‘I wish I knew a history was a history,’ remarks Gertrude Stein in A Geographical History of America.
Theodore Ziolkowski has been writing in the fields of German literature (especially Hermann Hesse) and comparative literature for some 50 years. One of his abiding interests has been an examination of what happens to the mythology, themes and plots embedded in works of ancient literature when modern writers and other artists encounter them.
The study of nationality (a term used to designate historically and constitutively diverse nations) poses a number of acute methodological, historical, and philosophical problems.
At the start of his brilliant essay ‘Venice’, first published in 1882, Henry James famously commented that there ‘was nothing new’ to be said about the city. An equally famous quotation is to be found in the first edition of Murray’s Handbook for travellers in Northern Italy published forty years earlier: ‘no one enters Venice a stranger.’ (1842, p.
This is an eccentric book.
Classical works formed the kernel of Thomas Jefferson's libraries. The third president read both Latin and Greek. He wrote repeatedly of his fondness of classical literature and died, on 4 July 1826, with Seneca's work open on his bedside table. Nonetheless, Jefferson in many ways doubted the classical world was the original mold upon which the American experiment had to be built.
Listen, dear brothers,
I want to complain of a cruel murder;
Hear about the sorrow
That befell me on Good Friday.
Translated from the Old Polish by Michael J. Mikoś.(1)
Mark Somos has written a challenging and fascinating book. Secularisation and the Leiden Circle is to be commended for its topic (the much maligned origins and process of secularisation), for the author’s depth and breadth of knowledge and for his impressive research and analysis of the source material.
Over the last twenty years Richard Bentley’s star has, if not exactly risen, then at least been mapped.
Playing on the title of Robert Hughes's popular history of modernist art, The Shock of the New (1980), Larry Norman recreates that moment in 17th- and 18th-century France when the classical literary texts that Renaissance humanists had treated as timeless vehicles of cultural value, and so put at the core of European education, came to many to seem shockingly ‘primitive,’ even ‘barbari