The Scottish Enlightenment and the Romantic Movement
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Mathematics Is a Gentleman's Art: Analysis and Synthesis in American College Geometry Teaching, 1790-1840 Amy K
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 2000 Mathematics is a gentleman's art: Analysis and synthesis in American college geometry teaching, 1790-1840 Amy K. Ackerberg-Hastings Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Higher Education and Teaching Commons, History of Science, Technology, and Medicine Commons, and the Science and Mathematics Education Commons Recommended Citation Ackerberg-Hastings, Amy K., "Mathematics is a gentleman's art: Analysis and synthesis in American college geometry teaching, 1790-1840 " (2000). Retrospective Theses and Dissertations. 12669. https://lib.dr.iastate.edu/rtd/12669 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. 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 bleedthrough, substandard margwis, 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. -
Lukacs the Historical Novel
, LUKACS THE HISTORICAL NOVEL THE HISTORICAL NOVE�_ Georg Lukacs TRANSLATED FROM THE GERMAN BY Hannah and Stanley Mitchell Preface to the American edition by Irving Howe BEACON PRESS BOSTON First published in Russia, translated from the German, Moscow, I9 37 First German edition published in I955 in East Germany Second German edition published in I961 in West Germany English translation, from the second German edition, first published in 1962 by Merlin Press Limited, London Copyright© I962 by Merlin Press Limited First published as a Beacon Paperback in I963 by arrangement with Merlin Press Limited Library of Congress catalog card number: 63-8949 Printed in the United States of America ERRATA page II, head. For Translator's Note read Translators' Note page 68, lines 7-8 from bottom. For (Uproar in the Cevennes) read (The Revolt in the Cevennes) page 85, line I2. For with read which page ll8, para. 4, line 6. For Ocasionally read Occasionally page 150, line 7 from bottom. For co-called read so-called page I 54, line 4. For with which is most familiar read with which he is most familiar page I79, line 4 from bottom. For the injection a meaning read the injection of a meaning page I80, para. 4, line l. For historical solopism read historical solecism page I97, para. 3, line 2. For Gegenwartighkeit read Gegenwartigkeit page 22I, line 4 from bottom. For Bismark read Bismarck page 237, para. 3, line 2. For first half of the eighteenth century read first half of the nineteenth century page 246, para. 2, line 9. -
The Story of Chivalry
MISCELLANEOUS. THE STORY OF CHIVALRY. In a series of books entitled "Social England," published by Swan Sonnen- schein & Co., of London, and by The Macmillan Company, of New York, the at- tempt has been made to reconsider certain phases of English life that do not re- ceive adequate treatment in the regular histories. To understand what a nation was, to understand its greatness and weakness, we must understand the way in which its people spent their lives, what they cared for, what they fought for, what they lived for. Without this, which constitutes nine tenths of a nation's life, his- tory becomes a ponderous chronicle, full of details and without a guiding principle. Therefore, not only politics and wars, but also religion, commerce, art, literature, law, science, and agriculture, must be intelligently studied if our historical picture of a nation is to be complete. Vast indeed is the field which is here to be covered, the following being some of the subjects requiring distinct treatment : the influence upon the thought of geo- graphical discovery, of commerce, and of science; the part inventions have played, the main changes in political theories, the main changes in English thought upon great topics, such as the social position of women, of children, and of the church, the treatment of the indigent poor and the criminal, the life of the soldier, the sailor, the lawyer and the physician, the life of the manor, the life of the working classes, the life of the merchants, the universities, the fine arts, music, the horues of the people, and the implements of the people, the conception of the duties of the nobleman and of the statesman, the story of crime, of the laws of trade, com- merce, and industry. -
Champ Math Study Guide Indesign
Champions of Mathematics — Study Guide — Questions and Activities Page 1 Copyright © 2001 by Master Books, Inc. All rights reserved. This publication may be reproduced for educational purposes only. BY JOHN HUDSON TINER To get the most out of this book, the following is recommended: Each chapter has questions, discussion ideas, research topics, and suggestions for further reading to improve students’ reading, writing, and thinking skills. The study guide shows the relationship of events in Champions of Mathematics to other fields of learning. The book becomes a springboard for exploration in other fields. Students who enjoy literature, history, art, or other subjects will find interesting activities in their fields of interest. Parents will find that the questions and activities enhance their investments in the Champion books because children of different age levels can use them. The questions with answers are designed for younger readers. Questions are objective and depend solely on the text of the book itself. The questions are arranged in the same order as the content of each chapter. A student can enjoy the book and quickly check his or her understanding and comprehension by the challenge of answering the questions. The activities are designed to serve as supplemental material for older students. The activities require greater knowledge and research skills. An older student (or the same student three or four years later) can read the book and do the activities in depth. CHAPTER 1 QUESTIONS 1. A B C D — Pythagoras was born on an island in the (A. Aegean Sea B. Atlantic Ocean C. Caribbean Sea D. -
The Hudson River School
Art, Artists and Nature: The Hudson River School The landscape paintings created by the 19 th century artist known as the Hudson River School celebrate the majestic beauty of the American wilderness. Students will learn about the elements of art, early 19 th century American culture, the creative process, environmental concerns and the connections to the birth of American literature. New York State Standards: Elementary, Intermediate, and Commencement The Visual Arts – Standards 1, 2, 3, 4 Social Studies – Standards 1, 3 ELA – Standards 1, 3, 4 BRIEF HISTORY By the mid-nineteenth century, the United States was no longer the vast, wild frontier it had been just one hundred years earlier. Cities and industries determined where the wilderness would remain, and a clear shift in feeling toward the American wilderness was increasingly ruled by a new found reverence and longing for the undisturbed land. At the same time, European influences - including the European Romantic Movement - continued to shape much of American thought, along with other influences that were distinctly and uniquely American. The traditions of American Indians and their relationship with nature became a recognizable part of this distinctly American Romanticism. American writers put words to this new romantic view of nature in their works, further influencing the evolution of American thought about the natural world. It found means of expression not only in literature, but in the visual arts as well. A focus on the beauty of the wilderness became the passion for many artists, the most notable came to be known as the Hudson River School Artists. The Hudson River School was a group of painters, who between 1820s and the late nineteenth century, established the first true tradition of landscape painting in the United States. -
Legendary Author Sir Walter Scott Is Star of Saturday Night Show
19/03/21 Legendary author Sir Walter Scott is star of Saturday night show An international celebration for the 250th anniversary of the life and works of Sir Walter Scott gets underway this weekend (Saturday March 20th) with an online broadcast of a spectacular light show from the Scottish Borders. Scott fans around the globe are being invited to view the stunning display at Smailholm Tower by visiting the website, www.WalterScott250.com, at 6pm (GMT) on Saturday, which is World Storytelling Day (March 20th). The broadcast will feature well-known Scott enthusiasts, including Outlander author Diana Gabaldon who will share how Scott inspired her and what her writing has in common with the 19th Century author. This will be followed by the world premiere of a brand-new short film of the Young Scott, created by artist and director, Andy McGregor, which will be projected onto the 15th-century tower. The 250th anniversary launch event is being funded by EventScotland and organised by Abbotsford, home of Sir Walter Scott, on behalf of the international Walter Scott 250 Partnership. Smailholm Tower, which is owned by Historic Environment Scotland, was chosen as the location to start the celebrations because of its influence on Scott as a child. The tower is next door to the farm where Scott lived as a boy, and his early experiences here continued to inspire him throughout his life. The programme for the launch evening is: 6pm Start of broadcast at www.WalterScott250.com. This will be presented by Brian Taylor, former BBC correspondent and past President of the Edinburgh Sir Walter Scott Club. -
557832 Bk Schubert US 2/13/08 1:17 PM Page 8
557832 bk Schubert US 2/13/08 1:17 PM Page 8 Nikolaus Friedrich DEUTSCHE The clarinettist Nikolaus Friedrich studied with Hermut Giesser and Karl-Heinz Lautner at SCHUBERT-LIED-EDITION • 26 the Musikhochschulen in Düsseldorf and Stuttgart. After graduating with distinction he participated in master-classes in England with Thea King and Anthony Pay. Since 1984 he has been principal clarinettist in the Mannheim National Theatre Orchestra. In addition to appearances as a soloist at the Würzburg Mozart Festival and the Berlin Festival Weeks, he is active in chamber music, appearing with the Nomos, Henschel and Mandelring Quartets, Trio Opus 8, and with his duo partner Thomas Palm. He is strongly involved in the performance of SCHUBERT contemporary music. Photo courtesy of the artist Romantic Poets, Vol. 3 Sibylla Rubens, Soprano • Ulrich Eisenlohr, Piano Ulrich Eisenlohr Nikolaus Friedrich, Clarinet The pianist Ulrich Eisenlohr is the artistic leader of the Naxos Deutsche Schubert Lied Edition. He studied piano with Rolf Hartmann at the conservatory of music in Heidelberg/Mannheim and Lieder under Konrad Richter at Stuttgart. Specialising in the areas of song accompaniment and chamber music, he began an extensive concert career with numerous instrumental and vocal partners in Europe, America and Japan, with appearances at the Vienna Musikverein and Konzerthaus, the Berlin Festival Weeks, the Kulturzentrum Gasteig in Munich, the Schleswig-Holstein Music Festival, Concertgebouw Amsterdam, Edinburgh Festival, the Frankfurt Festival, the International Beethoven Festival Bonn and the Photo: Wolfgang Detering Ludwigsburg Festival, the European Music Festival Stuttgart among many others. His Lieder partners include Hans Peter Blochwitz, Christian Elsner, Matthias Görne, Dietrich Henschel, Wolfgang Holzmair, Christoph Pregardien, Roman Trekel, Rainer Trost, Iris Vermillion, Michael Volle and Ruth Ziesak among others. -
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Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2008 Imagining Scotland in Music: Place, Audience, and Attraction Paul F. Moulton Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] FLORIDA STATE UNIVERSITY COLLEGE OF MUSIC IMAGINING SCOTLAND IN MUSIC: PLACE, AUDIENCE, AND ATTRACTION By Paul F. Moulton A Dissertation submitted to the College of Music in partial fulfillment of the requirements of the degree of Doctor of Philosophy Degree Awarded: Fall Semester, 2008 The members of the Committee approve the Dissertation of Paul F. Moulton defended on 15 September, 2008. _____________________________ Douglass Seaton Professor Directing Dissertation _____________________________ Eric C. Walker Outside Committee Member _____________________________ Denise Von Glahn Committee Member _____________________________ Michael B. Bakan Committee Member The Office of Graduate Studies has verified and approved the above named committee members. ii To Alison iii ACKNOWLEDGMENTS In working on this project I have greatly benefitted from the valuable criticisms, suggestions, and encouragement of my dissertation committee. Douglass Seaton has served as an amazing advisor, spending many hours thoroughly reading and editing in a way that has shown his genuine desire to improve my skills as a scholar and to improve the final document. Denise Von Glahn, Michael Bakan, and Eric Walker have also asked pointed questions and made comments that have helped shape my thoughts and writing. Less visible in this document has been the constant support of my wife Alison. She has patiently supported me in my work that has taken us across the country. She has also been my best motivator, encouraging me to finish this work in a timely manner, and has been my devoted editor, whose sound judgement I have come to rely on. -
James Hutton, the Scottish Enlightenment and the North West
by Vivien As old as the hills Martin ECENTLY we had a display of fossils Rin the library. A young woman with two small children examined a fossilised James Hutton, the Scottish dinosaur tooth with great interest. She then turned to me and asked if cavemen would have kept dinosaurs as pets. And to my surprise the question was serious. Enlightenment and the It brought home to me just how difficult the concept of time can be. Especially the further back you go. All those billions of years that have gone into creating North West Highlands Geopark the planet we know today, including the millions it’s taken for our particular bit of it, Scotland, to reach its present form. Such a vast span of time can be hard, if not impossible, for our minds to grasp. This ‘deep time’, as it’s called, is measured in eons, eras, periods and epochs. Geologists believe that many of these eras were brought to an end by specific cataclysmic events. Like, for example, the one 64 million years ago, when a gigantic meteor strike is thought to have set off a chain reaction so destructive that it led to mass extinctions on Earth, the dinosaurs included. Extinctions that occurred long, long before the arrival of humans. So no, if you were a caveman you most certainly wouldn’t have had a dinosaur as a pet! Fred Flintstone has a lot to answer for! “Go to the mountains to read the immeasurable course of time.” James Hutton, 1788 Fred Flintstone has a lot to Fred & Dino Credit Hanna-Barbera Gruinard Bay answer for! Prof Lorna The North West Highlands Dawson of the Geopark welcomes you! James Hutton Institute So how do we know how old the earth is? After all, humankind is one of the more recent additions to the planet and people weren’t around to witness what happened. -
Recent Engagements with Adam Smith and the Scottish Enlightenment
Recent Engagements with Adam Smith and the Scottish Enlightenment Maria Pia Paganelli Trinity University [email protected] Abstract Recent literature on Adam Smith and other 18th Scottish thinkers shows an engaged conversation between the Scots and today’s scholars in the sciences that deal with humans—social sciences, humanities, as well as neuroscience and evolutionary psychology. We share with the 18th century Scots preoccupations about understanding human beings, human nature, sociability, moral development, our ability to understand nature and its possible creator, and about the possibilities to use our knowledge to improve our surrounding and standards of living. As our disciplines evolve, the studies of Smith and Scottish Enlightenment evolve with them. Smith and the Scots remain our interlocutors. 1 Recent Engagements with Adam Smith and the Scottish Enlightenment 1 Maria Pia Paganelli David Levy once told me: “Adam Smith is still our colleague. He's not in the office but he's down the hall.” Recent literature on Adam Smith and the Scottish Enlightenment shows Levy right. At the time of writing, searching Econlit peer review journal articles for “Adam Smith” in the abstract gives 480 results since year 2000. Opening the search to Proquest gives 1870 results since 2000 (see Appendix 2 to get a rough sense of the size of recent literature). We still pose questions to Adam Smith. And he still answers, even if both the questions and the answers change with time. (For previous survey of literature on Smith see, for example, Tribe (1999), Brown (1997), Recktenwald (1978).) The scholarly approach may be Skinnerian, non-Skinnerian, or post- Skinnerian, to adopt Lisa Herzog’s language (2013), meaning that the answers we receive may derive from a historical reconstruction of the context, from a lack of attention to the context, or from something in between. -
The Book of Mormon in the English Literary Context of 1837
BYU Studies Quarterly Volume 27 Issue 1 Article 5 1-1-1987 The Book of Mormon in the English Literary Context of 1837 Gordon K. Thomas Follow this and additional works at: https://scholarsarchive.byu.edu/byusq Recommended Citation Thomas, Gordon K. (1987) "The Book of Mormon in the English Literary Context of 1837," BYU Studies Quarterly: Vol. 27 : Iss. 1 , Article 5. Available at: https://scholarsarchive.byu.edu/byusq/vol27/iss1/5 This Article is brought to you for free and open access by the Journals at BYU ScholarsArchive. It has been accepted for inclusion in BYU Studies Quarterly by an authorized editor of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Thomas: The Book of Mormon in the English Literary Context of 1837 the book of mormon in the english literary context of 1837 gordon K thomas do you know anything of a wretched set of religionists in your country superstitionists I1 ought rather to say called mennonitesmormonitesmonnonitesMonnoMormonites or latter day saints so wrote the great english poet william wordsworth to his american editorhenryeditorhenry reed early in 1846 this is the only reference to mormonism in wordsworthsWord sworths surviving letters or other writings and it may come as a shock to modem latter day saints to find such anger and hostility towards us in a poet of whom we so often think as our poet one who believed much ofwhat we believe knew what we know and did not mind any more than we do defying the orthodox establishment of church and state -
The Concept of Bildung in Early German Romanticism
CHAPTER 6 The Concept of Bildung in Early German Romanticism 1. Social and Political Context In 1799 Friedrich Schlegel, the ringleader of the early romantic circle, stated, with uncommon and uncharacteristic clarity, his view of the summum bonum, the supreme value in life: “The highest good, and [the source of] ev- erything that is useful, is culture (Bildung).”1 Since the German word Bildung is virtually synonymous with education, Schlegel might as well have said that the highest good is education. That aphorism, and others like it, leave no doubt about the importance of education for the early German romantics. It is no exaggeration to say that Bildung, the education of humanity, was the central goal, the highest aspiration, of the early romantics. All the leading figures of that charmed circle—Friedrich and August Wilhelm Schlegel, W. D. Wackenroder, Friedrich von Hardenberg (Novalis), F. W. J. Schelling, Ludwig Tieck, and F. D. Schleiermacher—saw in education their hope for the redemption of humanity. The aim of their common journal, the Athenäum, was to unite all their efforts for the sake of one single overriding goal: Bildung.2 The importance, and indeed urgency, of Bildung in the early romantic agenda is comprehensible only in its social and political context. The young romantics were writing in the 1790s, the decade of the cataclysmic changes wrought by the Revolution in France. Like so many of their generation, the romantics were initially very enthusiastic about the Revolution. Tieck, Novalis, Schleiermacher, Schelling, Hölderlin, and Friedrich Schlegel cele- brated the storming of the Bastille as the dawn of a new age.