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Rh bars thereof, and the pillars thereof, and the sockets thereof, and all the vessels thereof, and all that serveth thereto, and the pillars of the court round about, and their sockets, and their pins, and their cords.

But those that encamp before the tabernacle toward the east, even before the tabernacle of the congregation eastward, shall be Moses, and Aaron and his sons, keeping the charge of the sanctuary for the charge of the children of Israel; and the stranger that cometh nigh shall be put to death. All that were numbered of the Levites, which Moses and Aaron numbered at the commandment of the Lord, throughout their families, all the males from a month old and upward, were twenty and two thousand.

And the Lord said unto Moses, Number all the firstborn of the males of the children of Israel from a month old and upward, and take the number of their names. And thou shalt take the Levites for me (I am the Lord) instead of all the firstborn among the children of Israel; and the cattle of the Levites instead of all the firstlings among the cattle of the children of Israel. And Moses numbered, as the Lord commanded him, all the firstborn among the children of Israel. And all the firstborn males by the number of names, from a month old and upward, of those that were numbered of them, were twenty


text: The Dictionary of Australasian Biography/Davenport, Sir Samuel

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 ANTICYCLONE (i.e. opposite to a cyclone), an atmospheric system in which there is a descending movement of the air and a relative increase in barometric pressure over the part of the earth’s surface affected by it. At the surface the air tends to flow outwards in all directions from the central area of high pressure, and is deflected on account of the earth’s rotation (see ) so as to give a spiral movement in the direction of the hands of a watch face upwards in the northern hemisphere, against that direction in the southern hemisphere. Since the air in an anticyclone is descending, it becomes warmed and dried, and therefore transmits radiation freely whether from the sun to the earth or from the earth into space. Hence in winter anticyclonic weather is characterized by clear air with periods of frost, causing fogs in towns and low-lying damp areas, and in summer by still cloudless days with gentle variable airs and fine weather. ANTICYRA, the ancient name of three cities of Greece, (1) (Mod. Aspraspitia), in Phocis, on the bay of Anticyra, in the Corinthian gulf; some remains are still visible. It was a town of considerable importance in ancient times; was destroyed by Philip of Macedon; recovered its prosperity; and was captured by T. Quinctius Flamininus in 198 The city was famous for its black hellebore, a herb which was regarded as a cure for insanity. This circumstance gave rise to a number of proverbial expressions, like  or “naviget Anticyram,” and to frequent allusions in the Greek and Latin writers. Hellebore was likewise considered beneficial in cases of gout and epilepsy. (2) In Thessaly, on the right bank of the river Spercheus, near its mouth. (3) In Locris, on the north side of the entrance to the Corinthian gulf, near Naupactus. ANTIETAM, the name of a Maryland creek, near which, on the 16th–17th of September 1862, was fought the battle of Antietam or Sharpsburg (see ), between the Federals under McClellan and the Confederates commanded by Lee. General McClellan had captured the passes of South Mountain farther east on the 14th, and his Army of the Potomac marched to meet Lee’s forces which, hitherto divided, had, by the 16th, successfully concentrated between the Antietam and the Potomac. The Confederate Army of Northern Virginia occupied a position which, in relation to the surrounding country, may be compared to the string of a bow in the act of being drawn, Lee’s left wing forming the upper half of the string, his right the lower, and the Potomac in his rear the bow itself. The town of Sharpsburg represents the fingers of the archer drawing the bow. The right wing of the position was covered by the Antietam as it approaches the Potomac, the upper course of that stream formed no part of the battlefield. Generals Longstreet and Jackson commanded the right and left wings. The division of A. P. Hill was at Harper’s Ferry, but had received orders to rejoin Lee. McClellan’s troops appeared late on the 16th, and Hooker was immediately sent across the upper Antietam. He had a sharp fight with Jackson’s men, but night soon put an end to the contest. Early on the 19th the corps of Sumner and Mansfield followed Hooker across the upper stream whilst McClellan’s left wing (Burnside’s corps) drew up opposite Lee’s extreme right. The Federal leader intended to hold back his centre whilst these two forces were rolling up Lee’s wings. The battle began with a furious assault on the extreme right by Hooker’s corps. After a very severe struggle he was repulsed with the loss of a quarter of his men, Jackson’s divisions suffering even more severely and losing nearly all their generals and colonels. It was only the arrival of Hood and D. H. Hill which enabled Stonewall Jackson’s corps to hold its ground, and had the other Federal corps been at hand to support Hooker the result might have been very different. Mansfield next attacked farther to the left and with better fortune. Mansfield was killed, but his successor led the corps well, and after heavy fighting Hood and D. H. Hill were driven back. Again want of support checked the Federals and the fight became stationary, both sides losing many men. Sumner now came into action, and overhaste involved him in a catastrophe, his troops being attacked in front and flank and driven back in great confusion with nearly half their number killed and wounded; and their retreat involved the gallant remnants of Mansfield’s corps. Soon afterwards the Federal divisions of French and Richardson attacked D. H. Hill, whose men were now exhausted by continuous fighting. Here occurred the fighting in the “Bloody Lane,” north of Sharpsburg which French and Richardson eventually carried. Opposed as they were by D. H. Hill, whose men had fought the battle of South Mountain and had already been three times engaged à fond on this day, proper support must have enabled the Federals to crush Lee’s centre, but Franklin and Porter in reserve were not allowed by McClellan to move forward and the opportunity passed. Burnside, on the southern wing, had received his orders late, and acted on them still later. The battle was over on the right before he fired a shot, and Lee had been able to use nearly all his right wing troops to support Jackson. At last Burnside moved forward, and, after a brilliant defence by the handful of men left to oppose him, forced the Antietam and began to roll up Lee’s right, only to be attacked in rear himself by A. P. Hill’s troops newly arrived from Harper’s Ferry. The repulse of Burnside ended the battle. Pressure was brought to bear on McClellan to renew the fight, but he refused and Lee retired across the Potomac unmolested. The Army of the Potomac had lost 11,832 men out of 46,000 engaged; the cavalry and two corps in reserve had only lost 578. Lee’s 31,200 men lost over 8000 of their number.

ANTI-FEDERALISTS, the name given in the political history of the United States to those who, after the formation of the federal Constitution of 1787, opposed its ratification by the people of the several states. The “party” (though it was never regularly organized as such) was composed of states rights, particularistic, individualistic and radical democratic elements; that is, of those persons who thought that a stronger government threatened the sovereignty and prestige of the states, or the special interests, individual or commercial, of localities, or the liberties of individuals, or who fancied they saw in the government proposed a new centralized, disguised “monarchic” power that would only replace the cast-off despotism of Great Britain. In every state the opposition to the Constitution was strong, and in two—North Carolina and Rhode Island—it prevented ratification until the definite establishment of the new government practically forced their adhesion. The individualistic was the strongest element of opposition; the necessity, or at least the desirability, of a bill of rights was almost universally felt. Instead of accepting the Constitution upon the condition of amendments,—in which way they might very likely have secured large concessions,—the Anti-Federalists stood for unconditional rejection, and public opinion, which went against them, proved that for all its shortcomings the Constitution was regarded as preferable to the Articles of Confederation. After the inauguration of the new government, the composition of the Anti-Federalist party changed. The (q.v.) party gradually showed broad-construction, nationalistic tendencies; the Anti-Federalist party became a strict-construction party and advocated popular rights against the asserted aristocratic, centralizing tendencies of its opponent, and gradually was transformed into the Democratic-Republican party, mustered and led by Thomas Jefferson, who, however, had approved the ratification of the Constitution and was not, therefore, an Anti-Federalist in the original sense of that term.

ANTIGO, a city and the county-seat of Langlade county, Wisconsin, U.S.A., about 160 m. N.W. of Milwaukee. Pop. (1890) 4424; (1900) 5145, of whom 965 were foreign-born; (1905) 6663; (1910) 7196. It is served by the Chicago & North Western railway. Antigo is the centre of a good farming and lumbering district, and its manufactures consist principally of

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IV] and two thousand two hundred and threescore and thirteen.

And the Lord spake unto Moses, saying, Take the Levites instead of all the firstborn among the children of Israel, and the cattle of the Levites instead of their cattle; and the Levites shall be mine: I am the Lord. And for those that are to be redeemed of the two hundred and threescore and thirteen of the firstborn of the children of Israel, which are more than the Levites; thou shalt even take five shekels apiece by the poll, after the shekel of the sanctuary shalt thou take them: (the shekel is twenty gerahs:) and thou shalt give the money, wherewith the odd number of them is to be redeemed, unto Aaron and to his sons. And Moses took the redemption money of them that were over and above them that were redeemed by the Levites: of the firstborn of the children of Israel took he the money; a thousand three hundred and threescore and five shekels, after the shekel of the sanctuary: and Moses gave the money of them that were redeemed unto Aaron and to his sons, according to the word of the Lord, as the Lord commanded Moses.

the Lord spake unto Moses and unto Aaron, saying, Take the sum of the sons of Kohath from among the sons of Levi, after their families, by the


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Rh house of their fathers, from thirty years old and upward even until fifty years old, all that enter into the host, to do the work in the tabernacle of the congregation. This shall be the service of the sons of Kohath in the tabernacle of the congregation, about the most holy things.

And when the camp setteth forward, Aaron shall come, and his sons, and they shall take down the covering vail, and cover the ark of testimony with it: and shall put thereon the covering of badgers' skins, and shall spread over it a cloth wholly of blue, and shall put in the staves thereof. And upon the table of shewbread they shall spread a cloth of blue, and put thereon the dishes, and the spoons, and the bowls, and covers to cover withal: and the continual bread shall be thereon: and they shall spread upon them a cloth of scarlet, and cover the same with a covering of badgers' skins, and shall put in the staves thereof. And they shall take a cloth of blue, and cover the candlestick of the light, and his lamps, and his tongs, and his snuffdishes, and all the oil vessels thereof, wherewith they minister unto it: and they shall put it and all the vessels thereof within a covering of badgers' skins, and shall put it upon a bar. And upon the golden altar they shall spread a cloth of blue, and cover it with a covering of badgers' skins, and shall


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IV] put to the staves thereof: and they shall take all the instruments of ministry, wherewith they minister in the sanctuary, and put them in a cloth of blue, and cover them with a covering of badgers' skins, and shall put them on a bar: and they shall take away the ashes from the altar, and spread a purple cloth thereon: and they shall put upon it all the vessels thereof, wherewith they minister about it, even the censers, the fleshhooks, and the shovels, and the basons, all the vessels of the altar; and they shall spread upon it a covering of badgers' skins, and put to the staves of it. And when Aaron and his sons have made an end of covering the sanctuary, and all the vessels of the sanctuary, as the camp is to set forward; after that, the sons of Kohath shall come to bear it: but they shall not touch any holy thing, lest they die. These things are the burden of the sons of Kohath in the tabernacle of the congregation.

And to the office of Eleazar the son of Aaron the priest pertaineth the oil for the light, and the sweet incense, and the daily meat offering, and the anointing oil, and the oversight of all the tabernacle, and of all that therein is, in the sanctuary, and in the vessels thereof.

And the Lord spake unto Moses and unto Aaron, saying, Cut ye not off the tribe of the families of the


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 Western Australia

Customs House, Fremantle

July 14th 1875

Sir,

Referring to my letter of 26th June last and His Excellency's minute this, I have the honor now to release for the information of His Excellency the Governor the proceedings of the Court of Inquiry regarding the wreck of the Geffrard at the Vasse. I received no covering letter with these Depositions.

The Honorable The Acting Colonial Secretary Perth.


text: 1911 Encyclopædia Britannica/Anticyra

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Rh Kohathites from among the Levites: but thus do unto them, that they may live, and not die, when they approach unto the most holy things: Aaron and his sons shall go in, and appoint them every one to his service and to his burden: but they shall not go in to see when the holy things are covered, lest they die.

And the Lord spake unto Moses, saying, Take also the sum of the sons of Gershon, throughout the houses of their fathers, by their families; from thirty years old and upward until fifty years old shalt thou number them; all that enter in to perform the service, to do the work in the tabernacle of the congregation. This is the service of the families of the Gershonites, to serve, and for burdens: and they shall bear the curtains of the tabernacle, and the tabernacle of the congregation, his covering, and the covering of the badgers' skins that is above upon it, and the hanging for the door of the tabernacle of the congregation, and the hangings of the court, and the hanging for the door of the gate of the court, which is by the tabernacle and by the altar round about, and their cords, and all the instruments of their service, and all that is made for them: so shall they serve. At the appointment of Aaron and his sons shall be all the service of the sons of the Gershonites, in all their burdens, and in all their service: and ye shall appoint


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IV] unto them in charge all their burdens. This is the service of the families of the sons of Gershon in the tabernacle of the congregation: and their charge shall be under the hand of Ithamar the son of Aaron the priest.

As for the sons of Merari, thou shalt number them after their families, by the house of their fathers; from thirty years old and upward even unto fifty years old shalt thou number them, every one that entereth into the service, to do the work of the tabernacle of the congregation. And this is the charge of their burden, according to all their service in the tabernacle of the congregation; the boards of the tabernacle, and the bars thereof, and the pillars thereof, and sockets thereof, and the pillars of the court round about, and their sockets, and their pins, and their cords, with all their instruments, and with all their service: and by name ye shall reckon the instruments of the charge of their burden. This is the service of the families of the sons of Merari, according to all their service, in the tabernacle of the congregation, under the hand of Ithamar the son of Aaron the priest.

And Moses and Aaron and the chief of the congregation numbered the sons of the Kohathites after their families, and after the house of their fathers,


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Rh from thirty years old and upward even unto fifty years old, every one that entereth into the service, for the work in the tabernacle of the congregation: and those that were numbered of them by their families were two thousand seven hundred and fifty. These were they that were numbered of the families of the Kohathites, all that might do service in the tabernacle of the congregation, which Moses and Aaron did number according to the commandment of the Lord by the hand of Moses. And those that were numbered of the sons of Gershon, throughout their families, and by the house of their fathers, from thirty years old and upward even unto fifty years old, every one that entereth into the service, for the work in the tabernacle of the congregation, even those that were numbered of them, throughout their families, by the house of their fathers, were two thousand and six hundred and thirty. These are they that were numbered of the families of the sons of Gershon, of all that might do service in the tabernacle of the congregation, whom Moses and Aaron did number according to the commandment of the Lord. And those that were numbered of the families of the sons of Merari, throughout their families, by the house of their fathers, from thirty years old and upward even unto fifty years old, every one that


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V] into the service, for the work in the tabernacle of the congregation, even those that were numbered of them after their families, were three thousand and two hundred. These be those that were numbered of the families of the sons of Merari, whom Moses and Aaron numbered according to the word of the Lord by the hand of Moses. All those that were numbered of the Levites, whom Moses and Aaron and the chief of Israel numbered, after their families, and after the house of their fathers, from thirty years old and upward even unto fifty years old, every one that came to do the service of the ministry, and the service of the burden in the tabernacle of the congregation, even those that were numbered of them, were eight thousand and five hundred and fourscore. According to the commandment of the Lord they were numbered by the hand of Moses, every one according to his service, and according to his burden: thus were they numbered of him, as the Lord commanded Moses.

the Lord spake unto Moses, saying, Command the children of Israel, that they put out of the camp every leper, and every one that hath an issue, and whosoever is defiled by the dead: both male and female shall ye put out, without the camp shall ye put them; that they defile not their camps, in the


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Rh midst whereof I dwell. And the children of Israel did so, and put them out without the camp: as the Lord spake unto Moses, so did the children of Israel.

And the Lord spake unto Moses, saying, Speak unto the children of Israel, When a man or woman shall commit any sin that men commit, to do a trespass against the Lord, and that person be guilty; then they shall confess their sin which they have done: and he shall recompense his trespass with the principal thereof, and add unto it the fifth part thereof, and give it unto him against whom he hath trespassed. But if the man have no kinsman to recompense the trespass unto, let the trespass be recompensed unto the Lord, even to the priest; beside the ram of the atonement, whereby an atonement shall be made for him. And every offering of all the holy things of the children of Israel, which they bring unto the priest, shall be his. And every man's hallowed things shall be his: whatsoever any man giveth the priest, it shall be his.

And the Lord spake unto Moses, saying, Speak unto the children of Israel, and say unto them, If any man's wife go aside, and commit a trespass against him, and a man lie with her carnally, and it be hid from the eyes of her husband, and be kept close, and she be defiled, and there be no witness against her,


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V] neither she be taken with the manner; and the spirit of jealousy come upon him, and he be jealous of his wife, and she be defiled: or if the spirit of jealousy come upon him, and he be jealous of his wife, and she be not defiled: then shall the man bring his wife unto the priest, and he shall bring her offering for her, the tenth part of an ephah of barley meal; he shall pour no oil upon it, nor put frankincense thereon; for it is an offering of jealousy, an offering of memorial, bringing iniquity to remembrance. And the priest shall bring her near, and set her before the Lord: and the priest shall take holy water in an earthen vessel; and of the dust that is in the floor of the tabernacle the priest shall take, and put it into the water: and the priest shall set the woman before the Lord, and uncover the woman's head, and put the offering of memorial in her hands, which is the jealousy offering: and the priest shall have in his hand the bitter water that causeth the curse: and the priest shall charge her by an oath, and say unto the woman, If no man have lain with thee, and if thou hast not gone aside to uncleanness with another instead of thy husband, be thou free from this bitter water that causeth the curse: but if thou hast gone aside to another instead of thy husband, and if thou be defiled, and some man have lain with thee beside thine


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Rh husband: then the priest shall charge the woman with an oath of cursing, and the priest shall say unto the woman, The Lord make thee a curse and an oath among thy people, when the Lord doth make thy thigh to rot, and thy belly to swell; and this water that causeth the curse shall go into thy bowels, to make thy belly to swell, and thy thigh to rot. And the woman shall say, Amen, amen. And the priest shall write these curses in a book, and he shall blot them out with the bitter water: and he shall cause the woman to drink the bitter water that causeth the curse: and the water that causeth the curse shall enter into her, and become bitter. Then the priest shall take the jealousy offering out of the woman's hand, and shall wave the offering before the Lord, and offer it upon the altar: and the priest shall take an handful of the offering, even the memorial thereof, and burn it upon the altar, and afterward shall cause the woman to drink the water. And when he hath made her to drink the water, then it shall come to pass, that, if she be defiled, and have done trespass against her husband, that the water that causeth the curse shall enter into her, and become bitter, and her belly shall swell, and her thigh shall rot: and the woman shall be a curse among her people. And if the woman be not defiled, but be clean; then she shall be free, and


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VI] shall conceive seed. This is the law of jealousies, when a wife goeth aside to another instead of her husband, and is defiled; or when the spirit of jealousy cometh upon him, and he be jealous over his wife, and shall set the woman before the Lord, and the priest shall execute upon her all this law. Then shall the man be guiltless from iniquity, and this woman shall bear her iniquity.

the Lord spake unto Moses, saying, Speak unto the children of Israel, and say unto them, When either man or woman shall separate themselves to vow a vow of a Nazarite, to separate themselves unto the Lord: he shall separate himself from wine and strong drink, and shall drink no vinegar of wine, or vinegar of strong drink, neither shall he drink any liquor of grapes, nor eat moist grapes, or dried. All the days of his separation shall he eat nothing that is made of the vine tree, from the kernels even to the husk. All the days of the vow of his separation there shall no razor come upon his head: until the days be fulfilled, in the which he separateth himself unto the Lord, he shall be holy, and shall let the locks of the hair of his head grow. All the days that he separateth himself unto the Lord he shall come at no dead body. He shall not make himself unclean for his father, or for his mother, for his brother, or for his


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Rh sister, when they die: because the consecration of his God is upon his head. All the days of his separation he is holy unto the Lord. And if any man die very suddenly by him, and he hath defiled the head of his consecration; then he shall shave his head in the day of his cleansing, on the seventh day shall he shave it. And on the eighth day he shall bring two turtles, or two young pigeons, to the priest, to the door of the tabernacle of the congregation: and the priest shall offer the one for a sin offering, and the other for a burnt offering, and make an atonement for him, for that he sinned by the dead, and shall hallow his head that same day. And he shall consecrate unto the Lord the days of his separation, and shall bring a lamb of the first year for a trespass offering: but the days that were before shall be lost, because his separation was defiled.

And this is the law of the Nazarite, when the days of his separation are fulfilled: he shall be brought unto the door of the tabernacle of the congregation: and he shall offer his offering unto the Lord, one he lamb of the first year without blemish for a burnt offering, and one ewe lamb of the first year without blemish for a sin offering, and one ram without blemish for peace offerings, and a basket of unleavened bread, cakes of fine flour mingled with oil, and


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VI] of unleavened bread anointed with oil, and their meat offering, and their drink offerings. And the priest shall bring them before the Lord, and shall offer his sin offering, and his burnt offering: and he shall offer the ram for a sacrifice of peace offerings unto the Lord, with the basket of unleavened bread: the priest shall offer also his meat offering, and his drink offering. And the Nazarite shall shave the head of his separation at the door of the tabernacle of the congregation, and shall take the hair of the head of his separation, and put it in the fire which is under the sacrifice of the peace offerings. And the priest shall take the sodden shoulder of the ram, and one unleavened cake out of the basket, and one unleavened wafer, and shall put them upon the hands of the Nazarite, after the hair of his separation is shaven: and the priest shall wave them for a wave offering before the Lord: this is holy for the priest, with the wave breast and heave shoulder: and after that the Nazarite may drink wine. This is the law of the Nazarite who hath vowed, and of his offering unto the Lord for his separation, beside that that his hand shall get: according to the vow which he vowed, so he must do after the law of his separation.

And the Lord spake unto Moses, saying, Speak unto Aaron and unto his sons, saying, On this wise ye


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Rh shall bless the children of Israel, saying unto them, The Lord bless thee, and keep thee: the Lord make his face shine upon thee, and be gracious unto thee: the Lord lift up his countenance upon thee, and give thee peace. And they shall put my name upon the children of Israel; and I will bless them.

it came to pass on the day that Moses had fully set up the tabernacle, and had anointed it, and sanctified it, and all the instruments thereof, both the altar and all the vessels thereof, and had anointed them, and sanctified them; that the princes of Israel, heads of the house of their fathers, who were the princes of the tribes, and were over them that were numbered, offered: and they brought their offering before the Lord, six covered wagons, and twelve oxen; a wagon for two of the princes, and for each one an ox: and they brought them before the tabernacle. And the Lord spake unto Moses, saying, Take it of them, that they may be to do the service of the tabernacle of the congregation; and thou shalt give them unto the Levites, to every man according to his service. And Moses took the wagons and the oxen, and gave them unto the Levites. Two wagons and four oxen he gave unto the sons of Gershon, according to their service: and four wagons and eight oxen he gave unto the sons of Merari, according


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 lumber, chairs, furniture, sashes, doors and blinds, hubs and spokes, and other wood products. The city has a Carnegie library. Antigo was first settled in 1880, and was chartered as a city in 1885. Its name is said to be part of an Indian word, neequee-antigo-sebi, meaning “evergreen.” ANTIGONE, (1) in Greek legend, daughter of Oedipus and Iocaste (Jocasta), or, according to the older story, of Euryganeia. When her father, on discovering that Iocaste, the mother of his children, was also his own mother, put his eyes out and resigned the throne of Thebes, she accompanied him into exile at Colonus. After his death she returned to Thebes, where Haemon, the son of Creon, king of Thebes, became enamoured of her. When her brothers Eteocles and Polyneices had slain each other in single combat, she buried Polyneices, although Creon had forbidden it. As a punishment she was sentenced to be buried alive in a vault, where she hanged herself, and Haemon killed himself in despair. Her character and these incidents of her life presented an attractive subject to the Greek tragic poets, especially Sophocles in the Antigone and Oedipus at Colonus, and Euripides, whose Antigone, though now lost, is partly known from extracts incidentally preserved in later writers, and from passages in his Phoenissae. In the order of the events, at least, Sophocles departed from the original legend, according to which the burial of Polyneices took place while Oedipus was yet in Thebes, not after he had died at Colonus. Again, in regard to Antigone’s tragic end Sophocles differs from Euripides, according to whom the calamity was averted by the intercession of Dionysus and was followed by the marriage of Antigone and Haemon. In Hyginus’s version of the legend, founded apparently on a tragedy by some follower of Euripides, Antigone, on being handed over by Creon to her lover Haemon to be slain, was secretly carried off by him, and concealed in a shepherd’s hut, where she bore him a son Maeon. When the boy grew up, he went to some funeral games at Thebes, and was recognized by the mark of a dragon on his body. This led to the discovery that Antigone was still alive. Heracles pleaded in vain with Creon for Haemon, who slew both Antigone and himself, to escape his father’s vengeance. On a painted vase the scene of the intercession of Heracles is represented (Heydermann, Über eine nacheuripideische Antigone, 1868). Antigone placing the body of Polyneices on the funeral pile occurs on a sarcophagus in the villa Pamfili in Rome, and is mentioned in the description of an ancient painting by Philostratus (Imag. ii. 29), who states that the flames consuming the two brothers burnt apart, indicating their unalterable hatred, even in death.

(2) A second Antigone was the daughter of Eurytion, king of Phthia, and wife of Peleus. Her husband, having accidentally killed Eurytion in the Calydonian boar hunt, fled and obtained expiation from Acastus, whose wife made advances to Peleus. Finding that her affection was not returned, she falsely accused Peleus of infidelity to his wife, who thereupon hanged herself (Apollodorus, iii. 13). ANTIGONUS CYCLOPS (or ; so called from his having lost an eye) (382–301 ), Macedonian king, son of Philip, was one of the generals of Alexander the Great. He was made governor of Greater Phrygia in 333, and in the division of the provinces after Alexander’s death (323) Pamphylia and Lycia were added to his command. He incurred the enmity of Perdiccas, the regent, by refusing to assist (q.v.) to obtain possession of the provinces allotted to him. In danger of his life he escaped with his son Demetrius into Greece, where he obtained the favour of Antipater, regent of Macedonia (321); and when, soon after, on the death of Perdiccas, a new division took place, he was entrusted with the command of the war against Eumenes, who had joined Perdiccas against the coalition of Antipater, Antigonus, and the other generals. Eumenes was completely defeated, and obliged to retire to Nora in Cappadocia, and a new army that was marching to his relief was routed by Antigonus. Polyperchon succeeding Antipater (d. 319) in the regency, to the exclusion of Cassander, his son, Antigonus resolved to set himself up as lord of all Asia, and in conjunction with Cassander and Ptolemy of Egypt, refused to recognize Polyperchon. He entered into negotiations with Eumenes; but Eumenes remained faithful to the royal house. Effecting his escape from Nora, he raised an army, and formed a coalition with the satraps of the eastern provinces. He was at last delivered up to Antigonus through treachery in Persia and put to death (316). Antigonus again claimed authority over the whole of Asia, seized the treasures at Susa, and entered Babylonia, of which Seleucus was governor. Seleucus fled to Ptolemy, and entered into a league with him (315), together with Lysimachus and Cassander. After the war had been carried on with varying success from 315 to 311, peace was concluded, by which the government of Asia Minor and Syria was provisionally secured to Antigonus. This agreement was soon violated on the pretext that garrisons had been placed in some of the free Greek cities by Antigonus, and Ptolemy and Cassander renewed hostilities against him. Demetrius Poliorcetes, the son of Antigonus, wrested part of Greece from Cassander. At first Ptolemy had made a successful descent upon Asia Minor and on several of the islands of the Archipelago; but he was at length totally defeated by Demetrius in a naval engagement off Salamis, in Cyprus (306). On this victory Antigonus assumed the title of king, and bestowed the same upon his son, a declaration that he claimed to be the heir of Alexander. Antigonus now prepared a large army, and a formidable fleet, the command of which he gave to Demetrius, and hastened to attack Ptolemy in his own dominions. His invasion of Egypt, however, proved a failure; he was unable to penetrate the defences of Ptolemy, and was obliged to retire. Demetrius now attempted the reduction of Rhodes, which had refused to assist Antigonus against Egypt; but, meeting with obstinate resistance, he was obliged to make a treaty upon the best terms that he could (304). In 302, although Demetrius was again winning success after success in Greece, Antigonus was obliged to recall him to meet the confederacy that had been formed between Cassander, Seleucus and Lysimachus. A decisive battle was fought at Ipsus, in which Antigonus fell, in the eighty-first year of his age.

ANTIGONUS GONATAS (c. 319–239 ), Macedonian king, was the son of Demetrius Poliorcetes, and grandson of Antigonus Cyclops. On the death of his father (283), he assumed the title of king of Macedonia, but did not obtain possession of the throne till 276, after it had been successively in the hands of Pyrrhus, Lysimachus, Seleucus, and Ptolemy Ceraunus. Antigonus repelled the invasion of the Gauls, and continued in undisputed possession of Macedonia till 274, when Pyrrhus returned from Italy, and (in 273) made himself master of nearly all the country. On the advance of Pyrrhus into Peloponnesus, he recovered his dominions. He was again (between 263 and 255) driven out of his kingdom by Alexander, the son of Pyrrhus, and again recovered it. The latter part of his reign was comparatively peaceful, and he gained the affection of his subjects by his honesty and his cultivation of the arts. He gathered round him distinguished literary men—philosophers, poets, and historians. He died in the eightieth year of his age, and the forty-fourth of his reign. His surname was usually derived by later Greek writers from the name of his supposed birthplace, Gonni (Gonnus) in Thessaly; some take it to be a Macedonian word signifying an iron plate for protecting the knee; neither conjecture is a happy one, and in our ignorance of the Macedonian language it must remain unexplained.

ANTIGONUS OF CARYSTUS (in Euboea), Greek writer on various subjects, flourished in the 3rd century After some time spent at Athens and in travelling, he was summoned to the court of Attalus I. (241–197) of Pergamum. His chief work was the Lives of Philosophers drawn from personal knowledge, of which considerable fragments are preserved in Athenaeus

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The Encyclopedia Americana (1920)/Education and the War

EDUCATION AND THE WAR. The present European War is affecting education to a far greater extent than wars of the past. This is inevitable because never before have the foundations of world civilization been so shaken. Inasmuch as education, its philosophy, institutions, and practices must in the long run express the spirit and forms of the civilization on which it acts, any far-reaching changes in the nature of that civilization will be reflected in education. The immediate effects of the present war on education are similar to those of previous wars, but on a much larger scale, due to the magnitude of the conflict. The essential external elements of education are teachers, pupils, and money needed to carry on the work of educational institutions. War demands the service of teachers and pupils for the army and navy and for the industries upon which these fighting forces depend — agricultural, manufacturing, and extractive. The immediate result is a shortage of teachers, a decrease in the enrollment of pupils in all classes of schools, particularly in secondary and higher institutions; and an actual decline in the number of institutional for not a few have been obliged to close their doors entirely for the period of the war at least. The increased cost of carrying on education in a régime of rising prices, a common phenomenon in war time — the cost of labor, supplies, salaries, etc. — affects education adversely. Moreover, the shifting of labor to those industries where wages are high draws from educational institutions both teachers and others connected with the schools. The rise in the cost of living also prevents parents from keeping their children in school, so that there is a tendency for fewer pupils to pass out of the elementary to the secondary higher schools. These factors tend to decrease the quantity and quality of education and the number of courses and subjects available for study. In the higher institutions less promising material remains from which the leaders of the

future must be trained. Thus the war has brought on a national emergency in education which has led to earnest efforts to provide, in part at least, adequate remedies.

Higher institutions of learning, for example, have very generally modified existing and introduced new courses. Examples of modified courses, taught with a view to making them contribute directly to the war, are those in topography, chemistry, physics, medicine, engineering, psychology and French. In these subjects emphasis is laid on the construction and interpretation of military maps, telegraphy and telephony, war surgery and infectious diseases common in war, sanitation and hygiene, bridge and highway engineering and surveying, chemistry of foods, gases used in warfare, dietetics, psychological tests, and military conversational French. New courses, not before customary, include those in military tactics, ordinance, storekeeping, military history and historical courses directly on the war, both from the European and American point of view. A large amount of research work along special lines has been carried on as a result of direct requests of the government.

Remedies suggested by the government to meet the emergency, in many cases already adopted, include appeals to elementary, secondary and higher institutions to fit their educational policies to war needs. That of the Commissioner of Education, 22 May 1917, is notable, “Suggestions for the Conduct of Educational Institutions During the Continuance of the War,” urging enforcement of school attendance laws in elementary and high schools, suggesting continuation classes and evening schools for minors and adults, requesting normal schools to double their efforts to train teachers, and advising higher institutions to reduce expenses, keep open all the year, to lay special emphasis in summer schools on courses adapted to war needs to stimulate research, and to prevent the scattering of the faculty or student body so far as possible.

The President, on 20 July 1917, urged colleges and technical schools to maintain their courses on the usual basis in order that every opportunity might be given for the training of the leaders on whom must fall the serious work of reconstruction. Likewise we may note the appeal of March 1918, signed by the Secretary of War, Secretary of the Navy and others, urging that boys and girls be kept in elementary and secondary schools until 18 years of age, because the future requires that these pupils have more and better education to cope with the problems of peace.

A second remedy is the plan to use the school plants to their maximum capacity, that is, all the year around, with the year divided into four quarters of 12 weeks each. Moreover greater use of school plants is urged for late afternoon and evening classes, both for minors and adults and the use of assembly rooms for lectures connected with the problems of the war, such as conservation, production, savings and thrift. Numerous school plants have been used for the training of those entering the war, for both military and industrial services and for the production of war materials — for use of the Red Cross, for example. There is also greater use of the school plant as community

centres and as meeting places for the various organized bodies directly or indirectly connected with the school, whose work contributes to the war. This intensive extension of the functions of the school is seen in the formation of such organizations as the Junior Red Cross, Boy Scouts, War Savings, Liberty Loan, and War Garden clubs.

A third remedy is to change the point of view in teaching so far as it centres on local, State, or sectional interests rather than on national interests. President Wilson, in his letter of 23 Aug. 1917, asked the school officers and teachers of the country to stress the problems of community and national life because they are the most pressing problems now before us and will be still more so in the future. This tendency to emphasize national ideals is one of the most important of the changes brought on by the war. The fact that we do not have a national system of education has tended to divert attention from national interests and ideals. One of the immediate effects of the war, however, is to place emphasis on the duties and obligations of citizenship rather than on the privileges and rights of the individual. Considering the origin of the nation, the importance attached to individual rights in the period of the American Revolution, the slow growth of the national ideal, and the fact that education itself is under State control, it was natural that this point of view was neglected. But war is one of the greatest integrating and unifying forces, and tends to counteract racial, religious, party, sectional and class divisions, the disintegrating forces in national life, in order that the whole strength of the people may be used to overthrow the common foe. It places first the interests of the largest group, the nation, instead of individual interests, or those of a group seeking some selfish or local end.

Another principle affecting education is the new conception of the relation of the individual to the nation because of the immediate demands of the war. As public opinion changes, as the lessons forced on the people by the war are learned, education necessarily reflects these changes. The war has emphasized not only the matter of duties and obligations, but the principle of obedience and the performance of definite and often disagreeable tasks. This is in contrast to the notion present in the educational philosophy of the past generation, that pupils should do only those things which interest them. The exacting demands of war and the performance of uncongenial tasks required as a part of the training to gain skill and knowledge; the subordination of the individual to the group, to gain efficiency and success — these principles tend to react on educational philosophy, methods of instruction and the requirements made of the pupil. The effect on public opinion of the campaign for saving and economizing in money, time, food and clothing tends also to influence school practice and ideals.

Broadly speaking, the war has emphasized two types of education which compete more and more with the older cultural variety. The first grows out of the emphasis on national ideals and interests, and the duties and obligations of citizens to the nation in peace and war. This may be called the new social-civic education which has for its basis the

of the pupil through the study of the social sciences, history, civics, economics and sociology. It is through emphasis on these subjects that the pupils can be taught to take the social rather than the individual point of view; to become interested in, and to sacrifice for, the interests of the group. The new interest in history and civics is the first outcome of this force. It is agreed that the subject of history assumes great importance because the ideals for which we are fighting must necessarily be taught to the present generation. This calls for a revaluation of our own history as well as a broader study of the origin and development of our cultural and political institutions, and the development of democratic ideas. It also calls for a more complete knowledge of the history of the nations opposed to us, their psychology, philosophy, political systems and aims. It calls for a broader study of the history of those nations with whom we are allied in the war. It calls for a restudy of onr own history, especially with respect to an understanding of out indebtedness to England for the origin of many of our institutions and much of our culture, to remove false prejudice and to show how under the forms of monarchy England is a democracy. The final attitude of the United States at the peace conference and in future efforts to preserve the world peace must, in the last analysis, be determined by public opinion. An enlightened public opinion is impossible unless historical conceptions are present in the minds of the people, sufficient for them to recognize what is just and right for the future existence of the nations and peoples who are concerned in the world peace. If the people of the United States are to help safeguard the world for democracy, it is obvious that the historical background of the struggle for democracy in the past and the manner in which nations have reacted to that struggle must be thoroughly understood.

Similarly, the necessity of studying civics, economics and social science is acknowledged, because citizens must know something of these subjects in order to react intelligently to the serious problems brought up by the war, to choose representatives who will vote for wise laws, and devise machinery for the solution of the great questions growing out of the war and reconstruction. Because of the war, our democracy is confronted with the need of more intelligent and better educated citizens in the political and social sciences than ever before were needed. For already the political, industrial and social practices and institutions of this country have been greatly changed. Whether the process will go on or whether we shall retrace our steps is a question which the generation now in our schools must help to decide. It is agreed that pupils must have a comprehension of the problems, difficulties, and tendencies facing us, in order to arrive at a wise solution and avert possible disaster. No more important questions could confront the people than those which relate to the permanent control of public utilities, railroads, telegraphs, telephones; the production, distribution, and consumption of food and fuel; the regulation of prices, and government control or ownership of other resources or agencies, and its relation to capital and labor.

The second type of education emphasized by the war is the industrial-scientific. The deeper causes leading to the war, especially those of an economic character, have called attention to the fact that industrial nations like those of western Europe, and even the United States, cannot prosper in peace or war without great attention to that phase of education which develops exact knowledge of and skill in the trades and processes on which an industrial civilization is based. The United States, broadly speaking, has been living on its capital, on the stored-up wealth represented by the natural fertility of the soil and the bountiful supplies of minerals and raw materials such as coal, iron, copper, lumber, etc. With such ready-made wealth, little technical skill, efficiency, or knowledge was needed for the supply of immediate needs or even for accumulating wealth. This era, however, has passed and this country, even now, must increasingly conserve its wealth and even depend on other lands for part of its raw supplies. It must apply more skill, knowledge, and efficiency in obtaining wealth from the soil, and in transforming raw materials into finished products. This condition, in connection with the competition of other racial groups who have attained still greater knowledge than we have, is at bottom the basis for the emphasis on technical, scientific, and vocational education. The 6,000,000 farmers in this country, and those who take their places, cannot succeed without more scientific and technical knowledge involving the chemistry of soils, problems of fertility, the science of growing larger crops, knowledge of the enemies of plant life and how to overcome them, the care of farm machinery, the production of better food and service animals, and the principles of scientific management of farms from the viewpoint of profit and loss. The reason for a great extension of agricultural education is obvious. But this means a very different rural system for education from that now prevailing, one that can only be introduced at great cost, and with the aid of the resources of all the people administered by the national government.

The intricacy of modern industrial processes, the greater and greater skill needed to obtain the required amount of wealth out of resources continually growing less, and the necessity of providing the great mass of industrial workers with the kind of education which will not only increase their skill and earning power, and hence the wealth of the nation, but also give them that broader vision and wider knowledge of their position and work, their privileges, duties, and obligations — all this is at the foundation of the demand for vocational education. It is significant that Congress passed the Smith-Hughes bill for Federal aid to vocational education in 1917, under the influence of the war and because of its effect on the type of education needed for a great industrial nation. This bill provides for the appropriation of large sums from the Federal treasury to stimulate the teaching of agricultural and industrial education, and home economics, and calls for an equal appropriation from the States taking advantage of the bill. It also created a Federal board for vocational education which has important powers of supervising the systems

established. This bill, if not directly a result of the war, was greatly influenced by it. It is the beginning of a new era in the United States, and must have important effects on national life, such as providing for the industrial skill needed for national defense, and for industrial competition likely to follow the war. It also lays the foundation for the vocational education of those soldiers who return. Particular subjects in the curriculum, such as geography, have been affected by the war. The result is a new interest in world geography, both as to the ownership of land areas and especially the economic resources of nations and their trade and commerce. The decline in the study of German in schools and colleges, and the increased attention to French and Spanish, is another important effect of the war on education.

The problems developed by the war, and the preparation for it, have led to increased study of the defects of our educational system with proposals to remedy them. One of the first results of the medical examination of those called to the colors was to reveal the fact that a larger proportion of our population than we realized, suffer from physical defects and diseases. That many of these could have been prevented by early attention, by medical inspection of school children, by greater care of their health, and by more attention to physical training by the schools is admitted. The question of the duty of the State to pay equal attention to both the physical and the mental well-being of its future citizens is more and more recognized. If this view is not one of the direct results of the war at least we may say that it has been greatly stimulated.

A second discovery growing out of the war was the fact that there was a large element of our popu1ation which had not only not been Americanized, but could neither read nor write English. The newly arrived immigrants who later became voters, as well as those who from choice remained aliens, were hardly touched by our public school system. The absurdity of granting citizenship and the franchise to one class, and allowing both classes to perpetuate their own foreign languages and culture, and even to pass these on to their children to the exclusion of our own language and culture, is now seen and appreciated. To expect that such a policy would make the United States safe for democracy, or to expect as a result of this policy that the nation would become unified in spirit, language, and ideals, so that it could act as a unit in a great crisis for its own self-protection, was foolish. Accordingly it is recognized that the function of the school must be extended so as to prevent such a condition in the future; that the school must extend its opportunities to immigrants and aliens, and indeed that education of emigrants must be made compulsory through continuation schools.

The problem of a teaching force that will be all American, loyal, and in sympathy with the ideals of this country has been brought to light by the war. The tendency to require public teachers to be citizens, and to be free from any taint of disloyalty or antagonism to the ideals of America, is an effect of the war. To teach successfully the ideals for which

America now stands as well as the relation of these ideals to our historic past is obviously possible only for one who believes in no other ideals.

Finally there is the relation of education to the reconstruction period following peace. New political, economic and social conditions inevitably mean a new philosophy of education. The old order has even now actually passed, and it is hardly possible for it to return, because the conditions on which the old order was baaed have disappeared. The real propelling power of education is the prevailing political, economic and social forces of a period, plus environment. As these change so must education, its philosophy, curriculum, ideals, institutions, and practices. The war has already forced changes which must inevitably affect the future. Those changes which have taken place, such as governmental regulation of production, distribution and consumption of food and fuel, the principle of co-operation between the government and private industry, governmental regulation of labor supply and wages, and control of transportation facilities — all these mark the beginning of a new political, social and economic order, and hence a new order of education for the future.

National development in the immediate future will be determined largely by the educational plans and practices set in motion by the war — a new physical, industrial, and social training, extension of the principle of universal elementary to universal secondary education, so far as possible, with a corresponding increase in the proportion of those receiving a higher education, and the attempt to reach the whole adult population, through extension of the use of the school plant, various types of education, and continuation schools. This program may be supplemented in peace times by use of the great cantonments established by the government, for training men for the problems of peace as well as war, and for the rehabilitation of the disabled soldiers of the war. The proposed national department of education would do much to correlate existing agencies, to lay down the guiding principles which would standardize minimum requirements and make proposed improvements.

Bibliography. Dean, Arthur D., ‘Our Schools in War Time and After’ (Boston 1918); various articles in ‘Proceedings’ of National Educational Association (Washington 1917, 1918); ‘Report of United States Commission of Education’ (Vol. I, pp. 1-19, Washington 1917); ‘Education and the War,’ six articles by various authors in ‘Educational Administration and Supervision’ (Vol. IV, no. 1, pp. 1-53, January 1918); publications of the Bureau of Education, especially ‘Lessons in Community and National Life,’ and the series called ‘Teachers Leaflets,’ ‘Secondary School Circulars,’ and ‘Higher Education Circulars,’ all of which bear directly on education and the war (Washington 1917, 1918); ‘The National Emergency in Education,’ a pamphlet issued by the National Education Association, containing a statement of the nature of the crisis in education and a program for readjustment during and after the war (Washington, June 1918).


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The Encyclopedia Americana (1920)/James, William (psychologist)

JAMES, William, American psychologist and philosopher: b. New York, 11 Jan. 1842; d. Chocorua, N. H., 26 Aug. 1910. He was the son of Henry James, theologian, and brother of Henry James, novelist. He was educated in New York and abroad, studied in 1861-63 at the Lawrence Scientific School of Harvard University, accompanied the Thayer expedition to Brazil in 1864-65, was graduated from the Harvard Medical School in 1870, in 1872 was appointed instructor in anatomy and physiology at the school, and in 1876 assistant professor of physiology. In 1885 he was appointed assistant professor of philosophy in the university, in 1889 professor of psychology, and subsequently professor of philosophy. He was Gifford lecturer on natural religion in the University of Edinburgh (1899-1901); Lowell Institute lecturer (1906); and Hibbert lecturer on the modern status of philosophy at Manchester College, Oxford (1909). His best-known work was done in the domain of analytical psychology, in which he won European recognition. His works are marked by a most readable style and skilful exposition of different topics,

“radical empiricism” and “pragmatism.” He was a founder of the American Society for Psychological Research in 1884, and published ‘Principles of Psychology’ (1890); and ‘Psychology, Briefer Course’ (1892), both popular textbooks; ‘The Will to Believe’ (1897); ‘Human Immortality’ (1898); ‘Talks to Teachers on Psychology’ (1899); ‘The Varieties of Religious Experience’ (1902); ‘Pragmatism’ (1907); ‘A Pluralistic Universe’ (1909); ‘The Meaning of Truth’ (1909); ‘Memories and Studies’ (1911); ‘Some Problems of Philosophy’ (1911); ‘Essays in Radical Empiricism’ (1912). Consult ‘Essays Philosophical and Psychological in Honor of William James, by his Colleagues at Columbia University’ (London 1908); Flournoy, Th., ‘The Philosophy of William James’ (New York 1917); Knox, H. V., ‘Philosophy of William James’ (London 1914); Royce, J., ‘William James, and Other Essays on the Philosophy of Life’ (New York 1911).


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132 armies should be constantly encamped on either side of the Thracian Bosphorus, to guard the frontiers of the rival monarchies; and that the senators of European extraction should acknowledge the sovereign of Rome, whilst the natives of Asia followed the emperor of the East. The tears of the empress Julia interrupted the negotiation, the first idea of which had filled every Roman breast with surprise and indignation. The mighty mass of conquest was so intimately connected by the hand of time and policy, that it required the most forcible violence to rend it asunder. The Romans had reason to dread that the disjointed members would soon be reduced by a civil war under the dominion of one master; but, if the separation was permanent, the division of the provinces must terminate in the dissolution of an empire whose unity had hitherto remained inviolate.

Had the treaty been carried into execution, the sovereign of Europe might soon have been the conqueror of Asia; but Caracalla obtained an easier though a more guilty victory. He artfully listened to his mother's entreaties, and consented to meet his brother in her apartment, on terms of peace and reconciliation. In the midst of their conversation, some centurions, who had contrived to conceal themselves, rushed with drawn swords upon the unfortunate Geta. His distracted mother strove to protect him in her arms; but in the unavailing struggle, she was wounded in the hand, and covered with the blood of her younger son, while she saw the elder animating and assisting the fury of the assassins. As soon as the deed was perpetrated, Caracalla, with hasty steps and horror in his countenance, ran towards the Prætorian camp, as his only refuge, and threw himself on the ground before the statues of the tutelar deities. The soldiers


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White House Press Secretary on Sandra Fluke (2012 August 14)

White House Press Secretary on Sandra Fluke

James "Jay" Carney

The White House James S. Brady Press Briefing Room

August 14, 2012

The White House

Office of the Press Secretary

For Immediate Release

August 14, 2012

Press Gaggle by Press Secretary Jay Carney en route Oskaloosa, IA, 8/14/2012

Aboard Press Bus

En Route Oskaloosa, Iowa

10:52 A.M. CDT

MR. CARNEY: Welcome aboard Press Force One here, the press vehicle as part of the President’s motorcade, as we make our way through Iowa on this glorious day -- day two of our trip.

[...]

Q   Can you give us some examples, as far as like the women's issues that you guys are concerned about, what are some of these things that Romney and Ryan have in mind that are bad? MS. PSAKI: Well, how long do you have? (Laughter.) Look, I think they've been very clear that they want to go back to a time when women could not make choices about their own health care; where contraception is not a part of what employers are providing. They've made this an issue that has taken us back in time, and that’s something that women across the country are concerned about. You heard Sandra Fluke introduce the President last week. And also, I'll add in equal pay, ensuring women have equal pay. That’s not a priority for the Republican ticket, and I think it raises a lot of red flags for women across the country.

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The Encyclopedia Americana (1920)/James, George Wharton

JAMES, George Wharton, American explorer, ethnologist, lecturer and author: b. Gainsborough, Lincolnshire, England, 27 Sept. 1858. He spent many years in making geological and other researches in California and elsewhere in the southwestern United States, is a member of various learned societies in this country and England; was associate editor The Craftsman, 1904-05; editor Out-West, 1912-14, and lecturer at the Panama-Pacific and Panama-California expositions, 1915-16. He published ‘The Lick Observatory’ (1888); ‘Nature Sermons’; ‘Picturesque Southern

California’; ‘From Alpine Snow to Semi-Tropical Sea’; ‘In and Around the Grand Canyon’ (1900); ‘Indian Basketry’ (1900); ‘The Indians of the Painted Desert Region’ (1903); ‘How to Make Indian and other Baskets’ (1903); ‘Travelers' Handbook to Southern California’; ‘In and Out of the Old Missions of California’ (1905); ‘The Story of Scraggles’; ‘The Wonders of the Colorado Desert’ (1906); ‘What the White Race May Learn from the Indian’; ‘Through Ramona's Country’ (1907); ‘The Grand Canyon of Arizona’ (1909); ‘The Hero of California’ (1910); ‘Indian Blankets and their Makers’; ‘California, Romantic and Beautiful’ (1914); ‘The Lake of the Sky, Lake Tahoe’; ‘Our American Wonderlands’ (1915); ‘Living the Radiant Life’; ‘Quit Your Worrying’; ‘Arizona, the Wonderland’; ‘Reclaiming the Arid West’ (1916); ‘Exposition Memories’ (1917); ‘House Blessing and Guest Book’ (1918).
 * ‘Missions and Mission Indians of


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Rh


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Rh attempted to raise and comfort him. In broken and disordered words he informed them of his imminent danger and fortunate escape: insinuating that he had prevented the designs of his enemy, and declared his resolution to live and die with his faithful troops. Geta had been the favourite of the soldiers; but complaint was useless, revenge was dangerous, and they still reverenced the son of Severus. Their discontent died away in idle murmurs, and Caracalla soon convinced them of the justice of his cause, by distributing in one lavish donative the accumulated treasures of his father's reign. The real sentiments of the soldiers alone were of importance to his power or safety. Their declaration in his favour commanded the dutiful professions of the senate. The obsequious assembly was always prepared to ratify the decision of fortune; but as Caracalla wished to assuage the first emotions of public indignation, the name of Geta was mentioned with decency, and he received the funeral honours of a Roman emperor. Posterity, in pity to his misfortune, has cast a veil over his vices. We consider that young prince as the innocent victim of his brother's ambition, without recollecting that he himself wanted power, rather than inclination, to consummate the same attempts of revenge and murder.

The crime went not unpunished. Neither business, nor pleasure, nor flattery, could defend Caracalla from the stings of a guilty conscience; and he confessed, in the anguish of a tortured mind, that his disordered fancy often beheld the angry forms of his father and his brother rising into life, to threaten and upbraid him. The consciousness of his crime should have induced him to convince mankind, by the virtues of his reign, that the bloody deed had been the involuntary effect of fatal necessity. But the repentance of Caracalla only prompted him to remove from the world whatever could remind him of his guilt, or recall the memory of his murdered brother. On his return from the senate to the palace, he found his mother in the company of several noble matrons, weeping over the untimely fate of her younger son. The jealous emperor threatened them with instant death: the sentence was executed against Fadilla, the last remaining daughter of the Emperor Marcus; and even the afflicted Julia was obliged to silence her lamentations, to


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The Encyclopedia Americana (1920)/James, Henry (theologian)

JAMES, Henry, American Swedenborgian theologian: b. Albany, N. Y., 3 June 1811; d. Cambridge, Mass., 18 Dec 1882. He was educated at Union College and Princeton Theological Seminary, traveled abroad and became a Sandemanian and later a Swedenborgian. He subsequently lived in New York, Newport, R. I., and lastly at Cambridge. Among the most noted of his works on morals and religion are ‘What is the State?’ (1845); ‘Moralism and Christianity’ (1852); ‘Lectures and Miscellanies’ (1852); ‘The Nature of Evil’ (1855); ‘Christianity the Logic of Creation’ (1857); ‘Substance and Shadow’ (1863); ‘The Secret of Swedenborg’ (1869). His ‘Literary Remains,’ edited by William James, appeared in 1885. He was the father of William and Henry James (qq.v.).


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Catholic Encyclopedia (1913)/St. Eustace

Eustace,, date of birth unknown, d. March 29, 625. He was second abbot of the Irish monastery of Luxeuil in France, and his feast is commemorated in the Celtic martyrologies on the 29th of March. He was one of the first companions of St. Columbanus, a monk of Bangor (Ireland), who with his disciples did much to spread the Gospel over Central and Southern Europe. When Columbanus, the founder of Luxeuil, was banished from the Kingdom of Burgundy, on account of his reproving the morals of King Thierry, the exiled abbot recommended his community to choose Eustace as his successor. Subsequently Columbanus settled at Bobbio in Italy. Three years after his appointment (613), when Clothaire II became ruler of the triple Kingdom of France, the abbot of Luxeuil was commissioned, by royal authority, to proceed to Bobbio for the purpose of recalling Columbanus. The latter, however, setting forth his reasons in a letter to the king, declined to return, but asked that Clothaire would take under his protection the monastery and brethren of Luxeuil. During the twelve years that followed, under the administration of the abbot Eustace, the monastery continued to acquire renown as a seat of learning and sanctity. Through the royal patronage, its benefices and lands were increased, the king devoting a yearly sum, from his own revenues, towards its support. Eustace and his monks devoted themselves to preaching in remote districts, not yet evangelized, chiefly in the northeastern extremities of Gaul. Their missionary work extended even to Bavaria. Between the monasteries of Luxeuil in France and that of Bobbio in Italy (both founded by St. Columbanus) connection and intercourse seem to have long been kept up.

JOHN B. CULLEN


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Catholic Encyclopedia (1913)/John Chetwode Eustace

Eustace,, antiquary, b. in Ireland, c. 1762; d. at Naples, Italy, August 1, 1815. His family was English, his mother being one of the Chetwodes of Cheshire. He was educated at Sedgley Park School, and after 1774 at the Benedictine house, St. Gregory's, Douay. He did not become a Benedictine though he always retained an attachment to the order, but went to Ireland where he taught rhetoric at Maynooth college, where he was ordained priest. He never had much sympathy for Ireland and, having given some offense there, returned to England to assist Dr. Collins in his school at Southall Park. From there he went to be chaplain to Sir William Jerningham at Costessey. In 1802 he travelled through Italy with three pupils, John Cust (afterwards Lord Brownlow), Robert Rushbroke, and Philip Roche. During these travels he wrote a journal which subsequently became celebrated in his "Classical Tour". In 1805 he resided in Jesus College, Cambridge, as tutor to George Petre. This was a most unusual position for Catholic priest, and Eustace's intercourse with leading members of the university led to his being charged with indifferentism. Dr. Milner, then vicar Apostolic, charged him with laying aside "the distinctive worship of his priesthood, in compliment, as he professed, to the liberality of the Protestant clergy, with whom he associated" and with permitting Catholics under his care to attend Protestant services. "This conduct", wrote the bishop, "was so notorious and offensive to real Catholics, that I was called upon by my brethren to use every means in my power to put a stop to it." On the other hand, an intimate friend says, "he never for a moment lost sight of his sacred character or its duties" (Gentleman's Magazine, see below). When Petre left Cambridge, Eustace accompanied him on another tour to Greece, Sicily, and Malta. In 1813 the publication of his "Classical Tour" obtained for him sudden celebrity, and he became a prominent figure in literary society, Burke being one of his chief friends. A short tour in France, in 1814, led to his "Letter from Paris", and in 1815 he travelled again to Italy to collect fresh materials, but he was seized with malaria at Naples and died there. Before death he bitterly lamented the erroneous tendency of certain passages in his writings. His works were: "A Political Catechism adapted to the present Moment" (1810); "An Answer to the Charge delivered by the Bishop of Lincoln to the Clergy of that Diocese at the Triennial Visitation in 1812"; "A Tour through Italy" (London, 1813, 2d ed., 1814); "A Classical Tour through Italy", 3d edition of the previous work, revised and enlarged (1815). A seventh edition of it appeared in London in 1841. It was also reprinted at Paris in 1837 in a series "Collections of Ancient and Modern English Authors", and "The Proofs of Christianity" (1814). The manuscript of his course of rhetoric, never published, is at Downside.

EDWIN BURTON