Sidney and Beatrice Webb were among the outstanding political personalities in the period 1890-1945. They were leading figures in the Fabian Society, prominent historians, and founders of the London School of Economics and the New Statesman. They exchanged letters with many of the leading figures in the political, intellectual and literary worlds of the time, among them Herbert Asquith, Ramsay MacDonald, George Bernard Shaw and Bertrand Russell. Volume II of the letters covers the years between the Webb marriage and their return from Asia in 1912. They were the prime years of the partnership, in which the Webbs came to dominate the Fabian Society, founded the London School of Economics and launched their campaign for the reform of the Poor Law.

A collection of the Webbs correspondence.

This is the third and final volume of the letters of Sidney and Beatrice Webb. As leading figures in the Fabian Society, prominent historians and public figures, they numbered among their correspondents some of the most outstanding personalities of their day, including E. M. Forster, H. G. Wells, J. M. Keynes, William Beveridge and Leonard Woolf. The letters in this volume run from 1912, when the Webbs signalled a fresh start in British politics by founding the New Statesman, to the death of Beatrice in 1943 and Sidney in 1947.

Accounting is frequently portrayed as a value free mechanism for allocating resources and ensuring they are employed in the most efficient manner. Contrary to this popular opinion, the research presented in Accounting at War demonstrates that accounting for military forces is primarily a political practice. Throughout history, military force has been so pervasive that no community of any degree of complexity has succeeded in. Through to the present day, for all nation states, accounting for the military and its operations has primarily served broader political purposes. From the Crimean War to the War on Terror, accounting has been used to assert civilian control over the military, instill rational business practices on war, and create the visibilities and invisibilities necessary to legitimize the use of force. Accounting at War emphasizes the significant power that financial and accounting controls gave to political elites and the impact of these controls on military performance. Accounting at War examines the effects of these controls in wars such as the Crimean, South African and Vietnam wars. Accounting at War also emphasizes how accounting has provided the means to rationalize and normalize violence, which has often contributed to the acceleration and expansion of war. Aimed at researchers and academics in the fields of accounting, accounting history, political management and sociology, Accounting at War represents a unique and critical perspective to this cutting-edge research field.

This book discusses British thought on race and racial differences in the latter phases of empire from the 1890s to the early 1960s. It focuses on the role of racial ideas in British society and politics and looks at the decline in Victorian ideas of white Anglo-Saxon racial solidarity. The impact of anthropology is shown to have had a major role in shifting the focus on race in British ruling class circles from a classical and humanistic imperialism towards a more objective study of ethnic and cultural groups by the 1930s and 1940s. As the empire turned into a commonwealth, liberal ideas on race relations helped shape the post-war rise of 'race relations' sociology. Drawing on extensive government documents, private papers, newspapers, magazines and interviews this book breaks new ground in the analysis of racial discourse in twentieth-century British politics and the changing conception of race amongst anthropologists, sociologists and the professional intelligentsia.

This book explores British reflections of Japanese education between 1858 and 1914, by referring to accounts by British observers, derived from documentary sources such as newspapers, journal articles, published books, and official reports. Hiraoka argues that British attitudes and comments on Japanese education reflect concerns about their own education system. International economics and politics of the time, as well as the voices of the Japanese, are also taken into account. British interpretations of the advantages of Japanese education are explained with two seemingly contradictory views: traditions inherited in Japan, and modern institutions newly introduced using the Western model. The book illustrates how this dual view of Japan affected the rise and fall of British interest in Japanese education over half a century. It also explores a broad range of phenomena – educational reforms, legislation and practice, science networks, exhibitions, international trade, and military affairs – to observe how Japanese education was viewed by the British. It consults a wide range of primary sources, most of which are published or digitally archived. Shedding new light on the transnational history of the educational relationship between Japan and Britain, this book will be an attractive base for future researchers in the fields of history of education, cultural history, and comparative education.