TERROR and HORROR in VOLTAIRE's ZAÏRE Wendy Combs
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2-Łamanie (11).Indd
Yearbook of Conrad Studies (Poland) Vol. 11 2016, pp. 75–86 doi: 10.4467/20843941YC.16.005.6851 ROMEO AND JULIET: A NEW CONTEXT FOR VICTORY? Nic Panagopoulos National & Kapodistrian University of Athens Abstract: The contention of the present comparative study is that the closest Shakespearean work to Conrad’s Victory is not The Tempest, as has previously been thought, but Romeo and Juliet. Besides various thematic links between these two texts, also noted by Adam Gillon (1976), I argue that Victory and Romeo and Juliet are connected on the level of genre, plot, and characterization, with whole scenes in Conrad’s novel mirroring those in Shakespeare’s play. In conclusion I suggest that the striking similarities between the two works can either be explained by a conscious desire on Conrad’s part to imitate Shakespeare’s art, or by a kind of involuntary emulation, whereby the nov- elist had so far assimilated the Bard’s work as to follow it unconsciously while composing his own novel. Keywords: Conrad and Shakespeare, tragedy/comedy, mirroring, Victory, Romeo and Juliet, com- parative study, cryptomnesia In his famous extended essay “Joseph Conrad and Shakespeare,” the late Adam Gillon does a remarkable job of tracing the many textual and thematic parallels between Conrad’s major works and virtually the whole Shakespearean canon. He be- gins by pointing out that Conrad could have read The Two Gentlemen of Verona at the age of eight as his father was translating many of the Bard’s works into Polish around 1856. As is often the case, Shakespeare must have been one the fi rst writers that the young and impressionable Conrad was exposed to, and certainly one of the fi rst English writers in that category. -
AP English Literature Required Reading
Kerr High School AP English Literature Summer Reading 2019 Welcome to AP Literature! I’m fairly certain you are parched and thirsty for some juicy reading after a year of analyzing speeches and arguments, so let us jump right in. After months of deliberation and careful consideration, I have chosen several pieces from as far back as 429 BC Athens, to 1200 AD Scotland, venturing on to Africa 1800s, and finishing up in 20th century Chicago. Grab your literary passport and join me as we meet various tragic heroes and discover their tragic flaws and tragic mistakes. You will learn the difference between an Aristotelian tragic hero and a Shakespearean tragic hero, not to mention gain a whole bunch of insight into the human condition and learn some ancient Greek in the process. I made sure each piece is available in PDF online. If you choose to use the online documents, be certain you are able to annotate and have quick access to the annotated text for class discussions. The only AP 4 summer writing you will do is five reading record cards. Four of your reading record cards could include all of the required summer reading pieces. It is my expectation that you earnestly read, annotate, and ponder each of the required pieces and be ready to launch into discussion after your summer reading exam. Heavily annotated notes on the four attached tragic hero articles and your handwritten reading record cards will count as one major grade and are due Thursday, August 15, by 3:00 pm. Instructions for the reading record cards are attached. -
How to Quote Voltaire: the Edition to Use1 February 2021
How to quote Voltaire: the edition to use1 February 2021 A complete alphabetical list of Voltaire texts and in which edition and volume to find them. The Voltaire Foundation’s Œuvres complètes de Voltaire (OCV) edition includes most texts, but for those not yet published in OCV, the 1877-1885 Moland edition (M) is mostly given. Abbreviations used AP Ajouts posthumes Best., followed by a a letter printed in Voltaire’s correspondence, ed. Th. Besterman, number 107 vol. (Geneva, 1953-1965, 1st edition) BnC Bibliothèque nationale de France: Catalogue général des livres imprimés, 213-214 (1978) BnF, ms.fr. Bibliothèque nationale de France: Manuscrits français BnF, n.a.fr. Bibliothèque nationale de France: Nouvelles acquisitions françaises D, followed by a number a letter printed in Voltaire, Correspondence and related documents, ed. Th. Besterman, in OCV, vol.85-135 DP Dictionnaire philosophique Lizé Voltaire, Grimm et la Correspondence littéraire, SVEC 180 (1979) M Œuvres complètes de Voltaire, éd. Louis Moland, 52 vol. (Paris, Garnier, 1877-1885) NM Nouveaux Mélanges philosophiques, historiques, critiques ([Genève], 1768) OA Œuvres alphabétiques (Articles pour l’Encyclopédie, Articles pour le Dictionnaire de l’Académie) OCV Œuvres complètes de Voltaire (Voltaire Foundation, Oxford, 1968- ) QE Questions sur l’Encyclopédie RC Romans et Contes, ed. Frédéric Deloffre et Jacques van den Heuvel (Paris, Gallimard [Pléiade], 1979) RHLF Revue d’histoire littéraire de la France (Presses universitaire de France) SVEC Studies on Voltaire and the Eighteenth Century (Voltaire Foundation) Vauger ‘Vauger’s lists of Voltaire’s writings, 1757-1785’ (D.app.161, OCV, vol.102, p.509-10) W72P Œuvres de M. -
Voltaire Et Le Sauvage Civilisé
San Jose State University SJSU ScholarWorks Master's Theses Master's Theses and Graduate Research Spring 2010 Voltaire et le sauvage civilisé Christopher J. Barros San Jose State University Follow this and additional works at: https://scholarworks.sjsu.edu/etd_theses Recommended Citation Barros, Christopher J., "Voltaire et le sauvage civilisé" (2010). Master's Theses. 3747. DOI: https://doi.org/10.31979/etd.883s-xa8q https://scholarworks.sjsu.edu/etd_theses/3747 This Thesis is brought to you for free and open access by the Master's Theses and Graduate Research at SJSU ScholarWorks. It has been accepted for inclusion in Master's Theses by an authorized administrator of SJSU ScholarWorks. For more information, please contact [email protected]. VOLTAIRE ET LE « SAUVAGE CIVILISÉ » A Thesis Presented to The Faculty of the Department of World Languages and Literatures San José State University In Partial Fulfillment of the Requirements of the Degree Master of Arts by Christopher J. Barros May 2010 © 2010 Christopher J. Barros ALL RIGHTS RESERVED The Designated Thesis Committee Approves the Thesis Titled VOLTAIRE ET LE « SAUVAGE CIVILISÉ » by Christopher Joseph Barros APPROVED FOR THE DEPARTMENT OF WORLD LANGUAGES AND LITERATURES SAN JOSE STATE UNIVERSITY May 2010 Danielle Trudeau Department of World Languages and Literatures Jean-Luc Desalvo Department of World Languages and Literatures Dominique van Hooff Department of World Languages and Literatures ABSTRACT VOLTAIRE ET LE « SAUVAGE CIVILISÉ » by Christopher J. Barros This thesis explores Voltaire’s interpretation of human nature, society, and progress vis-à-vis the myth of the “noble savage,” an image that was widespread in the literature, imagination, and theater of the 17th and 18th centuries. -
Deal Simultaneously with Literary Forms. with the Chronological
.1\ * 4 411, 1, 1, 44' .041. 1 t i s 4 I .4 . DOCUMBN.T RESti.01E ED 033 114 . I. f g , .to O . 604 4 0,4 re 44 4. I 'to TE 001 533 By Sauer, Edwin H. I to *. t et°. Sequence and Uniformity in the High School Literature Program. o Metropolitan Detroit Bureau of School Studies. Inc.. Mich. ' Pub Date 28 Mar' 63 .., . 4 Y. 1* Note-16p.; Address before the 13th Annual English Conferenceof the Metropolitan Detroit Bureau of School Studies. Detroit. Michigan. EDRS Price MF -$025 HC -$0.90 Descriptors -Classic& Literature. Comedy. Curriculum. *Curriculum Design.Drama. *English. English Instruction. Literary Genres. Literary History. *Literature. Mythology. Novels.Poetry. Satire. *Secondary Education. *Sequential Programs. Thematic Approach. Tragedy A good. sequential literatureprogram for secondary school students should deal simultaneously with literary forms. with thechronological development of literature, and with broad themes of humanexperience. By employing the abundance of teaching aids.texts. and improved foreign translations available today.an imaginatively planned program can help studentsdiscover themselves as wellas become aware of their cultural heritage and rapidlychanging world. In grades 7-9. such a program should include mythology from all periodsand cultures. the literature of the great heroes from Agamemnonto Robert E. Lee. and the mysteryor cycle plays of the English Middle Ages. In grades 10-12.the lyric poem. satire and irony. the comic and tragic hero. the comedy ofmanners. the 'problem drama. the historical romance. the social novel, the novel of sensibility, the theme ofmovement, and such non-literary components as current eventsmay be covered. -
Tragedy and Transcendence: Tracing Tragedy from Early Modernity to Present William J
College of the Holy Cross CrossWorks Honors Theses Honors Projects 5-20-2012 Tragedy and Transcendence: Tracing Tragedy from Early Modernity to Present William J. Giancola '12 College of the Holy Cross, [email protected] Follow this and additional works at: https://crossworks.holycross.edu/honors Part of the English Language and Literature Commons Recommended Citation Giancola, William J. '12, "Tragedy and Transcendence: Tracing Tragedy from Early Modernity to Present" (2012). Honors Theses. 1. https://crossworks.holycross.edu/honors/1 This Thesis is brought to you for free and open access by the Honors Projects at CrossWorks. It has been accepted for inclusion in Honors Theses by an authorized administrator of CrossWorks. TRAGEDY AND TRANSCENDENCE: TRACING TRAGEDY FROM EARLY MODERNITY TO PRESENT by William Giancola COLLEGE OF THE HOLY CROSS Worcester, Massachusetts May, 2012 For Charles Flowers Table of Contents Introduction: Tragedy and Transcendence………………………………………………………...1 Tragedy’s Concerns and Structure………………………………………………………………...4 The Tragedy of Dr. Faustus……………………………………………………………………...13 The Tragedy of Hamlet…………………………………………………………………………..23 The Tragedy of King Lear……………………………………………………………………….34 The Modern Sense of Tragedy…………………………………………………………………...44 Modern Tragedy and Pessimism – Death of a Salesman………………………………………...53 Modern Tragedy and the Absurd – Endgame……………………………………………………63 Conclusion: The Future of Tragedy…………………………………………………………...…70 Introduction: Tragedy and Transcendence Tragedy, in comparison to epic, comedy, satire, and lyric – as representations of life – seems to occupy a more fundamental position. By this I do not mean to say that tragedy is objectively superior to these other genres, but instead that it more earnestly, in some respects, offers insight into human nature, life’s necessities, and the cosmic forces at play in the world as they relate to and have a bearing on human existence. -
Voltaire's Candide
CANDIDE Voltaire 1759 © 1998, Electronic Scholarly Publishing Project http://www.esp.org This electronic edition is made freely available for scholarly or educational purposes, provided that this copyright notice is included. The manuscript may not be reprinted or redistributed for commercial purposes without permission. TABLE OF CONTENTS CHAPTER 1.....................................................................................1 How Candide Was Brought Up in a Magnificent Castle and How He Was Driven Thence CHAPTER 2.....................................................................................3 What Befell Candide among the Bulgarians CHAPTER 3.....................................................................................6 How Candide Escaped from the Bulgarians and What Befell Him Afterward CHAPTER 4.....................................................................................8 How Candide Found His Old Master Pangloss Again and What CHAPTER 5...................................................................................11 A Tempest, a Shipwreck, an Earthquake, and What Else Befell Dr. Pangloss, Candide, and James, the Anabaptist CHAPTER 6...................................................................................14 How the Portuguese Made a Superb Auto-De-Fe to Prevent Any Future Earthquakes, and How Candide Underwent Public Flagellation CHAPTER 7...................................................................................16 How the Old Woman Took Care Of Candide, and How He Found the Object of -
Late Sophocles: the Hero's Evolution in Electra, Philoctetes, and Oedipus
0/-*/&4637&: *ODPMMBCPSBUJPOXJUI6OHMVFJU XFIBWFTFUVQBTVSWFZ POMZUFORVFTUJPOT UP MFBSONPSFBCPVUIPXPQFOBDDFTTFCPPLTBSFEJTDPWFSFEBOEVTFE 8FSFBMMZWBMVFZPVSQBSUJDJQBUJPOQMFBTFUBLFQBSU $-*$,)&3& "OFMFDUSPOJDWFSTJPOPGUIJTCPPLJTGSFFMZBWBJMBCMF UIBOLTUP UIFTVQQPSUPGMJCSBSJFTXPSLJOHXJUI,OPXMFEHF6OMBUDIFE ,6JTBDPMMBCPSBUJWFJOJUJBUJWFEFTJHOFEUPNBLFIJHIRVBMJUZ CPPLT0QFO"DDFTTGPSUIFQVCMJDHPPE Late Sophocles Late Sophocles The Hero’s Evolution in Electra, Philoctetes, and Oedipus at Colonus Thomas Van Nortwick University of Michigan Press Ann Arbor Copyright © Thomas Van Nortwick 2015 All rights reserved This book may not be reproduced, in whole or in part, including illustrations, in any form (beyond that copying permitted by Sections 107 and 108 of the U.S. Copyright Law and ex- cept by reviewers for the public press), without written permission from the publisher. Published in the United States of America by the University of Michigan Press Manufactured in the United States of America c Printed on acid- free paper 2018 2017 2016 2015 4 3 2 1 A CIP catalog record for this book is available from the British Library. Library of Congress Cataloging- in- Publication Data Van Nortwick, Thomas, 1946– . Late Sophocles : the hero’s evolution in Electra, Philoctetes, and Oedipus at Colonus / Thomas Van Nortwick. pages cm Includes bibliographical references and index. ISBN 978- 0- 472- 11956- 1 (hardcover : alk. paper) — ISBN 978- 0- 472- 12108- 3 (ebook) 1. Sophocles— Criticism and interpretation. 2. Sophocles. Electra. 3. Sophocles. Oedipus at Colonus. 4. Sophocles. Philoctetes. I. Title. PA4417.V36 2015 882'.01— dc23 2014049364 For Nathan Greenberg colleague, mentor, and friend Preface Oh children, follow me. I am your new leader, as once you were for me. (Sophocles, Oedipus at Colonus 1542– 431) Sophocles’s Oedipus at Colonus ends with his most famous character walking serenely through the central doors of the stage building (skēnē) in the Theater of Dionysus and into the grove of the Eumenides. -
Tragedy Tragedy: Drama That Shows the Downfall of a Noble Hero, A
Tragedy Tragedy: Drama that shows the downfall of a noble hero, a generally good person of high birth who makes a tragic mistake or error in judgment. It can also be a character flaw. (In Greek tragedy, it is usually hubris, or excessive pride, that causes the downfall of the character.) Prior to his death, the hero usually has some realization about human fate and destiny. A tragedy was supposed to arouse pity and fear in the audience—pity that a man of reasonably good character is suffering and fear that the same thing could happen to them. The end of tragedy was intended to produce katharsis, the purging or cleansing of the excess pity and fear aroused by the play. The goal of tragedy was to reduce negative emotions to a healthy, balanced proportion. Aristotle loved Sophocles’ play cycle of Oedipus the King and considered it the perfect tragedy. He wrote Poetics to give the “rules” of tragedy. There are six elements, with plot being the most important and spectacle being the least. 1. Plot: must have a beginning, middle and end. In Greek tragedy, there is only one plot, no subplots. Each event in the plot must play off the others. There can be no “coincidences.” A tragic plot must be serious. 2 A plot should be complex, and must show that the tragic hero recognizes the cause of his problems and is sorry for his actions before his death. According to Aristotle, there is a definite cause and effect chain throughout the play. 2. Character: character supports plot, and the motivations of the character are tied to the plot. -
Candide; Or Optimism
(3) Voltaire, Candide. a. Text. Translation in the pubic domain. VOLTAIRE Candide; or Optimism translated from the German of DoctorRalph with the additions which were found in the Doctor=s pocket when he died at Minden1 in the Year of our Lord 1759 [An anonymous translation, edited and adapted by A.C. Kibel] Chapter 1 - How Candide Was Brought Up in a Magnificent Castle and How He Was Driven Out of It In the country of Westphalia, in the castle of the most noble Baron of Thunder-ten-tronckh, lived a youth whom Nature had endowed with a most sweet disposition. His face was the true index of his mind. He had a solid judgment joined to the most unaffected simplicity; and hence, I presume, he had his name of Candide. The old servants of the house suspected him to have been the son of the Baron's sister, by a very good sort of a gentleman of the neighborhood, whom that young lady refused to marry, because he could produce no more than seventy-one quarterings2 in his arms; the rest of the genealogical tree belonging to the family having been lost through the injuries of time. The Baron was one of the most powerful lords in Westphalia, for his castle had not only a gate, but even windows, and his great hall was hung with tapestry. He used to hunt with his mastiffs and spaniels instead of greyhounds; his groom served him for huntsman; and the parson of the parish officiated as his grand almoner. He was called AMy Lord@ by all his people, who laughed at all his jokes. -
FRANÇOIS MARIE AROUET DE VOLTAIRE (1694-1778) Author: George Saintsbury, D.C.L., LL.D
FRANÇOIS MARIE AROUET DE VOLTAIRE (1694-1778) Author: George Saintsbury, D.C.L., LL.D. Encyclopedia Britannica (New York 1911) vol. 28: 199-205. Electronic Text edited, modified & paginated by Dr Robert A. Hatch© VOLTAIRE, FRANCOIS MARIE AROUET DE. French philosopher, historian, dramatist and man of letters, whose real name was François Marie Arouet simply, was born on the 21st of November 1694 at Paris, and was baptized the next day. His father was François Arouet, a notary; his mother was Marie Marguerite Daumart or D’Aumard. Both father and mother were of Poitevin extraction, but the Arouets had been for two generations established in Paris, the grandfather being a prosperous tradesman. The family appear to have always belonged to the yeoman-tradesman class; their special home was the town of Saint-Loup. Voltaire was the fifth child of his parents—twin boys (of whom one survived), a girl, Marguerite Catherine, and another boy who died young, having preceded him. Not very much is known of the mother, who died when Voltaire was but seven years old. She pretty certainly was the chief cause of his early introduction to good society, the Abbé de Châteauneuf (his sponsor in more ways than one) having been her friend. The father appears to have been somewhat peremptory in temper, but neither inhospitable nor tyrannical. Marguerite Arouet, of whom her younger brother was very fond, married early, her husbands name being Mignot; the elder brother, Armand, was a strong Jansenist, and there never was any kind of sympathy between him and François. The Abbé do Châteauneuf instructed him early in belles lettres and deism, and he showed when a child the unsurpassed faculty for facile verse-making which always distinguished him. -
Candide and Other Stories (Oxford World's Classics)
oxford world’ s classics CANDIDE and other stories Voltaire was the assumed name of François-Marie Arouet (1694– 1778). Born into a well-to-do Parisian family, he was educated at the leading Jesuit college in Paris. Having refused to follow his father and elder brother into the legal profession he soon won widespread acclaim for Œdipe (1718), the first of some twenty-seven tragedies which he continued to write until the end of his life. His national epic La Henriade (1723) confirmed his reputation as the leading French literary figure of his generation. Following a quarrel with the worthless but influential aristocrat, the Chevalier de Rohan, he was forced into exile in England. This period (1726–8) was particularly formative, and his Letters concern- ing the English Nation (1733) constitute the first major expression of Voltaire’s deism and his subsequent lifelong opposition to religious and political oppression. Following the happy years (1734–43) spent at Cirey with his mistress Mme du Châtelet in the shared pursuit of several intellectual enthusiasms, notably the work of Isaac Newton, he enjoyed a brief interval of favour at court during which he was appointed Historiographer to the King. After the death of Mme du Châtelet in 1749 he finally accepted an invitation to the court of Frederick of Prussia, but left in 1753 when life with this particular enlightened despot became intolerable. In 1755, after temporary sojourn in Colmar, he settled at Les Délices on the outskirts of Geneva. He then moved to nearby Ferney in 1759, the year Candide was published.