorphic and anthropomorphic animal characters that descend from mythical, fairytale, and Ancient Greek philosophical origins, it investigates how the protagonist’s metaphorically significant associations with animals relate to freethinking, feminist, and anti-imperialist ideas introduced by the novel. Undine thus undermines dominant nineteenth-century models of the “primitive” human or animal as less evolutionarily developed and without political platform, which can be seen to be a liberating move when the novel is read in dialogue with Jacques Derrida’s lectures on animals, and with other recent work in postcolonial ecocriticism

Bread and Circuses

Lively and well written, Bread and Circuses analyzes theories that have treated mass culture as either a symptom or a cause of social decadence. Discussing many of the most influential and representative theories of mass culture, it ranges widely from Greek and Roman origins, through Marx, Nietzsche, Freud, Ortega y Gasset, T. S. Eliot, and the theorists of the Frankfurt Institute, down to Marshall McLuhan and Daniel Bell, Brantlinger considers the many versions of negative classicism and shows how the belief in the historical inevitability of social decay—a belief today perpetuated by the mass media themselves—has become the dominant view of mass culture in our time. While not defending mass culture in its present form, Brantlinger argues that the view of culture implicit in negative classicism obscures the question of how the media can best be used to help achieve freedom and enlightenment on a truly democratic basis

Waste and Value: Thorstein Veblen and H. G. Wells

Introducing Filth: Dirt, Disgust, and Modern Life, William Cohen declares: “polluting or filthy objects” can “become conceivably productive, the discarded sources in which riches may lie.” “Riches,” though, have often been construed as “waste.” The reversibility of the poles -- wealth and waste, waste and wealth -- became especially apparent with the advent of a so-called consumer society dur- ing the latter half of the nineteenth century. A number of the first analysts of that economistic way of understanding modernity, including Thorstein Veblen and H. G. Wells, made this reversibility central to their ideas. But such reversibility has a much longer history, involving a general shift from economic and social theories that seek to make clear distinctions between wealth and waste to modern ones where the distinctions blur, as in Veblen and Wells; in some versions of post-modernism the distinctions dissolve altogether

Deweyan tools for inquiry and the epistemological context of critical pedagogy

This article develops the notion of resistance as articulated in the literature of critical pedagogy as being both culturally sponsored and cognitively manifested. To do so, the authors draw upon John Dewey\u27s conception of tools for inquiry. Dewey provides a way to conceptualize student resistance not as a form of willful disputation, but instead as a function of socialization into cultural models of thought that actively truncate inquiry. In other words, resistance can be construed as the cognitive and emotive dimensions of the ongoing failure of institutions to provide ideas that help individuals both recognize social problems and imagine possible solutions. Focusing on Dewey\u27s epistemological framework, specifically tools for inquiry, provides a way to grasp this problem. It also affords some innovative solutions; for instance, it helps conceive of possible links between the regular curriculum and the study of specific social justice issues, a relationship that is often under-examined. The aims of critical pedagogy depend upon students developing dexterity with the conceptual tools they use to make meaning of the evidence they confront; these are background skills that the regular curriculum can be made to serve even outside social justice-focused curricula. Furthermore, the article concludes that because such inquiry involves the exploration and potential revision of students\u27 world-ordering beliefs, developing flexibility in how one thinks may be better achieved within academic subjects and topics that are not so intimately connected to students\u27 current social lives, especially where students may be directly implicated

Sensationalism made real : the role of realism in the production of sensational affect

Like all complicated relationships, that between realism and sensationalism has been subject to a good deal of rumour and speculation. In what might be described as the pair's first critical encounter – in an 1852 joint review of W. M. Thackeray's The History of Henry Esmond and Wilkie Collins's proto-sensation novel Basil – a critic for Bentley's Miscellany intimates that a partnership between two such different forms is anything but likely. “We have,” he explains, “put these two books ‘over against’ each other, to use one of Mr. Thackeray's favourite Queen-Anne-isms, because they have no kind of family resemblance. They are, indeed, as unlike each other as any two books can be. They constitute a kind of literary antithesis” (“Esmond” 576). The inherently contradictory nature of this originary “over against” gesture – conflating proximity and distance, contiguity and difference – sets the keynote for subsequent discussions, contemporaneous and current, of a generic relationship that continues to attract and elude definition

Comparing Special Education: Origins to Contemporary Paradoxes by John G. Richardson and Justin J.W. Powell

Comparing Special Education is an exceptionally well-researched and carefully documented tome that should interest both general and regular educators as well as other educational constituencies. The book’s content spans the origins and history of labeling and comparative (special) education services on a global scale. Although centered on the nature of special education, the authors insist that special education is interconnected in that it is always embedded in general public education practices and societal circumstances. Hence, special education cannot be understood without taking into account the total geographical and historical contexts. The authors’ focus is broad. It is also inclusive in its reliance on the analytical tools and theories of such disciplines as philosophy, sociology, and political science

‘Savage times come again’ : Morel, Wells, and the African Soldier, c.1885-1920

The African soldier trained in western combat was a figure of fear and revulsion in the late nineteenth and early twentieth centuries. My article examines representations of African soldiers in nonfictional writings by E.D. Morel about the Congo Free State (1885-1908), the same author’s reportage on African troops in post-First World War Germany, and H.G. Wells’s speculative fiction When the Sleeper Wakes (1899, 1910). In each text racist and anti-colonialist discourses converge in representing the African soldier as the henchman of corrupt imperialism. His alleged propensity for taboo crimes of cannibalism and rape are conceived as threats to white safety and indeed supremacy. By tracing Wells’s connections to the Congo reform campaign and situating his novel between two phases of Morel’s writing career, I interpret When the Sleeper Wakes as neither simply a reflection of past events in Africa or as a prediction of future ones in Europe. It is rather a transcultural text which reveals the impact of European culture upon the ‘Congo atrocities’, and the inscription of this controversy upon European popular cultural forms and social debates