Title [Note]Walter Raleigh's School of Night and Mermaid Tavern : An
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Our Workshops
OUR WORKSHOPS Workshops at The Kit: Christopher Marlowe And His World ACTIVITY PROSPECTUS MENU OF WORKSHOP SESSIONS Category B Workshops at The Kit: Christopher Marlowe And His World You can choose two of the following sessions as your workshops. You will be asked Marlowe's Epitaph: Marlowe's Demons: to select one workshop from Category A and one from Category B in advance of We are delighted to offer this new tailored learning experience for young people Creative Writing Workshop Creative Arts Workshop your visit. in the unique setting of The Marlowe Kit which provides exciting ways to learn Suitable for KS1-5. Subjects: Suitable for KS2-4. Subjects: Art/ about Canterbury’s rich literary heritage. English/Drama/History Design Tech/Drama/History/ Category A Explore Christopher Marlowe's English/Maths/PSHE Workshops At The Kit: Christopher A half-day experience: poetry in this fun and informal Create your own infernal being Marlowe And His World is an • An interactive and theatrical Villains And Anti-Heroes: The Ancient Art Of Slapstick: creative writing workshop. in this practical mask-making innovative programme of cross- presentation, which introduces workshop. curricular activities for primary Text And Performance Workshop Performance Workshop students to Christopher Marlowe, his and secondary schools, to engage, Suitable for KS2-5. Suitable for Upper level KS1 (year Put Yourself In My Shoes: work and the world he lived in, all of educate and inspire both students and Subjects: English/Drama/History 2). Subjects: Drama/History Creative Writing Workshop Paper Theatre Kit: which inspired his writing. Engage with a selection of Enjoy slipping, tripping and teachers. -
Christopher Marlowe and the Golden Age of England
The Marlowe Society Christopher Marlowe and the Research Journal - Volume 05 - 2008 Golden Age of England Online Research Journal Article Michael J. Kelly Christopher Marlowe and the Golden Age of England Poet, spy and playwright, Christopher Marlowe was the embodiment of the Elizabethan Golden Age. Marlowe’s work was the product of his ‘Erasmian,’ or Christian humanist, education, the state of affairs in England and his own ability and readiness to satirize the world around him. Marlowe and his fellow contemporaries were a testament to the development of English drama, its pinnacle at the end of the English Renaissance and its eventual decline and suppression at the outbreak of the English Civil War. Their work is historically important because it illustrates, in addition to the development of English theatre, the dramatic political and social events of the time through the public medium of the playhouse. Specifically, the development of the theatre helps explain key features of the English Renaissance such as the creation of English self-identity, adoption of humanistic ideal, the advancement of English over Latin, the role of religion, the intellectual development of a people and parliament and their gradual alienation from the monarchy, the ultimate assertion of parliamentary power, and Civil War. Furthermore, the development of commercial playwriting, acting, stage management and private investment in theatres, an aspect of life today taken for granted, began during this Golden Age in English drama. The history of English playwriting and performance stretches back to at least the ninth century trope ‘Alle Luia’ sung at Easter masses. However, post-classical Christian ritual performance itself probably developed from the ritualistic repetitions of the Empirical Roman Senate.1 This tradition, established in the Church at some point during the early formation of Roman successor states, likely spread to England from Spain, via Ireland, through missionaries. -
Title Page Table of Contents Preface to the 1994
Christopher Marlowe (1564-1607) A Biography g Louis Ule A Hearthstone Book Carlton Press Corp. * New York Acknowledgments g JJermission to reproduce the illustrations (following page lr 290) in this biography was granted as follows: for pages I from the Revels Accounts by the Public Record Office; tor the title page from the L593 edition of Edznard II by the \-ictoria and Albert Museum; for the Cambridge portrait of Christopher Marlowe by the Master and Fellows bf Corpus Christi College, Cambridge; for the Massacre at Paris fragment s- the Folger Shakespeare Library, Washington, DC; for the Hampton Court portrait by The Royal Collectiory St. james Palace, London; for the Venice portrait by the Picture Gallery and Museum of the Royal Shakespeare Theatre; for the title paggs of Sir Philip Sidney's Acradia and his Apology for Poetry bv the Henry E. Huntington Library and Museum; for Man- tegna's ludith and Holofernes, by the National Gallery of Art, \Vashington, DC; for letters of Hugh Sanford by Walter J. G. Verco, M.V.O., Chester Herald of Arms, College of Arms; for Sir William Dugdale's 1634 pen-and-ink sketch of the Shake- speare monument by Sir William Dugdale, Bart. Merevale Hall, Atherstone, Warwickshire; for MS. Cotton Julius C. III i. 280" (handwriting presumed to be that of William Cotton) by the British Library; for altered copy of the Baines note, BL Harley MS 6853 ff307-:308, by the British Library. Contents Preface to the 1994Private Printing ix Introduction xi 1. Origins and Background 1 2. The King's School, Canterbury 11 J. -
A Dictionary of Literary and Thematic Terms, Second Edition
A DICTIONARY OF Literary and Thematic Terms Second Edition EDWARD QUINN A Dictionary of Literary and Thematic Terms, Second Edition Copyright © 2006 by Edward Quinn All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval systems, without permission in writing from the publisher. For information contact: Facts On File, Inc. An imprint of Infobase Publishing 132 West 31st Street New York NY 10001 Library of Congress Cataloging-in-Publication Data Quinn, Edward, 1932– A dictionary of literary and thematic terms / Edward Quinn—2nd ed. p. cm. Includes index. ISBN 0-8160-6243-9 (hc : alk. paper) 1. Criticism—Terminology. 2. Literature— Terminology. 3. Literature, Comparative—Themes, motives, etc.—Terminology. 4. English language—Terms and phrases. 5. Literary form—Terminology. I. Title. PN44.5.Q56 2006 803—dc22 2005029826 Facts On File books are available at special discounts when purchased in bulk quantities for businesses, associations, institutions or sales promotions. Please call our Special Sales Department in New York at (212) 967-8800 or (800) 322-8755. You can fi nd Facts On File on the World Wide Web at http://www.factsonfi le.com Text design by Sandra Watanabe Cover design by Cathy Rincon Printed in the United States of America MP FOF 10 9 8 7 6 5 4 3 2 1 This book is printed on acid-free paper. Contents Preface v Literary and Thematic Terms 1 Index 453 Preface This book offers the student or general reader a guide through the thicket of liter- ary terms. -
Review of Literary Records
Shakespearean Biografiction: How modern biographers rely on context, conjecture and inference to construct a life of the Bard A thesis submitted for the degree of Doctor of Philosophy Department of Arts and Humanities Brunel University By Kevin Gilvary November 2014 ii Candidate Kevin Gilvary (1955- ) B.A. (Hons), Classics, Southampton, 1976 M.A., Classics, Southampton, 1978 M.A. (Ed), Language in Education, Southampton 1996 P.G.C.E., Institute of Education, London, 1980 Doctoral Study 2007-2014 (part-time), Brunel University Supervisor 1 Professor William Leahy, School of Arts, Brunel University Supervisor 2 Dr. Sean Gaston, School of Arts, Brunel University Examiner 1 Professor Tom Betteridge, School of Arts, Brunel University Examiner 2 Professor Tom Healey, University of Sussex iii Abstract Modern biographies of William Shakespeare abound: new studies appear almost every year, each claiming new research and new insights, while affirming that there are enough records for a documentary life. In this thesis, I argue that no biography of Shakespeare is possible due to insufficient material, that most of what is written about Shakespeare cannot be verified from primary sources, and that Shakespearean biography did not attain scholarly or academic respectability until Samuel Schoenbaum’s Documentary Life (1975). The thesis therefore is concerned with demythologising Shakespeare by exposing numerous “biogra-fictions.” I begin by reviewing the history and practice of biography as a narrative account of a person’s life based on primary sources. Next I assess the very limited biographical material for Shakespeare identifying the gaps, e.g. there is no record that he spent any of his childhood in Stratford or ever attended school. -
Tamburlaine the Great: Triumph of the Will
RICE UNIVERSITY Tamburlalne the Great: Triumph of the Will by Joseph A. English A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ART Thesis Director's signature: May, 1967 Abstract Tamburlaine the Great: Triumph of the Will Joseph A. English The Renaissance interest in ontology expresses itself through its astrological, mythological, and cos¬ mological views of the world. This concern for under¬ standing the precise nature and function of the indi¬ vidual is thus particularly important in the drama of the era, which frequently focused on the problem of the individual—the problem of examing and understanding his precise nature as well as his precise role in the ordered world of the Renaissance, This thesis examines the ontological concerns of the Renaissance in general and of Tamburlalne the Great in particular in an at¬ tempt to demonstrate how radically at odds are the worlds, values, and premises of Part I and Part II. Chapter One examines the Renaissance concern for ontology as it is expressed in astrology and mythology. The Renaissance emphasis on self-knowledge and on the proper balance of will and understanding is also examined as another manifestation of its ontological concern, Ovid's concept of metamorphosis is similarly discussed. Chapter Two studies the intellectual environ¬ ment of Christopher Marlowe. By training and tempera¬ ment Marlowe was interested in the individual and in the potentialities and limitations of man’s being. His drama¬ tic works are filled with mythological allusions and as¬ trological references which reflect his ontological a¬ wareness. Chapter Three examines Tamburlaine’s ontological motivation In Part I. -
School of Night | Thinking Workshop | Secondary | Key Stages 3 - 5
SCHOOL OF NIGHT | THINKING WORKSHOP | SECONDARY | KEY STAGES 3 - 5 The School of Night were the dangerous thinkers of the Elizabethan era. This workshop looks at their big questions in philosophy, religion and science and why they were considered so heretical. Are the answers we might give today all that different? SCIENCE CURRICULUM TOPIC (KS3/4): LEARNING POINTS WORKING SCIENTIFICALLY – 1) THE DEVELOPMENT The power of theories based on scientific evidence (though not OF SCIENTIFIC provable); the search for a ‘Grand Unified Theory’ or ‘Theory of THINKING Everything’; use of models. 2) EXPERIMENTAL SKILLS The importance of hypotheses that can be tested by others, not AND STRATEGIES subjective; the difference between science and pseudo-science. 3) ANALYSIS AND Uncertainty of scientific data inherent, but does not make it less valid; EVALUATION objectivity important in scientific thinking; reliance on evidence over belief. 4) VOCABULARY, UNITS, Agreed international standards mean that different interpretations of SYMBOLS AND the Universe are less common now. NOMENCLATURE PARADIGM SHIFTS There are several KS3 & 4 learning points where key shifts in thinking are highlighted and can be discussed in the context of this workshop, including ideas about: • Stem cells, pathogens, evolution • The development of the periodic table, organic chemistry, evolution of the Earth and tectonics, climate change • Conservation of energy, Newton’s laws, magnetic effect of currents, development of the nuclear model, astronomy and cosmology With each development, a new heretic or group of heretics is created, until their radical thinking is accepted as commonplace. NON-SCIENCE SUBJECTS LITERACY Reading and assimilating the information on the prompt cards. -
Maurice Hunt
MAURICE HUNT 321 Oakwood Lane Hewitt, Texas 76643 (254) 666-7234 Marital Status: Married: three sons, one daughter; four grandchildren Education: B.A. University of Michigan, May 1964, Phi Beta Kappa, with Distinction and High Honors in English M.A. University of California, Berkeley, January 1966 Ph.D. University of California, Berkeley, September 1970 Dissertation: “Ways of Knowing in Shakespeare’s Last Plays” Major Teaching Experience: Instructor, Fall 1970-Summer 1973, Spring 1974, Summer 1976, The College of Marin, Kentfield, California. Developmental English; Freshman Composition; Freshman Introduction to Literature; Classical and Medieval World Literature; A Survey of Shakespeare; Introduction to American Literature; Dramatic Comedy. Lecturer, Spring 1974-Spring 1975, Dominican College, San Rafael, California. Shakespeare Survey; Freshman Composition; Shakespeare’s History Plays (Graduate Seminar); Elizabethan Literature; The American Writer and the City; Junior Preceptorial: Old and Medieval English Literature, Jacobean Drama, and Milton. Visiting Assistant Professor and Assistant Director of Freshman English, Fall 1980- Spring 1981, Arizona State University. Introduction to Shakespeare; Advanced Freshman Composition; Critical Reading and Writing; Shakespeare’s Plays in Performance. Assistant Professor, Fall 1981-Spring 1987; Associate Professor, Fall 1987-Spring 1993; Professor, Fall 1993-Spring 2003; Research Professor of English, Summer 2003-Present, Baylor University. Director of Freshman Composition, 1982-98; Chairperson, -
Marlowe's Tamburlaine (1587) and Islamic Theology
TRAMES, 2012, 16(66/61), 2, 177–201 MARLOWE’S TAMBURLAINE (1587) AND ISLAMIC THEOLOGY Fahd Mohammed Taleb Al-Olaqi King Abdulaziz University Abstract. Marlowe’s Tamburlaine (1589) is a great Elizabethan Oriental play. Marlowe’s reference to the Qur’ān and the Prophet Muhammad is remarkable in two parts of the play. Marlowe calls it the ‘Turkish Alcoran’ to attack the Turkish pride in affronting it. How- ever, to burn the Qur’ān, Marlowe denigrates it, and unfairly falsifies the Prophet Muhammad. Marlowe’s hero Tamburlaine identifies the Qur’ān as an enemy of the Elizabethans. Tamburlaine’s burning of the Qur’ān is a sign of Christian power and victory. The Qur’ānic biblioclasm on London stage was bizarre. The huge flames and vaunting speeches of Tamburlaine show an earthly hell for Muslims in the East with no limits. Tamburlaine asks the Prophet Muhammad to take his revenge just to mock him. The Qur’ān has been frequently and badly misunderstood in Europe. This derogatory treatment betrays Marlowe’s lack of understanding Islam. Though several performances of the play, recently, replace the copies of the Qur’ān by irreligious books, the English Christian Tamburlaine is literarily known as the Qur’ān burner in the English literature. Keywords: Christopher Marlowe, Marlowe’s Tamburlaine (1589), religion, theology, Qur’ān, Islam DOI: 10.3176/tr.2012.2.05 1. Introduction The Qur’ān is the first and most authentic source of Islam. As a book, it is arranged in 114 Suras or chapters. Every chapter is divided into rhymed prose verses in Arabic. -
Research Quality, Bibliometrics and the Republic of Science
CHAPTER 14 RESEARCH QUALITY, BIBLIOMETRICS AND THE REPUBLIC OF SCIENCE I'll burn my books! Ah, Mephistophilis. −Faustus Christopher Marlowe, The Tragicall History of D. Faustus1 Nothing is more contrary to the progress of knowledge than mystery.... If it happens that an invention favorable to the progress of the arts and sciences comes to my knowledge, I burn to divulge it; that is my mania. Born communicative as much as it is possible for a man to be, it is too bad that I was not born more inventive; I would have told my ideas to the first comer. Had I but one secret for all my stock in trade, it seems to me that if the general good should require the publication of it, I should prefer to die honestly on a street corner, my back against a post, than let my fellow men suffer. −Denis Diderot2 IDEOLOGIES OF KNOWLEDGE3 It is only since the 1960s with the development of research evaluation and increasing sophistication of bibliometrics that it has been possible to map the emerging economy of global science, at least on a comparative national and continental basis. The Science Citation Index provides bibliographic and citational information from 3,700 of the world’s scientific and technical journals covering over one hundred disciplines.4 The expanded index available in an online version covers more than 5,800 journals. Comparable ‘products’ in the social sciences (SSCI) and humanities (A&HCI) cover, respectively, bibliographic information from 1,700 journals in fifty disciplines and 1,130 journals. Additionally, the Web of Science covers more than 5,800 scientific journals.5 Thomson’s ‘scientific products’ provide ‘a total information solution is one that enables users to effortlessly navigate between essential research information sources including …Web of Knowledge.., full-text documents hosted by primary publishers, a growing list of key databases, and other options such as online public access catalogs’ (my emphasis). -
JAMES Mcintyre: NEGLECTED EMIGRE
Gordon Elliott JAMES MciNTYRE: NEGLECTED EMIGRE As any schoolboy of fourteen knows, a native literature cannot flourish where people cannot read and write. As Canada gained a few brave souls who would write even in the face of derision and hardship, a native literature slowly began to emerge: its beginnings may be seen in Thomas Chandler Haliburton, in Joseph Howe, and in John Richardson. Emigres, however, have always been important in the country's literary life: people like Susanna Moodie, who remained, or people like Malcolm Lowry, N ichotas Monserrat and Brian Moore, who were birds of passage, offered native Canadians new ways of looking at their own country, and a new impetus to recording their own interpretations. Yorkshire-born William Kirby, using old Quebec le gends, was followed by native-born Gilbert Parker who created new Quebec fictions . Perhaps it was English-born Catherine Parr Traill who opened the eyes of Archibald Lampman. With further encouragement and criticism from Irish emigres and from early Yankee invaders-- to say nothing of Scotch -the native-born began to create what might be seen as a Canadian school of writing. ! , ! . The term "school" when used in "Poe School'' or "Zola School" or "Eliot School", to say nothing of "New School" or "Black Mountain School", is a vague and inexact term, but seems to mean the awakening of one group by another to the possibilities of and for art. In Canada, the school, if indeed one did grow, was certainly based on the co1legiate system and often the relationships are tenuous. The Great Lakes School of Poets1 was based, naturally, in Ontario: Archibald Lampman, Wilfred Campbell, Duncan Camp· bell Scott. -
MARLOWE! the Story of the Poet and Playwright
DELLA HILTON WFIO \AAS KIT MARLOWE! The story of the poet and playwright Taplinger Publishing Company New York To Myra Roper, for bringing Iiterary distinction to Melbourne University Contents Introduction 1X I Canterbury I 2 Cambridge 9 22 3 Rheims 4 Tamburlaine in London z8 5 'The king of Spain's huge fleet' 47 6 The School of Night 55 7 Norton Folgate 67 8 Newgate 76 9 Blood Guilt 8o IO r590 88 II The Playwrights' Brains Trust 96 T2 Piers Gaveston r03 r3 Visit to Canterbury III r4 Doctor Faustus u7 r5 The Rival Poets tz8 r6 Scadbury 86 r7 Aftermath r49 Bibliography r59 Index r6r Illustrations r The north prospect of Canterbury in the seventeenth century (reproduced bjt cowtesy of King's School, Cantnbury) z A school room at King's School (King's School, Cantrbury) 3 The North Gate which Marlowe passed on his way to school (King' s S chool, C anteftury) 4 The 'dark entry' mentioned n TIE Ja,t of Maha (King's School, Cantnbury) 5 St Benet's churchyard (photo by Riclurd Habut) 6 The Eagle public house opposite Corpus Christi (photo b9 Richa.rd Herbrt) 7 Wallis's map of the cities of London and !ilesuninster, 1563 (London Museum) 8 The r59o edition of Tamburlaine the Great (Bodleian Library, Oxfnd) 9 The 1598 edition of Edward II (Bitish Museurn; photo by A. C. Cooper) ro Edward Alleyn (Dulwich College Picnne Gallny) rr Sir Francis Walsingham (National Portait Gallery, London) t2 Sir Walter Raleigh (National Gallery of lreland) 13 Marlowe's signature on the will of Mistress Benchkin (0y courtesy of Kent County Council and the Controlln of HMSO) Introduction Who was Christopher Marlowe? For me, when I first heard his 'divine Zenocrate'speech as a seventeen-year-old schoolgirl, he was the greatest poet in the English language.