Perspectives on Industry

V

Perspectives on Industry

As factory work replaced artisan labor and mass production disrupted small-scale local economies, many in the working class found themselves spending long hours at dangerous jobs with no protection against injury or abuse. Industry also created new problems such as pollution, and gave rise to the Gilded Age, a time of monopolies and great socio-economic inequality. In this activity, you will have a chance to consider some of the complications that arose during this pivotal era.

  1. Download the Perspectives on Industry Worksheet.
  2. Respond to each of the questions. Note, there are 11 questions total. You may respond within the body of the worksheet, or within a new document.  Note, the images may reflect content that is more complex than what first meets the eye!
  3. Submit your responses to this Assignment by the date indicated on the course syllabus.
  4. Due Date: (Midnight Sunday 1/31. 2021).
  • The Industrial Revolution & Slavery

    Eli Whitney’s Cotton Gin invented in 1793 (photo by Tom Murphy VII, authorized for public use)

    Historian Margaret Washington of Cornell University talks about the impact of industry on African Americans:

     Q: What did the progress created by technological innovations such as the cotton gin and the steam engine mean for black people?

     

    A: Progress has different meanings for different people. And for people of African descent, the cotton gin was not progress. It was a further entrenchment of enslavement. And for African Americans, the Industrial Revolution, those technological advances in the textile industry, did not mean progress. It meant slavery. So we have to understand that during this period, what was progress for white people was enslavement and further degradation for African Americans.

     

    The cotton gin represented for African Americans the antithesis of progress, because it created a massive domestic slave trade. Virginia, for example, which was a state that no longer had a one-crop economy (tobacco) but had a massive slave population — more slaves in Virginia than any other state — and yet they didn’t have the economy to support this population. So they became the place that supplied the Territories with slaves. And this was a situation of despair for African Americans, because they usually took men and left the women and children behind. So one aspect of the cotton gin was that African American families were separated as the cotton kingdom spread, and as, say, the sons of younger planters took men out into places like Alabama and set up new cotton estates.

     

    Officially, the Atlantic slave trade ends in 1808. From 1801 to 1808, in anticipation of the closing of the Atlantic trade, 39,000 Africans are brought into the United States, most of them through South Carolina, legally. After 1808, because the cotton gin has revolutionized cotton production, the illegal slave trade is still very much a factor. The domestic slave trade is creating a situation where Africans are being pushed into the frontier, and there are not enough. Americans wink at the international trade, and Africans continue to come in. They do come in, in South Carolina, in Florida. They come in through the Spanish areas. So even though the trade is abolished, there’s still this constant trickle of Africans. And this continues all the way up to the Civil War.

     

    Retrieved from: https://www.pbs.org/wgbh/aia/part3/3i3126.html

    Unknown author (n.d.) [image of slaves on a cotton plantation]. [Stereo Card]. Retrieved from https://dp.la/primary-source-sets/cotton-gin-and-the-expansion-of-slavery/sources/1885

     

    Questions:

    1. What was the connection between new technology and slavery after the Cotton Gin was invented in 1793?

    2. What do you think life was like on a cotton plantation based on what you see in the picture?

    The Industrial Revolution and Child Labor

    Many industries employed young children due to their small size. In coal mines, small boys worked as “breakers.”

     

    Detroit Publishing Co. (c. 1900) Breaker boys, Woodward Coal Mines, Kingston, Pa. [photograph]. Retrieved from Library of Congress.

     

    newsletter newsletter

    Hine, L.W. (c. 1911). A Clipping. [photograph]. Retrieved from Library of Congress.

     

    Child labor here in Illinois!

    “The Industrial Revolution brought an increased need for coal to keep steam machinery running. Illinois helped to meet this need with coal mines, mostly in northern Illinois. Young boys were employed by coal companies because of their small size and low wages. Boys as young as eight could be found working the mines. Poverty drove parents to lie about their children’s age so they could work in the mines. Mining companies were oblivious to the children who were legally too young to work in the dangerous mines. Companies profited from child labor since wages for children were so low. Children had a variety of jobs in the mines. Trapper boys opened and closed the huge doors allowing mining cars to travel from one area of the mine to another. The doors needed to open and shut quickly to control ventilation in the mines. These children worked in almost complete darkness.

    Breaker boys separated coal from rocks or other debris. This work was done above ground but still posed hazards to young workers. They sat in a room dark from the thick coal dust for hours. Just like the children working underground, breaker boys inhaled great amounts of coal dust damaging their lungs and causing illness. Breaker boys handled thousands of pieces of coal each day and the sulfur on the coal would cause their fingers to swell and bleed. The sounds of the machines used were deafening and able to crush small hands quickly…

    By 1900, roughly 1.7 million children under the age of 16 worked in factories. Young boys and girls worked long hours for little pay near dangerous equipment that could dismember small hands, fingers and legs. To reach a high lever on the running equipment, very young children would stand on the machine which was extremely dangerous. The conditions in factories were harsh and treatment of the children by adult supervisors was abusive. The death toll in the factories was high, yet there was little concern for children who were injured or even killed because there was always another child to take their place.

    Economics was a driving force behind child labor during the Industrial Revolution. Companies depended on the cheap wages they could pay children and would threaten to close or leave the state if any serious child labor legislation stood in their way.”

    (Excerpted from “Child Labor” at https://www.eiu.edu/eiutps/newsletter_childlabor.php )

     

    Questions:

     

    1. Describe what you notice in the images of “breaker boys” that worked in the coal mines in Kingston, PA, and other pictures here.

    2. What struck you as you read the newspaper story?

    3. What role did child labor play in industries right here in Illinois?

     

    The Industrial Revolution and Workplace Culture

    Factory Rules from the Handbook to Lowell, 1848

    REGULATIONS TO BE OBSERVED by all persons employed in the factories of the Hamilton Manufacturing Company.

     

    The overseers are to be always in their rooms at the starting of the mill, and not absent unnecessarily during working hours. They are to see that all those employed in their rooms, are in their places in due season, and keep a correct account of their time and work. They may grant leave of absence to those employed under them, when they have spare hands to supply their places, and not otherwise, except in cases of absolute necessity. All persons in the employ of the Hamilton Manufacturing Company, are to observe the regulations of the room where they are employed. They are not to be absent from their work without the consent of the over-seer, except in cases of sickness, and then they are to send him word of the cause of their absence. They are to board in one of the houses of the company and give information at the counting room, where they board, when they begin, or, whenever they change their boarding place; and are to observe the regulations of their boarding-house. Those intending to leave the employment of the company, are to give at least two weeks’ notice thereof to their overseer. All persons entering into the employment of the company, are considered as engaged for twelve months, and those who leave sooner, or do not comply with all these regulations, will not be entitled to a regular discharge. The company will not employ anyone who is habitually absent from public worship on the Sabbath, or known to be guilty of immorality. A physician will attend once in every month at the counting-room, to vaccinate all who may need it, free of expense.

    A time table scheduling out the days at Lowell Mills, 1868

     

    Questions:

    1. What rules were the factory workers subjected to? Give some examples.

    2. Would you like to work and live with this set of rules? Why or why not?

    3. What do you notice on the time table? What do you think each day was like?

    4. Based on what you learned about “pre-industrial” work culture, what are some big contrasts between pre-industrial work and work in Lowell Factory?

     

    The Industrial Revolution and the Environment

     

    Photograph of a painting of St.Rollox Chemical Works at the opening of the Garnkirk and Glasgow railway in 1831 painted by D.O.Hill

     

    In the 1840s, Charles Cist wrote an account of visiting Cincinnati:

    “A dense cloud of darkness and smoke, visible for some distance before [a traveler] reaches it, hides the city from his eyes until he is in its midst; and yet half the volume is furnished by household fires, coal being the only fuel of the place. As he enters the manufacturing region, the hissing of steam, the clanking of chains, the jarring and grinding of wheels and other machinery, and the glow of melted glass and iron, and burning coal beneath, burst upon his eyes and ears in concentrated force. If he visits the warehouses he finds glass, cotton yarns, iron, nails, castings, and machinery, occupying a prominent place. He discovers the whole city under the influence of steam and smoke. The surface of the houses and streets are so discolored as to defy the cleansing power of water, and the dwellings are preserved in any degree of neatness, only by the unremitting labors of their tenants, in morning and evening ablutions. The very soot partakes of the bituminous character of the coal, and falling—color excepted—like snowflakes, fastens on the face and neck, with a tenacity which nothing but the united agency of soap, hot water, and the towel can overcome. Coal and the steam-engine are the pervading influence of the place. . . . It is, in industry, a perfect hive—and without drones.”

    Cist, Charles. Cincinnati in 1841: Its Early Annals and Future Progress . Cincinnati: 1841.

     

    Questions:

     

    1. What do you notice in the image? What sorts of sounds or smells do you think the people in the painting are experiencing?

    2. What did Charles Cist notice about the effect of industry on Cincinnati?

Eurasian Frontier Final Exam

Due May 8, 2019 – Final (Exam) Project Prompt: We have read, analyzed and discussed a variety of primary sources in this course, including both verbal and visual. Identify and (briefly)compare and contrast the sources.    What in sum, do they tell us about the values and world views concerning the Eurasian frontier?   Comment on the sources that you found most interesting and important to your understating of the Eurasian frontier. Explain why you think this way. Support your answer with multiple direct and references to and examples from the sources.

Bonus question: What do you believe to be the benefits and potential difficulties of studying human values through literary and artistic representations? Support your answer with multiple direct and references to and examples from the sources.

Sources:

1. Klaproth, Travels in the Caucus and Georgia, Performed in the Years 1807 and 1808, 1-8 (File attached)

2.  Klaproth, Travels in the Caucus and Georgia, Performed in the Years 1807 and 1808, p. 280-299, p. 310-331. (Files attached)

3.   Pushkin, The Captain’s Daughter in Alexander Pushkin, The Captain’s Daughter and other stories (Vintage Books: New York) ISBN 0394707141.

4.  A Hero of Our Time By Mikhail Lermontov

5.  Soucek, “The Russian Conquest and Rule of Central Asia,” A History of Inner Asia (file attached)

6.  Vambery, Sketches of Central Asia, p. 1-21, p. 75-86, p, 87-126, p. 166-185, p. 339-378  (files attached)

7.  Leo Tolstoy, The Cossacks and Other Stories (Penguin Classics: New York, 20060)  p. 1-181, p. 337-464

8.  Pushkin, “Prisoner of the Caucasus” (file attached)

9.  Leo Tolstoy, “Prisoner of the Caucasus”  (file attached)

10.  Sholokov,  And Quiet Flows the Don (a film)

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IN

THE CAUCASUS AND GEORGIA,

PERFORMED IN THE YEARS 1807 AND 1808~

BY COMMAND OF

THE RUSSIAN G017ERN~IENT,

BY

JULIUS VON KLAPROTH, ‘­

A1;jLIC COUNSELt0!j;~;TO HIS MAJESll,Y THE EMPEltoR OF R USSIAj}

~BER OF THE ACADEMY OF SCIENCES OF ST; PETERSBURGH, ETC.

TR~NSL.ATED FROM THE GERM4.N

BY

F. SHOBERL.

·l

LONDON:

PRINTED FOR HENRY COLBURN,

BlrlSH Al”fD FOREIGN PUBLIC LIBRARY, CONDUIT STREET, HANOVER SQUA~E,

“ltD S01J) :BY G. GOLDIE, EDINBURGHj AN:/) J. CVl’rI1’4Jlf<t, DlJ:13LUI’.

1814.

 

 

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..

TRAVELS IN

“‘<‘-.-­

THE CA UCASUS AND GEORGIA.

INTRODUCTION.

/ Al\’IONG the most remarkable but least known regions of the ancient world is t1}e Caucasus,which with its long, snow-clad ridges separating Asia from Europe; forms, as it were, the partition between those two quarters of the globe, and whose first iluiges -occupy the isthmus between the ,Caspian and the. Black Sea. History ,affords very few examples of the pass~ge of this chain by wandering nations,who attempted to penetrate on this side into Upper Asia. In our times it was reserved fOl-,the Russian arms, during the glorious reign of the great. Catherine, to open a way (lver the snowy mountains into Georgia through the Caucasian gate, DarjeJ, so celebrated in antiquity, which since Timur’s invasion of the Caucasus had not been trodden by any military force.

At first it was only auxiliaries that Russia sent to King Irak’li (Heraclius) ~ assist him against the Turks and Lesgi, by whom he was hard pressed. He how­ -ever soon perceived the impossibility of opposing his enemies as an independent prince for any length of time~ and therefore submitted in 1783 to the crown of Russia. His imbecile son Georgi succeeded him in the government, !Uld on his

,death in. 1800 several Georgian princes assembled and sent depu~es to St. Peters­ -burg, to implor.e the emperor to make their country a Russian province, ,and thus to secure it from all the hostile attacks of its neighbours. Their wish was immedi:­

,ately ~omplied with, and Georgia ceased from that time to be goveme<,l by n~tive “overclgns.

1l

 

 

I

~ TRAVEl.S IN THE CAUCASUS AND GEORGIA.

In consequence of this submission, it was resolved at St. Petersburg to reduce ~

by degrees the whole of the Caucasus, and to extend the boundaries of the empire ,I to the river Arass (Araxes). The first step was the occupation of Daghestan and Imereti, by which the yet unsubdued mountaineers became completely surrounded by the Russian territory, and will thus probably soon be compelled to acknowledge themselves vassals of the political Colossus of the north.

No sooner was there any hope of effer;ting the augmentations which are actually taking place, than the court of St. Petersburg began to think of procuring accurate information relative to the Caucasus. It was not with the physical properties only of these mountains that it was desirous of becoming acquainted, but also with the manners of their inhabitants and their mutual relations. ‘Vith this view it was that in 1767 the great empress issued commands that the whole empire should be visited by wembers of the Academy of Sciences, as well ttl describe the topography of its provinces as to examine their productions and inhabitants. In this important en­ terprise the Caucasus and Georgia fell to the share of Professor ‘*’ Giildenstadt ; and a fitter person could not have been chosen, for he surpassed in erudition and zeal all his colleagues sent outon similar expeditions. For three years he resided among these celebrated mountains, or in their vicinity; but a premature death un­ fortunately prevented him from publishing his observations himself. Much that

_~asdeficientin his manuscripts, -and in particular all the observations which he had made on the manners. and cUstoms of the Caucasians during his long residence among them, he intended tb supply from memory. His papers were committed to an,ecFtor who neither knew any thing of the countries which Giildenstadt had visited, rior entered upon the task with sufficient spirit to adopt as his own the work of -another, or to be anxious to set it off’ to the best advantage. Hence it is that the part of Glildenstiidt’s travels which relates to the Caucasus, thought’indeed syste­ maiicand excellent in its plan, is not sufficiently digested, and tbat the names are

.disfigured by an incredible multitude of errors of the press, which are the more unpardonable as Giildenstiidt wrote a very legible hand, and was particularly solici­ tous to give foreign words with accuracy,

After him Reineggs, the adventurer, visited the Caucasus in company with~he Hungarian Count Kohary, who supported him, and whose heir he became in Titlis: put his extremely superficial description of these mountains, in which half of his

,;­.~

• In the Imperial Academy of Sciences at St. Petersburg there were formerlyProfeS5ors; but ~ince it received a different form, that title hilS very properly been disused.

statements are is in some degrc and are capable

Several travel a view to the na few historical 01 medium of the of the Caucasm accompany in ti sel;vice to the se tries, for the pu: arid; he had form that he pitched ­ the

L thell Preside

! ‘ fo the’. Academy Bbdy/which like

, t’tl1~Count hi iog tHe attention !”!’, ~ T-;; ,~.__ _ ‘.. ”

&;’ h~wever,on Vlin’t3ehrbel;g, 1

, Ukeifihat he she Ke:·was :’likewise \”hith Iw~s to a

As I was nott it in ~Titing, the

…. … . .. . at I ts expense ‘111 At ~he n:commer w:ho had: some kJ

MydlspositiOl been obliged tOE was previously n tbis interval I hal delivered to me; here introduce in

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;tGIA.

:tersburg to reduce .aries of the empire of Daghestan fu’ld

l1pletely surrounded :lled to acknowledge

lS which are actually ~ procuring accurate sica! properties only ed, but also with the . this view it was that pire should be visited the topography of its In this important en­ ‘essor’* Giildenstadt ; sed in erudition and hree years he resided a premature death un­ himself. Much that

~rvations which he had ng his long residence ,eI’S were committed to iildenstadt had visited, as his own the work of

Hence it· is that the , though,li indeed syste­ nd that the names are :ss, which are the more 1was particularly solici­

us in company with !:be leir he became in Tiflis: s, in which half of his

~e formerly Professors; b~t

J1ed.

INTRODUCT ION. V <!’

statements are either erroneous or false, was oam’bled bv• an ignDrant editor, and is in some degree useful only to such as are intimately acquainted with the Caucasus, and are capable of detecting its misrepresentations.

Several travellers have since that time visited the Caucasus and its vicinity with a view to the natural history of those regions; but we have been favoured with very few historical observations on its inhabitants, or none at all, at least through the medium of the press.· The worthy. Count John Potocki, who resided at the foot of the Caucasus during the winter of 1797-1798, and whom I had the honour tQ accompany in the Russian embassy to China, conceived that he .should render a service to the sciences in causing a new expedition to be undertaken to these conn..;­ tries, for the purpose of elucidating their topography, history, and language alone :5 and he had formed so favourable an opinion of my abilities for such an enterprise,: that he pitched upon me for the execution of the plan. This he communicated to: the then President of the Imperial Ac~demy of Sciences, who himself submitted it. to the Academy: it was adopted, as might naturally have been expected, b:y that body, which likewise approved the Count’s choice of me to travel in the Caucasus.

The Count himself had promised to draw up instructions for the purpose of direct­ ing the attention of the traveller to the most important points tha.,t wer~ to be decided ~. as, however, one of the most learned members of the academical committee, Mr. Von Lehrberg, had more particularly directed· his studies to the Caucasus, it was likely that he should be·st know what subjects yet remained to be explored there; and he was likewise commissioned, as well as Mr. Von Krug, to propose questions which I was to answer during my journey. .

As I was not sufficiently conversant in the Russian language to express myselfin it in ‘\-Titing, the Academy gave me permission to select one of the students educated at its expense in the Gymnasium of St. Petersburg, to accompany me as interpreter. At the recommendation of the director of that institution I chose Feodor BobrinzowJ

·,,,.110 had some knowledge of French and German. . My dispositions for the journey would soon have been completed, had I not·

been obliged to await the return of His Imperial Majesty, to whose approbation it was previously necessary to submit the plan of the whole undertaking. During this interval I had time to prepare myselffor it, and thoroughly study the Instructions deliverecl to me; which, as they constitute the ground-work of these Travels, I shall here introduce in the language of their authors.’ .

nO..

 

 

4 TRAVELS IN THE CAUCASUS AND GEORGIA.

INS T Rue T ION S.

1.

SUBJECTS OF INVESTIGATION PROPOSBD BY HIS EXCBLLBNCY

COUNT POTOCKI *.

IT is with great pleasure that I undertake the task of contributing to draw up in­ structions for our traveller. I must however request the indulgence of the Academy: my present occupations would not allow me to produce a finished work, and these lubjects are so familiar to me that I hope to be able to write on them without pre­ paration.

The personal knowledge, which I have of Mr. de Klaproth is of great advantage to me in pointing out to him what should be the drift of his observations. He is a man of letters; his mind is accustomed to reflection; we have therefore a right to expect fr9m him’such results as would not be required of a traveller who had studied on~y one single branch of human knowledge, for instance botany or mineralogy. . What is particularly expected of Mr. de Klaproth is this, to make us acquainted

with the country. Whatever can furnish useful information ought to engage his at­ tention. Thus, each principality of the Caucasus should occupy a place in his pages. The inhabitants of those regions have one general character, but its different shades ought not to escape him. Some are susceptible of c~vilization, and others not. Some are capable of being governed by Russia, and others not. , I shall soon proceed to the scientific views, which I designedly postpone because

objects of utility should .always have the preference. It is exp,ected that the Caucasus shall be better known after Mr. ~e Klaproth’s

journey than it was before. Such is its aim. As to the m~ans, they must be left to the sagacity of the traveller. The principal persons in each district, for example~ should be mentioned in his narrative; he will see them, he will converse with them, and he ought to state the opinion which he forms of them.

Concerning officers of the Russian government we request him to say as little as possible.

As I have already observed, the object is to make the Caucasus better known.

.. ~n the original this article is in French.-T.,

~… ,-~——,-~–_._——.-.

,On this head the utmo: ney may be proposed 1 he will.approach them. in consequence of the l\

,. who fUrnishes correct n,

. state. Inow proceed t i . .J suppose that thE

non to Mozdok; and .Biberstein, who’ has Sl Georgia: the examinat of credit due to each· instance, found in the ( ~ame period at which H cidation of such a tradit

“& monument. : ‘,2. ,In like manner M extant relative to the AI ‘theJ\Ierinadalis, on tf \~tiinony ofStrabo, sti . ~~iingtiish the ancient ‘While all these ancient 1 It’:;~ould.likewise be we dattHrom about the yea ..,;3” The pagan Tartar:

ingthe country behind’ . ‘~~ple’\re the, purest ( d~&~i\v:e:particular atten1 ‘giOrl;’andi ,th..~ir~art of di . ‘:’4&;:AL~fozdok also ~ and’sorrie of those peop

….

..

..,;¥M;~ilIl’ origin. , .They ~ ‘DQr!,·,;s~ttled:in. the cou~

‘tiJ::e;ttQ~ the .distrlct whie ,¢~ off’G.uilan, who ‘. ~litllemBelves Tali

 

 

INSTRUCTIONS. 5

On this head the utmost latitude should be given to the traveller. Olivier or Vol­ ney may be proposed to him as a model. Perhaps he will not equal, but at least he will approach them. It is certain that many calamities have happened in Russia in consequence of the want of information respecting distant provinces ; so that· he who furnishes correct notions concerning them renders an essential service to the state. I now proceed to the scientific part.

I. I suppose that the traveller will direct his course through the countries of the Don to Mozdok; and I suppose also that he will there seek and find Marshal de Biberstein, who has successfully devoted hi� attention to the ancient history of Georgia: the examination of the Georgian manusc1ipts, their age, and the degree of credit due to each tradition, is an important point. Mr. Bibcrstein has, for instance, found in the Georgian chronicles a.n invasion of l\Iagogs, precisely at the same period at which Herodotus places the invasion of the Cimmerians. The olu­ ci<lation of such a tradition is of greater importance to. history than the discovery of a monument.

2. In like manner Mr. de Klaproth will take pains to investigate the tra<lition yet· extant relative to the Amazons. It is among the Circassians that it must be sought.. The l\Iermadalis, . on the banks of which the Amazons· resided, acconling to the . testimony of Strabo, still retains the same name. The Circassian fabulists c learly· distinguish the ancient Scythians, to whom they give the appellation of N ogays. While all these ancient trd<litions yet exist, they ought to be collected and preserved. lt would likewise be well to collect the genealogies of the Circassian princes, which date from about the year 1500, and are both curious and histoiical.

�- The pagan Tartars, subject to the Circassians and the A bassas, and inhabit­ ing the country behind them, ought to attract the notice of the traveller. These’ people are the purest descendants of the Scythians described by Herodotus ; they deserve particular attention on account of their manners, their language, their reli.:.­ gion, and their art of divination.

4 .. At Mozdok also Mr. de Klaproth will find information respecting the Ossetes, and some of friose people themselves. This tribe, which calls it.self, Ironi, is of Median origin. They are Sarmato-Medes, who, having quitted the banks of the Don, settled in the country of the Misimianians.. The latter, in consequence, re-. tired to the district which they now occupy, and whence they probably expelled the· Gueles or Guilan, who were there in Strabo’s tirne, and who now inhabit Guilan,.. and callthemselves Taliacha. The �aveller will collect as many Ossetin.n ·words as,

 

 

6 TRA V £LS IN THE CAUCASUS AN D GEORGIA. possible, to compare them with the Talischan, for the latter is likewise a l\lcdian dialec’t.

5. In general the traveller will have at hand the fourth volume of Slrittcr, and t5tudy it continually.

6. Of all the tribes in the Caucasus the Ossetes ai’e perhaps most susceptible of civilization, and the traveller will consider them in this point of view; he will ob­ ~erv-e what may have hitherto retarded, and what is likely to promote its progress. I was acquainted with an archbishop in that country called Cajus, who had printed a catechism and’ several other things in the language of the Ossetes. The b’aveller will inquire what success attended the archbishop’s exertions: for, I repeat it, the curious should always give way to the useful, and to make the Caucasus better known ought to be the grand object.

7. A geographical difficulty, which has. not been sufficiently elucidated, is that \vhich relates to the Caspiail gates and the Sanllatian gates. The traveller, by ex­. . tracting and, canying with him all those passages of the ~ncients which refer to tllem; .and making minute inquiries respecting all the passes of the mountains, will probably come at a satisfactory solution.

-8. WThen the traveller is at TifUs, he will avail himself of this position to en­ deavour to make hiniself acquainted with ilie people bn his right and Jeft, that is to saY’, those who inhabit ilie country towards the Caspian Sea and the Euxine. He cannot fail to find in that town persons who have travelled in these disu’icts, and who have penetrated their remotest and least accessible valleys. From seeking such persons, and questioning them with address, he may derive nearly as much benefit as from a sight of the places themselves; and perhaps he may be induced to con­ trive to visit them on his return in the summer of 1808.

9 .. The inhabitants of the coast of the Caspian Sea are well known, excepting the subjects of the .Ouzmey, iliat is, the Ka’itaks. A passage of George Interiano proves iliat they are the ancient Caspians, and perhaps the Legi or Lesghi are ad­ ‘ocnCl’.. To decide ilie question we ought to have a Kaitak vocabulary, and one of Kara-Kaitak or Faytak, as the Arabs say.

10. In the same vicinity are still to be seen villages of lews,who are so only by religion and not, by origin; for it appeal’s that they are Carnanians who have em­ braced the Jewish faith. The traveller will endeavour to vis~t iliese tribes, and to !ltudy them as· much as possible, to ascertain whether they have any religious books, and what.. This subject is absolutely new. Count Czacki has made some useful

researches on tllis head extract from them.

11. If we pass from investigation; and the cure authentic intelligen

12. We know scarCE Mingrelia; yet we are F totally different from t1 la,ncis, and towards the. ·some accounts, the Alar hats.’ I have no need

;! ”

cOl1cerning these people, gr!!-phers.

·13. As to the other j ~sgi, I doubt their exi

. ,low up every notion ilia! <lEilcided how much ough W~l)ot iptended to be ! th~ IflQr.ewith errors, a.s ;If.lo.ltwould be extIT

of; Jiis predecessor: by! <.J4•• When the travel

direct his researches to “, e~platn myself.

J;;}Pr The present Schi Ppmpey: they were likt

·’P9;gI19~ tl:\C lett~r I, who 4,ghoUl1I!L .These ancil

J<, T ~- . _

Turks~ by whoin it is nl tb~: Mgans or· Aghouans {!tl~ugh ;the languages a: ·s~l,lbjestI. think I have tJ. t;,jl’Zi~JVhat the travell(

·f?r~ati0rirespecting an Jews and th(-~::p:pgithe

.~”:”””’;~’:’1fori~~e:r.ed .people.:

1

 

 

a l\ledian

ritter, and

3ccptible of he will ob­ lts progress. had printed ‘he traveller ~peat it, the casuS better

lted, is that ‘eller, by ex­ lich refer to mntains, will

osition to en­ eft, that is to Euxine. He districts, and

I seeking such much benefit

duced to con­

wn, excepting orge Interiano Lesghi are ad­ ry, and OIle of

are so only by who have em­ tribes, and to

‘eligious books, :Ie some useful

INSTRUCTIONSr 7 researches on this head: as they are in Polish, I will furnish the traveller with an

extract from them. 11. If we pass from the Caspian Sea to the Euxine, we find abunda)1t matter for

investigation;- and the traveller ought to redouble his application and zeal to pro­ cure authentic intelligence concerning districts to which it is difficult to penetrate..

12. We know scarcely any thing of the banks of the Abassa, from Anapa to Mingrelia; yet we are pretty sure that at the toot of the mountains there arc tribes totally different fiOm the other Caucasians. Among others, there are on the high lands, and towards the sources of the Ubbuch, the Azge, also called, according to some acrounts, the Alans. They are said to speak a peculiar language, and to wear hats. I have no need to observe how interesting it would be to learn something concerning these people, who are the Asians and Aseipourgians of the ancient geo­

graphers. 13. As to the other Alans, who, according to Reineggs, dwell to the north of the

Lesgi, I doubt their existence. In general, the traveller should make it a rule to fo1:.. low up every notion that has been furnished us by Reineggs, and to sift it till he has decided how much ought to be retained and how much rejected. His work, which was not intended to be accurate, since the author was a kind of adventurer, swarms the more with errors, a,s it was published since the death of Reineggs.

14. It would be extremely useful if every traveller would verify the observation~ of his predecessor: by this method the sciences would be great gainers. … 15. ‘When the traveller quits Tiflis, and advances towards Bacou, he should

direct his researches to what relates to the ancient inhabitants of Schirvan. I’ will. explain myself.

16. The present Schirvan is the country of the ancient Albanians conquered by Pompey: they were likewise called Alanians; and the Armenians, who never pro­ nounce the letter I, who say Glwuka for Luka, and Ighia for Ilia, have called them; Aghouani.. These ancient Albanians or Alanians have given up their country to the Turks, by whoni it is now occupied, and have very probably formed’ the nation of the Afgans or Aghouans, whom the Armenians acknowledge to be their brethren (though the languages are now different, which may easily happen, and. on which subject I think I have treated in my primitive history).

17. What the traveller has to· do here, is, in the first place, to obtain accurate in-· formati0n respecting an ancient Median dialect. which yet exists in the country. among the Jews and the Armenians, and which is called Tat, the language of the; .conquered people.

 

 

8 TRAVELS IN THE CAUCASUS AND GEORGIA. ii 18. The traveller will not fail to visit the Patriarch of Albania, who resides among .~f:the mountains, I know not where, and who is equal in rank to the Patriarch of

1li

Ararat. From him the traveller will certainly receive information. ~ 19. He ‘willlikewise ,take particular’ pains to make himself acquainted with the j1 QUESTIOl

Talischa dialect. It is pure Median; the language of the Cadusians or :Median !1,t HABIT mountaineers. ROTH

.,>eo. At length I suppose the traveller arrived at Bacou, where he will pass the

.. ,ITmaywinter. Here he will doubtless direct his attention to Persian literature; and the ande;withAcademy will probably commission him to procure manuscripts in order to complete ~’ake it hits collection in that interesting department. what is er

‘.~- ‘.< •21. But the principal object of the b’aveller ought to be utilil:y. It is his busi­ j,ects;,iu, Iness to make us better acquainted with Persia, to treat of its different provinces,

.~ ·’lUldthehitheir political constitution, their productions, the princes who govern them, the fac­ ~]

infl’resulhtions \vhich exist there. In exercising himself to adapt his questions properly, he i o “, 1.• Reirmay derive considerable advantage from all the Persians whom he will meet with at tioris and Bacou and elsewhere. ~ destroyed’-22.’ I come now to a point which I consider of consequence on account of its I be aCc,ur.athistorical importance. It is this:-Either on the b’aveller’s return, or in the course stadt andof his journey, if he should have occasion to approach the Turkish frontiers, let i

him seek individuals belonging to the nation of, Laz, and compile a vocabulary of j th~tit;Ilev .Reis~ii.2their language, which he “”ill then compare with that of the lower classes in Min­ !;:, ,2····Maycgrelia. The language of the Laz will give us that of ancient Colchis, as is demon­

t

! Ulu:lntscl

-<‘ •.••••~” .’. ~strated by various passages of Procopius and others. morepreci

~3. It will be advisable that, according to the practice in former cases, a student i ‘S’. I~ ttl1\hould be given to the traveller as an assistant, who, in case of accident, might ml1chmorpreserve the information which he may have collected.

24. I ‘here conclude my sketch of Instructions. It contains sufficient to furnish Arifbiari ‘w ilf;Sel:n~nd,

the traveller with abundant employment; and if I have not given the present paper ar~}etbora more finished fonn, the Academy will have the goodness to excuse me: ‘ I sp~ctip.gth£5. N. B.The plague, insurrection, and \var may possibly enough occasion ~(,~~ . ‘tradittion,~delay, and the traveller ought to be left at perfect liberty to anange his route as he Gesch. iv.pleases. I am very intimate with Count Gudowitch, and will with pleasure give a tb~i~am’e; Iletter, Ilot merely of recommenClation, but a .detailed statement of what may be done

by him fm’ ,the benefit of a traveller. .~tt:1’~’}s” th

II t\

Art and Protest in the 1800s

Week Four Discussion Beethoven: Art and Protest in the 1800s

Please respond to each of the following questions, using on line sources and the textbook for your response:

  • Cite several lines from a Romantic poet/poem in our text and then find a landscape painting by Constable or Turner from this time period you think might illustrate those lines. Consider poems from Keats, Shelley, Wordsworth, Coleridge,  Bryon, or William Blake.  
  • Listen to one (1) composition (i.e., for a symphony) by Beethoven. How would this music fit into one of your favorite computer games? Give us some details about the game and why you like to play it.  Here is a link that describes 15 great video game music scores (is your game on this list?) http://www.classicfm.com/discover-music/periods-genres/video-game/video-game-music-15-great-computer-game-scores/halo/

The Beethoven-Haus Website at http://www.beethoven-haus-bonn.de/sixcms/detail.php?template=portal_en (Note: Click on Digital Archives > Works by Ludwig von Beethoven; then find one [1] of his symphonies and listen to a clip.)

Beethoven’s Eroica at http://www.youtube.com/watch?v=9XL2ha18i5w and http://www.youtube.com/watch?v=8RFG5rG

World CultureII

Assignment 1:Essay is due this week.

Attached Files:

  • File Assignment One Sample Student Paper HUM 112 Winter 2019 with section headings.docx Click for more options (20.145 KB)
  • File Week Four Presentation Winter 2019 Assignment One .pptx Click for more options (194.077 KB)
  • File SWS HUM 112 Assignment One with section headings Template Winter 2019.docx Click for more options (17.45 KB)

Class, Here are the power points used for the Week Four Go to Meeting and a sample student paper for you to look over.  I have also posted another copy of the template for assignment one.  Please follow the directions for assignment one below:

Assignment 1: Essay     

Due Week 4 and worth 100 points

Choose one (1) of the three (3) reading selections from the list of topic choices below.  Read the selections as identified with each topic below. Write a four-to-five (4-5) paragraph essay (350 words minimum) which analyzes the work following the list of four things “your paper should cover” given just after the topics.   

 

Topic Choices

1. Reading selection of Jane Austen’s Pride and Prejudice. Her works are very popular today, with Austen reading clubs and all types of new books and events based on her ideas.  In 2017, England printed new 10 pound bank notes with her image on them. The chapter should be read in full at https://www.janeausten.org/pride-and-prejudice/chapter-43.asp 

2. Reading selection from Samuel Johnson within the current text 21.12 from The Rambler (the essay found here http://www.johnsonessays.com/the-idler/sufficiency-english-language/). Johnson was the editor of two coffeehouse magazines, The Rambler (1750–52) and The Idler (1758–60), and the author of Dictionary of the English Language, and subject of one of the first biographies by James Boswell. Johnson overcame numerous illnesses and handicaps.

3. Reading selection from Equiano’s Interesting Narrative of the Life of Olaudah Equiano, written in 1789. This selection can be found in chapter 26 of our class text on pp. 901-902 (with background on pp. 893 – 897). The context is the process of enslavement and then passage across the Atlantic.  

4. Reading selection of Olympe de Gouges’ Declaration of the Rights of Woman and the Female citizen (written in 1791). The selection should be read in full at http://chnm.gmu.edu/revolution/d/293/ with background provided on p. 874 of our class text. You should also look at the revolutionary document of 1789 that she is “correcting,” called Declaration of the Rights of Man and of the Citizen (http://avalon.law.yale.edu/18th_century/rightsof.asp ). Olympe de Gouge has the status of women as her main concern. The general context is the French Revolution and the attempts to redefine rights and status once one replaces monarchy.  

 

For the reading selection and topic you choose, your paper should answer the following four questions in detail (use four section headings):

1. Briefly introduce the writer and the situation that this reading is about. Identify the genre or nature of the reading. (Who is the author? Why did he or she write this piece?)

2. Using specific examples or lines within the reading, suggest the author’s key views and key aims for the reading audience. (Give a 1-2 paragraph summary of ideas.)

3. Evaluate the author’s strategy and what you see as the work’s likely effectiveness (or lack of effectiveness) for the target audience. If there is any known historical result, discuss that. (Look at the writing style and discuss who would read this.)

4. Evaluate how the reading impacted you. Identify any analogous situations today, and also key lessons you get from the reading that could be relevant to one’s professional and personal life. (How did you like this? How do the ideas relate to situations today?)

 

Your assignment must follow these formatting requirements:

  • This course requires the use of Strayer Writing Standards (SWS). The format is different than others Strayer University courses. Please take a moment to review the SWS documentation for details.  
  • Include a title page containing the title of the assignment, your name, the professor’s name, the course title, and the date of submission. The cover page and the source list are not included in the required assignment length (350 words minimum).

 

  • You must use the class text and also any source(s) identified (with links) above for the topic you choose, focusing on the main primary source of that author. If you use any additional source (optional), it must be from the university’s online library and of good academic quality for college work. HUM 112 Assignment One (revised)

    By

    HUM 112

    Dr. McGeehan

    August 15th, 2018

     

     

     

     

     

     

     

     

     

     

     

     

    HUM 112 Assignment One

    Question One: Author Information and why Work was Written

    The writer of The Interesting Narrative of the Life of Olaudah Equiano, is the slave himself, Olaudah Equiano. This is an autobiography he wrote in his youth. He wrote this piece to show how the slaves were mistreated at the time and the unorthodox mannerisms the British showed to the slaves. His targeted audience was the “white Britons” which I discovered in a summarized passage of Olaudah’s writing (Vaughn,1). I found it a bit challenging to read, which is why I came across another passage that made it easier to understand.

    Note to students: Put in another paragraph with some more details about the author. (Sayre, 2)

     

    Question Two: Summary of Main Ideas

    The author has five important points to make in this work. Olaudah’s key views were experiences he went through, first hand. He told of what happened to other slaves on the ship and a story of what happened to one of their men! He wanted them to see how cruel they were, even to their people. All the bad that happened to him at that early age better explained that those were the one who was savages and the ones who were truly ignorant. The British had no boundaries or care in the world for any others; just plain brutal. (Equiano,3)

    Olaudah being sold into slavery within Africa was nothing compared to what was to come when being taken to America. He was kidnapped and had no one to turn to, but he would have rather stayed in Africa where it was more civilized to him until he was brought to England. Though slavery was hard and scary to him as a child, it helped him become educated and have a voice. Some people thought Africans could not learn the common way to think or write, but Olaudah was thought different. He showed how a slave could be educated and have thoughts of his own. I believe that is something that was considered heavily when the abolitionists came to set things straight. (Equiano,3)

    Question Three: Writing Style and Audience

    Olaudah’s narrative had effectiveness on his audience because of how detailed his story is. As he mentioned, when they punished their men in the same manner, it probably awakened them, now seeing that life does not need to be so vulgar. Nothing in life needs to be this terrifying to endure, no matter what race you are or your religion. All people are created equal, and everyone should have the option of where they would like to go and what they would like to do. (Equiano,3)

    Note to students: Put in another paragraph with some more details about the words and types of sentences the author uses. Look at the textbook (Sayre, 2)

    Question Four: Impact and Relevance of Work Today

    The reading impacted me because I could never imagine being in a situation like this. Whenever I think of slavery, I thank God I wasn’t born in that time. I would be terrified but also a fighter until my death. I would kill as many people as I could because no one will ever have this kind of power over me. It is very relevant to my everyday life both professionally and personally because, without people like Olaudah, I would not be in a very good place. Thankfully the abolitionists made it possible to end slavery and have most people look at each person with respect. Note to students: No citation really needed in this paragraph unless you quote or take from a source

     

    Sources

    1. Vaughan, V.E. (2013) “white Britons” Analysis: The Interesting Narrative of the Life of Olaudah Equiano. Salem Press Encyclopedia.

     

    2. Henry Sayre (2015) The humanities: Culture, continuity and changeVolume 2 (3rd ed.). Upper Saddle River, NJ: Pearson Education

    3. Equiano’s Interesting Narrative of the Life of Olaudah Equiano, written in 1789.

    4