Thomas Shapter (1809–1902) of Exeter: Nineteenth century epidemiologist, physician, psychiatrist and author

2021 ◽  
pp. 096777202110010
Author(s):  
Peter J Selley
Keyword(s):  
Nineteenth Century ◽  
Working Life ◽  
Almost All

Thomas Shapter spent almost all his working life in Exeter, Devon. He lived to be 93 years old. He is remembered primarily for his book describing the 1832 epidemic of cholera in Exeter in which 402 people died.

scholarly journals The sportification of judo: global convergence and evolution

2013 ◽  
Vol 8 (2) ◽  
pp. 299-317 ◽  
Author(s):  
Shohei Sato
Keyword(s):  
Nineteenth Century ◽  
Global Convergence ◽  
Martial Arts ◽  
Way Of Life ◽  
The West ◽  
Modern Times ◽  
The World ◽  
History Of ◽  
Almost All ◽  
Olympic Sport

AbstractThis article re-examines our understanding of modern sport. Today, various physical cultures across the world are practised under the name of sport. Almost all of these sports originated in the West and expanded to the rest of the world. However, the history of judo confounds the diffusionist model. Towards the end of the nineteenth century, a Japanese educationalist amalgamated different martial arts and established judo not as a sport but as ‘a way of life’. Today it is practised globally as an Olympic sport. Focusing on the changes in its rules during this period, this article demonstrates that the globalization of judo was accompanied by a constant evolution of its character. The overall ‘sportification’ of judo took place not as a diffusion but as a convergence – a point that is pertinent to the understanding of the global sportification of physical cultures, and also the standardization of cultures in modern times.

Anna Karenina: The Dialectic of Prophecy

PMLA ◽  
1964 ◽  
Vol 79 (3) ◽  
pp. 266-282
Author(s):  
David H. Stewart
Keyword(s):  
Nineteenth Century ◽  
The Other ◽  
Moby Dick ◽  
Anna Karenina ◽  
Symbolic Value ◽  
Almost All ◽  
The Way

One of the most impressive features of Anna Karenina is the way in which Tolstoy draws the reader's imagination beyond the literal level of the narrative into generalizations that seem mythical in a manner difficult to articulate. With Dostoevsky or Melville, one sees immediately a propensity for exploiting the symbolic value of things. With Tolstoy, things try, as it were, to resist conversion: they strive to maintain their “thingness” as empirical entities. A character in Dostoevsky is usually only half man; the other half is Christ or Satan. Moby Dick is obviously only half whale; the other half is Evil or some principle of Nature. But Anna Karenina is emphatically Anna Karenina. Like almost all of Tolstoy's characters, she has a proficiency in the husbandry of identity; she jealously hoards her own unique reality, so that it becomes difficult to say of her that she is a “type” of nineteenth-century Russian lady or a “symbol” of modern woman or an “archetypical” Eve or Lilith.

Historical Account or Discourse on Identity? A Reexamination of Fulbe Hegemony and Autochthonous Submission in Banyo

1998 ◽  
Vol 25 ◽  
pp. 93-110 ◽  
Author(s):  
Quentin Gausset
Keyword(s):  
Nineteenth Century ◽  
The Other ◽  
Islamic State ◽  
Local Populations ◽  
Northern Cameroon ◽  
Definition Of ◽  
Historical Accounts ◽  
In The Beginning ◽  
Almost All ◽  
The Military

Traditional accounts of the nineteenth-century Fulbe conquest in northern Cameroon tell roughly the same story: following the example of Usman Dan Fodio in Nigeria, the Fulbe of Cameroon organized in the beginning of the nineteenth century a “jihad” or a “holy war” against the local pagan populations to convert them to Islam and create an Islamic state. The divisions among the local populations and the military superiority of the Fulbe allowed them to conquer almost all northern Cameroon. They forced those who submitted to give an annual tribute of goods and servants, and they raided the other groups. In these traditional accounts the Fulbe are presented as unchallenged masters, while the local populations are depicted as slaves who were powerless over their fate; their role in the conquest of the region and in the administration of the new political order is supposed to have been insignificant.I will show that, on the contrary, in the area of Banyo the Wawa and Bute played a crucial role in the conquest of the sultanate and in its administration. I will then re-examine the cliche that all members of the local populations were the slaves of the Fulbe by distinguishing the fate of the Wawa and Bute on one side from that of the Kwanja and Mambila on the other, and by showing the importance of the Fulbe's identity in shaping the definition of slavery. Finally I will argue that, if the historical accounts found in the scientific literature invariably insist on Fulbe hegemony and minimize the role played by the local populations, it is because those accounts are often based on Fulbe traditions, and because these traditions are remodeled by the Fulbe in order to correspond to their discourse on identity.

FABLES FOR THE INSTRUCTION OF YOUTH PUBLISHED IN BOSTON IN 1818

PEDIATRICS ◽  
1972 ◽  
Vol 50 (1) ◽  
pp. 158-159
Author(s):  
Thomas E. Cone
Keyword(s):  
Nineteenth Century ◽  
New England ◽  
School Children ◽  
Early Years ◽  
Open Books ◽  
Moral Instruction ◽  
Almost All

In the early years of the nineteenth century William Perry's The Only Sure Guide to the English Tongue, published by Isaiah Thomas, Jr., was the most widely used speller and reader in New England schools (Fig. 1). The two things in Perry's book that were said to have most impressed those who learned to spell and read from it were the frontispiece (Fig. 2) and the collection of fables. The frontispiece shows a tree of learning growing in a schoolyard, and groups of boys playing in its shadow. A ladder reaches into the branches and several boys with open books in their hands are climbing up the ladder into branches of the tree. The illustrated fables found toward the end of Perry's book were studied and memorized by almost all New England school children a century and a half ago. Perry's choice of fables, one of which will be published each month, will offer an excellent view of the kind of moral instruction our children were once taught.1

Mathematics in the Pacific Basin

1988 ◽  
Vol 21 (4) ◽  
pp. 401-417 ◽  
Author(s):  
Garry J. Tee
Keyword(s):  
Nineteenth Century ◽  
Pacific Basin ◽  
Australian Aborigines ◽  
The People ◽  
The Pacific ◽  
Numeral Systems ◽  
The Common ◽  
Literate Culture ◽  
Almost All

The development of systematic mathematics requires writing, and hence a non-literate culture cannot be expected to advance mathematics beyond the stage of numeral words and counting. The hundreds of languages of the Australian aborigines do not seem to have included any extensive numeral systems. However, the common assertions to the effect that ‘Aborigines have only one, two, many’ derive mostly from reports by nineteenth century Christian missionaries, who commonly understood less mathematics than did the people on whom they were reporting. Of course, in recent decades almost all Aborigines have been involved with the dominant European-style culture of Australia, and even those who are not literate have mostly learned to use English-style numerals and to handle money. Similar qualifications should be understood when speaking of any recent primitive culture.

Pre-Understanding and New Testament Interpretation

1975 ◽  
Vol 28 (3) ◽  
pp. 227-242 ◽  
Author(s):  
Geoffrey Turner
Keyword(s):  
Nineteenth Century ◽  
Twentieth Century ◽  
New Testament ◽  
Recent Discussion ◽  
Theological Hermeneutics ◽  
Self Reflection ◽  
The New Testament ◽  
Almost All ◽  
Work Done

Almost all recent discussion in theological hermeneutics has been so abstract that it has had little relevance for the more practical task of the interpretation of biblical texts. This has largely been caused by the prominence in this discussion of proponents of ‘The New Hermeneutic’ who have had a predominantly existential interest in understanding the New Testament, but who represent only one of several alternatives in theological hermeneutics. Moreover, their exegesis has often been unreliable, to put it mildly.1 The chief deficiency of the New Hermeneutic is that it is concerned with the existential situation of the believing Christian, but hardly at all with the understanding and interpretation of texts. It is certainly true that theological hermeneutics can no longer provide a set of rules or principles for the extraction of the correct meaning from the text as was attempted in the nineteenth century and the early part of the twentieth century, but hermeneutics can still analyse the process and structure of understanding which takes place in New Testament exegesis and can encourage self-reflection and self-criticism on the part of exegetes themselves. The task which now deserves attention, and which has for so long been neglected, is to relate the work done on the problem of hermeneutics by dogmatic theologians to the specific projects of interpretation carried out by New Testament exegetes. In this article I shall try to do just that by focusing attention on one particular problem.

Language Teaching in New Zealand

1981 ◽  
Vol 2 ◽  
pp. 189-202
Author(s):  
Grameme D. Kennedy
Keyword(s):  
Nineteenth Century ◽  
New Zealand ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
English Language Education ◽  
British Colonization ◽  
English Speaking ◽  
National Boundaries ◽  
Almost All

Language teaching in New Zealand as it relates to the theme of this volume, the movement of people across national boundaries, has had two main directions. The first, arising from the nineteenth century British colonization of tribal Maori society with the subsequent ceding of the land to the British crown, focused on the language education of the indigenous Maori people primarily through the schooling of children. In the 1980's almost all Maoris speak English and a minority are actively bilingual. Language teaching in New Zealand as it relates to the theme of this volume, the movement of people across national boundaries, has had two main directions. The first, arising from the nineteenth century British colonization of tribal Maori society with the subsequent ceding of the land to the British crown, focused on the language education of the indigenous Maori people primarily through the schooling of children. In the 1980's almost all Maoris speak English and a minority are actively bilingual. The second direction, occurring particularly over the last decade or so, has focused on the English language education of immigrants speaking English as a second language and coming as adults or children to a largely English speaking country. This review deals particularly with these two major directions in language teaching and does not, therefore, cover the teaching of foreign languages such as French or German as academic subjects in New Zealand.

2. Local Improvements And Centralization In Nineteenth-Century England

1961 ◽  
Vol 4 (1) ◽  
pp. 85-96 ◽  
Author(s):  
Robert M. Gutchen
Keyword(s):  
Nineteenth Century ◽  
Middle Years ◽  
Poor Law ◽  
The Government ◽  
The Times ◽  
Almost All ◽  
Law Commission

By the middle years of the nineteenth century, Englishmen were in full revolt against the principle of centralization. Parliament's experiments in centralized administration had almost all ended in failure. A powerful and independent Poor Law Commission had given way, in 1847, to a more timid Poor Law Board under ministerial and parliamentary control. A strong Board of Health, ruled by that uncompromising centralizer and bureaucrat, Edwin Chadwick, was sheared of a large part of its influence when, in 1854, the government decided to release Chadwick from their employment. The Times responded to this event with a jubilant leader article which announced that, ‘If there is such a thing as a political certainty among us, it is that nothing autocratic can exist in this country.... Mr Chadwick and Dr Southwood Smith, have been deposed, and we prefer to take our chance of cholera and the rest than be bullied into health’.

The Paradox of Nineteenth-century Population Growth in Southeast Asia: Evidence from Java and the Philippines

1987 ◽  
Vol 18 (1) ◽  
pp. 45-57 ◽  
Author(s):  
Norman G. Owen
Keyword(s):  
Nineteenth Century ◽  
Population Growth ◽  
Southeast Asia ◽  
Rapid Growth ◽  
The Philippines ◽  
Natural Increase ◽  
Early Nineteenth Century ◽  
Line Passing ◽  
Demographic Theory ◽  
Almost All

The paradox can be expressed simply: the population of nineteenth-century Southeast Asia apparently grew much more rapidly than precedent or demographic theory would have led us to expect. In the two areas for which we have the most and best data — Dutch Java and the Spanish Philippines — almost all the statistical evidence points to rates of natural increase reaching 1 per cent a year by the early nineteenth century and rising well above that level for most of the rest of the century. Though the evidence is much less clear for other countries in the region, it is generally compatible with a hypothesis of comparably rapid growth. In Siam, for example, the trend line passing through most nineteenth-century estimates reaches 1.3 per cent by the 1860s, 3 per cent by the 1890s.

scholarly journals Encounters with Sexuality: The Management of Inappropriate Body Behaviour and Body Talk in Late Nineteenth-Century British Columbia Schools

2020 ◽  
Author(s):  
Jean Barman
Keyword(s):  
Nineteenth Century ◽  
British Columbia ◽  
Public Education ◽  
Local Level ◽  
The Body ◽  
Late Nineteenth Century ◽  
Late Nineteenth ◽  
Object Of Study ◽  
Almost All ◽  
Body Talk

Of all the issues that students, parents, teachers, and schools encounter, few are as difficult to manage as sexuality. We persist in believing that the body does not belong in the classroom except as an object of study or improvement. Inappropriate body behaviour and body talk with a sexual edge intimidates us, so much so that accounts tend to be oblique or non-existent. Their scarcity makes particularly valuable a set of records that survive from British Columbia in the late nineteenth century. Even though public education was then becoming centralized, a general unwillingness to face up to issues of sexuality caused almost all of the thirty allegations that were located in the superintendent of education’s correspondence to be resolved at the local level. The most frequent tactic used was parental boycott of the school. The allegations are divided between those against teachers and those against students. Regardless of who was implicated, the teacher was almost always caught in the middle and ended up resigning.

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