The Influence of Indian Epics on John Milton
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English Identity in the Writings of John Milton
The University of Southern Mississippi The Aquila Digital Community Honors Theses Honors College Fall 12-2012 English Identity in the Writings of John Milton Hannah E. Ryan University of Southern Mississippi Follow this and additional works at: https://aquila.usm.edu/honors_theses Part of the Arts and Humanities Commons Recommended Citation Ryan, Hannah E., "English Identity in the Writings of John Milton" (2012). Honors Theses. 102. https://aquila.usm.edu/honors_theses/102 This Honors College Thesis is brought to you for free and open access by the Honors College at The Aquila Digital Community. It has been accepted for inclusion in Honors Theses by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. The University of Southern Mississippi English Identity in the Writings of John Milton by Hannah Elizabeth Ryan A Thesis Submitted to the Honors College of The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Bachelor of Arts in the Department of English November 2012 ii Approved by _____________________________ Jameela Lares Professor of English _____________________________ Eric Tribunella, Chair Department of English ________________________________ David R. Davies, Dean Honors College iii Abstract: John Milton is an essential writer to the English canon. Understanding his life and thought is necessary to understanding his corpus. This thesis will examine Milton’s nationalism in several major and minor poems as well as in some of Milton’s prose. It will argue that Milton’s nationalism is difficult to trace chronologically, but that education is always essential to Milton’s national vision of England. -
Taking Mormons Seriously: Ethics of Representing Latter-Day Saints in American Fiction
Brigham Young University BYU ScholarsArchive Theses and Dissertations 2007-07-10 Taking Mormons Seriously: Ethics of Representing Latter-day Saints in American Fiction Terrol Roark Williams Brigham Young University - Provo Follow this and additional works at: https://scholarsarchive.byu.edu/etd Part of the English Language and Literature Commons BYU ScholarsArchive Citation Williams, Terrol Roark, "Taking Mormons Seriously: Ethics of Representing Latter-day Saints in American Fiction" (2007). Theses and Dissertations. 1159. https://scholarsarchive.byu.edu/etd/1159 This Thesis is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. TAKING MORMONS SERIOUSLY: ETHICS OF REPRESENTING LATTER-DAY SAINTS IN AMERICAN FICTION by Terrol R. Williams A thesis submitted to the faculty of Brigham Young University in partial fulfillment of requirements for the degree of Master of Arts Department of English Brigham Young University August 2007 BRIGHAM YOUNG UNIVERSITY GRADUATE COMMITTEE APPROVAL of a thesis submitted by Terrol R. Williams This thesis has been read by each member of the following graduate committee and by majority vote has been found to be satisfactory. Date Gideon O. Burton, Chair Date Susan Elizabeth Howe, Reader Date Phillip A. Snyder, Reader Date Frank Q. Christianson, Graduate Advisor Date Nicholas Mason, Associate Chair -
" Touched with Hallowed Fire"--Milton's Early Poetry: The
DOCUMENT RESUME ED 352 653 CS 213 601 AUTHOR Langford, Thomas A. TITLE "Touched with Hallowed Fire"--Milton's Early Poetry: The Confirmation of a Teacher. PUB DATE Mar 92 NOTE 14p.; Paper presented at the Annual Meeting of the College English Association (23rd, Pittsburgh, PA, March 27-29, 1992). PUB TYPE Viewpoints (Opinion/Position Papers, Essays, etc.) (120) Speeches/Conference Papers (150) EDRS PRICE MFO1 /PCO1 Plus Postage. DESCRIPTORS *Didacticism; English Literature; *Figurative Language; Higher Education; Literary Criticism; *Poetry; *Poets; *Religious Factors; *Teacher Role IDENTIFIERS *Milton (John) ABSTRACT It is genergl knowledge that John Milton, when he came to Cambridge, chose not to proceed into the official ministry of the church, but to dedicate his life instead to the calling of literature. If, indeed, Milton rejected the official ministry of the church, after completing the education leading to it, choosing to teach through poetry rather than through sermon, it should be possible to find in his work not only exquisite verse, but elements of his doctrine as well. His readers are his church, and whether or not his teaching is accepted, his "pupils" are entranced by the music of his poetry. Milton's poetry as well as his prose all contribute to his underlying purpose to be a "herald of heavenly truth from God to man," and readers are affected by both the message and the song. Analysis of three poems from Milton's early period, the "Ode on Christ's Nativity," "Comus," and "Lycidas," demonstrate Milton's teacherly vocation, developing first in his intent to take priestly orders, through his revulsion from that goal, to his final decision that he could best employ his talent for teaching through poetry rather than pulpit. -
Censorship As a Typographical Chimera
Preliminary Communication UDC 070.13:808.5Milton, J. Received December 29th, 2009 Béla Mester Hungarian Academy of Sciences, Institute for Philosophical Research, Etele út 59-61, HU–1119 Budapest [email protected] Censorship as a Typographical Chimera John Milton and John Locke on Gestures1 Abstract The aim of my paper is to show some elements in Milton’s and Locke’s political writin gs, depending on their attitudes to different media. Milton in his argumentation against censorship must demonstrate that all the ancient instances for censorship, usually cited in his century, can be interpreted as examples of another phenomenon. However, Milton, analysing loci of Plato’s Republic and some Scriptural topics, recognises the scope and significance of nonconceptual, nonprinted, nonverbal forms of communication; he des cribes them as signs of childish, female or uneducated behaviours, as valueless phenomena from the point of view of political liberty incarnated in the freedom of press. John Locke’s attitude is the same. I will show a chain of ideas, similar to Milton’s one, in his Two Tracts on Government and in his Epistola de tolerantia, focusing the analyses on the concept of adiaphora (indifferent things). Key words censorship, orality, typographical age, Plato on censorship, adiaphora, John Milton’s Areo pagitica, John Locke’s Epistola de tolerantia The main topic of my presentation is John Milton’s argumentation and art of rhetoric in his Areopagitica. However, Milton was not a researcher of the media, and his aim in his booklet was not an analysis of homo typographicus’ thought on the freedom of thought itself, depended on the medium of the printed book; his thinking inevitably met the links between our ideals on the freedom of thought and different media by which we express them. -
Manuscript: “Sanctifying Rites in Milton's a Masque Presented at Ludlow Castle, 1634”
Manuscript: “Sanctifying rites in Milton’s A Masque Presented at Ludlow Castle, 1634”1 Published in Christianity & Literature 2019, Vol. 68(2) 193–212 Reading Stanley Fish’s chapters on Comus in How Milton Works is a hermeneutical challenge not unlike reading Milton himself. Fish’s picture of the Lady is the crux of his approach, and it is a picture whose edges seem to shift depending on the reader’s stance. This may be intentional, a portrayal of the “double perspective” which for Fish is the poem’s basic narrative technique: “The form of these questions is ‘either-or,’ but the answer in every case is ‘both-and’: the earth is both a pinfold and a gem, depending on whether you are tied to it by ‘low-thoughted care’ or live, at least in sprit, in ‘Regions mild of calm and serene Air’ (6, 4).”2 As such, misreading Fish may be identical to misreading Milton.3 So that the reader may judge, I want to begin by briefly developing what I understand to be Fish’s argument. Picking up at the point where Comus has immobilized the Lady and left her with nothing by way of outside support, Fish writes: “Yet, as it turns out, she is left with everything— everything that matters. This is what is meant when she says to Comus, ‘Thou canst not touch the freedom of my mind’ (663), or, in other words, ‘All of this—my weakness, your strength, the entire situation as it seems to be—is beside the point. I may be imprisoned in every sense you can conceive, but in truth I am free.’”4 What primarily matters is how one inhabits Nature and the natural self; “Temperance, then, is a positive and liberating action” and Nature’s value “is a function of your relationship to it—a prison if you allow yourself to be confined within its 1 I am grateful to David Aers, Matthew Smith, and the anonymous readers and editorial staff of Christianity and Literature for their helpful input on earlier drafts of this essay. -
John Milton: Classical Learning and the Progress of Virtue © Classical Academic Press, 2015 Version 1.0
JohnCLASSICAL Milton: LEARNING AND THE PROGRESS OF VIRTUE Giants in the History of Education Grant Horner Series Editor: David Diener, PhD John Milton: Classical Learning and the Progress of Virtue © Classical Academic Press, 2015 Version 1.0 ISBN: 978-1-60051-270-4 All rights reserved. This publication may not be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior written permission of Classical Academic Press. Unless otherwise indicated, Scripture is taken from The Holy Bible, English Standard Version® (ESV®) Copyright © 2001 by Crossway, a publishing ministry of Good News Publishers. All rights reserved. ESV Text Edition: 2007 Scripture labeled “KJV” is taken from the King James Version of the Bible. Cover & layout by Lenora Riley Classical Academic Press 2151 Market Street Camp Hill, PA 17011 www.ClassicalAcademicPress.com PGP.03.15 This book is dedicated to two absolutely smashing ladies in my life: my wife Joanne, the brilliant and beautiful Artist, and my daughter Rachel Elizabeth, the lovely Little Scholar. You make my life wonderful and blessed every day. However many books Wise men have said are wearisom; who reads Incessantly, and to his reading brings not A spirit and judgment equal or superior (And what he brings, what needs he elsewhere seek) Uncertain and unsettl’d still remains, Deep verst in books and shallow in himself, Crude or intoxicate, collecting toys, And trifles for choice matters, worth a spunge; As Children gathering pibles on the shore. —John Milton, Paradise Regained “As we continue in our day with the task of rebuilding classical Christian education, one of the things we absolutely must do is reex- amine the thought of some of the giants produced in times past by an earlier iteration of that same kind of education. -
Paradise Lost Bk. 1
Paradise Lost by John Milton edited by Eric Armstrong Notes on this edition The pronunciations presented here are not necessarily definitive, but are a starting place. Many are choices based on the meter of the line, showing how a word might be pronounced in an attempt to maintain the pentameter. In some cases these pronunciations are quite extreme: witness "ceremony - disyllabic (if possible!) ["sE„.m´n]". Also, I have attempted to give pronunciations to all "unfamiliar" words, or words whose pronunciation isn't immediately obvious from spelling. Not all proper nouns required transcription: "Taurus" seems familiar enough. I have also chosen, before syllables beginning with r, to leave the schwa in diphthongs that might take "r-colouring" uncoloured, or plain : "Oreb" as ["O´ ®´b] rather than ["O„ ®´b] or ["O ®´b]. In cases where these diphthongs preceed other consonants, I have chosen the r-colouring version, as in "Archangel" - [A„ "keIn dZ´l]. I feel these choices work best for the stage, but are a matter of taste. Book I f Man's first disobedience, and the fruit OOf that forbidden tree whose mortal taste Brought death into the World, and all our woe, With loss of Eden, till one greater Man 5 Restore us, and regain the blissful seat, Sing, Heavenly Muse, that, on the secret top Of Oreb1, or of Sinai2, didst inspire That shepherd who first taught the chosen seed In the beginning how the heavens and earth 10 Rose out of Chaos: or, if Sion3 hill Delight thee more, and Siloa's4 brook that flowed Fast by the oracle of God, I thence Invoke thy aid to my adventurous song, That with no middle flight intends to soar 15 Above th' Aonian5 mount, while it pursues Things unattempted yet in prose or rhyme. -
The Psychology of Satan Jennifer Putnam This Paper Was Written for Dr
The Psychology of Satan Jennifer Putnam This paper was written for Dr. Thomas! Milton course. It was presented at the 2009 Sigma Tau Delta International Convention. John Milton!s Satan is a psychologically complex character. Satan has qualities which make him a brilliant leader, but which also cause him great pain. He is a militant ruler with powerful speeches, and a cunning deceiver with rich disguises. The actions Satan takes, however, cause him great an- guish. It is through his soliloquies that Satan takes off his mask and reveals the troubled person he really is. John Milton in Paradise Lost portrays Satan as a proud, passionately manipulative, and complex character that endures an internal conflict from which he cannot escape. Though Milton begins his masterpiece in medias res, we must start from the beginning with Satan as the angel Lucifer. Lucifer enjoys his high stature in Heaven, until the Son is anointed instead of him, and he becomes jeal- ous. It is then that Lucifer draws emotionally away from God and Heaven. James Holley Hanford and James Taaffe show the results of this jealousy by commenting, “Following God!s announcement of the Son!s elevation, Satan initially defected from the angelic forces” (172). His defection is a result of be- ing too proud of being a servant, which leads to anger and thus, his rebellion. Royland Frye points out the irony of Satan!s refusal to become a slave in that Satan actually becomes a slave to his emotions. Frye says, “As a result of his choice, he becomes a slave to what would, psychologically, be called an "ego- deal,! an identification of the self with an impossible image,” (35). -
Impediments of Reaching God and Ways of Surmounting Them in Two Selected Allegories of Rumi's Spiritual Couplets
ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 4, No. 8, pp. 1675-1680, August 2014 © 2014 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/tpls.4.8.1675-1680 Impediments of Reaching God and Ways of Surmounting Them in Two Selected Allegories of Rumi's Spiritual Couplets Ahmad Gholi (corresponding author) English Department, Faculty of Humanities, Gonbad Kavous University, Golestan Province, Iran Masoud Ahmadi Mosaabad English Department, Faculty of Humanities, Gonbad Kavous University, Golestan Province, Iran Abstract—Rumi frequently utilizes allegories in the grand architecture of his six-book Masnavi-ye Manavi to explain the complex philosophical and religious issues refreshingly, give aesthetic dimension to otherwise cold subjects artistically, and teach morals delightfully. Like his predecessors, he also picks up the ancient old motif of spiritual journey in some of his allegories to depict the problems of the seeker on his path towards God. The present study is undertaken to shed light on the wayfarers’ barriers and the ways of surmounting them in two selected allegories from Masnavi. Index Terms—allegory, journey, seeker, path, barriers, surmounting I. INTRODUCTION From the time Islam became an established religion in Persia in 7th century, most Persian poets and scholars particularly in medieval times devoted their intellectual and literary energies on the ideals of Islam. One of those eminent poets is Rumi (1207-1273) who achieved this goal through composing Masnavi-ye Manavi or Spiritual Couplets, consisted of 25700 rhyming couplets in six books. Jami, classical Persian poet, considers it as “the interpretation of Qur‟an in Persian” (qtd in Emerick, p.18, 2008) because Rumi extensively and heavily got his inspiration and materials from Qur‟an. -
Unit–1 Milton's: Lycidas
UNIT–1 MILTON’S: LYCIDAS Structure 1.0 Objectives 1.1 Introduction 1.2 His Works 1.3 The poem : Lycidas 1.4 Glossary 1.5 Notes 1.6 Critical Essays 1.6.1 ‘Lycidas’ as a Pastoral Elgy 1.6.2 Nature of Grief in ‘Lycidas’-Edward King as the Nominal Subject 1.6.3 The Autobiographical Element 1.6.4 Lycidas as a Work of Art-Diction and Versification 1.7 Let us Sum up 1.8 Review Questions 1.9 Bibliography 1.0 Objectives In this unit you are going to : Study one of the prominent poets of the puritan age : Milton. Understand the poem ‘Lycidas’ and its various features through a copious glossary and notes, 1.1 Introduction John Milton was born in London in 1608 (seven and a half years before the death of Shakespeare). His grandfather was a Roman Catholic who had disowned Milton’s father when the latter turned Protestant. The boy was sent to St Paul’s school, perhaps when twelve, perhaps earlier. From the beginning, Milton was an eager student (he tells us that from the time he was twelve, he seldom stopped reading before midnight), and he learned Latin, Greek, and Hebrew, and began to try to write verse. In 1625 he enrolled at Christ’s College, Cambridge, clashed with his tutor the following year and was suspended, returned and was given another tutor, and graduated on schedule. The University in those days still undertook to teach largely by rote memorization, and Milton thought his training was of little value. -
Paradise Lost: Milton’S Portrayal of Satan and the Ethics of Moral and Readerly Choices
Aleksandra Tryniecka Maria Curie-Skłodowska University 3rd Annual International Forum on Ethics Paradise Lost: Milton’s Portrayal of Satan and the Ethics of Moral and Readerly Choices Gustave Doré – an engraving for Paradise Lost (1866) John Milton (1608-1674) –Paradise Lost (1667) ‘Him the almighty power hurled headlong flaming from ethereal sky’ John Milton, Paradise Lost, Book I, lines 44-45 Gustave Doré – an engraving for Paradise Lost (1866) ‘Ethics is the philosophical study of morality. It is a study of what are good and bad ends to pursue in life and what it is right and wrong to do in the conduct of life. (…) Its primary aim is to determine how one ought to live and what actions one ought to do in the conduct of one’s life’ (John Deigh, An Introduction to Ethics, 7). The aim of anthropology, sociology and empirical psychology: - examination of ‘human pursuits and social norms’ - they ‘describe, analyze, and explain certain phenomena of human life’ The aim of ethics: - it ‘seeks to establish conclusions about what a person ought to do’ (= moral choices) (John Deigh, An Introduction to Ethics, 7). What is morality? (Bernard Gert, Morality: Its Nature and Justification, 1998) ‘morality’/’moral system’ vs. ‘moral theory’: Morality (or: ‘the moral system’): - ‘the system people use, often unconsciously, when they are trying to make a morally acceptable choice among several alternative actions or when they make moral judgments about their own actions or those of others’ (3) - ‘morality is universal and that what seems to be different moral systems are simply specifications and variations of a universal morality or moral system (4) Moral theory: - ‘a moral theory should explain not only why agreement in moral judgments is co common in most situations but also why some unresolvable moral disagreements are an unavoidable feature of morality’ (4) What is morality? (Bernard Gert, Morality: Its Nature and Justification, 1998) ‘morality’/’moral system’ vs. -
John Milton's Theory of Religious Toleration Roger Shade Wilson
University of Richmond UR Scholarship Repository Master's Theses Student Research 1963 John Milton's theory of religious toleration Roger Shade Wilson Follow this and additional works at: https://scholarship.richmond.edu/masters-theses Part of the Religion Commons Recommended Citation Wilson, Roger Shade, "John Milton's theory of religious toleration" (1963). Master's Theses. 1328. https://scholarship.richmond.edu/masters-theses/1328 This Thesis is brought to you for free and open access by the Student Research at UR Scholarship Repository. It has been accepted for inclusion in Master's Theses by an authorized administrator of UR Scholarship Repository. For more information, please contact [email protected]. JOHN MILTON'S THEORY OF RELIGIOUS TOLERATION A Thesis Presented to the Faculty of the Department of English University of Richmond In Partial Fulfillment of the Requirements for the Degree Master of Arts by Roger Shade Wilson August 1963 Approved for the Department of English and the Graduate School by Chairman of the English Department Dean of the Graduate School TABLE OF CONTENTS· CHAPTER PAGE PREFACE••••••••••••••••••••••••••• •••••••••••••••••••••••••••••••• iii I. INTRODUCTORY BACKGROUND••••••••••••••••••••••••••••••••••••••••• 1 II. CHRISTIAN LIBERTY•••••••••••••••••••••••••••••••••••••••••••••••9 III. MILTON'S EARLY THOUGHT: 1641-1643•••••••••••••••••••••.•..•••• 22 IV. THE RELIGIOUS TOLERATION CONTROVERSY••••••••••••••••••••••••••• 34 V. MILTON'S ROLE IN THE RELIGIOUS CONTROVERSY••••••••••••••••••••• 48 VI.