Showing posts with label education politics philosophy. Show all posts
Showing posts with label education politics philosophy. Show all posts

Fruitlands: Utopia or absurd dream

I'm attracted to the concept of ideal communities, be they religious, socialist, feminist, temperance, environmental or even industrial. Although utopia is probably very difficult to establish on earth, the kibbutz movement in Israel proved that it was possible to live and work together for a common good, somewhat isolated from the population around.

The utopian dream closest to Australian hearts occurred when trade unionist William Lane (1861–1917) set about founding his own socialist utopia in Paraguay. 300 Australians moved to the New Australia Colony in 1893. Perhaps it was the leaders' inter-personal skills that quickly led to a rebellion amongst his followers; in a fairly short number of years, most of the colonists became disillusioned with the passionate dream, returning to Australia in 1900.

Richard Francis was also interested in the subject in his book: The Alcott Family and Their Search for Utopia and he told a great story. The Fruitlands project occurred at a time (the 1840s) when Utopian communities were popping up with some frequency in New England. Others were advocating abolitionism and temperance but whatever the particular cause, there seemed to be a period of agitation and searching in Europe and in the USA. Francis noted that the broad impulse behind the American experiments was a reaction to the industrial revolution and the rise of the cities, with their consequent social injustice, poverty and environmental deterioration. He drew a connection with the Shakers, for example.

Fruitlands, Mass - in winter

Fruitlands too started with a dream, although a Transcendentalist and not a specifically religious dream. Educator Bronson Alcott (1799-1888) moved his wife Abigail (1800–77), their four daughters and their small number of followers into a run down farmhouse in a rural area west of Boston, hoping to recreate the Garden of Eden. I assume Abigail shared the dream since she was no intellectual slouch - she was an educator, social worker, temperance worker and abolitionist in her own right.

They tried to live out a perfect lifestyle based on the values that appealed to Bronson – celibacy, spiritual goodness and a vegetarian lifestyle. The trouble was that a desperately austere lifestyle was not realistic. I suppose it was theoretically possible to survive living off fresh carrots and water, but there wasn’t much pleasure involved.

Englishmen Charles Lane and Henry Wright were the biggest support system for Bronson Alcott. Ralph Waldo Emerson, the third supporter who was very happy to fund the ambitious adventure into spiritualism, didn’t know what to make of the lifestyle he saw. On one hand he found the place to be very peaceful and was full of admiration for the spiritual harmony the participants were seeking. On the other hand, Emerson ended up accusing the participants of playacting in the pejorative sense, merely pretending to be farmers. And the food they ate was abysmal – a meagre breakfast of porridge and unleavened bread, in order to surrender to the order of the universe at large.

Alcott’s thinking was definitely on the side of progress, especially in his modernism views on education, ecology and women. But he seemed to make the mistake of confusing his own personal whims with instructions from God. Did he think he was a true prophet who divined God’s will for the ordinary people? I like Alcott’s own quote "Great is the man whom his age despises, for transcendent excellence is purchased through the obloquy of contemporaries; and shame is the gate of the temple of renown." It was hard to argue with such a mindset.

I have intentionally chosen a wintery image of Fruitlands because it was in winter that the members’ misery was greatest. Uncooked fruit and vegetables (except for potato), no cotton clothes because it was the product of slavery, no coffee tea or milk, no tobacco and no animal products (so no tallow for candles) – all of these things would have been a nightmare in the snow. Canvas shoes, in the absence of leather, seemed flimsy in the extreme.

Bronson and Abigail Alcott

Clearly many communes based on absolutely equality, before and since Fruitlands, have found that equality is ephemeral. Mr Alcott and his closest followers had a somewhat privileged lifestyle as compared to the rest of the members. And Alcott took the best room with the best fireplace at Fruitlands for his private study! Alcott selected a second room with a fireplace as bedroom for himself, his wife and the baby; and he allocated the remaining two for Charles Lane and important, intellectual guests. All the other members slept in a low, narrow, third-floor, unheated and rather miserable outhouse.

Mrs Abigail Alcott's diary complained bitterly about the lack of privacy, the poor quality of life for women and children, the enforced celibacy for married couples and the austerity of the food and the clothes. But there is a suggestion that Mr Alcott was travelling around the country on Fruitlands funding and recruitment drives, and suffered much less from cold and hunger.

If the name Alcott is familiar, it is probably because Bronson’s ten-year-old daughter Louisa May became very famous for her novels. Was she excited about moving to the countryside? Apparently yes because her diary for 1/6/1843 noted “my three sisters and I are all going to be made perfect”. She said she later used some of the experiences at Fruitlands for her most famous novel, Little Women.

It all ended in tears when Abigail Alcott decided to sell off everything she owned, to save herself and her daughters, and to start a new life. They left Fruitlands in January 1844 in mid winter, Bronson in reluctant and weepy tow.

The Fruitlands project was set in a significant literary and philosophical context. So Francis cites important thinkers like Emerson, Henry David Thoreau, Nathaniel Hawthorne and Thomas Carlyle who left plenty of written opinions about the experiment. As a result, I was very grateful that the book had a comprehensive subject index.

Many thanks to Inbooks and Hasan Niyazi for a copy of Richard Francis’ Fruitlands: The Alcott Family and Their Search for Utopia. It was published by Yale University Press in 2011.

Every adult citizen's vote must be counted

International Institute for Democracy and Electoral Assistance - Compulsory voting information wrote that democratic governments consider voting in elections a right of citizenship. Many nations consider that participation at elections is more than a mere right; it is also a citizen's civic responsibility. In some countries, where voting is considered a duty, voting at elections has been made compulsory and has been regulated in the national constitutions and electoral laws. Many of these countries impose sanctions on voters who do not fulfil their civic duty. But the idea of "forcing" people is almost irrelevant. They vote because that is what a good citizen does - he looks after the children, runs a home, keeps a job, pays taxes, protests against bad laws, supports charities, uses public transport wherever possible, and votes!

I would add another very important consideration. A government who is elected with­out hearing from 100% of the adult population has no legitimacy. Of course 100% may not be literally possible since some people are inevitably in gaol, in hospital or are so infirmed that they cannot write. But 100% of the adult population should be the goal of any democratic nation’s electoral strategy.

If mobile voting booths have to go out to old peoples’ homes and move from bed to bed, those mobile booths must be funded from the tax base and equipped before the next election. Postal voting will be necessary for all absentee voters. Voting has to be on weekends so no worker suffers a loss of wages during his absence from work. If citizens are working in Antarctica or New Guinea, election officers need to process those remotely located citizens in a timely fashion.

Rural voting, New Zealand, 1897

There seem to be 35 nations that have some sort of universal voting laws:
Argentina
Australia
Belgium
Bolivia
Brazil
Chile
Congo
Costa Rica
Dominican Republic
Ecuador
Egypt
El Salvador
Fiji
France (Senate elections only)
Gabon
Greece
Guatemala
Honduras
India
Indonesia
Italy
Liechtenstein
Luxembourg
Mexico
Nauru
Panama
Paraguay
Peru
Philippines
Singapore
Switzerland (some cantons)
Turkey
Uruguay
Thailand
Venezuela

Austria, Netherlands, Soviet Union and Spain did have universal voting at some stage, but have since changed their legislation.

FairVote blog gives the arguments cogently and at length in Maximizing Participation: what the US can learn from compulsory voting. Empress Nasi Goreng blog discussed how serious Australians were their rights and responsibilities in On the Australian system of compulsory voting.

Medical Heritage Trail: University of Sydney

The University of Sydney has created a Medical Heritage Trail, a very informative self-guided walk that covers the medical architecture, museums, libraries and artworks of the first university to be estab­lished in Australasia. I love the idea of Australian universities analysing and publishing their own histories, but I also have a personal fascination – University of Sydney Medical School is my husband’s alma mater.

The Medical Cottage

The University was incorporated 1850 and inaugurated Oct 1852. In 1855, the Government gave the University land at Grose Farm, about 3 ks from the city. The first plans for the University's original building, the Quadrangle, were drawn up by architect Edmund Blacket. By 1862 the famous Great Tower had been completed. But a medical faculty was not thought of, at that stage.

As recorded in the University’s on-line history, Places - Faculty of Medicine Online Museum and Archive, there was an attempt upon the life of Prince Alfred, Duke of Edinburgh on a Sydney beach in 1868. The Duke was taken to Government House and attended by the surgeons of HMS Galatea and HMS Challenger. The Sydney community raised money in thanks, and the Duke asked that the money be used to build a hospital (Prince Alfred Memorial Hospital). The University of Sydney granted the use of University land, provided that a] a portion of the land was reserved for a school of medicine and b] that the hospital be open for clinical teaching to students of the medical school.

The entire medical student body 1887
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In 1882 Royal Prince Alfred Hospital opened and became the Faculty’s first teaching hospital. That same year, the government agreed to finance a medical school. The Faculty of Medicine was largely shaped by the hard work and brilliance of Sir Thomas Anderson Stuart, who travelled to Australia from Edinburgh. Anderson Stuart took up the Professorship at the University of Sydney in 1883 and immediately began the task of opening the medical school. In that first year, 4 students started their studies in a 4-roomed cottage built behind the Great Hall of the University.

It was a slow start. Of the 29 students who enrolled in the first three University intakes, 11 graduated in minimum time and 3 after repeating one or more years. But confidence in the quality of the medical degree encouraged increased enrolments so that by 1893, 10 years after its inception, there were 100 students.

The Sydney Hospital for Sick Children was founded in 1880 in Glebe. Dr Alfred Roberts, who already had played a key role in the founding of Royal Prince Alfred Hospital and the Coast Hospital, became one of the first surgeons of the Sydney Hospital for Sick Children. By 1884, Sydney Hospital for Sick Children was already recognised as a teach­ing hospital by the University of Sydney. And the very next year, 1885, Callan Park Hospital for the Insane also became a teaching hospital. Designed by colonial architect James, Callan Park Hospital had patients’ wards, joined by a central block which contained med­ical consulting rooms, a library and a pathology museum. Typical of Australian colonial architecture, the building had high ceil­ings, wide verandas, large windows and long covered walkways. The Royal Hospital for Women Paddington didn’t become a teaching hospital for Obstetric training until 1888.

Sydney Hospital for Sick Children, Glebe, c1860

Anderson Stuart wanted a more suitable medical school and in 1887, a new building was commenced. The first part of this Tudor-gothic building, later called the Anderson Stuart Building, was designed by architect Edmund Blacket and finished in 1891. Like mid-late C19th university buildings in Britain, this building had ornate carved elements including crenellations, pinnacles and grotesques.

Anderson Stuart Medical Building, 1891

Learning history; preparing for life

The History Boys was a film directed by Nicholas Hytner that I first saw in 2006.

Set in 1980s Britain, Cutlers' Grammar School in Sheffield was trying to get its students into the university and college of their choice. It was a process that everybody I have ever met in my entire life has gone through, so members of the audience were all nodding their heads in recognition. Even better, the two senior teachers, played splendidly by Frances de la Tour and Richard Griffiths, were characters I knew very well from my own Matriculation experience in 1965. Clive Merrison, the principal, was less successful, but I suppose that was the very point the director was trying to make.

The language used by the boys and by the staff was brilliantly written, and remained a key part of the film, regardless of the scenes. I presume that was because the film had been adapted by Alan Bennett from his play of the same name; the script had not originally been written for a book or for the screen. In plays, there can be sets, costumes and actions, but the language remains central. Perhaps the language was, if anything, too sophisticated. As with anyone who has raised or taught boys at that stage of their development, I know they grunt a lot. And hit each other, instead of using words. And they talk about sex a lot, often in poorly constructed English.

The history students and their three teachers, Sheffield, 1980s

Still... these were clever boys, and motivated to do well academically. The conflict only appeared when a very young man named Irwin (Stephen Campbell Moore) was invited into the school to assist the more traditional teachers in preparing the boys for the university entrance exams. I am not sure what Irwin's exact duty statement contained, but the boys were asked to prepare slick and polished historical presentations, regardless of content. The search for documented facts and historical truths became secondary.

Since I am a lecturer in history and art history, there was something compelling and personal about this film. I now realise why first year history students at university these days are more assertive in their historical perspectives than I had been in the 1960s, but less well equipped for seeking solid evidence.

I would have liked to end the film after these talented young lads went to Oxford or Cambridge for their interviews, filled with awe at the endless grounds, the stunning buildings and the serious college staff. It was wonderful seeing the day when the universities’ letters arrived, received by excited and anxious families in their kitchens.

In real life, there is normally no way of knowing what will happen to boys in their future lives; the last day of school is normally the end of one (perhaps beloved) era and the start of a totally unknown new era. But the director decided to let the viewer know who became successful in their careers, who became ordinary workers and who died tragically in the army. Although this annoyed me, I suppose from a teacher’s perspective it would be very satisfying to find out what happened to their once-young charges.

St George’s Memorial Church and School in Ypres, Belgium

Established by Royal Charter in 1917, the Imperial (now Commonwealth) War Graves Commission was established in tribute to the 1,700,000 men and women of the British Empire forces who died in the two world wars. It is a non-profit-making organisation founded by Sir Fabian Ware.

The Menin Gate site in Belgium was chosen as a memorial site by the Commission because of the hundreds of thousands of men, from all British Empire nations, who passed through it on their way to the WW1 battlefields. The Ypres Menin Gate Memorial now bears the names of more than 54,000 officers and men whose graves are not known. The memorial, designed by Sir Reginald Blomfield with sculpture by Sir William Reid-Dick, was unveiled in July 1927.

Soon after the Great War ended, British families also wanted an Anglican church in Ypres. Parents and widows had not received their sons and husbands’ bodies back for a proper burial, so it was important to have a safe, peaceful and Christian place for mourners to visit. It took some time, but in 1924 a fund was finally launched, with the intention of building a church possibly next to the old Menin Gate. The choice of architect (Sir Reginald Blomfield) was a good one since he was already involved with a number of the British and Commonwealth military cemeteries in the Ypres area.

St George’s Memorial Church, Ypres, opened in 1929

The foundation stone of St George's Memorial Church was laid in 1927 and building started on the simple brick church. The interior, which was to serve as a memorial to the young men who lay in the soil near Ypres, had enough room only for 200 people. Families, schools and military units donated pews, plaques, windows, the font and the altar. The Bishop of Fulham dedicated the completed church in 1929 and soon there were regular services and a Sunday school.

What I hadn’t realised, until I saw the BBC4 film The Children Who Fought Hitler, was that it was decided to open a school in Ypres as part of the same project. It was to be funded from donations by Old Etonians who needed to build a memorial to the 300+ old-Etonians who had lost their lives in the Ypres area from 1914 on.

The tiny school opened in April 1929. There were 62 pupils learning at the school at the beginning, most of whom were the children of British workers who had moved to Ypres with the Imperial War Graves Commission. The Commission's bus brought the children to school each day, from their homes in the villages all around Ypres.

Imperial War Graves Commission workers who lived in Ypres in the inter-war years.

Eventually more teachers and a headmaster arrived from Britain until, by 1933, 130 pupils were enrolled. The original principal was delighted to introduce a full curriculum, along the lines taught in schools in Britain. In 1934 the new principal changed the name from Eton Memorial School to the British Memorial School and also introduced a British school uniform.

It was appropriate that the Belgian King Leopold III visited, given that he had himself studied at Eton college during the Great War. But eventually, during WW2, the school had to close. In May 1940 all the British students returned home and the Germans took over the church buildings; they used them as their officers' club.

So from 1929 on, the school had served a special community of ex-servicemen and their families who cared for the WW1 graves in Ypres. Steeped in ideals of patriotic service and sacrifice, many pupils and ex-pupils refused to surrender to the invading Nazi forces and went on to make names for themselves in missions across Europe. As that is another, huge story in its own right, I recommend the book by James Fox and Sue Elliott called The Children Who Fought Hitler: A British Outpost in Europe, published by John Murray in 2009.

Children of the Ypres British colony celebrate Empire Day, 1933. The Telegraph

Post-WW2, the church's chaplain was paid for by the Imperial War Graves Commission. The British community of Ypres had so shrunk that there was a much smaller number of people to attend the church on a regular basis. Furthermore there were hardly any British children based in Ypres who would attend the school, even if it ever tried to open again.

In recent years there has been a renewed interest by British families tracing a relative who fought in the First World War. Many visitors to Ypres now visit St George's church, specifically to look at the special memorials and to locate the graves. And to add memorials to their relatives who died in the Second World War. Services are still held at the church by the chaplain. But these days, the most special annual services are held for Armistice Day (11/11).

St George’s Memorial Church, Ypres today. Memorial windows and plaques

sharing caring Australian Railways: 1910-80

In 1882 the Victorian government decided to build a new central railway station in Flinders St, to replace the station that had made-do for the first decades of Melbourne's settlement. A design competition was held in 1899, asking contestants for a detailed design for the station building only; the location of the concourse, entrances, the track and platform layout and the type of platform roofing had already been largely decided.
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Flinders St Railway Station Melbourne, 1910

Work began in 1900 on the rearrangement of the station tracks, while the design for the station building was still at the competition stage. Decisions were made rapidly, with work on the central pedestrian subway being started in 1901 and the foundations of the main building being completed by 1903. Within a couple of years (1907), Flinders St Railway Station had eleven platforms, and two more platforms were to be added in 1909. The main structure, featuring a giant arched entranceway that typified Federation era buildings, was indeed completed by 1909, and the verandas and booking office were completed in 1910. Space for shops was provided.

Clocks still over the main entrance today

The iconic clocks at the main entrance of the station were part of the original design plans, and today remain in almost the same place as they were originally placed. Many ticket windows were located at each entry, with services such as a restaurant, country booking office, lost luggage and visitors help booth at the platform level.

So Flinders St Railway Station represented an extraordinary example of a public building. But here is the important thing for this story: apart from its main purpose as a railway station, the top levels of the main building included many rooms that were available for a range of activities for railway staff and the general public. In fact much of the top floor was purpose-built for the new Victorian Railway Institute, an organisation which opened in 1910 as a social club and a training centre for railway staff.

The Institute's crowded lecture theatre, pre-WW1 (State Library photo)

Why would the state government and the State Railways care about the health, education and welfare of ordinary working families, particularly those who travelled to the city by train each day? Apparently the Victorian Railway Institute developed partly as a response to the railway strikes of 1903; morale amongst railway workers was low and it was hoped that educational and pleasure-filled facilities would increase stability and maintain loyalty. Everything that the Victorian Railway Institute could think of was provided: a large lecture hall (later a ballroom), a billiard room, classrooms, gymnasium, games room, reading room and a decent reference library.

Jenny Davies said its purpose was to provide extra curricular activities and self improvement classes to Railway employees as well as training for specific railway jobs. It was not compulsory, but it was recommended that employees try to learn new skills to enable them to gain promotion in the Railways. Classes in subjects like accounting and bookkeeping were provided.

So in a very real sense, the Institute operated like the mechanics’ institutes that dotted the Victorian countryside. There were lectures to raise the learning standards of people who could not go to a university or technical college; there was a serious library and pleasant games rooms. Only the gymnasium and ballroom marked the Victorian Railway Institute as a very posh social outlet in the heart of a big city. Even now, older Victorians remember the large ballroom very fondly; it was once used for elaborate dances that appealed to young couples before, during and after WW2.

The Institute's library (above) and
billiard room (below)

The most amazing gesture made by the State government towards working families was the children's nursery. It was established by the Railways Department in June 1933, to help mothers visiting the city. This nursery included a number of sleeping and play rooms, as well as a kitchen. An open air playground was on an adjoining roof. According to the Victorian Railway Institute’s records, five mothercraft nurses and an infant welfare sister had cared for some 50,000 children. Probably if it hadn’t been for WW2, the nursery might have continued offering its wonderful service to harried mothers.

The final straw for educational and social facilities inside Flinders St Railway Station came in the 1980s when Melbourne's transport management was restructured. The change of administration directly affected the role of the Victorian Railways Institute and, although it was given offices in nearby Flinders Lane, the heart and soul of the Institute was gutted. The library books disappeared, the gymnasium looks unused and the ballroom looks decrepit. The most amazing piece of community development in our 20th century history ended.

Read the definitive book by Jenny Davies called Beyond the Facade: Flinders Street. Many of the photos are due to the good archives of the Victorian Dept of Transport. Other great photos of the Railway Institute activities can be found in Melbourne Curious blog.

Mechanics' Institutes III - Schools of Arts in NSW

I have long been fascinated with the history of Mechanics’ Institutes in Australia, and have discussed them twice in this blog: Mechanic’ Institutes I – the Victorian history and Mechanics' Institutes II - who did they serve? But I had imagined that the 19th century, Schools of Art in New South Wales and Queensland were something altogether different - perhaps a more refined, more humanities-based system of adult education than the Mechanics’ Institutes had been. Clearly that is not so.

Based on its Scottish origins, the first mechanics' institute to be established in the Australian colonies was formed in Hobart in 1827. Dr James Ross, from Aberdeen University, lectured to the ambitious young men on topics which included engineering, mechanics and steam engines. Within a few years, in 1831, classes were held on board the Stirling Castle for 52 Scottish mechanics travelling to settle in New South Wales. Scottish Presbyterian ministers and teachers emigrated with the group, loaded up with workbooks on economics and mathematics.

Sydney School of Arts, Pitt St, opened 1833.

I am indebted to Joan Beddoe’s paper Mechanics' Institutes and Schools of Arts in Australia for the information. The Sydney School of Arts was formally established in 1833, the aim of the new institution being to provide further education for working men through public lectures, classes, and the establishment of a library. Major Mitchell, the Surveyor-General and well known explorer, was elected as president of the committee, whose first task was to find a suitable site. Library facilities were to be made available, along with activities such as lectures, debating and essay writing, provided that the topics did not involve politics or religion. 250 lectures were given in the first 10 years on topics covering engineering, mechanics, natural sciences and the arts. Note that very little attention was paid to the science of agriculture, even though the economy of the colony was almost entirely agriculture-based.

Kogarah School of Arts, former

Sydney - City and Suburbs blog has a much better photo of the Kogarah School of Arts which opened in 1887. The two storey school was used for various art classes and technical education while the hall at the rear was used for meetings and local cultural productions. The good citizens of Koragah may have made the building more beautiful and Italianate, but the goals of this School of Arts were identical to any of the Mechanics' Institutes found in Victoria at the same time: to raise the moral fibre of society via educational classes and cultural activities; and to help working men to acquire vocational skills necessary to improve their working lives.

I still have no idea why some NSW organisations chose to call themselves Schools of Arts, rather than Mechanics' Institutes. The School of Arts in Young, Newcastle School of Arts and Clifton School of Arts chose one classification; The Sydney Mechanics' School of Arts and The Lawson School of Arts and Mechanics Institute chose both; many of the others simply called themselves Mechanics' Institutes.

Another useful reference is  Pioneering Culture: Mechanics' Institutes and Schools of Arts in Australia by Philip C. Candy. Note that Candy and Beddoe used used both terms in their book titles.

Cultural tourism: lectures, languages and learned tours

There is absolutely nothing wrong with holidays that are about the Four Ss: sun, sea, sand and sex. Many people are exhausted from work during the year; they want to drop their bottoms onto a poolside lounge, looking out at a panorama of palm trees and drinking daiquiris, in an attempt to refresh and revitalise. It is a holiday that is guaranteed to be safe, predictable, very restful, health-giving and non-challenging.

Even if many people are a little more adventurous than just swimming and sunbaking all holiday, they are clearly aware of the awkwardness of travel, particularly in countries very different from home.

MS Columbus, art history tour

I thought there had to be more, so I set out to locate tourist packages that specialised in educational or cultural matter. P&O had begun began schools cruises in the 1930s. They offered two cruises to Norway for students and their teachers, during the summer holidays, on the ship The Neuralia. On each cruise there were well over a thousand pupils. By the 1960s these educational cruises had become popular and P&O ran two school cruise ships, both offering year-round programmes. Gill’s Cruise Centre said that many British travellers had their first experience of foreign travel through these ships, especially the SS Uganda and SS Nevassa.

Over the years cruise lines have expanded their cultural programmes and it makes sense to me that theme-cruises can enhance the entire travel experience. Their programmes offer lectures on a wide range of topics, chosen to complement the trip's itinerary. They will, for example, include talks on the history of the next port city to be visited, its local culture and the regional cuisine. They may well add language classes so that disembarking passengers will be able to ask basic questions in the next port they visit.

Viking Neptune, lecture on board ship

Lectures and classes are usually scheduled for at-sea days, when the only competition is the swimming pool or the bar. Lecturers often prepare three or four formal talks, but they will also expect to mingle with passengers and may be asked questions about their specialty in non-academic settings.

I don’t want to advertise but I do want to see if cultural travel is widespread. Olsen Cruise Lines’ Civilisation Cruises provide destination lectures, they say, to open peoples’ eyes to a range of cultures. They focus on a wide range of topics including Celtic History, Ancient Civilisations, The Great Artists and In the Wake of the Navigators. Newer topics include Ancient Polynesian Culture, Ages Of Discovery, Baltic Monarchies, Polar Exploration, Ages of Conflict, Baltic Literature and Ancient Mythology. Each course has been designed to appeal to lovers of culture and the arts. They are clearly targeting travellers who expect to cruise in comfort AND to learn about the places they will be touring.

Martin Randall Travel notes that many of their tours involve elements of various categories eg a combination of art history, architecture and music. For their Baltic States cruise, for example, they cover three countries with different languages, diverse histories and distinct cultural identities. Plus they are interested in an extensive legacy from German, Polish, Russian and Swedish occupations. So the focus of the Baltic tour is history, politics and general culture, both in lectures on board and in on-shore visits.

Ace Cultural Cruises have smaller groups that are led by specialists in the fields of archaeology, history, art, architecture, wildlife and music. They say they select their lecturers for their academic expertise, of course, but also for their ability to communicate well in the cities they are visiting. On their Ephesus and The Cities of The Aegean cruise, one of their lecturers studied archaeology then theology before working overseas as an archaeologist, specialising in Roman frontier systems and Byzantine mosaics.

Note that one company wrote on its pamphlets "No Dumbing Down. There is no casino, no piped music, no cabaret, no disco. The major source of entertainment is conversation with like-minded passengers". "The number of passengers is limited to engender a more cohesive and congenial atmosphere socially and allow greater access to museums and historical sites". A bit precious, but that is the type of holiday I'd like.

Abu Simbel, Egypt (left)
Ephesus (centre)
                           Caravaggio's Syracuse (right)


Of course it comes at a cost. Matt's Samoa Blog registers the implications of a sudden arrival of a cruiser-load of tourists on a small nation like Samoa. There are stories of tourists using up the locals' precious drinking water supply, leaving plastic rubbish in the bins or needing productive farmers to leave the land to become non-productive waiters for tourist hordes. I wonder if the cultural lectures can include warnings about treading lightly on other peoples' homelands.

Let's Do the Time Warp Again: Gothic Ideology

A guest blogger: let’s do the time warp again: the Gothic as exemplar of the dispersed time consciousness of modernity.


Today my topic is that most enchanting, mysterious, and, I’m going to argue, revelatory of phenomenon: the Gothic. The term “Gothic” is most usefully and least problematically used to refer to an archit­ectural movement which flourished during the “High” Middle Ages (from about the C13th). In my head, and in those, I suspect, of many others who wouldn’t know what a flying buttress or an ogive is: the Gothic style is still the archetype in our heads of a cathedral. At the same time, the term (which in architecture arises as a pej­or­ative term from an age that had become enamoured with neo-classical architecture) also names, today, a literary genre some of whose most famous exemplars can be found on celluloid. But more than this, the Gothic is a metaphor for the modern world. It is a style that (contrary to an illusion arising from the term’s more precise use in architecture) cannot be assigned to a definite period precisely because there is something about the Gothic that points to the limits of all periodising, to something ghostly or uncanny about time, as if time (in Hamlet’s words) is ‘out of joint.
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But before we get to such things: the word Gothic, in its original and straightforward sense means simply Germanic, as in the expression“Gothic script”, or the reference to the Goths who so frequently threatened the borders of the Roman Empire. What is interesting about the term, is that it is often (correctly) associated with another equally evocative, but arguably even more contested term, namely, the term “Romantic”. When we juxtapose these two terms with each other we see something interesting: i.e. each term seems to point to the other from a diff­erent geographical vantage. Explaining: the term Romantic (whatever it means) suggests that “Romances” are a product of the parts of Europe (France, Italy, Spain) whose languages consist in a more than usually heavy dose of the Latin from which they were derived.

“Romantic” is thus an Anglo-German term, referring to a phenomena whose origins are associated with Italy, France, Spain, and particularly the high and latish Medieval Romances of Guillaume de Lorris and Chrétien de Troyes. And indeed, in pre-unification Germany, the motifs that we come to associate with the ‘gothic’ (and particularly with the gothic novel) were associated with French (and above all Italian) progenitors both real and imaginary. In Latin countries, “Gothic” motifs were – as the name implies – associated instead with Germans: as if the ‘Gothic’ in fiction designated an egregious, ultimately barbarous Teutonic import.
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But the most familiar sense of the word ‘Gothic’ is to be found in pop culture, where the term evokes principally the gothic novel or short story: an expression that should instantly bring to mind tales of vampires and werewolves, ghosts and goblins; nubile virgins in white nightdresses screaming their attractive heads off while telltale hearts beat beneath lace bodices and creaky floorboards. From this usage comes the self-designation of a black wearing, foundation using, Anne Rice reading youth subculture: “Goths” (the more noble progenitors of today’s mawkish and irritating “Emos’).

But what do ‘Goths’ and gothic novels possibly have to do with the ‘Gothic’ as the term is used in architecture? It is worth explain­ing. In architecture, the term ‘gothic’ tends to be used in relation to a definitively Medieval style, perhaps even to refer to the style that is supposed to define the Middle Ages. When Varsari (if it is truly he who coined the term), refers to this style of architecture as “Gothic” he is condemning the art of the Middle Ages as the art of a superstitious and barbarous age; an age that is brought to a close in the time and by the works of the artists (including Raphael and da Vinci) whose lives he will so charmingly chronicle.

Gothic: Notre Dame de Paris, largely built 1163-1240s

In the light of this, we might reasonably assume that ‘gothic novels’are ‘Gothic, insofar as they invoke medieval motifs of the spirit world, and thus recall ‘Gothic architecture’, the Gothic’ cathedral with its looming spires, crepuscular gloominess, punctuated, but not dispelled by light from stained glass windows. While this is a perf­ectly reasonable assumption, it is not, by any means, the whole story. To get to the real story, i.e. to really understand the phil­osophical dimensions of the word ‘Gothic’ we need to remember the term ‘neo-Gothic’, and the fact that throughout Eur­ope in the C19th there is a surge of buildings (particularly churches and government buildings like the British Houses of Parliament built by Augustus W.N. Pugin and Charles Barry) that are made to look Med­ieval (Gothic) and thus like something that would have been execrated in the neo-classical C18th as much as by the C16th Florentine.To see the links between all the different senses of the word Gothic(“Goths”, gothic novels and the neo-Gothic architecture) we need to have an idea of what prompted the Gothic Revival in which Pugin’s Palace of Westminster (the Houses of Parliament) can serve as an exemplar. The Gothic revival is inextricably concerned with the rise of Romant­icism, that nebulously defined, but nonetheless, earth-shattering, literary movement that owes its philosophical heritage to the Schleg­el brothers Athanäum journal and that has its first efflorescence in English to Wordworth’s and Coleridge’s Lyrical Ballads.

But Romant­ic­ism also owes much to a man who was in many ways as much of a class­ic­ist as any of his other C18th contemporaries: the Sparta worship­ping, Cato adoring watchmaker’s son Jean-Jacques Rousseau. Rousseau scholars will rightly protest that it is not right to call Rousseau a Romantic thinker without qualification. Nonetheless, it is Rousseau more than anyone else (even the German Sturm und Drang movement) who most deserves the title of the prog­enitor of Romant­ic­ism, even if he (like all fathers) bequeaths some but not all of his features to his intellectual progeny. Despite the fact that there are many reasons why we might not want to too hastily identify Rousseau as the first Romantic so many of his attitudes: his constant insistence on the importance of feeling over reason as a source of human action and community; on love as the highest state that can be achieved by the mutilated members of a mutilating society (as in extraordinary Nouvelle Heloise), his scepticism about C18th doctrines of progress and enlightenment and about the flourishing natural sciences all forge a path that – via the C18th cult of sen­s­ib­ility that Jane Austen is so fond of subjecting to elegant mockery – Romanticism will eventually use to reach its mountains, lakes, and the gem-filled mines (see above all Novalis) in which the German tradition will see an externalisation of our unconscious nature.

Further: Romanticism is something that inflects all of mid- and late C19th thought. Even where it is most noisily disavowed (as in the works of Bentham and James Mill) it is still present as a pow­er­ful force to react against. Nonetheless, the feature of Romanticism that is most important for our coming to understand the Gothic, is Romanticism’s doubt about ideas of humanity’s progress through civ­ilisation: specifically, the idea that modern science, technology, industry and commerce have made us happier, more free than ever before. It is true, of course, that there are defiant, Promethean motifs in Romantic thought (Shelley is the obvious example), but it is also true that for every Romantic thinker who writes a “Prometheus Unbound” there is another figure (not least Percy Shelley’s brilliant wife Mary) who writes a story, a poem, or an allegory about how Promethean ambitions unleash forces that are be beyond good and evil, and that have a tragic tendency to slip out of our control. Mary Shelley’s Frankenstein (an allegory of imagination and its products, of science and its attempts to conquer the world, even of revolution) is, of course, subtitled The Modern Prometheus, and if Mary shared her husband’s belief in a Promethean Revolt of the imagination, Percy Shelley must have also occasionally suffered doubts about whether the lightning unleashed by humanity would be harnessed in the name of the right (in his case social-revolutionary) cause.

One of the immediate effects of Romantic critique or Romantic ambiv­alence about ideas of progress is a marked tendency in Romantic thought to turn back to the past, not only to provide eternal arch­etypes of virtue and of vice (what Rousseau will still find in Cato or in Severus), but to provide a vision of the future, of how the present might transcend itself and thus escape its ugliest or least bearable aspects. To simplify or to condense the profound reflections of a whole hosts of pamphlets, poems, and novels into a few glib sen­tences: the Romantic motif that runs through Ruskin, Carlyle, William Morris, Dickens, Balzac, Schiller, Percy and Mary Shelley is that the modern world is somehow scarred by unnatural divisions: reason has lost contact with the heart, the mind has lost touch with the body, the members of society have lost touch with each other, leaving Vic­torian society and its immediate predecessor like a man suffering from an electric shock: numb, stupefied, lost, desiccated caricatures of human beings.
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In England, it is probably Carlyle who does more than anyone else to pioneer the Victorian love for Medieval architecture. For the author of Sartor Resartus, the Middle Ages provide the artificially divided modern world with a vision of harmony, balance, and above all of the wholeness that the Victorians in particular will feel that they have lost in the very midst of the technological vindication of the doc­trine of progress. The Gothic cathedral is not, like most C18th archi­tecture the artificial deference of an isolated art (archit­ect­ure) to an artificial classical lexicon: instead, it is, for Carlyle, a way of building that reflects (to recall a formula of Heidegger) a way of dwelling: the style is not approved of abstractly, but emerges naturally from the lives of the people who built it and worshipped in it: it is a worldview, a way of feeling about existence (and one’s place in it) erected in stone and stained glass.

In France, Victor Hugo’s novel Notre Dame de Paris, did much to advance the case for Gothic architecture in a world of prevailing neo-classical sensibilities. In the novel, the cathedral is the living, breathing, heart of the city: not a monument to some classical image, but a part of its life, something that seems to sigh and groan the way the ordinary people of Paris do, something that soars heavenwards like their dreams, through whose windows light penetrates the darkness which is at once peaceful and melancholy (as in Grey’s Elegy) but that also represents the dark place of the mind and the heart exemplified by Hugo’s remarkable villain Claude Frollo.
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It is true that many of the pioneers of the Gothic (like Pugin in England) were eventual converts to Catholicism, or at least ‘high church’ Anglicans. But the Gothic Revival is not so much the result of Catholic revival in Protestant countries as the cause of all kinds of denominational musical chairs. When we look to all those English luminaries who went down the road from Anglicanism to Anglo-Catholicism and perhaps to “hardcore” Roman Catholicism, we very often see Romantic protest as the first way station on the journey back to Rome. From the belief that the age is divided against itself comes a belief that what defines the age (in its coldness, its calculation, its ‘bourgeois indifference) is what it most scorns.

Neo-Gothic: British Houses of Parliament, 1840-70.

Years of anti-Catholic animus in places like England pave the way for Catholicism providing precisely in English hearts the image of a faith, and of a world that seems desirable precisely for seeming so distant from the C19th industrial world that will be the constant stimulus for Romantic protest. To look on the Middle Ages as a time more harmonious less divided against itself than one’s own is potentially to look favourably on an idealised vision of the pre-Reformation Church (this gives some explanation as to why even a much later Catholic convert like Evelyn Waugh hated Vatican II, the vernacular mass and so on). But what is really going on here is that people were being moved to look away from their own time to an idealised past that was also seen by many converts might to provide an image of a more humane future. In Catholic countries, the defenders of the Gothic may well have been (and indeed I suspect were) often Protestants.

At its most simple, the term ‘Gothic’ in architecture and in anything else is a term that “the moderns” use for the Medieval. But this de­f­inition is not quite right. This is because the Gothic is not simply the genre that deals with Medieval things (and thus the folklore of Medieval peasants with ghosts, vampires and the like). Instead, the ‘gothic novel’ is genre (whose heyday stretches from the C19th to the present) dealing with ghosts and other apparitions suddenly making an untimely appearance in a modern world that has long since disavowed belief in such things. Thus, the “Gothic” refers not principally to the Medieval, but to the intransigence, or the continuation of the Medieval in the modern world that is built on its ruins. The Gothic is therefore, in psychoanalytic parlance, about the return of the repressed: at the level of psychology, but also at the level of history.

This is why, a Gothic tale (think of some of Poe’s stories) is not so much defined by the mere presence of goblins, werewolves and other sundry intermediary beings – beings that would have been standard fare for the German peasant of the C13th sitting beside her fire -- it is rather that the creatures of Medieval folklore start to break into the sober drawing rooms and cosy bedrooms of an age of Reason: demonic possession in an age of psychology, folklore monsters in the age of the triumph of the bourgeoisie, gods and monsters in the age of industrialisation, of railroads and robber barons, the age of capital and of Capital, of positivism, Darwin, Sherlock Holmes and the Crystal Palace.

Philosophically, as I have argued elsewhere, in my (purely potent­ial!) thesis the importance of the Gothic lies in the way that it reveals a peculiar, but extremely important aspect of what Habermas calls the ‘time consciousness of modernity’. When Habermas uses this term he is, in the first instance, referring to Baudeliare’s idea that modern men and women experience time in terms of heightened moments of experience in which the ‘eternal becomes [manifest in] the instant’. One of the defining beliefs of our age (which Baudelaire constantly reflects upon) is the belief in the importance of experience. Ours is an age of empirical science over a priori deduction, an age that lays moral and political stress on the idea that each person must find the truth on her own rather than have it told to her by an authority. As such, the modern world is an endless source of experiences: of shocks, revelations, moments of rapture. In fact our experience is so frequently overwhelmed by stimulus that we need to cultivate a degree of “desensitisation” simply to survive in the modern world: this is the ‘blasé attitude’ that Georg Simmel thought marked the mental life of the modern metropolis.

In the age of experience, we seek catatonia as much as we seek ecstasy: we are both overwhelmed to dullness (and thus perpetually in search of excitement) and overwhelmed to the point of shock (and thus in search of peace, rest, quiet.) Modernity, therefore, is the epoch (however nebulous its borders) which rejects above all things the ancient idea that the ephemeral is less real than the eternal. A concomitant of this idea is the notion that anything in motion is something less real than something at rest. But modern time-consciousness owes much to the modern ‘space-consciousness’ in the sense that we are heirs of the idea (mentioned in Bruno, and then demonstrated by Galileo) that we live in an ‘infinite universe’, instead of a ‘closed world’ (or cosmos): a universe where motion (as Hobbes said after visiting Galileo) is the natural state of things rather than the state of rest to which the ancients thought all motion strove towards. In the light of such things, what we call the “Gothic” names the anxiety of the modern consciousness of time, the fact that we are (as Nietzsche said) oppressed by a sense of history, even, and arguably especially at our most amnesiac. The Gothic is about the insistent memory but also about the glib forgetfulness of the modern world. Even more it is a representation of the way that the modern world fears (at least unconsciously) that all that it has left behind will one day catch up with it. The Gothic, with its unquiet dead, is a genre (and a style) concerned pre-eminently with ghosts. And what is a ghost, if not something that is ambiguously present precisely because its presence is also (dizzyingly) the presence of something past within the present? The ghost’s presence is a half presence, a ghostly presence.
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The genre of the Gothic suggests a world haunted by a past that we would ratherhave forgotten, a “modernity” whose creation myth is a story of progress and enlightenment that nonetheless retains because of thissame myth uncomfortable, half repressed memories of violence, of repression: of terrible things that were done in order to bring theorder of reason and progress about. The Gothic, then is the ultimatesymbol of the anxiety of the modern world about its origins, about its past, and –following on from these -- about its future. It is an artefact of the emerging modern consciousness of time.

To explain this: if the term ‘modern’ is anything more than a linguistic shifter (like ‘this’, ‘now’, a term that could have been and in fact was used in the C3rd AD to describe the pagan world and then used of every epoch of itself) it must name some kind of rupture with that which went before. A sense of modernity is, therefore, a sense that something came before us with which we have now broken, that we are defined by what we have left behind in (but also as) our past. But the ‘Gothic’ is about that past catching up to us, it is the genre that is born from our anxiety about not being able to escape the past, from our sense that history is a nightmare from which we might never wake up.
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In conclusion, I want to suggest that every instance of the word Gothic is to some extent an instance of the neo-Gothic: even the ‘originally’ Gothic (the properly Medieval as opposed to the Medievalrevived) is an image, for us, of the uncanny survival of lost (and indeed abandoned) things into our own forgetful epoch. A ghost, after all, is something that inappropriately survives its own death: it is that which remains restless in a state that should by rights be defined by rest. In the end, the Gothic provides us with the lesson put beautifully by William Faulkner, namely, that “The past isn’t dead; it’s not even passed.” Requiescat in Pace.

P.S Mal would like to thank Professor Peter Otto of the University of Melbourne for a lecture several years ago, without which his unders­tanding of the Gothic would be even more nugatory than it is presently, and Helen for indulging Mal. See Maladjusted's blog Drowning In Vitriol blog.
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