Humboldt Y Jefferson Una Amistad Transatlántica De La Ilustración

Total Page:16

File Type:pdf, Size:1020Kb

Humboldt Y Jefferson Una Amistad Transatlántica De La Ilustración ojo ajustar lomo Sandra Rebok Humbolt y Jefferson explora la relación entre Sandra Rebok dos personajes fascinantes, Alexander von Historiadora de la ciencia, autora y consul­ Humboldt (1769­1859): explorador prusiano, tora científica. Trabajó en el Consejo Supe­- científico y geógrafo y Thomas Jefferson (1743­ rior de Investigaciones Científicas en Madrid 1826): hombre de Estado estadounidense, ar­ Sandra Rebok y en la Huntington Library en California. quitecto y naturalista. Al final de su famosa Humboldt y Jefferson Su investigación se centra en la historia del expedición por las colonias españolas, en el ve­ conocimiento, la globalización del saber y rano de 1804, Alexander von Humboldt visitó las redes científicas transnacionales durante Estados Unidos y se reunió varias veces con Una amistad transatlántica el siglo XIX. el entonces presidente Thomas Jefferson. Así Estudiosa de Alexander von Humboldt nació una cálida y fructífera amistad que los de la y su obra, es autora de varios libros sobre el llevó a mantener una nutrida correspondencia naturalista, así como editora y coeditora de durante muchos años y gracias a la cual po­ Ilustración tres de sus obras en español (Cosmos, Vistas dían especular respecto de temas de mutuo de las cordilleras y Cuadros de la naturale- interés, como la historia natural, la geografía za). En la actualidad analiza la delicada po­ y la formación de una red científica interna­ sición de Humboldt entre ciencia y política cional. Ambos vivieron en sociedades revo­ (Humboldt’s Empire of Knowledge, 2019). lucionarias y, por lo tanto, la condición hu­ Resultado de su trabajo para el Institut für mana era un tema que les interesaba profunda Auslandsbeziehungen en Alemania es su li­ mente. También cifraron sus esperanzas en la bro sobre la recepción de Humboldt en Ibe­ nueva nación estadounidense como posible roamérica (Humboldtsaison in Ibero ame ri- respuesta a muchas de las falencias que caracte­- ka, 2019). También está preparando un libro rizaban a las sociedades europeas de la época. sobre las redes científicas que Humboldt es­ El intercambio intelectual entre uno tableció en Estados Unidos (Expanding the y otro durante los veintiún años siguientes dio Frontiers of American Science). Además, ha cuenta de los acontecimientos que fueron un trabajado como comisaria de varias exposi­ punto de inflexión en esa época como, por ciones internacionales sobre viajeros, expe­ ejemplo, los movimientos independentistas en diciones y cooperaciones científicas. América Latina y la aplicabilidad del modelo de­ mo crático en la región, la relación entre Amé­ rica y Europa, los últimos avances en investiga­ ción científica y cantidad de proyectos tecno­- lógicos. Este texto explora el mundo en el cual estos dos personajes de la Ilustración vi­ vieron y cómo sus vidas de un lado y otro del Atlántico definieron sus convicciones. Humboldt y Jefferson. Una amistad transatlántica de la Ilustración CENTRO DE INVESTIGACIONES DIEGO BARROS ARANA Tapa Humboldt y Jefferson para prensa050419.indd 1 05-04-19 10:51 Humboldt y Jefferson. Una amistad transatlántica de la Ilustración HUMBOLDT Y JEFFERSON UNA AMISTAD TRANSATLÁNTICA DE LA ILUSTRACIÓN 3 Humboldt y Jefferson 180319.indd 3 21-03-19 10:22 SANDRA REBOK © BIBLIOTECA NACIONAL DE CHILE. 2019 Inscripción Nº 301.614 ISBN 978-956-244-429-3 Derechos exclusivos reservados para todos los países Director Nacional Servicio Nacional del Patrimonio Cultural Sr. Carlos Maillet Aránguiz Director de la Biblioteca Nacional de Chile Sr. Pedro Pablo Zegers Blachet Director del Centro de Investigaciones Diego Barros Arana y Director Responsable Sr. Rafael Sagredo Baeza Editor Sr. Marcelo Rojas Vásquez Ediciones Biblioteca Nacional de Chile Av. Libertador Bernardo O’Higgins Nº 651 Teléfono: 23605283 Santiago. Chile IMPRESO EN CHILE/PRINTED IN CHILE 4 Humboldt y Jefferson 180319.indd 4 21-03-19 10:22 Humboldt y Jefferson. Una amistad transatlántica de la Ilustración Sandra Rebok HUMBOLDT Y JEFFERSON UNA AMISTAD TRANSATLÁNTICA DE LA ILUSTRACIÓN Traducción Denise Bard CENTRO DE INVESTIGACIONES DIEGO BARROS ARANA 5 Humboldt y Jefferson 180319.indd 5 21-03-19 10:22 6 Humboldt y Jefferson 180319.indd 6 21-03-19 10:22 Humboldt y Jefferson. Una amistad transatlántica de la Ilustración ÍNDICE Siglas y abreviaturas 9 Agradecimientos 11 Introducción 13 ANTECEDENTES BIOGRÁFICOS 17 Alexander von Humboldt 17 Thomas Jefferson 24 LA VISITA DE ALEXANDER VON HUMBOLDT A ESTADOS UNIDOS 31 EXPERIENCIAS TRASATLÁNTICAS 43 La visión humboldtiana del Nuevo Mundo 44 Thomas Jefferson: su mirada del Viejo Mundo 51 UNA RED TRASATLÁNTICA DE CONOCIMIENTOS E IDEAS 57 Encuentro personal en Washington 57 Correspondencia posterior 65 THOMAS JEFFERSON PRESENTA SU NUEVA NACIÓN 91 DOS VISIONES DE LA REVOLUCIÓN HAITIANA 105 Thomas Jefferson y la Revolución haitiana 109 COMPROMISO CON EL MUNDO NATURAL 115 Una mirada desde el Viejo Mundo 118 Un enfoque desde el nuevo Mundo 126 SEMEJANZAS Y DISCREPANCIAS 139 La cadena de ideas: la influencia de Bernhard Varenius 139 Interpretación de los valores de la Ilustración 145 La Ilustración europea versus la americana 150 7 Humboldt y Jefferson 180319.indd 7 21-03-19 10:22 SANDRA REBOK CONCLUSIONES 153 ANEXOS CORRESPONDENCIA ENTRE ALEXANDER VON HUMBOLDT Y THOMAS JEFFERSON 157 INFORME DE ALEXANDER VON HUMBOLDT ACERCA DE SUS VIAJES AMERICANOS, ESCRITO PARA LA SOCIEDAD FILOSÓFICA AMERICANA (1804) 171 Bibliografía 183 8 Humboldt y Jefferson 180319.indd 8 21-03-19 10:22 SIGLAS Y ABREVIATURAS a.C. antes de Cristo AVH Alexander von Humboldt und die Vereinig­ ten Staaten von Amerika: Briefwechsel, edi - tado por Ingo Schwarz CD Compact Disc comp. compilación a veces compilation D.C. District of Columbia D.F. Distrito Federal ed. editor eds. editores a veces editors etc. etcétera FE The Writings of Thomas Jefferson, editado por Paul Leicester Ford Ibid. Ibidem (allí, en ese mismo lugar) km kilómetros m metros M Monsieur ME The Writings of Thomas Jefferson, editado por Andrew A. Lipscomb and Albert Ellery Bergh para la Thomas Je fferson Memo - rial Association (Memorial Edi tion) Madame Mme. nota n. número n.º obra citada op. cit. página p. Alexander von Humboldt, Political Essay PEKNS on the Kingdom of New Spain Alexander von Humboldt and Aimé PN Bonpland, Personal Narrative of Tra vels to the Equinoctial Regions of the New Continent, du ring the Years 1779­1804 páginas pp. Papers of Thomas Jefferson, coleccio- PTJ nes principales Papers of Thomas Jefferson, edición PTJ-D digital 9 Humboldt y Jefferson 180319.indd 9 21-03-19 10:22 SANDRA REBOK Sr. señor Srs. Señores Th. Thomas TPJ Thomas Jefferson Papers, Library of Congress. Colección digital UK United Kingdom vol. volumen vols. volúmenes www world wide web (red mundial) 10 Humboldt y Jefferson 180319.indd 10 21-03-19 10:22 AGRADECIMIENTOS Gracias a mi extensa investigación académica sobre Alexander von Humboldt, iniciada hace veintidós años, he descubierto un espectro de temas históricos fas- cinantes, de hermosas regiones geográficas y de personajes interesantes, con los cuales tuvo contacto el intrépido explorador prusiano a lo largo de su vida. Sin lugar a duda, entre las personas que conoció durante su expedición americana (1799-1804), Thomas Jefferson fue una de las que más lo intrigó y con quien mantuvo correspondencia por más de veinte años. En parte, esto es debido a la fascinante personalidad de Thomas, sus diversos intereses y numerosos logros, pero también porque su intercambio transatlántico de ideas y conocimientos, que llegó a su fin al morir en 1826, abordaba un gran abanico de asuntos relevantes de la época. Agradezco, por tanto, haber tenido la posibilidad de sumergirme en la duradera relación de estas dos cautivadoras mentes, merced a mis inves- tigaciones en el centro de investigación Alexander von Humboldt de Berlín, en el Robert H. Smith International Center for Jefferson Studies y en la Uni- versidad de Virginia en Charlottesville. Realmente inspiradora resultó la oportunidad de estudiar los textos origi- nales de Thomas Jefferson y Alexander von Humboldt, junto con la extensa documentación secundaria relacionada con los temas que trataban en su co- rrespondencia, mientras me encontraba en lugares históricos que han guardado algo del espíritu de ambos –en Berlín, París, Madrid, Filadelfia, Washington, o contemplando los hermosos paisajes de Monticello, la preciosa residencia de Thomas Jefferson en Charlottesville–. Por lo mismo, debo dedicar mis profundos agradecimientos al Robert H. Smith International Center for Jefferson Studies y la Fundación Thomas Jeffer- son, al igual que a la Deutsche Forschungsgemeinschaft por la financiación de va- rias estancias de investigación, que resultaron decisivas para poder escribir este libro; también al Ministerio de Economía y Competitividad español por su apo- yo financiero al proyecto de investigación “Naturalistas y viajeros en el mundo hispánico. Aspectos institucionales, científicos y docentes”. Para la edición de la versión española de este libro, mi gratitud se dirige al Centro de Investiga- ciones Diego Barros Arana de la Biblioteca Nacional de Chile. En el desarrollo de este trabajo, un gran número de colegas ha tenido un notable impacto. Quisiera mencionar, en primer lugar, el apoyo brindado, en diferentes instancias, desde las primeras etapas de este proyecto por James Sofka, Miguel Ángel Puig-Samper y Andrew O’Shaughnessy. Además, qui- siera agradecer a Boyd Zenner de la University of Virginia Press su interés en 11 Humboldt y Jefferson 180319.indd 11 21-03-19 10:22
Recommended publications
  • Andrea Wulf 20131
    Founding Gardeners. The Revolutionary Generation, Nature, and the Shaping of the American Nation © Andrea Wulf 20131 This paper is based on my book the Founding Gardeners (2011), which examines the creation of the American nation and the lives of George Washington, John Adams, Thomas Jefferson, and James Madison through the lens of gardens, landscapes, nature and agriculture. Vegetable plots, ornamental plants, landscapes and forests played a crucial role in America’s struggle for national identity and in the lives of the founding fathers.2 Golden cornfields and endless rows of cotton plants became symbols for America’s economic independence from Britain; towering trees became a reflection of a strong and vigorous nation; native species were imbued with patriotism and proudly planted in gardens, while metaphors drawn from the natural world brought plants and gardening into politics. The founding fathers’ passion for nature, plants, gardens and agriculture is woven deeply into the fabric of America and aligned with their political thought, both reflecting and influencing it. I believe, it’s impossible to understand the making of America without looking at the founding fathers as farmers and gardeners. 1 Bibliography: please refer to my bibliography in Founding Gardener (2011). 2 The term ‘founding fathers’ describes a group with a fluctuating membership. When I refer to the four main protagonists in this paper as a group - George Washington, Thomas Jefferson, John Adams and James Madison - I have taken the liberty to use the term ‘founding fathers’. 1 I’ve chosen four themes from the Founding Gardeners to discuss in this paper: 1.George Washington’s Mount Vernon: Native Species as Political Statements 2.
    [Show full text]
  • By: Jim Rosenberger
    April 2016 Wisconsin’s Chapter ~ Interested & Involved Number 58 During this time in history: (August 1804 - January 1807) (The source for all entries is, "The Journals of the Lewis & Clark Expedition edited by Gary E. Moulton, U. of Nebraska Press, 1983- 2001.) Our journal entries deal with the activities of Expedition member Sgt. Patrick Gass. August 26, 1804, in today’s Clay County, 1804- - - - - - By: Jim Rosenberger- - - - - -1806 South Dakota, by order of Captains Lewis & Clark: “The commanding officers have In the almost three years that Lewis and Clark lead the Corps of Discovery other thought it proper to appoint Patrick Gass, a events were taking place in the United States and in the world; events they did Sergeant in the Corps of Volunteers for the not know about until their return trip to St. Louis; events that would affect the North Western Discovery, he is therefore to world and our newly formed nation. The Corps had essentially had no news be obeyed and respected accordingly. Sgt. Gass is directed to take charge of the late since leaving St. Louis in May of 1804 but on September 3, 1806 that changed. Sgt. Floyd’s mess and immediately to enter At a location described by Gary Moulton as “…particularly vague…it would on the discharge of such other duties as, by seem to have been in Union County, South Dakota or Dakota County, Nebraska, their previous orders been prescribed for the some miles up the Missouri (River) from present Sioux City…” the men met government of the sergeants of this corps…” two boats coming up the Missouri River.
    [Show full text]
  • PRESERVING FOOD on the TRAIL What Did the Corps of Discovery Do with Its Leftovers?
    Lewis in Georgia Company Records Patrick Gass Ludwig and Lewis The Official Publication of the Lewis and Clark Trail Heritage Foundation, Inc. August 2001 Volume 27, No. 3 PRESERVING FOOD ON THE TRAIL What did the Corps of Discovery do with its leftovers? THE SALT MAKERS, BY JOHN CLYMER Boiling seawater for salt on the shores of the Pacific, winter 1806. PLUS: JEFFERSON’S WEST, KAREEM HONORS YORK, AND MORE Contents Letters: Chinook Point; John Ordway; iron boat 2 From the Directors: A special thanks to all 4 Bicentennial Report: Ambrose pledges $1 million 5 Preserving Food on the L&C Expedition 6 What the Corps of Discovery did with its leftovers By Leandra Holland Getting Out the Word 12 Preserving food, p. 6 Patrick Gass’s role in publicizing the expedtion’s return By James J. Holmberg Company Books 18 What they tell us about the Corps of Discovery By Bob Moore Lewis’s Georgia Boyhood 25 His brief but formative sojourn in the Deep South By James P. Hendrix, Jr. Trail Notes: Minimizing impact on Lemhi Pass 29 Reviews: Ronda on Jefferson; the Trail by kayak and mule 30 Jefferson, p. 30 L&C Roundup: Kareem honors York; Chapter News 33 From the Library: New librarian sought 34 Soundings 36 A Lewis & Clark Symphony? By Skip Jackson On the cover We chose The Salt Makers, John Clymer’s dramatic painting of Lewis and Clark’s men making salt under the curious gaze of Pacific Coast Indians, to illustrate Leandra Holland’s story on food preservation (pages 6-11).
    [Show full text]
  • Corps of Discovery-Lewis and Clark
    Corps of Discovery-Lewis and Clark General Grade Level Middle School Author Info Marsha Klosterman Siuslaw Middle School Florence, OR Type of Lesson Document Analysis Duration 2 class periods Interdisciplinary Connections Reading content for information Writing Objectives Overview Students will read Jefferson’s letter to Congress and his letter of instructions to Meriwether Lewis. By skimming for information and answering questions about their reading, they will gain an understanding of events surrounding the planning of the expedition. They will better understand Jefferson’s forward thinking. Prior Knowledge Students should understand the historic background of the Louisiana Territory to understand why the United States wanted to control it. State Standards Oregon State Standards: SS.08.06.02 Trace the route and understand the significance of the Lewis and Clark Expedition. SS.08.SA.01 Clarify key aspects of an event, issue, or problem through inquiry and research. Objectives/Learning Outcomes Students will understand Jefferson’s method of funding the Corps of Discovery Students will understand the goals Jefferson had for Lewis and Clark to accomplish. They will also understand how he was looking forward into the future of the U.S. Students will discover what it takes to outfit such an expedition. Technology Connections/outcomes The lesson can connect to geography, native studies, some math, and reading for understanding and writing. Additional Learning Outcomes Students will answer questons about materials. Essential Questions 1. How much did Jefferson request from Congress to fund the expedition? How much did the expedtition end up costing? 2. Name at least 3 goals of the expedition.
    [Show full text]
  • Analyzing Primary Source Documents to Understand U.S. Expansionism and 19Th Century U.S.-Indian Relations
    CURRICULUM CONNECTIONS | UPDATED FALL 2019 54 High School Lesson Analyzing Primary Source Documents to Understand U.S. Expansionism and 19th Century U.S.-Indian Relations Rationale The purpose of this unit is to increase awareness among students about the impact of the Lewis and Clark expedition and westward expansion on the lives of Native Americans. During this investigation, students analyze the letters and speeches of Thomas Jefferson in order to gain an understanding of U.S. objectives for the Lewis and Clark expedition, U.S.-Indian relations and plans for U.S. expansion. Readings about the Doctrine of Discovery and Manifest Destiny extend student learning about the religious and political underpinnings of expansionism. Students are presented with the perspectives of contemporary Native Americans through a speech by Principal Chief of the Cherokee Nation and a song by a Cherokee rap artist, and engage in a research project to learn more about contemporary native culture and issues. Objectives Students will increase awareness of the impact of the Lewis and Clark expedition on the lives of Native Americans. Students will analyze primary documents and other texts in order to learn about U.S. expansionism and 19th century U.S.-Indian relations. Students will consider the perspectives of contemporary Native American leaders. Key Words Students will conduct research about contemporary native culture and issues. Bicentennial Commerce Age Range Contemporary Grades 11–12 Doctrine of Discovery Objective Expedition Time Exploitation 1½–2
    [Show full text]
  • The Venus Transit: a Historical Retrospective
    The Venus Transit: a Historical Retrospective Larry McHenry The Venus Transit: A Historical Retrospective 1) What is a ‘Venus Transit”? A: Kepler’s Prediction – 1627: B: 1st Transit Observation – Jeremiah Horrocks 1639 2) Why was it so Important? A: Edmund Halley’s call to action 1716 B: The Age of Reason (Enlightenment) and the start of the Industrial Revolution 3) The First World Wide effort – the Transit of 1761. A: Countries and Astronomers involved B: What happened on Transit Day C: The Results 4) The Second Try – the Transit of 1769. A: Countries and Astronomers involved B: What happened on Transit Day C: The Results 5) The 19th Century attempts – 1874 Transit A: Countries and Astronomers involved B: What happened on Transit Day C: The Results 6) The 19th Century’s Last Try – 1882 Transit - Photography will save the day. A: Countries and Astronomers involved B: What happened on Transit Day C: The Results 7) The Modern Era A: Now it’s just for fun: The AU has been calculated by other means). B: the 2004 and 2012 Transits: a Global Observation C: My personal experience – 2004 D: the 2004 and 2012 Transits: a Global Observation…Cont. E: My personal experience - 2012 F: New Science from the Transit 8) Conclusion – What Next – 2117. Credits The Venus Transit: A Historical Retrospective 1) What is a ‘Venus Transit”? Introduction: Last June, 2012, for only the 7th time in recorded history, a rare celestial event was witnessed by millions around the world. This was the transit of the planet Venus across the face of the Sun.
    [Show full text]
  • John Hemings' Monticello and Poplar Forest
    Journal of Intellectual Property Law Volume 28 Issue 1 Article 7 January 2021 John Hemings' Monticello and Poplar Forest J. Wesley Giglio University of Georgia School of Law Follow this and additional works at: https://digitalcommons.law.uga.edu/jipl Part of the Intellectual Property Law Commons Recommended Citation J. Wesley Giglio, John Hemings' Monticello and Poplar Forest, 28 J. INTELL. PROP. L. 175 (2021). Available at: https://digitalcommons.law.uga.edu/jipl/vol28/iss1/7 This Notes is brought to you for free and open access by Digital Commons @ Georgia Law. It has been accepted for inclusion in Journal of Intellectual Property Law by an authorized editor of Digital Commons @ Georgia Law. Please share how you have benefited from this access For more information, please contact [email protected]. John Hemings' Monticello and Poplar Forest Cover Page Footnote J.D. Candidate, 2021, University of Georgia School of Law. He dedicates this and all future work to his wife, Katie, without whom none of it would be possible. This notes is available in Journal of Intellectual Property Law: https://digitalcommons.law.uga.edu/jipl/vol28/iss1/7 Giglio: John Hemings' Monticello and Poplar Forest DEMO2 (DO NOT DELETE) 1/12/2021 5:36 AM JOHN HEMINGS’ MONTICELLO AND POPLAR FOREST J. Wesley Giglio* * J.D. Candidate, 2021, University of Georgia School of Law. He dedicates this and all future work to his wife, Katie, without whom none of it would be possible. 175 Published by Digital Commons @ Georgia Law, 2021 1 Journal of Intellectual Property Law, Vol. 28, Iss. 1 [2021], Art.
    [Show full text]
  • Grade 05 Social Studies Unit 07 Exemplar Lesson 01: Explore to Expand
    Grade 5 Social Studies Unit: 07 Lesson: 01 Suggested Duration: 5 days Grade 05 Social Studies Unit 07 Exemplar Lesson 01: Explore to Expand This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis Students learn about the Louisiana Purchase and the expedition led by Lewis and Clark called the Corps of Discovery. Students learn the importance of decision making and problem solving in leadership, as they learn the valuable contributions made by the Corps of Discovery. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148. 5.4 History. The student understands political, economic, and social changes that occurred in the United States during the 19th century.
    [Show full text]
  • 116 STAT. 3278 PROCLAMATION 7575-Jljne 28, 2002 Lewis and Clark Bicentennial
    116 STAT. 3278 PROCLAMATION 7575-JlJNE 28, 2002 Proclamation 7575 of June 28, 2002 Lewis and Clark Bicentennial By the President of the United States of America A Proclamation Nearly 200 years ago, President Thomas Jefferson sent an expedition westward to find and map a transcontinental water route to the Pacific Ocean. With approval from the Congress, Captains Meriwether Lewis and William Clark embarked on their legendary 3-year journey to ex­ plore the uncharted West. The expedition included 33 permanent party members, known as the Corps of Discovery. Their effort to chart the area between the Missouri River and the Pa­ cific Coast set these courageous Americans on a remarkable scientific voyage that changed our Nation. In successfully completing the over­ land journey between the Missouri and Columbia River systems, they opened the unknown West for future development. During their explo­ ration, Lewis and Clark collected plant and animal specimens, studied Indian cultures, conducted diplomatic councils, established trading re­ lationships with tribes, and recorded weather data. To accomplish their goals, the Corps of Discovery relied on the assistance and guidance of Sakajawea, a Shoshone Indian woman. As we approach the 200th aimiversary of Lewis and Clark's expedition, we commend their resourcefulness, determination, and bravery. This Bicentennial should also serve to remind us of our Nation's outstand­ ing natural resources. Many of these treasures first detailed by Lewis and Clark are available today for people to visit, study, and enjoy. As the commemoration of this journey begins in 2003, I encourage all Americans to celebrate the accomplishments of Lewis and Clark and to recognize their contributions to our history.
    [Show full text]
  • ALEXANDER VON HUMBOLDT and TRANSCULTURAL MEMORY By
    Alexander von Humboldt and Transcultural Memory Item Type text; Electronic Dissertation Authors Howell, James Ford Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 29/09/2021 16:19:39 Link to Item http://hdl.handle.net/10150/625454 ALEXANDER VON HUMBOLDT AND TRANSCULTURAL MEMORY by James Ford Howell __________________________ Copyright © James Ford Howell 2017 A Dissertation Submitted to the Faculty of the GRADUATE INTERDISCIPLINARY PROGRAM IN TRANSCULTURAL GERMAN STUDIES In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2017 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by James Ford Howell, titled Alexander von Humboldt and Transcultural Memory and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy. _______________________________________________________________________ Date: 4/21/2017 Steven D. Martinson _______________________________________________________________________ Date: 4/21/2017 Susan Crane _______________________________________________________________________ Date: 4/21/2017 Thomas Kovach _______________________________________________________________________ Date: 4/21/2017 David J. Gramling Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement.
    [Show full text]
  • EN BUSCA DE VENUS Andrea Wulf
    EN BUSCA DE VENUS Andrea Wulf Fragmento PROTAGONISTAS TRÁNSITO DE 1761 Gran Bretaña Nevil Maskelyne: Santa Elena Charles Mason y Jeremiah Dixon: Cabo de Buena Esperanza Francia Joseph-Nicolas Delisle: Academia de Ciencias de París Guillaume Le Gentil: Pondicherry (India) Alexandre-Gui Pingré: Rodrigues Jean-Baptiste Chappe d’Auteroche: Tobolsk, Siberia Jérôme Lalande: Academia de Ciencias de París Suecia Pehr Wilhelm Wargentin: Real Academia de Ciencias de Estocolmo Anders Planman: Kajana (Finlandia) Rusia Mijaíl Lomonosov: Academia Imperial de Ciencias de San Petersburgo Franz Aepinus: Academia Imperial de Ciencias de San Petersburgo Norteamérica John Winthrop: San Juan de Terranova TRÁNSITO DE 1769 Gran Bretaña Nevil Maskelyne: Royal Society, Londres William Wales: Fuerte Príncipe de Gales, bahía de Hudson James Cook y Charles Green: Tahití Jeremiah Dixon: Hammerfest (Noruega) William Bayley: Cabo Norte (Noruega) Francia Guillaume Le Gentil: Pondicherry (India) Jean-Baptiste Chappe d’Auteroche: Baja California (México) Alexandre-Gui Pingré: Haití Jérôme Lalande: Academia de Ciencias de París Suecia Pehr Wilhelm Wargentin: Real Academia de Ciencias de Estocolmo Anders Planman: Kajana (Finlandia) Fredrik Mallet: Pello (Laponia) Rusia Catalina la Grande: Academia Imperial de Ciencias de San Petersburgo Georg Moritz Lowitz: Guryev (Rusia) Norteamérica Benjamin Franklin: Royal Society, Londres David Rittenhouse: American Philosophical Society, Norriton, Pensilvania John Winthrop: Cambridge, Massachusetts Dinamarca Maximilian Hell: Vardø (Noruega) PRÓLOGO EL RETO Los antiguos babilonios la llamaban Ishtar, para los griegos era Afrodita y para los romanos, Venus, la diosa del amor, la fertilidad y la belleza. Es el astro más brillante del cielo nocturno, visible incluso en un día despejado. Algunos lo vieron como el heraldo de la mañana y de la tarde, de nuevas temporadas o de tiempos portentosos.
    [Show full text]
  • Anais Martinez
    Autumn 2017 Calendar All activities begin at the Osprey House unless otherwise noted. For directions and more information on these events, and to fnd out about additional activities, contact the Center or check the website. September 17 – Lehigh Gap Bike & Boat November 3-12 – Nature in Art Exhibition 12:30-4:30 p.m. Explore the Lehigh Gap by bike and canoe Our ffth annual juried art exhibition. View and/or purchase on a guided excursion hosted by LGNC and Wildlands works from local artists. Vote for the People’s Choice Conservancy. Bikes and canoes provided. Tickets available Award. Artists’ reception November 12. for $25 at the following link: bit.ly/LGNCBandB. November 4 – Fall Campfre and Astronomy September 23 – Migration Fest 6:30 p.m. Join us for a campfre, s’mores, and stars. 10:00 a.m.-4:00 p.m. Our annual celebration of hawk November 11 – More or Less 10K Trail Run (and 2-Mile migration and Applachian Mountain ecology. Learn about Scamper) the annual fall spectacle of hawks and butterfies migrating 9:00 a.m. See www.lgnc10k.com for more information. along the Kittatinny Ridge. Live raptor program at 1:00 p.m. Other festivities to be announced. November 16 – Cabin Fever Book Club 10:00 a.m. The Invention of Nature by Andrea Wulf October 14 – Second Saturday Bird Walk 9:00 a.m. Visit Bake Oven Knob to see migrating Sharpies November 18 – Hawk Watch Celebration and falcons. Meet at the Osprey House at 9:00 a.m. or go 6:30 p.m.
    [Show full text]