‘Dark cognition’: W.B. Yeats,J.G. Herder and the imperfection of tradition

In this article I connect Revivalist politics in nineteenth-century Ireland to Enlightenment epistemology by exploring how the ideal of the Irish – or Celtic – folk tradition is embroiled in the problematic of theoretical modernity. I dispute Seamus Deane's ideological characterisation of the Irish tradition, emerging from his encounters with the work of Edmund Burke and Matthew Arnold, and propose an alternative characterisation using Johann Gottfried Herder's theories of the Volk and the origin of language. I show how, at a crucial point in European history, the folk tradition modelled a view of cognition and modernity, which stood apart from analytic rationalism and based itself upon a positive evaluation of the obscurity of sensation. Finally, I read this literary-aesthetic model of what Herder called ‘dark’ cognition into Yeats's early folkloric works of the 1890s, especially The Celtic Twilight; and I make the argument that this often-neglected text does not represent a degeneration of folkloric integrity into Celtic mysticism but a comedic trait of folk modernity.     

Social and Material Connections: Otis T. Mason’s European Grand Tour and Collections Exchanges

As a method of collections building within the practice of natural history, the exchange of duplicate specimens was carried out by anthropology curators and collectors in the nineteenth and early twentieth centuries. This paper examines exchanges resulting from a three-month tour of European museums by Smithsonian Institution Curator of Ethnology Otis T. Mason in 1889. Framed by the idea of a network of social and institutional ties, we evaluate the role of specimen exchange in the development of anthropology and museums on an international scale.     

‘Eastern History with Western Eyes’: E.A. Freeman,Islam and Orientalism

E.A. Freeman is remembered today as a confident proponent of English superiority, whose historical writings were distorted by mid-Victorian prejudices in favour of the Aryan race. This perspective privileges some of Freeman's ideas and works above others, and obscures the complexities of his view of the past which only fully emerge through an examination of his two neglected works on the East: The History and Conquests of the Saracens (1856) and The Ottoman Power in Europe (1877). In analysing Freeman's obscure Oriental volumes this article uses the insights of Edward Said who argued that the West exploits the East according to contemporary exigency and consistently represents the Orient as ‘other’. It demonstrates that Freeman composed the Saracens and Ottoman Power in direct response to Britain's support of the Ottoman Empire during the Crimean War and Eastern Crisis, and re-arranged the past to represent the Turk as distinct from, and inferior to, the West. Freeman's account of the distinctiveness of the Orient, however, suggests the need to revise literature on Western approaches to the East which has assumed that antagonism towards Islam declined in the modern period, or was masked behind narratives that purported to be secular and objective but which continued to empower Europe and subjugate the Orient. Juxtaposing Freeman's narratives on Western and Eastern history, I argue that his association of Christianity with European progress and Islam with Eastern barbarism is key to understanding his deep fear of cultural contact with the Orient. Far from bolstering the strength and power of the West vis-à-vis the East, Freeman's account of the fearful barbarity of the Islamic Orient is underpinned by his belief in an anti-Christian, Judeo-Islamic, conspiracy that threatened the West with degeneration and recapitulation.     

‘Concerns,Attitudes and Abilities of Early-career Geography Faculty’: Research Context and Future Directions

This article reflects on the experience of a large interdisciplinary research team that included geographers in a study of older people's participation in community life in areas of rural Britain. The mechanisms used for facilitating interdisciplinary collaboration around the development of a collective conceptual framework and associated methodologies for investigating aspects of rural community inclusion in later life are outlined. Lessons relevant to geography education learned about the benefits and “messy reality” of interdisciplinary working are highlighted.