This book discusses the way in which those born into the British empire were persuaded to accept it, often with enthusiasm. The study compares the perceptions of people at home, in the dominions and in the colonies. Across the diversity of imperial territories it explores themes such as the diverse nature of political socialisation, the various agents and agencies of persuasion, reaction to the experience of dominance by dominant and dominated, the paradoxical impact of the missionary and the subversive role of some women. It also considers the significant issues of colonial adaptation, resistance and rejection, and the post-imperial consequences of imperialism.

This volume concentrates on the processes and practices of formal education, which shaped, and were shaped by, imperial values, attitudes and behaviour. It is concerned with:

• The myths and visions of imperialism;
• The nature and extent of ethnocentric attitudes, declared and undeclared;
• The use of education as a means of disseminating and reinforcing imperial images;
• The changing concept of imperialism as reflected in the emphases of educational literature
• The different perceptions of imperialism in the various social and ethnic strata of metropolitan and overseas communities and education systems
• The assimiliation, adaptation and rejection of metropolitan educational models
• The issue of imperial education as enlightenment, hegemony and control.

The book features chapters by educationalists, historians and sociologists on education as a cornerstone in the construction of imperial control.

This volume presents the first comparative analysis of racial attitudes in the formal schooling of both Britain and its former dominions and colonies. The various contributions examine the issue right across the British imperial experience with case studies ranging from Canada, Ireland, East and South Africa, through the Indian subcontinent to Australia and New Zealand. Racial indoctrination is considered from the perspective of both colonizer and colonized. The central theme throughout is that a racial hierarchy was taught through both curriculum and text in schools throughout the former British Empire.

This book discusses the way in which those born into the British empire were persuaded to accept it, often with enthusiasm. The study compares the perceptions of people at home, in the dominions and in the colonies. Across the diversity of imperial territories it explores themes such as the diverse nature of political socialisation, the various agents and agencies of persuasion, reaction to the experience of dominance by dominant and dominated, the paradoxical impact of the missionary and the subversive role of some women. It also considers the significant issues of colonial adaptation, resistance and rejection, and the post-imperial consequences of imperialism.

This volume presents the first comparative analysis of racial attitudes in the formal schooling of both Britain and its former dominions and colonies. The various contributions examine the issue right across the British imperial experience with case studies ranging from Canada, Ireland, East and South Africa, through the Indian subcontinent to Australia and New Zealand. Racial indoctrination is considered from the perspective of both colonizer and colonized. The central theme throughout is that a racial hierarchy was taught through both curriculum and text in schools throughout the former British Empire.

This volume concentrates on the processes and practices of formal education, which shaped, and were shaped by, imperial values, attitudes and behaviour. It is concerned with:

• The myths and visions of imperialism;
• The nature and extent of ethnocentric attitudes, declared and undeclared;
• The use of education as a means of disseminating and reinforcing imperial images;
• The changing concept of imperialism as reflected in the emphases of educational literature
• The different perceptions of imperialism in the various social and ethnic strata of metropolitan and overseas communities and education systems
• The assimiliation, adaptation and rejection of metropolitan educational models
• The issue of imperial education as enlightenment, hegemony and control.

The book features chapters by educationalists, historians and sociologists on education as a cornerstone in the construction of imperial control.

The voyage of the 'coffin ship' Ajax, from Dublin to Grosse Ile, the Canadian quarantine station as described in the contemporary diary of one of the passengers, Robert Whyte. Whyte was a Protestant gentleman of education and position, as well as being a professional writer who intended to publish his diary. The diary appeared in 1848. It is signed in the author's own handwriting and features vivid descriptions of the spectacular scenery along the way and the striking delineations of the passengers, the crew and the suffering travellers.