Alexander Pope, Windsor-Forest
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Social & Cultural History of Britian
School of Distance Education UNIVERSITY OF CALICUT SCHOOL OF DISTANCE EDUCATION BA ENGLISH (2011 Admission Onwards) III Semester Complementary Course SOCIAL & CULTURAL HISTORY OF BRITIAN QUESTION BANK 1. The word Colonialism, according to the Oxford English Dictionary comes from the ……………………… Colonia. a) Latin b) English c) Roman d) French 2. The Spanish Armada occurred in the year………… a) 1588 b) 1589 c) 1587 d) 1590 3. During the reign of …………………… the mercantile system in England developed in a full‐ fledged form. a) HenryVII b) CharlesII c) JamesII d) Queen Elizabeth 4. Who was the British King when American colonies achieved independence in 1776? a)George III b) George V c) James III d) Mary Tudor 5. Who wrote the poem White Man’s Burden? a)George Orwell b) T.S. Elliot c) Rudyard Kipling d) Mathew Arnold 6. The poem white man’s burden was published in the year ………. Social & Cultural History of Britain Page 1 School of Distance Education a)1899 b) 1898 c) 1897 d) 1900 7. The main theme of the poem White Man’s burden is……………. a) Justifying Whiteman’s civilising mission over the eastern countries. b) The war between England and Germany c) The development of English trade and commerce d) The authors experiences of his life in India 8. Who is known as the ‘prophet of Imperialism’? a)Rudyard Kipling b) George Orwell c) James Mill d) Max Mueller 9. Who called Rudyard Kipling as the Prophet of Imperialism? a) James Mill b) T.S. Eliot c) George Orwell d) John William Kay 10. -
Key Stage 3 Early Modern Britain
KS3 Knowing History Early Modern Britain 1509–1760 Teacher Guide Key Stage 3 Early Modern Britain 1509–1760 Teacher Guide Robert Peal Text © Robert Peal 2016; Design © HarperCollinsPublishers Limited 2016 1 KS3 Knowing History Early Modern Britain 1509–1760 Teacher Guide William Collins’ dream of knowledge for all began with the publication of his first book in 1819. A self-educated mill worker, he not only enriched millions of lives, but also founded a flourishing publishing house. Today, staying true to this spirit, Collins books are packed with inspiration, innovation and practical expertise. They place you at the centre of a world of possibility and give you exactly what you need to explore it. Collins. Freedom to teach Published by Collins An imprint of HarperCollinsPublishers The News Building 1 London Bridge Street London SE1 9GF Text © Robert Peal 2016 Design © HarperCollinsPublishers 2016 10 9 8 7 6 5 4 3 2 1 Robert Peal asserts his moral right to be identified as the author of this work. All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission in writing of the Publisher. This book is sold subject to the conditions that it shall not, by way of trade or otherwise, be lent, re-sold, hired out or otherwise circulated without the Publisher’s prior consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser. -
Steven CA Pincus James A. Robinson Working Pape
NBER WORKING PAPER SERIES WHAT REALLY HAPPENED DURING THE GLORIOUS REVOLUTION? Steven C.A. Pincus James A. Robinson Working Paper 17206 http://www.nber.org/papers/w17206 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue Cambridge, MA 02138 July 2011 This paper was written for Douglass North’s 90th Birthday celebration. We would like to thank Doug, Daron Acemoglu, Stanley Engerman, Joel Mokyr and Barry Weingast for their comments and suggestions. We are grateful to Dan Bogart, Julian Hoppit and David Stasavage for providing us with their data and to María Angélica Bautista and Leslie Thiebert for their superb research assistance. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research. NBER working papers are circulated for discussion and comment purposes. They have not been peer- reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications. © 2011 by Steven C.A. Pincus and James A. Robinson. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source. What Really Happened During the Glorious Revolution? Steven C.A. Pincus and James A. Robinson NBER Working Paper No. 17206 July 2011 JEL No. D78,N13,N43 ABSTRACT The English Glorious Revolution of 1688-89 is one of the most famous instances of ‘institutional’ change in world history which has fascinated scholars because of the role it may have played in creating an environment conducive to making England the first industrial nation. -
And Voltaire's
A COMPARATIVE ANALYSIS OF POPE’S “ESSAY ON MAN” AND VOLTAIRE’S “DISCOURS EN VERS SUR L’HONME” A THESIS SUBMITTED TO THE FACULTY OF ATLANTA UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTERS OF ARTS BY ANNIE BERNICE WIMBUSH SCHOOL OF ARTS AND SCIENCES ATLANTA, GEORGIA NAY 1966 TABLE OF CONTENTS Page PREFACE . a a . • • • . iii. Chapter I. THENENANDTHEIRWORKS. a• • • • • . a aa 1 The Life of Alexander Pope The Life of Voltaire II. ABRIEFRESUNEOFTHETWOPOENS . aa • . • •. a a 20 Pope’s “Essay on Man” Voltaire’s “Discours En Vers Sur L’Hoimne” III. A COMPARISON OF THE TWO POEMS . a • • 30 B IBLIOGRAPHY a a a a a a a a a a a • a a a • a a a a a a a 45 ii PREFACE In the annals of posterity few men of letters are lauded with the universal renown and fame as are the two literary giants, Voltaire and Pope. Such creative impetus and “esprit” that was uniquely theirs in sures their place among the truly great. The histories and literatures of France and England show these twQ men as strongly influential on philosophical thinking. Their very characters and temperaments even helped to shape and transform man’s outlook on life in the eighteenth century and onward.. On the one hand, there is Voltaire, the French poet, philosopher, historian and publicist whose ideas became the ideas of hundreds of others and whose art remains with us today as monuments of a great mind. On the other there is Pope, the English satirical poet and philosopher, endowed with a hypersensitive soul, who concerned himself with the ordinary aspects of literary and social life, and these aspects he portrayed in his unique and excellent verse, Both men were deeply involved in the controversial issues of the time. -
Journal of British Studies Volume 55, No. 4 (October 2016) Glickman
Journal of British Studies Volume 55, no. 4 (October 2016) Glickman Catholic Interests and the Politics of English Overseas Expansion 16601689 Gabriel Glickman Journal of British Studies 55:4 (October 2016): - © 2016 by The North American Conference on British Studies All Rights Reserved Journal of British Studies Volume 55, no. 4 (October 2016) Glickman Catholic Interests and the Politics of English Overseas Expansion 16601689 The link between English Protestantism and Early Modern English imperialism was once self-evident—to modern scholars as to many contemporary authors. The New World figured as a holy land for Calvinists and evangelicals, from Richard Hakluyt to Oliver Cromwell. Colonial schemes from the Providence Island expedition of 1631 to the 1655 Western Design were proclaimed as strikes upon the Roman-Iberian Babylon in its garrisoned treasure- house.1 Until well into the eighteenth century, overseas conquests were retailed as the providential tokens of an elect nation—an expanding domain that considered itself, in David Armitage’s words, to be “Protestant, commercial, maritime and free.”2 This ideology formed Gabriel Glickman is a Lecturer in History at Cambridge University. He would like to thank Mark Knights and Mark Goldie for their comments on an earlier draft of this article. He is also grateful for the thoughts of the reviewers selected by the Journal of British Studies, and for the suggestions of the editor, Holger Hoock. 1 K. O. Kupperman, “Errand to the Indies: Puritan Colonization from Providence Island through the Western Design,” William and Mary Quarterly (henceforth W&MQ) 45, no.1 (January 1988): 7099. 2 David Armitage, Ideological Origins of the British Empire (Cambridge, 2000), 61-3, 173; Carla Gardina Pestana, Protestant Empire: Religion and the Making of the British Atlantic 2 it has been suggested, when its champions defined the purpose and politics of the English overseas empire against a host of cultural and ethnic “Others”. -
History of Britain from the Restoration to 1783
History of Britain from the Restoration to 1783 HIS 334J (39130) & EUS 346 (36220) Fall Semester 2018 Charles II of England in Coronation Robes Pulling Down the Statue of George III at Bowling John Michael Wright, c. 1661-1662 Green in Lower Manhattan William Walcutt, 1857 ART 1.110 Tuesday & Thursday, 12:30 – 2:00 PM Instructor James M. Vaughn [email protected] Office: Garrison 3.218 (ph. 512-232-8268) Office Hours: Friday, 2:30 – 4:30 PM, and by appointment Course Description This lecture course surveys the history of England and, after the union with Scotland in 1707, the history of Great Britain from the English Revolution and the restoration of the Stuart monarchy (c. 1640-1660) to the War of American Independence (c. 1775-1783). The kingdom underwent a remarkable transformation during this period, with a powerful monarchy, a persecuting state church, a traditional society, and an agrarian economy giving way to parliamentary rule, religious toleration, a dynamic civil society, and a commercial and manufacturing-based economy on the eve of industrialization. How and why did this transformation take place? Over the course of the same period, Great Britain emerged as a leading European and world power with a vast commercial and territorial empire stretching across four continents. How and why did this island kingdom off the northwestern coast of Europe, geopolitically insignificant for much of the sixteenth and seventeenth centuries, become a Great Power and acquire a global empire in the 1 eighteenth century? How did it do so while remaining a free and open society? This course explores these questions as well as others. -
The United Kingdom of Great Britain and Northern Ireland: Great Britain
The United Kingdom of Great Britain and Northern Ireland: Great Britain Basic Facts: . The “United Kingdom” includes Great Britain (England, Scotland, Wales) and Northern Ireland. Great Britain and Northern Ireland are the two main islands of the United Kingdom. The national capital is London. The flag of the UK represents England, Northern Scotland, the flag of Great Britain, and Northern Ireland. This is sometimes confusing. Let’s look at some different names that are sometimes confused: o England = ___________________ o Britain= ______________________ + __________________ o Great Britain= ________________ + __________________+___________________ o United Kingdom= _____________ +___________________+ _________________+__________________ . In addition to Great Britain and Northern Ireland, the United Kingdom has many small islands. It also has many territories around the world that may not officially be considered part of the United Kingdom but do have a special relationship with the British government. Weather: Great Britain experiences plenty of rainfall, and the weather is often changeable and difficult to predict. Because of this, weather is often a topic for discussion. Because of the abundant rainfall and mild climate, Britain is great environment for plants to grow and is very green. Language: English is the official language for the entire United Kingdom, but some people speak it in different ways, influenced by their family history. (Welsh English, Scottish English, etc.) Other Nationalities: The United Kingdom contains people from many countries. These immigrants sometimes live in communities with other immigrants from the same area. As of 1998, there were 170,000 Chinese living in Britain, mostly from Hong Kong. 1/3 of those Chinese were living in London at the time. -
Pope's Meadow Leaflet
Get involved Useful information Conservation Volunteering Directions If you’re interested in a practical, hands-on way Located between Bracknell and Binfield, the main of conserving parks and countryside sites such entrance is off St Marks Road, north of it’s junction as Pope’s Meadow, there are a host of voluntary with B3408 London Road. organisations with whom you can get involved with and help make a difference. Access on foot Discover ... More information can be found on our website. There are two pedestrian entrances located off St Marks Road, with two further entrances off Events Murrell Hill Lane. A wide range of events and activities take place at Pope’s Meadow The site is also on the local bus route, for more Pope’s Meadow throughout the year. These include information contact traveline. wildlife talks, countryside walks and educational events for schools, youth groups and children such Facilities as pond-dipping and bug hunting. Parking Toddlers More information on our website. Play area Access Surfaced Path Bike Picnic parking table Contacts Bracknell Forest Council Parks & Countryside Service Tel: 01344 354441 Pond dipping Email: [email protected] Website: www.bracknell-forest.gov.uk/ parksandcountryside Orienteering Orienteering is an exciting challenge for children and Travelline Tel: 0871 200 22 33 adults to find points in the landscape using only a Email: www.traveline.info map and a compass. It can be enjoyed either as a competitive sport or a leisurely walk around the site. A permanent course has been mapped out Copies of this leaflet may be obtained in Pope’s Meadow in association with Berkshire in large print, Braille, on audio tape or Volunteers and The Big Lottery Fund. -
The State Flag of Georgia: the 1956 Change in Its Historical Context
The State Senate Senate Research Office Bill Littlefield 204 Legislative Office Building Telephone Managing Director 18 Capitol Square 404/ 656 0015 Atlanta, Georgia 30334 Martha Wigton Fax Director 404/ 657 0929 The State Flag of Georgia: The 1956 Change In Its Historical Context Prepared by: Alexander J. Azarian and Eden Fesshazion Senate Research Office August 2000 Table of Contents Preface.....................................................................................i I. Introduction: National Flags of the Confederacy and the Evolution of the State Flag of Georgia.................................1 II. The Confederate Battle Flag.................................................6 III. The 1956 Legislative Session: Preserving segregation...........................................................9 IV. The 1956 Flag Change.........................................................18 V. John Sammons Bell.............................................................23 VI. Conclusion............................................................................27 Works Consulted..................................................................29 Preface This paper is a study of the redesigning of Georgia’s present state flag during the 1956 session of the General Assembly as well as a general review of the evolution of the pre-1956 state flag. No attempt will be made in this paper to argue that the state flag is controversial simply because it incorporates the Confederate battle flag or that it represents the Confederacy itself. Rather, this paper will focus on the flag as it has become associated, since the 1956 session, with preserving segregation, resisting the 1954 U.S. Supreme Court decision of Brown v. Board of Education of Topeka, and maintaining white supremacy in Georgia. A careful examination of the history of Georgia’s state flag, the 1956 session of the General Assembly, the designer of the present state flag – John Sammons Bell, the legislation redesigning the 1956 flag, and the status of segregation at that time, will all be addressed in this study. -
Great Britain Flag GB Flag Has Very Interesting History of Its Introduction
Great Britain flag GB Flag has very interesting history of its introduction. This is one of the oldest flags in the world. Today it had turned 400 years old. The flag of Great Britain is officially called the Union flag, because it embodies emblems of three countries united under one monarch. Here's how it happened. In 1603, the year of Queen Elizabeth I's death, England and Scotland existed as completely separate nations, each with their own monarch and parliament. Elizabeth, being a spinster and therefore childless, expressed a deathbed wish that her cousin, King James VI of Scotland, be named as her successor to the English throne. Thus, the Scottish monarch was projected into the unique position of ruling two nations simultaneously. He ruled Scotland as King James VI and England as King James I. The English national flag at this period consisted of a simple red cross fully imposed upon a plain white field, this being the emblem of St. George, England's patron saint. The Scottish national flag consisted of a diagonal white cross, fully imposed upon a medium blue field. This was the emblem of St. Andrew, Scotland's patron saint. In the spring of 1606, the Cross of Saint George was placed over the Scottish Cross of Saint Andrew to form the British Union Flag and it was the forerunner of the present flag of Great Britain. Although the traditional St. George's Cross flag continued to be used as an English flag for some years, all seagoing ships began using the new Union flag better known today as the Union Jack. -
1 Pope, Curll, and the Intermediality of Eighteenth-Century
Pope, Curll, and the Intermediality of Eighteenth-Century Character One wonders whether Alexander Pope did quite foresee the avalanche of print he would set off when he was planning the publication of his familiar letters. He must have known that Edmund Curll and other booksellers would quickly move to reprint if they could at all get away with it, but the sheer scale of operations – and the reader demand that such a scale implied – may have surprised even him.1 The publication of his letters came at an already busy time for Pope, who, in 1733-7 alone, published 24 new titles as well as a vast number of further editions and reprints of these and older titles. The letters, however, drove the publication of Pope‟s texts and of Popeiana to a level of frenzy that had only been reached once before, in the aftermath of the publication of the Dunciad (1728). By the time the dust was settling, Pope had stage-managed three different versions of his correspondence in at least 17 editions between 1735 and 1742, while notorious London book seller Edmund Curll had produced at least a further 11 editions and had added engravings of Pope and his correspondents to all of his volumes. It is therefore probably safe to say that the publication of Letters of Mr. Pope and Several Eminent Persons on 19 May 1735 marked the beginning of a media event that would attract the attention of British readers, writers, and booksellers for the next seven years.2 Though the focus of many excellent studies, the broad outlines of what I call the “Letters media event” bear summarizing again if for no other reason than that its timeline and cast are extremely convoluted. -
Paying for Poetry at the Turn of the Eighteenth Century, with Particular Reference to Dryden, Pope, and Defoe
Paying for Poetry at the Turn of the Eighteenth Century, with Particular Reference to Dryden, Pope, and Defoe J. A. DOWNIE IT IS SOMETIMES insinuated that author-publisher relations changed once and for all as a consequence of Dryden’s contract with Jacob Tonson to publish a subscription edition of his translation of Virgil, and Pope’s subsequent agreement with Bernard Lintot to publish a translation of the Iliad. Both poets unquestionably made a lot of money out of these publications. Dryden should have received the proceeds of the 101 five-guinea subscriptions in their entirety, in accordance with his contract with Tonson, as well as an additional sum from the cheaper second subscription. In addition to agreeing to pay Dryden £200 in four instalments for the copyright of his translation of Virgil to encourage him to complete the project as speedily as possible, Tonson also paid the capital costs of the plates and alterations and the costs of the 101 copies for the first subscribers. He even made a contribution towards the costs of the copies of the second subscribers. John Barnard calculates that “in all Dryden received between £910 and £1,075 from Tonson and the subscribers, and probably £400 or £500 for his [three] dedications” (“Patrons” 177). Yet Dryden fell out with Tonson, and William Congreve and one Mr Aston were called in to mediate. “You always intended I shou[l]d get nothing by the Second Subscriptions,” Dryden complained to Tonson, “as I found from first to last” (Letters 77). After shopping around among other booksellers, however, Dryden came to think rather differently.