The Manchester School of Economics. William D. Grampp

1961 ◽  
Vol 33 (2) ◽  
pp. 204-205
Author(s):  
R. G. Cowherd
Keyword(s):  
Manchester School

Walter Rauschenbusch and the Brotherhood of the Kingdom

1938 ◽  
Vol 7 (2) ◽  
pp. 138-155 ◽  
Author(s):  
C. Howard Hopkins
Keyword(s):  
Social Order ◽  
Society Of Jesus ◽  
Spanish American ◽  
Spanish American War ◽  
Storm And Stress ◽  
The Social ◽  
Walter Rauschenbusch ◽  
Jacob Riis ◽  
Manchester School ◽  
The Church

The Brotherhood of the Kingdom was organized in December, 1892, by a small group of converts to the ideal of the kingdom of God on earth who, not unmindful of the examples of St. Francis and of the Society of Jesus, planned to reestablish the idea of the kingdom “in the thought of the church and to assist in its practical realization in the world.” The year 1892 had witnessed a rising crescendo of social turbulence and political unrest throughout America. In the midwest the populist revolt was growing, while industrial warfare had broken out in the violent Homestead strike at the Carnegie steel plants. Jacob Riis had opened wide the festering tenements of the great cities in his revelation of How the Other Half Lives, while in intellectual circles the younger economists were rebelling against the tenets of the Manchester school. William Jennings Bryan's campaign for free silver was only four years away, and the Spanish–American War but six years in the future. Into such an atmosphere of storm and stress was born the Brotherhood of the Kingdom, dedicated to the realization of a spiritual ideal in the social order.

Economic Imperialism: Sidelights on a Stereotype

1961 ◽  
Vol 21 (4) ◽  
pp. 582-598 ◽  
Author(s):  
Richard J. Hammond
Keyword(s):  
Ruling Class ◽  
Victorian England ◽  
Spheres Of Influence ◽  
Third Phase ◽  
State Of Mind ◽  
New Imperialism ◽  
Elementary Form ◽  
Manchester School ◽  
Economic Imperialism ◽  
Opening Up

I can best summarize the content of this paper by exhibiting four quotations:A trading community like early Victorian England, which can still profitably employ all its capital in its mills and ships, becomes indifferent to the acquisition of territory, and even tends to regard the colonies previously acquired as a useless encumbrance. That was the normal state of mind of our commercial classes during the middle years of last century. They dealt in goods, and in order to sell goods abroad, it was not necessary either to colonise or to conquer. To this phase belongs the typical foreign policy of Liberalism, with its watchwords of peace, non-intervention, and free trade. The third phase, the modern phase, begins when capital has accumulated in large fortunes, when the rate of interest at home begins to fall, and the discovery is made that investments abroad in unsettled countries with populations more easily exploited than our own, offer swifter and bigger returns. It is the epoch of concession hunting, of coolie labour, of chartered companies, of railway construction, of loans to semi-civilised Powers, of the “opening up” of “dying empires.” At this phase the export of capital has become to the ruling class more important and more attractive than the export of goods. The Manchester School disappears, and even the Liberals accept Imperialism. It is, however, no longer the simple and barbaric Imperialism of the agricultural stage. Its prime motive is not to acquire land, though in the end it often lapses into this elementary form of conquest. It aims rather at pegging out spheres of influence and at that sort of stealthy conquest which is called “pacific penetration.” The old Imperialism levied tribute; the new Imperialism lends money at interest.

THE MANCHESTER SCHOOL

1943 ◽  
Vol 13 (1) ◽  
pp. 42-42
Author(s):  
T. S. ASHTON
Keyword(s):  
Manchester School

The Event and Democracy

2021 ◽  
pp. 1-34
Author(s):  
Mukulika Banerjee
Keyword(s):  
Social Life ◽  
The Political ◽  
Democratic Values ◽  
The One ◽  
Definition Of ◽  
Manchester School ◽  
Key Events

Chapter 1 examines the significance of India’s constitution as both a democracy and a republic and the force of B. R. Ambedkar’s ideas on the necessity for “democracy in social life” alongside the institutions of formal democracy. It is the first study that draws attention to India’s credentials as a republic as a way of understanding its democracy. The chapter introduces the site of this study and the linkages between agrarian and democratic values. Methodologically, it shows the importance of using the approaches of the Manchester School in India (hitherto unexplored) and the value this adds to our definition of what constitutes “the political.” Here, “the political” contains both agonistic and competitive tendencies on the one hand, but also reparative and cooperative impulsions. The methodology of this book, of studying electoral and non-electoral social life alongside each other, and the four key “events” of the book are also explained.

"The Manchester School."

1891 ◽  
Vol s7-XII (289) ◽  
pp. 28-28
Author(s):  
Politician
Keyword(s):  
Manchester School

Chinese Painting and Archaic Greek Art

1940 ◽  
Vol 9 (27) ◽  
pp. 129-136
Author(s):  
T. B. L. Webster
Keyword(s):  
Fourth Century ◽  
Fifth Century ◽  
Chinese Painting ◽  
The World ◽  
The Subject ◽  
Greek Art ◽  
Manchester School

‘If a man were a good painter, he could deceive children and fools by painting a carpenter and showing it from a long way off, because it would seem really to be a carpenter.’ Plato here (Republic, 598c) is undoubtedly describing realistic painting, perhaps not so photographically realistic as the paintings in Pompeii or the painting that we know to-day, but painting which aimed at producing a likeness and rendering the appearance of the original. Such pictures can be seen on the vases of the fourth century and of the late fifth century b.c., for instance the two women on a red-figured perfume vase in the Manchester School of Art, which was painted about the time of the dramatic date of the Republic (Pl. I). But if we go back rather over a hundred years to the black-figure vase reproduced by Mr. Austin in Greece and Rome, vol. vii, we are in a completely different world of flat figures in conventional poses, and if we go further back still to the Geometric vase (Fig. I) which forms the subject of Mr. Austin's article, we are yet further from the world of ‘likeness’. These early Greek painters cannot have wanted to produce likenesses; but what was their aim ?

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