Henry James and the Process of Autobiography. Paul S
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MIDDLEMARCH Adam Roberts Epigraphs and Mirrors A
MIDDLEMARCH AdAm RobeRts Epigraphs and Mirrors A AdAm RobeRts d A m Using epigraphs as a lens to open up new vistas, this study explores a wide range R of connectons. Moving freely between epigraphs and the main text, Roberts obe succeeds in throwing fresh light on the manifold ‘middleness’ of Middlemarch and the richness and sophistcaton of George Eliot’s realism. R ts John Rignall In Middlemarch, George Eliot draws a character passionately absorbed by abstruse allusion and obscure epigraphs. Casaubon’s obsession is a cautonary tale, but Adam Roberts nonetheless sees in him an invitaton to take Eliot’s use of epigraphy and allusion seriously, and this book is an atempt to do just that. Roberts considers the epigraph as a mirror that refracts the meaning of a text, and that thus carries important resonances for the way Eliot’s novels generate their meanings. In this lively and provoking study, he tracks down those allusions and quotatons that have hitherto gone unidentfed by scholars, examining their MIDDLEMARCH relatonship to the text in which they sit to unfurl a broader argument about the novel – both this novel, and the novel form itself. Middlemarch: Epigraphs and Mirrors is both a study of George Eliot and a meditaton on the textuality of fcton. It is essental reading for specialists and students of George Eliot, the nineteenth century novel, and intertextuality. It will also richly reward anyone who has ever taken pleasure in Middlemarch. This is the author-approved editon of this Open Access ttle. As with all Open Book publicatons, this entre book is available to read for free on the publisher’s website. -
Henry James's Worldview in the Ambassadors
1 HENRY JAMES’S WORLDVIEW IN THE AMBASSADORS: A GENETIC STRUCTURALISM APPROACH RESEARCH PAPER Submitted as a Partial Fulfillment of the Requirements for Getting Bachelor Degree of Education in English Department by DANANG AGUSTOMO A.320 030 062 SCHOOL OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF SURAKARTA 2008 1 CHAPTER I INTRODUCTION A. Background of the Study Literature is a social institution, using language as medium of social creation. Furthermore, literature represents life and life is in large measure, a social reality (Wellek 1959: 94). Hence, a literary work which is the author’s creation is an ideal reflection of social reality. The literary work and the author cannot be separated since; the literary work is a reproduction of the author’s mind. The author’s mind is a result of the author’s response towards the social reality where he or she lives. An author lives among the society which he or she associates and mingles with it. As human being an author is like the other people who are influenced by his or her religious conviction, social idea, settlement, culture and convention of his or her culture. However, an author does not always in harmony or agrees with the social circumstances in his or her society. He or she can also require a different view on it. The different view toward his or her social life force him or her to change and shape the behavior and the social view of his or her society. An author expresses his or her view by creating a work art. -
19Th-Century Male Visions of Queer Femininity
19TH-CENTURY MALE VISIONS OF QUEER FEMININITY A Thesis Presented to the Faculty of California State Polytechnic University, Pomona In Partial Fulfillment Of the Requirement for the Degree Master of Arts In English By Dino Benjamin-Alexander Kladouris 2015 i SIGNATURE PAGE PROJECT: 19TH-CENTURY MALE VISIONS OF QUEER FEMININITY AUTHOR: Dino Benjamin-Alexander Kladouris DATE SUBMITTED: Spring 2015 English and Foreign Languages Dr. Aaron DeRosa _________________________________________ Thesis Committee Chair English and Foreign Languages Lise-Hélène Smith _________________________________________ English and Foreign Languages Dr. Liliane Fucaloro _________________________________________ English and Foreign Languages ii ACKNOWLEDGEMENTS Dr. Aaron DeRosa, thank you for challenging and supporting me. In the time I have known you, you have helped to completely reshape my scholarship and in my worst moments, you have always found a way to make me remember that as hopeless as I am feeling, I am still moving forward. I do not think that I would have grown as much in this year without your mentorship. Thank you for always making me feel that I am capable of doing far more than what I first thought. Dr. Lise-Hélène Smith, my writing skills have improved drastically thanks to your input and brilliant mind. Your commitment to student success is absolutely inspiring to me, and I will be forever grateful for the time you have taken to push me to make this project stronger as my second reader, and support me as a TA. Dr. Liliane Fucaloro, you helped me switch my major to English Lit 6 years ago, and I am honored that you were able to round out my defense. -
The Tragic Muse, by Henry James 1
The Tragic Muse, by Henry James 1 The Tragic Muse, by Henry James The Project Gutenberg eBook, The Tragic Muse, by Henry James This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org Title: The Tragic Muse Author: Henry James Release Date: December 10, 2006 [eBook #20085] Language: English Character set encoding: ISO-8859-1 The Tragic Muse, by Henry James 2 ***START OF THE PROJECT GUTENBERG EBOOK THE TRAGIC MUSE*** E-text prepared by Chuck Greif, R. Cedron, and the Project Gutenberg Online Distributed Proofreading Team Europe (http://dp.rastko.net/) THE TRAGIC MUSE by HENRY JAMES MacMillan and Co., Limited St. Martin's Street, London 1921 PREFACE I profess a certain vagueness of remembrance in respect to the origin and growth of The Tragic Muse, which appeared in the Atlantic Monthly again, beginning January 1889 and running on, inordinately, several months beyond its proper twelve. If it be ever of interest and profit to put one's finger on the productive germ of a work of art, and if in fact a lucid account of any such work involves that prime identification, I can but look on the present fiction as a poor fatherless and motherless, a sort of unregistered and unacknowledged birth. I fail to recover my precious first moment of consciousness of the idea to which it was to give form; to recognise in it--as I like to do in general--the effect of some particular sharp impression or concussion. -
Henry James and the Ethics of Recollection
doi: https://doi.org/10.26262/exna.v1i1.5993 Henry James and the Ethics of Recollection Greg Zacharias Center for Henry James Studies, Creighton University, U.S.A. Abstract Henry James’s melancholic quality of mind enabled him to understand his relation to the past so that he could free himself of its hold without, at the same time, separating himself from it. It shaped his way of living. As James demonstrates in his notebooks, his past remains with him through his awareness and naming of it. His melancholy relation to the past enables him to use it as part of his identity and, at the same time, as part of the changes to that identity. This is James’s melancholy practice of “facing” his past. His way of using memory, engaging the past as he recalls it, the uses to which he puts the products of that engagement, establishes the ethics of recollection. To develop this study, the essay uses work on melancholy from Sigmund Freud, Jonathan Flatley, Heather Love, David McWhirter, and Lynda Zwinger. Keywords: memory, autobiography, melancholy, mourning. In late August 1881, towards the very end of a six-year absence from the United States, Henry James completed the serial version of The Portrait of a Lady. From that time until his departure from England on his way to the United States on 20 October, he attended to the Portrait’s book version. Finishing Portrait was a condition James set for himself in order to return to his family and homeland. It was a condition of living he established for his reunification with his family. -
RENUNCIATION and SELF-REALIZATION in SELECTED NOVELS of HENRY JAMES APPROVED: Major Professor Minor Professor * Director
RENUNCIATION AND SELF-REALIZATION IN SELECTED NOVELS OF HENRY JAMES APPROVED: Major Professor Minor Professor * Director of"tF© Department of English Dean of the Graduate School RENUNCIATION AND SELF-REALIZATION IN SELECTED NOVELS OP HENRY JAMES THESIS Presented to the Graduate Council of the North Texas State University in Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS By Susan Lee. Edwards, B. A, Denton, Texas August, 1969 TABLE OF CONTENTS Chapter Page I. INTRODUCTION 1 II. ISABEL ARCHER l6 III. LAMBERT STRETHER 42 IV. MILLY THEALE 6l V. MAGGIE VERVER 80 VI. CONCLUSION lOO BIBLIOGRAPHY 106 iii CHAPTER I INTRODUCTION Henry James's novels explore the venerable theme of the individual's relation to society. His work describes and analyzes the problem from the perspective of characters who are not aware, at first, that a conflict exists. It is as a result of his concentration on his protagonists's devel- oping awareness that James is designated a psychological novelist. His central characters's discovery of the rela- tivity of social values and their subsequent recognition of the possible validity of purely personal conscience comprise the bulk of his novels. The psychological and environmental pressure which requires the protagonists to choose between their own newly recognized values and society's constitutes the remainder. James's characters, in deciding to abide by their personal ideals, renounce society's offered rewards, but they gain the intangible benefit of living up to their perceived vision. Because it involves rejection of societal values, James's theme of renunciation is generally considered life- denying. -
Henry James , Edited by Daniel Karlin Frontmatter More Information
Cambridge University Press 978-1-107-00398-9 — The Bostonians Henry James , Edited by Daniel Karlin Frontmatter More Information the cambridge edition of the complete fiction of HENRY JAMES © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-1-107-00398-9 — The Bostonians Henry James , Edited by Daniel Karlin Frontmatter More Information © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-1-107-00398-9 — The Bostonians Henry James , Edited by Daniel Karlin Frontmatter More Information the cambridge edition of the complete fiction of HENRY JAMES general editors Michael Anesko, Pennsylvania State University Tamara L. Follini, University of Cambridge Philip Horne, University College London Adrian Poole, University of Cambridge advisory board Martha Banta, University of California, Los Angeles Ian F. A. Bell, Keele University Gert Buelens, Universiteit Gent Susan M. Grifn, University of Louisville Julie Rivkin, Connecticut College John Carlos Rowe, University of Southern California Ruth Bernard Yeazell, Yale University Greg Zacharias, Creighton University © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-1-107-00398-9 — The Bostonians Henry James , Edited by Daniel Karlin Frontmatter More Information the cambridge edition of the complete fiction of HENRY JAMES 1 Roderick Hudson 23 A Landscape Painter and Other 2 The American Tales, 1864–1869 3 Watch and Ward 24 A Passionate Pilgrim and Other 4 The Europeans -
Henry James , Edited by Adrian Poole Frontmatter More Information
Cambridge University Press 978-1-107-01143-4 — The Princess Casamassima Henry James , Edited by Adrian Poole Frontmatter More Information the cambridge edition of the complete fiction of HENRY JAMES © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-1-107-01143-4 — The Princess Casamassima Henry James , Edited by Adrian Poole Frontmatter More Information © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-1-107-01143-4 — The Princess Casamassima Henry James , Edited by Adrian Poole Frontmatter More Information the cambridge edition of the complete fiction of HENRY JAMES general editors Michael Anesko, Pennsylvania State University Tamara L. Follini, University of Cambridge Philip Horne, University College London Adrian Poole, University of Cambridge advisory board Martha Banta, University of California, Los Angeles Ian F. A. Bell, Keele University Gert Buelens, Universiteit Gent Susan M. Grifn, University of Louisville Julie Rivkin, Connecticut College John Carlos Rowe, University of Southern California Ruth Bernard Yeazell, Yale University Greg Zacharias, Creighton University © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-1-107-01143-4 — The Princess Casamassima Henry James , Edited by Adrian Poole Frontmatter More Information the cambridge edition of the complete fiction of HENRY JAMES 1 Roderick Hudson 23 A Landscape Painter and Other Tales, 2 The American 1864–1869 3 Watch and Ward 24 A Passionate -
Strings of Pearls: James, Maupassant, and 'Paste' Philip Horne
1 Strings of Pearls: James, Maupassant, and ‘Paste’ Philip Horne (UCL) Les perles composent le collier, mais c’est le fil qui fait le collier. Or, enfiler les perles sans en perdre une seule et toujours tenir son fil de l’autre main, voilà la malice… [The pearls compose the necklace, but it is the string which makes it a necklace. Now, to thread the pearls without losing a single one and always to hold one’s string with the other hand, there’s the trick…] (Gustave Flaubert, letter To Louise Colet, 26 August 1853)1 a case of feeling, of ever so many possible feelings, stretched across the scene like an attached thread on which the pearls of interest are strung (Henry James, Preface (1908) to The Princess Casamassima (1886))2 i À la Maupassant 1 Consulted 23 December 2018 at http://flaubert.univ- rouen.fr/correspondance/conard/outils/1853.htm 2 Henry James, Literary Criticism: French Writers, Other European Writers, The Prefaces to the New York Edition, edited by Leon Edel and Mark Wilson (New York: Library of America, 1984), p. 1092. (Hereafter LC II.) This essay began as a lecture given on 21 October 2016 at the Third International Conference of the European Society of Jamesian Studies at the American University of Paris, entitled “Reading Henry James in the Twenty-First Century: Heritage and Transmission”. I owe particular thanks to Denis Tredy for his extremely helpful ‘Teaching the “Grandsons of Balzac” a Lesson: Henry James in the 1890’s’ (E-rea: Revue électronique d’études sur le monde Anglophone, 2.1 (2004)), and to Mary Boyington, for her richly detailed PhD thesis, ‘«Esprit de Maupassant»: Henry James and French Realism, A Re-evaluation’ (Aix-Marseille Université, 2017). -
James, Henry (1917). the Sense of the Past. Charles Scribners's Sons
THE SENSE OF THE PAST BY HENRY JAMES NEW YORK CHARLES SCRIBNERS’S SONS 1917 PREFACE The Sense of the Past, the second of the two novels which Henry James left unfinished, had been planned and begun some years before he died. The two first books and a part of the third had been written, and it appears that the idea had been abandoned for accidental reasons, not because he was himself dissatisfied with it. He went back to it again during the first winter of the war, having found that in the conditions he could not then go on with The Ivory Tower and hoping that he might be able to work upon a story of remote and phantasmal life. He re- dictated, with slight modifications, the chapters already written, and continued the book at intervals until the autumn of 1915. He was then engaged for a time on other work — the introduction to the Letters from America of Rupert Brooke. He had just finished this and was preparing to return immediately to The Sense of the Past when on December 2 he was attacked by his last illness. The later chapters of the novel, as they stand, had not been finally revised by him; but it was never his habit to make more than verbal changes at that stage. The notes on the course which the book was to follow were dictated when he reached the point where the original draft broke off. These notes are given in full; their part in Henry James’s method of work is indicated in the preface to The Ivory Tower. -
William James and His Individual Crisis HARRY MADDUX [email protected]
Department of Languages, Literature & Philosophy Languages, Literature & Philosophy Working Papers Tennessee State University Year 2007 William James and His Individual Crisis HARRY MADDUX [email protected] This paper is posted at E-Research@Tennessee State University. http://e-research.tnstate.edu/llp wp/2 William James and the Individual 1 William James and His Individual Crisis I. Introduction Students of William James have long commented on how critical periods of his life compelled crucial developments in his philosophical thought. Ralph Barton Perry was the first to capitalize upon this recognition, with his examination of how James’s depression resulted in a very practical and highly personalized belief in the necessity of action as the only viable response to the Darwinian “process of the universe” (Perry 1: 322). Charlene Seigfried posits that, in addition to this seminal event, James likely faced two other crises. In 1895, he turned from psychological studies to specifically philosophical issues (William James’s Radical Reconstruction 12). In 1908-1909, these endeavors forced him to “give up ‘intellectualistic logic’” entirely and depend on a reconstructed “rational strand” in order to answer the old question (first posed in The Principles of Psychology) of how many consciousnesses can be at the same time one consciousness (13). Such insights have enriched and enlivened James studies, but the generalized conclusion they indicate—that James’s philosophy was an intensely lived but largely successful experience—deserves reevaluation. The first part of this judgment is accurate; the second is far less so. James’s first crisis was without doubt a lonely experience precipitated by questions of his responsibility to society and his place among others’ lives (Perry 1: 322). -
Great Plains National Instructional Television Library the POLICY BOARD of the Greatplains National Instructional Television Library
REPOR T RESUMES ED 019 007 EM 006 677 THE 1968 CATALOG OF RECORDED TELEVISION COURSES AVAILABLE FROM NATIONAL GREAT PLAINS INSTRUCTIONAL TELEVISION LIBRARY. NEBRASKA UNIV., LINCON EDRS PRICE MF -$0.50 HC -$4.64 114P. DESCRIPTORS- *INSTRUCTIONAL TELEVISION, *TELECOURSES, *TELEVISED INSTRUCION, AUDIOVISUAL AIDS, EDUCATIONAL TELEVISION, *CATALOGS SECONDARY EDUCATION, ELEMENTARY EDUCATION, HIGHEREDUCATION, PARENT EDUCATION, ADULT EDUCATION, ENRICHRENT ACTIVITIES, INTENDED FOR USE BY ADMINISTRATORS AND PLANNERS, THIS GUIDE DESCRIBES COURSES AVAILABLE FROM THE GREAT PLAINS ITV LIBRARY. FIVE INDICES ARE INCLUDED, ONE CLASSIFYING ELEMENTARY, JUNIOR HIGH, SECONDARY AND ADULT COURSES BY SUBJECT, ANOTHER LISTS THEM BY GRADE LEVEL. A THIRD LISTS COLLEGE COURSES BY SUBJECT, ANOTHER DESCRIBES INSERVICE TEACHER - TRAINING MATERIALS. A FINAL. ALPHABETIZED INDEX LISTS ALL COURSES CURRENTLY AVAILABLE FROM THE GREAT PLAINS LIBRARY INCLUDING FORD FOUNDATION KINESCOPES. LEASING AND PURCHASING COSTS ARE GIVEN, AS WELL AS PREVIEWING POLICIES AND ORDERING INFORMATION. (JM) U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. 1`, s0 SES ELEMENTARY SECONDARY COLLEGE Great Plains National Instructional Television Library THE POLICY BOARD of the GreatPlains National Instructional Television Library Though television is a relative youngster in the field of education, its usefulness in schools and colleges has become evident in thousands of classrooms across the United States. Educational institutions employing instruction by television have found recorded telecourses from Great Plains National Instructional Television Library playing a significant role in their curricular planning.