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Nichols, The Loves of Plants and Animals: Romantic Science and the Pleasures of Nature Note: All the hyperlinks in the following text take the reader to an off-site web site called A Romantic Natural History , produced by the author, and hosted at writing John Dickinson College. [O]ur intellectual sympathies [rest] with . . . the miseries, or with the joys, of our fellow creatures. - Erasmus Darwin, Zoonomia (1794) When Wordsworth notes his faith that every flower / Enjoys the air it breathes, or when Keats describes an unseen nightingale pouring forth its soul abroad / In such an ecstasy, we may be inclined to classify these lyrical claims as Romantic hyperbole, rhetorically suspect forms of anthropomorphism, overly sentimental and poetically overblown.

Likewise, when Wordsworth's heart fills with pleasure at the sight of daffodils, or when Blake says How do you know but ev'ry Bird that cuts the airy way, / Is an immense world of delight, we may think that the poet is protesting too little or offering too much credit to the natural world for what is, in Preparatory School, fact, a strictly human emotion. Comparative Essays Saint John. In this essay I will examine Romantic claims about pleasure in the natural world and harvard essay Glenlyon Norfolk, pleasure derived from the natural world in terms of the science of the century before Darwin's On the Origin of Species , particularly the science of animate nature, the comparative essays Saint Paul II Academy belief that all living things (and perhaps even nonliving things) were connected by a force that could be described, at least partly, in terms of the natural ability to please or to be pleased. I will conclude with a reflection on connections between the method of to write an article, observational science in the Romantic period, the writing Saint Paul writing of thinking, poetry, and the sources of pleasure. Pleasure in the natural world is a concept that links Romantic poetry and writing comparative Paul, Romantic science in significant ways. Pleasure located in the nonhuman world and pleasure taken by humans in the natural world are concepts that co-mingle in a whole range or Romantic metaphors and rhetorical practices, anthropocentric and write a reflective Mercersburg, otherwise. In fact, the apparent anthropocentrism of much eighteenth- and early nineteenth-century scientific and poetic thinking turns out to be much more centered in the nonhuman world than we might think. Saint John. This essay will link discussions of plant and animal pleasure in the works of Erasmus Darwin, and in Georges Louis Leclerc, Comte de Buffon (often by way of Oliver Goldsmith, who introduced many of Buffon's ideas to a British audience) with the use of thinking, pleasure in poems by writing comparative essays Saint John II Academy Wordsworth, Coleridge, Shelley, and Keats. This link between the poetic and the scientific in Romantic natural history also reveals aspects of our current cultural sense of the interrelatedness of human and nonhuman nature. Where does Romantic talk about the heart filling with pleasure like dancing daffodils or a bird being described as a world of write journal, delight come from? It comes, to cite one obvious source, from an otherwise hard-nosed medical practitioner and Paul, experimental scientist like Erasmus Darwin.

Here is Darwin, in one of his characteristic (and often controversial) descriptions of the love life of harvard essay writing Norfolk School, plants: Hence on green leaves the sexual Pleasures dwell, And Loves and Beauties crowd the blossom's bell; The wakeful Anther in his silken bed. O'er the pleas'd Stigma bows his waxen head; With meeting lips, and comparative essays Saint John Paul, mingling smiles, they sup. Ambrosial dew-drops from the nectar'd cup; Or buoy'd in air the plumy Lover springs, And seeks his panting bride on Hymen-wings. ( Temple of Nature , II, 263-70)

Darwin was roundly criticized, as had been Linnaeus before him, for this tendency to sexualize the life of plants. 1 For Darwin, however, these erotic descriptions of thinking St. Louis, plant love (and even plant lust) were an analogue for human sexuality and an accurate description of the way flowers actually worked. Indeed, almost all of Darwin's claims about comparative John Paul, plant sexuality were based on direct observation. He often expanded his poetic rhapsodies on the sex life of plants with prose footnotes that also ascribe a wide range of intentionality and emotion to the plant kingdom: The vegetable passion of love is agreeably seen in the flower of the parnassia, in which the males alternately approach and recede from the female; and in the flower of nigella, or devil in the bush, in which the tall females bend down to their dwarf husbands. But I was this morning surprised to observe . . . the manifest adultery of several females of the plant Collinsonia, who had bent themselves into contact with the males of other flowers of the harvard essay writing Glenlyon same plant in their vicinity, neglectful of their own (Economy of Vegetation, IV, p. 121 n.). Claims like these about writing John Paul II Academy, plant life consistently suggest that willfulness, intention, and pleasure all extend - albeit in diminished forms - from humans to animals to essay Academy, plants, and writing comparative essays Saint John II Academy, even beyond. More important for my argument than Darwin's specific descriptions of the sexual life of plants are his views, most clearly summarized in the poetry and footnotes of The Temple of Nature (1803) about natural pleasures. In this work, Darwin clearly describes pleasure in any one part of journal Сollege Preparatory School, animate creation as an comparative essays John II Academy aspect of an article Kingswood School, pleasure extending through the essays John whole of the thinking St. Louis terrestrial biosphere: From the innumerable births of the larger insects, and the spontaneous productions of the comparative Saint Paul microscopic ones, every part of organic matter from the recrements of dead vegetable or animal bodies, on or near the surface of the School earth, becomes again presently re-animated; which by increasing the number and quantity of living organisms, though many of them exist but for a short time, adds to the sum total of terrestrial happiness ( Temple , 189 n.).

Pleasure in the entire biotic realm is increased not only by the prolific reproduction of insects (the word means small creatures to Darwin) and microscopic organisms but by the death and organic regeneration of larger creatures: The sum total of the writing comparative Saint John Paul II Academy happiness of organized nature is probably increased rather than diminished, when one large old animal dies, and is converted into a college School many thousand young ones; which are produced or supported with their numerous progeny by the same organic matter ( Temple , 190-91 n.). Darwin also notes that the Pythagorean belief in the transmigration of souls derives merely from the organic and perpetual transmigration of matter from one body to another, of all vegetables and animals, during their lives, as well as after their deaths (191 n.). This chemical and organic movement of elements through the bodies of living creatures leads, over eons, to a unified and complete system of morality and benevolence, as all creatures thus became related to each other (192 n.) in terms of the matter that composes them. Writing John Paul II Academy. What Darwin calls the felicity of organic life, is a function of the happiness and misery of a reflective essay Mercersburg, [all] organic beings; this felicity, he says, depends ultimately, on the actions of the comparative essays Saint organs of sense and on the fibres which perform locomotion (194 n.). Every living thing, Darwin concludes, is subject to immediate sources of for essay writing, pains and pleasures, the writing comparative Saint John Paul encouragement or avoidance of essay School, which might increase the sum total of organic happiness (194-95 n.). Pain and pleasure, he goes on to argue, are a function of the expansion and essays Saint II Academy, contraction of nerve and muscles fibers of sensation, organic elements which exist in all living things, albeit in a variety of forms and intensities.

All emotional responses - pleasure, pain, happiness, sadness - are thus based solely on the motion of material parts of St. Louis, each life form. Finally, and perhaps most dramatically, Darwin's understanding of geology leads him to conclude that the planet itself is a record of the pleasures of earlier ages of animate beings: Not only the vast calcerous provinces . . . and also whatever rests upon them . . . clay, marl, sand, and coal . Paul. . . gave the pleasure of a college essay, life to the animals and vegetables, which formed them; and thus constitute monuments of the past happiness of comparative essays Saint John, these organized beings. Write Journal Article Chaminade Сollege. But as those remains of former life are not again totally decomposed . . . they supply more copious food to the successions of new animal or vegetable beings on their surface . . Writing Saint John Paul. . . and hence the quantity or number of organized bodies, and their improvement in template for essay Auburn University, size, as well as their happiness, has been continually increasing, along with the solid parts of the globe ( Temple , 195-96 n.). More dry land over eons, more living things century upon century, more happiness produced from millennium to millennium. At this point, Darwin breaks down the boundary between organic and inorganic as part of his wider economy of nature, what we might now call his ecology.

Material processes, compounds, and comparative essays Saint Paul, elements—which he always describes in fundamentally chemical terms (clay, sand, coal, heat, oxygen, hydrogen, carbon, phosphorus)—compose, decompose, and re-compose, first into inorganic, then into organic, and ultimately into animate creatures, including human beings. Darwin also argues that the write level plant and animal kingdoms are connected by the possibility of sensation. In Zoonomia , he describes Vegetable Animation: The fibres of the vegetable world, as well as those of the animal, are excitable into a variety of motions by irritations of external objects. This appears particularly in the mimosa or sensitive plant, whose leaves contract on the slightest injury (I, 73). 2 But the fibres responsible for sensation are also related to writing comparative essays John Paul, pleasure: when pleasure or pain affect the animal system, many of its motions both muscular and sensual are brought into action . . . Write A Reflective Essay Academy. The general tendency of these motion is to arrest [i.e. stabilize] and to comparative Saint John Paul II Academy, possess the pleasure, or to dislodge or avoid the pain (I, 31). The conclusion Darwin draws is obvious: the how to essay Grier individuals of the vegetable world may be considered as inferior or less perfect animals (I, 73). The belief that sensation might spread through all of animate creation was widely discussed in Europe and America throughout the eighteenth century by natural scientists, natural theologians, and poets, among others. As Christoph Irmscher has written recently, this was an age that ascribed sensitivity, even souls, to plants (31). But as Erasmus Darwin suggested, the point was not merely that plants might have souls, but that souls might turn out to comparative John, be nothing more than complex combinations of material (i.e. muscular, nervous, electro-chemical) motions. Harvard Essay Norfolk School. John Bartram, writing to comparative Paul, Benjamin Rush, noted that there was much to be learned about sensation in Glenlyon Norfolk, plants, even though many animals were already known to be endowed with most of our [that is, human] faculties pashions . . Comparative Saint John. . intelect [sic] (690).

Georges Louis Leclerc, Comte de Buffon, describes many of the steps on how to write animals he catalogues in writing, terms of human passions and intellect. Buffon's marmot delights in how to a college essay Grier, the regions of ice and snow (121). His elephant is comparative essays John Paul II Academy, susceptible of gratitude, and capable of strong attachment (152) and loves the society of thinking St. Louis School, his equals (153). If vindictive, the pachyderm is no less grateful (159). Numerous writers were willing to extend pleasure even into the realm of essays John Paul, lower life forms. A 1792 compilation by several natural historians of insects includes comments such as the following: each insect, no matter how small or seemingly insignificant, is adapted for procuring its particular pleasures (2); indeed, every insect, like every creature, was formed for itself, and each allowed to seize as great a quantity of happiness from the universal stock . . . each was formed to make the happiness of an article School, each (6). The butterfly, to enjoy life, needs no other food but the comparative essays Saint John Paul dews of heaven (75) and it is impossible to express the fond attachment which the working ants shew to their rising progeny (125). Animals, of course, had been connected to humans sensation and emotional response since ancient history: loyal dogs, sagacious elephants, wily foxes, diligent ants.

What was new by 1790 was the sense that these were not just rhetorical comparisons of behavior between human and steps on how to write, animal realms, but that such observationally supported comparisons reflected a deeper - and organic - unity of all living things. Eighteenth-century talk about emotion and writing comparative John II Academy, sensation in lower life forms was also related to an underlying philosophical monism, well articulated by Goethe. How To A College Grier. In the Experiment as Mediator between Subject and Object (1792) Goethe offers a holistic critique of writing comparative essays John, living Nature that was designed to counter the fragmentary quality of empirical science: Nothing happens in living Nature that does not bear some relation to the whole. How To Write School. The empirical evidence may seem quite isolated, we may view our experiments as mere isolated facts, but this is not to say that they are, in fact, isolated. The question is: how can we find the connection between these phenomena, these events (80). Likewise, Goethe is willing to include joy and pain among the categories that are applicable to any organism: Basic characteristics of an individual organism: to Saint John Paul, divide, to unite, to merge into the universal, to abide in the particular, to write a reflective Mercersburg Academy, transform itself, to define itself, and, as living things tend to appear under a thousand conditions, to Saint Paul II Academy, arise and vanish, to solidify and melt, to a reflective, freeze and writing comparative Paul II Academy, flow, to harvard, expand and contract . . . . Comparative II Academy. Genesis and decay, creation and harvard School, destruction, birth and death, joy and pain, all are interwoven with equal effect and weight; thus even the most isolated event always presents itself as an writing comparative Saint image and metaphor for the most universal (52). So while observational science is suggesting that expansion, contraction, attraction and repulsion of tiny particles are physical properties of all living (and perhaps nonliving) things, the metaphysic of Romantic science argues that characteristics found in one part of journal Сollege School, nature are likely to exist throughout the writing Saint II Academy entire natural system, albeit in differing - reduced or expanded - forms. Oliver Goldsmith, whose A History of the Earth and Animated Nature was drawn largely from Buffon and other European naturalists, restrains himself from extending sensation into the realm of the how to a college level inorganic, but he too indicates how widespread was the belief in common elements pervading the germ plasm, a unity behind the dazzling variety that characterized the animate world. He says that the prevalence of invisible living creatures, animals and plants too small to see, has led some late philosophers into an opinion, that all nature was animated, that every, even the most inert mass of matter, was endued with life and sensation, but wanted organs to make those sensations perceptible to the observer. (IV, 322). The link between human and Saint John, animal pleasure thus reaches well into the plant kingdom by the 1790s, producing a view well summarized by Buffon himself: it is impossible to finish our short review of nature [over 30 volumes!] without observing the wonderful harmony and connection that subsists between all the different branches (178).

Pleasure described in write a college level essay School, one part of nature reflects the possibility, indeed the likelihood, of pleasure spread throughout all of nature. Now let us consider a poet like Percy Shelley, who can load every rift of essays, his imagery with ore derived from the natural science of his age, often in ways that precisely link human and article Сollege Preparatory School, nonhuman feelings. In one of the best known examples of this tendency - taken from Ode to Saint John, the West Wind - Shelley imagines plants beneath the sea in sympathy with plants on land: The sea-blooms and the oozy woods which wear / The sapless foliage of the ocean, know / Thy voice [the wind's], and steps to write Kingswood School, suddenly grow gray with fear, / And tremble and despoil themselves (ll. 39-42). Shelley adds a footnote to these lines that sounds as though it could have come directly from Erasmus Darwin: the writing essays Saint John phenomenon alluded to . . . is well known to higher thinking, naturalists. The vegetation at the bottom of the sea, of rivers, and of lakes, sympathizes with that of the land in the change of comparative Saint John Paul, seasons (577). Shelley's science here may be wrong, but his imaginative insight links with the emerging science of his own time to write journal Chaminade Сollege, produce an idea that is writing essays Saint John II Academy, surely correct: organic activity beneath the waves has important - Shelley says sympathetic; we might now say ecological - connections to St. Louis, events on the land. Similarly, Shelley's sky-lark sings with shrill delight (l.

20) while his sensitive plant (mimosa) is described as having once trembled and panted with bliss (l. 9). Shelley's sensitive plant derives directly from comparative essays John Erasmus Darwin's reflections on how to a college level the mimosa as a strange bridge between the plant and animal kingdoms. Yet Shelley goes beyond the mere ascription of sensation to the plant, suggesting a direct connection between this plant and certain sorts of human emotion (of course, his real subject in the poem is clearly a sensitive poet like himself). The affinity of plants for writing essays Saint John II Academy other plants, and the image of write Chaminade Preparatory School, plants as analogous to forms of attraction throughout the material universe, reaches an apotheosis in lines from Shelley's botanical poem. These flowers. Shone smiling to writing comparative Paul, Heaven, and every one.

Shared joy in the light of the gentle sun; For each one was interpenetrated. With the light and how to write level Grier, the odour its neighbor shed. Like young lovers whom youth and love make dear. Wrapped and filled by their mutual atmosphere. Of course, the suggestion that aspects of the entirety of nature might be analogous to human nature is as old as poetry itself. What is new in a poet like Shelley is the sense of how an emotion like pleasure can organically link humans with the nonhuman world.

In a rarely discussed poem entitled The Birth of Pleasure, Shelley is explicit about the central role of comparative essays II Academy, pleasure, even at the dawn of creation: At the creation of the Earth / Pleasure, that divinest birth, / From the soil of heaven did rise, / Wrapped in sweet wild melodies (584). Consider, from this perspective, Shelley's cloud, whose nourishing water offers sustenance to on how School, thirsting flowers and provides shade for delicate leaves in their noonday dreams (ll. 1,4). In this proto-ecological vision of the comparative essays hydrological cycle (I pass through the pores of the oceans and shores; / I change, but I cannot die [ll. 74-75]), Shelley elaborates electrical attractions between ground and clouds - only recently described by Benjamin Franklin and by Shelley's own science teacher Adam Walker (from Syon House Academy and Eton) - as a kind of love between earth and sky. He also says that the moist Earth is template for essay, laughing below (l.

72) as the cloud brings various forms of pleasure to each part of this natural cycle. Even a satiric and imaginative flight of writing comparative essays John, fancy like The Witch of template for essay writing Auburn University, Atlas is shot through with precise details drawn from the natural science of Shelley's time, and linked to powerful sympathy between the writing essays natural and the human realms: Vipers kill, though dead (l. 2), a young kitten may leap and play as grown cats do, / Till its claws come (ll. 6-7) and Mary Shelley's gentle hand would not crush the silken winged fly (l. 9). The may-fly dies almost before it is write Chaminade, born, and even the swan's song in the sun evokes a smile as serene as Mary's (stanza ii). Wordsworth, in a famous passage from writing John II Academy The Prelude , links a similarly scientific form of observation to a pleasure that is essential to the very definition of the poetic. How To Сollege School. Wordsworth, however, sees this link in writing comparative essays John II Academy, much more psychological terms than Shelley: To unorganic natures I transferred / My own enjoyments, or, the power of truth / Coming in revelation, I conversed / With things that really are (1805, II, 410-13).Wordsworth sees this interaction as more than merely a symbolic representation of template for essay University, his inner states in writing essays Saint John Paul II Academy, the outer world. Rather, he links feelings of pleasure in himself directly to emotions that he ascribes to the rest of the write a reflective essay Mercersburg world: From Nature and her overflowing soul / I had received so much that all my thoughts / Were steeped in feeling (II, 416-18). This is John Paul, not, however, just watered down, Wordsworthian pantheism: his 1805 description of the unity of a reflective Mercersburg, natural process owe as much to the natural science of the era as it does to his own emerging theology:

I felt the sentiment of essays Saint John, being spread. O'er all that moves . . . O'er all that leaps, and runs, and harvard essay writing Norfolk, shouts, and sings, Or beats the gladsome air, o'er all that glides. Beneath the wave, yea, in comparative John, the wave itself. spacerspacerspacer. How To Level Essay. . . in all things. I saw one life, and felt that it was joy. (II, 420-21, 425-27, 429-30)

A passage like this reflects the natural history of Wordsworth's time while also connecting his emotional (and poetic) power to writing comparative Paul II Academy, similar powers that he attributes to the plants and animals around him. His daffodils are only the most famous example of this recurrent tendency: A Poet could not but be gay / In such a laughing company (ll. 9-10) leading to, And then my heart with pleasure fills / And dances with the Daffodils (ll. 17-18). We should recall that Wordsworth's image derives not only from his own observation, but also from Dorothy Wordsworth's journal text. Dorothy's recollection sounds initially like that of a natural historian: The hawthorns are black and green, the birches here and there greenish but there is yet more of write a reflective Mercersburg Academy, purple to be seen on the twigs . . . a few primroses by the roadside, wood-sorrel flower, the anemone, scentless violets, strawberries, and that starry yellow flower which Mrs. C. calls pile wort. When we were in the woods beyond Gowbarrow park we saw a few daffodils close to the water side (109).

Then, in writing comparative Saint II Academy, an important transitional sentence, Dorothy reveals her fancy going to work on these objects of nature: We fancied that the lake had floated the seeds ashore and harvard essay writing School, that the little colony had so sprung up. But as we went along there were more and yet more and at last under the boughs of the trees, we saw that there was a long belt of them [the end we did not see (erased)] along the comparative Saint shore, about the breadth of a country turnpike road (109). Only at write a reflective essay this moment does Dorothy launch into the poetic possibility that these flowers can be more closely linked to human emotions than we might think, even as she gives up on comparative John Paul II Academy formal grammar and syntax: I never saw daffodils so beautiful they grew among the mossy stones about and about them, some rested their heads upon how to journal article Chaminade Сollege these stones as on a pillow for weariness and the rest tossed and reeled and danced and seemed as if they verily laughed with the writing comparative Saint wind that blew upon them over the lake, they looked so gay ever glancing ever changing (109, 15 April 1802). An earlier passage from Dorothy's journal reveals a similar connection of wind-caused motion, animation, and the link between human emotion and the natural world. The scene takes place during a winter wind on Grasmere Lake. I quote the passage in how to write article Preparatory School, its entirely because it so clearly reveals the rhetorical movement from inanimate images (wind on the water), to writing Saint John Paul II Academy, animate images (peacock's tail, they made it all alive), to humanized emotion applied to a flower (let it live if it can): We amused ourselves for a long time in to write Kingswood School, watching the Breezes some as if they came from the bottom of the writing Paul lake spread in a circle, brushing along the surface of the water, and write essay Mercersburg Academy, growing more delicate, as it were thinner and of a paler colour till they died away. Others spread out writing essays Saint John Paul, like a peacock's tail, and a college Grier, some went right forward this way and that in all directions.

The lake was still where these breezes were not, but they made it all alive. Writing Comparative Saint John II Academy. I found a strawberry blossom in a reflective, a rock. The little slender flower had more courage than the writing Saint Paul II Academy green leaves, for they were but half expanded and half grown, but the blossom was spread full out. I uprooted it rashly, and I felt as if I had been committing an outrage, so I planted it again. It will have but a stormy life of it, but let it live if it can (82-3, 31 January 1802). Dorothy's sudden emotional response to a flower here reminds us of her brother's pantheistic reaction to his own impulsive destruction of nature in Nutting: I felt a sense of pain when I beheld / The silent trees and the intruding sky - / Then, dearest Maiden . Higher Thinking. . . with gentle hand / Touch, - for there is a Spirit in the woods (ll. Comparative II Academy. 50-52, 53-54).

A manuscript text from 1798 reveals just how far William is willing to Auburn University, go in linking his own sentiments about the nonhuman world to the natural science of his time, a science that could associate all animate and inanimate objects into a naturalistic unity: There is an writing comparative essays II Academy active principle alive in all things; In all things, in all natures, in the flowers. And in write, the trees, in every pebbly stone. That paves the brooks, the stationary rocks, The moving water and the invisible air.

All beings have their properties which spread. Beyond themselves, a power by which they make. Some other being conscious of their life. Coleridge understands this connection between pleasure within the self and pleasure taken from the external world, although he describes the link more dispassionately and more ambiguously than even Wordsworth. We might call Coleridge's version of this phenomenon transference: that is, our own emotions can be transferred onto nature for psychological reasons. Here is Coleridge's clearest example: A child scolding a flower in Saint John Paul, the words in steps to write an article Kingswood School, which he had been himself scolded and whipped, is poetry - passion past with pleasure ( Animae Poetae 10). Essays Saint John. The child transfers his own enjoyments, and miseries, out onto the objects of nature that surround him. For Coleridge, in To Nature: It may indeed be phantasy, when I / Essay to thinking St. Louis, draw from all created things / Deep, heartfelt, inward joy that closely clings (ll.1-3).

But we should remember that this is the same poet who longs passionately for what we might now call a unified ecosystem (all of animated nature), a unity in Nature that he describes as a strange music of mind identified with joy: O! the comparative essays Saint John one Life within us and abroad, Which meets all motion and becomes its soul, A light in sound, a sound-like power in light, Rhythm in all thought, and how to write level Grier School, joyance every where. (The Eolian Harp, ll.

26-29) Coleridge connects romantic science to the pleasures of nature in precisely the ways I have been describing. His wild goat looks at the cataract in writing Saint John, awe (On a Cataract, l.18). Harvard. The ox in Recantation may be described in Coleridge's footnote as a symbol for the French Revolution, but the animal is nevertheless presented in terms of its naturalized emotions: The ox was glad, as well he might, / Thought the green meadow no bad sight / And frisk'd, - to shew his huge delight (ll. 9-11). Likewise, the sympathetic creature described fraternally in To a Young Ass (I hail thee Brother [l.26]) has a moping head, (ms. 1794), and the poet asks if its sad heart thrill'd with filial pain (l. Writing Essays John. 13). Coleridge's most famous image in this regard is perhaps the transformed description of the sea-snakes in harvard essay Norfolk School, The Rime of the Ancient Mariner. Within the space of fifty lines of this nature-anthem, the thousand thousand slimy things (l. 238) crawling on the surface of the writing comparative essays John II Academy ocean are re-imagined by the mariner as O happy living things! (l.

282). Coleridge is also honest enough to admit, however, in The Nightingale, that it is often merely the poet who fills all things with himself and makes all gentle sounds, including the song of the nightingale, tell back the tale / Of his own sorrow (ll. 19-21). The joy we feel within ourselves often seems to be reflected back on us by the natural world beyond us. Template For Essay Writing Auburn. Then again, as the always ambivalent Coleridge might say, maybe not; perhaps our feelings belong only to comparative Paul, us. Notice how a poetic natural historian, the polymath Oliver Goldsmith, links human pleasure to animal pleasure in ways comparable to Coleridge.

In the section of Animated Nature devoted to birds, Goldsmith says: we now come to template writing, a beautiful and loquacious race of animals, that embellish our forests, amuse our walks, and exclude solitude from writing essays Saint out most shady retirements. From these man has nothing to fear; their pleasures, their desires, and essay writing Glenlyon Norfolk School, even their animosities, only serve to writing essays Saint John Paul II Academy, enliven the general picture of Nature, and give harmony to meditation (III, 3). Within a few pages, when Goldsmith claims that the return of essay Norfolk, spring is the essays John Paul II Academy beginning of pleasure (III, 14), he is similarly eliding the how to write journal Chaminade School distinction between human and nonhuman pleasures. But Goldsmith also reminds us that the pleasure provided by nature is not always here for our benefit. In this vernal season filled with pleasures, he continues, the delightful concert of the grove, which is essays John Paul II Academy, much admired by man, is no way studied for his [human] amusement: it is how to journal article Chaminade Сollege, usually the call of the male to the female, his efforts to soothe her during times of incubation; or it is a challenge between two males for the affections of some common favourite (III, 14). Writing Saint Paul II Academy. Lest we mistake the birds as singing a song for our benefit, Goldsmith reminds us that bird-song is about bird pleasure in mothering or in copulation, not about the desires of poetic or scientific humans. Finally, let us consider Keats. In On the Grasshopper and thinking St. Louis, Cricket, Keats's grasshopper is as full of the Paul II Academy pleasures of life as Goldsmith or Erasmus Darwin could have ever imagined: He takes the lead / In summer luxury; he has never done / With his delights, for when tired out with fun / He rests at ease beneath some pleasant weed (ll. 5-8). Or, from Sleep and harvard essay Glenlyon Norfolk School, Poetry: What is essays Saint Paul, more soothing than the pretty hummer / That stays one moment in an open flower / And buzzes cheerily from bower to bower? (ll. Auburn. 2-5) and, a myrtle, fairer than / E'er grew in Paphos, from the bitter weeds / Lifts its sweet head into the air (ll.

248-50). By now we should appreciate that these are not merely hyperbolic flights of comparative John Paul II Academy, imaginative fancy. This is thinking, Keats describing the natural world as he understands it. Writing Comparative Essays II Academy. My suggestion is born out by an intertextual reference in Miriam Allott's note to the wailful choir of small gnats mourning in write journal article Chaminade School, To Autumn. The lines echo the 1817 entomology written by comparative essays John Paul William Kirby and William Spence: tribes of University, Tipulidae (usually, but improperly called gnats) assemble . . . and form themselves into choirs, that alternately rise and fall . . . These little creatures may be seen at all seasons, amusing themselves with their choral dances (653). The naturalistic rigor of Keats's own approach is confirmed in the opening of his nightingale poem, when a pleasure so sweet as to be painful derives from another organic being (a bird) and somehow echoes a unity in life, past and present. The speaker's heart aches.

He is at once drowsy and numb. He is drunk on an emotion as powerful as that produced by a natural intoxicant (hemlock). Writing Comparative Essays Saint. We should think back at harvard writing Glenlyon this point to Erasmus Darwin, who describes a chemical affinity between us and the opium poppy (dull opiate [l. 3]) that can transport us out of our ordinary pleasure into comparative essays Paul II Academy pleasures of a different, but no less powerful, kind ( Botanic Garden , Loves of the Plants, II, 57 n.). How might these flowers produce such powerful emotional and narcotic affects unless there was some organic sympathy - Darwin says a chemical affinity - between us and these plants. Keats is happy in an almost excruciating way (too happy in how to level Grier, thine happiness [l.6]), but this intensity reveals a pleasure that is ordinary for this bird. Saint John Paul. The bird's happy lot makes the poet's lot in life seem somehow diminished. What would a human give, Keats implies, to sing with such full-throated ease [l. 10].

Having heard this bird singing, human mortality appears to be much less of a problem to the observant poet. My point is that there is nothing sentimental here, nothing overstated or hyperbolic. St. Louis School. From such a naturalistic perspective, there is also no death wish in comparative essays Saint John Paul, this poem (Now more than ever seems it rich to die [l. 55]). A Reflective Mercersburg Academy. The poet's final claim is simple.

Having heard such a song, and having felt organically connected to such a fellow creature, physical death now seems like less of writing comparative John Paul, a curse. Death now feels like part of level essay Grier, something greater, even if that greater something is organic and writing comparative essays Saint John II Academy, material, like a bird. An Article Kingswood School. The bird's song dies away as the poet's voice will soon die away: literally. Organic life expressed through song (a bird's or a poet's) is, we should add, the one thing that most clearly distinguishes both this bird and this poet from the Cold pastoral of the Grecian urn. Keats's human pleasure taken from this bird reminds us that science can also be linked to essays Saint II Academy, pleasure in a way that connects with the writing of poetry.

John Herschel, the thinking St. Louis School nineteenth-century astronomer, described the great sources of delight that might be derived from the study of natural sciences (Richardson, Emerson 123). Likewise, Goldsmith justified his popularizing version of natural history - first published in 1774 and running to over twenty editions during the nineteenth century - in terms of its ability to writing comparative Saint John, provide pleasure: Natural History, considered in its utmost extent, comprehends two objects. First, that of discovering, ascertaining, and how to Сollege School, naming, all the various productions of Nature. Secondly, that of describing the properties, manners, and relations, which they bear to us, and to each other. The first, which is the writing Saint John Paul II Academy most difficult part of this science, is systematical, dry, mechanical, and incomplete. The second is more amusing, exhibits new pictures to write article Сollege, the imagination, and improves our relish for existence, by widening the prospect of nature around us. Both, however, are necessary to those who would understand this pleasing science in its utmost extent. Writing Comparative Essays John. . . Mercersburg Academy. From seeing and comparative essays Saint Paul, observing the thing itself, he is most naturally led to speculate on its uses, its delights, or its inconveniences (I, iii).

So science is pleasing to how to journal article Сollege, the observer or to the participant, nature possesses its own delights, and the elements of nature can provide delight to the natural scientist and to his readers. A related analogy is offered by Ralph Waldo Emerson, another poet-naturalist who often invokes connections like those I have been tracing. Here is Emerson, in Saint John Paul, his Notebooks , describing how language and nature, linked through metaphor, produce pleasure in the observer's imagination: The metamorphosis of Nature shows itself in nothing more than this, that there is no word in our language that cannot become typical of Nature by giving it emphasis. The world is a Dancer; it is on how to write an article, a Rosary; it is a Torrent; it is a Boat; a Mist; a Spider's Snare; it is what you will; and the metaphor will hold, and writing Paul II Academy, it will give the imagination keen pleasure. Swifter than light the world converts itself into that thing you name, and all things find their right place under this new and capricious classification (6:18). Classification, which Emerson links with naming, is itself a metaphoric activity that can provide pleasure, as many naturalists - poetic and otherwise - have argued. We classify living things based on their body parts (mammalia), their legs (insects have six), or their sex organs (usually stamens and pistils in the eighteenth and nineteenth centuries), but the a reflective essay Mercersburg Academy principle is comparative essays Saint II Academy, always metaphoric: what seems like something else, what looks like something else, what reminds us of something, or someone, else. The pleasure in this activity derives partly from the observation of likeness. I see that my love is how to write article Preparatory, like a red, red rose, and my sudden sense of writing comparative essays Saint, similarity gives me pleasure. I see that a spider is like a lobster but not like a jellyfish. I see that a lion is more like a lamb than it is like a lammergeyer (bird).

In all of these cases, the perception of similarity leads the observer to be attracted by the objects being observed. Pleasure results when I see two apparently dissimilar things as suddenly more closely connected than I had previously realized. The result might be science: oh look, that lobster reminds me of a spider. I should describe this spider anatomically and physiologically. Or the result might be poetry: oh, look, the moon dim glimmering behind the window pane reminds me of a night from my childhood. I should write a poem. Coleridge, from thinking St. Louis School whom I take my moon image, also understands that poetry gives most pleasure when only writing Saint John Paul II Academy generally and not perfectly understood ( Anima Poetae 5). This sentiment of Coleridge's is also true for for essay writing Auburn much of nature as described in the eighteenth and comparative Saint Paul, nineteenth centuries; it is only generally and not perfectly understood.

But that may be a good thing for Romantic poetry and Romantic natural history: the less we understand the more fascinated we can be. In this regard consider Emerson again: The instincts of the ant are very unimportant considered as the ant's; but the moment a ray of relation is seen to extend from it to man, and the little drudge is seen to be a monitor, a little body with a mighty heart, then all its habits, even that said to be recently observed, that it never sleeps, become sublime ( Nature 36). This sense of the value of things that are not understood helps to explain the precipitous decline in nature poetry during the early Modernist years of the template Auburn twentieth century (Edward Thomas is the exception), when science seemed for a time to have explained away the mysteries of biological process. Writing Comparative Essays Saint Paul. By the middle of the twentieth century, however, when ecology and biochemistry were both being revealed to be much more complex than had previously been imagined, a flurry of nature poetry and nature writing began again. Onno Oerlemans has recently written that Romantic depictions of how to write journal article Сollege School, animals force us to acknowledge that animals are a kind of life in writing comparative Saint John, nature that is at how to Grier School once much like our own, and which is yet different from it, not capable of being reduced to merely human designs or desires (4). I would like to writing comparative essays, extend his argument beyond animals to all of animate creation. Oerlemans criticizes anthropocentric forms of criticism that produce only how to write article Preparatory anthropocentric readings of Romantic writers. He argues, instead, that Romantic representations of animals make us recognize the wider boundaries of life.

Such an argument is not just politically correct eco-criticism. Writing Essays Saint John Paul II Academy. On the contrary, it suggests that the Romantic writers can help us toward a sense of lives beyond our own lives, a sense of other beings and template writing University, other forms of life that we did not culturally construct and comparative Saint John II Academy, that do not merely reflect our personal points of view. I should add that we do not need a Judeo-Christian concept of deity or ethics to make such a nonhuman world work. My sympathy for living things can be based, as many eighteenth-century thinkers would remind us, on my internal constitution, on my organic relation to the innumerable forms of write essay, life around me. 3. Let me end with Erasmus Darwin, grandfather of the man who would put all this talk about pleasure to comparative Saint Paul, rest for a century or so, but only until we realized that pleasure, like love, might be a process of brains and organic molecules rather than a process of higher St. Louis, minds or souls.

Here is Erasmus Darwin linking you and me intimately to comparative Saint, ants (which he calls emmets) and worms: With ceaseless change, how restless atoms pass, From life to essay writing Glenlyon School, life, a transmigrating mass; How the same organs, which to day compose. The poisonous henbane, or the fragrant rose, May, with to morrow's sun, new forms compile, Frown in the Hero, in writing comparative essays John Paul II Academy, the Beauty smile. Whence drew the enlighten'd Sage, the moral plan, [That] man should ever be the template writing friend of man; Should eye with tenderness all living forms,

His brother-emmets, and his sister-worms. ( Temple of Nature , IV, 419-28) A world full of animate creatures described in terms of Saint John Paul II Academy, their ability to feel pleasure or bestow pleasure on other parts of nature. A world of living things bound together by forces that act and react on higher St. Louis School all of them in similar ways. A biological world shot through with the possibility of pleasing or being pleased, at once interrelated and interdependent. Essays Saint John Paul. Not such a bad idea after all. Bartram, John. The Correspondence of John Bartram, 1734-1777 . Essay Writing. Ed. Edmund Berkeley and Dorothy S. Berkeley.

Gainesville: U of Florida P, 1992. Blake, William. Complete Writings . Ed. Geoffrey Keynes. Oxford: Oxford UP, 1989 [1966]. Buffon, Georges Louis Leclerc, Comte de. The System of writing comparative essays Saint John, Natural History . Ed.

R.. Morison. Edinburgh, 1791. ---. The Natural History of Insects , compiled from University Swammerdam, Brookes, Goldsmith. 1792 [bound together with Buffon, System, 1791]. Coleridge, Samuel Taylor. Poetical Works . Ed.

E. H. Comparative Saint Paul II Academy. Coleridge. Oxford: Oxford UP, 1973 [1912]. ---. Higher. Anima Poetae . Ed. Writing Essays Paul II Academy. E. A College Grier. H. Coleridge. London: Heinemann, 1895. Darwin, Erasmus. The Botanic Garden; a Poem, in Two Parts: Part I. The economy of vegetation. Writing Essays Saint John. Part II.

The loves of the plants. With philosophical notes. New York: T. Higher. J. Writing Comparative Saint II Academy. Swords, 1807 [2nd American edition]. ---. The Temple of Nature; or, The origin of society. A poem, with philosophical notes . Baltimore: Bonsal Niles, 1804 [London, 1803]. ---.

Zoonomia ; or The laws of organic life . 2 vols. Boston: Thomas and Andrews, 1809 [3rd American edition]. Emerson, Ralph Waldo. The Journals and Miscellaneous Notebooks . Ed. William H. Gilman et al. 8 vols.

Cambridge, Belknap Press of Harvard University Press, 1960-70. ---. Nature . Intro. Article Preparatory. Jaroslav Pelican. Boston: Beacon P, 1985. Feyerabend, Paul.

Conquest of Abundance: A Tale of Abstraction versus the Richness of Being. Chicago: U of Chicago P, 1999. Goethe, J. W. von. Goethe on Science . Ed. Jeremy Naydler. Edinburgh: Floris Books, 1996. Goldsmith, Oliver.

A History of the Earth and Animated Nature . 4 vols. Philadelphia: Mathew Carey, 1795. Irmscher, Christoph. The Poetics of writing comparative essays Saint John Paul II Academy, Natural History: From John Bartram to harvard essay writing Norfolk, William James . New Brunswick: Rutgers UP, 1999. Keats, John. The Complete Poems . Ed. Writing Comparative Saint Paul. Miriam Allott. How To Write Journal Сollege School. London: Longman, 1975. Lindroth, Sten. The Two Faces of Linnaeus.

Linnaeus: The Man and His Work . Ed. Tore Frangsmyr. Berkeley: U of California P, 1983. Oerlemans, Onno Dag. 'The Meanest Thing that Feels': Anthropomorphizing Animals in Romanticism, Mosaic 27/1, 1-32. Richardson, Robert. Emerson: The Mind on Fire . Berkeley : U of California P, 1995.

Shelley, Percy Bysshe. Poetical Works . Ed. Thomas Hutchinson, corr. G. M Matthews. Essays John Paul II Academy. Oxford: Oxford UP, 1970. Stearn, William T. Linnaean Classification, Nomenclature, and write Preparatory, Method. The Compleat Naturalist: A Life of Linnaeus . By Wilfrid Blunt. New York: Viking, 1971. Appendix. Wordsworth, Dorothy.

Journals of Dorothy Wordsworth . Ed. Mary Moorman. Oxford: Oxford UP, 1971. Wordsworth, William. The Oxford Authors . Ed. Stephen Gill. Oxford: Oxford UP, 1984. ---. The Prelude: 1799, 1805, 1850 . Ed. Jonathan Wordsworth, M. H. Abrams, and comparative Saint John Paul, Stephen Gill.

New York: Norton, 1979. 1Linnaeus's [sexual system of classification] amused some of his contemporaries but scandalized others . . . 'To tell you that nothing could equal the journal Chaminade gross prurience of comparative essays Saint Paul, Linnaeus's mind is perfectly needless,' wrote the Rev. Samuel Goodenough, late Bishop of Carlisle, to that devoted Linnaean scholar J. E. Smith in January 1808: 'A literal translation of the first principles of Linnaean botany is template for essay writing Auburn University, enough to shock female modesty' (Stearn 245). As late as 1820, Goethe worried that women and children should not be exposed to the dogma of sexuality in botanical studies (Stern 245). See also Lindroth, who says of Linnaeus: How close he stands to traditional wedding poetry in the admired opening to writing comparative essays John Paul II Academy, the dissertation on write a college level essay the nuptials of flowers . Writing Essays Saint John Paul II Academy. . . Write A Reflective Academy. The same applies to the actual message of the work, the description of writing Saint Paul II Academy, copulation, the nuptials of flowers in matchless bridal beds. Essay Glenlyon Norfolk School. With his hot sensuousness the young Linnaeus was as though obsessed with love, the Saint John II Academy mysterious drive that kept all living things in motion (10). 2Darwin discusses sensitive plants at great length. He notes that many vegetables, during the night, do not seem to respire, but to essay writing School, sleep like the dormant animals and insects in winter. This appears from the mimosa and many other plants closing the upper sides of their leaves together in their sleep ( Botanic Garden , Economy of writing II Academy, Vegetation, IV, 127 n.). He also classifies the mimosa in terms of its polygamous behavior: Mimosa. The sensitive plant.

Of the class Polygamy, one house. Naturalists have not explained the immediate cause of the collapsing of the sensitive plant ( Botanic Garden , Loves of the Plants, I, 29 n.). He also comments on a recent plant lately brought over from the marshes of America that is even more remarkable: In the Dionaea Muscipula there is a still more wonderful contrivance to present the depredation of insects; the higher School leaves are armed with long teeth, like the antennae of insects, and writing comparative Paul II Academy, lie spread upon the ground round the stem; and are so irritable, that when the insect creeps upon them, they fold up, and crush or pierce it to death (Loves of the writing Glenlyon Norfolk School Plants, I, 19 n.). 3 See Paul Feyerabend, who argues that works of art are a product of writing essays Saint Paul, nature, no less than rocks and flowers and, more importantly for my argument, that nature itself is an how to a college level School artifact, constructed by writing Saint II Academy scientists and artisans, throughout centuries, from a partly yielding, partly resisting material of unknown properties (223). Feyerabend's point is not that nature is steps to write Kingswood, a culturally constructed category, but that anything we say about nature, any way we represent nature in science or in art is limited by our own sign systems.

In this view, he is reminiscent of Goethe: How difficult it is, though, to refrain from replacing the thing with its sign, to keep the object alive before us instead of killing it with a word (33). See also Blake: He who binds to himself a joy / Does the winged life destroy; / But he who kisses the joy as it flies / Lives in eternity's sun rise (Eternity 179). The view expounded by writing comparative Paul II Academy Feyerabend, Goethe, and how to journal article Chaminade School, Blake is confirmed by current theoretical physicists who admit that we do not know even now what quarks or neutrinos or muons really are.

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a famous speech Soldiers National Cemetery. Writing Comparative Essays Saint? copy Abraham Lincoln Online. November 19, 1863. Journal Article? On June 1, 1865, Senator Charles Sumner referred to the most famous speech ever given by comparative essays Saint II Academy President Abraham Lincoln. In his eulogy on Chaminade Сollege Preparatory School the slain president, he called the Gettysburg Address a monumental act. Comparative Essays John? He said Lincoln was mistaken that the higher School world will little note, nor long remember what we say here. Rather, the Bostonian remarked, The world noted at comparative II Academy, once what he said, and will never cease to remember it. The battle itself was less important than the to write an article School speech. There are five known copies of the speech in Lincoln's handwriting, each with a slightly different text, and named for the people who first received them: Nicolay, Hay, Everett, Bancroft and Bliss.

Two copies apparently were written before delivering the Saint Paul II Academy speech, one of which probably was the thinking School reading copy. The remaining ones were produced months later for soldier benefit events. Writing John Paul II Academy? Despite widely-circulated stories to the contrary, the president did not dash off a copy aboard a train to Gettysburg. Lincoln carefully prepared his major speeches in write a reflective Mercersburg, advance; his steady, even script in every manuscript is consistent with a firm writing surface, not the notoriously bumpy Civil War-era trains. Additional versions of the writing essays John II Academy speech appeared in write a college Grier School, newspapers of the comparative era, feeding modern-day confusion about the authoritative text. Ever since Lincoln wrote it in 1864, this version has been the most often reproduced, notably on the walls of the Lincoln Memorial in Washington. It is named after Colonel Alexander Bliss, stepson of harvard writing Norfolk, historian George Bancroft.

Bancroft asked President Lincoln for a copy to use as a fundraiser for soldiers (see Bancroft Copy below). However, because Lincoln wrote on both sides of the paper, the speech could not be reprinted, so Lincoln made another copy at Bliss's request. It is the last known copy written by Lincoln and the only one signed and dated by him. Writing Comparative Paul II Academy? Today it is on display at the Lincoln Room of the White House. Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in higher St. Louis, Liberty, and dedicated to comparative essays Saint Paul II Academy the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure.

We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. Write? It is altogether fitting and proper that we should do this. But, in writing comparative Saint John II Academy, a larger sense, we can not dedicate -- we can not consecrate -- we can not hallow -- this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to Mercersburg be dedicated here to writing comparative essays Saint John Paul the unfinished work which they who fought here have thus far so nobly advanced. It is rather for write a college level us to be here dedicated to the great task remaining before us -- that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion -- that we here highly resolve that these dead shall not have died in vain -- that this nation, under God, shall have a new birth of freedom -- and John Paul, that government of the people, by School the people, for the people, shall not perish from the earth. November 19, 1863. Named for John G. Essays Saint II Academy? Nicolay, President Lincoln's personal secretary, this is considered the first draft of the speech, begun in Washington on White house stationery.

The second page is writen on different paper stock, indicating it was finished in Gettysburg before the cemetery dedication began. Lincoln gave this draft to Nicolay, who went to Gettysburg with Lincoln and witnessed the speech. The Library of Congress owns this manuscript. Four score and seven years ago our fathers brought forth, upon this continent, a new nation, conceived in liberty, and how to journal Сollege, dedicated to comparative Saint Paul the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived, and how to write Сollege School, so dedicated, can long endure. We are met on writing comparative Saint II Academy a great battle field of that war.

We come to dedicate a portion of it, as a final resting place for thinking those who died here, that the nation might live. Comparative Essays Saint John Paul? This we may, in all propriety do. But, in a larger sense, we can not dedicate we can not consecrate we can not hallow, this ground The brave men, living and dead, who struggled here, have hallowed it, far above our poor power to add or detract. The world will little note, nor long remember what we say here; while it can never forget what they did here. It is rather for us, the living, we here be dedicated to the great task remaining before us that, from these honored dead we take increased devotion to that cause for which they here, gave the last full measure of how to write article Chaminade Сollege Preparatory School, devotion that we here highly resolve these dead shall not have died in vain; that the writing comparative John Paul nation, shall have a new birth of freedom, and that government of the people, by the people, for the people, shall not perish from the earth. Believed to be the second draft of the higher thinking School speech, President Lincoln gave this copy to John Hay, a White House assistant. Hay accompanied Lincoln to Gettysburg and briefly referred to the speech in his diary: the President, in a fine, free way, with more grace than is his wont, said his half dozen words of consecration. The Hay copy, which includes Lincoln's handwritten changes, also is owned by the Library of Congress. Four score and seven years ago our fathers brought forth, upon this continent, a new nation, conceived in Liberty, and writing comparative essays Saint John II Academy, dedicated to the proposition that all men are created equal. Now we are engaged in write, a great civil war, testing whether that nation, or any nation so conceived, and so dedicated, can long endure.

We are met here on a great battlefield of writing John II Academy, that war. We have come to dedicate a portion of write essay Grier, it, as a final resting place for those who here gave their lives that that nation might live. It is writing comparative essays John altogether fitting and proper that we should do this. But in higher thinking, a larger sense, we can not dedicate we can not consecrate we can not hallow this ground. Comparative Essays Saint II Academy? The brave men, living and dead, who struggled here, have consecrated it far above our poor power to add or detract. The world will little note, nor long remember, what we say here, but can never forget what they did here. It is for us, the living, rather to be dedicated here to the unfinished work which they have, thus far, so nobly carried on. It is rather for us to be here dedicated to write essay Mercersburg the great task remaining before us that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion that we here highly resolve that these dead shall not have died in vain; that this nation shall have a new birth of freedom; and that this government of the people, by Saint John the people, for the people, shall not perish from the earth. Write A College Level Essay Grier? Edward Everett, the chief speaker at the Gettysburg cemetery dedication, clearly admired Lincoln's remarks and wrote to him the essays II Academy next day saying, I should be glad, if I could flatter myself that I came as near to the central idea of the occasion, in two hours, as you did in two minutes. Higher Thinking St. Louis School? In 1864 Everett asked Lincoln for a copy of the speech to benefit Union soldiers, making it the third manuscript copy.

Eventually the state of Illinois acquired it, where it's preserved at comparative Paul II Academy, the Abraham Lincoln Presidential Library and Museum. Four score and seven years ago our fathers brought forth, upon this continent, a new nation, conceived in on how to write an article School, Liberty, and writing essays Saint John II Academy, dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived, and so dedicated, can long endure. We are met on a great battle-field of that war. How To Essay Grier School? We have come to dedicate a portion of that field, as a final resting-place for comparative essays Saint John II Academy those who here gave their lives, that that nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we can not dedicate, we can not consecrate we can not hallow this ground.

The brave men, living and dead, who struggled here, have consecrated it far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us, the living, rather, to be dedicated here to harvard the unfinished work which they who fought here, have, thus far, so nobly advanced. Comparative II Academy? It is rather for write level us to be here dedicated to the great task remaining before us that from these honored dead we take increased devotion to that cause for which they here gave the last full measure of comparative essays, devotion that we here highly resolve that these dead shall not have died in vain that this nation, under God, shall have a new birth of freedom and that government of the people, by the people, for the people, shall not perish from the Сollege School earth. Writing Essays John Paul? As noted above, historian George Bancroft asked President Lincoln for a copy to for essay Auburn University use as a fundraiser for soldiers. When Lincoln sent his copy on February 29, 1864, he used both sides of the essays paper, rendering the manuscript useless for lithographic engraving.

So Bancroft kept this copy and School, Lincoln had to produce an additional one (Bliss Copy). The Bancroft copy is now owned by Cornell University. Comparative Essays Saint John? Four score and seven years ago our fathers brought forth, on essay writing Norfolk this continent, a new nation, conceived in Liberty, and dedicated to writing John the proposition that all men are created equal. Now we are engaged in higher thinking, a great civil war, testing whether that nation, or any nation so conceived, and so dedicated, can long endure. We are met on a great battle-field of writing Saint II Academy, that war. Write Essay Mercersburg? We have come to dedicate a portion of that field, as a final resting-place for those who here gave their lives, that that nation might live. Comparative Essays Paul II Academy? It is altogether fitting and a reflective essay Mercersburg Academy, proper that we should do this.

But, in a larger sense, we can not dedicate, we can not consecrate we can not hallow this ground. The brave men, living and writing comparative essays Paul II Academy, dead, who struggled here, have consecrated it far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us that from these honored dead we take increased devotion to write a college essay School that cause for which they here gave the last full measure of writing comparative John II Academy, devotion - that we here highly resolve that these dead shall not have died in template writing, vain that this nation, under God, shall have a new birth of freedom, and Saint Paul II Academy, that government of the people, by the people, for the people, shall not perish from the earth. Source for all versions: Collected Works of Abraham Lincoln , edited by Roy P. Basler and others. Boritt, Gabor. The Gettysburg Gospel: The Lincoln Speech That Nobody Knows. Simon Schuster, 2006.

Graham, Kent. November: Lincoln's Elegy at Gettysburg. Indiana University Press, 2001. School? Hoch, Bradley R. and Boritt, Gabor S. The Lincoln Trail in writing comparative essays Saint, Pennsylvania. Pennsylvania State University Press, 2001. Johnson, Martin P. Writing the Gettysburg Address. University Press of Kansas, 2013. Kunhardt, Philip B., Jr. A New Birth of Freedom - Lincoln at Gettysburg. Thinking St. Louis? Boston: Little, Brown, 1983. Writing Comparative? Mearns, David C., Dunlap, Lloyd A., Wilson, Douglas L., and Sellers, John R., contributors.

Long Remembered: Lincoln and His Five Versions of the Gettysburg Address. Levenger Press, 2011. Wills, Garry. Essay Norfolk? Lincoln at essays Saint, Gettysburg: The Words That Remade America. Touchstone Books, 1993.

Wilson, Douglas L. Lincoln's Sword: The Presidency and the Power of Words. Alfred A. Writing Auburn? Knopf, 2006. Lincoln speech text is in the public domain; the organization, remaining text, and photo on this page are copyright 2017 Abraham Lincoln Online. All rights reserved. Writing Essays? Privacy Policy.

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