Fielding's Tragedy of Tragedies: Papal Fallibility and Scriblerian Satire
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Henry Fielding Joseph Andrews
HENRY FIELDING JOSEPH ANDREWS VOLUME I 2008 – All rights reserved Non commercial use permitted THE WORKS OF HENRY FIELDING EDITED BY GEORGE SAINTSBURY IN TWELVE VOLUMES VOL. I. JOSEPH ANDREWS VOL. I. CONTENTS. INTRODUCTION. PREFACE. BOOK I. CHAPTER I. _Of writing lives in general, and particularly of Pamela, with a word by the bye of Colley Cibber and others_ CHAPTER II. _Of Mr Joseph Andrews, his birth, parentage, education, and great endowments, with a word or two concerning ancestors_ CHAPTER III. _Of Mr Abraham Adams the curate, Mrs Slipslop the chambermaid, and others_ CHAPTER IV. _What happened after their journey to London_ CHAPTER V. _The death of Sir Thomas Booby, with the affectionate and mournful behaviour of his widow, and the great purity of Joseph Andrews_ CHAPTER VI. _How Joseph Andrews writ a letter to his sister Pamela_ CHAPTER VII. _Sayings of wise men. A dialogue between the lady and her maid; and a panegyric, or rather satire, on the passion of love, in the sublime style_ CHAPTER VIII. _In which, after some very fine writing, the history goes on, and relates the interview between the lady and Joseph; where the latter hath set an example which we despair of seeing followed by his sex in this vicious age_ CHAPTER IX. _What passed between the lady and Mrs Slipslop; in which we prophesy there are some strokes which every one will not truly comprehend at the first reading_ CHAPTER X. _Joseph writes another letter; his transactions with Mr Peter Pounce, &c., with his departure from Lady Booby_ CHAPTER XI. _Of several new matters not expected_ CHAPTER XII. -
SOURCE01.Pdf
EPIC AND MOCK EPIC IN ENGLAND IN THE SEVENTEENTH AND EIGHTEENTH CENTURIES J.S. RYAN Department of English University of New England Armidale , N S .14 1981 1981 Copyright is reserved to J.S. Ryan and Department of English, University of New England Printed by the University of New England, Armidale, New South Wales. CONTENTS Greek Epic 1 Epos 1 Aristotle 1 Epic setting 2 Simple action 2 Known story 3 Meaning of epic as critical term 4 Primitive epic 5 Primary epic Non Indo-European epic 6 Dantes L'ivine Comed 6 Secondary epic 7 Aeneid (--and Shaw) 7 Renaissance epic 8 Contemporary theme 9 Relation to the past 10 Style for secondary epic 11 Destiny and conscience 12 Responsibility 12 Classical influences - Milton 13 Satan 14 Like classical deities 15 Adams dilemma 16 Expulsion of Adam and Eve 18 Miltons focus 19 Walter Raleigh on Miltons Style 21 i iv Nimes and Nouns 71 John Dryden 22 Ancients Moderns 23 Nock heroic 24 Drydens mock heroics 24 pics in translation 26 Alexander Pope 26 Fielding and the epic novel 29 Samnel Richardsons Pamela 30 Fieldings classicism 31 The Town and Country 32 Social comedy and dignified picaresque 33 Including history 34 Sequel 34 The last epic poetry in english 35 BiblLography 37 GREEK EPIC Epic poetry, always associated in the mind of Western man the two homeric poems, the Iliad and the OdLissey, is both reckoned as the oldest and also ranked highest of the Greek literary types (being the first listed in Aristotles (2n the Art of Poetm, chap, 1). -
Handel's Oratorios and the Culture of Sentiment By
Virtue Rewarded: Handel’s Oratorios and the Culture of Sentiment by Jonathan Rhodes Lee A dissertation submitted in partial satisfaction of the Requirements for the degree of Doctor of Philosophy in Music in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Davitt Moroney, Chair Professor Mary Ann Smart Professor Emeritus John H. Roberts Professor George Haggerty, UC Riverside Professor Kevis Goodman Fall 2013 Virtue Rewarded: Handel’s Oratorios and the Culture of Sentiment Copyright 2013 by Jonathan Rhodes Lee ABSTRACT Virtue Rewarded: Handel’s Oratorios and the Culture of Sentiment by Jonathan Rhodes Lee Doctor of Philosophy in Music University of California, Berkeley Professor Davitt Moroney, Chair Throughout the 1740s and early 1750s, Handel produced a dozen dramatic oratorios. These works and the people involved in their creation were part of a widespread culture of sentiment. This term encompasses the philosophers who praised an innate “moral sense,” the novelists who aimed to train morality by reducing audiences to tears, and the playwrights who sought (as Colley Cibber put it) to promote “the Interest and Honour of Virtue.” The oratorio, with its English libretti, moralizing lessons, and music that exerted profound effects on the sensibility of the British public, was the ideal vehicle for writers of sentimental persuasions. My dissertation explores how the pervasive sentimentalism in England, reaching first maturity right when Handel committed himself to the oratorio, influenced his last masterpieces as much as it did other artistic products of the mid- eighteenth century. When searching for relationships between music and sentimentalism, historians have logically started with literary influences, from direct transferences, such as operatic settings of Samuel Richardson’s Pamela, to indirect ones, such as the model that the Pamela character served for the Ninas, Cecchinas, and other garden girls of late eighteenth-century opera. -
Paradise Lost and Pullman's His Dark Materials
Mythic Rhetoric: Influence and Manipulation in Milton's Paradise Lost and Pullman's His Dark Materials Rhys Edward Pattimore A thesis submitted in partial fulfilment of the requirements of the Manchester Metropolitan University for the degree of Masters by Research Department of Interdisciplinary Studies MMU Cheshire 2015 1 Declaration I declare that this is my own work, that I have followed the code of academic good conduct and have sought, where necessary, advice and guidance on the proper presentation of my work. Printed Name: Signature: 2 Acknowledgments For my family and friends: without your love, support and patience I could not have hoped to achieve what I have. I love you all. To my tutors; I cannot thank you enough; I’m eternally grateful for your never-ending encouragement and invaluable assistance throughout the year. Finally, to the authors who have influenced my writing: their stories are my inspiration and without them, this simply would not have happened. 3 Contents Page - Abstract Page 5 - Note on Abbreviations Page 6 - Introduction Page 7 - Chapter One Page 26 - Chapter Two Page 43 - Chapter Three Page 78 - Conclusion Page 119 - Glossary of Rhetorical Terms Page 125 - Appendix: Quotations Page 129 - Bibliography Page 135 4 Abstract John Milton’s Paradise Lost and Philip Pullman’s His Dark Materials are two grand feats of mythic storytelling. Through their compelling stories, reinforced by influential rhetoric, each possesses the ability to affect individuals who read them. These myths work to influence their audiences without the author’s own personal beliefs being forced upon them (such as Milton’s scathing condemnation of certain styles of poetry, or Pullman’s overtly critical view of Christianity). -
Night Thoughts on Man and Nature in the Poetry Oj Eighteenth-Century America
Mental Nocturnes: Night Thoughts on Man and Nature in the Poetry oj Eighteenth-Century America IGHT BECAME A LITERARY TOPIC of the acutest interest during the early decades of the eighteenth century. Only at night did Nthe stars' lucent argument on behalf of a universal, providential order stand fully revealed. Yet night, too, was the period when imagination—sponsor of dreams, delusions, and fantasies—held sway. When the sun set the question arose as to whether reason or imagi- nation possessed the greater power. Would Newton's glorious truth be seen arrayed across the heavens? Or would the clouds of fancy obscure that glory with a melancholic gloom? British and British-American writers tested their mental dispositions in nocturnal verse to discover whether lucid reason or the more troublesome imagination would prevail. Some British writers— Thomas Parnell, Robert Blair, Bishop Porteus, Charles Emily—em- ployed the "night piece" to complain about man's inability to tran- scend his situation in "this world of sin and death."1 Others—James Thomson, John Gay, and David Mallet—sought to redeem night by viewing it as an essential component in nature's harmony.2 In America the "night piece" became a particularly important vehicle for ex- pressing a pessimistic view of the relation of man to nature. Four of the more ambitious works of colonial American belles lettres—James Ralph's Night (1728), Richard Lewis's "A Journey from Patapsco in Maryland to Annapolis, April 4, 1730," Thomas Godfrey, Jr.'s The The author wishes to thank the Citadel Development Foundation for its generous support of the research for this study. -
Epic to Novel
EPIC TO NOVEL THOMAS E. MARESCA Epic to Novel OHIO STATE UNIVERSITY PRESS Copyright® 1974 by the Ohio State University Press All Rights Reserved. Manufactured in the United States of America Portions of the chapter entitled "Dryden11 appeared in the summer 1974 issue ofELH under the title "The Context of Dryden's Absalom and Achitophel." Library of Congress Cataloging in Publication Data Mare sea, Thomas E Epic to Novel Bibliography: p. 1. English fiction — Early modern, 1500-1700 — History and criticism. 2. Epic poetry. English — History and criticism. I. Title. PR769.M3 823\03 74-19109 ISBN 0-8142-0216-0 ISBN 0-8142-0289-6 Original hard-cover edition 3 March 1975 Paperback reprint issued May 1977 FOR DIANE CONTENT S Preface ix Dryden 3 Pope 79 Swift 135 Fielding 181 List of Texts Cited 235 Index 237 PREFACE This book attempts to trace the process by which the novel replaced the epic as the major literary form in English. It explores the hows and whys of this process by an analysis of the subject matter of epic rather than its form or manner; that is, it attempts to find out what post-classical readers understood when they read epic by examination of major commentaries on Virgil's Aeneid from the early Middle Ages through the Renaissance. After that it proceeds to the same goal by close reading of major English literary works that bear a parodic relation to epic. I understand the epic tradition this book talks about as a heterogeneous body of materials growing from a single root, always changing and transforming them selves, but changing in ways and directions indicated by their earliest shaping. -
Los Viajes Del Caballero Inglés John Breval a España Y Portugal: Novedades Arqueológicas Y Epigráficas De 1726
Los viajes del caballero inglés John Breval a España y Portugal: novedades arqueológicas y epigráficas de 1726 ALICIA M.ª CANTO* Amicus Plato, sed magis amica veritas (Arist., Nicom. I, 4; Cerv., Quixot., 2.51) RESUMENLa accidentada vida del caballero John D. Breval (c. 1680-1738), clasicista del Tri- nity College de Cambridge, conocido literato inglés y preceptor de nobles en el «Grand Tour», incluyó una etapa como militar y hombre de confianza del Duque de Marlborough. Como militar y preceptor, viajó al sur de Portugal y España en tres ocasiones, entre 1708 y 1716. A su paso por muchas ciudades del Alentejo y Andalucía tomó múltiples notas sobre sus anti- güedades y copió 49 inscripciones romanas, la mayor parte de las cuales por autopsia. En 1726, al publicar en Londres sus Remarks on several parts of Europe (dedicado al futuro conde de Cholmondeley), incluyó al final sus notas ibéricas, acompañadas de un nutrido aparato de textos antiguos y bibliografía de su época. En este trabajo presentamos, además de algu- nas novedades biográficas sobre el autor, la traducción al español de los citados capítulos, acompañada de nuestro estudio crítico. Los epígrafes y los detalles sobre ellos que transmite Breval resultan ser un valioso testimonio para nuevas lecturas, consideración de falsos como auténticos, etc. Nuestra investigación sirve, pues, para devolver a John D. Breval su buen cré- dito como transmisor de inscripciones romanas (damnatus por Theodor Mommsen y Emil Hübner en el CIL II), y junto con él también el del gran humanista portugués Andrés de Resende, muchas veces tachado de falsario, a nuestro juicio injustamente. -
INFORMATION to USERS This Manuscript Has Been Reproduced from the Microfilm Master. UMI Films the Text Directly from the Origina
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 bleed through, 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. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. A Bell & Howell Information Company 300 North Z e e b Road. Ann Arbor. Ml 48106-1346 USA 313/761-4700 800/521-0600 THE FEMINIZATION OF WIT: SATIRE BY BRITISH WOMEN WRITERS, 1660-1800 DISSERTATION Presented in Partial Fulfillment of the Requirements for the degree Doctor of Philosophy in the Graduate School of the Ohio State University By Carol M. -
Hans Christian Andersen's Fairy Tales Ballet Production Cast 2015
HANS CHRISTIAN ANDERSEN’S FAIRY TALES BALLET PRODUCTION CAST 2015 (REVISED 12/4) The Storyteller (5:30 – 6:00pm Studio C) Hans Christian Andersen: TBD Storybook Children – Caroline Geiling, Alivia Sutter, Joleen Wobby, Madison White, Gianni Lombardi The Red Shoes (1:30– 2:00pm Studio D) Karen – Taylor Hollingsworth Shoemaker – Ellie Meck Red Shoe Dancers – Lillian Pisarczyk, Lily Buckner, Eden Stambaugh, Annalisa Conca, Annabelle Fait, Shalene Blanchard Ugly Duckling Baby Ducks (2:45‐3:15pm Studio D) ‐ Stella Pannacciulli, Reese Lockerman, Kaylee Wilson, Olivia Johnson, Addilynne Gaeta, Presley Moore, Paige Paulsen, Anya Contrino, Autumn O’Sullivan, Bria Patt Little Ugly Duckling (2:45‐3:15pm Studio D) – Maddy Blechschmidt Ducks (2:00‐2:30pm Studio B) – Sierra Anderson, Oliver Skiver, Sierra Blechschmidt, Sophia Kelly, McKinna Barnes, Kaitlynn Ellis, Natalie Beck, Eliza Engle, Samantha Fischer, Alex Morel, Sydney Madison, Madelyn Kamholz, Maya Wong, Mandie Simpson Swans (4:00‐4:30pm Studio B) – Megan Wagner, Maddie A’bell, Eliza Cervantes, Erin Klaerich, Valerie Yermian, Emma Marshall, Megan Overbey, Monique Dufault Grown Swan (4:00‐4:30pm Studio B) – Jillian Porath Mamma Duck (4:00‐4:30pm Studio B) – Narissa Urcioli Thumbelina Thumbelinas (3:30‐4:00pm Studio C) – Gabrielle Esposito, Nadia Gibbs, Sophia Parraga, Valeria Bedoya, Avery Paulsen, Reese Raymundo, Alyssia Garza, Lauren Shim, Zoe Dai Herrera, Grace Molina Tom Thumb (3:30‐4:00pm Studio C) – Will Weitz Lead Flowers (5:30‐6:00pm Studio D) – Charlotte Fait, Sidney Greene Flowers -
Knowledge 3 Teacher Guide Grade 1 Different Lands, Similar Stories Grade 1 Knowledge 3 Different Lands, Similar Stories
¬CKLA FLORIDA Knowledge 3 Teacher Guide Grade 1 Different Lands, Similar Stories Grade 1 Knowledge 3 Different Lands, Similar Stories Teacher Guide ISBN 978-1-68391-612-3 © 2015 The Core Knowledge Foundation and its licensors www.coreknowledge.org © 2021 Amplify Education, Inc. and its licensors www.amplify.com All Rights Reserved. Core Knowledge Language Arts and CKLA are trademarks of the Core Knowledge Foundation. Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. References herein should not be regarded as affecting the validity of said trademarks and trade names. Printed in the USA 01 BR 2020 Grade 1 | Knowledge 3 Contents DIFFERENT LANDS, SIMILAR STORIES Introduction 1 Lesson 1 Cinderella 6 Introducing the Read-Aloud (10 min) Read-Aloud (30 min) Application (20 min) • Core Connections/Domain • Purpose for Listening • Vocabulary Instructional Activity: Introduction Instructions • “Cinderella” • Where Are We? • Somebody Wanted But So Then • Comprehension Questions • Word Work: Worthy Lesson 2 The Girl with the Red Slippers 22 Introducing the Read-Aloud (10 min) Read-Aloud (30 min) Application (20 min) • What Have We Already Learned? • Purpose for Listening • Drawing the Read-Aloud • Where Are We? • “The Girl with the Red Slippers” • Comprehension Questions • Word Work: Cautiously Lesson 3 Billy Beg 36 Introducing the Read-Aloud (10 min) Read-Aloud (30 min) Application (20 min) • What Have We Already Learned? • Purpose for Listening • -
Issun Boshi: One-Inch
IIssunssun BBoshi:oshi: OOne-Inchne-Inch BBoyoy 6 Lesson Objectives Core Content Objectives Students will: Explain that f ctional stories come from the author’s imagination Identify folktales as a type of f ction Explain that stories have a beginning, middle, and end Describe the characters, plot, and setting of “Issun Boshi: One- Inch Boy” Explain that people from different lands tell similar stories Language Arts Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this domain. Students will: Demonstrate understanding of the central message or lesson in “Issun Boshi: One-Inch Boy” (RL.1.2) Recount and identify the lesson in folktales from diverse cultures, such as “Issun Boshi: One-Inch Boy” (RL.1.2) Orally compare and contrast similar stories from different cultures, such as “Tom Thumb,” “Thumbelina,” and “Issun Boshi: One-Inch Boy” (RL.1.9) Draw and describe one of the scenes from “Issun Boshi: One- Inch Boy” (W.1.2) Describe characters, settings, and events as depicted in drawings of one of the scenes from “Issun Boshi: One-Inch Boy” (SL.1.4) Different Lands, Similar Stories 6 | Issun Boshi: One-Inch Boy 79 © 2013 Core Knowledge Foundation Add suff cient detail to a drawing of a scene from “Issun Boshi: One-Inch Boy” (SL.1.5) Prior to listening to “Issun Boshi: One-Inch Boy,” identify orally what they know and have learned about folktales, “Tom Thumb” and “Thumbelina” Core Vocabulary astonished, adj. -
Two Augustan Booksellers
Two Augustan Booksellers JOHN DUNTON and EDMUND CURLL Peter Murray Bill UNIVERSITY OF KANSAS LIBRARIES LAWRENCE, KANSAS 1958 © 1959 UNIVERSITY OF KANSAS LIBRARIES Library of Congress Catalog Card Number 58-63057 PRINTED BY THE UNIVERSITY OF KANSAS PRESS Preface In 1952 a new Chancellor and a new Director of Libraries at the University of Kansas, Franklin D. Mur• phy and Robert Vosper, came together to institute a re• vitalized program of enrichment and growth of the uni• versity libraries. One of the products of the program was the early establishment of a public lectureship on books and bibliography. In subsequent years five distinguished exponents of as many different kinds of bibliophily have visited the Lawrence campus to talk about books and bibliography. The choice of lecturers has been fortunate; all have had something to say. The present publication indicates clearly the further conviction that what the lecturers said was not only worth hearing in Kansas but is also worth reading and rereading anywhere. The University of Kansas' Annual Public Lectures on Books and Bibliography are listed overleaf. The pur• poses of the list are three: (1) To identify each of the five lectures presented up to 1958; (2) To delineate explicitly the peculiar facts of publication of the second, third, and fourth lectures within the Library Series of the Univer• sity of Kansas Publications; and thereby (3) To allow colleagues in other institutions to escape some of the ex• asperation induced by publication of parts of one series within another series. A separate list of the entire Library Series is printed inside the front cover of the present vol• ume.