Search results

Popular culture is invariably a vehicle for the dominant ideas of its age. Never was this more true than in the late-19th and early 20th centuries, when it reflected the nationalist and imperialist ideologies current throughout Europe. This book examines the various media through which nationalist ideas were conveyed in late-Victorian and Edwardian times in the theatre, "ethnic" shows, juvenile literature, education and the iconography of popular art. Nineteenth-century music hall was known as the 'fount of patriotism'. A heroic and romantic vision of Empire helped to widen the appeal of British imperialism, which newspaper and magazine editors insisted on communicating to the new mass reading public. Juvenile fiction included Victorian children's books, and very few seemed deliberately anti-imperialist. The book offers a bridge between the pre-1914 period and the interwar years and between the public school and state school systems. It discusses the case of Peter Lobengula as a focus for racial attributes in late Victorian and Edwardian times. The imperial economic vision lay ready to hand for the publicists and public relations men who saw the Empire Marketing Board as one of the great opportunities in the inter-war years to develop their craft. The book also argues that whereas the Scout movement was created in the atmosphere of defensive Empire in the Edwardian period, Scouting ideology underwent a significant change in the post-war years. Girl Guides remind us that the role of girls and women in youth organisations and imperial ideologies has been too little studied.

Abstract only
John M. MacKenzie

examination for imperial and racial content. J. A. Mangan offers a bridge between the pre-1914 period and the interwar years and between the public school and state school systems. He sees the public schools as disseminators of a crudely militarist imperialism and notes that their headmasters played a part in the national debate about citizen training and in the invention of traditions and rituals which would

in Imperialism and Popular Culture
Abstract only
Robert H. MacDonald

patriotism the higher loyalty in a system of good order, duty, and discipline; he warned his young readers of their responsibilities to foreign countries, cautioned them against foolish or ignorant quarrels, and advised them to be courteous to foreigners. The entry of the New Imperialism into the state school system took place during the last years of the old century and the first

in The language of empire
The communist children’s movement
Thomas Linehan

instrumentalist view of the state school system ‘under capitalism’. One of a school’s chief functions, through its pedagogy, rituals and the cultural values embodied in the curriculum, was to impart patriotic, imperialist and anti-working-class propaganda ‘under the guise of education’ so as to instill in the working-class child conformity to tradition and respect for the status quo.40 Because the school ultimately served the needs of industry by recycling the existing social division of labour, these were the hallmarks of a tamed and compliant workforce in later life. Through

in Communism in Britain 1920–39
Empire and the Italian state’s pursuit of legitimacy, 1871–1945
Giuseppe Finaldi

population. As Del Boca rightly points out, widespread illiteracy, poverty, struggling new institutions (the construction of the new state school system, for example, was encountering enormous difficulties), endemic violence, rebellion and Catholic hostility to the new state made consensus politics on the British model well nigh impossible. In the 1880s and 90s only about 6 per cent of the population were given the

in European empires and the people
Kate McLuskie and Kate Rumbold

for the British Museum exhibition, and the huge resource devoted to Shakespeare in the state school system, it is perhaps paradoxical that one of the key negative associations that inhibited Shakespeare’s assimilation into culture was the knowledge associated with the academic study of Shakespeare. As we described in Chapter 1 , 11 the education departments of theatre companies had been at pains

in Cultural value in twenty-first-century England
Mervyn Busteed

Michael’s, declared ‘That would puzzle a horse.’59 Such complaints died away as voters became accustomed to the process and compulsory education raised literacy levels. The general issue for the contending groups over the next thirty years was the place of religious instruction in the developing state school system, but as time went on there were some intriguing shifts of emphasis. From the outset the Manchester School Board proved to be quite enlightened on general educational matters, taking a generous approach to the provision of meals, evening schools and education

in The Irish in Manchester <i>c</i>. 1750–1921
Abstract only
Ben Jackson

charge for a decent length of time (preferably up to the age of sixteen). In order to achieve this objective, egalitarians argued not only for the abolition of tuition fees, but also for the state provision of (means-tested) maintenance grants for school pupils. This latter measure was intended to make a later leaving age financially possible for working-class families who relied on their children’s earnings to bolster the household income.140 Preoccupied by these immediate objectives, egalitarians did not criticise the use of academic selection within the state school

in Equality and the British Left
Abstract only
The Church and education
John M. MacKenzie and Nigel R. Dalziel

, while the influential counterpart in Natal was Robert Russell. All four of these figures placed an indelible stamp upon the educational system of the separate colonies and republic, ensuring that there would be a fairly high degree of uniformity at the time of the Union. If this was the case in the state school system (as well as in many mission schools, as we saw in Chapter 4 ) it was less true of

in The Scots in South Africa