Shared Reading at a Distance: the Commonplace Books of The
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Issn 0017-0615 the Gissing Newsletter
ISSN 0017-0615 THE GISSING NEWSLETTER “More than most men am I dependent on sympathy to bring out the best that is in me.” – George Gissing’s Commonplace Book. ********************************** Volume XXIV, Number 1 January, 1988 ********************************** -- 1 -- “Joseph”: A Forgotten Gissing Story of the Mid-Nineties edited by Pierre Coustillas. It was in the mid-nineties that Gissing wrote and published the most part of his short stories and, although for years no one could claim to have read all those of which a printed version and/or a manuscript was known to be extant, no unrecorded short story of that period is now likely to be discovered. Neither the author’s private papers nor his correspondence refer to any sum received from a publisher or an editor which cannot be accounted for satisfactorily. The three short stories cryptically listed in his “Account of Books,” have ceased to puzzle biographers and critics. “A Freak of Nature,” written for the unborn London Magazine, *************************************************** Editorial Board Pierre Coustillas, Editor, University of Lille Shigeru Koike, Tokyo Metropolitan University Jacob Korg, University of Washington, Seattle Editorial correspondence should be sent to the Editor: 10, rue Gay-Lussac, 59110-La Madeleine, France, and all other correspondence to: C. C. KOHLER, 12, Horsham Road, Dorking, Surrey, RH4 2JL, England. Subscriptions Private Subscribers: £5.00 per annum Libraries: £8.00 per annum *************************************************** -- 2 -- eventually appeared in Harmsworth’s Magazine under the title “Mr. Brogden, City Clerk,” and its author was paid £13.10s a long time before Harmsworth decided what format to give his magazine. “Their Pretty Way,” printed from the manuscript in George Gissing: Essays and Fiction (1970), was belatedly found to have originally appeared in Lloyd’s Weekly Newspaper on 15 September 1895, while “Joseph” remained undisturbed in the files of the same newspaper for some eighty years, and has never been reprinted. -
Cato, Roman Stoicism, and the American 'Revolution'
Cato, Roman Stoicism, and the American ‘Revolution’ Katherine Harper A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy. Arts Faculty, University of Sydney. March 27, 2014 For My Parents, To Whom I Owe Everything Contents Acknowledgements ......................................................................................................... i Abstract.......................................................................................................................... iv Introduction ................................................................................................................... 1 Chapter One - ‘Classical Conditioning’: The Classical Tradition in Colonial America ..................... 23 The Usefulness of Knowledge ................................................................................... 24 Grammar Schools and Colleges ................................................................................ 26 General Populace ...................................................................................................... 38 Conclusions ............................................................................................................... 45 Chapter Two - Cato in the Colonies: Joseph Addison’s Cato: A Tragedy .......................................... 47 Joseph Addison’s Cato: A Tragedy .......................................................................... 49 The Universal Appeal of Virtue ........................................................................... -
President's Message
President’s Message I want to welcome everyone back from our summer break. I hope you have had a safe re- laxing time, regardless of our notorious Houston heat and humidity. For those who were able to attend our National SAR Congress in July, congratulations. And, I want to thank all of you who volunteered to help host this event. Our volunteer day was Sunday which was coordinated by Larry Blackburn. PineyWoods again stepped up and helped make this a great event. For those of you that were unable to attend, we have a special treat for our August meeting. Former State Presidents Larry Stevens and John Beard will make a presentation on this recently completed event. Because of so many other events , in May, our May meeting was lightly attended. For those of you who missed it, I have asked our presenter Mark Scaila to give us an encore presentation at a later date. He has accepted, and I will try and bring him some time this fall. As a High School History teacher , Mark can share his views of teaching history today. I am always looking for good meaningful presentations for our meetings. If you have something you would like to see or hear, please let me know. We have some great upcoming presenters, but we can always use your in- put please. Here is hoping to see everyone Saturday August 18th at Jimmy G’s! Jim Pinkerton PineyWoods Chap 51 Meeting August 18, 2018 Jimmy G’s, 307 N. Sam Houston E. Parkway, Greenspoint 12:30 p.m. -
Creating a Commonplace Book (CPB) (20% of the Final Grade)
Creating a Commonplace Book (CPB) (20% of the Final Grade) This semester, you will keep your own commonplace book (CPB). What is a commonplace book? (Figure 1) (FIGURE 1: DR. KENNEDY’S COMMONPLACE BOOK. (TYPED TRANSCRIPTION CAN BE ACCESSED HERE.)) 1 During the sixteenth and seventeenth centuries, one of the most important tools of a reader or writer was a commonplace book. Peter Beal, leading expert on English manuscript studies, defines a commonplace book as “a manuscript book in which quotations or passages from reading matter, precepts, proverbs and aphorisms, useful rhetorical figures or exemplary phrasing, words and ideas, or other notes and memoranda are entered for ready reference under general subject headings.” For example, here is a short poem copied into a Commonplace Book that we may file under the heading of “Friendship” (Figure 2): * A TRUE FRIEND MUST LIKE A PRIVY BE TO EASE HIS FRIEND AT HIS NECESSITY. A TRUE FRIEND MUST LIKE A CHIMNEY BE HOTTEST IN WINTER OF ADVERSITY. (FIGURE 2: AN (UNATTRIBUTED) EPIGRAM WRITTEN IN THE COMMONPLACE BOOK OF MATTHEW DAY (1574-1661, MAYOR OF WINDSOR) [MANUSCRIPT], CA. 1650. (FOLGER SHAKESPEARE LIBRARY, V.A.160, 4||5). The Renaissance commonplace book allowed readers to actively engage with their texts, choosing and curating passages that spoke to them, and to transcribe those passages into journals under organized headings. Early modern readers marked up their texts, underlining favorite lines, writing marginal notes (such as attribution tags), using asterisks and manicules (these cute little pointing hand signs (☞)) to point out favorite passages, cross-listing page numbers, crossing out text they did not like, writing lists, practicing their signature, drawing obscene images, etc. -
Common Place: Rereading 'Nation' in the Quoting Age, 1776-1860 Anitta
Common Place: Rereading ‘Nation’ in the Quoting Age, 1776-1860 Anitta C. Santiago Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2014 © 2014 Anitta C. Santiago All rights reserved ABSTRACT Common Place: Rereading ‘Nation’ in the Quoting Age, 1776-1860 Anitta C. Santiago This dissertation examines quotation specifically, and intertextuality more generally, in the development of American/literary culture from the birth of the republic through the Civil War. This period, already known for its preoccupation with national unification and the development of a self-reliant national literature, was also a period of quotation, reprinting and copying. Within the analogy of literature and nation characterizing the rhetoric of the period, I translate the transtextual figure of quotation as a protean form that sheds a critical light on the nationalist project. This project follows both how texts move (transnational migration) and how they settle into place (national naturalization). Combining a theoretical mapping of how texts move and transform intertextually and a book historical mapping of how texts move and transform materially, I trace nineteenth century examples of the culture of quotation and how its literary mutability both disrupts and participates in the period’s national and literary movements. In the first chapter, I engage scholarship on republican print culture and on republican emulation to interrogate the literary roots of American nationalism in its transatlantic context. Looking at commonplace books, autobiographies, morality tales, and histories, I examine how quotation as a practice of memory impression functions in national re-membering. -
Elizabeth I's Commonplace Book
Duncan 1 Educating a Princess: Elizabeth I’s Commonplace Book by © Moira Duncan A thesis submitted to the School of Graduate Studies In partial fulfillment of the requirements of the degree of Master of Arts Department of English Memorial University of Newfoundland July 2019 St. John’s Newfoundland Duncan 2 Abstract Elizabeth I (1558-1603) received an exceptional humanist education in a time when female learning primarily meant moral and domestic training. Elizabeth’s instruction combined elements of both the privately oriented domestic education of women and the more public rhetorical training reserved primarily for men. Her educational model is most clearly shown in the commonplace book associated with her, which constituted a vital component and indispensable tool in her training. In 1563 a commonplace book, entitled Precationes Priuate, Regiae E[lizabethae]. R[eginae] (STC 7576.7) was published under Elizabeth’s name by the London printer Thomas Purfoot. Aside from Precationes, or private prayers, the composite volume also includes two other works: Sententiae, a collection of sayings, and Regna Quibis Imperat Elizabeta Regina Angliae, a detailed description of the administrative bodies of her realm. Not only are these elements typically found in both male and female commonplace books, but they also reveal her unique princely education shaped by both feminine and masculine rhetorical instruction. The same gendered duality that is present in her commonplace book is also detectable in her speeches. In fact, Elizabeth applied the same compositional techniques associated with her commonplace book in her speeches written for both her subjects and parliament. Duncan 3 Acknowledgements I would first like to thank my supervisor and mentor Dr. -
Part I: NJ Core Curriculum Content Standards & Assessment of Student
New Jersey Women’s History Middle School Lesson Plan Women in the American Revolution: Working with Primary Sources Part I: NJ Core Curriculum Content Standards & Assessment of Student Performance Core Curriculum Standards Standard Number: 6.4.8 Indicator: E: Revolution and the New Nation 4. Explain New Jersey’s critical role in the American Revolution, including major battles, and the involvement of women. From the New Jersey Core Curriculum Content Standards Website Assessment of Student Performance Should the students be broken up into groups, ask each group member to submit their own assessments of the amount of contribution from each group member, on a scale from 1-10. From these assessments, you can take the average of each student’s grade and put it toward class participation points. If the classroom remains an entire group, take note of student discussion and contribution. Make sure that each student speaks at least once during the class hour. New Jersey Women’s History Middle School Lesson Plan Women in the American Revolution: Working with Primary Sources Part II: Objectives 1. Students will be able to understand the key role of women during the Revolutionary War by looking at several different New Jersey women and their impacts. 2. Students will be able to understand the different opinions of the war, and how that impacted women’s work in the war. 3. Students will be able to understand the economic influence held by women during the revolutionary war, and its impact on war effort. 4. Based primarily around discussion, students will be able to critically examine primary sources, and express their significance aloud. -
Reading Records of Literary Authors: a Comoatisom.Of Some Publishedfaotebocks
DOCUMENT INSURE j ED41.820. CS 204 003 0 AUTHOR Murray, Robin Mark '. TITLE. Reading Records of Literary Authors: A ComOatisom.of Some Publishedfaotebocks. PUB DATE Dec 77 NOTE 118p.; N.A. thesis, The Ilniversity.of Chicago . I EDRS PRICE f'"' NF-S0.83 HC-$6.01 Plus Postage. DESCRIPTORS *Authors; Bibliographies;_ Rooks; ,ocompcsiticia (Literary); *Creative Writing; *Diariei; Literature* Masters Theses; *Poets; Reading Habits; Reading Materials; *Recrtational Reading; Study Habits IDENTIFIERS Notebooks;.*Note Taking - ABSTRACT The significance ofauthore reading notes may lie not only in their mechanical function as inforna'tion storage devices providing raw materials for writing, but also in their ability to 'concentrate and to mobilize the latent ,emotional and. creative 1 resources of their keepers. This docmlent examines records of 'reading found in the published notebcols'of eight najcr_British.and United States writers of the sixteenth through twentieth. centuries. Through eonparison of their note-taking practices, the following topics are explored: how each author came to make reading notes, the,form.in which notes were' made, and the vriteiso habits of consulting; and using their notes (with special reference to distinctly literary uses). The eight writers whose notebooks ares-exaninea in dtpth are Francis Badonc John Milton, Samuel Coleridge,.Ralph V. Emerson, Henry D. Thoreau, Mark Twain, Thomas 8ardy, and Thomas Violfe.:The trends that emerge from these eight case studiesare discussed, and an extensive bibliograity of published -
The Commonplace Book Assignment 2020
The commonplace book / verse miscellany assignment So you’re going to college. You’ll leave it behind one day. When you do, do you expect to take anything tangible with you that you will continue to use, maybe something that you make here? Artists will take their portfolios. The good engineers will take the robots they make. In the period of literary history that we’re studying in this course, college students made books full of quotes and notes from their reading, organized under subject headings that identify their topics. Imagine filling a multi-subject notebook, divided by tabs, or a Trapper Keeper with the best passages you’ve ever read, organized according to subject, so that you could easily find and quote them again. They also copied their favorite poems and song lyrics, producing the early- modern equivalent of mixed tapes and iPods. And many of them kept adding to their manuscript books, and making new ones like them, after earning their degrees. This course requires you to make the same sort of book. In addition to reading what early modern English people wrote, it requires you to read, and use what you read, rather like they did. Students should start making their books right away, even if only by folding a small stack of standard copier paper like so. Students who would prefer to make a finer book might start with instructions such as these and a trip to the art supply store. In any case, students will earn their grades based on the contents, not the appearance, of their books. -
Archaeologically Defining the Earlier Garden Landscapes at Morven: Preliminary Results
University of Pennsylvania ScholarlyCommons University of Pennsylvania Museum of University of Pennsylvania Museum of Archaeology and Anthropology Papers Archaeology and Anthropology 1987 Archaeologically Defining the Earlier Garden Landscapes at Morven: Preliminary Results Anne E. Yentsch Naomi F. Miller University of Pennsylvania, [email protected] Barbara Paca Dolores Piperno Follow this and additional works at: https://repository.upenn.edu/penn_museum_papers Part of the Archaeological Anthropology Commons Recommended Citation Yentsch, A. E., Miller, N. F., Paca, B., & Piperno, D. (1987). Archaeologically Defining the Earlier Garden Landscapes at Morven: Preliminary Results. Northeast Historical Archaeology, 16 (1), 1-29. Retrieved from https://repository.upenn.edu/penn_museum_papers/26 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/penn_museum_papers/26 For more information, please contact [email protected]. Archaeologically Defining the Earlier Garden Landscapes at Morven: Preliminary Results Abstract The first phase of archaeology at Morven was designed to test the potential for further study of the early garden landscape at a ca. 1758 house in Princeton, New jersey. The research included intensive botanical analysis using a variety of archaeobotanical techniques integrated within a broader ethnobotanical framework. A study was also made of the garden's topography using map analysis combined with subsurface testing. Information on garden features related to the design of earlier garden surfaces -
The Annual Meeting at the Cranbury
www.raritanmillstone.org Volume 22, Issue 2 The Raritan-Millstone Heritage Alliance Spring, 2018 THE ANNUAL MEETING AT THE CRANBURY INN JAMES PARKER and BENJAMIN FRANKLIN Are Topics at April 21, 2018 Annual Meeting By George Dawson Freedom of the press, Colonial style, will be a subject of discussion at the April annual meeting of the Raritan Millstone Heritage Alliance, set for Saturday, April 21, at the Cranbury Inn. Gordon Bond – independent historian, author and lecturer – will speak at the event on Woodbridge-born colonial printer James Parker and his associa- tion with Benjamin Franklin. His title is “My Patron: The Friendship of Benjamin Franklin and James Parker.” Parker – as a prominent publisher in New York City during the turbulent 1750s and 1760s – frequently encoun- tered printing rights issues such as liberty of speech and press, later ensconced in the U.S. Constitution as its first amendment. He was sometimes threatened with jail time, and once was jailed for seditious libel (speaking ill of a government official), the same crime for which German printer John Peter Zenger had been charged in the 1730s, only to win a jury acquittal in 1735 on a finding that it was lawful to speak the truth about government, even if done harshly. Parker, apprenticed to New York printer William Bradford, ran away from him because of mistreatment and trav- eled (presumably walked) to Philadelphia to discuss the printing business with Benjamin Franklin. Ben himself had famously walked (and rowed) from Boston to Philadelphia in 1723. Ben Franklin is assumed by historian John Chambers (who lives in town) to have traveled through Cranbury on his journey, and Parker, quite possibly, did the same four years later. -
ABSTRACT Augustinian Auden: the Influence of Augustine of Hippo on W. H. Auden Stephen J. Schuler, Ph.D. Mentor: Richard Rankin
ABSTRACT Augustinian Auden: The Influence of Augustine of Hippo on W. H. Auden Stephen J. Schuler, Ph.D. Mentor: Richard Rankin Russell, Ph.D. It is widely acknowledged that W. H. Auden became a Christian in about 1940, but relatively little critical attention has been paid to Auden‟s theology, much less to the particular theological sources of Auden‟s faith. Auden read widely in theology, and one of his earliest and most important theological influences on his poetry and prose is Saint Augustine of Hippo. This dissertation explains the Augustinian origin of several crucial but often misunderstood features of Auden‟s work. They are, briefly, the nature of evil as privation of good; the affirmation of all existence, and especially the physical world and the human body, as intrinsically good; the difficult aspiration to the fusion of eros and agape in the concept of Christian charity; and the status of poetry as subject to both aesthetic and moral criteria. Auden had already been attracted to similar ideas in Lawrence, Blake, Freud, and Marx, but those thinkers‟ common insistence on the importance of physical existence took on new significance with Auden‟s acceptance of the Incarnation as an historical reality. For both Auden and Augustine, the Incarnation was proof that the physical world is redeemable. Auden recognized that if neither the physical world nor the human body are intrinsically evil, then the physical desires of the body, such as eros, the self-interested survival instinct, cannot in themselves be intrinsically evil. The conflict between eros and agape, or altruistic love, is not a Manichean struggle of darkness against light, but a struggle for appropriate placement in a hierarchy of values, and Auden derived several ideas about Christian charity from Augustine.