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Thomas Docherty

these is that such programmes encourage students ‘to study themselves’. Politically and educationally this is damaging to our societies, because in this narcissistic introspection students and Universities find themselves ‘simultaneously negating the goals of a liberal education and reinforcing the sectarian and ghetto mentalities they purport to undermine’. We arrive thus at a fully undemocratic – even anti-democratic – situation whereby our students, ‘in the wake of a generation of boastful victimhood … wear what little they know as a proud badge of identity: you

in The new treason of the intellectuals
Open Access (free)
John Toland and print and scribal communities
Justin Champion

liberal education and experience in foreign Courts’ and his ‘credit abroad’ to the service of the ministry. He would use both his tongue and his pen to reinforce the security of the Succession: because of his connections he could ‘draw’ information from the Hague, Hanover, Berlin, Dusseldorf and Vienna, as well as ‘diffuse’ policy in the same places. In return for these services he expected payment: perhaps ultimately a salary of £200 per annum (paid quarterly) but in the interim £20 would do. Acknowledging that the attentions of the ‘Jesuits of Christchurch’ meant that

in Republican learning
Abstract only
A new apology for the builder
Conor Lucey

that the architect should have a liberal education, should have a taste in architecture improved by foreign travel and, above all, should be ‘eminent in design and invention’, he is unequivocal that: I scarce know of any in England who have had an education regularly designed for the Profession; Bricklayers, Carpenters, &c. all commence Architects; especially in and about London, where there go but few Rules to the building of a City-​House.24 This perception of the city house as the product of an unfettered building industry  –​with all of the implied deficiencies

in Building reputations
Rebecca Jennings

secondary school headmistresses … whilst not dismissing marriage as a legitimate goal, promoted a liberal education for their pupils followed ideally by a university education or teacher training and a professional career’.6 The opening up of previously male occupations before and during the First World War meant that an increasing number of professional occupations were available to educated middle class women in the inter-war period, while wider labour market conditions facilitated the emergence of the career for middle-class women in the mid-twentieth century

in Tomboys and bachelor girls
Valentina Vitali

the (by then ubiquitous) production and distribution of VHSs and, eventually, DVDs.14 During this and the following decade, they responded to concerns over the value and legitimacy of a liberal education oriented towards the radical ideals of 1960s and 1970s intellectuals by promoting the study of noncanonic films.15 But the prospect of being co-opted by an industry now fully organised around modalities of distribution and exhibitions that, in the past, had been used exclusively by exploitation cinema, has not been explicitly and critically confronted. THE TIME OF

in Capital and popular cinema
Sarah Lonsdale

made an excellent husband’, rushes into a decision ‘that means unhappiness for both’. The article examines why educated young women are wary of getting married, and blames the shortage of men and women’s unequal status, which leads boys to be brought up to consider girls as less intelligent and capable than they. She also blames marriage bars and other conventions that insisted that a young woman give up her career on marriage: ‘At fifteen [today’s young woman] shared the liberal education previously only granted to her brothers. At twenty, her mind, alert with a

in Rebel women between the wars
Abstract only
Richard Taylor

implicit aim ‘of making good little bricklayers for local industry rather than good citizens’.66 Wilkinson was thus emotionally and fundamentally a believer in critical, liberal education whose primary policy objectives should be to enhance social, political and cultural knowledge and understanding, and to build a vibrant, critical and informed democracy. She had a long association with the NCLC and its General Secretary, J.P.M. Millar; and was suspicious of the larger, more influential and institutionalised Workers’ Educational Association (WEA). This conception of

in English radicalism in the twentieth century
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Provenance, characteristics and issues
James McDermott

Tribunal’s deputy chairman was Stopford-Sackville’s erstwhile political adversary on the Council, Sir William Ryland Dent Adkins, KC, DL, JP: barrister, poet, wit, recorder for Birmingham and Nottingham and Liberal MP for Middleton, Lancashire. Adkins had once expressed his pale appreciation of serving as a councillor with Stopford-Sackville, ‘whom to know was a liberal education’.33 Despite their disparate political views, both Stopford-Sackville and Adkins had been active in manpower issues prior to the advent of conscription: the former chairing a sub

in British Military Service Tribunals, 1916–1918
Abstract only
Alison Morgan

:53 Introduction 13 A letter printed in a pamphlet on 7 September 1819 and signed, ‘a country gentleman’ defends the Yeomanry as ‘one of the most respectable classes in England’ and attacks Burdett as acting in a manner unworthy of his class: ‘Such aspersions might, perhaps be expected from some two-penny scribbler, some wholesale vender of sedition and blasphemy […]; but, good Heavens! That a man of independence and liberal education should be guilty of so unfounded and barbarous a statement!’55 The sharing of discourse and similarities in style across the radical weeklies is

in Ballads and songs of Peterloo
David Ceri Jones

a revivalist sect into a fully fledged Presbyterian denomination, one that participated fully in the international network of Reformed churches. 112 Edwards himself had been educated in Edinburgh University during the 1830s; he had sat at the feet of Thomas Chalmers, the evangelical leader of the Disruption in the Church of Scotland, and had witnessed at first hand the value of an educated ministry, the necessity of a liberal education and a wide cultural perception. 113 Upon his return to Wales, Edwards established

in Wales and the British overseas empire