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A Strange Business: Making Art and Money in by James Hamilton

By James Hamilton

Britain within the 19th century observed a chain of technological and social adjustments which proceed to steer and direct us this present day. Its reactants have been human genius, cash and impression, its crucibles the streets and associations, its catalyst time, its keep an eye on the market.

In this wealthy and engaging publication, James Hamilton investigates the colourful trade among tradition and company in nineteenth-century Britain, which grew to become a centre for international trade following the economic revolution. He explores how paintings used to be made and paid for, the turns of style, and the recent calls for of a transforming into middle-class, widespread between whom have been the artists themselves.

While top figures corresponding to Turner, Constable, Landseer, Coleridge, Wordsworth and Dickens are gamers the following, so too are the shoppers, financiers, creditors and industrialists; attorneys, publishers, marketers and newshounds; artists' providers, engravers, purchasers and curators; hostesses, shopkeepers and brothel keepers; quacks, charlatans and auctioneers.

Hamilton brings all of them vividly to existence during this kaleidoscopic portrait of the enterprise of tradition in nineteenth-century Britain, and gives exciting and unique insights into the operating lives of a few of our so much celebrated artists.

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At a more practical level, because the undergraduate experience inspires unusual loyalty among its alumni, the existence of a college makes possible much of the philanthropy to build the facilities, create the extensive libraries, and endow the professorships that allow the university to produce first-­rate research. Economic development and research also complement one another. A university is in the best position to know of discoveries in its laboratories that can 32 • Chapter Two be turned into useful products and processes.

Of the nine colleges founded before the American Revolution, six were still ranked in the top dozen in 2010, and all nine fit comfortably within the top one hundred. Similarly, while few of the leading corporations from a century ago continue to be successful, or even to exist, the top five universities in 1910 were still ranked among the top five in 2010, and at least two-­thirds of the top twenty retained that distinction a century later. Once a university has obtained a lofty position in the hierarchy, powerful forces help to keep it there.

As research and education have come to be looked upon as vital ingredients of economic growth, countries with highly developed, knowledge-­based economies are all being driven by a common desire to strengthen their universities. In doing so, most have been influenced by the success of the American system and have consciously attempted to adopt many of its features. 17 To attract more students from other parts of the world, a number of departments and even a few entire universities in Europe and elsewhere are now teaching all or many of their courses in English.

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