''This article is about the artist Thomas Gainsborough. Gainsborough is also the name of a small market town in north Lincolnshire in England.

Thomas Gainsborough (May 14 1727 (baptised) – August 2, 1788) was one of the most famous portrait and landscape painters of 18th century Britain.

Gainsborough was born in 1727 in Sudbury, Suffolk, England. His father was a schoolteacher involved with the wool trade. At the age of fourteen he impressed his father with his pencilling skills so that he let him go to London to study art in 1740. In London he first trained under engraver Hubert Gravelot but eventually became associated with William Hogarth and his school. One of his mentors was Francis Hayman. In those years he contributed to the decoration of what is now the Thomas Coram Foundation for Children and the supper boxes at Vauxhall Gardens.

In the 1740s, Gainsborough married Margaret Burr whose illegitimate father, The Duke of Beaufort, gave them a £200 annuity. His work, which was mainly composed of landscape paintings, was not selling very well. He returned to Sudbury in 1748–1749 and concentrated on the painting of portraits. In 1752, he and family, now including two daughters, moved to Ipswich. Commissions for personal portraits increased but his clientele included mainly local merchants and squires. He had to borrow against his wife's annuity.

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In 1765, John Singleton Copley sent his painting Henry Pelham (Boy with a Squirrel) from Boston to London in hopes of receiving feedback from the arbiters of academic aesthetics. Several months later, he received the welcome news that Sir Joshua Reynolds had called the painting "wonderfull." In virtually every scholarly narrative of early American art, Boy with a Squirrel derives its canonical significance from this famous transatlantic relay. But the most basic reality of that relay–the massive fact of the Atlantic Ocean standing between Copley and his interlocutors–has barely been registered in the scholarship.This essay interprets Boy with a Squirrel in terms of the difficulty and delicacy of its transatlantic transmission. I argue that Copley, as he attempted to create a painting that would have the necessary transitive qualities, drew from an array of familiar discourses of Atlantic exchange and transport. The painting's profile format evoked strategies of numismatic exchange. The precise representation of the flying squirrel tapped into well-established transatlantic natural history circuits. The spatial transformations of the composition echoed not only empiricist theories of sensory conveyance (especially the writings of George Berkeley), but also mirrored the workaday dynamics of the shipping and reassembly of transatlantic commodities. Copley, like many other colonial artists, worked in a global community governed by distance, difference, and delay. By attending to the vehicular context of Boy with a Squirrel, we can begin to understand his strategies for articulating–and navigating–that new global space.

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