Education and the 'universalist' idiom of empire: Irish National School Books in Ireland and Ontario

This paper compares the founding of the elementary school systems of Ireland and Ontario in the nineteenth century. The systems shared a common set of textbooks that had originated in Ireland. Using examples from a number of these books, which were part of a series that had been specially prepared for the Irish national school system, founded in 1831, and information from archive sources on policy and administration in both countries, the paper argues that there was a common, ‘universalist’, imperialist ideology being promulgated in both systems. The article focuses on these ‘universalist’ principles rather than undertaking a detailed analysis of the textbooks.

Tracking the invasive history of the green alga Codium fragile ssp. tomentosoides

The spread of nonindigenous species into new habitats is having a drastic effect on natural ecosystems and represents an increasing threat to global biodiversity. In the marine environment, where data on the movement of invasive species is scarce, the spread of alien seaweeds represents a particular problem. We have employed a combination of plastid microsatellite markers and DNA sequence data from three regions of the plastid genome to trace the invasive history of the green alga Codium fragile ssp. tomentosoides. Extremely low levels of genetic variation were detected, with only four haplotypes present in the species’ native range in Japan and only two of these found in introduced populations. These invasive populations displayed a high level of geographical structuring of haplotypes, with one haplotype localized in the Mediterranean and the other found in Northwest Atlantic, northern European and South Pacific populations. Consequently, we postulate that there have been at least two separate introductions of C. fragile ssp. tomentosoides from its native range in the North Pacific.