Great Works of Our Intellectual Heritage
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Samuel Johnson's Childhood Illnesses and the King's Evil
SAMUEL JOHNSON'S CHILDHOOD ILLNESSES AND THE KING'S EVIL by LAWRENCE C. McHENRY, JR. AND RONALD MAC KEITH 'HERE is a brave boy,' proclaimed George Hector,* when he brought Samuel Johnson into the world. From this moment and throughout most of his childhood, young Sam was harassed by a variety of afflictions that troubled his daily existence, but did not prevent him from eventually becoming one of England's outstanding literary figures. Samuel Johnson's adult illnesses and the history of his childhood have been described by many writers, but no separate work is available on his childhood medical history. The purpose ofthis paper is to describe Johnson's childhood medical disorders and their consequences. The principal source of information on this period in Johnson's life is from an autobiographical sketch, An account of the life of Dr. Samuel Johnson from his birth to his eleventh year, written by himself. Johnson apparently called this his 'Annals' and his two principal biographers, Boswell and Hawkins, did not know of its existence. This was written when he was 55 years old and was 'among the mass of papers which were ordered to be committed to the flames a few days before his death.'** Johnson's 'Annals' gives a record of his early affections, but it contains a rather questionable medical implication that has been perpetuated as fact. This is that Johnson developed tuberculosis during the first few weeks of his life. We propose to point out that this is unlikely and to show that it is much more probable that he developed tuberculosis later, when he was about two years old. -
Chapter IV Book IV
Book IV 1 WE have thus spoken of the generation of animals both generally and separately in all the different classes. But, since male and fe- male are distinct in the most perfect of them, and since we say that the sexes are first principles of all living things whether animals or plants, only in some of them the sexes are separated and in others not, therefore we must speak first of the origin of the sexes in the lat- ter. For while the animal is still imperfect in its kind the distinction is already made between male and female. It is disputed, however, whether the embryo is male or female, as the case may be, even before the distinction is plain to our senses, and further whether it is thus differentiated within the mother or even earlier. It is said by some, as by Anaxagoras and other of the physicists, that this antithesis exists from the beginning in the germs or seeds; for the germ, they say, comes from the male while the fe- male only provides the place in which it is to be developed, and the male is from the right, the female from the left testis, and so also that the male embryo is in the right of the uterus, the female in the left. Others, as Empedocles, say that the differentiation takes place in the uterus; for he says that if the uterus is hot or cold what en- ters it becomes male or female, the cause of the heat or cold being the flow of the catamenia, according as it is colder or hotter, more ‘antique’ or more ‘recent’. -
Lucyna Kostuch Do Animals Have a Homeland
H U M a N I M A L I A 9:1 Lucyna Kostuch Do animals have a homeland? Ancient Greeks on the cultural identity of animals The role of animals in ancient Greek culture has been discussed in a variety of contexts, — the relation between human and animal, the moral status of animals, animals in the works of naturalists, animals in tragedy, animals in art, zooarchaeological research. 1 In the literature of ancient Greece, animals are used to represent all things that do not belong to civil society or to the Greek community: slaves, women, and foreign peoples (barbaroi ). Symbolically, animals are often placed outside the country. 2 However, a close reading of texts by Greek authors leads to the conclusion that this is just one side of the coin. The Greeks attributed regional identity to animals, defined by the local geography, and by the history of a region enclosed by borders. At the same time, the world of animals seemed to be ethnically diversified, for the Hellenes coined the terms “Hellenic animal,” belonging to the Greek culture, and “barbaric animal,” belonging to a foreign culture. In this way, Greek animals became an inalienable part of the Hellenic “national” legacy. The Greeks imagined the human world and the world of animals as a world of common borders — there were “familiar” and “unfamiliar” animals at all levels of spatial division. This article, based primarily on literary sources, aims to answer the following questions: How did the ancient Greeks associate animals with space, geography, and their own settlements? Did they attribute nationality and territory to animals? Did they think animals missed their homelands? Could a foreign animal experience a process of cultural integration, namely Hellenization? Animals and Greek civilization . -
Press Release
Press Release Issued: Wednesday 12th August 2020 Darwin mentor and geology pioneer Charles Lyell’s archives reunited Fascinating writings of an influential scientist who shaped Charles Darwin’s thinking have become part of the University of Edinburgh’s collections. A rich assortment of letters, books, manuscripts, maps and sketches by Scottish geologist Sir Charles Lyell, have been reassembled at the University Library’s Centre for Research Collections, with the goal of making the collection more accessible to the public. Some 294 notebooks, purchased from the Lyell family following a £1 million fundraising campaign in 2019, form a key part of the collection. Although written in the Victorian era, the works shed light on current concerns, including climate change and threats to biodiversity. Now a second tranche of Lyell material has been allocated to the University by HM Government under the Acceptance in Lieu of Inheritance Tax scheme. These new acquisitions, from the estate of the 3rd Baron Lyell, will join other items that have been part of the University’s collections since 1927. The new archive includes more than 900 letters, with correspondence between Lyell and Darwin, the botanist Joseph Dalton Hooker, the publisher John Murray and Lyell’s wife, Mary Horner Lyell, and many others. It also includes a draft manuscript and heavily annotated editions of Lyell’s landmark book The Principles of Geology and several manuscripts from his lectures. Lyell, who died in 1875, aged 77, mentored Sir Charles Darwin after the latter’s return from his five-year voyage on the Beagle in 1836. The Scot is also credited with providing the framework that helped Darwin develop his evolutionary theories. -
Democracy’ in Somerset and Beyond
Cambridge University Press 978-0-521-89755-6 - Romanticism, Revolution and Language: The Fate of the Word from Samuel Johnson to George Eliot John Beer Excerpt More information chapter 1 ‘Democracy’ in Somerset and beyond The political impact of the French Revolution in England was strangely oblique, even when one remembers that it was largely being experienced at one remove. My concern here is not only with some examples of that oblique reaction but with language generally, and with the manner in which the growing questioning of authority during the period reflected a more profound alteration, taking place over a much longer period – a movement from what might be termed the language of fidelity to the cultivation of dialects that could be regarded as more critically oriented. To put the matter another way, whereas in medieval times writers had been so close to the religion of their surrounding culture that they did not need to think about the possible religious implications of their language, by the middle of the twentieth century, they would have become so self-conscious and self-critical that they could not write anything containing such implications and not be aware of possible commenting voices ranging from the harshly critical to the warmly favourable. The 1790s, I shall maintain, provided a crucial juncture for this development. In addition, however, attention may be drawn to recent emphases in the writing of history by which the possibility of concentrating on a small and particular detail and expanding one’s attention from there can be explored, or, alternately, one may begin by proceeding to the widest possible extreme and moving inward. -
New Yorkers Had Been Anticipating His Visit for Months. at Columbia
INTRODUCTION ew Yorkers had been anticipating his visit for months. At Columbia University, where French intellectual Henri Bergson (1859–1941) Nwas to give twelve lectures in February 1913, expectations were es- pecially high. When first approached by officials at Columbia, he had asked for a small seminar room where he could directly interact with students and faculty—something that fit both his personality and his speaking style. But Columbia sensed a potential spectacle. They instead put him in the three- hundred-plus-seat lecture theater in Havemeyer Hall. That much attention, Bergson insisted, would make him too nervous to speak in English without notes. Columbia persisted. So, because rhetorical presentation was as impor- tant to him as the words themselves, Bergson delivered his first American lec- ture entirely in French.1 Among the standing-room-only throng of professors and editors were New York journalists and “well-dressed” and “overdressed” women, all fumbling to make sense of Bergson’s “Spiritualité et Liberté” that slushy evening. Between their otherwise dry lines of copy, the reporters’ in- credulity was nearly audible as they recorded how hundreds of New Yorkers strained to hear this “frail, thin, small sized man with sunken cheeks” practi- cally whisper an entire lecture on metaphysics in French.2 That was only a prelude. Bergson’s “Free Will versus Determinism” lec- ture on Tuesday, February 4th—once again delivered in his barely audible French—caused the academic equivalent of a riot. Two thousand people attempted to cram themselves into Havemeyer. Hundreds of hopeful New Yorkers were denied access; long queues of the disappointed snaked around the building and lingered in the slush. -
INTUITION .THE PHILOSOPHY of HENRI BERGSON By
THE RHYTHM OF PHILOSOPHY: INTUITION ·ANI? PHILOSO~IDC METHOD IN .THE PHILOSOPHY OF HENRI BERGSON By CAROLE TABOR FlSHER Bachelor Of Arts Taylor University Upland, Indiana .. 1983 Submitted ~o the Faculty of the Graduate College of the · Oklahoma State University in partial fulfi11ment of the requirements for . the Degree of . Master of Arts May, 1990 Oklahoma State. Univ. Library THE RHY1HM OF PlllLOSOPHY: INTUITION ' AND PfnLoSOPlllC METHOD IN .THE PHILOSOPHY OF HENRI BERGSON Thesis Approved: vt4;;. e ·~lu .. ·~ests AdVIsor /l4.t--OZ. ·~ ,£__ '', 13~6350' ii · ,. PREFACE The writing of this thesis has bee~ a tiring, enjoyable, :Qustrating and challenging experience. M.,Bergson has introduced me to ·a whole new way of doing . philosophy which has put vitality into the process. I have caught a Bergson bug. His vision of a collaboration of philosophers using his intuitional m~thod to correct, each others' work and patiently compile a body of philosophic know: ledge is inspiring. I hope I have done him justice in my description of that vision. If I have succeeded and that vision catches your imagination I hope you Will make the effort to apply it. Please let me know of your effort, your successes and your failures. With the current challenges to rationalist epistemology, I believe the time has come to give Bergson's method a try. My discovery of Bergson is. the culmination of a development of my thought, one that started long before I began my work at Oklahoma State. However, there are some people there who deserv~. special thanks for awakening me from my ' "''' analytic slumber. -
Translated by Richard Wilbur Directed by Makaela Pollock
Translated by Richard Wilbur Directed by Makaela Pollock All original material copyright © Seattle Shakespeare Company 2015 WELCOME Dear Educators, Tartuffe is a wonderful play, and can be great for students. Its major themes of hypocrisy and gullibility provide excellent prompts for good in-class discussions. Who are the “Tartuffes” in our 21st century world? What can you do to avoid being fooled the way Orgon was? Tartuffe also has some challenges that are best to discuss with students ahead of time. Its portrayal of religion as the source of Tartuffe’s hypocrisy angered priests and the deeply religious when it was first written, which led to the play being banned for years. For his part, Molière always said that the purpose of Tartuffe was not to lampoon religion, but to show how hypocrisy comes in many forms, and people should beware of religious hypocrisy among others. There is also a challenging scene between Tartuffe and Elmire at the climax of the play (and the end of Orgon’s acceptance of Tartuffe). When Tartuffe attempts to seduce Elmire, it is up to the director as to how far he gets in his amorous attempts, and in our production he gets pretty far! This can also provide an excellent opportunity to talk with students about staunch “family values” politicians who are revealed to have had affairs, the safety of women in today’s society, and even sexual assault, depending on the age of the students. Molière’s satire still rings true today, and shows how some societal problems have not been solved, but have simply evolved into today’s context. -
Download Teachers' Notes
Teachers’ Notes Researched and Compiled by Michele Chigwidden Teacher’s Notes Adelaide Festival Centre has contributed to the development and publication of these teachers’ notes through its education program, CentrED. Brink Productions’ by Molière A new adaptation by Paul Galloway Directed by Chris Drummond INTRODUCTION Le Malade imaginaire or The Hypochondriac by French playwright Molière, was written in 1673. Today Molière is considered one of the greatest masters of comedy in Western literature and his work influences comedians and dramatists the world over1. This play is set in the home of Argan, a wealthy hypochondriac, who is as obsessed with his bowel movements as he is with his mounting medical bills. Argan arranges for Angélique, his daughter, to marry his doctor’s nephew to get free medical care. The problem is that Angélique has fallen in love with someone else. Meanwhile Argan’s wife Béline (Angélique’s step mother) is after Argan’s money, while their maid Toinette is playing havoc with everyone’s plans in an effort to make it all right. Molière’s timeless satirical comedy lampoons the foibles of people who will do anything to escape their fear of mortality; the hysterical leaps of faith and self-delusion that, ironically, make us so susceptible to the quackery that remains apparent today. Brink’s adaptation, by Paul Galloway, makes Molière’s comedy even more accessible, and together with Chris Drummond’s direction, the brilliant ensemble cast and design team, creates a playful immediacy for contemporary audiences. These teachers’ notes will provide information on Brink Productions along with background notes on the creative team, cast and a synopsis of The Hypochondriac. -
On the Arrangement of the Platonic Dialogues
Ryan C. Fowler 25th Hour On the Arrangement of the Platonic Dialogues I. Thrasyllus a. Diogenes Laertius (D.L.), Lives and Opinions of Eminent Philosophers 3.56: “But, just as long ago in tragedy the chorus was the only actor, and afterwards, in order to give the chorus breathing space, Thespis devised a single actor, Aeschylus a second, Sophocles a third, and thus tragedy was completed, so too with philosophy: in early times it discoursed on one subject only, namely physics, then Socrates added the second subject, ethics, and Plato the third, dialectics, and so brought philosophy to perfection. Thrasyllus says that he [Plato] published his dialogues in tetralogies, like those of the tragic poets. Thus they contended with four plays at the Dionysia, the Lenaea, the Panathenaea and the festival of Chytri. Of the four plays the last was a satiric drama; and the four together were called a tetralogy.” b. Characters or types of dialogues (D.L. 3.49): 1. instructive (ὑφηγητικός) A. theoretical (θεωρηµατικόν) a. physical (φυσικόν) b. logical (λογικόν) B. practical (πρακτικόν) a. ethical (ἠθικόν) b. political (πολιτικόν) 2. investigative (ζητητικός) A. training the mind (γυµναστικός) a. obstetrical (µαιευτικός) b. tentative (πειραστικός) B. victory in controversy (ἀγωνιστικός) a. critical (ἐνδεικτικός) b. subversive (ἀνατρεπτικός) c. Thrasyllan categories of the dialogues (D.L. 3.50-1): Physics: Timaeus Logic: Statesman, Cratylus, Parmenides, and Sophist Ethics: Apology, Crito, Phaedo, Phaedrus, Symposium, Menexenus, Clitophon, the Letters, Philebus, Hipparchus, Rivals Politics: Republic, the Laws, Minos, Epinomis, Atlantis Obstetrics: Alcibiades 1 and 2, Theages, Lysis, Laches Tentative: Euthyphro, Meno, Io, Charmides and Theaetetus Critical: Protagoras Subversive: Euthydemus, Gorgias, and Hippias 1 and 2 :1 d. -
Archibald Geikie (1835–1924): a Pioneer Scottish Geologist, Teacher, and Writer
ROCK STARS Archibald Geikie (1835–1924): A Pioneer Scottish Geologist, Teacher, and Writer Rasoul Sorkhabi, University of Utah, Salt Lake City, Utah 84108, USA; [email protected] years later, but there he learned how to write reports. Meanwhile, he read every geology book he could find, including John Playfair’s Illustrations of the Huttonian Theory, Henry de la Beche’s Geological Manual, Charles Lyell’s Principles of Geology, and Hugh Miller’s The Old Red Sandstone. BECOMING A GEOLOGIST In the summer of 1851, while the Great Exhibition in London was attracting so many people, Geikie decided instead to visit the Island of Arran in the Clyde estuary and study its geology, aided by a brief report by Andrew Ramsay of the British Geological Survey. Geikie came back with a report titled “Three weeks in Arran by a young geologist,” published that year in the Edinburgh News. This report impressed Hugh Miller so much that the renowned geologist invited its young author to discuss geology over a cup of tea. Miller became Geikie’s first mentor. In this period, Geikie became acquainted with local scientists and pri- vately studied chemistry, mineralogy, and geology under Scottish naturalists, such as George Wilson, Robert Chambers, John Fleming, James Forbes, and Andrew Ramsay—to whom he con- fessed his desire to join the Geological Survey. In 1853, Geikie visited the islands of Skye and Pabba off the coast Figure 1. Archibald Geikie as a young geolo- of Scotland and reported his observations of rich geology, including gist in Edinburgh. (Photo courtesy of the British Geological Survey, probably taken in finds of Liassic fossils. -
George Santayana: a Critical Anomaly Carol Ann Erickson University of Nebraska at Omaha
University of Nebraska at Omaha DigitalCommons@UNO Student Work 2-1966 George Santayana: A critical anomaly Carol Ann Erickson University of Nebraska at Omaha Follow this and additional works at: https://digitalcommons.unomaha.edu/studentwork Part of the English Language and Literature Commons Recommended Citation Erickson, Carol Ann, "George Santayana: A critical anomaly" (1966). Student Work. 55. https://digitalcommons.unomaha.edu/studentwork/55 This Thesis is brought to you for free and open access by DigitalCommons@UNO. It has been accepted for inclusion in Student Work by an authorized administrator of DigitalCommons@UNO. For more information, please contact [email protected]. GEORGE 1SANT.A.YANA, CRITICAL ANOMALY A Thesis J 4;) Presented to the Department o.f English and the Fa~ulty or the Oollege of Graduate Studies :University of Omaha In Partial Fulfillment of the Requirements for the Degre& Master of Arts by -Carol A. Erickson February 1966 UM I Number: EP72700 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material ~ad to be removed, a note will indicate the deletion. ' UMf. UMI EP72700 Published by ProQuest LLC (2015). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 13'1·6 Ann Arbor, Ml 48106 - 1346 Accepted for the faculty of the College of Graduate Studies of the University of Omaha, 1n_part1al fulfillment of.the requirements for the degree Master of Arts.