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This thesis explores how Anna Letitia Barbauld's book Lessons for Children Aged Two to Three Years (1778) facilitated the development of the conversational primer. This genre, which has not yet been theorised, may be identified by the way the texts present themselves as verisimilar and replicable sets of conversations, and depict parent-teachers and child-pupils as companions. This genre challenges the idea that there is a dichotomy between 'adult' and 'child' readers, a concept that inflects many contemporary approaches to children's literature studies. Through a close reading of Lessons for Children and subsequent conversational primers, this thesis suggests that Barbauld's Rational Dissenting value of discursive diversity influenced British middle-class children's culture, enabling the voices of verisimilar children to proliferate children's books on a previously unknown scale. The Introduction establishes ways in which concepts of child-parent relationships were used as paradigms for understanding modes of government in eighteenth-century Britain. Chapter One examines how children's books prior to Lessons for Children addressed different types of implied child readers with the aim of producing members of an ideal society. Chapter Two explores how Barbauld created a space in which parents could participate in the children's literature market through her introduction of the parent-author as a literary trope, her portrayals of verisimilar mother-child interactions in accessible, domestic spaces. Chapter Three charts how Lessons for Children became the prototype from which subsequent conversational primers drew their literary identity. The fourth chapter contextualises Lessons for Children as an expression of Barbauld's Rational Dissent, and posits that the rise of the conversational primer is indicative of the influence of Rational Dissenting values upon British middle-class children's culture. Chapter Five contrasts the afterlife of the conversational primer with children's books that generated readers' imaginative identification with characters. This comparison suggests that conversational primers encapsulated middle-class Georgian ideals regarding familial learning; an historical specificity that is, in part, responsible for the genre's popular demise. This thesis studies the lifecycle of the conversational primer in the British children's literature market. It examines the porousness between paratextual materials and texts, and shows how an individual author stimulated generic development by popularising specific literary tropes. By theorising the genre of the conversational primer, this study provides a new and productive discourse concerning adult-child interactions in children's literature.

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The Louisiana Creole community in New Orleans went through profound changes in the first half of the 20th-century. This work examines Creole ethnic identity, focusing particularly on the transition from Creole to American. In "becoming American," Creoles adapted to a binary, racialized caste system prevalent in the Jim Crow American South, and transformed from a primarily Francophone/Creolophone community (where a tripartite although permissive caste system long existed) to a primarily Anglophone community (marked by stricter black-white binaries). These adaptations and transformations were facilitated through Creole participation in fraternal societies, the organized labor movement and public and parochial schools that provided English-only instruction. The "Americanization of Creole New Orleans" has been a common theme in Creole studies since the early 1990's, but no prior study has seriously examined the cultural and social transformation of Creole New Orleans by addressing the place and role of public and private institutions as instruments and facilitators of Americanization. By understanding the transformation of Creole New Orleans, this thesis demonstrates how an historically mixed-race community was ultimately divided by the segregationist culture of the early-twentieth century U.S. South. In addition to an extensive body of secondary research, this work draws upon archival research at the University of New Orleans' Special Collections, Tulane University Special Collections, the Amistad Research Center, The Archdiocese of New Orleans, and Xavier University Special Collections. This thesis makes considerable use of census data, draws upon press reports, and brings to bear a wide assortment of oral histories conducted by the author and others. Most scholars have viewed New Orleans Creoles simply as Francophone African Americans, but this view is limited. This doctoral thesis engages the Creole community in New Orleans on its own terms, and in its own idioms, to understand what "becoming American" meant for New Orleans Creoles between 1896-1949.

When Rudyard Kipling died in January 1936, the resulting national and international mourning indicated the popularity and enormous influence of his life and work. It demonstrated the esteem in which he was still held and the consequent longevity of his literary success. This thesis examines how Kipling established, maintained and protected his reputation, his purpose in doing so and considers if concern about his own ethnic purity was a central motivation for him in this regard. This thesis explores Kipling‟s preoccupation with the reputation of the enlisted man – or „Tommy Atkins‟ figure – and his sympathy with the „underdog‟ and discusses how recuperation of this denigrated image was instrumental in establishing and increasing Kipling‟s poetic and literary success. His intimate personal relationship and fascination with the enlisted man is investigated, especially in terms of Empire and the Great War and juxtaposed with discussion of Kipling‟s numerous elite, establishment military and political connections. His post-war link to the soldier is considered, including the powerful and enduring effects of the death of his son. Exploration of Kipling‟s writing is undertaken using material from the University of Sussex Special Collections Kipling Archive, including Kipling‟s personal papers and correspondence which are referred to throughout and the six volume collection of Kipling‟s correspondence edited and published by Thomas Pinney. Additional, selective close-reading of his verse and prose illustrates arguments in the personal papers and indicates that Kipling‟s literary reputation vindicated both himself and the image of the soldier. Work from poets contemporary with Kipling is used in context, to provide comparison and contrast. In addition to the main thesis, an appendix volume is in place to offer further exploration of the primary archive material.

This thesis examines the practice and experience of religion at the parish level in post-Reformation North East Scotland. It challenges the traditional view that the region was solidly and resolvedly "conservative" and argues that it became predominantly, but not uniformly, reformed in the first half-century following the Reformation. Kirk session and presbytery records drawn from the distinctive and diverse region of the North East provide the foundation of the primary research, allowing religion as lived by parishioners from all segments of society to be the focus of this study and offering the opportunity to map geographical variance. After introducing and defining the subject and setting it within its historiographical context, an overview is provided of the region's physical, social, political, and religious landscapes. The main body of the thesis explores the practice and experience of faith in the North East between 1560 and 1610 using three main themes. The first studies the Sabbath, the weekly fixture that was the heart of public worship and observance in the parish. Sacramental practice is the second theme with an in-depth study of the annual administration of Communion, which reinforced temporal and spiritual bonds among Kirk adherents and starkly exposed non-adherents and recusants. The final theme considers the role and position of ministers and readers in religious practice and investigates the relationship between them and their parishioners. From detailed analysis of these three themes, it is concluded that the North East as a whole was transformed into the general mould of Scottish Reformed Protestantism by 1610, but that there was a spectrum of practices and experiences of faith. More broadly, this thesis demonstrates that, whilst religious reform in Scotland was achieved, the religion as lived by Scots was nuanced and polychromed.

At the beginning or the program my work was strongly oriented toward the individual objects used in the paintings and lacked any cohesive means or unification. Collage was used as an attempt for unification but more was still needed. It was not until I let go or observed or preconceived images and allowed the image to develop from the free now or washes and lines that I was able to allow the picture to give ideas back to me. The pictures were now growing from themselves and from the ideas suggested to me, without having to force the image prior to starting a painting. After many black and white works in this give and take approach I chose to introduce collage and color back into my work. It was also at this point that the choice of subject matter, prior to starting the painting, reappeared. I was now able to work with subject matter as I had before, but in a new, open, and flowing way.

This thesis tracks the complex relationship between visual art and the decorative in the Twentieth Century. In doing so, it makes a claim for the ongoing interest and viability of decorative practices within visual art, in the wake of their marginalisation within Modernist art and theory. The study is divided into three main sections. First, it demonstrates and questions the exclusion of the decorative within the central currents of modernism. Second, it examines the resurgence of the decorative in postmodern art and theory. This section is based on case studies of a number of postmodern artists whose work gained notice in the 1980s, and which evidences a sustained engagement with a decorative or ornamental aesthetic. The artists include Rosemarie Trockel, Lucas Samaras, Philip Taaffe, and several artists from the Pattern and Decoration Painting Movement of the 1970s. The final component of the study investigates the function and significance of the decorative in the work of a selection of Australian and international contemporary artists. The art of Louise Paramor, Simon Periton and Do-Ho Suh is examined in detail. In addition, the significance of the late work of Henri Matisse is analysed for its relevance to contemporary art practice that employs decorative procedures. The thesis put forward is that an historical reversal has occurred in recent decades, where the decorative has once again become a significant force in experimental visual art.

"June 2002" / Bibliography: leaves 229-270. / ix, 270 leaves ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / This thesis examines the changes in diplomacy of China, the West, Tibet and India from 1911 to 1951, while Tibet functioned as an independent country, and during 1951 to 1959 while under Chinese control. Tibet maintained its own currency, government, armed forces and way of life until 1959. The thesis also examines the cultural shifts in the political, social and military spheres in these countries. It assumes that the general world trend in political life has been towards increasingly intolerant and extreme politics. If Tibet remains part of China with little chance of resuming independence, it is because the Chinese government and people were quicker to adopt radical Western philosophies than the Tibetans were. / Thesis (Ph.D.)--University of Adelaide, Dept. of History, 2002

This study examines the role of religious poetry and pedagogy in maintaining the English Catholic community during the Reformation and Counter-Reformation. English Catholics faced legal sanctions, social isolation, and physical harm for practicing their faith, and the Catholic church began a campaign to maintain, educate, and minister to the community covertly through the use of Jesuit missionaries and published pedagogical texts. The influence of such experiences can be seen in the literary works of John Donne, Robert Southwell, Richard Crashaw, and Elizabeth Cary, as well as in the instructional works by lesser-known Catholic writers including John Fowler, Thomas Wright, John Bucke, Henry Garnet, Gaspar Loarte, John Mush, Jeanne de Cambray, and Agnes More. These texts also show a stylistic influence upon one another wherein pedagogical texts utilize poetic language, and poetic texts instruct the reader in religious practice through modeling and example. Through a careful reading of these works, I examine the early modern literary landscape of England in its Catholic context. Finally, I argue that the question of Protestant/Catholic identity led to the development of a religious poetics that emphasized the role of the individual within this crisis and, more importantly, in his or her relationship with God.