Correct Spellings for Letters

Our Sister School is Al-Ahliyyah College located in Ramallah on the West Bank in Palestine.

Assignment - Reading Reflection 083008

Read the Allegory of the Cave, and sketch a picture of it on a single sheet of paper.

The Allegory of the Cave

[Socrates] And now, I said, let me show in a figure how far our nature is enlightened or unenlightened: --Behold! human beings living in a underground cave, which has a mouth open towards the light and reaching all along the cave; here they have been from their childhood, and have their legs and necks chained so that they cannot move, and can only see before them, being prevented by the chains from turning round their heads. Above and behind them a fire is blazing at a distance, and between the fire and the prisoners there is a raised roadway; and you will see, if you look, a low wall built along the roadway, like the screen which marionette players have in front of them, over which they show the puppets.

[Glaucon] I see.

Strange Prisoners

[Socrates] And do you see, I said, men passing along the wall carrying all sorts of vessels, and statues and figures of animals made of wood and stone and various materials, which appear over the wall? Some of them are talking, others silent.

[Glaucon] You have shown me a strange image, and they are strange prisoners.

[Socrates] Like ourselves, I replied; and they see only their own shadows, or the shadows of one another, which the fire throws on the opposite wall of the cave?

[Glaucon] True, he said; how could they see anything but the shadows if they were never allowed to move their heads?

[Socrates] And of the objects which are being carried in like manner they would only see the shadows?

[Glaucon] Yes, he said.

[Socrates] And if they were able to converse with one another, would they not suppose that they were naming what was actually before them?

[Glaucon] Very true.

[Socrates] And suppose further that the prison had an echo which came from the other side, would they not be sure to fancy when one of the passers-by spoke that the voice which they heard came from the passing shadow?

[Glaucon] No question, he replied.

[Socrates] To them, I said, the truth would be literally nothing but the shadows of the images.

[Glaucon] That is certain.

The Release of the Prisoners

[Socrates] And now look again, and see what will naturally follow if the prisoners are released and disabused of their error. At first, when any of them is liberated and compelled suddenly to stand up and turn his neck round and walk and look towards the light, he will suffer sharp pains; the glare will distress him, and he will be unable to see the realities of which in his former state he had seen the shadows; and then conceive some one saying to him, that what he saw before was an illusion, but that now, when he is approaching nearer to being and his eye is turned towards more real existence, he has a clearer vision, -what will be his reply? And you may further imagine that his instructor is pointing to the objects as they pass and requiring him to name them, -will he not be perplexed? Will he not fancy that the shadows which he formerly saw are truer than the objects which are now shown to him?

[Glaucon] Far truer.

[Socrates] And if he is compelled to look straight at the light, will he not have a pain in his eyes which will make him turn away to take and take in the objects of vision which he can see, and which he will conceive to be in reality clearer than the things which are now being shown to him?

[Glaucon] True, he said.

Leaving the Cave

[Socrates] And suppose once more, that he is reluctantly dragged up a steep and rugged ascent, and held fast until he 's forced into the presence of the sun himself, is he not likely to be pained and irritated? When he approaches the light his eyes will be dazzled, and he will not be able to see anything at all of what are now called realities.

[Glaucon] Not all in a moment, he said.

[Socrates] He will require to grow accustomed to the sight of the upper world. And first he will see the shadows best, next the reflections of men and other objects in the water, and then the objects themselves; then he will gaze upon the light of the moon and the stars and the spangled heaven; and he will see the sky and the stars by night better than the sun or the light of the sun by day?

[Glaucon] Certainly.

[Socrates] Last of he will be able to see the sun, and not mere reflections of him in the water, but he will see him in his own proper place, and not in another; and he will contemplate him as he is.

[Glaucon] Certainly.

[Socrates] He will then proceed to argue that this is he who gives the season and the years, and is the guardian of all that is in the visible world, and in a certain way the cause of all things which he and his fellows have been accustomed to behold?

[Glaucon] Clearly, he said, he would first see the sun and then reason about him.

[Socrates] And when he remembered his old habitation, and the wisdom of the cave and his fellow-prisoners, do you not suppose that he would felicitate himself on the change, and pity them?

[Glaucon] Certainly, he would.

[Socrates] And if they were in the habit of conferring honors among themselves on those who were quickest to observe the passing shadows and to remark which of them went before, and which followed after, and which were together; and who were therefore best able to draw conclusions as to the future, do you think that he would care for such honors and glories, or envy the possessors of them? Would he not say with Homer,
"Better to be the poor servant of a poor master,"
and to endure anything, rather than think as they do and live after their manner?

[Glaucon] Yes, he said, I think that he would rather suffer anything than entertain these false notions and live in this miserable manner.

Returning to the Cave

[Socrates] Imagine once more, I said, such an one coming suddenly out of the sun to be replaced in his old situation; would he not be certain to have his eyes full of darkness?

[Glaucon] To be sure, he said.

[Socrates] And if there were a contest, and he had to compete in measuring the shadows with the prisoners who had never moved out of the cave, while his sight was still weak, and before his eyes had become steady (and the time which would be needed to acquire this new habit of sight might be very considerable) would he not be ridiculous? Men would say of him that up he went and down he came without his eyes; and that it was better not even to think of ascending; and if any one tried to loose another and lead him up to the light, let them only catch the offender, and they would put him to death.

[Glaucon] No question, he said.

Conclusion

[Socrates] This entire allegory, I said, you may now append, dear Glaucon, to the previous argument; the prison-house is the world of sight, the light of the fire is the sun, and you will not misapprehend me if you interpret the journey upwards to be the ascent of the soul into the intellectual world according to my poor belief, which, at your desire, I have expressed whether rightly or wrongly God knows. But, whether true or false, my opinion is that in the world of knowledge the idea of good appears last of all, and is seen only with an effort; and, when seen, is also inferred to be the universal author of all things beautiful and right, parent of light and of the lord of light in this visible world, and the immediate source of reason and truth in the intellectual; and that this is the power upon which he who would act rationally, either in public or private life must have his eye fixed.

[Glaucon] I agree, he said, as far as I am able to understand you.

Answer the following questions on another sheet of paper - be ready to actively participate in the discussion on Tuesday!

1. Define 'Allegory'

2. For the prisoners in the Cave, what is truth?

3. When the prisoner is released, why does he suffer sharp pains?

4. The released prisoner now sees the real objects and not the shadows, but still he believes the shadows to be truer. What human behavior is similar to this?

5. How does Socrates describe the prisoners ascent out of the Cave and into the Sun?

6. When the prisoner who has left the cave and has seen the sun returns to the cave, how do the other prisoners react to him?

7. What does the prison house (cave) represent? The light of the fire? And the journey upwards out of the cave?

The Allegory of the Cave is coming...

Dear Students,

I will get the homework post up later this evening or tomorrow morning. What is one of Plato's most important writings? What is the first question this work addresses? And what would you say if someone described it as a treatise?

Stay Tuned!

The Solemnity of St. Mary Magdalene, patroness of the Cathedral and the Choir School is coming this Sunday..stay tuned...

Choir Camp is coming!

Choir Camp commences next week! Be ready for the sun!

Study Guide Part One

Sorry for the delay in posting - There will be a second part tomorrow, so get started on this...



1. Complete this sentence: “Human Beings are different from other existents in that they are able to…”
2. What is required for the human to live an integrated and authentic existence?
3. List the six periods of Church History and provide their dates.
4. What event is considered the birth of the church?
5. In the Early Church Period, Peter and Paul met in Jerusalem to decide on an important issue that would shape the future of the Christian Church. Paul argued very strongly and persuasively for position. What was the issue, and how was the matter resolved?
6. Where did Peter and Paul end their lives? How did they end their lives of service to the Church?
7. St. Paul worked hard to spread the good news of Christ. He traveled on _____ missionary trips and _____ of his letter are recorded in the New Testament.
8. How many books are contained in the Canon of the New Testament? Explain the term “canon.”
9. List the three struggles or challenges of the Persecuted Church Period.
10. Provide one example of a misunderstanding that led to the persecution of Christians.
11. In a short essay, explain the events surrounding Constantine’s decision to make Christianity legal in the Roman Empire.
12. Constantine shifts the capital of the Empire to ________________ in the year ________. What impact did this have on Rome?
13. What groups, desiring the more ordered and happy life of the empire, were creeping across the Rhine and beginning to disrupt the empire? Provide two examples of these groups.
14. When did the Roman Empire collapse in the West?
15. What important monastic rule was written in the Roman period?
16. Gregory the Great became the Bishop of Rome in _________. Explain the condition of Rome when Gregory begins his service.
17. Gregory wrote a very important document about Christian leadership. What is the document, and what does it stress about Christian leadership.
18. In the medieval period, what three institutions emerge from the rubble of the Roman Empire.
19. Charles Martel was named the “King of the Franks” by the Pope in the year _________. What forged document emerged from this arrangement?
20. Charlemagne becomes the King of the Franks in ________. He is crowned the Holy Roman Emperor in ________. His empire is centered in the city _____________.
21. Charlemagne wants to improve learning and the arts in the empire. This rebirth of education has been called the ____________________ _______________________.
22. Throughout the Medieval period there is a struggle between two institutions. Who is struggling? Give an historical example of this struggle.
23. What is the basic problem that is the source of the conflict through the Medieval period?
24. What is a mendicant order and provide two examples of these orders that began in the medieval period?
25. Thomas Aquinas has been called the author of a concept titled the “Great Synthesis.” What is this synthesis? How does it impact us today in our own study of religion?

Section II
1. Provide a definition of Sacrament.
2. List the Seven Sacraments celebrated by the Roman Catholic Church. Which of the seven are the Sacraments of Initiation?
3. Sacraments are rituals. Define ritual. Isn’t “ritual” a pre-modern, pre-enlightenment activity? As we are very rational people, shouldn’t we get rid of ritual in the Church?

Sample Immigration Reform Letter

This is the sample letter proposed by the United States Catholic Bishops:

I write to urge you to support the enactment of comprehensive immigration reform in 2007.

It is vital that Congress address the issue of immigration as soon as possible. Our current immigration system is seriously flawed and must be repaired. Migrants continue to be subject to exploitation, abuse, and death in the desert. States and local communities are beginning to fill the void left by federal inaction.

It is important, however, that any legislation that is passed contains the elements necessary to solve our immigration crisis. In this regard, any just and humane legislation should include the following components endorsed by the U.S. Catholic bishops:
• An earned legalization program for the undocumented population is workable and that includes a path to citizenship which is fair and achievable;
• A future worker program that permits migrant workers to enter safely and legally and that includes worker protections and the option for participants to pursue a path of citizenship;
• Family-based immigration reform that reduces backlogs and waiting times for family reunification
• The restoration of due process protections for immigrants taken away by the 1996 Illegal Immigration Reform and Immigrant Responsibility Act (IIRIRA); and
• Policies which address the root causes of migration, including economic development in sending countries.

Legislation which encompasses these elements will help address the problem of illegal immigration to our nation by replacing illegality with legality. It also would enhance national security by bringing the large undocumented population “out of the shadows” to identify themselves to the government.

I firmly believe that the rule of law is necessary for a just civil society. However, it is clear that our government’s inability to enact reform has contributed greatly to the current unsafe and dangerous situation, and to the needless mistreatment of undocumented families that can only be described as un-American

I ask that you support a comprehensive immigration reform bill, consistent with these elements, and work toward its enactment in the near future.

Thank you for your consideration of my views.

Potential Popping...

One never knows, but one should know the following:

Apostolic Tradition - What the Apostles 'handed over' about the life and teachings of Jesus Christ

Two means by which they 'traditio-ed' - Living Tradition and Sacred Scripture

The Sacred Scripture - 46 books of the Old Testament and 27 books of the New Testament

The Living Tradition - Preaching, Liturgy, Institutions, Saints

Three stages in the production of the Gospels - Life and Teachings of Jesus, Oral Tradition, Written Gospels

The Synoptic Gospels - Matthew, Mark and Luke

Reading Assignment for Tonight

Read St. Mark's Gospel Chapters 5 through 8 and answer the following questions:

1) What happens to the herd of swine?
2) What does 'Talitha koum' mean?
3) What was Jesus' experience in his hometown synagogue?
4) How does John the Baptist die? Who was responsible for his death?
5) What do the Pharisees ask for in chapter 8?
6) What are the conditions for following Jesus found in verse 34-35 of chapter 8?



BONUS: What famous building is this, which is dedicated to St. Mark?
BONUS FOR FOR THE DARING: Where did the four horses over the main door come from?

Sapere aude!

The blog is about to reawaken...

After a brief hiatus, the class blog is about to reawaken. Watch the blog for more information about the coming week and our study of the New Testament. Also watch for plans about our early Utah Catholic History walking tour. Remember, especially in these final weeks of school, Sapere aude!

YES!! There is a review for the test on Thursday!

The Gothic Era

1) List an event that coincides with the following dates:
476

527

590

632

726 – 843

732

751

768

800

814

843

846

910

919

1054

1073 – 1085
1095 – 1272
1152 – 1190
1170

1182


2) The Gothic Era, a period of time within the Medieval Period extends from roughly ________ to _______, and is sometimes described as the ____________________________.
3) A major development of the Gothic Era was in the field of Architecture. Three characteristics of Gothic Architecture are _________________________, _____________________________, and _______________________________. What was the motivation for this new architectural style, who is thought to have begun the movement, and where did the first Gothic church appear?
4) The University also developed in this period. Why? _______________________________________________________________________________
5) List three cities where Universities were established and the approximate number founded during this period.









6) The Scholastic or Dialectical Method was used to answer ___________________________________. The three basic steps of this process involve creating a ______________________________, an ____________________________________, and a _____________________________________.
7) The Black or ________________ Plague ravaged Europe from _______ to ________, killing almost ___________ of the population.
8) The papacy resided in Avignon from __________ until ____________. Pope Clement V appoints a large number of __________________, leaving the papacy practically under the control of the ________________________. At the urging of St. ______________________, Gregory IX returns to Rome, only to create another problem. The Great Western Schism lasted from _________ until _______ and involved two different concurrent popes: one in ____________ and one in ________________.
9) Gregory VII, in an attempt to strengthen the role of the Pope, especially in light of the problem of _____________________________, published 27 statements asserting the authority of the papacy known as the ___________________________. William the Conqueror, ruling England from 1066 resists Gregory VII’s wishes, and appoints ________________ as his Archbishop of Canterbury. St. Anselm is appointed Archbishop of Canterbury in ________, but goes into exile in _______ because of disagreements with the King.
10) St. Anselm of Canterbury (Dates _________ -- _______) was born in _______, ________, served as an Abbot in ___________, and eventually becomes the leader of the church in ________________. Known as one of the first scholastic philosophers, three important books written by Anselm are _____________________, _____________________, and _____________________________. Anselm’s goal was to _____________________________________________________________. Anselm believed you must start from the position of ______________________. He also asserted that those who have found faith should ________________________________________________.
11) Anselm argues for the existence of God in his work Monologium. A summary might include the following three points:
 ____________________________________________________________________________
 ____________________________________________________________________________
 ____________________________________________________________________________
Unsatisfied, Anselm further argues in his work Proslogium, including his celebrated proof for the existence of God known as the _________________________. The is an argument that God’s existence can be proved _______________________________________________________________________
___________________________________________________________________________________.
12) What analogy does Anselm use to explain the Doctrine of the Trinity?

13) What is Anselm’s greatest work, and what does it attempt to do?

14) His theory for the necessity of the Atonement rests on three positions. They are:




15) What are three great questions for thinkers in this Gothic Era?




16) What do Nominalists believe about reality?

17) What do Realists believe about reality?

18) How is St. Thomas Aquinas’s argument from the existence of God approached differently than St. Anselm’s? Please Explain…

19) List the five ways St. Thomas Aquinas argues for God’s existence.


Renaissance and Reformation Church

1. Dates for periods of history are always speculative. What are some possible dates for the period described as the “renaissance”?
2. What does the word “renaissance” mean?
3. Define more completely the renaissance that took place in the latter years of the medieval period.
4. Two developments made books more accessible to people in this period. What are these developments?
5. List three ancient languages that were of great interest to scholars of this period.
6. Historians interested in literature would consider whom responsible for the renaissance?
7. List the dates and two accomplishments of the following:
a. Dante Alighieri
b. Giovanni Boccacio
c. Francesco Petrarch
d. Ghiberti
e. Brunelleschi
f. Michaelangelo

8. Where did the term ‘humanista’ originate?
9. What five topics were eventually considered the humanities?
10. List the dates, two saints, and a quote that summarizes the Reformation Period of Church History.
11. The Reformation was a response to corruption in the Church. List three areas of corruption.
12. What three problems exist at the end of the Medieval period?
13. The Reformation has been said to have two motivations. What are they?
14. What was the symbolic beginning of the Reformation?
15. What was Martin Luther’s primary concern?
16. List Luther’s dates and three facts about him.
17. Summarize the positions in the Faith versus Works controversy.
18. Luther was greatly concerned about the role of the Bible in the life of the Church. What made this concern possible in this period?
19. What is the title of Luther’s tract on the Sacraments?
20. The Renaissance Papacy is perhaps the lowest point for the persons occupying the See of Peter. How did Leo X respond to the concerns expressed by Martin Luther?
21. List the dates and two facts about the following:
a. Desiderius Erasmus
b. Ulrich Zwingli
c. John Calvin
d. King Henry VIII
e. John Knox
22. The Counter-Reformation was the Catholic Church’s response to the concerns of the Reformation. Who was St. Ignatius of Loyola and what did he do?
23. What Church Council was convened to address these concerns? List the title and dates for this important Council.
24. The Council addressed many concerns and initiated many reforms. List 8 areas of reform.
25. Who promulgated the Roman Missal, Breviary and Catechism?
26. Who promulgated the Roman Ritual?

Another of the Wonders of the Medieval Period

Earlier in the term, we looked at the Irish monks who were 'furiously copying' and the process for creating a book. We specifically looked at the Gospel Book that is known as the Book of Kells.

Click on the link http://www.fitzmuseum.cam.ac.uk/pharos/sections/making_art/manuscript.html and view an interactive program from the Fitzwilliam Museum in Cambridge, England. It will provide you with a detailed look at the creation of a Pontifical - the book that is used by a Bishop when he celebrates Sacraments and Rites that are particular to his ministry (for example, Ordinations, the Dedication of Churches, etc.)

From Class Today - The Romantic Period of Music

 Guiseppe Verdi
1813 - 1901


 1813 – Born near Busseto (Northern Italy) on October 10
 1832 – Tries to enter Milan Conservatory, but is rejected – studies privately instead
 1839 – First Opera performed in La Scala in Milan
 1840’s – Establishes reputation in Italy with operatic successes: Nabucco, Macbeth, Luisa Miller
 1850’s and 1860’s – International Fame with Rigoletto (1851) Il Trovatore (1853) La Traviata (1853) and Don Carlos (1867)
 1871 – Premiere of Aida commissioned for the opening of the Suez Canal in Cairo
 1887 – Comes out of retirement to write two operas on Shakespearean themes: Otello and Falsatff (1893)
 1901 – Dies in Milan on January 27

Rigoletto Cast
 Rigoletto, the Duke's jester - (baritone)
 Gilda, his daughter - (soprano)
 Duke of Mantua - (tenor)
 Sparafucile, an assassin - (bass)
 Maddalena, his sister - (contralto)
 Giovanna, Gilda's Nurse - (mezzo-soprano)
 Count Ceprano - (bass)
 Countess Ceprano, his wife - (mezzo-soprano)
 Matteo Borsa, a courtier - (tenor)
 Count Monterone - (baritone)
 Marullo - (baritone)


Richard Wagner
 born in Leipzig, Germany in 1813
 he did not master the playing of an instrument – he learned to compose by listening
 not a very good financial manager – constantly in debt – liked living in luxury and privilege – “I can’t live on a miserable organist’s pittance like Bach…”
 he developed a new “German” style of Opera, before which the Italian Opera style had predominated
 Critics constantly attacked his bold experiments in music, calling him a “vandal,” “charlatan,” and melody-hating maniac.”
 he created the leitmotif, a musical theme woven into the rest of the score that helps identify a particular character or episode
 Tannhauser, The Flying Dutchman, Tristan and Isolde, Lohengrin, Die Meistersinger, and The Ring of the Nibelugnen
 Wagner died in Venice, Italy in 1883
 He was buried at Bayreuth
 Wagner gave shape to the desire of the Romantic era for the closest possible connection between music and dramatic expression
 He did away with “arias, duets, choruses, etc. His aim was a continuous flow of music. There was no distinction between “recitative” and “aria;” Rather, there was endless melody…

Tristan und Isolde

Music and Text by Richard Wagner (1813 –1883)
 Tristan, a Cornish Knight, King Mark’s Nephew (TENOR)
 Isolde, an Irish princess (SOPRANO)
 King Mark of Cornwall (BASS)
 Kurwenal, Tristan’s faithful attendant (BARITONE)
 Brangaene, Isolde’s faithful attendant (MEZZO SOPRANO)
 Melot, a Cornish Courtier (TENOR)
 A Shepherd (TENOR)
 A Sailor (TENOR)
 A Helmsman (BARITONE)
 Time: Legendary
 Place: Cornwall, Brittany, and the sea between
 First Performance: Munich June 10, 1865

World Day of Prayer for Migrants and Refugees coming on Sunday

Pope Benedict XVI has called the church to prayer for migrants and refugees throughout the world this Sunday, January 14th. You can read his message for this Day of Prayer by going to http://www.vatican.va/holy_father/benedict_xvi/messages/migration/documents/hf_ben-xvi_mes_20061018_world-migrants-day_en.html

A prayer for this day follows:

Let us pray.

Mary Most Holy, you, together with St. Joseph and the Child Jesus, experienced the suffering of exile. You were forced to flee to Egypt to escape the persecution of Herod. Today we entrust the men, women and children who live as migrants and refugees to your maternal protection.

Grant us the grace to welcome them with Christian hospitality, so that these brothers and sisters of ours may find acceptance and understanding on their journey.

Teach us to recognize your Son in the migrant who labors to bring food to our tables, in the refugee seeking protection from persecution, war, and famine, in the woman and child who are victims of human trafficking, in the asylum seeker imprisoned for fleeing without documents.

May all those who are far from their place of birth find in the Church a home where no one is a stranger. We ask this in the name of your blessed Son, Jesus, the Lord. Amen.

Atilla meets Pope Leo

For all you Atilla fans, this is the promised photograph of the very location in Northern Italy where Pope Leo the Great convinced Atilla not to attack Rome. Amazing, isn't it? This is taken from Paolo's car as we were driving from his parent's home to Mantua. (You have to read the road sign carefully)



And for those of you who remember one of our former Math/Science teachers, this must be some long lost relatives and their furniture store, also on the road to Mantua. Mr. Ghidotti, where are you? Somewhere surrounded by copper in Arizona?

Habemus Episcopum!!

The Vatican announced this morning that Pope Benedict XVI has named The Most Reverend John C. Wester as the Ninth Bishop of Salt Lake City. We look forward to welcoming our new shepherd and high priest on Tuesday March 13th and Wednesday March 14th. He currently serves as an Auxiliary Bishop to Archbishop Niederauer (the founding Bishop of the Choir School) in San Francisco. Bishop Wester was ordained a Bishop by Cardinal Levada, Prefect of the Vatican Congregation of the Doctrine of the Faith, who was in attendance at our concert in the Chiesa del Gesu in Roma on November 11th.

Welcome Bishop Wester!

Class Update for Monday 8 January

Church History - The Twelfth Century and the Crusades

Century of growth and richness in many spheres of life
New Religious Orders
Growth of Canon law highlighting the legal machinery of the Church
Church Councils at the Lateran, concerned with reform
The Crusades
Four Major Crusades
#1 1095 – 1099
Primarily French
Preached by Pope Urban II
Jerusalem retaken in July 1099
Establish ‘Latin Kingdom of Jerusalem’
#2 1147 – 1149
Response to Islamic Victory
Accomplished nothing
German/French
#3 1189-1192
Jerusalem Captured by Moslems
England, France and Germany
Richard the Lionhearted, Philip Augustus, and Emperor Frederick I (Who drowns on the way)
Settlement which allowed Christian Pilgrims access to the city
#4 1204
Begun from Venice
Total Disaster – they attacked and looted Constantinople (!) rather than save the Holy Lands
Motivation?
Save the Holy Land from the Infidels – Jerusalem the Holy City
Assist Constantinople which was under attack by Moslem Turks
“Path to Salvation...” Ritual of Penitence and Purification
Pilgrimage to place of Jesus’ Life
Effects?
Enormous cost of material and human resources
Italian Cities gain naval control of Mediterranean
Returning warriors brought back knowledge of the East (spices, building styles, etc.)
Gives us insight into the thought and concerns of medieval people.
Other Crusades
Children’s Crusade of 1212
30,000 Children from Germany and France to go to Holy Land
Stopped when Mediterranean Sea did not part for them – sold into slavery, died in a shipwreck or starved
More legend than fact – probably the conflation of two incidents
A group from Germany of about 7,000 crossed the Alps and stopped at Genoa, where the sea failed to part and the crusade fell apart.
A shepherd boy gathers 30,000 at Saint-Denis, where he was seen to work miracles. Crowd disbanded on the advice of University of Paris and the King.
#5 1217 – 1221
#6 1228-1229
#7 1248 – 1254
#8 1270
#9 1271 - 1272
The Twelfth Century
Three double elections for the Papacy (1124, 1130, 1159)
Most powerful leader since Charlemagne emerges – Frederick I ‘Barbarossa’ :1152 – 1190 as Holy Roman Emperor – Constant threat to the independence of the Church
Growth in opposition to the institutional church – many heresies and small groups emerged during the twelfth century
New Religious Orders
Camaldolese approved in 1072 – emphasized austerity (poverty), learning, and ecumenism
Carthusians – begun by St. Bruno – settles in Chartreuse – approved in 1133. Strict in observing monastic life
Cistercians – Robert of Molesme – Citaeux – approval in 1152. Their desire was to observe the Benedictine Rule in its primitive simplicity – so there were sufficient differences between them and the Benedictines to describe them as a new order – much stricter (talking, food, etc)


Music History - Romanticism Continued

John Keats 1795 -1821  Ode on a Grecian Urn

Romantic Ode composed in 1819, based on Roman models
Consists of five stanzas that present a scene, describe and comment on what it shows, and offer a general truth that the scene teaches a person analyzing the scene. Each stanza has ten lines written in iambic pentameter, a pattern of rhythm (meter) that assigns ten syllables to each line.
Iambic refers to a pair of syllables, one unaccented and the other accented. Such a pair is called an iamb.

Quarrel over the meaning of Beauty: is it the skillful imitation of nature, or the capacity of the artist to ‘idealize’ nature?
Naturalists versus Idealists
The ‘Age of Reason’ makes people aware of style and styles – in addition to the Neo-Classical Architecture there is ‘Gothic revival’ and ‘Greek revival’ which appealed to Romantic minds who despaired the power of Reason to reform the world, longing for a return to the ‘Age of Faith.’

Biography Update!!

The following subjects remain assigned:

Atilla the Hun – Maren Erickson
Mohammed – Emi Deiss
Henry IV – Christopher Hunt
Arius – Matthew Yost
Francis – Grace Best-Devereux
Charlemagne – Ned Shelton
Pope Gregory I – Ryan Tani
Justinian – Gabbi(!) Lemanski
Pope Gregory VII – Sarah Palmer
Pepin the Short – Anna Purk
Constantine – Dion Granger
Catherine of Siena – Katherine Maus
Charles Martel – R J Abuyo
Augustine of Hippo – Lizzie Gibbs
Pope Leo I – Erin McDermott
Alcuin of York – Erin Tomas
King Clovis – Joseph Groot
Thomas Aquinas – Madeleine Palm
Augustine of Canterbury – Lucy Colosimo
Martin of Tours – Molly Loveland
Columbanus – Spencer Bienvenue
Theodora – Kira Hoffelmeyer
Ambrose – Jessica Hawkins
Theodosius – Matt White
Photius – Tim Dodge
Boniface – Tina Woltz
Clare – Genevieve Bennett
Benedict – Michael Greenberg
Helena – Lauren Rathbun/Erica A.
Basil – Markus Sharette
Ephraem of Syria – Christian Butler
Columba – Claire Muehleisen
Jerome – Michelle Meyer
Dominic – Rachel Winn
Theodoric – Miles Sharette
Madeleine Ballard - Athanasius
Elliott McGill - Cyril of Jerusalem
David Payne - Pope Nicholas I
Connor Thronson - John Cassian
Patrick Murnin - Avicenna
Nick DeJonge - Bernard of Clairvaux
Daniel Bynum - Gregory of Nanzianzus
Allison Huber - John Chrysostom



Remaining available subjects are:

Egeria
Gregory of Nyssa
Belisarius
Averroes

John Keats 1795 -1821 Ode on a Grecian Urn

-Romantic Ode composed in 1819, based on Roman models
-Consists of five stanzas that present a scene, describe and comment on what it shows, and offer a general truth that the scene teaches a person analyzing the scene. Each stanza has ten lines written in iambic pentameter, a pattern of rhythm (meter) that assigns ten syllables to each line.
-Iambic refers to a pair of syllables, one unaccented and the other accented. Such a pair is called an iamb.


Ode on a Grecian Urn


THOU still unravish'd bride of quietness,

Thou foster-child of Silence and slow Time,

Sylvan historian, who canst thus express

A flowery tale more sweetly than our rhyme:

What leaf-fringed legend haunts about thy shape

Of deities or mortals, or of both,

In Tempe or the dales of Arcady?

What men or gods are these? What maidens loth?

What mad pursuit? What struggle to escape?

What pipes and timbrels? What wild ecstasy?



Heard melodies are sweet, but those unheard

Are sweeter; therefore, ye soft pipes, play on;

Not to the sensual ear, but, more endear'd,

Pipe to the spirit ditties of no tone:

Fair youth, beneath the trees, thou canst not leave

Thy song, nor ever can those trees be bare;

Bold Lover, never, never canst thou kiss,

Though winning near the goal—yet, do not grieve;

She cannot fade, though thou hast not thy bliss,

For ever wilt thou love, and she be fair!



Ah, happy, happy boughs! that cannot shed

Your leaves, nor ever bid the Spring adieu;

And, happy melodist, unwearièd,

For ever piping songs for ever new;

More happy love! more happy, happy love!

For ever warm and still to be enjoy'd,

For ever panting, and for ever young;

All breathing human passion far above,

That leaves a heart high-sorrowful and cloy'd,

A burning forehead, and a parching tongue.



Who are these coming to the sacrifice?

To what green altar, O mysterious priest,

Lead'st thou that heifer lowing at the skies,

And all her silken flanks with garlands drest?

What little town by river or sea-shore,

Or mountain-built with peaceful citadel,

Is emptied of its folk, this pious morn?

And, little town, thy streets for evermore

Will silent be; and not a soul, to tell

Why thou art desolate, can e'er return.



O Attic shape! fair attitude! with brede

Of marble men and maidens overwrought,

With forest branches and the trodden weed;

Thou, silent form! dost tease us out of thought

As doth eternity: Cold Pastoral!

When old age shall this generation waste,

Thou shalt remain, in midst of other woe

Than ours, a friend to man, to whom thou say'st,

'Beauty is truth, truth beauty,—that is all

Ye know on earth, and all ye need to know.'

What did the German philosopher Nietzsche believe these two represent?

Class Review from Thursday 4 January

Church History

Reflection and Prayer as we approach the Solemnity of the Epiphany

Pope St. Leo the Great writes of the challenge that all who follow Christ have to be bearers of light: “The obedience of the star calls us to imitate its humble service: to be servants, as best we can, of the grace that invites all to find Christ. Dear friends, you must have the same zeal to be of help to one another; then, in the kingdom of God, to which faith and good works are the way, you will shine as children of the light.”

After the tragedy of the Great Schism
-Lateran Synod, meeting in April of 1059 deals with the problem of Lay Investiture
-Pope to be chosen by 7 cardinal bishops with the assent of the cardinal priests and deacons
-Cardinals: Senior Clergy of Rome; from word for ‘hinge or joint’; title given to 28 parish priests of the titular churches Rome who also served the five papal basilicas; these priests were the hinges between the See of Peter and the parishes of Rome.
-Clerical marriage was made illegal
-This set of reforms alienated the German Kings as control of the Papacy slipped from their control.

-Pope Gregory VII (1073 – 1085)
-vision of the awesome responsibility and dignity of the papal office
-view of the papacy set out in Dictatus Papae – 27 propositions

Background to the tension between East and West and the Schism
Problems in Constantinople
Byzantine Emperor Leo III (717-741) orders destruction of large icon over the gates of the palace in Constantinople
-Begins the Iconoclast controversy which plagued the Eastern Church for a century
-Iconoclasts wanted the destruction of all icons and statutes, claiming the Old Testament forbade images
-Icondules – those who respected icons and statues – accepted the Old Testament prohibition, and argued that icons and statues were not ‘worshipped’
-Icons and statues were silent sermons, books of the illiterate, and memorials of the mysteries of God.
-The controversy lasted from 726 – 843.
-Emperor Leo also tried to enforce his prohibition on images in the West.
-The Council of Constantinople in 843, under Emperor Michael III, restored the use of Icons and Images – called the ‘Triumph of Orthodoxy.
-But what happened in the West? A Holy Roman Empire begins – this ‘new empire’ causes further tension between East and West

REMEMBER FOR MONDAY – WORKSHEET 010307 DUE


Music History

Introduction to Romanticism
-Historians observe that style in art moves between two poles: the “classic” and the “romantic”
-The “classical” spirit seeks order, poise, and serenity (remember: simple, balanced and non-emotional…)
-The “romantic” spirit longs for strangeness, wonder and ecstasy
-The German philosopher Nietzsche contrasted them through the symbols of Apollo (the god of light and measure) and Dionysius (the god of intoxication and passion.)
-The “classic” versus “romantic” alternation demonstrate two basic impulses in the human spirit: the need for moderation, control, organization versus the need for emotional expression, longing for the unknown or unattainable
-Romanticism was an artistic and intellectual movement that originated in late 18th century Western Europe.
-In part a revolt against aristocratic, social, and political norms of the Enlightenment period and a reaction against the rationalization of nature.
-In art and literature it stressed strong emotion as a source of aesthetic experience, placing new emphasis on such emotions as trepidation, horror, and the awe experienced in confronting the sublimity of nature.
-It elevated folk art, nature and custom. It was influenced by ideas of the Enlightenment and elevated medievalism and elements of art and narrative perceived to be from the medieval period.
-The name "romantic" itself comes from the term "romance" which is a prose or poetic heroic narrative originating in medieval literature.
-Romanticism in music developed parallel to the Enlightenment, the social revolutions of the 18th and 19th century, developments in both art and literature
-For example, Romantic poets rebelled against the conventional form and matter of their Classical predecessors: they leaned toward the fanciful, picturesque and the passionate (Byron, Shelley, Keats…) Some say that the pronoun “I” made its first appearance in poetry through Romanticism.

FOR MONDAY – CAREFULLY READ JOHN KEATS ODE TO A GRECIAN URN

Biography Subjects Update!

The following biography subjects are assigned:

Atilla the Hun – Maren Erickson
Mohammed – Emi Deiss
Henry IV – Christopher Hunt
Arius – Matthew Yost
Francis – Grace Best-Devereux
Charlemagne – Ned Shelton
Pope Gregory I – Ryan Tani
Justinian – Gabby Lemanski
Pope Gregory VII – Sarah Palmer
Pepin the Short – Anna Purk
Constantine – Dion Granger
Catherine of Siena – Katherine Maus
Charles Martel – R J Abuyo
Augustine of Hippo – Lizzie Gibbs
Pope Leo I – Erin McDermott
Alcuin of York – Erin Tomas
King Clovis – Joseph Groot
Thomas Aquinas – Madeleine Palm
Augustine of Canterbury – Lucy Colosimo
Martin of Tours – Molly Loveland
Columbanus – Spencer Bienvenue
Theodora – Kira Hoffelmeyer
Ambrose – Jessica Hawkins
Theodosius – Matt White
Photius – Tim Dodge
Boniface – Tina Woltz
Clare – Genevieve Bennett
Benedict – Michael Greenberg
Helena – Lauren Rathbun
Basil – Markus Sharette
Ephraem of Syria – Christian Butler
Columba – Claire Muehleisen
Jerome – Michelle Meyer
Dominic – Rachel Winn
Theodoric – Miles Sharette



The following students have requested an already taken subject or have not declared as of yet:

Madeleine Ballard
Nick DeJonge
Allison Huber
Elliott McGill
David Payne
Connor Thronson
Erica Armstrong
Daniel Bynum
Patrick Murnin

Remaining available subjects are:
Cyril of Jerusalem
Egeria
Gregory of Nanzianzus
Gregory of Nyssa
John Cassian
John Chrysostom
Athanasius
Belisarius
Pope Nicholas I
Averroes
Avicenna
Bernard of Clairvaux

!!Forgery Eradicator!!

Looks pretty tough, doesn't he? Well, this is Lorenzo Valla, who in the fifteenth century determined that a very crucial papal document was actually a fraud. What is the document, who is thought to be the real source, and what effect did this document have on church-state relations in the Medieval period? And how do you think this document contributed to the schism between the Orthodox and the Catholic Church? Let me hear from you - Sapere aude!

Update from Today's Classes

Church History

The Donation of Constantine

- A forged document that claims the Emperor Constantine granted Pope Sylvester I (314 – 335) and his successors spiritual supremacy over the other great patriarchates and over all matters of faith and worship, and temporal dominion over Rome and the entire Western Empire.
Given to Sylvester in gratitude for miraculously healing Constantine of leprosy and converting him to Christianity.
-Probably written between 750 and 800 in the Frankish Empire (earliest manuscript in the Bibliotheque Nationale, Paris.)
-Alluded to by Pepin the Short, giving the Pope authority to crown him King of the Franks ending the Merovingian Dynasty.
-Used throughout the Medieval Period to claim power for the papacy.
-Used by Pope Leo IX in 1054 in a letter to Michael Cerularius, the Patriarch of Constantinople.
-Lorenzo Valla proved it a forgery in 1440, a controversy that continues until the end of the 18th century.


The Great Schism of 1054
-East (Orthodox) and West (Roman Catholic) continue to grow apart as Pope assumes political responsibilities in the West
-The Pope is seen as an adversary to the Emperor in Constantinople
-Communication problem: East did not know Latin; West did not know Greek
-Filioque Issue
-Date of Easter Issue
-Interpretation of Bishop of Rome as Universal Pastor versus the Patriarch of Constantinople
-Meanwhile in Rome – Problems in the West:
- Lay Investiture
-Simony
-Nepotism
-Pope Leo IX (1049-1054) was a reform pope – he created the “College of Cardinals;” named outstanding reformers as Cardinals; reformed the Clergy; and banned Simony.
-In 1054, Pope Leo IX sent Cardinal Humbert to Constantinople to work out a reconciliation between the Eastern Church (Orthodox) and the Western Church (Roman Catholic) Misunderstandings lead Cardinal Humbert to excommunicate the Patriarch of Constantinople, Michael Cerularius, who in turn excommunicates the Pope. In July, Humbert walked into the cathedral of Hagia Sophia and laid a bull of excommunication on the high altar.
-Lateran Synod, meeting in April of 1059 ended the problem of Lay Investiture
-Pope chosen by 7 cardinal bishops with the assent of the cardinal priests and deacons
-Cardinals: Senior Clergy of Rome; from word for ‘hinge or joint’; title given to 28 parish priests of the titular churches Rome who also served the five papal basilicas; these priests were the hinges between the See of Peter and the parishes of Rome.
-Clerical marriage was made illegal

Music History

The Romantic Period of Music History
Understanding the Nineteenth Century
Unprecedented change in Western Society
– World power populations increased by 150%
– Political boundaries of Europe changing
– Colonization
– US goes from outpost to world power

Progress and Dislocation
– Industrial revolution brings profound social, economic and political consequences
– Technological advances in transportation and communication (railroad 1825, telegraph 1837, telephone 1876, phonograph 1877, light bulb 1879)
– Science: increased agricultural yields; smallpox vaccine; microorganisms discovered; X ray
– Millions migrate from countryside to cities
Reaction, Reform and Revolution
– French Revolution (1789) and Napoleon Bonaparte (1804 declares himself Emperor; Waterloo final defeat in 1815)
– Congress of Vienna to draw boundaries of Europe (Austria, Great Britain, Prussia, Russia and France)
– 1848-1849 Revolution pressed for more representative government
– Germany and Italy move toward national unification
– New Imperialism (by early 20th century Great Britain controlled 20% of the earth and 25% of the earth’s population)
– Immigration from Europe: The US alone absorbed 20 million people between 1870 and 1910
Enlightenment ideals of equality, religious tolerance, economic freedom and representative government became the standard beliefs of political liberalism
Social dislocations and poverty associated with industrial capitalism brought about another social movement: Marxism and Socialism. Less radical social reforms led to the establishment of trade and labor unions.
1804: Napoleon crowns himself Emperor of France
1815: Napoleon defeated at Waterloo – Congress of Vienna redraws boundaries of Europe
1848/9: Revolutions throughout Europe – liberalization attempts largely suppressed
1848: Marx/Engels The Communist Manifesto
1859: Darwin On the Origin of Species
1861/5: American Civil War
1870/1: Franco-Prussian War ends in French defeat and German unification
1898: Spanish-American War – US gains Cuba, Puerto Rico, Guam and the Philippines