In September 1842 Carlyle Found Himself, for the First and Only Occosion, in Suffolk, and with Time on His Honds. He Was Waiting
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Colonization, Education, and the Formation of Moral Character: Edward Gibbon Wakefield's a Letter from Sydney
1 Historical Studies in Education / Revue d’histoire de l’éducation ARTICLES / ARTICLES Colonization, Education, and the Formation of Moral Character: Edward Gibbon Wakefield’s A Letter from Sydney Bruce Curtis Carleton University ABSTRacT Edward Gibbon Wakefield proposed a scheme of “systematic colonization” that he claimed would guarantee the formation of civilized moral character in settler societies at the same time as it reproduced imperial class relations. The scheme, which was first hatched after Wakefield read Robert Gourlay’s A Statistical Account of Upper Canada, inverted the dominant under- standing of the relation between school and society. Wakefield claimed that without systematic colonization, universal schooling would be dangerous and demoralizing. Wakefield intervened in contemporary debate about welfare reform and population growth, opposing attempts to enforce celibacy on poor women and arguing that free enjoyment of “animal liberty” made women both moral and beautiful. RÉSUMÉ Edward Gibbon Wakefield propose que son programme de « colonisation systématique » ga- rantirait la formation de colons au caractère moral et civilisé. Ce programme, né d’une pre- mière lecture de l’oeuvre de Robert Gourlay, A Statistical Account of Upper Canada, contri- buerait à reproduire la structure des classes sociales impériales dans les colonies. Son analyse inverse la relation dominante entre école et société entretenue par la plupart de réformateurs de l’éducation. Sans une colonisation systématique, prétend Wakefield, la scolarisation universelle serait cause de danger politique et de démoralisation pour la société. Wakefield intervient dans le débat contemporain entourant les questions d’aide sociale et de croissance de la population. Il s’oppose aux efforts d’imposer le célibat au femmes pauvres et il argumente que l’expression de leur ‘liberté animale’ rend les femmes morales et belles. -
Tocqueville and Lower Canadian Educational Networks
Encounters on Education Volume 7, Fall 2006 pp. 113 - 130 Tocqueville and Lower Canadian Educational Networks Bruce Curtis Sociology and Anthropology, Carleton University, Canada ABSTRACT Educational history is commonly written as the history of institutions, pedagogical practices or individual educators. This article takes the trans-Atlantic networks of men involved in liberal political and educational reform in the early decades of the nineteenth century as its unit of analysis. In keeping with the author’s interest in education and politics in the British North American colony of Lower Canada, the network is anchored on the person of Alexis de Tocqueville, who visited the colony in 1831. De Tocqueville’s more or less direct connections to many of the men involved in colonial Canadian educational politics are detailed. Key words: de Tocqueville, liberalism, educational networks, monitorial schooling. RESUMEN La historia educativa se escribe comúnmente como la historia de las instituciones, de las prácticas pedagógicas o de los educadores individuales. Este artículo toma, como unidad de análisis, las redes transatlánticas formadas por hombres implicados en las reformas liberales políticas y educativas durante las primeras décadas del siglo XIX. En sintonía con el interés del autor en la educación y la política en la colonia Británico Norteamericana de Lower Canadá, la red se apoya en la persona de Alexis de Tocqueville, que visitó la colonia en 1831. Las relaciones de Tocqueville, más o menos directas, con muchos de los hombres implicados en política educativa del Canadá colonial son detalladas en este trabajo. Descriptores: DeTocqueville, Liberalismo, Redes educativas, Enseñanza monitorizada. RÉSUMÉ L’histoire de l’éducation est ordinairement écrite comme histoire des institutions, des pratiques pédagogiques ou d’éducateurs particuliers. -
Huguenot Merchants Settled in England 1644 Who Purchased Lincolnshire Estates in the 18Th Century, and Acquired Ayscough Estates by Marriage
List of Parliamentary Families 51 Boucherett Origins: Huguenot merchants settled in England 1644 who purchased Lincolnshire estates in the 18th century, and acquired Ayscough estates by marriage. 1. Ayscough Boucherett – Great Grimsby 1796-1803 Seats: Stallingborough Hall, Lincolnshire (acq. by mar. c. 1700, sales from 1789, demolished first half 19th c.); Willingham Hall (House), Lincolnshire (acq. 18th c., built 1790, demolished c. 1962) Estates: Bateman 5834 (E) 7823; wealth in 1905 £38,500. Notes: Family extinct 1905 upon the death of Jessie Boucherett (in ODNB). BABINGTON Origins: Landowners at Bavington, Northumberland by 1274. William Babington had a spectacular legal career, Chief Justice of Common Pleas 1423-36. (Payling, Political Society in Lancastrian England, 36-39) Five MPs between 1399 and 1536, several kts of the shire. 1. Matthew Babington – Leicestershire 1660 2. Thomas Babington – Leicester 1685-87 1689-90 3. Philip Babington – Berwick-on-Tweed 1689-90 4. Thomas Babington – Leicester 1800-18 Seat: Rothley Temple (Temple Hall), Leicestershire (medieval, purch. c. 1550 and add. 1565, sold 1845, remod. later 19th c., hotel) Estates: Worth £2,000 pa in 1776. Notes: Four members of the family in ODNB. BACON [Frank] Bacon Origins: The first Bacon of note was son of a sheepreeve, although ancestors were recorded as early as 1286. He was a lawyer, MP 1542, Lord Keeper of the Great Seal 1558. Estates were purchased at the Dissolution. His brother was a London merchant. Eldest son created the first baronet 1611. Younger son Lord Chancellor 1618, created a viscount 1621. Eight further MPs in the 16th and 17th centuries, including kts of the shire for Norfolk and Suffolk. -
EDWARD GIBBON WAKEFIELD ; the Coloni- Zation of South Australia and New Zealand
DU ' 422 W2<£ 3 1 M80., fe|^^^H| 11 Ifill H 1 ai 11 finffifflj Hi ijyj kmmil HnnffifffliMB fitMHaiiH! HI HBHi 19 Hi I Jit H Ifufn H 1$Hffli 1 tip jJBffl imnl unit I 1 l;i. I HSSH3 I I .^ *+, -_ %^ ; f f ^ >, c '% <$ Oo >-W aV </> A G°\ ,0O. ,,.^jTR BUILDERS OF GREATER BRITAIN Edited by H. F. WILSON, M.A. Barrister-at-Law Late Fellow of Trinity College, Cambridge Legal Assistant at the Colonial Office DEDICATED BY SPECIAL PERMISSION TO HER MAJESTY THE QUEEN BUILDERS OF GREATER BRITAIN i. SIR WALTER RALEGH ; the British Dominion of the West. By Martin A. S. Hume. 2. SIR THOMAS MAITLAND ; the Mastery of the Mediterranean. By Walter Frewen Lord. 3. JOHN AND SEBASTIAN CABOT ; the Discovery of North America. By C. Raymond Beazley, M.A. 4. EDWARD GIBBON WAKEFIELD ; the Coloni- zation of South Australia and New Zealand. By R. Garnett, C.B., LL.D. 5. LORD CLIVE; the Foundation of British Rule in India. By Sir A. J. Arbuthnot, K.C.S.I., CLE. 6. RAJAH BROOKE ; the Englishman as Ruler of an Eastern State. By Sir Spenser St John, G.C.M.G. 7. ADMIRAL PHILLIP ; the Founding of New South Wales. By Louis Becke and Walter Jeffery. 8. SIR STAMFORD RAFFLES; England in the Fnr East. By the Editor. Builders of Greater Britain EDWARD GIBBON WAKEFIELD EDWARD GIBBON WAKEFIELD THE COLONIZATION OF SOUTH AUSTRALIA AND NEW ZEALAND BY •^S R^GARNETT, C.B., LL.D. With Photogravure Frontispiece and Maps NEW YORK LONGMANS, GREEN & CO. -
Understanding the Reasons Behind the Failure of Wakefield's Systematic Colonization in South
When Colonization Goes South: Understanding the Reasons Behind the Failure of Wakefield’s Systematic Colonization in South Australia Edwyna Harris Monash University Sumner La Croix* University of Hawai‘i 3 December 2018 Abstract Britain after the Napoleonic wars saw the rise of colonial reformers, such as Edward Wakefield, who had extensive influence on British colonial policy. A version of Wakefield’s “System of Colonization” became the basis for an 1834 Act of Parliament establishing the South Australia colony. We use extended versions of Robert Lucas’s 1990 model of a colonial economy to illustrate how Wakefield’s institutions were designed to work. Actual practice followed some of Wakefield’s principles to the letter, with revenues from SA land sales used to subsidize passage for more than 15,000 emigrants over the 1836-1840 period. Other principles, such as surveying land in advance of settlement and maintaining a sufficient price of land, were ignored. Initial problems stemming from delays in surveying and a dysfunctional division of executive authority slowed the economy’s development over its first three years and led to a financial crisis. These difficulties aside, we show that actual SA land institutions were more aligned with geographic and political conditions in SA than the ideal Wakefield institutions and that the SA colony thrived after it took measures to speed surveying and reform its system of divided executive authority. Please do not quote or cite or distribute without permission © For Presentation at the ASSA Meetings, Atlanta, Georgia January 4, 8-10 am, Atlanta Marriott Marquis, L505 Key words: Adelaide; colonization; priority land order; South Australia; auction; Wakefield; special surveys; land concentration; emigration JEL codes: N47, N57, N97, R30, D44 *Edwyna Harris, Dept. -
Working Paper No. 20-23
University of Hawai`i at Mānoa Department of Economics Working Paper Series Saunders Hall 542, 2424 Maile Way, Honolulu, HI 96822 Phone: (808) 956 -8496 www.economics.hawaii.edu Working Paper No. 20-23 Understanding the Gains to Capitalists from Colonization: Lessons from Robert E. Lucas, Jr., Karl Marx and Edward Gibbon Wakefield By Edwyna Harris Sumner La Croix September 2020 Understanding the Gains to Capitalists from Colonization: Lessons from Robert E. Lucas, Jr., Karl Marx and Edward Gibbon Wakefield. Edwyna Harris Monash University Sumner La Croix* University of Hawai‘i 1 September 2020 Abstract Britain after the Napoleonic wars saw the rise of colonial reformers, such as Edward Wakefield, who had extensive influence on British colonial policy. A version of Wakefield’s “System of Colonization” became the basis for legislation establishing the South Australia colony in 1834 and the New Zealand colony in 1840. We use extended versions of Robert Lucas’s 1990 model of coordinated colonial investment to show how Wakefield’s institutions were designed to work. We also find that the critique of Wakefield’s system by Karl Marx in Das Kapital closely follows Lucas’s analysis of colonial institutions. Key words: Robert Lucas; Karl Marx; Edward Gibbon Wakefield; emigration; settler colonization; South Australia JEL codes: N47, N57, N97, R30, D44 *Edwyna Harris, Dept. of Economics, Monash University, PO Box 8E, Victoria 3800, Australia; [email protected]; Sumner La Croix, Dept. of Economics, University of Hawaii, 2424 Maile Way, Honolulu, HI 96822, USA; [email protected]. We thank Lee Alston, Alan Dye, Jeffrey Williamson and participants in the 2019 Allied Social Science Meetings for comments on an earlier version of this paper. -
A View of the Art of Colonization, with Present Reference to the British
A View of the Art of Colonization, With Present Reference to the British Empire; In Letters Between a Statesman and a Colonist. Edited by (ONE OF THE WRITERS) Edward Gibbon Wakefield. “There need be no hesitation in affirming, that Colonization, in the present state of the world, is the very best affair of business, in which the capital of an old and wealthy country can possibly engage.” — John Stuart Mill. Batoche Books Kitchener 2001 Originally published John W. Parker, London, 1849. This edition published 2001 Batoche Books Limited 52 Eby Street South Kitchener, Ontario N2G 3L1 Canada email: [email protected] This Book Is Affectionately Dedicated to John Hutt, E S Q., Lately Governor of West Australia, Who, More than Any Other Individual Known to Me, Has Combined Study and Experience In Learning the Art of Colonization. Contents Preface. ......................................................................................................................................................................................... 7 Letter I.: From the Statesman: The Statesman Invites the Colonist to Discussions of the Subject............................................... 8 Letter II.: From the Colonist: The Colonist Suggests the Alternative of Written Communications. ............................................ 8 Letter III: From the Statesman: The Statesman Describes the Condition of His Own Knowledge, Calls for Some Definitions, and Asks Questions Relating Both to the Subject, and to the State of it as Matter of Public Opinion. ................................ 9 Letter IV: From the Colonist: The Colonist Proposes Some Definitions, Which State and Limit the Subject of Inquiry, and Indicates the Course of the Investigation............................................................................................................................. 11 Letter V: From the Statesman: The Statesman Objects to the Proposed Course of Inquiry as Being Confined to a Particular Project of the Colonist’s, and Desires That a More General View of the Subject May Be Expounded. -
The Works of Thomas Carlyle
This book is DUF'On *he last date stamped below SOUTHERN BRANCH, IIVERSITY OF CALIFORNIA. LIBRARY, CENTENARY EDITION THE WORKS OF THOMAS CARLYLE I N T H I It T Y V O L U M E S VOL. XI THE LIFE OF JOHN STERLING THOMAS CARLYLE THE LIFE OF JOHN STERLING IN ONE VOLUME « - • - • 1 » , Originally published 1851 £ 3 k v. W CONTENTS INTRODUCTION vu PART I CHAP. I. Introductory .... vi THE LIFE OF JOHN STERLING CHAP. PAGE IV. To Bordeaux ISO V. To Madeira 143 VI. Literature: The Sterling Club . .154 160 VII. Italy ... 3 ...... PART III I. Clifton 1§ 3 II. Two Winters 197 208 III. Falmouth : Poems 224 IV. Naples : Poems V. Disaster on Disaster 234 248 VI. Ventnor : Death .....•• VII. Conclusion 262 Summary ......••• 269 Index .,,....••• 277 PORTRAIT OF JOHN STERLING . frontispiece INTRODUCTION If Mr. Froude was right in his conjecture as to the ci*eative to origin of the Life of Sterling, the world owes more a country house symposium than it is generally aware of. For it is believed by Carlyle's biographer that the final impulse to this work was derived from a conversation at Lord Ashburton's, in which Carlyle and Bishop Thirlwall became involved in an 'animated theological discussion/ carried on in the presence of several other literary notables whom he names. What was its precise subject he does its not tell us ; result, that is, its immediate result, we do not need to be told. It ended, beyond all possible doubt, in leaving the disputants exactly where they were at starting. -
Colonization, Education, and the Formation of Moral Character: Edward Gibbon Wakefield's a Letter from Sydney
27 Historical Studies in Education / Revue d’histoire de l’éducation ARTICLES / ARTICLES Colonization, Education, and the Formation of Moral Character: Edward Gibbon Wakefield’s A Letter from Sydney Bruce Curtis Carleton University ABSTRACT Edward Gibbon Wakefield proposed a scheme of “systematic colonization” that he claimed would guarantee the formation of civilized moral character in settler societies at the same time as it reproduced imperial class relations. The scheme, which was first hatched after Wakefield read Robert Gourlay’s A Statistical Account of Upper Canada, inverted the dominant under- standing of the relation between school and society. Wakefield claimed that without systematic colonization, universal schooling would be dangerous and demoralizing. Wakefield intervened in contemporary debate about welfare reform and population growth, opposing attempts to enforce celibacy on poor women and arguing that free enjoyment of “animal liberty” made women both moral and beautiful. RÉSUMÉ Edward Gibbon Wakefield propose que son programme de « colonisation systématique » ga- rantisse la formation de colons au caractère moral et civilisé. Ce programme, né d’une première lecture de l’oeuvre de Robert Gourlay, A Statistical Account of Upper Canada, contribuerait à reproduire la structure des classes sociales impériales dans les colonies. Son analyse inverse la relation dominante entre école et société entretenue par la plupart de réformateurs de l’éduca- tion. Sans une colonisation systématique, prétend Wakefield, la scolarisation universelle serait cause de danger politique et de démoralisation pour la société. Wakefield intervient dans le débat contemporain entourant les questions d’aide sociale et de croissance de la population. Il s’oppose aux efforts d’imposer le célibat au femmes pauvres et il déclare que l’expression de leur « liberté animale » rend les femmes morales et belles. -
Hereditary Genius-Its Laws and Consequences
Hereditary Genius Francis Galton Sir William Sydney, John Dudley, Earl of Warwick Soldier and knight and Duke of Northumberland; Earl of renown Marshal. “The minion of his time.” _________|_________ ___________|___ | | | | Lucy, marr. Sir Henry Sydney = Mary Sir Robt. Dudley, William Herbert Sir James three times Lord | the great Earl of 1st E. Pembroke Harrington Deputy of Ireland.| Leicester. Statesman and __________________________|____________ soldier. | | | | Sir Philip Sydney, Sir Robert, Mary = 2d Earl of Pembroke. Scholar, soldier, 1st Earl Leicester, Epitaph | courtier. Soldier & courtier. by Ben | | Johnson | | | Sir Robert, 2d Earl. 3d Earl Pembroke, “Learning, observation, Patron of letters. and veracity.” ____________|_____________________ | | | Philip Sydney, Algernon Sydney, Dorothy, 3d Earl, Patriot. Waller's one of Cromwell's Beheaded, 1683. “Saccharissa.” Council. First published in 1869. Second Edition, with an additional preface, 1892. Third corrected proof of the first electronic edition, 2000. Based on the text of the second edition. The page numbering and layout of the second edition have been preserved, as far as possible, to simplify cross-referencing. This is a corrected proof. Although it has been checked against the print edition, expect minor errors introduced by conversion and transcription. This document forms part of the archive of Galton material available at http://galton.org. Original electronic conversion by Michal Kulczycki, based on a facsimile prepared by Gavan Tredoux. This edition was edited, cross-checked and reformatted by Gavan Tredoux. HEREDITARY GENIUS AN INQUIRY INTO ITS LAWS AND CONSEQUENCES BY FRANCIS GALTON, F.R.S., ETC. London MACMILLAN AND CO. AND NEW YORK 1892 The Right of Translation and Reproduction is Reserved ELECTRONIC CONTENTS PREFATORY CHAPTER TO THE EDITION OF 1892. -
Systematic Colonization"
University of Nebraska at Omaha DigitalCommons@UNO Student Work 6-1-1965 Edward Gibbon Wakefield and the development of his theory of "Systematic Colonization" Robert J. Shultz University of Nebraska at Omaha Follow this and additional works at: https://digitalcommons.unomaha.edu/studentwork Recommended Citation Shultz, Robert J., "Edward Gibbon Wakefield and the development of his theory of "Systematic Colonization"" (1965). Student Work. 443. https://digitalcommons.unomaha.edu/studentwork/443 This Thesis is brought to you for free and open access by DigitalCommons@UNO. It has been accepted for inclusion in Student Work by an authorized administrator of DigitalCommons@UNO. For more information, please contact [email protected]. EDWARD GIBBON WAKEFIELD AND THE DEVELOPMENT OF HIS THEORY OF "SYSTEMATIC COLONIZATION" A Thesis Presented to the Department of History and the Faculty of the College of Graduate Studies University of Omaha In Partial Fulfillment of the Requirements for the Degree Master of Arts by Robert J. Shultz June 1965 UMI Number: EP73081 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation PublisNng UMI EP73081 Published by ProQuest LLC (2015). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. -
The Reluctant Colonization of the Falkland Islands, 1833-1851 : A
University of Richmond UR Scholarship Repository Master's Theses Student Research 12-2008 The elucr tant colonization of the Falkland Islands, 1833-1851 : a study of British Imperialism in the Southwest Atlantic Shannon Warnick Follow this and additional works at: http://scholarship.richmond.edu/masters-theses Recommended Citation Warnick, Shannon, "The er luctant colonization of the Falkland Islands, 1833-1851 : a study of British Imperialism in the Southwest Atlantic" (2008). Master's Theses. Paper 702. This Thesis is brought to you for free and open access by the Student Research at UR Scholarship Repository. It has been accepted for inclusion in Master's Theses by an authorized administrator of UR Scholarship Repository. For more information, please contact [email protected]. ABSTRACT THE RELUCTANT COLONIZATION OF THE FALKLAND ISLANDS 1833-1851: A STUDY OF BRITISH IMPERIALISM IN THE SOUTHWEST ATLANTIC By: Shannon Warnick For the Degree, Master of Arts in History University of Richmond December 2008 Dr. John L. Gordon, Jr., Thesis Director After the Napoleonic Wars, British leaders increasingly objected to large burdensome formal annexations. Hence, when South American markets opened in the 1820s British leaders considered using nearby island bases to ward off regional rivals. Britain therefore occupied the Falkland Islands in 1833. Despite governing the world’s strongest industrial and naval power however, British leaders neglected the Falklands’ progress as a colony from 1833 to 1851. Dogmatic faith in “efficiency” and free trade in the 1840s led to modest commercial progress by largely unfettered private interests in the islands, but led to little improvement in defense or society.