A Useful Education: Humanitarianism, Settler Colonialism and Industrial Schools in Australia, New Zealand and South Africa

Swartz, Rebecca

doi:10.1007/978-3-319-95909-2_5

Rebecca Swartz⁴

Part of the book series: Cambridge Imperial and Post-Colonial Studies Series ((CIPCSS))

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Abstract

This chapter focuses on colonial discourse regarding industrial education in the mid-nineteenth century, through the lens of Sir George Grey’s schemes for industrial education in New Zealand, the Cape and Natal. The chapter begins with a brief introduction to the concept of industrial education. It then discusses Grey’s broad schemes for industrial training in New Zealand and the Cape, describing the contours of these ideas and how they were interpreted across multiple institutions. It pays particular attention to the industrial schools founded along the Cape frontier under the auspices of Grey’s grant. It then moves on to one institution, Ekukhanyeni, run by Bishop Colenso in Natal, where Grey’s support for industrial education was foundational to the institution’s (short-lived) success.

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Notes

1.
Grey, ‘Report on the best Means of Promoting the Civilization of the Aboriginal Inhabitants of Australia’, Enclosure Russell to Gipps, 08.10.1840, in Aborigines (Australian colonies). Return to an address of the Honourable the House of Commons, dated 5 August 1844;—for, copies or extracts from the despatches of the governors of the Australian colonies, with the reports of the protectors of aborigines, and any other correspondence to illustrate the condition of the aboriginal population of the said colonies, from the date of the last papers laid before Parliament on the subject, (papers ordered by the House of Commons to be printed, 12 August 1839, no. 526), [Hereafter Aborigines (Australian Colonies)], HC 627 (1844), No. 23, 101–104. This report was important in securing Grey’s reputation and providing him a ‘template for governmentality that he would seek to effect throughout his own gubernatorial career’. Alan Lester and Fae Dussart, Colonization and the Origins of Humanitarian Governance (Cambridge: Cambridge University Press, 2014), 234.
2.
The report is also printed in George Grey, Journals of two expeditions of discovery in north-west and western Australia, during the years 1837, 38, and 39, under the authority of Her Majesty’s Government, describing many newly discovered, important and fertile districts, with observations on the moral and physical condition of the aboriginal inhabitants, &c. &c, Vol. 2 (London: T. and W. Boone, 1841).
3.
Grey, Report on the best Means of Promoting the Civilization.
4.
James Rutherford, Sir George Grey, KCB, 1812–1898 (London: Cassell and Company Ltd., 1961), 53.
5.
Lester and Dussart, Colonization, 237.
6.
Ibid.
7.
Zoë Laidlaw, ‘Breaking Britannia’s Bounds? Law, Settlers, and Space in Britain’s Imperial Historiography’, The Historical Journal, 55 (2012), 807–830, 813; Alan Lester, ‘Spatial Concepts and the Historical Geographies of British Colonialism’, in Writing Imperial Histories (Studies in Imperialism), ed. by Andrew Thompson (Manchester: Manchester University Press, 2013), 118–142.
8.
Ann Laura Stoler and Frederick Cooper, ‘Between Metropole and Colony: Rethinking a Research Agenda’, in Tensions of Empire: Colonial Cultures in a Bourgeois World, ed. by Ann Laura Stoler and Frederick Cooper (Berkeley: University of California Press, 1997), 1–56, 7.
9.
Arthur F. McClure, James Riley Chrisman and Perry Mock, Education for Work: The Historical Evolution of Vocational and Distributive Education in America (Cranberry, NJ: Associated University Presses, 1985), 23.
10.
Kalani Beyer, ‘Setting the Record Straight: Education of the Mind and Hands Existed in the United States Before the 1800s’, American Educational History, 37 (2010), 149–167, 151.
11.
Gillian Carol Gear, ‘Industrial Schools in England, 1857–1933’ (PhD thesis, University of London, 1999), 9–12.
12.
Amanda Barry, ‘“Equal to Children of European Origin”: Educability and the Civilising Mission in Early Colonial Australia’, History Australia, 5 (2008), 41.1–41.16, 41.1.
13.
Ibid., 41.3.
14.
Andrew Paterson, ‘“The Gospel of Work Does Not Save Souls”: Conceptions of Industrial and Agricultural Education for Africans in the Cape Colony, 1890–1930’, History of Education Quarterly, 45 (2005), 377–404, 378.
15.
Jamie Scott, ‘Penitential and Penitentiary: Native Canadians and Colonial Mission Education’, in Mixed Messages: Materiality, Textuality, Missions, ed. by Jamie Scott and Gareth Griffiths (New York: Palgrave Macmillan, 2005), 111–133, 117.
16.
Sarah de Leeuw, ‘“If Anything Is to Be Done with the Indian, We Must Catch Him Very Young”: Colonial Constructions of Aboriginal Children and the Geographies of Indian Residential Schooling in British Columbia, Canada’, Children’s Geographies, 7 (2009), 123–140, 128.
17.
Nicholas Flood Davin, Report on Industrial Schools for Indians and Half-Breeds (Ottawa: n.p., 1879), 1.
18.
Beyer, ‘Setting the Record Straight’, 153.
19.
Andrew E. Barnes, Global Christianity and the Black Atlantic: Tuskegee, Colonialism, and the Shaping of African Industrial Education (Waco: Baylor University Press, 2017), 27.
20.
For example, Carlyle wrote about the idle nature of emancipated slaves in the West Indies. Thomas Carlyle, ‘Occasional Discourse on the Negro Question’, Fraser’s Magazine for Town and Country, 40 (1849), 670–679.
21.
Charles Lyons, To Wash an Aethiop White (New York: Teachers College Press, 1975), 71.
22.
Keletso Atkins, The Moon is Dead! Give Us Our Money! The Cultural Origins of an African Work Ethic, Natal, South Africa, 1843–1900 (London: James Currey Ltd., 1993), 78.
23.
Lorenzo Veracini, Settler Colonialism: A Theoretical Overview (Basingstoke: Palgrave Macmillan, 2010), 20. Patrick Wolfe also points out that agriculture is particularly attractive in settler societies because it is ‘inherently sedentary and, therefore, permanent’. Patrick Wolfe, ‘Settler Colonialism and the Elimination of the Native’, Journal of Genocide Research, 8 (2006), 387–409, 395.
24.
Richard Broome, ‘Aboriginal Workers on South-Eastern Frontiers’, Australian Historical Studies, 26 (1994), 202–220, 202; Giordano Nanni, The Colonisation of Time: Ritual, Routine and Resistance in the British Empire (Manchester: Manchester University Press, 2012), 113.
25.
Henry Reynolds, With the White People: The Crucial Role of Aborigines in the Exploration and Development of Australia (Ringwood: Penguin Books, 1990), 88.
26.
John Comaroff and Jean Comaroff, Of Revelation and Revolution: Christianity, Colonialism and Consciousness in South Africa, Volume 1 (Chicago and London: University of Chicago Press, 1991), 67.
27.
John Comaroff and Jean Comaroff, Of Revelation and Revolution: The Dialectics of Modernity on a South African Frontier, Volume 2 (Chicago and London: University of Chicago Press, 1997), 123.
28.
Susannah Grant, ‘God’s Governor: George Grey and Racial Amalgamation in New Zealand 1845–1853’ (PhD thesis, University of Otago, 2005), 109–110.
29.
Anne Scrimgeour, ‘Notions of Civilisation and the Project to “Civilise” Aborigines in South Australia in the 1840s’, History of Education Review, 35 (2006), 35–46, 40, 45.
30.
Damon Ieremia Salesa, Racial Crossings: Race, Intermarriage, and the Victorian British Empire (Oxford: Oxford University Press, 2011), 27.
31.
I have used the term ‘Maori’ here with an awareness that it only came into common use in the 1850s. See Salesa, Racial Crossings, 21–24.
32.
See Grey to Earl Grey, 09.12.1847, New Zealand. Papers relative to the affairs of New Zealand. Correspondence with Governor Grey. In continuation of the papers presented by command in January and June, 1847. HC 892/899/1002 (1847–1848), 48. Judith Nathan highlights Grey’s extensive correspondence with the CMS missionary, Robert Maunsell, about the position of mission education in New Zealand. Judith Nathan, ‘An Analysis of an Industrial Boarding School: 1847–1860’, New Zealand Journal of History, 7 (1973), 47–59. See also Maunsell to Grey, 29.09.1847, Grey Library New Zealand [Hereafter GLNZ] M31.1.
33.
See Cooper to Molesworth, 25.01.1856, The National Archives at Kew, CO 179/42, No. 9. [Hereafter all CO correspondence is from TNA].
34.
The amount given to education was not to exceed one twentieth of the colonial revenue each year. Grey to Earl Grey, 09.12.1847, New Zealand. Papers relative to the affairs of New Zealand, 49.
35.
John Barrington and Tim Beaglehole, Maori Schools in a Changing Society: An Historical Review (Wellington: New Zealand Council for Education Research, 1974), 166.
36.
Sir George Grey to Earl Grey, 22.03.1849, New Zealand. Further papers relative to the affairs of New Zealand, HC 1136 and 1280 (1850), Desp. 33, 69.
37.
Sir George Grey to Earl Grey, 29.01.1851, New Zealand. Further papers relative to the affairs of New Zealand. (In continuation of papers presented 14th August, 1850), HC 1420 (1851), No. 16, 124.
38.
R. Hunt Davis, ‘1855–1863: A Dividing Point in the Early Development of African Education in South Africa’ (Unpublished seminar paper, Institute of Commonwealth Studies, 18, 1975), 1–15, 6.
39.
Maunsell to Grey, 06.08.1852, enclosed in a despatch from Grey to Pakington, 07.10.1852, New Zealand. Further papers relative to the affairs of New Zealand, HC 1779 (1854), No. 69, 155.
40.
Grey to Pakington, 08.10.1852, in ibid., No. 70, 159. Original at TNA, CO 209/105.
41.
James Belich, Making Peoples: A History of the New Zealanders, from Polynesian Settlement to the End of the Nineteenth Century (Auckland and London: Allen Lane, 1996), 192, 204–211.
42.
Grey to Pakington, 08.10.1852, Further papers relative to the affairs of New Zealand, HC 1779 (1854), 159–160.
43.
Ibid., 161.
44.
See Leigh Dale, ‘George Grey in Australia, New Zealand, and South Africa’, in Writing, Travel and Empire in the Margins of Anthropology, ed. by Peter Hulme and Russell McDougall (New York: I.B. Tauris, 2007), 18–41, 22.
45.
Grey was critical of the United Free Church of Scotland’s Lovedale institution in the Cape for having a curriculum that was too ‘bookish’. He ensured that government funding was given to the school for building classrooms and workshops for the practical arts. Lester and Dussart, Colonization, 256.
46.
Grey to Pakington, 08.10.1852, Further papers relative to the affairs of New Zealand, HC 1779 (1854), 161.
47.
Lester and Dussart, Colonization, 251.
48.
John Barrington and Tim Beaglehole, ‘“A Part of Pakeha Society”: Europeanising the Maori Child’, in Making Imperial Mentalities: Socialisation and British Imperialism, ed. by James Mangan (Manchester: Manchester University Press, 1990), 163–183, 168.
49.
Grey to Pakington, 08.10.1852, Further papers relative to the affairs of New Zealand, HC 1779 (1854), No. 70, 160–161.
50.
See Esme Cleall, Missionary Discourses of Difference: Negotiating Otherness in the British Empire, 1840–1900 (Hampshire: Palgrave Macmillan, 2012) for a discussion of the ways in which ideas of race changed during the nineteenth century, and in particular, on missionary conceptions of race, 5.
51.
On the Canadian case, see John Milloy, ‘A National Crime’: The Canadian Government and the Residential School System, 1879–1986 (Manitoba: University of Manitoba Press, 2000); James Miller, Skyscrapers Hide the Heavens: A History of Indian-White Relations in Canada (Toronto: University of Toronto Press, 2000).
52.
Note by Merivale, 27.01.1853, on Grey to Pakington, 08.10.1852, separate, CO 209/105.
53.
According to Du Toit, Cathcart, Governor of the Cape before Grey, resented Grey’s suggestions for the Cape and believed that the comparison between New Zealand Maori people and Cape Xhosa people was misguided. Anthonie Du Toit, The Cape Frontier: A Study of Native Policy with Special Reference to the Years 1847–1866 (Pretoria: Archives Yearbook, Government Printer, 1954), 239. See also Cathcart’s response to the memorandum in CO 48/338.
54.
Sir George Grey to Sir George Grey, 22.12.1854, Cape of Good Hope. Further papers relative to the state of the Kaffir tribes. (In continuation of papers presented May 31, 1853), HC 1969 (1854–55), No. 20, 38.
55.
Janet Hodgson, ‘A History of Zonnebloem College, 1858–1870: A Study of Church and Society’ (MA thesis, University of Cape Town, 1975), 128.
56.
See Correspondence showing the Arrangement made for the Future Aid to be given from Schedule D to Native Industrial Institutions and Schools, Founded upon the Report of the Superintendent General of Education (Cape Town: Saul Solomon and Co, 1864) G29–’64, 23.
57.
Ayliff to Grey, Healdtown, 30.05.1856, Sir George Grey Collection, South African Library, MSB 223, No. 12.
58.
Reports upon the progress of the Native Industrial Institutions, established at Lovedale, Salem, and Heald Town, in the division of Victoria, Albany, and Fort Beaufort (Cape Town: Saul Solomon) G7–’56, 7.
59.
Ibid., 8.
60.
See, for example, Report of the Salem Industrial School for the year 1858, Reports of the Native Industrial Schools at Salem, Heald Town and Lesseyton for the year 1858 (Cape Town: Saul Solomon) G13–’59, 4.
61.
William Impey to Rawson B Rawson, Colonial Secretary, 24.01.1862, Report on the industrial schools at Salem, Heald Town, Lesseyton and Durban 1862, (Cape Town: Saul Solomon) G7–’62, 1.
62.
John Mackenzie and Nigel Dalziel, The Scots in South Africa: Ethnicity, Identity, Gender and Race, 1772–1914 (Manchester and Johannesburg: Manchester University Press and Wits University Press, 2007), 111.
63.
Langham Dale, Report on the Industrial Institutions and Schools Supported or Aided by Grants of Money from the Amount Reserved for the Aborigines Department, under Schedule D of the Constitution Ordinance (Cape Town: Saul Solomon) G1–’64, 10.
64.
Ibid., 14.
65.
R. Hunt Davis, ‘Nineteenth Century African Education in the Cape Colony: A Historical Analysis’ (PhD thesis, University of Wisconsin-Madison, 1969), 228.
66.
R Lange to Sir George Grey, 9.09.1858, Cape Archives Depository, KAB BK 91.
67.
Ayliff to Impey, 11.11.1858, Journal of the Industrial Institution 1855–1856, KAB A80, 4A.
68.
Barnabas Shaw, Evidence to Watermeyer Commission, in Appendix VI, Report of a Commission of Inquiry, in Accordance with Addresses of the Legislative Council and House of Assembly, to Inquire into the Government Educational System 1861 (Watermeyer Commission), G24–’63, 4.
69.
Jonathan Hyslop, ‘The Imperial Working Class Makes Itself “White”: White Labourism in Britain, Australia, and South Africa Before the First World War’, Journal of Historical Sociology, 12 (1999), 398–421, 399.
70.
Report of the Heald Town Industrial Institution, Reports of the Native Industrial Schools at Salem and Heald Town for the Year 1856 (Cape Town: Saul Solomon), G8–’57, 3.
71.
A McDirmind [Illeg.] to Maclean, 15.03.1859, KAB BK 91.
72.
Ibid.
73.
Report of the Heald Town Industrial Institution, Reports of the Native Industrial Schools at Salem, Heald Town, Lesseyton, and D’Urban, for the Year 1860 (Cape Town: Saul Solomon) G9–’61, 3.
74.
Salem Industrial School, Reports on the Native Industrial Schools at Heald Town, Salem, and Lesseyton, for the year 1857 (Cape Town: Saul Solomon) G16–’58, 4.
75.
Grey quoted in Gray to Wodehouse, 08.02.1869, Zonnebloem archive, A2.24.
76.
Ibid.
77.
Ibid.
78.
See list of scholars in Report on the Kafir Industrial Institution at Bishop’s Court, Protea (Cape Town: Saul Solomon) G15–’59, 9. On Zonnebloem, see Hodgson, ‘A History of Zonnebloem College’.
79.
Robb to George Frere, 31.10.186[?], Zonnebloem Archive, BC 636, A1.21. See Janet Hodgson, Princess Emma (Craighall: A.D. Donker, 1987), for a detailed description of life in the school, particularly for Princess Emma, daughter of Xhosa chief Sandile.
80.
Grant, ‘God’s Governor’, 201; Barrington and Beaglehole, ‘“A Part of Pakeha Society”’, 170.
81.
See Helen Ludlow, ‘The Government Teacher Who Resolved to do What He Could Himself. Wynberg, Cape Colony, 1841–1863’, South African Review of Education, 19 (2013), 25–47.
82.
Gray, first Bishop of the Anglican Church of South Africa, arrived in South Africa in 1848.
83.
Hodgson, ‘A History of Zonnebloem College’, 179.
84.
Translated letter from Mruceu to his brothers, 25.05.1859, Zonnebloem archive, A1.27.
85.
Foster to Managing Committee of the Industrial Institution for Kafir Children at Bishop’s Court, South Africa, 15.02.1859, in Report on the Kafir Industrial Institution G15–’59, 4.
86.
Ibid., 5.
87.
Watermeyer Commission, lxxix.
88.
Dale, Report on the Industrial Institutions, G1–’64, 13.
89.
Ibid., 14.
90.
Davis, ‘Nineteenth Century African Education’, 235.
91.
William Impey to Rawson W. Rawson, 03.11.1863, in Correspondence Showing the Arrangement Made for the Future Aid to Be Given from Schedule D to Native Industrial Institutions and Schools, Founded upon the Report of the Superintendent General of Education (Cape Town: Saul Solomon and Co, 1864) G29–’64, 7.
92.
William Govan to Rawson, 20.10.1863, in ibid., 15.
93.
Davis, ‘1855–1863: A Dividing Point’, 6.
94.
Salesa, Racial Crossings, 113.
95.
Hlonipha Mokoena, Magema Fuze: The Making of a Kholwa Intellectual (Pietermaritzburg: University of KwaZulu-Natal Press, 2011), 65; Vukile Khumalo, ‘Excavating a Usable Past: The Politics of Christian Missions in South Africa with Special Focus on KwaZulu-Natal, 1850–1910’, in Sights and Insights: Interactive Images of Europe and the Wider World, ed. by Mary N. Harris and Csaba Levai (Pisa: Edizioni Plus-Pisa University Press, 2007), 109–121.
96.
Jeff Guy, The Heretic: A Study of the Life of John William Colenso, 1814–1883 (Johannesburg: Ravan Press; Pietermaritzburg: University of Natal Press, 1983), 45.
97.
Mandy Goedhals, ‘“The Bravest Woman I have Ever Known”: Frances Colenso (1816–93)’, in The Eye of the Storm: Bishop John William Colenso and the Crisis of Biblical Interpretation, ed. by Jonathan Draper (Pietermaritzburg: Cluster publications, 2003), 326–344, 331.
98.
Colenso to SPG, 9.11.1855, SPG D8, RHL [Hereafter all Natal SPG reports and correspondence are from RHL].
99.
Rebecca Swartz, ‘Educating Emotions in Natal and Western Australia, 1854–65’, Journal of Colonialism and Colonial History, 18 (2017), n.p. See also Guy, The Heretic, 64.
100.
Charles Templeton Loram, The Education of the South African Native (London: Longmans, Green, and Co, 1917), 55. It is worth noting that Bishop John Colenso’s cousin, William Colenso, advocated for Maori education and literacy in New Zealand.
101.
Jeff Guy, Theophilus Shepstone and the Forging of Natal: African Autonomy and Settler Colonialism in the Making of Traditional Authority (Pietermaritzburg: University of KwaZulu-Natal Press, 2013), 241.
102.
John William Colenso, Ten Weeks in Natal: A Journal of First Tour of Visitation among the Colonists and Zulu Kafirs of Natal (Cambridge: Macmillan and Co, 1855), xxxi.
103.
Vukile Khumalo, ‘The Class of 1856 and the Politics of Cultural Production(s) in the Emergence of Ekukhanyeni, 1855–1910’, in The Eye of the Storm: Bishop John William Colenso and the Crisis of Biblical Interpretation, ed. by Jonathan Draper (Pietermaritzburg: Cluster Publications, 2003), 207–241, 211.
104.
Colenso to Secretary of State for the Colonies, 4.4.1857, SPG D8.
105.
Shepstone to Colenso, 28.05.1858, Encl. 1 in Scott to Stanley, 31.07.1858, Natal. Copies of correspondence between the Governor of Natal and the Colonial Office with respect to the £5000 reserved from the general revenues of the colony for the disposal of the Crown; and, of correspondence on the subject of the growth of cotton as now carried on by the natives, under the auspices of the government of that colony, HC 596 (1860), 50.
106.
Khumalo, ‘Excavating a Usable Past’, 113.
107.
Norman Etherington, ‘Missionaries, Africans and the State in the Development of Education in Colonial Natal, 1836–1910’, in Missionaries, Indigenous People and Cultural Exchange, ed. by Patricia Grimshaw and Andrew May (Eastbourne: Sussex Academic Press, 2010), 123–137, 128.
108.
Colenso to Labouchere, 4.4.1857, SPG D8.
109.
Khumalo, ‘The Class of 1856’, 214.
110.
Colenso to Grey, 01.02.1857, Cullen Library, AB1606F.
111.
Report from Grubbe, Bishopstowe, 03.01.1859, SPG E2.
112.
Colenso to Grey, 01.04.1858, Grey collection, SAL, MSB 223, No. 52.
113.
Colenso, Ten Weeks, 257; Journal written by Miss Alice Mackenzie while at Bishopstowe; the last letter written to her Brother, The Rev. Charles Mackenzie later Bishop of the Central African Mission, who died finally at his post, in Africa. MSS. Afr. R.174, RHL, Entry, 12.04.1859; Colenso, The Elements of Euclid, from the Text of Dr Robert Simson (London: Longman, Brown, Green and Longmans, 1846).
114.
Hodgson, ‘A History of Zonnebloem College’, 159.
115.
John William Colenso, ‘On the Efforts of Missionaries Among Savages’, Journal of the Anthropological Society of London, 3 (1865), 248–289, 277–278.
116.
There was considerable competition between different mission societies in Natal regarding the printing of Bibles and textbooks in Zulu. Books were also printed in Zulu at Ekukhanyeni. For example, Incwadi yezindaba ezi’inhlanganisela covered topics in history and geography. Bishop John Colenso, Incwadi yezindaba ezi’inhlanganisela (Natal: Printed at the Industrial Training Institution, Ekukanyeni, 1860[?]), contents page.
117.
Bishop John Colenso, First Lessons in Science Designed for the Use of Children and Adult Natives (Natal: Printed at the Industrial Training Institution, Ekukanyeni, 1861), i.
118.
Ibid., ii.
119.
Jeff Guy, ‘Class, Imperialism and Literary Criticism’, Journal of Southern African Studies, 23 (1997), 219–241, 229.
120.
Colenso, First Lessons in Science, 17.
121.
Mokoena, Magema Fuze.
122.
Magema Fuze, The Black People and Whence They Came, transl. by Henry Camp Lugg and ed. by Anthony Trevor Cope (Pietermaritzburg: University of Natal Press, 1979). Orig. published in Zulu in 1922.
123.
Guy, ‘Class, Imperialism’, 221.
124.
Tony Ballantyne, Entanglements of Empire: Missionaries, Maori, and the Question of the Body (Durham and London: Duke University Press, 2014), 4.
125.
Cetshwayo kaMpande would go on to be Zulu king, and to win the battle of Isandlhwana in 1879.
126.
Guy, The Heretic, 105.
127.
Ibid.
128.
David Lambert and Alan Lester (eds.), Colonial Lives Across the British Empire: Imperial Careering in the Long Nineteenth Century (Cambridge: Cambridge University Press, 2006).
129.
Ann Laura Stoler, Race and the Education of Desire: Foucault’s History of Sexuality and the Colonial Order of Things (Durham: Duke University Press, 1995), 127.
130.
Alan Lester, ‘British Settler Discourse and the Circuits of Empire’, History Workshop Journal, 54 (2002), 25–48, 44.
131.
Lester and Dussart, Colonization, 272–273.
132.
Peter Kallaway, ‘Welfare and Education in British Colonial Africa and South Africa During the 1930s and 1940s’, Paedagogica Historica, 41 (2005), 337–356, 344.

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Rebecca Swartz

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Swartz, R. (2019). A Useful Education: Humanitarianism, Settler Colonialism and Industrial Schools in Australia, New Zealand and South Africa. In: Education and Empire. Cambridge Imperial and Post-Colonial Studies Series. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-95909-2_5

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