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The official publication of the North American Conference on British Studies (NACBS), the Journal of British Studies, has positioned itself as the critical resource for scholars of British culture from the Middle Ages through the present. Drawing on both established and emerging approaches, JBS presents scholarly articles and books reviews from renowned international authors who share their ideas on British society, politics, law, economics, and the arts. In 2005 (Vol. 44), the journal merged with the NACBS publication Albion, creating one journal for NACBS membership.

British Studies Intelligencer, 7th series, 9.1 (Spring 1999), The University of Arizona

CONFERENCES PAST
Papers read at the Pacific Coast Conference on British Studies, meeting at the University of California-Santa Cruz, 26-28 March 1999.
"Double Gender Bias and Present-Centered Bias: Sixteenth-Century Female Biography"
Retha Warnicke, Arizona State University
"Sir Henry Vane, Jr. (1613-1662): A Work in Progress"
Peter McDermott, University of California-Santa Barbara
"Biography or Pathography? A Physician and His Illness"
Anita Guerrini, University of California-Santa Barbara
"The Unhomely Clerk"
Jon Robert Hegglund, Central Connecticut State University
"`Only Cathect': Forster and Howards End"
Lois Cucullu, University of Minnesota
"The Crushing Force of Literature"
Timothey J. Wager, University of California-Santa Barbara
"Kerne and Galloglass: Mercenary Soldiers in Tudor Ireland"
David M. Elliott, University of California-Santa Barbara
"Elizabeth's Nation: National Identity Creation in Sixteenth-Century England"
Tara S. Wood, Arizona State University
"Hibernophobia or Philia in English Perceptions of the Irishman: A Study of Elizabethan and Early Stuart Commentaries on the Irish Character"
Michael J. Ballagh, Claremont Graduate University

"A Heart Entirely English? William III and the National Problem"
Anthony Claydon, University of Wales, Bangor
"The French Defenders of Georgian Britain: Huguenot Clergy and the Nationalism of Pan-Protestant Britain, 1714-1745"
James Caudle, Ouachita Baptist University
"Philosophy and the Nation: Coleridge, Foreign Sophistries, and the Canon of British Genius"
Pamela Edwards, Ouachita Baptist University
"Schools for Majesty and Skeptics Convinced: Politicized Oriental Tales in Late Eighteenth Century Britain"
Matthew O. Grenby, Westminster College
"English Tourists on the Road from Abu Gosh to Jerusalem"
Martin Anderson, Stanford University
"Taking History Offshore: Discovering Atlantic Oceania"
John Gillis, Rutgers University
"`The Housewife of Virtue:' Gender and Order in Thomas Elyot's The Book Named the Governor"
Mary Politi, University of Calgary
"Women, Family and Power: The Stanley Countesses as Deputy-Husbands"
Jessica Berger, Harvard University
"Loyalty and Lunacy: Contractual Monarchy and Subject, 1786-1802"
Steve Poole, University of the West of England, Bristol
"Burning Tom Paine: Loyalism and Counter-Revolution in Britain, 1792-1793"
Nicholas Rogers, York Univeristy
"Anti-Radical Ideology and Popular Politics in the 1790s"
Michael S. Smith, University of California-Riverside
"Women, Men, and the Evolution of British Women's Education"
Penny Kanner, University of California-Los Angeles
"What's Love Got to Do With It? Adoption in Victorian and Edwardian Society"
George Behlmer, University of Washington
"Art and `Brass': The Gendering of Victorian Taste"
Dianne Macleod, University of California-Davis
"Geoffrey of Monmouth: The Chronicler as Artist and Prophet of the Rise and Fall of Imperial Britain"
Elizabeth Truax, Chapman University
"Technology and Art in the Stuart Court: Salomon de Caus in the Court of Henry, Prince of Wales"
Jason M. Kelly, University of California-Riverside
"Heterotopia: Howard's End and the `Problem' of the Lone Mother"
E. Kim Stone, University of California-Santa Barbara
"The Culture of Decline: Tom Nairn and the Fragmentation of Britain"
Dennis Dworkin, University of Nevada-Reno
Papers read at "Voyages and Journeys: The Movement of People and Cultures across Land and Sea," a conference organized by the Royal Historical Society at The University of Hull, 28th-31st March 1999.
"War and Peace and the Rhetoric of Conquest in Ireland and North America"
Nicholas Canny, University College Galway
"Invasion from the Sea: Britain and the Exercise of Global Power, 1714-1783"
Richard Harding, University of Westminster
"Families and Migration: Elements of the West Indian Diaspora"
Mary Chamberlain, Oxford Brookes University
"Ethnicity, the African Diaspora and Trans-Atlantic Slavery"
Paul Lovejoy, York University, Canada
"James Augustus Grant and Rumanika: A Scottish Explorer in the African Kingdom of Karagwe"
Roy C. Bridges, University of Aberdeen
"Some Reflections on Exploration and Discovery"
J.R.S. Phillips, University College Dublin
"Hints for Travellers: Scientific Exploration and the Construction of Geographical Knowledge"
Felix Driver, Royal Holloway College
"Le tour de l'univers sur votre parquet: Bougainville and Diderot on Tahiti"
Anthony Pagden, Johns Hopkins University

 

CONFERENCES FUTURE
John Foxe & His World: An International Colloquium. 29 April-2 May 1999 a The Ohio State University, Columbus, Ohio. Plenary Lectures by Patrick Collinson, Frances Dolan, David Kastan, David Loades, Steven Mullaney, Andrew Pettegree. Registration: $95 until 15 March 1999; $110 after 15 March. Checks (in name of Ohio State University) & inquiries to Kevin Lindberg, Department of English, Ohio State University, Columbus, OH 43210; Lindberg.2@osu.edu; 614/292-7816 (fax).
NEH Summer Seminar for College Teachers on "The English Reformation: Literature, History, & Art" directed by John N. King at Ohio State University, Columbus, Ohio, 14 June to 25 July 1999. Inquiries to Kevin Lindberg, Department of English, Ohio State University, Columbus, OH 43210; Lindberg.2@osu.edu; 614/292-7816 (fax). Deadline for application: 1 March 1999.
17-18 September 1999. "The Worlds of John Winthrop: England and New England, 1588-1649" conference will be held at Millersville University. This conference will be the largest gathering of Colonial American and Tudor-Stuart scholars ever to take place. It is designed to foster new insights into both fields by means of trans-Atlantic comparison. Each session will focus on a particular aspect of the period's culture, such as local government, the practice of religion, gender relations, medicine, law, beliefs in the supernatural, and literature. Each session will present a creative synthesis of the subject from the English history perspective and from the colonial New England view. For details, contact Francis J. Bremer, Millersville University, Millersville PA 17551. E-mail:fbremer@marauder.millersv.edu
Call for Papers: The Twenty-Sixth Annual Western Conference on British Studies 28-30 October 1999, Tucson, Arizona: The Western Conference on British Studies invites proposals for papers to be delivered at the Twenty-Sixth Annual Meeting of the WCBS to be held in Tucson, Arizona, 28-30 October 1999. The WCBS welcomes proposals for individual papers and complete sessions on all aspects of British studies and British experience, including history, politics, literature, arts and culture. In addition, the WCBS also seeks proposals addressing the empire. Ireland, historiography, the teaching of British history/studies, and the condition of British/studies in North American colleges and universities.
Papers and participants: For each proposed paper please provide a brief abstract (250 words) and for each participant provide a brief c.v. (1-2 pages). Complete sessions proposals should have two or three papers, a chair, and a commentator. A. c.v. should also be provided for the chair and commentator.
Complete sessions: For complete session proposals please identify the individual who will serve as the contact between the program chairs and the proposed session. Further, provide full address, including email and fax for the contact person.
Chairs and Commentators: If you are interested in serving as a session chair or commentator, please submit a notice and brief c.v. indicating those areas in which you feel qualified to provide a comment.
If after submitting a proposal you find that you cannot participate in the conference, please notify the program officials as soon as possible so your proposal may be withdrawn from consideration. Further, proposers should understand that they will need to provide a complete and "readable" copy of their paper (with end notes or footnotes) to the commentator at least 4 or 5 weeks before the conference. This is only fair to the commentator. Too often commentators are being sent unfinished drafts, poorly faxed, or e-mailed papers (some without notes) a day or two before the conference. This is not appropriate and should not earn the respect of the commentator. Therefore, please consider your proposal as a commitment to the program organizers, the other session participants, commentator, and the conference attendees.
Send your proposals by 1st May 1999 to.--Dr. Stanley Palmer. Co-Chair, WCBS Program. Department of History, Box 219529, University of Texas, Arlington. Arlington, Texas. 76019. Tel. (817) 272-2861; fax (817)272-2852; email: spalmer@uta.edu deadline: 1st MAY 1999.
Southern Conference on British Studies, 2000 Meeting, Louisville, Kentucky, Call for Papers. The Southern Conference on British Studies solicits proposals for its 2000 meeting in conjunction with the Southern Historical Association.
The SCBS construes British Studies widely and invites participation by scholars in all areas of British history and culture, including the Empire and Commonwealth as wels as the home islands. Interdisciplinary approaches are encouraged.
Proposals may consist of individual papers or of papers grouped for a session. For session proposals, two, or preferably, three papers should relate to a common theme, not necessarily bound by the usual chronological framework.
For each paper proposed, please submit an abstract of two- to three-hundred words, indicating the thesis of the paper, the sources and methodology employed in research, and how it enhances or expands knowledge of its subject. Papers should have a reading time of twenty to twenty-five minutes. Also, please submit a curriculum vitae for each participant. Proposals should be postmarked by September 24, 1999 and sent to: Professor Charles Perry. SCBS Program Chair. Department of History. The University of the South. Sewanee, TN 37383-1000 (Fax: 931-598-1145).

 

 

PROFESSIONAL INFORMATION
Editorship, Journal of British Studies: The Executive Council of the North American Conference on British Studies is accepting applications for the Editorship of the Journal of British Studies. Candidates should be tenured historians of Britain located at an academic institution in either Canada or the United States. The successful applicant will become Editor-elect on 1 July 2000, and will begin a five-year term as Editor on 1 July 2001. His or her first issue of the Journal will appear in January 2002.
With over 1,600 institutional and individual subscribers, the Journal publishes research and review articles in all periods of British history from the middle ages to the present, as well as historically-oriented scholarship from related disciplines. The JBS is published by the University of Chicago Press, which provides copy-editing, marketing, and other services for the Journal. Payment for a half-time editorial assistant and for office-related and production costs is made by the Press. The Editor's home institution normally provides (1) a furnished office (with computer, printer, etc.) for the Journal and editorial assistant, (2) a graduate assistant or assistants suitable for appointment as assistant editor, (3) travel funding for the Editor's attendance at scholarly conferences, including the annual meeting of the NACBS, and (4) appropriate course release for the Editor.
Applications should be sent no later than 1 June 1999 to Fred Leventhal, President, NACBS, Dept. of History, Boston University, 226 Bay State Road, Boston, MA 02215 (email:fleventh@bu.edu). Questions concerning the advertised position should be directed to Margot Finn, Editor, JBS, The Newberry Library, 60 West Walton Street, Chicago, IL 60610 (email: mfinn01@emory.edu).
M.Litt and Ph.D. program at the University of St. Andrews, Scotland: Following his translation to a chair in Modern History in this ancient University, Professor Michael Bentley, whose books in nineteenth- and twentieth-century British history are well-known in North America, encourages applications to work at Master's and doctoral level in the field of British political and intellectual history. Interested candidates for either the M.Litt program in Modern Historical Studies or for work leading to the Ph.D. should write to Professor Bentley at the Department of Modern History, University of St. Andrews, St. Andrews KY16 9AL, Scotland. (michael.bentley@st-andrews.ac.uk) See also website at www.st-and.ac.uk/academic schools/history.
British Empire Dies. Mr. David Chase has contacted the Intelligencer as he has recently come into a large collection of "positive iron dies from the halcyon days of the British Empire" used in the production of badges, medals and related items c.1880s to 1902. He is seeking a person or group who may have an interest in such things. A sampling of these include the National Fire Brigades Union, the Canadian Army Service Corps, The Essex Yeomanry, and the Glasgow Highlanders. Those interested may contact Mr. Chase at chase@mint.net.

 

 

THE BSI PRESENTS THE FIFTH IN A SERIES OF ESSAYS IN THE AREA OF BRITISH STUDIES
"We Shall Gladly Teach': Public Expectations and the Professoriate,"
(originally presented to the North American Conference on British Studies, Colorado Springs, Fall 1998)
It is sometimes useful, and nearly always instructive, to pull an issue of The American Historical Review off the shelf and read a presidental address from years gone by. I say this by way of introducing this panel because as I was thinking about my comments it occurred to me that there would be essentially two, and perhaps three audiences here today, all of which could share this common experience.
First, there would be those who are somewhere along the trajectory of their professional lives and who are already employed in academe. Then there would be those who are looking to their future and thinking of what opportunities there will be for them when they have completed their degree programs. Some of you could be in both groups, of course, and I hope that we have some independent scholars with us as well.
It was in this frame of mind that I was drawn to the AHR of February, 1971, in which R.R. Palmer reflected upon the state of the profession. Those were the tense beginning years of the job glut. The Association met in the midst of social and political unrest which had carried over in many different ways into the academy and the learned societies. It was my second year as an assistant professor. I was very apprehensive about my future.
Reflective self-and group-analysis were the orders of the day. Palmer certainly had that in mind when he decided to "survey the probems of our own Association" amidst what he termed the "rush of events, in these strenuous times..."(AHR vol.76, p.1)
One of the things he noted was the importance for the profession to deal with what he proclaimed to be the "system of qualifications" (p.12) for advancement from first job to senior colleague. He called upon us to pay more attention to teaching in the evaluations which marked then, as they do now, the route of this transformation; and, he reminded his audience that the commitment to teaching resided at the core of the AHA's own history.
He also made a prophetic statement dealing with the so-called tension between teaching and research. Indeed, in the intervening years we have seen what he predicted come to pass: "The race for status or prestige, by which an institution cannot be comfortable in doing what it can best do, or ought to do, but must try to work itself up to a presumably more eminent place on the academic ladder" (p.12) was under way.
I can tell you today, based upon my own experience, that it was a strenuous race, at once energizing and enervating. But don't kid yourselves: it was rarely if ever genteel, and at times it was absolutely Darwinesque.
Well, we on the panel are here today to tell you that the race is essentially over. In its place emerges a new paradigm, with an uncertain future to be sure; but it is clear to those of us who work with public officials, elected and appointed alike, that with the possible exception of a few truly prestigious institutions, who may perhaps hold their own in pursuing the paradigm of the past thirty years, the demand is for most of us in higher education to pay proportionately more attention to our undergraduate students and less to the other aspects of our own professional lives.
Investment in higher education now reflects that fact to some degree or another everywhere in the country. This is true for both public and for private colleges and universities. Our sources of financial support are somewhat different, though that difference is blurred by federal financial aid policies. But the phenomenon is the same. Even the most prestigious, in fact, are moving to respond to it.
For those of us who have spent our whole career in the old paradigm, which was not fully established when we began, this is a difficult moment. Or it can be. For some, myself included, it's a challenge which should energize us for the future. It will certainly provide opportunities for rich and rewarding careers to those of you who will succeed us, sooner rather than later.
At institutions like Bowling Green State University, which is a public Doctoral I university with a handful of highly focused Ph.D. programs, some of which are among the best of their type, 90% of our students are undergraduates. We need faculty who can engage them intellectually and excite them about learning--faculty who can challenge them to become successful citizens in all walks of life and who do so by engaging them both in and outside the classroom.
Let me make an obvious point, but one which bears repeating. I believe that the best faculty for this task are those for whom an active intellectual life is a passion. So, yes, we at BGSU expect research and publication and all the other things required for tenure at Research I institutions. But we also look for more equilibrium between personal intellectual accomplishment and a faculty member's efforts to share that passion for learning with our students. These expectations are equally balanced in Ph.D. granting departments, but they are purposely weighted towards student interaction in those departments without a doctoral program, which is a majority of our units.
We are also interested in other things. Since the university where I work has as one of our core values the intellectual and spiritual growth of our students, we are recruiting faculty who will engage other aspects of our students' lives--what is called the whole student, not just as a cognitive being but as a social, emotional and moral being as well.
Of course, we have professionals in the division of student affairs who are specifically assigned to work on these issues. But, make no mistake about it: it is vital for the quality of our academic programs that our faculty also be willing to engage the students at some level on these other dimensions of their lives. And we are willing to pay well for those who will do so. I am happy to say that we don't lack for takers, either.
Our biggest challenge is that all national faculty surveys done since 1968 show that many faculty members are not clear about how to do these things, even when they are willing. So we in the administration, joining with our faculty who care about and have a talent in addressing these issues, must teach them by example and through other means.
We at BGSU are also interested in hiring faculty members, whatever their preparation in the graduate schools, who are prepared to think outside the traditional boundaries of their disciplines and to engage each other and our students in new ways of knowing for the 21st century.
A final note: in order for us all to succeed we have to reverse a troubling trend: it is the 50% increase (from 10% to 15%) in part-time faculty in universities between 1987 and 1992 alone, with smaller increases since then.
A final note: in order for us all to succeed we have to reverse a troubling trend: it is the 50% increase (from 10% to 15%) in part-time faculty in universities between 1987 and 1992 alone, with smaller increases since then.
Charles Middleton, Bowling Green State University