As a student at university, it’s easy to be aware that academia is dominated by the left. After all, it is the voices on the left we hear the most. Added to this, a Conservative Party that does not look very conservative at the moment and almost like they are out of ideas – just take a look at the agendas for the Conservative Party Agendas for 2023 and 2022. But over the summer, two academic conferences of note took place, which should bring a glimmer of hope to conservative students.
The first, held at Churchill College at the University of Cambridge from the 6th to 7th July 2023, on British Intellectual Conservatism: Past and Present. This was organised by ResPublica and the University of Public Service. The second, held in the House of Lords from the 14th to 15th September 2023, on Margaret Thatcher: Her Life, Work, and Legacy. This had been organised by two research centres at the University of Hull. The first research centre was the Centre for Legislative Studies, which is led by Lord Norton of Louth, the second by Dr. Matt Beech who leads the Centre for British Politics.
The conferences, naturally, had different focuses but as a participant at both – and having had time to reflect on them, there are four things I found in common. These conferences were full of enriching academic thought, they were both thought provoking, provided a space to be reflective, and to think ahead to the future. In the current climate when it looks as though the Conservative Party will be unsuccessful at the 2024 General Election, both conferences highlighted the need for a better vision.
The two conferences in their own way provided a means to push back against the narrative we see that the right are out of ideas. Rather, the conference on British Intellectual Conservatism: Past and Present consisted of several panels, from Conservatism Today to addressing Free Speech and Conservatism. There were also two panels dedicated to two of the great leaders of the Conservative and Unionist Party, a panel on the Age of Churchill, another on the Age of Thatcher. All in all, the conference did exactly as the name of the conference said it would. A key focus of the conference was on the works of Roger Scruton and bringing his ideas, which may have been forgotten to the forefront. There is much to be learnt from this conference.
For the conference on Margaret Thatcher, many ideas were shared. The main takeaway raising the issue that politicians today do not have a long-term vision. Many who praise Liz Truss and her allies say “she did what Thatcher did” but what people fail to recognise and remember: Thatcher spent many years developing her ideas with a team before those ideas became policy.
There are lessons to be learnt from the conferences. It is people, no matter their role in politics, whether they work in academia, policy or aspire to be an elected representative, who need to take a step back. There are many great people we can learn from, but the problem with the world today is everyone is looking for the next great thing. The rivers of free-flowing conversation of ideas from conservative academics and politicians needs to be opened up before anything else can happen.
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Current Criticism on Austen: An Overview of the Norton Critical Pride and Prejudice, 4th Ed.’s Back Material
“Short and easy will be the task of the mere biographer. A life of usefulness, literature, and religion, was not by any means a life of event…to the little disappointments incidental to human life was never added, even for a moment, an abatement of good-will from any who knew her.”
No, this quote does not refer to the late Queen Elizabeth II—though several aspects of it, from the humble understatement to the positive rapport among her acquaintances, could just as well describe the late monarch (ignoring the lacking a “life of event” part) as they do its actual subject, Jane Austen.
Written by her brother Henry and included as a preface to the posthumous volume containing Northanger Abbey and Persuasion, the brief biography is one of the many resources found in the 2016 Norton Critical Edition (the fourth) of Pride and Prejudice, edited by Donald Gray of Indiana University and Mary A. Favret of Johns Hopkins. Besides confirming that one cannot understand Austen without understanding her, as he puts it, “thoroughly religious and devout” faith (another parallel between Austen and Her Royal Highness, and many others), the biography gives several details that lend insight into not only P&P but Austen’s other novels, as well.
This is, of course, the purpose of Norton Critical Editions, which I have used since my first essay as a California kid at Oxford (due on a Monday after meeting my tutor on Friday). The Norton Alice’s Adventures in Wonderland, bought, read, and cited in a two-day scramble, saved my grade that weekend, and it still graces my bookshelf for whenever I or mine might need it.
While pieces contemporary with the books’ printings, like the above biography, letters from the author to family and friends, and subsequent reviews at the time (for P&P from Scott, C. Bronte, Emerson, Twain, and others) provide a great context, as a student I found most useful the critical excerpts included in each edition, which attempt to give an up-to-date view on the literary conversation surrounding a certain work. For undergraduates who may not know where to look for sources on a certain author, I usually suggest Norton Criticals (and, by God, the several-page-long Selected Bibliography in the back—my brother and sister in Christ, THEY DO YOUR WORK FOR YOU), if only as a primer for larger critical discussion.
But the editions aren’t, and shouldn’t be, limited to the student; indeed, fans of Austen (or whom have you) might wear down their editions faster and more thoroughly than the student who buys it for a two-week paper. Although written with the academic in mind, works like Norton Critical Editions might very well contribute to the canon being preserved outside of the university, providing, as they do, the tools for a historical and critical understanding of one’s favorite work.
Literally one of the greatest novels ever written, and second in my mind only to The Brothers Karamazov, qua novel, Pride and Prejudice needs no encomium from me. Based on and in parts expanding my Goodreads review, what follows is a summary of and, at times, response to the recent critical sources in the 4th Norton Edition. I hope it will prove useful to Austen lovers as much as students.
D.A. Miller, “No One is Alone,” from Jane Austen; Or the Secret of Style (2003).
Discusses the break between Austen’s style and her characters, with the former being omniscient and the latter being little-knowing. Recounts how Austen’s style developed from reading 18th-century writers like Sam Johnson and how she novelized several aspects of their articles. Discusses the paradox of Elizabeth’s marrying Darcy (Miller cynically sees it as an unfortunate contradiction) by supposedly eschewing the very wit (or “impertinence”) that made her unique.
Jeff Nunokawa, “Speechless in Austen,” from Differences 16 (2005).
Discusses the timelessness in Austen (both narration and characters), whose writing seems to have no idea of the enormous cultural changes that were to come in the 1800s. Nunokawa identifies this confident changelessness as being part of why we read P&P, which, despite readers’ approaching it with nostalgia, has very little actual nostalgia within its pages. Discusses, like Elfenbein below, Austen’s use of space-as-social dynamic. Also contextualizes and discusses silence within P&P, and how Darcy must learn to open up because it is through sociability and inclusion, not mere rank, that one succeeds in P&P. Reasons that in Austen one can only know themselves through social interaction, and so Darcy’s attempting to only speak when he has something perfect or great to say ironically reduces him. Finally, examines the certainty of tone often used by both Austen’s narrator and her characters.
At times syntax/language felt a bit overwrought, but it may be because it’s an excerpt and, its being the first article I read after finishing the novel, I was still reading with Austen’s rhythm.
Andrew Elfenbein, “Austen’s Minimalism,” from The Cambridge Companion to Pride and Prejudice (2013).
Examines how and why Austen leaves out descriptive details; identifies her as not being a realist (as has been argued) because of this selectivity. Contextualizes Austen with Johnson’s 18th-century advice to make writing timeless by avoiding too many details; shows how Austen nuances this by using detail to enhance beauty of characters/scenes, like the then popular picturesque school (which suffuses the book – see Knox-Shaw below). Identifies rooms and the outdoors not as physical places but as identifiers of distance and a context for the social interactions that make up the book. One of the best articles in the edition, both for historical context and argument flow.
Peter Knox-Shaw, “Pride and Prejudice, A Politics of the Picturesque,” from Jane Austen and the Enlightenment (2004).
Identifies the Picturesque as finding a medium between the Burkean-Romantic poles of pacifying Beauty and provoking Sublime. Follows the picturesque as a running metaphor through the book for Elizabeth and Darcy’s love, and thus, for Elizabeth’s breaking of gender stereotypes/politics. Argues that, like the picturesque, Elizabeth’s development depicts a nuancing of (if not campaign against) conventional beauty, while showing that beauty and attractiveness are not synonymous in the book (see Michie below). In conjunction with the other articles on the picturesque, Knox-Shaw’s was one of the more enlightening articles in the material.
Felicia Bonaparte, “Conjecturing Possibilities: Reading and Misreading Texts in Jane Austen’s Pride and Prejudice,” from Studies in the Novel 37.2 (2005).
Places P&P within the contemporary philosophical debate between the rationalists and the empiricists. Establishes how P&P identifies Jane Austen as an empiricist in the line of David Hume due to its consistent focus on skepticism regarding secondhand accounts, texts, and assumptions. Stresses how often characters’ epistemology is discovered to be faulty, and how the book encourages a general skepticism regarding first impressions. Argues that the Bennet sisters each, in their own way, undermines one’s ability to interpret reality with certainty, and that Elizabeth’s developing a “practical empiricism” is “the bildung of the novel.” Goes further to argue that Austen was even an early Nietzschean post-modernist in how she incorporates her characters’ mutual and self-reflective interpretations into their construction of, rather than deduction of, reality. Probably my favorite of the edition’s essays, for its historical context and depth of substance, as well as readability.
Vivien Jones, “Feminisms,” from A Companion to Jane Austen (2012).
Argues that, despite her focus on primarily women characters and their circumstances, Austen should not be classed as an early feminist because of her reaffirmation of marriage, which Jones interprets as an endorsement of the patriarchal structure she sees throughout the book. Identifies Austen, rather, as a postfeminist author, who (she thinks mistakenly) argues in her characters and scenarios that the inequalities facing early-19th-century women had largely been dealt with and that many problems experienced by women could be surmounted not by societal revolution and polemic but by individual reflection and reformation. Identifies Elizabeth as being in the vein of Mary Wollstonecraft, but Austen as aligning more with the conservative female writer Hannah More. Accuses Austen of contextualizing the benefits achieved by Wollstonecraft within a conservative/Tory context of twenty years later that reaffirms the social structure. Reads P&P as conservative reinterpretation of previous feminist ideals through the onus for individual, rather than broader social, reform. In my opinion, Jones’s view that Elizabeth’s marriage is a renegging on her previous independence (rather than a full expression of it) misses the point of the book, which his her growth out of her own pride and prejudice (an impetus and growth Austen notably gives to Darcy, too).
Janet Todd, “Jane Austen’s Hero,” from The Cambridge Companion to Pride and Prejudice (2013).
Argues that Darcy’s place in society allows him to begin the book as a boor, whereas Elizabeth’s requires her to adapt through the book. Sees Elizabeth as having no individuality in either Darcy or Collins’s eyes. Follows Alistair Duckworth’s 1971 Marxist reading of the book’s property entail (arguably refuted below by Macpherson), applying it to gender and property. Like Jones above, interprets Elizabeth’s growth out of her pride and prejudice as a negative, a product of her social standing and gender, and thus misses the point of the book.
Elsie B. Michie, “Social Distinction in Jane Austen,” from The Vulgar Question of Money: Heiresses, Materialism, and the Novel of Manners from Jane Austen to Henry James (2011).
Interprets P&P as Austen’s attempt to find the proper relation to wealth. Reads book as a response to Hume and Smith’s writings on the problematic effects of wealth on English society. Elizabeth as the opposite of Miss Bingley and Lady Catherine, both of whom present the negative effects of status via inherited wealth (shallow, arrogant, etc). Examines the growth of manners to replace the traditional virtues of the landed aristocracy (both shown in said characters). Points out how Elizabeth’s manners, as well as her disregard for inherited virtue or status, make her attractive despite her lack of apparent beauty (see Knox-Shaw above). Looks at what Darcy’s growing attraction to her says about him. A good essay for understanding and contextualizing the different dynamics in the Elizabeth-Lady Catherine interactions, as well as the changing social mores of the time.
Sandra Macpherson, “Rent to Own: or, What’s Entailed in Pride and Prejudice,” from Representations 82 (2003).
Lays out the laws of property entail—and, Macpherson points out, ironic humor surrounding the issue—that undergird the plotof P&P. Debunks Duckworth’s Marxist view that the book’s society is structured along class and gender lines (see Todd, above). Showing how entail cannot be blamed on any one person or group, explains the implicit joke in both Mrs. Bennet’s expecting something to be done about the entail and Collins’s continual apology for it (both of which Austen’s readers would have seen as ridiculous). Reads Austen as not being against entail, per se, because it is an image of social obligation, not one of exclusion. Examines Austen’s contrasting renting vs owning as makers of different personalities and virtues (vis, Bingley and Darcy). One of the more enlightening, historically based, and easy/fun to read of the back material; possibly my favorite, contending with Bonaparte.
Andrew Maunder, “Making Heritage and History: The 1894 Illustrated Pride and Prejudice,” from Nineteenth-Century Studies 20 (2006).
Examines the role illustrations play in forming (and revising) later perceptions of an artist and their work. Explores how, “Illustrations play a central role in how readers construe novels,” and “modify, challenge, and even dictate readers’ understandings,” of the novels. Argues in a footnote that later illustrations of P&P like , rather than the text itself, are to be attributed with the reading that Darcy becomes more emotionally responsive by the novel’s end; conversely sees the text as validating Darcy’s cold “legal and ethical formalism,” and pushing Mr. Bingley to emulate it. Explores the effect the 1894 edition had on how the novel was interpreted, despite it’s being merely a “gift book” among many similars flooding the market. Presents and critiques key illustrations by artist Hugh Thompson and describes others, unpictured; interprets Thompson’s stated desire to show Austen’s “sense of fun,” as going too far, into reinterpretation. Although Thompson and editor George Allen caused a revival of interest in Austen, implies the popularity had more to do with the reinterpretive lens than with Austen’s work, itself (see my own critique of the recent Persuasion adaptation, linked above).
Tiffany Potter, “Pride and Prejudice and Zombies,” from Women, Popular Culture, and the Eighteenth Century (2012).
Reads Seth Grahame-Smith’s book/reinterpretation, P&P&Zs, as more than a pulp piggyback off of Austen. Presents book as a concretization of the implicit, unspeakable aspects of P&P, with the zombies being “a literalization of the threat of a social death in spinsterhood…in opposition to the socially constructed life-and-death quality of the marriage plot.” Interprets several moments from Grahame-Smith’s book as helping readers better understand Austen, such as Lydia’s becoming an “unmentionable” zombie as an image of the unspeakability of her adultery in Austen, or the steady death to zombiehood of Charlotte as a picture of her intellectual death in marrying Collins. An interesting piece that treats P&P&Z seriously, though Potter ultimately interprets certain aspects of Austen (e.g. Jane and Elizabeth’s marriages) negatively, like others above.
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The Queen’s Jubilee: Britain is Still a Proud Nation
After spending a year across the pond in America, when I returned home to Britain, I was pleasantly surprised to find the streets of towns, cities, and villages decorated in union flags, with shop windows displaying various items in celebration of the Queen’s Platinum Jubilee. Before I left, I used to ask myself why the British couldn’t be as patriotic as the Northern Irish unionists were who displayed their patriotism all year around. But while these decorations may only last for the jubilee, they illustrate something important about our country: Britain is still a proud nation.
Unlike most nations of the world, Britain (along with Denmark) are the only two countries that don’t have a yearly National Day. Britain, of course, has days dedicated to the various patron saints that go largely uncelebrated, but the country does not have a day that brings national unity across the nation. Instead, our national celebrations only come once in a decade in the form of celebrating our monarchy.
The years Jubilee has been significant in signifying the proud attitudes that the British still hold for the union. This stands in contrast to the recent years of bombardment that have sought to teach the British to be ashamed of their history and heritage. This phenomenon can be linked to an anti-racism and anti-colonialist narrative, that has appeared in recent events such as students at Oxford University taking down a portrait of Her Majesty due to the history of colonialism , statues of well-known and respected national heroes being vandalised during Black Lives Matter protests, and my own experience of being suspended from Aberdeen student’s union last year for the words “Rule Britannia.”
These attempts to erase British history and its achievements, comes from a narrative pushed by Marxist’s which seek to teach the British that our imperialist past ought to be seen as a source of guilt due to the dynamic of the coloniser/colonised to the oppressor/oppressed and the empires promotion of capitalism through the industrial revolution. Some, such as Kehinde Andrews, even go as far as to compare Britain’s role in colonialism to that of Nazi Germany or Imperial Japan. But Britain never carried out atrocities like that of the Holocaust or the Rape of Nanking. In a world of empire building, the British Empire arguably modernised countries and created infrastructure within them. This thinking has served to not only attempt to abolish national pride but also the monarchy, arguing that its role serves to only reinforce privilege.
But the role of Her Majesty is more than a ceremonial institution, it is unarguably a crucial part in shaping national unity. Without it, people are more easily subjected to the political polarisation inherent to republicanism. The monarchy allows for patriots from all beliefs to rally under one crown. It is why Her Majesty is the Commander of the army, after all. By technically holding the reigns of military power, Her Majesty ensures they don’t fall subject to political division. Thus, the institution of the monarchy allows us to connect with our ancestors precisely because our ancestors, like our countrymen alive today, are also different from us yet have fallen under the same crown.
This year’s Jubilee has served to emphasise these factors, demonstrating that the will of British people has yet to be conquered. With thousands across the nation being unafraid to display their patriotism and admiration to their country by decorating their homes in union colours and celebrating with their communities. I myself was in London this weekend witnessing thousands of people, including many from Commonwealth countries such as Canada, joyfully waving their union flags and singing along to the national anthem with others they may have otherwise never spoken to: an important reminder that our monarchy not only serves to unify us, but also our former colonies outside of Britain.
Britain’s glory and legacy can therefore still be conserved even in an age in which it may look as if people have become increasingly spiteful of it. The British have historically been a people proud of their nation, customs and traditions. With thousands joining together across the nation in celebration of the flag and Queen they hold so dear, illustrating that nothing has yet changed. This nation, after all, will always be the place where our hearts, ancestors and souls will forever lay.
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A Quasi-Defence of Classical British Education
A couple of weeks ago, enough to make this piece seem dated, our Prime Minister Rishi Sunak contended that all students should be taught mathematics to the age of eighteen. As one would expect with anyone holding a convicted belief in anything these days, such remarks were held to scant regard and I suspect that like most Toryism of the modern day, that with conviction with give way to that with expedience and this policy will be dropped by the waysides at the slightest pushback in parliament.
However, the criticism that has spawned from this rare moment of genuine conviction from our prime minister is probably far more interesting than his own aspirations of what would have manifest.
As a sidenote, I expect that should this compulsory maths to 18 intention go through, what will likely happen is that the ever-beleaguered adolescent must now come to grips with the ire of all office workers: Microsoft Excel, only too early for their time. It is infeasible in the least that people who struggled to get a 4 in their foundation papers for GCSE maths could go on to study integrals. Maths is unlike other subjects in that one must have a command of the knowledge foundational to the next level, it is not a matter like in history, of switching periods or method of analysis to an area you may find more interesting. There are limits for everyone be it in wit or will. I, much like everyone else reading this article, is likely aware of our own maths limitations, it’s all too human.
But the furore about what should be taught instead of maths, or anything else for that matter, is as I’ve already said far more interesting. Of course, the first conviction of the modern vision of education, a cookie-cutter idea of turning an innocent child into the taxpaying office worker to satisfy the top-heavy pension-state is very tempting. In a world of material, the person is personified by their work, after all. Teach people about taxes! Teach them about compound interest! Teach them how to start their own businesses! Teach them about how to tie their shoes! Et cetera, et cetera.
For someone however who normally takes a very technical view towards things, I’d like to take a moment to defend the British style of education in which people choose their A Levels and focus on honing their skills in a certain area, be it in humanities or technology, as opposed to being taught what the education cynics would prefer people learnt, which is essentially accounting 101 or what the cabinet desire, learn all the maths possible until your brain turns into C++ code.
In the first place, can we please clear up the idea that education is only, or even primarily about getting people ready for work? If you are leaving school at eighteen (good choice by the way) your job is likely going to have nothing to do with what you studied, nor has it ever been like this. The two original skills we most valued in school, maths and English, were primarily about getting people up and ready to learn information by themselves. Economists do not use a “can do their own taxes” rate when measuring educational development, they measure either literacy or time in school. Most people do not learn about their own job, or about their hobby because they were taught in school. For the degree educated among us and who retain passion for their subject, how much do you really owe your subject knowledge to the university instruction and how much to your own passion and research?
Education is, no matter how wearily and poorly it does it these days, a matter of getting people to learn things for themselves and maintain some level of function in society. Before the SNP took charge of Scotland, most state schools still taught Latin and Scotland retained a reputation as one of the premier education systems of the world (that has been dashed, you may finger point at whodunnit somewhere else). No, I’m not saying Latin is what makes a good education, but I don’t think it’s useless either if people are willing to learn it and be passionate about it.
I’m not going to pretend that a society in which everyone is a “critical thinker”, or “free thinking” Twitter user is either realistic or good. The reality is that humans are by and large not critical thinkers. But I think there is something to be said of the idea that education is not about doing your taxes (have these people never heard of PAYE?) but about rounding yourself out cognitively and figuring out who you are amongst peers.
Some of the greatest in British history studied what many would consider ‘useless’ in modern standards. The traditional British education was to go to Oxford or Cambridge and study classics or the law, after which one could study whatever one wanted, or indeed get a premium job in the civil service. All this was during the period of time in which British innovation was the envy of the world. I struggle to see how if more children were taught the properties of triangles during the 1840’s how the Industrial Revolution could have been anymore revolutionary.
I think the likely final avenue here of discussion is the frequently cited immense rise of Asian cognition in the economic space and the pre-eminence of the Chinese and Japanese companies and workers in the tech sphere. To be frank I do not think either that the rising ability of these nations need pose any threat to us in this country unless we decide it does. Liz Truss reportedly after a visit to China thought we all needed to study more maths and I’ll admit, the Chinese mathematics curriculum is terrifying. Calculus in many parts of China is taught as young as twelve, but that alone need not merit fear from anyone. Firstly, China’s economic coming dominance is vastly overstated by their own figures, but more importantly an economy isn’t just data scientists and modellers. Have people ever stopped to think that maybe too many mathematicians is also a bad thing? The most fundamental feature of all economies, the ability to produce food and water, is almost never going to feature maths beyond that which we use in Excel. Nor for that matter do most electricians, plumbers, journalists, chefs, manufacturers, technicians or even IT workers need to know how to find an eigenvector.
Our other example, Japan, is perhaps an even more damning verdict of teaching a high number of students to eighteen mathematics than the former. Japan is a great country and I have little bad to say about them as a culture, but their economy has not been saved by maths being taught to eighteen. If you think the UK productivity figures are bad than Japan’s are lamentable. Japan lags the rest of the west in productivity despite a highly technical education. In spite of this 85% of Japanese Students will take maths to eighteen with math PISA scores that dominate the free world.
It is hard to assess the economic impact, let alone geopolitical impact of teaching everyone maths. But I’m comfortable in saying that if China or Japan are our examples of high-level STEM education, I’m not going to tie myself in knots. Britain’s productivity issue probably lies elsewhere.
I’m not attempting to be biased here, I myself have studied two different STEM subjects at higher education, but for me it seems expertise and skill is unlikely to be unearthed by your schooling. In my view then, don’t make the poor children study maths or accounting; adolescence is a strain unto itself. Let people pick their own interests, and the chips fall where they may.
