We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now. Book is the window to open the new world. The world that you want is in the better stage and level. World will always guide you to even the prestige stage of the life. You know, this is some of how reading will give you the kindness. In this case, more books you read more knowledge you know, but it can mean also the bore is full.

The archaeology of knowledge

It comes as something ofa surprise to reflect that the New York Review ofBooks is now over twenty years old. Even people of my generation (that is, old enough to remember the revolutionary 196os but not young enough to have taken a very exciting part in them) think of the paper as eternally youthful. In fact, it has gone through years of relatively quiet life, yet, as always in a competitive journalistic market, it is the controversies that attract the interest of the reader and to which the history (especially an admittedly impressionistic survey that tries to include something of the intellectual context in which a journal has operated) must give some attention. Not all the attacks which the New York Review has attracted, both early in its career and more recently, are worth more than a brief summary. What do we now make, for example, of Richard Kostelanetz's forthright accusation that 'The New York Review was from its origins destined to publicize Random House's (and especially [Jason] Epstein's) books and writers'?1 Well, simply that, even if the statistics bear out the charge (and Kostelanetz provides some suggestive evidence to support it, at least with respect to some early issues), there is nothing surprising in a market economy about a publisher trying to push his books through the pages of a journal edited by his friends. True, the New York Review has not had room to review more than around fifteen books in each issue and there could be a bias in the selection of

http://www.jstor.org/stable/pdfplus/3507774.pdf

The New York Review of Books

THE chorus of approval with which Mr. Mundella's report on the progress of elementary education was received on Monday cannot but be gratifying to all who have at heart the highest welfare of the country. With one or two unimportant exceptions—members whose vision is so bizarre as to discern communism in the education of the children of the working classes, and who connect the increase of weeds with the spread of education'what criticism there was referred to details of method. All the members whose opinions are of any weight agreed that vast good had resulted to the country by the working of the Code. As to the special subjects, among which science is included, the weight of opinion was decidedly in favour of their retention. The greatest friends of the Fourth Schedule will admit that there is still much room for improvement in the teaching of these subjects; it cannot be expected that so great a novelty in the system of elementary education in the country can all at once be taught to perfection. About the success of the compulsory system of education it may be said that the House was all but unanimous. The analogy between the treatment of paupers and the free education of the children of the working classes will not hold water. In the one case we are simply keeping from starvation people whose improvidence or misfortune have made them a dead burden on their fellows; in the other case we are feeding the minds of those who one day will have to bear the brunt of the work of the nation; The better these future workers are educated, the more intelligently and the more effectively are they likely to do their work, and the less likely are they to become inmates of our workhouses and prisons. As Serjeant Simon testified, even already is there a marked decrease of embryo criminals in our streets. The conclusion come to by Mr. Mimdella and those who,like him, have the interests of education at heart, is not that we have gone too far, but that we have not gone far enough; not that we have reached finality, but that we have only made a good beginning. The figures he adduced to prove the success of the existing Education Act were practically admitted to be irrefutable; and we only trust the progress in the next ten years will be at an equal ratio to that achieved during the past decade. “Many of us,” he truly said, “would pass away without seeing the full effect of the work we are doing.” As to the propriety of encouraging the retention of exceptionally clever boys in elementary schools beyond the regulation age, the figures showed that it would be cruel and unjust to forbid this. Until we have a State system of secondary education in England similar to that about to be sanctioned in Scotland, until air equally decisive step is taken with regard to educational endowments in the one country as in the other, the nation would be doing a gross injustice to force exceptionally clever boys to leave school just when their intellects were beginning to shoot into full vigour. Mr. Mundella showed by his figures that Scotland is still ahead of England in the matter of education; that extra or special subjects are more widely sought after and with greater success, and that a larger percentage of children in elementary schools proceed to secondary education. But it should be remembered that this is the result of many generations of universal education, and that in Scotland it has long been considered as great a disgrace to be uneducated as in England it is considered to be immoral. There among the great majority of the working classes compulsory education was scarcely needed, and this will no doubt be the case in England in the course of a century or so, when education will have become as great a necessity as decent clothing. Again during the debate was it shown by those who have the best means of knowing that where science is properly taught there the children are as a rule more intelligent and bright, and better up in the ordinary subjects than in schools where science is neglected. Sir John Lubbock gave a remarkable instance of the favour with which properly conducted science-teaching is received by the children themselves:—

The Education Debate

Practical Reason On The Theory Of Action

Doing Visual EthnographyDoing EthnographyDoing Visual ResearchPrinciples of Visual AnthropologyThe Wiley Handbook of Ethnography of EducationAdvances in Visual MethodologyVisual Methods in Social ResearchDoing Visual EthnographyInnovative Methods in Media and Communication ResearchUrban Youth and PhotovoiceReflecting Visual EthnographyRethinking Visual AnthropologyAn Anthropology of the SubjectVisual InterventionsExperimental EthnographyVisualizing AnthropologyDoing Visual EthnographyThe Future of Visual AnthropologyVisual Research Methods in the Social SciencesDoing Visual EthnographyThe SAGE Encyclopedia of Qualitative Research MethodsQualitative Inquiry Under FireWorking ImagesDrawn to SeeVisual ResearchDigital EthnographyInterpreting Visual EthnographyVisual Methods in the FieldDoing Public EthnographyDoing Anthropology in Consumer ResearchBeing EthnographicVideo EthnographyChallenges and Solutions in Ethnographic ResearchMuseumsThe Routledge International Handbook of Ethnographic Film and VideoDoing Visual EthnographyMediating MobilityDoing Sensory EthnographyMade to Be SeenVisual Anthropology

Doing Visual Ethnography

For some time now, one of the criticisms of the alternative food movement has been its inability to see past the boundaries of neoliberalism and the fetishization of the individual consumer. Soluti...

The new food activism: opposition, cooperation, and collective action

Towards an arts education for cultural citizenship

The arts are under threat in English schools. But some schools and teachers work against the trend. To understand how they continue to offer rich arts experiences to students, we bring Bourdieusian...

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The pedagogical logics of arts-rich schools: a Bourdieusian analysis

Policy makers in the UK are trying to improve school meals, by focusing on eating well. This article explores the way policies are framed by academic performance and health as a reason for providin...

Healthy meals, better learners? Debating the focus of school food policy in England

This paper discusses the use of mapping as part of an ethnographic research project exploring food experiences in primary schools. Whilst the main data collection instrument was participant observation, the project made use of a creative social mapping activity. Towards the end of fieldwork, children were asked to draw maps of the food spaces at school. This paper discusses how the creation of the maps and simultaneous conversations that took place both around the maps’ construction and in relation to questions asked revealed particular knowledges and spatial perspectives of children’s food experiences. This paper argues that the appearance of certain spaces on the maps caused me to re-evaluate my understanding of the foodscapes at school. This paper concludes by highlighting some of the challenges encountered but argues that the mapping activity provided a wealth of additional information. This paper shows the importance of including children’s perspectives when examining questions of spatiality.

Lexi Earl

Papers

The new food activism: opposition, cooperation, and collective action

Towards an arts education for cultural citizenship

The pedagogical logics of arts-rich schools: a Bourdieusian analysis

Healthy meals, better learners? Debating the focus of school food policy in England

Children’s food maps: using social mapping to understand school foodscapes