Drawn from a series of lectures that Wm. Theodore de Bary delivered in honor of the Chinese philosopher Tang Junyi, _Confucian Tradition and Global Education_ is a unique synthesis of essay and debate concerning the future of Chinese education and the potential political uses of Confucianism in the contemporary world. Rapid modernization and the rise of English as a global language increasingly threaten East Asia's cultural diversity and long-standing Confucian traditions. De Bary argues that keeping Confucianism alive in China (...) is not only a matter of "Chinese identity," but also a critical part of achieving a multicultural global education. Scholars take different views on what is worth preserving in Confucian tradition, and whether it is possible for the classical teachings to remain relevant in today's high-tech educational environment. De Bary and his contributors assert that the Chinese classics are the key to this survival, and therefore their inclusion in a global humanities curriculum is essential. De Bary also believes in the power of the classics to humanize the modernization process and to shape a more democratic East Asia. Kwan Tze-wan discusses the difficulty of teaching the Chinese humanities in English when certain ideas and values are best expressed in a native language, and Cheung Chan Fai demonstrates how it is still possible for Confucian humanism to contribute to a modern liberal education. Timely and passionately argued, _Confucian Tradition and Global Education_ is a major work emphasizing the importance of Chinese philosophy in the post-World War II era. (shrink)

For almost fifty years, _Sources of Japanese Tradition_ has been the single most valuable collection of English-language readings on Japan. Unrivalled in its wide selection of source materials on history, society, politics, education, philosophy, and religion, the two-volume textbook is a crucial resource for students, scholars, and readers seeking an introduction to Japanese civilization. Originally published in a single hardcover book, Volume 2 is now available as an abridged, two-part paperback. Part 1 covers the Tokugawa period to 1868, including (...) texts that address the spread of neo-Confucianism and Buddhism and the initial encounters of Japan and the West. Part 2 begins with the Meiji period and ends at the new millennium, shedding light on such major movements as the Enlightenment, constitutionalism, nationalism, socialism, and feminism, and the impact of the postwar occupation. Commentary by major scholars and comprehensive bibliographies and indexes are included. Together, these readings map out the development of modern Japanese civilization and illuminate the thought and teachings of its intellectual, political, and religious leaders. (shrink)

Headmaster of King Edward's School in Birmingham for fourteen years, Edwin Hamilton Gifford also held a number of ecclesiastical posts, including select preacher at both Cambridge and Oxford. Better known for his biblical and patristic scholarship, he also prepared this edition of the Euthydemus, Plato's most comical dialogue. Thought to be an early work, depicting a discussion between Socrates and two sophists trained in eristic, it is among the earliest-known treatises on logic, satirising various fallacies that were subsequently categorised (...) by Aristotle. Published in 1905, a generation after Jowett's standard translation, this edition was intended for university and advanced school students. A thorough introduction is given in English, followed by the Greek text, extensive notes, and indexes of vocabulary and names. As such, this reissue illuminates the educational preoccupations of both early twentieth-century England and classical Athens. (shrink)

In this important new study, Hamilton establishes and develops innovative links between the sites of postcolonial literary theory, the fiction of the South African/Australian academic and Nobel Prize-winning writer J.M. Coetzee, and the work of the French poststructuralist philosopher Gilles Deleuze. Centering on the key postcolonial problematic of representation, Hamilton argues that if one approaches the colonial subject through Gilles Deleuze’s rewriting of subjectivity, then a transcendent configuration of the colonial subject is revealed. Importantly, it is this rendition (...) of the colonial subject that accounts best for the way in which the colonial subject is able to propose and offer instances of resistance to colonial structures of subjectification. In elucidating this claim, the study turns to the fiction of Coetzee. Offering unique Deleuzean readings of three of Coetzee’s most theoretically beguiling novels – Dusklands, Waiting for the Barbarians, and Foe – On Representation will prove to be essential reading to those interested in Coetzee studies, the literary terrain of Deleuze’s philosophy, and those engaging with contemporary debates in postcolonial literature and theory. (shrink)

In 2000, researchers from the Human Genome Project proclaimed that the initial sequencing of the human genome definitively proved, among other things, that there was no genetic basis for race. The genetic fact that most humans were 99.9% the same at the level of their DNA was widely heralded and circulated in the English-speaking press, especially in the United States. This pronouncement seemed proof that long-term antiracist efforts to de-biologize race were legitimized by scientific findings. Yet, despite the seemingly (...) widespread acceptance of the social construction of race, post-HGP genetic science has seen a substantial shift toward the use of race variables in genetic research and, according to a number of prominent scholars, is re-invoking the specter of earlier forms of racial science in some rather discomfiting ways. During the past seven years, the main thrust of human genetic research, especially in the realm of biomedicine, has shifted from a concern with the 99.9% of the shared genome — what is thought to make humans alike — towards an explicit focus on the 0.1% that constitutes human genetic variation. Here I briefly explore some of the potential implications of the conceptualization and practice of early 21st century genetic variation research, especially as it relates to questions of race. (shrink)

Summary This essay speculates about the degree to which a counter-image of Europe imagined by Romantic period writers showed them to be transforming an inherited idea of the republic of letters for political purposes. While Anglophone romanticists recognise that the French Revolution is an indisputable agent in shaping the contemporary English literary imagination, they then usually ignore the role played by the Restoration which followed. Romantic criticism can perhaps learn an appropriate sensitivity here from the work of critics of (...) English Restoration writing of the seventeenth century. That epochal uncertainty, when the regicides beheaded the King and then wondered what to do politically, was succeeded in the Restoration by a kind of Dissenting determination to continue under or memorialise that uncertainty, not as a dilemma but as the experience of political opportunity. A similar pattern of pursuing revolution by other means is visible in the political revisionism and literary experimentation of post-Revolutionary Romantic radicals. In my picture, then, the Romantic transformation of the republic of letters recovers an older literary republicanism. In what is here dubbed Realpoetik the battle for what is to be political reality is fought on a rhetorical field whose free speech is exemplary of what politics should be like. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

High school students are at risk for increased sedentary behavior due in part to a decrease in physical activity throughout adolescence and to required sedentary behavior during much of the school day. The purpose of the current study is to examine the impact of using activity workstations in a high school English class for struggling readers. Twenty high school students participated in the study. The participants completed a 16-week study where each participant used an activity workstation for 8 weeks (...) and a traditional desk for 8 weeks in a crossover design for a 40-min period during normal class. They responded to a series of subjective questions about reading and schoolwork at the beginning and end of each 8-week session and followed the READ 180 program designed to help struggling readers during the study. The results indicated that academic performance increased in both desk conditions during the study and from the beginning to the end of the study. In addition, there was a significant improvement in items in the subjective survey related to reading, motivation, and schoolwork in both desk conditions across the study. The current results suggest that using an activity workstation in the classroom did not negatively affect academic performance or students’ perceptions of working on academic assignments compared to the traditional desk condition. These results indicate that activity workstations could be implemented in classrooms to provide students with a non-sedentary option during the school day thus increasing physical activity in students. (shrink)

The Philosophy Outreach Project gets high school students across Indiana thinking. POP creates alternative spaces for learning in classrooms, clubs, online, and conference settings. By curating philosophical content and fostering philosophical discussion, POP provides high school students with tools and a platform to engage with each other and the world. POP is run by three teams of Ball State students with a variety of different interests and backgrounds. POP's team includes students studying philosophy, psychology, English, communications, criminal justice, and (...) more. This diversity of interests and knowledge allows for an impressive level of collaboration, which is ultimately what makes POP successful in promoting and facilitating pre-college philosophy. (shrink)

This article compares early nineteenth-century English and Scottish theories of the mind and the way that it develops to findings in today's developmental psychology and neuroscience through a close observation of the work of Elizabeth Hamilton. Hamilton was a Scottish writer and philosopher who produced three pedagogical works in her lifetime, consisting of her carefully formulated philosophy of mind and practical suggestions to caretakers and educators. Although Hamilton has received relatively little attention in modern philosophical literature, (...) her understanding of the mind and the way it develops—based on her nuanced understanding of associationism and Scottish faculty psychology—is overwhelmingly supported by empirical findings today. In addition to utilizing Hamilton's work for the sake of understanding early nineteenth-century philosophy of mind, I argue that a large portion of Hamilton's work should be used to inform future research programs, early caregiving guides, and educational methods. (shrink)

In 1975, the English evolutionist William Donald Hamilton held in Brazil a series of lectures entitled “Population genetics and social behaviour”. The unpublished notes of these conferences—written by Hamilton and recently discovered at the British Library—offer an opportunity to reflect on some of the author’s ideas about evolution. The year of the conference is particularly significant, as it took place shortly after the applications of the Price equation with which Hamilton was able to build a model (...) that included several levels of selection. In this paper I mainly analyse the inaugural lecture in which Hamilton proposes a simple model to disprove the hypothesis supported by the British zoologist C. Vero Wynne-Edwards regarding mechanisms to prevent “over-exploitation of the food supply” in “the interests of the survival of the group”. The document presented here is of great historical interest. Not only because manuscript offers a model that—since it was intended for teaching purposes—had never before appeared in the published version, but also because of the general index of the lectures that accompanies it. The latter allows us to make some hypothetical considerations on the relationship and differences between kin-selection, group-selection and inclusive fitness that Hamilton wanted to present to the attentive, well-prepared audience of the foreign university that had invited him. (shrink)

A major strand of opposition to the West's/Global North's scientificising hegemony has recently been retrieved through Santos’ reinterpretation of Cusanus’ 15th-century doctrine of learned ignorance. Though Cusanus has been marginalised, his doctrine imbues a profound epistemic humility conducive to our present need to reconfigure education. Contributing to this retrieval, I define learned ignorance as an epistemic principle of humility, adherence to which conduces towards reconditioning learning and teaching as non-finalised, processual activities within a genuinely intercultural pluriverse of knowledges. Agreeing with (...) Santos’ marginalisation thesis and his advocacy of recovering similarly silenced voices from within Western discourse, I argue that learned ignorance in some works of English literature and philosophy has also been marginalised. One of the most famous lines from Pope—‘A little Learning is a dang'rous Thing’—has been widely misunderstood through failing to recognise the poem's learned ignorance elements. My reinterpretation of Pope suggests a possibly more extensive literary form of opposition to the scientificisation of knowledge. I also examine another marginalised, educationally significant retrieval of learned ignorance by Hamilton. His learned ignorance standpoint fundamentally opposes the scientificisation and instrumentalisation of knowledge and learning. The discussion identifies the counterhegemonic status of this epistemic principle of humility and intimates its paradigm-shifting opportunities through some brief closing suggestions concerning how learned ignorance enriches Freire's emphases on the importance of ‘love, humility and faith’ as essential to the ‘horizontal relationship’ between teacher and student of an educational dialogue founded on trust. (shrink)

Excerpt from Clavis Universalis Stuart, edited by Sir Wm. Hamilton, 1854, p. 349. 3 Robert Benson's Memoirs of the Life and Writings of the Rev. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection (...) in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)

English eighteenth-century aesthetic writers from Hume to Alison made it their aim to establish “a standard of taste by unfolding those principles that ought to govern the taste of every individual”, to set out as it were a blue-print of “a just relish” which would serve as a basis for criticism and appreciation. They thought to do this by exhibiting in the field of appreciation permanent uniformities of affective behaviour behind the conflicting idiosyn-cracies of temperament and fashion. It was (...) a psychological programme, “to explain the nature of man considered as a sensitive being capable of pleasure and pain,” a science of “apolaustics” as Hamilton would have preferred to call it. But the most that could be achieved through an empirical sociological investigation was to set up sanctions of restricted social approval for selected norms of taste and conformities of emotional response. As an approach to the problem of a rational criticism it could seem plausible only in an age where philosophical outlook was confined within the narrowly coherent traditions of a small cultivated class. (shrink)

"In the great English tradition of the lay specialist, Barfield, a lawyer, modernizes the Platonic dialogue format to focus on the philosophic problems of reality and ways of knowing.. This is the solvent mind at its best-distinguished exchanges giving provocative, open-ended results at every point. Highly recommended. of permanent value." Owen Barfield, who died in 1997 shortly after entering his hundredth year, was one of the seminal minds of the twentieth century, of whom C. S. Lewis wrote "he towers (...) above us all." His books have won respect from many writers other than Lewis, among them T. S. Eliot, J. R. R. Tolkein, and Saul Bellows, and John Lukacs. He was born in North London in 1898 and received his B.A. with first-class honors from Wadham College, Oxford, in 1921. He also earned B.C.L., M.A., and B.Litt. degrees from Oxford and was a fellow of the Royal Society of Literature. He served as a solicitor for twenty-eight years until his retirement from legal practice in 1959. Barfield was a visiting professor at Brandeis and Drew Universities, Hamilton College, the University of Missouri at Columbia, UCLA, SUNY-Stony Brook, and the University of British Columbia, Vancouver. His books include seven others published by The Barfield Press: Romanticism Comes of Age, Worlds Apart: A Dialogue of the 1960s, Unancestral Voice, Speaker's Meaning, What Coleridge Thought, The Rediscovery of Meaning, and History, Guilt and Habit. (shrink)

"In the great English tradition of the lay specialist, Barfield, a lawyer, modernizes the Platonic dialogue format to focus on the philosophic problems of reality and ways of knowing.. This is the solvent mind at its best-distinguished exchanges giving provocative, open-ended results at every point. Highly recommended. of permanent value." -Choice: Books for College Libraries Owen Barfield, who died in 1997 shortly after entering his hundredth year, was one of the seminal minds of the twentieth century, of whom C. (...) S. Lewis wrote "he towers above us all." His books have won respect from many writers other than Lewis, among them T. S. Eliot, J. R. R. Tolkein, and Saul Bellows, and John Lukacs. He was born in North London in 1898 and received his B.A. with first-class honors from Wadham College, Oxford, in 1921. He also earned B.C.L., M.A., and B.Litt. degrees from Oxford and was a fellow of the Royal Society of Literature. He served as a solicitor for twenty-eight years until his retirement from legal practice in 1959. Barfield was a visiting professor at Brandeis and Drew Universities, Hamilton College, the University of Missouri at Columbia, UCLA, SUNY-Stony Brook, and the University of British Columbia, Vancouver. His books include seven others published by The Barfield Press: Romanticism Comes of Age, Worlds Apart: A Dialogue of the 1960s, Unancestral Voice, Speaker's Meaning, What Coleridge Thought, The Rediscovery of Meaning, and History, Guilt and Habit. (shrink)

This massive two-volume reference presents a comprehensive selection of the most important works on the foundations of mathematics. While the volumes include important forerunners like Berkeley, MacLaurin, and D'Alembert, as well as such followers as Hilbert and Bourbaki, their emphasis is on the mathematical and philosophical developments of the nineteenth century. Besides reproducing reliable English translations of classics works by Bolzano, Riemann, Hamilton, Dedekind, and Poincare, William Ewald also includes selections from Gauss, Cantor, Kronecker, and Zermelo, all translated (...) here for the first time. (shrink)

Originally published in 1966 On the Syllogism and Other Logical Writings assembles for the first time the five celebrated memoirs of Augustus De Morgan on the syllogism. These are collected together with the more condensed accounts of his researches given in his Syllabus of a Proposed System of Logic an article on Logic contributed to the English Cyclopaedia. De Morgan was among the most distinguished of nineteenth century British mathematicians but is chiefly remembered today as one of the founders (...) of modern mathematical logic. His writings on this subject have been little read, however since apart from his Formal Logic, they lie buried for the most part in inaccessible periodicals. De Morgan's own later amendments are inserted in the text and the editorial introduction gives a summary of the whole and traces in some detail the course of the once-famous feud with Sir William Hamilton of Edinburgh. (shrink)

'Nobody reads Mill today,' wrote a reviewer in Time magazine a few years ago.! One could scarcely praise Mr Melvin Maddocks, who penned that remark, for his awareness of the present state of Mill studies, for of all nineteenth century philosophers who wrote in English, it is 1. S. Mill who remains the most read today. Yet it would not be so far from the truth to say that very few people pay much serious attention nowadays to Mill's writings (...) about logic and metaphysics (as distinct from those on ethical and social issues), despite the fact that Mill put enormous effort into their composition and through them exerted a considerable influen ce on the course of European philosophy for the rest of his century. But the only sections of A System of Logic (1843) and An Examination of Sir William Hamilton's Philosophy (1865) to which much reference is now made comprise only a small proportion of those very large books, and the prevailing assumption is that Mill's theories about logical and meta physical questions are, with few exceptions, of merely antiquarian in terest. Bertrand Russell once said that Mill's misfortune was to be born at the wrong time (Russell (1951), p. 2). It can certainly appear that Mill chose an inauspicious time to attempt a major work on logic. (shrink)

This paper investigates relationships between procedural-memory, declarative-memory, and working-memory skills and adult native English speakers’ novel sound-category learning. Participants completed a sound-categorization task that required integrating two dimensions: one native (vowel quality), one non-native (pitch). Similar information-integration category structures in the visual and auditory domains have been shown to be best learned implicitly (e.g., Maddox, Ing, & Lauritzen, 2006). Thus, we predicted that individuals with greater procedural-memory capacity would better learn sound categories, because procedural memory appears to support implicit (...) learning of new information and integration of dimensions. Seventy undergraduates were tested across two experiments. Procedural memory was assessed using a linguistic adaptation of the serial-reaction-time task (Misyak, Christiansen, & Tomblin, 2010a, 2010b). Declarative memory was assessed using the logical-memory subtest of the Wechsler Memory Scale-4th edition (WMS-IV; Wechsler, 2009). Working memory was assessed using an auditory version of the reading-span task (Kane et al., 2004). Experiment 1 revealed contributions of only declarative memory to dimensional integration, which might indicate not enough time or motivation to shift over to a procedural/integrative strategy. Experiment 2 gave twice the speech-sound training, distributed over two days, and also attempted to train at the category boundary. As predicted, effects of declarative memory were removed and effects of procedural memory emerged, but, unexpectedly, new effects of working memory surfaced. The results may be compatible with a multiple-systems account in which declarative and working memory facilitate transfer of control to the procedural system. (shrink)

In this article, which is fourth in a series of six articles, I address the fourth concept of consciousness that the Oxford English Dictionary defines in its six main entries under the word consciousness. I first introduce this fourth concept, the concept of consciousness4. by identifying the previous three OED concepts of consciousness, which I have already discussed in this series of articles, and by indicating how that to which we make reference, respectively, by means of those three concepts (...) is related to the referents of the concept of consciousness4. I then address the latter concept more directly by pursuing for the remainder of the article where the OED's fourm entry leads. Among other things, I am led to consider two competing accounts of consciousness4 that figure prominently in the OED entry, namely the intrinsic, self-intimational account of William Hamilton and the inner-eye, perceptionlike account of John Locke. Both kinds of account are very much with us today. (shrink)

Although Brentano generally regarded himself as at heart a metaphysician, his work then and subsequently has always been dominated by the Psychology. He is rightly celebrated as the person who reintroduced the Aristotelian-Scholastic notion of intentio back into the study of the mind. Brentano's inspiration was Aristotle's theory of perception in De anima, though his terminology of intentional inexistence was medieval. For the history of the work and its position in his output may I refer to my Introduction to the (...) reprinted English translation. Alongside Aristotle the work shows influences of Descartes, Comte and the British empiricists. The theory of intentionality presented in the Psychology is much less modern and less plausible than almost all recent commentary would have it, and was in any case not where Brentano's main interest lay. Intentionality simply served to demarcate mental phenomena from physical, in Book One, but the main aim was a classification of the mental, outlined in Book Two. Books Three to Five were to have dealt in detail with the three main classes of presentations, judgements and feelings, with the final book considering the metaphysics: mind-body and the immortality of the soul. Brentano's shifting views, recently documented in English with Benito Muller's translation of Descriptive Psychology, a work from the transitional 1890s, made the original plan obsolete. The role of an a priori, philosophical or descriptive psychology, methodologically prior to empirical-experimental genetic psychology, foreshadowed and influenced Husserl's notion of phenomenology, and Brentano's Comtean methodological epoche of desisting from controversial metaphysical statements in favour of an examination of the phenomena likewise presaged Husserl's more ponderous phenomenological reductions. Brentano's other work covers most areas of philosophy, notably ethics, where he upheld a form of a priori intuitionism much admired by G. E. Moore, the philosophy of religion, metaphysics, philosophy of language, deductive and inductive logic, and the history of philosophy. I shall mention just two areas. In his logic lectures from 1866 onwards (a compilation published 1956) Brentano rejected the subject-predicate analysis of simple judgements and proposed instead (for which he apparently secured written assent from Mill) that all judgements are logical compounds of positive and negative existential judgements. For example the universal judgement All men are mortal becomes the negative existential There are no immortal men. On this basis Brentano radically simplified the inference rules of deductive logic. While unlike de Morgan, Frege and others he does not go beyond logic's traditional scope by recognising relations, within its bounds his reformed-term logic is simple, elegant and easily teachable. Some of his ideas in logic influenced the young Husserl. Unfortunately Brentano took against mathematical logic, which he wrongly associated exclusively with Hamilton's confused doctrine of the quantification of the predicate. His inductive logic, which takes up by far the greater part of his logic lectures, remains unresearched to this day. (shrink)

In this article, which is fourth in a series of six articles, I address the fourth concept of consciousness that the Oxford English Dictionary defines in its six main entries under the word consciousness. I first introduce this fourth concept, the concept of consciousness4. by identifying the previous three OED concepts of consciousness, which I have already discussed in this series of articles, and by indicating how that to which we make reference, respectively, by means of those three concepts (...) is related to the referents of the concept of consciousness4. I then address the latter concept more directly by pursuing for the remainder of the article where the OED's fourm entry leads. Among other things, I am led to consider two competing accounts of consciousness4 that figure prominently in the OED entry, namely the intrinsic, self-intimational account of William Hamilton and the inner-eye, perceptionlike account of John Locke. Both kinds of account are very much with us today. (shrink)

In this article, which is fourth in a series of six articles, I address the fourth concept of consciousness that the Oxford English Dictionary defines in its six main entries under the word consciousness. I first introduce this fourth concept, the concept of consciousness4. by identifying the previous three OED concepts of consciousness, which I have already discussed in this series of articles, and by indicating how that to which we make reference, respectively, by means of those three concepts (...) is related to the referents of the concept of consciousness4. I then address the latter concept more directly by pursuing for the remainder of the article where the OED's fourm entry leads. Among other things, I am led to consider two competing accounts of consciousness4 that figure prominently in the OED entry, namely the intrinsic, self-intimational account of William Hamilton and the inner-eye, perceptionlike account of John Locke. Both kinds of account are very much with us today. (shrink)

continent. 1.4 (2011): 242—252. Introduction The following two works were produced by visual artist Jonas Staal and writer Vincent W.J. van Gerven Oei during a visit as artists in residence at The Bag Factory, Johannesburg, South Africa during the summer of 2010. Both works were produced in situ and comprised in both cases a public intervention conceived by Staal and a textual work conceived by Van Gerven Oei. It was their aim, in both cases, to produce complementary works that could (...) be read “through each other,” in which the movement of artistic construction would be imitated by textual deconstruction and vice versa. Both works deal with the way in which capital, apartheid, and monumentality are interwoven in South-African society. The Missing Link addresses a monument for democracy, erected on the premises of a private corporation running both an amusement park and the Apartheid Museum franchise. The textual intervention accompanying this public intervention investigates the limits of the inclusiveness of the anti-discrimination section in the South-African constitution, itself a monumental work of democracy. The Monument for the Distribution of Wealth deals with the history and eventual dissolution of a monumental square, commemorating the Soweto Uprising, in one of the poorest townships of Johannesburg. The history accompanying this public dismemberment of memory is equally fragmented, which is expressed by the many voices recounting uncertain and perhaps even irrelevant “facts” about the genius loci, the way in which the memorial space has actually entered into the memory of the inhabitants surrounding it. Next to their individual practices, Staal and Van Gerven Oei have worked together on a number of projects ever since 2007, including several art residencies. Their work involves an investigation of the different interfaces between art, politics, and public space in media ranging from theater and public interventions, to video installations and (co-authored) textual works. The Missing Link Missing Link (1) Missing Link (2) Missing Link (3) Intervention on the monument entitled The Seven Pillars of the Constitution , part of the Apartheid Museum in Johannesburg, South Africa. The Seven Pillars represent the constitutional values propagated in South Africa since the abolition of the apartheid regime. The monument and museum were built by the Gold Reef Resorts corporation, which is also responsible for the theme park and casino next to it. By placing the word “capitalism” on the wall surrounding the museum, the capitalist system and the constant social divisions that it implies are interpreted as sophistic continuations of apartheid politics. Through the capitalist system, apartheid is still operational within South African society. Whereas during the apartheid regime, the separation clearly ran along race divisions, in the current, “democratic” system, the same actual separation is sustained without it being an explicit element of the foundations of the country, i.e. the constitution. This intervention foregrounds the constant role of capitalism is both periods. At the same time the intervention acknowledges that contemporary Western artisthood is a mirror of the privileges that are offered by the capitalist system, and the type of artist that it produces. The intervention initiates a critical discourse concerning the capitalist system situated within the disaster of capitalism itself, in other words: through the desire to break with the presumption that art would be able to operate outside the capitalist system and to confirm that art—and the artist himself—is in fact modeled on this system. The public intervention by Staal was supplemented by a textual intervention by Van Gerven Oei: a proposition to alter the seventeenth amendment of the South African constitution. Even though the anti-discrimination legislation in South-Africa is one of the most stringent and inclusive in the world, one factor—wealth—remains outside its scope, thus continuing the schisms along racial lines produced during the apartheid regime: §9.3. The state may not unfairly discriminate directly or indirectly against anyone on one or more grounds, including race, gender, sex, pregnancy, marital status, ethnic or social origin, colour, sexual orientation, age, disability, religion, conscience, belief, culture, language, birth, and wealth. Monument for the Distribution of Wealth Intervention concerning the June 16 Memorial Acre in Central Western Jabavu, one of the poorest townships of Johannesburg. The monument comprises a park on which different are placed recalling an important protest the black population against the former apartheid regime. In 1976, from a school adjacent to the park, they started a massive protest against the introduction of Afrikaans in the school curriculum. The police reacted violently, and shot several hundreds of students. The construction of the June 16 Memorial Acre was started in 2005, and from the start was the paragon of corruption. Coordinated by local politicians, some family members of the protest leader from 1976 gained control of the realization of the monument, outside the regulation through external institutions. The available budget of 41 million rand (at that time well over 5 million euro) was largely embezzled. In the meantime, the monument has become fully dilapidated and defaced. The park has become overgrown with weeds and covered in a layer of dirt, and the local population is slowly plundering the square to use the material for the construction and decoration of their own houses. The Monument for the Distribution of Wealth develops the dynamics already existent around the June 16 Memorial Acre. Without obtaining official permission in advance, several local inhabitants were hired to break down the monument, sort the materials, and offer it to the neighborhood. Thus, the redistribution of wealth after the fall of the apartheid regime is finally taking place, albeit from the mere remains of the capital that was once invested in the community. The words “monument” and “for free” are spray-painted on the stacks of material, both in English and Zulu, as these are locally the most common languages. Van Gerven Oei supplemented Staal’s public intervention with an account of the history of the monument based on a series of interviews. The account clarifies how the different interests within the protest 1976 are reflected in the exceeding decay of the park, and how in the end those interests were represented by the June 16 Memorial Acre. Monument for the Distribution of Wealth 1: Removing stones Monument for the Distribution of Wealth 3: Pulling down statues Monument for the Distribution of Wealth 4: Offering the material Monument for the Distribution of Wealth 5: Offering the material Monument for the Distribution of Wealth 6 The next day A Fragmentary History of the Monument for the Distribution of Wealth, Formerly Known as the June 16 Memorial Acre in Central Western Jabavu, Soweto Vincent W.J. van Gerven Oei The following text, based on interviews and online research aims to provide parts of a history of the park in front of Morris Isaacson High School in Central Western Jabavu, Soweto. The idea for the transformation of the park into a memorial site has its source in the events of June 16, 1976: the start of the the student uprising in Soweto. The development of the park was started in the early 1980s, and the actual transformation into a memorial site, the June 16 Memorial Acre, was initiated in 2005. Over the last few years, several monumental additions have been made to the park: A marble monument with three pillars was revealed on June 16, 2006. A sculpture of a book and several billboards on June 16, 2008. A sculpture of student leader Tsietsi Mashinini on June 16, 2010. The park was transformed into the Monument for the Distribution of Wealth on August 3, 2010. According to the entry “Youth Struggle” on the website South African History Online, the Bantu Education Act was introduced in 1953 . In 1954 , Dr Verwoerd, Minister of Native Affairs, stated: “What is the use of teaching the Bantu child mathematics when it cannot use it in practice? That is quite absurd.” According to the entry “Soweto uprising” on Wikipedia, the Afrikaans Medium Decree was issued in 1974 , forcing all black schools to use Afrikaans and English in a 50-50 mix as languages of instruction. The Regional Director of Bantu Education (Northern Transvaal Region), J.G. Erasmus, told Circuit Inspectors and Principals of Schools that from January 1, 1975 , Afrikaans had to be used for mathematics, arithmetic, and social studies from standard five (7th grade). English would be the medium for general science and practical subjects. Indigenous languages would be used for religion instruction, music, and physical culture. According the entry “Soweto uprising” on Wikipedia, on April 30, 1976 , students from the Orlando West Junior School in Soweto went on strike, refusing to go to school. Their example was followed by other schools in Soweto. A student from Morris Isaacson High School, Toboho “Tsietsi” Mashinini, proposed a meeting on June 13, 1976 to discuss further action. According to Weizmann Hamilton’s article “The Soweto Uprising 1976,” which appeared in the September 1986 edition of Inqaba Ya Basebenzi (Fortress of the Revolution), on June 13, 1976 , the South African Students’ Movement called a meeting at the Donaldson Community Center in Orlando. 300-400 Students representing 55 schools decided to hold a mass demonstration on June 16. According to Brian Mokhele, member of the Joint Community Safety Forum, Dr Edelstein was the first victim of the Soweto uprising and killed the day before the march on June 15, 1976 . Edelstein was an administrator at the pass office in Jabavu and gave golf courses to the local community. Edelstein was put in a garbage bin and pierced by pickaxes. The garbage bin was left at the very spot of the murder for many years. A few years ago, a child was beheaded at the same spot, and the basketball court next to it has been abandoned since. According to Marcus Neustetter, founder of the Trinity Session, this story is untrue. According the entry “Soweto uprising” on Wikipedia, on June 16 , Tsietsi Mashinini led students from Morris Isaacson High School to join up with others who walked from Naledi High School. A crowd of between 3,000 and 10,000 eventually ended up near Orlando High School. According to Raymond Marlowe, a local photographer, Tsietsi Mashinini was heading the march. According to the entry “Hector Pieterson” on Wikipedia, Dr Edelstein died on June 16, 1976 , stoned to death by mob and left with a sign around his neck proclaiming “Beware Afrikaaners.” The first child to die that day was called Hastings Ndlovu. According to Pat Motsiri, Orlando West is claiming struggle heritage through the Hector Pieterson Museum, while Hector Pieterson was from Jabavu. According to Pat Motsiri, his generation effectively struggled between 1980 and 1991, forcing the release of Nelson Mandela and negotiations with the apartheid regime while the 1976-generation was safely in exile. Nevertheless, this has not been recognized in any monument. After the abolition of apartheid, the generation from 1976 returned from exile, occupied important government and ANC positions, creating an abundance of 1976 memorials and refusing to acknowledge that this was only possible because of the younger generation’s struggle. He calls this a generational conflict. According to Archibald Dlamini, the park officer responsible for the Memorial Acre, he started working for the municipality in 1978. In 1981/82 , Isaac Makhele from Pimville, who used to work in the cemetery business, was the first developer of the park. It used to be just a normal park until City Parks decided to develop the Memorial Acre in 2006. In 2007 the work was stopped by the community. According to Brian Mokhele, he left the country in 1989 after he participated in the riots of 1986. But when he returned in 1999 he found that nothing had changed. He says that they were promised to be protected by the Constitution, but that reality is different. The police uses fear to suppress them so that they don’t come out to talk openly. He has been arrested twice, both times harassed and tortured by the police, but in the end always released without indictment. He says that this is their way to threaten communities to back off from politics. According to Moses, who is sitting outside rolling a joint, Brian knows everything. He tells Brian to tell me everything he knows. According to Brian Mokhele, Tsietsi Mashinini was possibly murdered in 1990 during his exile in New York. Two weeks before he was supposed to return to South Africa, his papers in order, he was found dead under mysterious circumstances. His coffin was sealed when he was buried. According to Pat Motsiri, he came up with the idea for the Memorial Acre in 2003 . He submitted the documents for the proposal to the council, which sidelined him as soon as the budget came out in 2005 . According to Brian Mokhele, there was on estimation R 41,000,000 spent to redesign the park and turn it into the Memorial Acre. The millions were divided by Amos Masondo, the mayor of Soweto, the local councilor Bongani D. Zondi, and the director of the city of Johannesburg, Pat Lephunya. They were dividing the money between several contractors: Tsietsi Mashinini’s brothers were involved in the development of the park, they got the tender to do the green areas, the landscaping. Construction was done by other companies, some did the paving, the toilets, etc. EMBA, a private company appointed by the municipality was in control of the money flow, but the money was quickly gone. According to Raymond Marlowe, the contractor bought a BMW with the money. According to Archibald Dlamini, the Mashinini brothers got the tender, so the space would look more like the other places around in Soweto. It was agreed that after they were done, they would return the property to the municipality. They did whatever they could do. According to Mafaisa, a member of the Jabavu business community, he was one of the contractors for the landscaping and the pavement under Mpho Mashinini, one of the brothers. He says that I should contact Mavi for information on Mpho. According to Poi Stuurman, a local youth worker, Mafaisa is one of the guys who ran away with the money. According to Mavi, Mpho Mashinini was never a contractor. The contracts were organized by Sbu Butelezi, the former head of the Gauteng Department for Public Works. The June 16 Foundation and the Mashinini brothers will be the beneficiaries of the park when it is finished. According to Brian Mokhele, City Parks did not accept the Memorial Acre because it was not finished. The rest of the year, the unfinished park is not maintained, as should have happened. This was done deliberately so that in the end they can just clean the whole thing up and have a reason to redo the whole park. According to Brian Mokhele, the Mashinini brothers now work for the government. People that manipulate for money purposes always come from the government’s side. Because the park was left unfinished, the people from the neighborhood are taking away the stones to decorate their own homes with. According to Archibald Dlamini, because City Parks doesn’t accept responsibility of the park, he officially has nothing the guard, except for his cottage, which is municipal property. The thieves come at night and destroy the park, but he cannot do anything because he is sleeping. According to the website of the Thanda Foundation on June 16, 2006 a bronze statue of Hector Pieterson, the first child to die in the 1976 protests, made by Kobus Hattingh and Jacob Maponyane was unveiled in the Maponya Mall in Soweto. The statue is sculpted after the famous image shot by Sam Nzima of Mbuyisa Makhubo carrying the dead body of the boy. The sculpture was sponsored by the Thanda Foundation, founded by the Swedish entrepreneur Dan Olofsson and South-African entrepreneur Matthews Phosa. According to the official website of the City of Johannesburg, the Memorial Acre and Artwork were unveiled in 2006. According to a blog post on sowetouprisings.com, the Memorial Acre was still under development on July 24, 2006. According to Archibald Dlamini, City Parks only cleans up the park once a year just before the June 16 celebrations. Everybody is waiting for the Mashinini brothers to finish their job. The last time he talked with them was in 2007 . According to a sign on the school grounds of the Morris Isaacson High School, the June 16 Trail will be finished in 2008 . According to a blog post on sowetouprisings.com, the Memorial Acre contains another monument erected in Tsietsi’s honor. The monument was created as part of the Sunday Times Heritage Public Art program. Its physical form resembles a giant book which symbolizes the crisis in education experienced in 1976. On the face of the book is the map of the route taken by the students from Morris Isaacson High School in Central Western Jabavu to Phefeni Junior Secondary in Orlando West (currently the site of the Hector Pieterson Museum), while the back cover of the ‘book’ is inscribed with a tribute to Tsietsi Mashinini. The monument was revealed on June 16, 2008 . According to Marcus Neustetter, the billboards on the Memorial Acre were part of a school project realized in 2008. Following several workshops, the students from different high schools along the June 16 Trail were invited to work with artists on the billboards, while the neighborhood community was invited to watch the process during the festivities on June 15 and 16, 2008 . The billboards were supposed to be removed because of construction works on the Memorial Acre, which never ended up happening. According to Brian Mokhele, the former toilet facilities were converted into a house for the park officer. This park officer has been working for city parks for more than 12-15 years, but does nothing here, because the park, including the new toilet buildings, is not finished. The government is now moving around looking for people to take this job because they stopped it. They confronted everybody who was going in and chased them away. According to John, in 2009 , some girls, around 16 or 17 years old, were raped by four men who had been drinking in a local shebeen. When the bar quit they said that they would go home by car, but instead raped the girls on the Memorial Acre nearby. This happened in the unfinished toilets, because the doors couldn’t be closed. According to Brian Mokhele, there used to be some fences around the park because of the construction work that was eventually stopped, but these were also stolen. According to Archibald Dlamini, people from the neighborhood started about two and a half years ago, and the last piece was stolen near the end of 2009 . Sometimes he would catch someone with a roll of fence, and then use it for his own cottage. According to the official website of the City of Johannesburg, a statue of Tsietsi Mashinini by Johannes Pokhela was revealed on June 16, 2010 , “Youth Day.” According to Shirley Makutoane, deputy principal of Isaac Morrison High School, the statue of Tsietsi Mashinini, funded by the June 16 Foundation, has temporarily been placed within the school perimeter. The statue will be moved to the Memorial Acre when it will be finished, in 2011 . According to Brian Mokhele, beside the June 16 Foundation, there is also a June 16 Memorial Acre Foundation. Both foundations are quarreling about the money involved in the Memorial Acre project. Nobody knows who’s involved in them. According to Marcus Neustetter, the June 16 Foundation consists of people that were part of 1976 protest movement, local government officials, representatives of the Hector Pieterson Museum, and the council. According to students from the Isaac Morrison High School, the statue of Tsietsi Mashinini is on the school ground because on the Memorial Acre it would be vandalized by youths from White City, an adjacent neighborhood. Accorcing to Brian Mokhele, the statue of Tsietsi should eventually be mounted on the Memorial Acre. It is wrong that the statue is in the school at the moment, because it is not a public school. He wants the statues to depict the massiveness of the force that was coming into Soweto after the protests. According to Brian Mokhele, City Parks, City of Jo’burg, City Lights, and SAPS are making some sort of plan to take the plan back. They want to remove the trees from the Memorial Acre, and redesign the Memorial Acre into a relaxing park, without political content. They want to depoliticize the square. In doing so,they will have their own employment and not use local workforces. According to Brian Mokhele, the community wants to remove the monuments, amphitheater, and sculptures from the Memorial Acre because they do not resemble anything. The sculptures should be depicting the truth of what happened, because the Memorial Acre is a political heritage site. He wants to involve the people that actually participated in the struggle to make the monument so that everyone can enjoy it and get a better understanding of the struggle heritage. Therefore, he proposes collective ideology in which everyone has a say. This would prevent future vandalization of the monument. According to Pat Motsiri, the sculptures must depict the event around June 16, 1976. Like the story of Dr Edelstein, who was pierced by pickaxes, forced into a garbage bin and burned alive. According to Jonas Staal, the Memorial Acre should be destroyed, its elements stacked on pallets, thus forming the Monument for the Distribution of Wealth . According to Mafaisa, his men can do the work quickly. He has about twenty men working under him. (shrink)

and communicated it is not, if it be not understood. a The first seven Lectures of the of Logic proper. — Ed. Metaphysical Course, {Lectures on $ For some ...

In lieu of an abstract, here is a brief excerpt of the content:September 27, 2008 (1:09 pm) G:\WPData\TYPE2801\russell 28,1 048RED.wpd Reviews 89 MODERNIST HERESIES K.yE. Garay Arts & Science/Research Collections / McMaster U. Hamilton, on, Canada l8s 4m2 [email protected] Damon Franke. Modernist Heresies: British Literary History, 1883–1924. Columbus : Ohio State U. P., 2008. Pp. xx, 258. isbn 978-0-8142-1074-1 (hb). us$47.95. The editor of the Russell journal summed up Modernist Heresies: British Literary History, 1883–1924z with his usual brevity during (...) a recent conversation : “The Wrst part is about Russell and the rest of it isn’t.” In fact the Wrst two chapters are only somewhat concerned with Russell, since he Wgures as part of the Heretical Cambridge scene with which Damon Franke opens this study, but, September 27, 2008 (1:09 pm) G:\WPData\TYPE2801\russell 28,1 048RED.wpd 90 Reviews after a Xeeting appearance of both Russells, Bertie and Dora, in the opening pages of Chapter 3, Bertie is not heard from again. Franke, who teaches English at the University of Southern Mississippi, has set himself an ambitious task, the scope of which is not fully captured in this book’s title. The selection of no fewer than ten subject headings in the cataloguing data for this studyz—zheadings ranging from “Modernism (Literature)” through “English Literature”, “Religion and Literature”, “Heresies, Christian”, and “Paganism in Literature”z—zprovides the wary reader withsome forewarning of its breadth. The author’s focus is on nothing less than the emergence and development of modernism in England, using the rise and demise of what Franke terms “heresy” as his barometer. Nor does the ascribed date range, 1883– 1924, prove much more accurate; in one of the most persuasive segments of the book, the After Words, Franke extends his examination, Wrst into the 1930s and then as far as 1949, the year that Orwell’s novel Nineteen Eighty-Fourz was published. Selecting as his starting point the 1883 blasphemy trial of G.yW. Foote, the editor of The Freethinker, at which the right to attack “even the fundamentals of religion” was enshrined in English law, providing that “the decencies of controversy” are observed (p. 10), Franke argues that this decision made possible “intellectual and literary forms of heresy which questioned the principles of religion ” (ibid.). His use of the term “heresy” for his wide ranging survey of philosophical and linguistic as well as literary opinion, provoked pause in this reader. The Oxford English Dictionary, the Wrst edition of which appeared the year after Foote’s heresy trial, provides a primary deWnition of heresy as follows: Theological or religious opinion or doctrine maintained in opposition, or held to be contrary, to the “catholic” or orthodox doctrine of the Christian Church, or, by extension, to that of any church, creed, or religious system, considered as orthodox. It is only through an extended deWnition of heresy that the door opens to allow Franke’s highly variable use of the term: “Opinion or doctrine in philosophy, politics, science, art, etc., at variance with those generally accepted as authoritative ” (OED Online, 2008). As will be demonstrated, aspects of thought which the less adventurous might prefer to call agnosticism, paganism or even atheism, are subsumed into the wide-ranging scope of this provocative study. The Cambridge Heretics, the group of which Russell was an Honorary Member, provides Franke with both his heretical cornerstone and his book’s opening chapters. In a skilfully contextualized examination, Franke documents the group’s Michaelmas 1909 genesis in the shadow, or perhaps in the intellectual light, of the Chawner ATairz—zthe Master of Emmanuel’s public expression of his personal loss of religious faith. Its Wrst chairman was C.yM. Picciotto, but it was its Wrst secretary, C.yK. Ogden, a newly arrived Magdalene College under- September 27, 2008 (1:09 pm) G:\WPData\TYPE2801\russell 28,1 048RED.wpd Reviews 91 graduate, who was to prove the group’s guiding genius. Franke argues convincingly that the group, which included Bernard Shaw, J.yM. Keynes, I.yA. Richards and G.yE. Moore, as well as Russell, in its membership roster, has suTered puzzling scholarly neglect, particularly when compared with the Apostles, its... (shrink)

The United States Constitution was written for the purpose of establishing an effective but limited national government, a government that would be capable of dealing with national and international problems, but that would not be able to violate the traditional liberties of the people. Thus, the Constitution was, and is essentially a practical-juridical document. One should not expect to find there pronouncements about the nature of man, society, law, or the state, such as are often found in many other national (...) constitutions and international conventions. Nevertheless, several important characteristics of the Constitution—indeed its most important characteristics—are clear and admirable applications of the natural law. The principal drafters of the Constitution believed that God, in creating the universe, implanted in the nature of man a body of law to which all human beings are subject, which is superior to all manmade law, and which is knowable by human reason. Thus, the natural law of the American founders was traditional natural law as understood and expounded by classical and Medieval writers and carried forward in the English common law, and not the “Enlightenment” versions in vogue in eighteenth-century Europe. The classical-traditional natural law understanding of Madison, Hamilton, Wilson, and other leaders of the Philadelphia Convention are reflected in the three most important characteristics of the Constitution: the principle of limited government; the principle of subsidiarity (in both political and larger societal matters); and the practice of guaranteeing traditional rights, and only as against government. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviews 87 c:\users\arlene\documents\rj issues\type3501\rj 3501 061 red.docx 2015-07-10 4:07 PM RUSSELL AS “SPANISH ASTRONOMER” (A RETROSPECTIVE REVIEW) Sheila Turcon Russell Research Centre / McMaster U. Hamilton, on, Canada l8s 4l6 [email protected] Constance Malleson. The Coming Back. London: Jonathan Cape, 1933. Pp. 328. 7s. 6d. ublished in 1933 and never reprinted, The Coming Back is Constance Malleson’s first novel. She had been publishing shorter fiction as well as articles (...) since 1919.1 Her lover, Bertrand Russell, had encouraged her writing career, assisting with the placement of her first short story in The English Review.2 He thought a writing career preferable to acting. Using the stage name “Colette O’Niel”, she had a successful career on the stage.3 The novel is a fictional account of the love affair between Russell and Colette.They appear as Gregory del Orellano and Konradin Waring. It was not, however, recognized as a roman à clef when it was published, as their affair was not known by anyone except their closest friends and family members. John Slater recognized it for what it was.4 Three of the four Russell biographers mention the novel.5 Presumably all three relied on Slater’s article. Ronald Clark quotes one sentence from the novel, a summation of Gregory’s character by one of the other characters who shared the view of many. Gregory was seen as “a man exhausting other men by his intellect; exhausting women by his intensity; wearing out his friends, sucking them dry, passing from person to person, never giving any real happiness—or finding any” (Coming Back, p. 307; Clark, p. 583). Caroline Moorehead quotes several sentences about the 1 Turcon, “A Bibliography of Constance Malleson” (2012). 2 Malleson, “The End” by “Christine Harte” (1919). 3 Turcon, op. cit., appendix, acting roles, pp. 188–90. 4 John G. Slater, “Lady Constance Malleson, ‘Colette O’Niel’” (1975), pp. 10–11. 5 Clark, The Life of Bertrand Russell (1975); Moorehead, Bertrand Russell (1992); Monk, Bertrand Russell,Vol. 1 (1996). m= 88 Reviews c:\users\arlene\documents\rj issues\type3501\rj 3501 061 red.docx 2015-07-10 4:07 PM importance of work to Konradin—work that Gregory deplored (Coming Back, p. 105; Moorehead, p. 264). Only Ray Monk undertakes a detailed description of the novel, even naming the last chapter of The Spirit of Solitude, “The Coming Back”. He identifies, as did Slater, several other characters with their real life counterparts: Ottoline Morrell is Magdalena de Santa Segunda; T. C. Maynard is T. S. Eliot; Jevons is Clifford Allen; Marcus Beazley is Maurice Elvey; Gertrude West is Dora Black. He quotes the sentence that Clark had used earlier (Monk 1: 607). Monk writes that “Russell claimed never to have read The Coming Back (or any of Colette’s other books). Perhaps he knew it would make painful reading” (1: 608). Monk provides no source for this judgment, and in fact it is untrue. Although The Coming Back is not specifically discussed in their correspondence, her other three books are.6 My reading of the novel is coloured by an attempt to identify what is true in the novel. My knowledge of the truth is based on editing their correspondence.The novel is a fascinating portrait of the Russell and Colette relationship, far more revealing to those in the know than her autobiographies, where libel concerns were always at the forefront. Her first autobiography, AfterTenYears, had been published two years earlier, in 1931, to great acclaim. The Coming Back’s dust-jacket reads: Here is the first novel from the author of that vivid and successful autobiography, After Ten Years. And as might be expected, it shows the same vitality, integrity, and the same passion for beauty as the earlier work. Constance Malleson presents a portrait of a young girl of our times, and of her stand for freedom, through all its stages from selfishness to a fine renunciation. Before the novel begins Colette includes four things. She dedicates the book to “Joneen when he is grown up”. Colette was very fond of Russell’s son John, and this may well refer to... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:'Bibliographies/LArchivallnventories/Indexes THE EDITH RUSSELL PAPERS SHEILA TUReON Russell Archives I McMaster University Library Hamilton, Ont., Canada L8s 4M6 INTRODUCTION E dith, Countess Russell, was born Edith Finch, the daughter of Edward Bronson Finch, a physician, and his wife, Delia, on 5 November 1900 in New York City. She was educated at Bryn Mawr College (AB, 1922) and St. Hilda's College, Oxford (HON BA, 1925; MA, 1926). Returning to (...) Bryn Mawr, she was employed from time to time as an instructor of English literature, but she never became a permanent member of the faculty. A frequent traveller to Europe during these years of teaching and writing, Edith published biographies of Wilfred Scawen Blunt in 1938 and Carey Thomas, a President of Bryn Mawr, in 1947. She sometimes lectured at various schools and clubs off campus on biography in general and Blunt in particular. Edith and Lucy Martin Donnelly, a friend of both Russell and his first wife AIys, became close; together they built a home, New Place, in nearby Rosemont, Pennsylvania, where they lived after Lucy's retirement in 1936 as head of the English Department. Following Lucy's death in 1948 Edith worked as a freelance editor in New York City and in 1950 applied, unsuccessfully, for a position as an Intelli~ gence Research Specialist/Foreign Affairs Officer in the us Foreign Serv:ice. At the same time, she moved to England: she and Russell were married two years, to the month, later. They had been introduced by Lucy Donnelly and met on occasion during the 1930S and 1940S when Russell was visiting Lucy. When Russell was in New York to deliver the Matchette Foundation lectures in 1950 they met again, and their relationship developed quickly. It russell: the Journal of the Bertrand Russell Archives McMaster University Libraty l'ress n.s. 12 (summer 1992): 61-78 ISSN 0036-01631 62 SHEILA TURCON The Edith Russell Papers 63 Foundation who were in possession of the papers for several years and who packed them for shipment here. Within many of the categories, however, the papers were in disorder upon arrival. This is especially true of the domestic correspondence and records. They have been arranged in order to facilitate access by researchers. Six-digit archival numbers have been assigned to all documents. The papers measure 3.3 m. (II lin. ft.) and comprise 28 boxes.. All correspondence listed in this Recent Acquisition (no. 967) was entered in BRACERS, where it is accessible and searchable. Only the correspondents' names were extracted for this article. The BRACERS records, numbering 1,039, contain complete information on the letters; the topics of important letters are also extracted or summarized and included in the records. A selection of entries from the Topic_Text field are interspersed throughout the inventory. "Document(s)" is abbreviated "doc(s).", and "photocopy(ies)" is abbreviated "P(s)." was to bring great happiness to both. Russell's Autobiography is dedicated to her. She became a British subject in 1960 and, after Russell's death in 1970, remained in Wales where they had settled in the mid1950S. Eight years later, Edith died on I January 1978. An agreement by McMaster Universiry Library to purchase her papers from the Bertrand Russell Peace Foundation was made on 24 June 1985. The papers themselves did not arrive at the Russell Archives until nearly a year later, on II June 1986. Upon arrival, it was noted that many photographs that were listed with the agreement were missing, as well as some printed materials and books belonging to Lucy Donnelly, a typescript by Logan Pearsall Smith and sdme general correspondence. The Foundation has not been able to locate these missing items. More importantly, Russell's original letters to Edith (copies of which were included in Archives II) were not even listed as part of the agreement, and their location remains unknown as well. The majority of the papers concern Edith's life after Russell's death. There is very little from her life before her marriage. This is surprising because of the amount of material she preserved and organized during her life with Russell which is now held in Archives I and II. In a letter of... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Kiyozawa Manshi’s Two Theories of Evolution and Their Western InspirationDennis PROOIIntroductionIf one solely were to confine the scope of one’s inquiry into the defining trait of a “Tokyo School of Philosophy” to the years immediately following the founding of Tokyo University in 1877, it would be hard to escape the conclusion that philosophy there at the time was determined almost entirely by the dominant intellectual wind blowing through its (...) lecture halls, namely that of evolutionary theory. Katō Hiroyuki (1836–1916), president of the university from 1890 to 1893, was one of its staunchest advocates, doing much to foster the spread of ideas that would today be typified as “Social-Darwinian.”1 Inoue Enryō (1858–1919), undoubtedly the Meiji period’s most successful public philosopher, came to embrace many Spencerian ideas on evolution under the influence of Toyama Masakazu (1848–1900), a devout Spencerian, during his time as a student there (from 1881 to 1885).2 Ernest F. Fenollosa (1853–1908), an American philosopher who exerted great influence over the university’s young philosophical minds, was working on a synthesis of the Spencerian and Hegelian philosophical systems.3 He had been brought to Tokyo University by the Darwinian zoologist Edward S. Morse (1838–1925), who was himself instrumental in the spread of evolutionary ideas. This quick survey of Tokyo notables serves not only to establish the dominance of evolutionary theory, but also to show how in the context of late nineteenth-century Japan, “evolutionary theory” (shinkaron 進化論) is best understood as an umbrella term that could refer to a wide array of ideas—including, but certainly not limited to, Darwinian, Social-Darwinian, Spencerian, and Hegelian ones, or a mix of these—on the nature of (individual and social) change, development, and progress.Although the impact of 1859’s The Origin of Species made Darwin a figure impossible to ignore, by no means was evolutionary theory [End Page 77] equated with his theory of natural selection. For their ideas of evolution, many looked to Herbert Spencer (1820–1903), regarded by the Victorian English as the philosopher of evolution and whose system of synthetic philosophy presented positivist-leaning Meiji-era Japanese intellectuals with a definitive model of philosophical achievement. Spencer prided himself in having been the first to formulate the principle of evolution, remarking in the revised version of Social Statics (1892) that he had arrived at the general idea as early as 1850, many years before The Origin of Species had appeared in print.4 From Spencer’s point of view, Darwin had done no more than confirm a posteriori for biological organisms what was in fact an a priori law of evolution, established by Spencer in First Principles (1867) both inductively and deductively as the universal tendency of phenomena to pass from “an indefinite, incoherent homogeneity to a definite, coherent heterogeneity,” a process accompanied by “an integration of matter and concomitant dissipation of motion.”5 Spencer’s nod to the materialist tradition by formulating his conception of evolution in terms of matter in motion in his own self-understanding placed him in the camp of English philosophy, which did not let itself be deluded by the wrong use of language and spurned the invocation of what from its perspective was superfluous metaphysics. The opposing camp of German philosophy—following William Hamilton (1788–1856), derided by Spencer as “absolute theorisers”—made abundant use of such metaphysics to defend a teleological understanding of evolution—the kind of understanding Darwin (with his emphasis on the non-teleological character of natural selection) and Spencer (with his focus on matter in motion) attempted to render obsolete.6Under the influence of Fenollosa, many students of philosophy at Tokyo University became attracted to the alternative German teleological model of evolution, the history of which via the German Romantics goes back to Leibniz’s attempt to reintroduce into physics the idea of final causes after these in that domain had been eliminated by Descartes.7 Descartes, to begin with, was the one to revolutionize natural philosophy by reducing the physical world to one of matter in motion ruled by efficient causation, imagining, much like Spencer two centuries later, that such a minimalist view of... (shrink)