This is the story of Spanish belonging in New Spain and the creation of New Spaniards. Tracing Spanish perceptions of place, the body, belonging, and Indian mortality, as well as constructions of “nativeness” and “Spanishness” from the conquest, this work does three things. First it examines the ideological constructs behind Spanish belonging, and the ideas that Spaniards brought with them about their bodies and their relationship to the environment. Second it follows the progression of these ideas through the first three generations of Spanish colonization, paying particular attention to the way that political rivalries, the exigencies of the crown, and Indian mortality affected discourse on belonging and identity. Finally, it captures a moment at the turn of the seventeenth century, when residents of New Spain began to re-imagine their belonging and their relationship to the land and its original inhabitants. / text

From the Celtic invasions of the fourth century, B.C., until its union with England in 1800, Ireland developed its own distinctive Celtic culture. Its Christian religion, language and literature, law, social structure and land system were of Celtic origin and different from neighboring England's. Almost twelve hundred years of independence allowed Ireland to establish its unique qualities and become recognized as a nation. Then came three hundred years of English occupation and desultory control followed by two hundred and fifty more years of English conquest, confiscation and disruptive colonization. Finally came almost one hundred years of English economic subjugation and suppressed Irish indignation until nationalist Ireland in revolt was made a part of frightened England in 1800. The years of independence produced a unique cultural tradition which English strength changed but could not extinguish. What remained in 1800, supported by an irrepressible demand for national independence, was Ireland's Celtic tradition.

The manuscript entitled "Pieces de Guitarre de differende Autheure recuellis par Henry Francois de Gallot" (GB:Ob Ms. Mus. Sch. C94) is one of the largest single collections of music for the Baroque guitar. The source contains over 600 pieces by various composers, including Gallot and Corbetta. An overview of the physical characteristics, organization, and stylistic features of this important source is intended to provide a basis for further study and concordance search.

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This thesis examines the remarkable range of farcical prints that were marketed for 1 children in late seventeenth-century Amsterdam. Evoking controversial theatre plays, these prints picture slap-stick, sexually nuanced comic scenarios that do not seem in keeping with contemporary' convictions that the up-bringing of children was a key means to secure the future of the state. Yet there is evidence to indicate that this printed imagery did play a role in the education of middle-class children. Such contradictions open up significant questions about the reshaping of middle-class identity at a crucial moment in the emergence of the capitalist state. Indeed, the problem that this study investigates emerges from late seventeenth-century debates about the didactic function of comic prints and plays. Defenders of these forms argued that they effectively inculcated social norms-particularly mercantile ethics, gender roles, and class distinctions—in young viewers. Those who attacked the social role of this material, on the other hand, stated that it provided viewing pleasures that actually subverted these pedagogical intentions. Through an analysis of the prints themselves, I examine the ways in which the visual pleasures of these forms lured viewers in order to trap them within moral meanings. While this may have been their intended function, however, I also found much evidence that the enjoyment of farcical forms could, and did, overflow didactic restraints. It was this subversive potential that made comic forms particularly threatening to civic and church leaders of the day. In fact, a number of children's prints were linked to a series of farces that were banned from Amsterdam's theatre in the 1670's. With this, children's prints can be situated in historically specific contests about the control of urban spaces and populations. Throughout this thesis, the function of children's prints is not discussed solely in terms of either discipline or subversion, however. Rather, I argue that it is precisely the unresolved tension between comic pleasure and didactic instruction that characterizes these prints and their uses.