Crossing Bowen Street : mapping interventions in the classed subject

Synopsis: Crossing Bowen Street Crossing Bowen Street is an extended novel set in Melbourne, Australia. The protagonist, Meg Flanagan, is accepted to teachers' college. Meg is 24 years old and has worked, and lived out of home, since 17. Having completed her year 12 studies part time while working, she has applied to the Melbourne State College for a Bachelor of Education. Melbourne State College is subsequently 'amalgamated'A into Philip University, the original 19th century sandstone institution which borders MSC. Meg has worked as a medical secretary prior to commencing her studies. An only child, she is the first member of her family to go to university, indeed to finish high school. Tertiary study is exciting for Meg and the novel explores the psychic journey as well as the intellectual one, as Meg experiences challenges to the possibilities for her life and the trajectory along which she once assumed it would flow. The narrative is told through episodic and epistolary forms, with particular periods in Meg's cultural and academic life forming the focus, picking up the integral elements of her journey and examining the psychic context and action. Characters in the undergraduate chapters of the novel are somewhat transient, although very important to Meg's rapidly developing, changing sense of herself. The constant 'trying out' of ways of being and even lifestyles sees Meg losing old 'friendships' and making new, even temporary, ones all the time. This allows the opportunity for Meg to explore her feelings about connecting to others and the nature of her relationships. The Meg reflected back to her by others is of constant interest to her, particularly as she is frequently reminded that others see a very different Meg than she does. The novel commences at the outset of Meg's tertiary career, as she initially articulates the extent of her aspiration, of her sense of the possibility of her own life. Each vignette deals, chronologically, with an aspect of Meg's expanding sense of possibility, socially, emotionally, intellectually. Certain vignettes explore her relations with friends and acquaintances in the course, which in turn provide A In 1988, Federal Labor Minister for Education John Dawkins, devised a plan to end the streaming of Australian tertiary institutions and created what is called the Unified National System. This meant that colleges of advanced education and institutes of technology were either created universities in their own right, or more commonly, merged with an appropriate existing university. This process allows a fascinating insight into the class dimensions of hierarchies and stratifications. The need of universities and their members for status has been profoundly underscored. the background and context for her sexual relationships. That aspect of her developing subjectivity provides a marked contrast, which Meg uses as leverage, when set against her sense of herself as a scholar and her growing notion of entitlement, which allows her to 'choose', where previously she believed she had no choice; the choice is a scholarly career. Within all this, Meg discovers and is deeply empowered by certain political left, and feminist, discourses within the university community. She is equally dismayed and alienated by other feminist practices; her growing engagement with her own agency sees her quickly abandoning feminist subject positions previously dear to her, which served a particular purpose and are now superseded. This notion of feeling betrayed by the promise of a value system (or rather, its practitioners) will recur throughout the action of the novel, as Meg moves into an academic role, first as doctoral student and then as academic, seeking to live her values as practice and to remain true to what her trajectory has taught her. This is crystallised in the novel as the role played by the place she came from, and how that informs, and complicates, who she becomes. The novel seeks to explore the fundamental contradictions in doing so, through Meg's increasing awareness that the academy is not the harmonious, class aware institution she has idealised, but a world driven by status and hierarchies. This realisation must be reconciled in the light of Meg's anxieties about her working-class background. Meg's doctoral training at an elite university underscores her developing sense of what constitutes excellence and the role played by highly influential conservative institutions in maintaining social arrangements. As her academic career unfolds, the holding of a Cambridge PhD allows Meg opportunities to make change as certain privileges are afforded her by virtue of her Cambridge status. Yet it is this very notion that she seeks to challenge. Her growing passion for the State University of Victoria, an institution developed for the education of working-class people, informs her activism within the academy. Why are excellence and equity polarised? Why does the institution matter more than the scholarship? Why is so much practice within universities contrary to the values scholars often claim? These questions are explored through the dynamics of academic working life as student and later as a teacher at a university with an explicit equity agenda. The Start of the End (2003): The action commences on a late Friday after at SUV, when the Department of Communication & Cultural Studies has just been advised of Meg's promotion to Associate Professor. This vignette sees the initial soiree and celebrations and allows Meg to reflect on her experience. As her colleagues and friends are congratulating her, a particular student comes looking for Meg. It is clear that Angela Watson needs course advice particularly from Meg. Their discussion seems a straightforward one on the face of it, but it underscores many things; that Meg has come the full circle in her academic life, and what it is that her journey has really been about. The route to professorial appointment is considered, as is the source of Meg's greatest professional joy and fulfillment; is it scholarship, followed by leadership, in her discipline? It is knowing she has continued to speak and act to change the life chances of all students, wherever possible? Or is it the subtle distilling of both of these, along with the knowledge which emerges from the nexus of teaching and research. That scholarship, new knowledge, surely must be taking us somewhere specific in relation to others? The more we know, the more we can do...to what end? From this reflection, we see the action of the novel unfold. We return to this scene at the end of the novel, as Meg considers the trajectory of her life and its themes in her work. The novel ends as she is faced with the next challenge. Arrival (1989): Acceptance sees Meg as she is attempting to transform her life and create a new one. She has just been advised of her admission to an undergraduate Bachelor of Education program, at the major Melbourne teachers' college. Meg shares her rented home with her high school best friend, Anna, and her fiance, Jason, who appears to be superfluous in her life. Meg is aware he is a partner for who she used to be. We see Meg in her job as a medical secretary and this allows the mapping of Meg's sense of her own world, as she travels between home and work. This first stage of seeking her aspiration- to be an English teacher-evolves. As Meg considers the meaning of what she is about to do and how she knows it is right. This involves a consideration of what work means in our lives and how this is different for jobs according to how they are classed. Her relationship with the life she has known, the person she has been, is changing and this change is represented through her relationship with Jason. Meg's first day at teachers' college demonstrates that she is in a constant, often painful, dialogue with herself. The difficulties she encounters in making sense of the relation between her two 'lives' are thrown into sharp relief. The preparation for college sees Meg interrogating herself about how she can be different. Her initial experiences at the College resonate with her highest expectations of the life that awaits her, of the multiple possibilities currently being authored for her. Her first attendance at classes offers the opportunity to try out some of those possibilities, to test them against those she meets and to map the ways she could discover to 'be'. There is much tension and fear, but also endless excitement and these conflicting emotional states parallel and marble each other. It is on this day that she meets Jennifer Wren, her first real friend at university, who offers so many challenges to Meg. Their friendship involves a constant exhausting shift of subject positions, which Meg is able to look back on with affection in years to come. Going Bowling (1989): within a few weeks of commencing at university, Meg is socializing with some of her new friends, having neatly segmented her home and college lives. Meg has already realised that her friendships fall into separate groups; her friendship with Jennifer and the people Jennifer knows does not find its way into this group. They meet in the city to go bowling and have a meal. While Meg really enjoys these new people, already tensions are developing in relations between the group. Their unofficial leader, Rosemary Marshall, has a tendency to seek control and already resistance is showing. Rosemary particularly does not like Jennifer. Meg is enjoying her flirtation with Pete Danville, whom she has assumed to be gay. His very flattering attention has already developed Meg's confidence and stoked her ego, which has eroded in her stagnating relationship with Jason. Rosie has developed a crush on Pete and seems to take the flirtation with Meg personally. Dynamics in the group become slightly uncomfortable but Meg has grown quickly fond of her new friends, especially flamboyant Marina, another whom Rosemary seems to dislike. The discussions which occur during their evening deepen both the relationships and the tensions between them and draw lines which will determine the outcome of their various friendships. The Ball (1990): In the third year of her degree, much has happened to Meg. She is married to Jason, although she omits him from much of her psychic (and practical) life. Meg and her friends attend the Faculty's annual formal dinner dance. Meg has so far managed to balance the competitiveness which occurs between all of them, both academically and personally. The negotiation of her respective friendships with Jennifer and Marina requires a great deal of diplomacy; the subtext in this is very disturbing to Meg. What exactly is the conflict about? She can't be sure why they don't like each other; it could be Marina's smoking, or Jennifer's confidence to spare, but these things also annoy her, yet she does not fight with either girl as they do with each other. Rose has always insisted that the problem is Jennifer's private school background, but Marina went to a catholic girls' school, so what could the difference be? The ball is initially a happy occasion; the girls dress up and they dance and drink champagne together with the boys. But dynamics operating beneath the surface force their way up. Rosie is ready to force Pete to confront her continuing crush on him; Pete confronts Meg about their ongoing flirtation. Meg gives in and admits to herself for the first time that she does want to be with Pete. He is grown up and exciting and strong. He offers her something she has never had with Jason. Married less than a year, she pushes her husband out of her thoughts. The events of the ball force Meg to confront the differences between all her friends and the discomfort this affords everyone. Rosie's continued need for control over the group is acknowledged. Future Present (1991): Meg lives in Carlton with Pete. This is the busiest year thus far in her academic career and the financial, academic and emotional pressure is showing. This vignette gives us the range of Meg's academic activities and the way her life has fallen since the events at the ball eight months earlier. We see Meg grappling with her own evaluation of the changes in her 'way of being'; trying on different ways of living that she has idealised and finding them just as wanting as the last. Meg faces some key existential questions in this vignette and seeks answers which she finally discovers only she can give. Her relationship with Pete, the values and goals they share (and don't share) are thrown into sharp relief and provide a touchstone for the clearer determination of Meg's aspiration and future. Her relationship with various female friends is also revisited and this offers insight into Meg's constant checking of herself against idealised female templates. There is a crisis of identity and strength which constitutes an important fork in Meg's road. Beyond (1992): Beyond sees Meg determinedly seeking ways she can progress towards her goal, while still constantly checking against herself that postgraduate study (let alone a scholarly life) is available to her. We accompany Meg as she seeks and locates the academic path she wants; this is the backdrop for her further psychic exploration of the women who intimidate yet fascinate her, particularly Heloise Waul, who is a significant influence through Meg's postgraduate career. The sites in which Meg's personal struggles manifest are highlighted in this vignette, particularly in terms of dress and cultural pursuit. The conversations between Meg and Heloise also allow an exploration of the feminist politics of that milieu and the class tensions which operate tacitly within those politics. Bound to the Caucus (1992); Meg has now nearly completed her undergraduate degree and has been active for some time in university life and student politics. Her feminist and socialist education is well advanced. Bound to the Caucus shows us Meg in her student politics world for the first time, where the segue of her activism and academic life have taken her. Meg has found female friends who understand that part of her which struggles with inadequacy, although at this point in the novel this common struggle is not well understood or articulated. It is in this vignette that Meg admits her growing attraction for a Liberal student activist, Stuart Noble; this proscribed liaison raises many questions about values and aspiration, as well as the dominant sexual politics of the time and place. Bound to the Caucus also offers insight into the student activism occurring at universities like Philip in the early 1990s. Divergence (1993): Set in 1993, Meg is now in the early weeks of her honours program, although she has been at work on her thesis on the poet William Blake for some months. Living unhappily in a share household near the University, her relationship with Stuart Noble continues to develop, reaching a crisis point in this period. These events occur in the context of Meg's activist career in the Student Left, particularly as she encounters issues of identity around her class, feminism and difference amongst Left women. While Meg fights these battles passionately in an intense milieu, she considers them emotionally in terms of her changing sense of herself. Meg is increasingly aware that the personal impact of her class is changing for her. Additionally, she explores her relation with a 'boyfriend' of right wing political affiliation; Meg comes to recognise that this relationship is undermining her sense of herself in a way that her relationships with women in the left previously did. Honour Roll (1993): Meg is now undertaking honours and this vignette opens with Meg seeing the honours coordinator, Professor Michaela Moore, who approximates all those apparently middle-class traits to which Meg has such a push-pull relation. We see the return of a chapter of the honours thesis, discussion of the content and the constantly shifting subject positions these experiences offer Meg. This vignette also directly introduces Agnes. Mia and Agnes meet Meg after her supervision and this conversation allows very distinct if tacit class themes to develop. Meg has warmed quickly to Agnes, who is unlike anyone she has known; they have much in common in relation to their work and this binds them. Mia continually presents a viewpoint which irritates Meg, in relation to entitlement: to academic life, to funding, even to questioning how these things are enabled. Honour Roll allows us to see Meg's flourishing theoretical and intellectual life and its role in assisting her emotionally as she re-frames the same conundrums that previously constituted obstacles. The Cusp (1993): Meg's developing friendship with Agnes offers her enormous insights into difference and her developing sense of self and aspiration. While the girls come from diametrical backgrounds, they are united by their passion for their research and scholarly work. Meg is increasingly self-conscious through their discussions in terms of how she has seen herself and allowed herself to dream and seek. Cusp is set at the end of the honours year, prior to the release of results. Meg and Agnes explore their feelings about academia and this leads to discussions of purpose and the role of class within that. This vignette also documents Meg's growing social confidence and those aspects of herself which have become so sure to her, that she no longer considers them at all. Whom (1996): [Not included in this abridged edition]. Set at Cambridge, two thirds into Meg's doctorate, Whom shows Meg in the mental space which will take her back to Melbourne and the State University of Victoria. Having risen to the challenge of doctoral study, she is confronted now by deeper demons, and the need to explore and challenge them in the ambivalent context of Cambridge, which so excites her still, but which has proved empty of the profoundly held higher ideals she expected to see reflected. Set in the midst of Meg's doctoral study, this vignette is dramatically abridged in the submission novel. The importance of Whom lies in its concern with Meg's rapidly shifting sense of herself and her own scholarly subjectivity and the changes to these that the culture of Cambridge has wrought. By the second year of her PhD Meg is crystal clear about her goals and decides to spend the long break at home, rather than travelling, because she wishes to 'touch base' with her future. The action described segues into that in Courting the Enemy. Whom describes Meg's ambivalent and contradictory but passionate feelings about Cambridge. Whom demonstrates Meg's increasing anger at the status and privilege to which her education now automatically admits her, and her need to find some sort of stasis and safety in her emotional life. In this vignette, Meg meets her life partner, Jeremy McCallum (I have intentionally reduced the attention in the novel to Meg's romantic life as she matures into her career). Courting the Enemy (late 1990s): By this time, Meg is a senior lecturer in English at the State University of Victoria, which was established in the nineteenth century as the Worker's College. This vignette starts with Meg's attendance at a University Committee which is considering a transformation in relation to equity in admissions policy. Meg was drawn to SUV because of its transparent and determined commitment to educate the children of working-class people. An attack on the equity admission policy of her university galvanizes Meg and some of her colleagues. The action of the vignette considers the role of the scholar, and of such an institution as SUV, in the light of daily academic life. This vignette is primary in its demonstration of the themes of the novel. In the unabridged version, I took the opportunity to illustrate some of the vast range of administrative, intellectual and even physical demands on a senior scholar in the routine of academic life. In placing Meg in this context, I sought to highlight how a scholar of her values and commitment makes sense of the constantly shifting terrain of her working world and how this continually informs her practice. This vignette is also significant for its retrospective description of Meg's employment at SUV some years earlier. Locus: (1995). This piece of writing stands apart from the rest of the novel. I wished to write in a reflective voice, which might be from Meg's journal, were it not in the (omniscient) third person, in order to consider the headspace and meaning-making which occurs as Meg settles into Cambridge, and the lifestyle her situation allows her. Locus is a deeper engagement with Meg's sense of her identity. It considers the impact on her of the physical journeys she must make to match those of her psyche. These are thoughts too personal for a letter, even to Anna. Meg is exploring her ever shifting self and the growth in her self-belief allows her to explore what is rage; that she was bounded by illusions about her worth. Locus seeks to allow some context for Meg's anger at the role Cambridge plays. I seek to create the space in which Meg's dawning self understanding will lead her to her next, driven, purpose. Letters: throughout the novel letters are used to reveal and inform Meg's relationship with her family. This is an intentional device to distance the birth family in an attempt to blur and muddy an assessment of Meg's class through traditional measures. The letters between Meg and Aunty Jean particularly reveal much of the classed emotional antecedents of Meg's life. There are also letters exchanged with Meg's high school best friend, Anna, who has moved to the country and a very different lifestyle. Meg writes to Anna often, using the acceptance she feels in the friendship and her sense that Anna understands her, to touchstone her own emotional growth. Formal letters from institutions ring changes in settings and mark significant points in the geographical and academic trajectory of the character. All the letters serve to introduce time and event changes consistent with the episodic style of the narrative.

Dialogue with Hans-Georg Gadamer : the contribution of hermeneutics to understanding what a person is saying

This thesis reviews the development of philosophy of interpretation since the nineteenth century exemplified in the work of Hans-Georg Gadamer, It recognizes Gadamer as the foremost philosopher of hermeneutics in the twentieth century, who draws together the contributions of his predecessors into a major new development. The theme upon which this thesis engages in dialogue with Gadamer is concentrated on the problem of making experience the sole object of hermeneutics to the exclusion of persons and what they say, considered objectively. The problem with this is to express the role of interpretative practices philosophically if non-objectifying thinking is normative for hermeneutics. A solution is found by following up Gadamer’s insight into the influence of tradition on understanding, I show that tradition and its truth, as well as not being separable from the understanding subject's thinking, are also not detached from an author's intentions and are shared by human beings understanding one another. The transmissive nature of tradition discloses its own method for understanding what a person is saying and the ethical requirements of truth are forwarded by following that method.

Definition and quantification of assets

The word ‘asset’ was originally taken into the English language, from the Latin ‘ad satis’ and French ‘asez’, as a term used at law meaning sufficient estate or effects to discharge debts. It later came to be used in the sense of property available for the payment of debts. Assets were understood to be property (objects owned and rights of ownership) that could be exchanged for cash. The importance of factual knowledge of the money equivalents of property and debts, in managing mercantile affairs, was emphasised in accounting manuals during the eighteenth and nineteenth centuries. The rights of investors and creditors to factual up-to-date information about the financial state of affairs of companies, given the advent of limited liability, underscored the early company legislation that required the preparation and auditing of statements of property and debts. During the latter part of the nineteenth century the emphasis in accounting moved away from assets as exchangeable property to assets as deferred costs. Expectations took the place of observables. The abstract (expectational) notion of assets as ‘future economic benefits’ was embraced by accountants in the absence of rigorous definitions of the elements and functions of dated statements of financial position and performance. Assets are quantified financially by a heterogeneous mass of potentially inconsistent rules that, by and large, have no regard for the empirical nature of measurement. Consequently, accountants have failed to provide the community with up-to-date factual information about the financial state of affairs and performance of business entities - and, hence, with an informative basis for financial action.

Separate spheres and public policy : the role of women in the development of children's services in Victorian local government, 1840-1992

The thesis is an explanation of the development of pre-school children's services (infant welfare, kindergartens and child care) at local government level in Victoria. The critical framework of analysis focuses on three dimensions of public policy: 1) the socio-historical environment; 2) the political processes involved in the development of the specific children's service; and 3) the major individuals and groups that exerted pressure for children's service, The argument is threefold. Firstly it is argued that the political environment of children's services has been dominated by the practice of separate spheres of public and private, in which the care of children is primarily the role of women. Secondly, it is argued that the political processes surrounding the development of local children's services have involved all levels of government in what is termed a local state. Thirdly, it is argued that the development of these children's services in local government has resulted mainly from the work of women both individually and collectively. Since the three services of infant welfare, kindergartens and child care all became a normal function of children's services at different times, the circumstances that surrounded each development exhibited different aspects of the three major arguments. The periodisation is broken into four phases: 1) the establishment of local government with no children's services in the nineteenth century; 2) the establishment of infant welfare services in local government in the early part of the twentieth century; 3) the incorporation of kindergartens into local government after the second world war; and 4) the incorporation of child care into local government in the 1970s and 1980s. The thesis concludes by arguing that the existence of children's services in local government in Victoria is testimony to the remarkable work of those women who have pursued the issue both individually and collectively. It has been the identification of children's services as a women's issue in Australian politics that has enabled women's groups at different times to influence the policy makers in diverse ways. However, while the establishment of children's services as a legitimate political concern brings the matter onto the public agenda, the separate spheres still remains a contested issue in the public policies of children's services.

Envisioning Indochina : the spatial and social ordering and imagining of a French colony

The emergence of Indochina in the French imagination was articulated in both representational and institutional modes. Representation involves the transmission of colonial ideals through more obtuse means; that is, through literary texts, travelogues, exhibitions, film and advertising. However, these textual sites feed from and invest in a material situation, which was the institutional arm of colonialism. Indochina was institutionally articulated in cartographic maps and surveys, in the new social spaces of cities and towns, in architectural and technological forms, through social technologies of discipline and welfare and in cultural and religious organisations. The aim of this thesis is to analyse, across a number of textual sites, the representation and institutionalisation of Otherness through the politics of space in the French colony of Indochina, Indochine in this sense becomes a spatial discourse. The French constructed a mental and physical space for Indochina by blanketing and suffocating the original cultural landscape, which in fact had to be ignored for this process to occur. What actually became manifest as a result of this projection stemmed from the French imagination. Just as the French manipulated space, language also underwent the same process of reduction. The Vietnamese script was latinised to make it more 'useable' and ‘accessible’. Through christening the union of Indochina; initiating a comprehensive writing reform; and renaming the streets in the colonial cities, the French used language us another tool for 'making transparent'. Furthermore, the colonial powers established a communication and transport network throughout the colony in an attempt to materialise their fictive (artificial) vision of a unified French Indochinese space. The accessibility and design of these different modes of transport reflected the gendered, racial and class divisions inherent in the colonial establishment. At the heart of representing and institutionalising Indochina was the desire to control and contain. This characterised French imperial ordering of space in the city and the rural areas. In rural areas land was divided into small parcels and alienated to individuals or worked into precise grids for the rubber plantation. In urban centres the native quarter was clearly demarcated from the European quarter which functioned as its modern, progressive Other. The rationale behind this segregation was premised on European, nineteenth century discourses of race, class, gender and hygiene. Influenced by Darwinian and neo-Lamarkian theories of race, this biological discourse identified the 'working class', 'women' and 'the native' as not only biologically but also culturally inferior. They were perceived as a potential, degenerative threat to the biological, cultural and industrial development of the nation. In the colonial context, space was thus ordered and domesticated to control the native population. Coextensively, the literature which springs from such a structure will be tainted by the same ideas, and thus the spaces it formulates within the readers mind feed on and reinforce this foundation. Examples of gender and indigenous narratives which contest this imaginative, transparent topography are analysed throughout this thesis. They provide instances of struggle and resistance which undermine the ideal/stereotypical level of architectural and planned space and delineate an alternative insight into colonial spatial and social relations. The fictional accounts of European women and indigenous writers both challenge and reaffirm the fixity of some of these idealised colonial boundaries. In various literary, historical, political, architectural and cinematic discourses Indochina has been und continues to be depicted as a modern city and exotic Utopia. Informed by the mood of nostalgia, exotic images of Indochina have resurfaced in contemporary French culture. France's continued desire to create, control and maintain an Indochinese space in the French public imagination reinforces the multi-layered, interconnected and persistent nature of colonial discourse.

Public libraries in Ballarat : 1851-1900

This thesis analyses the development of the Ballarat East Free Library (1859), the Ballarat Mechanics’ Institute Library (1859) and the City of Ballaarat Free Library (1878) within the broader context of public librarianship in Victoria between 1851-1900. Mechanics’ Institute libraries and free libraries represent the major derivatives of a nineteenth-century library model that emphasised the pursuit of lifelong learning, private reading and the enjoyment of genteel recreational facilities. The circumstances that led to the formation of an Institute and a free library in Ballarat in, 1,859 provide a unique opportunity to analyse the public library model for two reasons. These libraries were established in a remarkable goldfield city that enjoyed a number of economic and cultural advantages and secondly, the Ballarat Mechanics’ Institute Library and the Ballarat East Free Library experienced such spectacular growth that by 1880 they were two of the largest public libraries in Australia. However, it is argued that this growth cycle could not be sustained due to a combination of factors including low membership levels, limited funding for recurrent expenditure purposes, and heightened dissatisfaction with the book collections. Libraries began to stagnate in the late-1880s and the magnitude of this collapse in Ballarat, and throughout the colony, was subsequently confirmed with the publication of a national survey of Australian libraries in 1935. The ‘Munn-Pitt’ report found that public libraries had provided a better service in 1880 than at any other time in the next six decades. Four conclusions are drawn in this comparative analysis of the Ballarat Mechanics’ Institute Library, the Ballarat East Free Library, and to a lesser extent, the City of Ballaarat Free Library, between 1851-1900. Firstly, is it shown that the literature places considerable emphasis on the formation of public libraries but is far less critical of the long-term viability of the public library model as it evolved in Ballarat and throughout the colony in the nineteenth century. Secondly, whilst Ballarat and its library committees benefited from the city's prosperity and the entrepreneurial zeal of its pioneers, these same library committees were unable to overcome the structural flaws in the public library model or to dispel the widespread belief that libraries were elitist organisations. As a consequence, membership of the major libraries in Ballarat never exceeded 4% of the total population. Thirdly, it is acknowledged that an absence of records relating to book borrowing habits by individuals limits is a limiting factor, but this problem has been addressed, in part, by undertaking a comparative analysis of collection development policies, invoices, lists of popular authors and books, public comment and the book borrowing patterns of a number of comparable libraries in central Victoria. These resources provide a number of insights into the reading habits of library patrons in Ballarat in the late-nineteenth century. Finally, this thesis focuses on the management policies and practices of each library committee in Ballarat in order to move beyond the traditional explanation for the demise of nineteenth-century libraries and to propose an alternative explanation for the stagnation of public libraries in Ballarat in the mid-1880s. The traditional explanation for the demise of colonial libraries was the sudden reduction in government funding in the 1890s, whereas this thesis argues that a combination of factors, including the unresolved tensions with regard to libraries collection development policies, committee and municipal rivalry, and increasing conservatism, had already damaged the credibility of Ballarat’s libraries by the mid-1880s. It is argued that the intense rivalry between library committees resulted in an unnecessary duplication of services and an inadequate membership base. It is also argued that the increasingly conservative, un-cooperative and uninviting attitudes of these library committees discouraged patronage and as a direct consequence, membership and daily visitor rates of the free and Institute libraries in Ballarat plummeted by 80% between 1880-1900.

Adventurous girls of the empire : the pre-war novels of Bessie Marchant

Historically, the genre of adventure fiction most readily recalls books for boys and male heroes rather than girl readers and protagonists. These include enduringly well-known works such as H. Rider Haggard's King Solomon's Mines (1885) and She (1887), the early to mid-Victorian boys' stories of Frederick Marryat, W. H. G. Kingston, and R. M. Ballantyne and the late-Victorian G. A. Henty's tales (his more than one hundred adventure stories sold in excess of 25 million copies). The novel of adventure at the conclusion of the nineteenth century recounted tales of male exploration on land or sea, and quests or conquests in real or imagined lands removed from the gentility of civilized England. These generic features were aligned with masculine traits of activity and strength, and while girls could and did indeed read boys' adventure books, examples with female protagonists were uncommon in the Victorian period. Joseph Bristow argues that between 1870 and 1900, "narratives celebrating empire and techniques in teaching reading and writing gradually converged . . . [B]oth inside and outside the classroom, there was more and more emphasis on heroic adventure, and this involved a number of shifts in attitude towards juvenile publishing and curriculum design" (20–21). The works Bristow refers to were, of course, written by male authors about masculine adventurers.

The novels of Bessie Marchant—sometimes called "the girls' Henty" —began to be published as the nineteenth century drew to a close. Her girl heroines act independently in isolated areas in Australia, New Zealand, Canada, India, South America, India, South Africa, Siberia, and Central America. From 1894 until her death in 1941, Marchant wrote more than a 130 novels, many of which celebrated the capacity of British or colonial girls to rise to any challenge set before them in rugged.

Prelude to the birth of Wayo-Secchu (Japanese hybrid style) in Japanese early modern architecture

This paper will investigate the background of the emergence of Wayo-secchu (Japanese Hybrid Style), by re-examining the rhetoric of the government-oriented early Meiji Western style architecture and Japanese traditionalism's reaction to it. I will elucidate the undercurrent of the intentional shift in nineteenth-century Japan towards the recuperation of traditional Japanese style, a shift which initiated the Japanese hybrid style we now call Wayo-secchu. I will discuss the effect of institutional pressure to Westernize, by investigating what was meant by a new architectural method as expressed by the government of the time.

Brennan torpedo, monorail and helicopter : a study of innovative activity in the process of forming three related military weapons

In the context of nineteenth-century British defence planning Actor-network theory is used to examine technological and social activity in the development and operation of a secret, successful military weapon, the Brennan torpedo. Also in two subsequent inventions the continuity and development of a core innovative concept, gyroscopy, is traced.

Parallel readings

The story of the nineteenth-century Western encounter with Buddhism demonstrates more about these first Western interpreters and their socio-historical context then about Buddhism. In parallel, this thesis also demonstrates, from the perspective of Buddhism, how the mind works to bring an object, like Buddhism, into consciousness.

Perfecting nature : Friedrich Nietzsche's ideal and politics of cultivation

What I have called the Ideal of Cultivation is a fundamental ethical principle of civilisation, originated by aristocratic warriors in Greek antiquity who held that the true purpose of humanity is to perfect nature

It was then professed that individuals and even entire peoples could consciously develop and improve themselves in a way that was thought to obey the original lawful impulses of nature, a process which was likened to those of agriculture and animal husbandry.

Subsequently the cognate idea of a politics of cultivation arose which deemed that society should be organised specifically to produce more virtuous or perfect human types. Given their fundamental association with Hellenism both ideas have been revisited constantly in the intellectual history of the west, and most notably during the great secular periods, the Renaissance and Enlightenment when active attempts were made to retrieve the ideals of antiquity. Both ideas were particularly pervasive in the German enlightenment, the Aufklärung, and were assimilated by the succeeding Romantic generation.

In nineteenth century Germany, when interest in these ideas was quickly waning, the German philosopher Friedrich Nietzsche acquired an unswerving attachment to them and made the service of them his life's work.

The intention of this essay is to trace methodically the appearance of the Ideal of Cultivation in Nietzsche's philosophy and politics, and to outline his responses to a world which was abandoning the principles in which he deeply believed. This essay should be regarded as a case study in the long history of a fundamental ethical idea rather than one about the philosopher Nietzsche.

Empowering audiences to measure quality

This paper explores developments in the political representations of English theater audiences from the Elizabethan era to the 1809 OP riots, to demonstrate that audiences were long considered politically significant, not just ‘mere entertainment.’ Early commercial theater audiences were conceived by the Elizabethan state as crowds of subjects that threatened social order. Through the Civil War era, theaters became places of political discussion and dissent and of emerging publics of citizens. By the early nineteenth century theater owners began to reframe audiences as markets of consumers. Each representation continued to appear in later discursive fields, each was contested, and the disputes were couched in political terms.

From site to text : Australian Aborigines and the origin of the family

Missions were not simply sites of modernity, they were also the source of key data for the modernist theories of human progress. The idea that so called “primitive peoples” provided a window to the origins of human institutions seemed axiomatic to nineteenth-century theorists of human society who sought evidence for these ideas from settlers, administrators and particularly missionaries. The 1870s and 1880s were the high point of missionary engagement with study-bound anthropologists, as questionnaires and letters were sent from the centres to the edges of empires. Missionary responses, augmented with settler and explorer observations, became the footnotes in early anthropological texts on “primitive” societies. These analyses were then mined for the foundation texts of the other social sciences in the late nineteenth century. Along with many other scholars, Karl Marx and Friedrich Engels read the anthropology of the period and slotted the findings into their analyses of human society.

Janet Lady Clarke (1851-1909) 'Leader in the good work'

This thesis is a biographical study which examines the life and career of Janet Lady Clarke. As a leader of women's philanthrophic, health, educational and political organisations in nineteenth-century and early twentieth-century Victoria, she promoted new ideas within a conservative colonial society. Her legacies remain an integral part of Victoria's cultural heritage.

A modern audience for the ancient mysteries of the occult : the evolution of Rudolf Steiner's esoteric architecture

In today’s secular society, occult conceptions of architecture may seem somewhat anachronistic, but at the turn of the twentieth century the bourgeoisie, alongside society’s artistic and intellectual elite, were enthusiastically embracing a myriad of esoteric doctrines and mystical impulses. One of the most prominent and enduring examples of this cultural phenomenon is to be found in Rudolf Steiner’s quasi-philosophical system of Anthroposophy. As a path of spiritual development based on ancient mysteries of the occult, Anthroposophy offered people the belief that there existed a way out of the chaos and meaninglessness of modern industrialised society. Steiner used the medium of architecture as a way of repackaging the occult’s venerable secrets into a tangible, material form that made their hidden message more readily accessible to his contemporary audience. While he was striving towards creating a totally new architectural language appropriate to the modern age, he perceived architectural style as an evolutionary process that revealed its spiritual content in a particular way in every epoch. As such, Steiner made free use of historical and mythological precedents as archetypal references in his work, thus giving his architecture a genealogy that has, until now, remained largely undefined. By investigating Steiner’s indebtedness to ancient temples and the architecture of the baroque, a greater understanding of his architectural heritage is made possible, which not only helps to locate him within the cultural milieu of his day, but also within the broader context of architectural history. A spiritual thread runs through this history that demonstrates that Steiner’s architecture is not as idiosyncratic as it may initially seem, though whether his work represents an original step forward in the development of modern architecture, or is merely a hangover of nineteenth century eclecticism, must also be considered in order to determine the architectural value of Steiner’s esoteric ideas.