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In the late 1930s the Spanish Civil War captured the international imagination to an extraordinary degree. As in other countries British men and women were moved to intervene directly and the memory of the war, and of British participation in it, has held an enduring appeal in the UK. The Civil War was also notable for its use of the visual as a weapon of propaganda, and the Spanish Republican Government deployed visual imagery to great effect as an instrument through which it exhibited its progressive educational and welfare reforms to an international audience. This article focuses on the visual and textual representations of displaced children in Republican educational colonies in Spain that are preserved in British archive collections. Taking as its starting point a series of photographs of children in colonies gathered together as part of the International Brigade Memorial Archive in London, the paper will consider the construction, use, and circulation of these images and associated texts by British and American political and humanitarian networks and their subsequent collection and preservation in British archival institutions. The paper will assess the effectiveness of the images and texts as pedagogical and political agents and explore how their meaning shifted as they travelled through a range of performative spaces on a journey from their construction as artefacts designed initially to record and communicate the Spanish Republic’s progressive educational project, to commemorative objects in the archive. [ABSTRACT FROM PUBLISHER]

This article argues that poverty reinforced by poor education, low industrial skills and fluctuating employment more than well-remembered bigotry hindered Catholic advance. Delayed marriage and families broken by death, often reflecting wide age differences between spouses or by desertion, reinforced deprivation. To uplift the tramping masses, influential clergy and laity promoted a conservative ideology of religious respectability and social cultivation. A seemingly restless flock became a disciplined, cohesive body. A British Ultramontane identity of parish devotional and recreational organisations, improved education, missions and elaborate churches enriched communal pride. Nationalism, radicalism and proselytism were contained. Only after working class enfranchisement, the 1918 Scottish Education Act, the rise of Labour and decline of the old Catholic aristocracy did significant advance begin. [ABSTRACT FROM PUBLISHER]