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- < Sermons - by Hugh Blair, ... Volume the fourth. ~ eBook Sermons - by Hugh Blair, ... Volume the fourth. printed for A. Strahan; and T. Cadell; and W. Creech, Edinburgh - Sermons, by Hugh Blair, ... Volume the Fourth. the Second Edition. Volume 4 of 4 9781170870105 Description: - -Sermons - by Hugh Blair, ... Volume the fourth. - Eighteenth century -- reel 4272, no. 03.Sermons - by Hugh Blair, ... Volume the fourth. Notes: Microfilm. Woodbridge, CT Research Publications, Inc., 1986. 1 reel ; 35mm. (The Eighteenth Century ; reel 4272, no. 03). This edition was published in 1794 Filesize: 65.79 MB Tags: #Sermons, #by #Hugh #Blair, #... #Volume #the #Fourth. #the #Second #Edition. #Volume #4 #of #4 #9781170870105 Sermons, by Hugh Blair, ... Volume the Fourth. of 4; Volume 4 : Anonymous: satis.farmjournal.com.au: Books Brand New: A new, unread, unused book in perfect condition with no missing or damaged pages. Sermons, by Hugh Blair, ... Volume the fourth : Blair, Hugh, 1718 He served as its Literary President from 1789 to 1796. Works collected here include masterpieces by David Hume, Immanuel Kant, and Jean- Jacques Rousseau, as well as religious sermons and moral debates on the issues of the day, such as the slave trade. He was a significant figure in the Scottish Enlightenment and is best known for his Lectures on Rhetoric and Belles Lettres 1783 , a prescriptive guide to composition. Sermons, by Hugh Blair, ... Volume the fourth : Blair, Hugh, 1718 In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. Sermons, by Hugh Blair, ... Volume the fourth : Blair, Hugh, 1718 In its determination to preserve the century of revolution, Gale initiated a revolution of its own: digitization of epic proportions to preserve these invaluable works in the largest archive of its kind. - < Sermons - by Hugh Blair, ... Volume the fourth. ~ eBook Related Books Stepping Stones Nursery Inverness Highland - a report by HM Inspectors of schools : 25 May 1999. I hear memories!. Sapersi esprimere - la competenza comunicativa Rebel rock - the politics of popular music Photographis 83 - the international annual of advertising and editorial photography = Das internatio.

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Dr. Hugh Blair
; DR. HUGH BLAIR. This venerable clergyman was a lineal descendant from an antient family in the west of Scotland ; he was born on the 7th of April I71i5. The fortune of his father had been much impaired, but not so as to prevent him from giving his son a liberal education. After going through the usual course at the high school, Hugh Blair became a student at the university of Edinburgh, in October 1730. From the delicacy of his constitution he was unable to partake much in the sports of the boys, but preferred amusing himself in his solitary walks by repeating the poems of others, and sometimes attempting to make some of his own. When he became a student at the university, liis constitution grew more vigorous, and he could pursue both the amusements and the studies proper for his age. In all his classes he attracted attention, but in the logic class he was particularly distinguished and, while attending it, he composed an essay on the Beautiful, in wliich the bent of his genius first displayed itself, both to liimself and to others. In the year 1739, when the course of Mr. Blair's academical studies was nearly finished, he published a thesis, " De Fundamentis et Obligatione Legis Natures.^'' The discussion, though short, is able. After spending eleven years at the university in the study of literature, philosophy, and divinity, Mr. Blair was licensed to preach by the presbytery of Edinburgh, in 1741. In the pulpit his doctrines were sound and practical, and his language elegant : oue sermon of his in the west church was particularly noticed, it arrested the attention of a very numerous congregation.
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The Merging of Civic Republicanism, Polite Culture, and Christianity in Hugh Blair’S Lectures on Rhetoric and Belles Lettres1
THE MERGING OF CIVIC REPUBLICANISM, POLITE CULTURE, AND CHRISTIANITY IN HUGH BLAIR’S LECTURES ON RHETORIC AND BELLES LETTRES1 Arthur E. Walzer The focus of this paper is Lecture 34 of Hugh Blair’s Lectures on Rhetoric and Belles Lettres. Lecture 34 is the last of ten lectures devoted to what Blair calls “Public Speaking.”2 Th ese ten lectures on public speaking comprise Blair’s concentrated attention to the “rhetoric” part of his title, to distinguish this theme from the emphasis on taste and criticism that constitutes “belles lettres.” Th ese rhetoric lectures are an interesting instance in historical appropriation: Blair is deeply committed to classical rhetoric, which was central to his educational experience at Edinburgh. In his Lectures, he would appropriate the civic, republican rhetorical tradition to his own Enlightenment, Christian, Scottish, post-Union context. Th e challenges of this appropriation are considerable and come to a head in Lecture 34, “Means of Improving in Eloquence.” Th e lecture references Quintilian and argues that one can be an eff ective orator only if one is fi rst a good person; success in oratory and good character are reciprocal, so developing an appropri- ate, moral character is the best means to improving eloquence. But the character traits that Quintilian had in mind – those public, political, Aristocratic virtues of civic republicanism in its Roman context – are not particularly applicable to Blair’s polite, Christian, Scottish, demo- cratic context. Yet Blair is unwilling to abandon the civic republicanism of the rhetorical tradition. He seeks to combine it with the values of politeness so important to Enlightened Edinburgh – and also with the Christian values fundamental to Blair’s program.
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Scottish Enlightenment Rhetoric and the New Aesthetic of Language
University of Rhode Island DigitalCommons@URI Open Access Dissertations 2016 “A Peculiar Power of Perception”: Scottish Enlightenment Rhetoric and the New Aesthetic of Language Rosaleen Greene-Smith Keefe University of Rhode Island, rgreenesmith@my.uri.edu Follow this and additional works at: https://digitalcommons.uri.edu/oa_diss Recommended Citation Greene-Smith Keefe, Rosaleen, "“A Peculiar Power of Perception”: Scottish Enlightenment Rhetoric and the New Aesthetic of Language" (2016). Open Access Dissertations. Paper 464. https://digitalcommons.uri.edu/oa_diss/464 This Dissertation is brought to you for free and open access by DigitalCommons@URI. It has been accepted for inclusion in Open Access Dissertations by an authorized administrator of DigitalCommons@URI. For more information, please contact digitalcommons@etal.uri.edu. “A PECULIAR POWER OF PERCEPTION”: SCOTTISH ENLIGHTENMENT RHETORIC AND THE NEW AESTHETIC OF LANGUAGE BY ROSALEEN GREENE-SMITH KEEFE A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN ENGLISH LITERATURE UNIVERSITY OF RHODE ISLAND 2016 DOCTOR OF PHILOSOPHY DISSERTATION OF ROSALEEN GREENE-SMITH KEEFE APPROVED: Dissertation Committee: J. Jennifer Jones Stephen J. Barber Cheryl Foster Nasser H. Zawia DEAN OF THE GRADUATE SCHOOL UNIVERSITY OF RHODE ISLAND 2016 ABSTRACT This dissertation is an inquiry into the ways rhetoric, as the study of the art of language use, and literature, as the art of written language, were coherently theorized in Enlightenment Scotland to articulate the complex nature of language and its inherent relationship to the human mind and its faculties. The chapters contained in this manuscript dissertation are previously published studies in eighteenth-century Scottish rhetorical theory, examining the multiple and sometimes contradictory legacies of this important body of work on language pedagogy, philosophy of mind and language, and political theory.
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The Role of the Bibliothèque Britannique (1796-1815) in the Dissemination of the Scottish Enlightenment As a Distinctive Cultural Movement in Europe 21
The Role of theBibliothèque Britannique (1796-1815) in the Dissemination of the Scottish Enlightenment as a Distinctive Cultural Movement in Europe1 El papel de la Bibliothèque Britannique (1796-1815) en la difusión de la Ilustración escocesa como un movimiento cultural distintivo en Europa María Jesús Lorenzo-Modia y Begoña Lasa-Álvarez Universidade da Coruña Resumen: La relevancia de la Ilustración escocesa y la innovación de algunas de las ideas de sus figuras más prominentes impulsaron la rápida difusión del movimiento en Europa. La Bibliothèque Britannique, publicada en Ginebra entre 1796 y 1815, fue un proyecto editorial que contribuyó claramente a este hecho. La biblioteca de Ginebra era una colección variada de textos que se habían publicado en Gran Bretaña, principalmente durante la segunda mitad del siglo XVIII, y por tanto, entre ellos se encuentran las obras de varios escritores escoceses, como Adam Smith, 1 This essay was supported by the following funded projects and institutions, which are hereby gratefully acknowledged: Research network «Rede de Lingua e Literatura inglesa e Identidade III» (ED431D2017/17), Xunta de Galicia / ERDF-UE; Research project «Eco-Fictions» (FEM2015-66937-P), Ministry of Economy and Competitiveness / ERDF-UE; Research project «Tropo animal» (PGC-2018-093545-B100), Ministry of Science, Innovation and Universities-State Agency for Research-AEI / ERDF-UE; Research Project «Portal Digital de Historia de la traducción en España» (PGC2018-095447-B-I00), Ministry of Science, Innovation and Universities-State Agency for Research-AEI / ERDF-UE; and by the Research Group of Modern and Contemporary Literature and Language, CLIN, Universidade da Coruña. Cuadernos Jovellanistas, 13, 2019, 19-38 ISSN: 2386-4443 20 María Jesús Lorenzo-Modia y Begoña Lasa-Álvarez Adam Ferguson, Hugh Blair y Dugald Stewart.
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William Robertson's Unfinished History of America
William Robertson’s unfinished History of America Florence Petroff To cite this version: Florence Petroff. William Robertson’s unfinished History of America: The Foundation of theBritish Empire in North America and the Scottish Enlightenment. Transatlantica. Revue d’études améri- caines/American Studies Journal, Association Française d’Études Américaines, 2019. hal-02132597 HAL Id: hal-02132597 https://hal.archives-ouvertes.fr/hal-02132597 Submitted on 17 May 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Distributed under a Creative Commons Attribution - NonCommercial| 4.0 International License Transatlantica Revue d’études américaines. American Studies Journal 2 | 2017 17/02 William Robertson’s unfinished History of America. The Foundation of the British Empire in North America and the Scottish Enlightenment Florence Petroff Electronic version URL: http://journals.openedition.org/transatlantica/10326 ISSN: 1765-2766 Publisher AFEA Electronic reference Florence Petroff, « William Robertson’s unﬁnished History of America. The Foundation of the British Empire in North America and the Scottish Enlightenment », Transatlantica [Online], 2 | 2017, Online since 19 April 2019, connection on 16 May 2019. URL : http://journals.openedition.org/ transatlantica/10326 This text was automatically generated on 16 May 2019.
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Virtual Works Actual Things
ORPHEUS Beyond musical works: a new approach to music ontology ORPHEUS and performance What are musical works? How are they constructed in our minds? Which material things allow us to speak about them in the first place? Does a specific way of conceiving musical works limit their performative potentials? What alternative, more productive images of musical work can be devised? Virtual Works—Actual Things addresses contemporary music ontological discourses, challenging dominant musicological accounts, Virtual Works questioning their authoritative foundation, and moving towards dynamic perspectives devised by music practitioners and artist researchers. Specific attention is given to the relationship between the virtual multiplicities that enable the construction of an image of a musical work, and the actual, concrete materials that make such a construction possible. With contributions by prominent scholars, this book is a wide-ranging and Actual Things fascinating collection of essays, which will be of great interest for artistic research, contemporary musicology, music philosophy, performance studies, and music pedagogy alike. Essays in Music Ontology Virtual Works Virtual Paulo de Assis is a researcher affiliated with the Orpheus Institute, Ghent. He is an experimental performer, pianist, and music philosopher, with transdisciplinary interests in composition, philosophy, psychoanalysis, and epistemology. Contributors: David Davies (McGill University, Montreal), Gunnar Hindrichs (University of Basel), John Rink (University of Cambridge),
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Hugh Blair, Technê, and the Legacy of Both in Twenty-First Century
HUGH BLAIR, TECHNÊ, AND THE LEGACY OF BOTH IN TWENTY-FIRST CENTURY COMPOSITION PEDAGOGY by WESLEY CLAY VENUS (Under the Direction of Michelle Ballif) ABSTRACT We often assume writing to be a technê, but we do so to a detriment. Thinking of any intellectual activity in this way trains our minds to the false belief that theory and practice can be made to correspond to one another in ways that are consistent with a subject, which is in this case language. Present-day writing pedagogy exists at the end of a long tradition of language- technai, and, as is the case with any human activity ever regarded as a craft, an often unaddressed and unacknowledged element of virtue attends it. This subjective and value-based component will always necessarily provide the foundation for the theoretical framework (its praxes), and in so doing create the illusion of objectivity. Such is the case for most of the theory- driven pedagogies we see today in composition studies, a tradition began to a significant extent in the eighteenth-century by Scottish rhetorician Hugh Blair. In these regards his legacy contributes significantly to the new tradition involving the systematic application of avant-garde academic theory to composition classroom practices. We see evidence of this in current- traditionalism, cognitivism, expressivism, and social-epistemicism which is consistent with the ancient model of technê and which is consistent even with certain elements of “the post-process movement,” a movement among composition scholars which at least abstractly positions
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Information to Users
INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. ProQuest Information and Learning 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 800-521-0600 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. FLOWERS OF RHETORIC: THE NINETEENTH-CENTURY IMPROVISATRICE TRADITION DISSERTATION Presented in partial fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Melissa Joan Ianetta. M.A. * * * * * The Ohio State University 2002 Dissertation Committee: Approved by Professor Nan Johnson. Adviser Professor Kav Halasek Advis Professor James Fredal Department 0f English Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
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Hugh Blair 1 More Easily Injured
,enator, and a character to Hugh Blair 1 more easily injured. The 1718-1800 I •• ..IJ•~.:',; -•f,j--r, so accomplished as to re· •.,• i p t ? I/" JI racy of composition, or I as may be expected in the ious in age, rank, taste, in- In an 1873 edition of lectures on Rhetoric and Be/le,1·let1res (excerpted here) prejudices, to which he that was published in the United States, the noted teacher Abraham Mills provides, mself. And if he derives for nearly every chapter, a summary and list of questions for students. These ques the richness, the variety, tions call attention lo every detail, every distinction, and every illustration in the 1cprinciples, motive.~. and text. There are, for example, I 11 questions appended lo Lecture 2, on taste ("How his subject furnishes him, does it appear that delivery and correctness mutually imply each other'! In what is inconveniences from this the power of delicacy chiefly seen; and of correctness'! Hating viewed taste in its nost the only engine by most improved state, what does our author next consider'! Why does this bring us to • ,.i~J'.,!-.JJ., ... ,, ,n the passions of his hear the most difficult part of our task?"). This scriptural reverence for Hugh Blair's . abstract qualities, virtues, ·.1 • •• ,,,.: . , ."i: ... ,,,: ;'...[ work is not at all out of the ordinary. Blair is, at least with respect to his influence, Ital chiefly employed by ibition of real persons, the the Quintilian of his time, combining in his rhetoric a theory that met with nearly s. Nor are the occasions of universal approval and a pedagogy that won nearly universal application.
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Writing Instruction in Nineteenth-Century American Colleges
DOCUMENT RESUME ED 263 600 CS 209 424 AUTHOR Berlin, James A. TITLE Writing Instruction in Nineteenth-Century American Colleges. Studies in Writing & Rhetoric. INSTITUTION Conference on Coll. Composition and Communication, Urbana, Ill. REPORT NO ISBN-0-8093-1166-6 PUB DATE 84 NOTE 126p.; Foreword by Donald C. Stewart. AVAILABLE FROMSouthern Illinois University Press, P.0 Box 3697, Carbondale, IL 62901 ($8.50). PUB TYPE Books (010) -- Reports - Descriptive (141)- Historical Materials (060) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS College English; *Educational History; *Educational Theories; Higher Education; *Rhetoric; Rhetorical Criticism; Writing (Composition); *Writing Instruction IDENTIFIERS *Nineteenth Century Rhetoric; *Rhetorical Theories ABSTRACT An examination of nineteenth century rhetoric is presented in this publication. The first chapter analyzesthree rhetorical systems of the nineteenth century: classical, psychological-epistemological, and romantic. The second chapter discusses the demise of the classical tradition, while the third chapter, "The Triumph of Eighteenth-Century Rhetoric," focuseson the rhetorical theories of George Campbell, Hugh Blair,and Richard Whately, exploring their influences on nineteenth century pedagogy and social thought. Chapter four describes American imitators of Campbell and Blair, specifically Samuel P. Newman andHenry Day, and chapter five deals with Ralph Waldo Emerson and romantic rhetoric. Chapter six examines aspects of the scientific approach--the managerial scheme of invention, arrangement, and style--and its consequences. Chapter seven presents the rhetoric of Fred Newton Scott as a new direction for college writing instruction, andthe final chapter considers three contemporary approachesto teaching writing. A twelve-page bibliography concludes thestudy. *********************************************************************** * Reproductions supplied by EDRS are the best thatcan be made * * from the original document.
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The Scottish Literati and the Problem of Scottish National Identity
THE SCOTTISH LITERATI AND THE PROBLEM OF SCOTTISH NATIONAL IDENTITY DanieI I. Wells Depanment of History Submitted in partial fulfilment of the requirements for the degree of Masters of Arts Faculty of Graduate Studies The University of Western Ontario London, Ontario September, 1997 @ Daniel Wells 1997 National Library Bibliothèque nationale 191 of Canada du Canada Ac uisitions and Acquisitions et ~it&ra~hic Services services bibliographiques 395 Wellington Street 395, rue Wellington Ottawa ON K1A ON4 Ottawa ON K1A ON4 Canada Canada The author has granted a non- L'auteur a accordé une licence non exclusive licence ailowing the exclusive permettant à la National Library of Canada to Bibliothèque nationale du Canada de reproduce, loan, distribute or sel1 reproduire, prêter, distribuer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la forme de microfiche/film, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts fiom it Ni la thèse ni des extraits substantiels may be printed or otherwise de celle-ci ne doivent être imprimés reproduced without the author' s ou autrement reproduits sans son permission. autorisation. ASSTRACT The Scottish literati's intellectual maturity coincided with the increasing importance of questions conceming Scotland's role and identity within the newly defined British arrangement. David Hume, William Robertson, Adam Smith, Adam Ferguson and James Macpherson -- the writers and theorists with which this thesis is concerned -- atternpted to salvage a workable national identity in a variety of ways.
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“Conjecture, Anecdote and Rhetoric
“Philosophy, Ideology and Rhetoric: Discursive Strategies in the Wealth of Nations” A paper prepared for delivery at the annual meeting of the Canadian Political Science Association, University of Winnipeg, June 3rd 2004. Doug Long Dept. of Political Science University of Western Ontario London Ontario Canada N6A 5C2 dlong@uwo.ca 1 “The Progress, indeed, we have made is not very great. The Duke is acquainted with no french man whatever. I cannot cultivate the acquaintance of the few with whom I am acquainted, as I cannot bring them to our house and am not always at liberty to go to theirs. The Life which I led at Glasgow was a pleasurable, dissipated life in comparison of that which I lead here at Present. I have begun to write a book in order to pass away the time.”1 Thus wrote Adam Smith to David Hume in July of 1764. Smith was with the Duke of Buccleugh in Toulouse, clearly not enjoying himself. Hume was in Paris. The book referred to was to help Smith pass away a great deal of time. By the time Smith was in a position to write to Hume that he expected to send his book to Press at the end of the month, the date would be 9 May 17752. The book would not in fact be published for ten more months. It was An Inquiry into the Nature and Causes of the Wealth of Nations. Its gestation period was lengthy and, it appears, stressful for Smith. In 1772 he wrote to William Pulteney that he had intended to publish WN by the start of that year, but ”interruptions occasioned partly by bad health arising from want of amusement and from thinking too much upon one thing” would delay its publication “for a few months longer”.3 Those who are familiar with the protagonists will not be surprised to know that David Hume took an active interest in Smith’s labours on WN.
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