text:
Page:The Female Advocate.djvu/166

 myself into a post-chaise at two in the morning, with orders to the driver to carry me as far from town as he could before the return of night, leaving it to him to chuse the road.

My reason and my senses seemed benumbed and stupified during my journey. I made no reflections on what I was about, nor formed any design for my future life. When night came, my conductor would have stopped at a large town, but I bid him go on to the next village: there I alighted at a paltry inn, and dismissed my vehicle, without once considering what I was to do with myself, or why I chose that place for my abode. To say truth, I can give no account of my thoughts at this period of time: they were all confused and distracted. A short frenzy must have filled up those hours, of which my memory retains such imperfect traces. I remember only, that without having pulled off my clothes, I left the inn as soon as I saw the day, and wandered out of the village.

My unguided feet carried me to a range of willows by a river's side, where, after having walked some time, the freshness of the air re-

title: Page:The Female Advocate.djvu/166


text:
Page:The Female Advocate.djvu/167

 vived my senses, and awakened my reason. My reason, my memory, my anguish, and despair returned together. Every circumstance of my past life was present to my mind; but most the idea of my faithless lover, and my criminal love tortured my imagination and rent my bleeding heart, which, in spite of all its guilt and all its wrongs, retained the tenderest and most ardent affection for its undoer. This unguarded affection, which was the effect of a gentle and kind nature, heightened the anguish of resentment, and compleated my misery. In vain did I call off my thoughts from this gloomy retrospect, and hope to find a gleam of comfort in my future prospects. They were still more dreadful: poverty, attended by infamy, and want groaning under the cruel hand of oppression, and the taunts of insolence were before my eyes. I, who had once been the darling and the pride of indulgent parents, who had once been beloved, respected, and admired, was now the outcast of human nature; despised and avoided by all who had ever loved me, by all whom I had most loved!

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: Page:The Female Advocate.djvu/167


text:
Page:The Female Advocate.djvu/168

 hateful to myself, belonging to no one, exposed to wrongs and insults from all.

I tried to find out the cause of this dismal change, and how far I was myself the occasion of it. My conduct, with regard to Sir George, though I spontaneously condemned, yet, upon recollection, I thought the arguments which produced it would justify. But as my principles could not preserve me from vice, neither could they sustain me in adversity: conscience was not to be perverted by the sophistry which had beclouded my reason. And if any, by imputing my conduct to error, should acquit me of guilt, let them remember, it is yet true, that in this uttermost distress, I was neither sustained by the consciousness of innocence, the exultation of virtue, nor the hope of reward: whether I looked backward or forward, all was confusion and anguish, distraction and despair. I accused the Supreme Being of cruelty and injustice, who, though he gave me not sufficient encouragement to resist desire, yet punishes me with the consequences of indulgence. If there is a God, cried I,

title: Page:The Female Advocate.djvu/168


text:
Page:The Female Advocate.djvu/169

 he must be either tyrannical and cruel, or regardless of her creatures. I will no longer endure a being which is undeservedly miserable, either from chance or design, but fly to that annihilation in which all my prospects terminate. Take back, said I, listing my eyes to Heaven, the hateful gift of existence, and let my dust no more be animated to suffering, and exalted to misery.

So saying, I ran to the brink of the river, and was going to plunge in, when the cry of some person very near me made me turn my eyes to see whence it came. I was accosted by an elderly gentleman, who, with looks of terror, pity, and benevolence, asked what I was about to do? At first I was sullen, and refused to answer him: but by degrees the compassion he shewed, and the tenderness with which he treated me, softened my heart, and gave vent to my tears.

"O, Madam!" said he, "these are gracious signs, and unlike those which first drew my attention, and made me watch you unobserved, fearing some fatal purpose in your mind. What must be the thoughts which could make

title: Page:The Female Advocate.djvu/169


text:
Page:The Female Advocate.djvu/170

 a face like yours appear the picture of horror? I was taking my morning walk, and have seen you a considerable time: sometimes stopping and wringing your hands, sometimes quickening your pace, and sometimes walking slow, with your eyes fixed on the ground, till you raised them to Heaven, with looks not of supplication and piety, but rather of accusation and defiance. For pity tell me, how it is that you have quarrelled with yourself, with life, nay even with Heaven? Recal your reason and your hope, and let this seasonable prevention of your fatal purpose be an earnest to you of good things to come, of God's mercy not yet alienated from you, and stooping from his throne to save your soul from perdition?"

The tears which flowed in rivers from my eyes while he talked, gave me so much relief, that I found myself able to speak, and desirous to express my gratitude for the good man's concern for me. It was so long since I had known the joys of confidence, that I felt surprising pleasure and comfort from unburdening my heart, and telling my kind deliverer every circumstance of my story, and

title: Page:The Female Advocate.djvu/170


text:
Page:The Female Advocate.djvu/171

 every thought of my distracted mind. He shuddered to hear me upbraid the Divine Providence, and stopping me short, told me he would lead me to one who should preach patience to me whilst she gave me the example of it.

As we talked he lead me to his own house, and there introduced me to his wife, a middle-aged woman, pale and emaciated, but of a cheerful placid countenance, who received me with the greatest tenderness and humanity. She saw I was distressed, and her compassion was before hand with my complaints. Her tears stood ready to accompany mine; her looks and her voice expressed the kindest concern; and her assiduous cares demonstrated that true politeness and hospitality, which is not the effect of art but of inward benevolence. While she obliged me to take some refreshment, her husband gave her a short account of my story, and of the state in which he found me. "This poor lady," said he, "from the fault of her education and principles, sees every thing through a gloomy medium. She accuses Providence, and hates her existence

title: Page:The Female Advocate.djvu/171


text:
Page:The Female Advocate.djvu/172

 for those evils which are the common lot of mankind in this short state of trial. You, my dear, who are one of the greatest sufferers I have known, are best qualified to cure her of her faulty impatience, and to convince her, by your own example, that this world is not the place in which virtue is to find its reward. She thinks no one so unhappy as herself; but if she knew all that you have gone through, she would surely be sensible, that if you are happier than she, it is only because your principles are better."

"Indeed, my dear madam!" said she, "that is the only advantage that I have over you; but that indeed out weighs every thing else. It is now but ten days since I followed to the grave my only son, the survivor of eight children, who were all equally the objects of my fondest love: my heart is no less tender than your own, nor my affections less warm. For a whole year before the death of my last darling, I watched the fatal progress of his disease, and saw him suffer the most amazing pains. Nor was poverty, that dreaded evil, to which you could not submit, wanting to my

title: Page:The Female Advocate.djvu/172


text:
Page:The Female Advocate.djvu/173

 trials: though my husband is, by his profession, a gentleman, his income is so small, that I and my children have often wanted necessaries: and though I had always a weakly constitution, I have helped to support my family by the labour of my own hands At this time I am consuming, by daily tortures, with a cancer, which must shortly be my death. My pains, perhaps, might be mitigated by proper assistance, though nothing could preserve my life; but I have not the means to obtain that assistance." O, hold! interrupted I, my soul is shocked at the enumeration of such intolerable sufferings: how is it that you support them? Why do I not see you, in despair like mine, renounce your existence, and put yourself out of the reach of torment? But, above all, tell me how it is possible for you to preserve, amidst such complicated misery, that appearance of cheerfulness and serene complacency which shines so remarkably in your countenance, and animates every look and motion.

"That cheerfulness and complacency," answered the good woman, "I feel in my heart.

title: Page:The Female Advocate.djvu/173


text:
Page:The Female Advocate.djvu/174

 My mind is not only serene, but often experiences the highest emotions of joy and exultation, that the brightest hopes can give." And whence, said I, do you derive this astonishing art of extracting joy from misery, and of smiling amidst all the terrors of pain, sorrow, poverty, and death? She was silent for a moment, then stepping to her closet, reached a Bible, which she put into my hands: "See there," said she, "the volume in which I have learnt this art. Here I am taught, that everlasting glory is in store for all who will accept it upon the terms which Infinite Perfection has prescribed; here I am promised consolation, assistance, and support from the Lord of Life; and here I am assured, that my transient afflictions are only meant to fit me for eternal and unspeakable happiness. This happiness is at hand. The short remainder of my life seems but a point, beyond which opens the glorious prospect of immortality: thus encouraged, how should I be dejected? Thus supported, how should I sink? With such prospects, such assured hopes, how can I be otherways than happy?"

title: Page:The Female Advocate.djvu/174


text:
Page:The Female Advocate.djvu/175

 While she spoke, her eyes sparkled, and her whole face seemed animated with joy. I was struck with her manner, as well as her words. Every syllable she uttered seemed to sink into my soul, so that I never can forget it. I resolved to examine a religion, which was capable of producing such effects as I could not attribute either to chance or error. The good couple pressed me, with so much unaffected kindness, to make their little parsonage my asylum till I could better dispose of myself, that I accepted their offer. Here, with the assistance of the clergyman, who is a plain, sensible, and truly pious man, I have studied the Holy Scriptures, and the evidences of their authority. But after reading them with candour and attention, I found all the intrinsic arguments of their truth superfluous: the excellency of their precepts, the consistency of their doctrines, and the glorious motives and encouragements to virtue which they propose; together with the striking example I had before my eyes of their salutary effects, left me no doubt of their divine authority.

title: Page:The Female Advocate.djvu/175


text:
Page:The Female Advocate.djvu/176

 During the time of my abode here, I have been witness to the more than heroic, the joyful, the triumphant death of the dear good woman. With as much softness and tenderness as I ever saw in a female character, she shewed more dauntless intrepidity than the sternest philosopher, or the proudest hero. No torment could shake the constancy of her soul, or length of pain wear out the strength of her patience. Death was to her an object not of horror but of hope. When I heard her pour forth her last breath in thanksgiving, and saw the smile of extasy remain on her pale face when life was fled, I could not help crying out in the beautiful language I had lately learnt from the Sacred Writings, "O Death! where is thy sting? O Grave! where is thy victory?"

I am now preparing to leave my excellent benefactor, and get my bread in a service, to which he has recommended me in a neighbouring family. A state of servitude, to which once I could not resolve to yield, appears no longer dreadful to me; that pride, which would have made it galling, Christianity

title: Page:The Female Advocate.djvu/176


text:
Page:The Female Advocate.djvu/177

 has subdued, though philosophy attempted it in vain. As a penitent, I should gratefully submit to mortification; but as a Christian, I find myself superior to every mortification, except the sense of guilt. This has humbled me to the dust: but the assurances that are given me by the Saviour of the world of the divine pardon and favour, upon sincere repentance, have calmed my troubled spirit, and filled my mind with peace and joy, which the world can neither give nor take away. Thus, without any change for the better in my outward circumstances, I find myself changed from a distracted, poor, despairing wretch, to a contented, happy, grateful being; thankful for, and pleased with my present state of existence; yet exulting in the hope of quitting it for endless glory and happiness.

O! Sir, tell the unthinking mortals, who will not take the pains of enquiring into those truths which most concern them, and who are led by fashion, and the pride of human reason, into a contempt for the sacred oracles of God, tell them this truth, which experience hath taught me, that though vice is constantly at-

title: Page:The Female Advocate.djvu/177


text:
Page:The Female Advocate.djvu/178

 tended by misery, virtue itself cannot confer happiness in this world, except it is animated with the hopes of eternal bliss in the world to come.

title: Page:The Female Advocate.djvu/178


text:
Page:The Great Didactic of John Amos Comenius (1896).pdf/57

 the best of archbishops, bishops, earls, viscounts, barons, knights, esquires, gentlemen, ministers, professors of both Universities, merchants, and all sorts of learned or in any kind useful men.” Himself a voluminous author and translator, he was ever on the look-out for talent in need of assistance, and was rapidly getting through his fortune in the promotion of every Utopian scheme that came under his notice. It was to him and at his request that Milton addressed his essay Of Education (1644).

At this time in easy circumstances, he was living in Duke’s Place, Drury Lane, an address which we may be sure was the centre of Comenius’ London experiences. Here would have met to discuss the intellectual and political problems of the day men like Theodore Haak, John Durie, John Beale, John Wilkins, John Pell, and Evelyn, who had just returned to London after a three months’ journey through Europe. Milton was living in London, and must certainly have met and conversed with the illustrious stranger; while no farther off than at Seven-oaks was Thomas Farnaby, a very remarkable English schoolmaster, who had evinced his interest in the Janua by prefixing a short Latin poem to Anchoran’s edition of 1631.

It was a strange society to which Comenius was introduced. Haak was a naturalised Englishman who had been ordained deacon in 1634 by Hall, Bishop of Exeter. He it was who in 1648 suggested the meetings of learned men that eventually led to the formation of the Royal Society. To No. 5 of Hooke’s philosophical collections he contributed the criticisms of Marin Mersenne and of Descartes upon Dr. John Pell’s An Idea of Mathematics, and, according to Anthony à Wood, translated half of Paradise Lost into High Dutch.

John Durie, the son of Robert Durie, minister of the Scotch Church at Leyden, had been educated for the


text: Page:กม ร ๕ - ๒๔๕๒.pdf/4

title: Page:กม ร ๕ - ๒๔๕๒.pdf/4


text: Page:The Recluse by W Paul Cook.djvu/20

title: Page:The Recluse by W Paul Cook.djvu/20


text: The Female Advocate/Advertisements

title: The Female Advocate/Advertisements


text:
Page:The Lady of the Lake - Scott (1810).djvu/264

RV 248 (Rh)


text:
Page:Macaula yʼs minutes on education in India, written in the years 1835, 1836 and 1837 (IA dli.csl.7615).pdf/85

Rh recast. If Sir B. Malkin will furnish a list of ten or twelve books of a scientific kind which he thinks would be suited for prizes, the task will not be difficult; and with his help I will gladly undertake it. When I say “suited for prizes,” I mean that prize books ought to be interesting and amusing. There is a marked distinction between a prize book and a school book. A prize book ought to be a book which a boy receives with pleasure and turns over and over, not as a task, but spontaneously. I have not forgotten my own schoolboy feelings on this subject. My pleasure at obtaining a prize was greatly enhanced by the knowledge that my little library would receive a very agreeable addition. I never was better pleased than when at fourteen I was master of  which I had long been wishing to read. If my master had given me, instead of Boswell, a critical Pronouncing Dictionary, or a Geographical class book, I should have been much less gratified by my success. In the list before us, these considerations are utterly neglected. I therefore recommend that the whole list be at once rejected, and that we proceed to frame a new one.—[Page 94.] 21st December, 1836.

Principal’s House.—I cannot agree to the proposition about house. I do not see why we should pay 60 Rupees a month, when we can have accommodation for nothing. I should be most happy to afford any convenience to Dr. Bramley, but I cannot consent to do it out of our funds.—[Book E. page 109.] 19th April, 1835.

Chemical lectures asat [sic] the Medical College.—I sent the box yesterday to Dr. Grant, as I felt some diffidence in my own judgment in a question of this kind. It may therefore seem rather strange that I do not acquiesce in Dr. Grant’s opinion. But I own that I am not quite satisfied by what he has said. I do not conceive that we ought to take into our consideration any question but this simple one. Would it be a good thing for the instruction of Medical science in this country that Dr. O’Shaughnessy should read lectures on chemistry to the Medical students? Whether Dr. Bramley was formerly convinced of the importance of chemical lectures or not, whether he changed his mind on the subject or not, whether he were a party to the existing plan or not, seem to me to be very unimportant questions. If he were a party to the plan, it is not on that account the less his duty to suggest amendments in it. On the contrary, the circumstance of his being a party to the plan, makes it peculiarly his duty to do all in his power to make the plan perfect. I do not find that Dr. Grant denied


text:
Page:The Lady of the Lake - Scott (1810).djvu/265

RV 249 (Rh)


text:
Page:The Lady of the Lake - Scott (1810).djvu/266

RV 250 (Rh)


text: Page:The Harveian oration, delivered before the Royal College of Physicians, Wednesday, June 27th, 1877 (IA b22314623).pdf/2


text:
Page:The Lady of the Lake - Scott (1810).djvu/267

RV 251 (Rh)


text: Page:กม ร ๕ - ๒๔๕๒.pdf/5

title: Page:กม ร ๕ - ๒๔๕๒.pdf/5


text:
Page:The Lady of the Lake - Scott (1810).djvu/268

RV 252 (Rh)


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/17


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/18


text:
User:Aba fan8

Hi

title: User:Aba fan8


text:
User talk:Aba fan8

hi

title: User talk:Aba fan8


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/19


text: Page:กม ร ๕ - ๒๔๕๒.pdf/6

title: Page:กม ร ๕ - ๒๔๕๒.pdf/6


text: Index:Hosseinzadeh v. Klein.pdf

title: Index:Hosseinzadeh v. Klein.pdf


text:
Page:Macaula yʼs minutes on education in India, written in the years 1835, 1836 and 1837 (IA dli.csl.7615).pdf/84

Rh Encouragement to the Summit Towarikh.—What is the book about? How is it executed? I should be obliged to some of our Orientalists to dip into it, and see whether we should do good or harm by distributing copies.—[Book N. page 69.] 8th March, 1837.

Proper Books for Prizes.—I agree with all that Sir B. Malkin has written. But I go even further than he. I own that I think the whole list a bad one. Not one book in ten is such as I should have selected. The mere circumstance that a gentleman is going to leave Hooghly, and is willing to sell us his library in the lump, seems to be no reason for our taking it. We can have no difficulty in making similar purchases every day. I am sure that not a week passes in which Messrs. Jenkins and Low do not sell collections at least as well chosen as this. I would decline altogether to purchase these standard books.

As to the list of prize books, I am not much better satisfied. It is absolutely unintelligible to me why works and my old friend   should be selected from the whole mass of English poetry to be prize books. I will engage to frame, currente calamo a better list—Bacon’s Essays, Hume’s, ,  Charles V., Robertson’s Scotland, Robertson’s America,  Gulliver, Robinson Crusoe, Shakspeare’s Works, , Milton’s smaller poems, Arabian Nights, Parke’s Travels,  Voyage, ,  , ,    Nelson,  life of.

This may serve as a specimen. These are books which will amuse and interest those who obtained them. To give a boy on the,  Moral Improvement, Young’s Intellectual Philosophy, Chalmers’s Poetical Economy!!! (in passing I may be allowed to ask what that means) is quite absurd. I would not give orders at random for books about which we know nothing. There are quite enough books which we know to be good. We are under no necessity of ordering any at haphazard. We know Robinson Crusoe and Gulliver and the Arabian Nights, and Anson’s Voyage, and many other delightful works which interest even the very young, and which do not lose their interest to the end of our lives. Why should we order blindfold such books as New Children’s Friend, the Juvenile Scrap Book, The Child’s Own Book, Niggens’s Earth,  Sea, and somebody else’s fire and air, books which, I will be bound for it, none of us ever opened.

The list in my opinion ought in all its parts to be thoroughly


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/20


text:
Page:The Great Didactic of John Amos Comenius (1896).pdf/58

 ministry at Sedan under Andrew Melville, and also at Leyden and Oxford. A great advocate of Evangelical unity, he was continually employed on semi-religious embassies. Recently ordered out of her country by Christina, Queen of Sweden, he was now in London without any definite occupation. Two years later he obtained the post of Keeper of the books, medals, and manuscripts of St. James.

John Beale, afterwards rector of Yeovil in Somersetshire, and chaplain to Charles I., was, like Hartlib, an agricultural enthusiast, and wrote, among other things, Aphorisms concerning Cider. Hartlib, writing to Boyle in 1658, says of him: “There is not the like man in the whole island nor in the continent beyond the seas so far as I know it I mean that could be made more universally use of to good to all, as I in some measure know and could direct.”

John Wilkins, afterwards Bishop of Chester, was ready to entertain any absurdity as long as its aim was philanthropic. He was the author of some curious works, including Discovery of a New World (1638), a description of communication with the moon by means of flying-machines, and Mercury, or the secret and swift messenger, showing how a man may with privacy and speed communicate his thoughts to a friend at any distance.

Last comes Dr. John Pell, a mathematician of no mean order. He had published his Commentationes in Cosmographiam Alstedii in 1631, and had doubtless many a conversation with Comenius about the character and parts of his old master.

Such was the circle in the midst of which Comenius found himself, and much further our acquaintance with the details of his visit does not go. He was delighted with London. To his friends in Lissa he writes with enthusiasm of the preachers, the libraries, and the anxiety displayed for school reform.

“I live,” he says in a letter dated the 18th of October, “as a friend among friends; though not so many visit me as


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/21


text:
Page:Hosseinzadeh v. Klein.pdf/1

 2010). Were the Court to modify the interest rate to reflect the New York statutory rate, it would be replacing the judgment of the Arbitrator, that the interest rate should be determined by the prevailing money market conditions, with its own judgment.

Moreover, courts in this Circuit have found that a district court may not provide prejudgment interest if the Arbitrator’s award is silent on such interest. Moran v. Arcano, No. 89 Civ. 6717 (CSH), 1990 WL 113121, at *2 (S.D.N.Y. July 27, 1990) (quoting In re Gruberg, 143 A.D.2d 39, 531 N.Y.S.2d 557, 558 (1988)). Courts have also rejected motions to vacate or modify arbitration awards that have failed to provide pre-judgment interest. See Nicoletti v. E.F. Hutton & Co., Inc., 761 F.Supp. 312, 315 (S.D.N.Y. 1991) (arbitrator’s failure to provide prejudgment interest was not grounds for vacatur); ''Rosenblum v. Aetna Casualty & Sur. Co.'', 81 A.D.2d 731, 439 N.Y.S.2d 482, 483 (3d Dep’t 1981) (refusing to modify arbitrator’s award which did not include prejudgment interest). In light of such case law, the Court finds that modification of the interest rate is also unwarranted.

'''IV. CONCLUSION'''

For the reasons stated above, Petitioner’s motion to vacate the arbitration award and Respondent’s request to modify the interest rate are DENIED.

The Clerk of the Court is respectfully directed to terminate Doc. 5 and close the case.

It is SO ORDERED.

title: Page:Hosseinzadeh v. Klein.pdf/1


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/22


text:
Page:The Great Didactic of John Amos Comenius (1896).pdf/59

 would do so if they knew that I could speak English, or if they had more confidence in their own Latin, or if they had not such a high opinion of me.”

This shyness on the part of callers gave him plenty of time to talk over plans with his friends. He had not arrived at a fortunate moment; the king had gone to Scotland, Parliament had risen for three months, and nothing remained but to stay in London for the winter and unfold to Hartlib and his circle the sketch, such as it was, of his Pansophic system. His leisure time he employed in the composition of a new work, entitled Via Lucis, which was, however, not published until the year 1668 in Amsterdam.

Uppermost in the minds of Hartlib and his friends was the formation of a Universal College for physical research, on the lines suggested by Bacon in the New Atlantis. Now at last in Comenius they thought they had discovered a man competent to found a “Solomon’s House,” if only sufficient assistance were given him by Parliament. This was their chief object in urging him to come to England, and it was on the establishment of the college that the conversation turned. As we have seen, Comenius was totally unfitted to organise a collection of laboratories for physical research—for that was what the proposal practically amounted to. He was, as he himself confesses, primarily a theologian, and, though he could talk glibly and attractively of enlarging the boundaries of human knowledge, he had no conception of the tedious processes of experimentation that were necessary, and flew off to vague generalisations at every opportunity. If proof was necessary, he supplied it from the Scriptures, and as a means for verification valued a text from Genesis more than all the paraphernalia of the chemist and the physicist.

The Via Lucis, while much of it is of that fantastic


text: Page:Hosseinzadeh v. Klein.pdf/2

title: Page:Hosseinzadeh v. Klein.pdf/2


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/23


text: Page:Hosseinzadeh v. Klein.pdf/3

title: Page:Hosseinzadeh v. Klein.pdf/3


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/24


text:
Page:The Great Didactic of John Amos Comenius (1896).pdf/60

 nature that we have already noticed in Comenius’ Pansophic writings, contains some points that are both new and interesting. The term “light” is taken to signify the millennium of learning to be attained by Pansophic methods, though at the same time the physical phenomenon of light is dealt with and its nature declared to consist of waves or motion (chap. ix.) This “light” is to be obtained by means of four things—universal books, universal schools, a universal college, and a universal language (chap. xv.) The universal college is to consist of men chosen from the whole world. These must be gifted, industrious, and pious, and their task is to further the welfare of mankind and extend the limits of knowledge in every way. England is a suitable place in which to found this college, partly because its position renders communication easy with the whole world, partly in memory of Bacon, and partly because it has offered to found the college and supply it with funds.

More important than all is the foundation of a universal language. Vives had suggested Latin, but Comenius thinks otherwise. Latin is too difficult, and is at the same time a poor language. A new tongue must be devised, at the same time easier and more complete than other languages. With this end in view, it is important to investigate the relation of sounds to objects and to harmony.

A new language can be formed in two ways, from the languages that exist or from things themselves. The latter is the method approved by Comenius. This universal language is not to abolish others. Learned men may still use Latin, Greek, and Hebrew, and nations their vernaculars (chap. xix.) A golden age is then to set in, in which the conversion is to take place, first of the Mohammedans, then of the heathen, and finally of the Jews (chap. xxi.)

In the conception of a new language, on which he lays so much stress, he was not alone. Dalgarno, a Scotsman, published a sketch of a Lingua Philosophica in 1661, and


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/25


text:
Page:The Great Didactic of John Amos Comenius (1896).pdf/61

 Bishop Wilkins, at the request of the Royal Society, brought out an elaborate scheme of a similar nature in 1668. Wilkins’ scheme does not deal with the relations of sounds to things. “The first thing in such an institution,” he says, “is to assign several letters and sounds for the forty genuses.“ This is done arbitrarily, and on this substratum the language is built up. It was to be written in a kind of shorthand, the signs for which are rather clumsily chosen. The universal language must have been one of the topics of conversation between Wilkins and Comenius, and it is difficult to say which, if either, borrowed it from the other.

Parliament now sat again, but had too much work on its hands to devote any attention to Comenius, and told him to wait. In the meantime he was assured that the intention was to give over to him some college with its income for the carrying into effect of his schemes. In London the Savoy or Chelsea College, and in the country Winchester College, were suggested as suitable institutions, so that, as Comenius remarks, “nothing seemed more certain than that the scheme of the great Verulam, of opening in some part of the world a universal college, whose one object should be the advancement of the sciences, would be carried into effect.”

But trouble had broken out in Ireland, and in England it was evident that affairs were working up to civil war. Comenius soon perceived that amid so much turmoil there was little chance of these suggestions bei carried into practice, and began to think of returning home. His position was unpleasant. On the strength of Hartlib’s invitation and assurance that funds would be forthcoming, he had given up his post in Lissa. Hopes of universal colleges and pecuniary support were now vanishing into thin air, and he found himself with baffled expectations,


text:
Page:The Great Didactic of John Amos Comenius (1896).pdf/62

 a wife and daughters to support, and a rapidly emptying purse.

It was at this juncture that a new patron, Ludwig de Geer, appeared on the scene. De Geer belonged to an aristocratic Dutch family, and had realised an enormous fortune in commerce. The centre of his business transactions, which he left to his agent Hotton, was Amsterdam. He himself resided on his estates at Finspong and Norköping in Sweden. It was through Hotton that he first heard of Comenius, in whose projects he began to take a keen interest as soon as his attention was directed to them. A letter sent to Lissa through Hotton’s agency arrived too late, and it was not till he had been in London for some time that Comenius received it. Feeling that Hartlib had perhaps promised more than he could bring about, he wrote to de Geer saying that if he had received his letter before leaving Lissa he would now be not in London but in Sweden.

This letter elicited another pressing invitation from de Geer, and to this Comenius sent an answer in December, explaining that he was not quite a free agent; his Church had the first claim on him, and he must consult his superiors before taking any fresh step.

Hartlib, who was aware of the correspondence with de Geer, now did his best to induce Comenius to stay in London, and brought out an English translation of the Prodromus under the title A Reformation of Schooles, in the hope of attracting renewed attention to the Pansophic schemes. But the unsettled state of affairs and his growing need of money made Comenius daily more anxious to get away. Fresh correspondence with de Geer followed, in which he pointed out that, if he was to make any real progress with his Pansophic books, he must have the assistance of some fellow-workers. Alone, he would find the task too great. De Geer, however, seems to have demurred to the proposal, and objected to Joachim Hubner, one of the proposed colleagues, on the ground of his religious opinions.


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/26


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/27


text: Page:กม ร ๕ - ๒๔๕๒.pdf/7

title: Page:กม ร ๕ - ๒๔๕๒.pdf/7


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/28


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/29


text: Page:กม ร ๕ - ๒๔๕๒.pdf/8

title: Page:กม ร ๕ - ๒๔๕๒.pdf/8


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/30


text: Page:กม ร ๕ - ๒๔๕๒.pdf/9

title: Page:กม ร ๕ - ๒๔๕๒.pdf/9


text:
Page:Works of Jules Verne - Parke - Vol 1.djvu/427

 "It is exhausted," said Joe, looking at it carefully; "it is 'done up,' its life has departed. Poor balloon!"

"If I mistake not," said Kennedy, "I can see the mountains of which you spoke, Samuel."

"Those are they, no doubt," said the doctor, having examined them with his glass. "They appear to me to be very high; we shall have some trouble to clear them."

"Cannot we avoid them?"

"I do not think so, Dick; look at the extent of them, nearly half the horizon."

"They seem to enclose us on all sides," said Joe.

"We must cross over them," said the doctor.

These dangerous obstacles appeared to approach with extreme rapidity, or rather the "Victoria" approached them, and she must ascend at any risk.

"Empty our water-cask," said Ferguson, "we have enough for to-day."

"It is done," said Joe.

"Is the balloon relieved at all?" inquired Kennedy.

"A little, about fifty feet higher," replied the doctor, who did not take his eyes from the barometer, "but that is not sufficient."

The peaks now appeared ready to fall upon the travelers, who were very far from the tops. The water for the blow-pipe was then thrown out, they only kept a few pints, but this was still insufficient.

"We must pass them," said the doctor.

"Throw out the chests, they are empty," said Kennedy.

"Out with them."

"There they go," said Joe, "it is to die by inches."

"As for you, Joe, don't you attempt to repeat your devoted act of the other day. Whatever happens, swear you will not leave us!"

"All right, sir, we will not separate."

The "Victoria" had regained a good height, but the mountain peak still overlooked her. It was a straight edge, which terminated in a regular peaked rampart. It was then more than 200 feet above the travelers.

"In ten minutes our car will be in contact with those rocks if we cannot pass them."

"Well, then, Mr. Samuel," said Joe.

"Keep only the pemmican, throw out all the rest."


text: Tiresias, and Other Poems/Tiresias

title: Tiresias, and Other Poems/Tiresias


text: Page:กม ร ๕ - ๒๔๕๒.pdf/10

title: Page:กม ร ๕ - ๒๔๕๒.pdf/10


text: Page:กม ร ๕ - ๒๔๕๒.pdf/11

title: Page:กม ร ๕ - ๒๔๕๒.pdf/11


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/31


text:
Page:NATIONAL INTELLIGENCE SURVEY 18; CZECHOSLOVAKIA; TRANSPORTATION AND TELECOMMUNICATIONS CIA-RDP01-00707R000200110013-9.pdf/21

 APPROVED FOR RELEASE: 2009/06/16: CIA-RDP01-00707R000200110013-9

15

APPROVED FOR RELEASE: 2009/06/16: CIA-RDP01-00707R000200110013-9


text:
Talk:Catholic Encyclopedia (1913)/Féliz de Azara

Precision about name and dates of birth and death
According to the Spanish Biographical Dictionary, the military engineer and naturalist Félix de Azara y Perera was born on May 18, 1742 in Barbuñales (Huesca, Spain) and died on October 17, 1921 in the same town. https://dbe.rah.es/biografias/7255/felix-de-azara-y-perera MartinGala (talk) 17:21, 18 October 2023 (UTC)


text:
MOOCs and OER in the Global South: Problems and Potential

Abstract
This paper examines the problems and potential of Massive Open Online Courses (MOOCs) and Open Education Resources (OER) in the global South. Employing a systematic review of the research into the use of open online learning technologies in Southern contexts, we identify five interrelated themes emerging from the literature: 1) access to the Internet; 2) participant literacies; 3) online pedagogies; 4) the context of content; and 5) the flow of knowledge between North and South. The significance of Southern voice and participation is addressed in the final section, which concludes that on balance, the literature offers a qualified endorsement of the potential and actualities of MOOCs and OER in the global South. The ongoing tendency for the research literature to pay little heed to the agency of the social actors with the most to gain from these innovations is noted, opening up space for further research into the lived experience of online learners in the global South.

Keywords: online learning, MOOCs, OER, global South, international education

Introduction
The post-2015 global educational development agenda, outlined in the United Nations Sustainable Development Goal (SDG) 4, is to "[e]nsure inclusive and quality education for all and promote lifelong learning" (United Nations General Assembly, 2015, para. 4). A 2014 UNESCO report on the Education For All (EFA) goals states that "[f]lexible lifelong and life-wide learning opportunities should be provided through formal, non-formal and informal pathways, including by harnessing the potential of ICTs [Information and Communication Technologies] to create a new culture of learning" (UNESCO, 2014, p.4). Questions arise as to whether a "culture of learning" can be fostered in the global South using Massive Open Online Courses (MOOCs) and Open Education Resources (OER). In seeking to articulate the actual and possible opportunities MOOCs and OER can provide in Southern contexts, we pose two research questions:

 * What are the key problems restricting the uses of MOOCs and OER for learners in the global South?
 * What potential exists for MOOCs and OER to provide educational opportunities for these learners?

MOOCs, OER, and the Global South
MOOCs exploded into public consciousness in 2012 (Billsberry, 2013) and have come to dominate much of the recent discourse on online learning. Industry leaders such as Koller (2012) and Agarwal (2014) have highlighted the potential for learners in the global South to benefit from MOOCs offered by prestigious universities in the North, but critics have dismissed these claims as being variously exaggerated (Daniel, 2012), impractical (Liyanagunawardena, Williams, & Adams, 2013), absurd (Sharma, 2013), and neocolonial (Altbach, 2014). MOOCs have quickly evolved into a number of forms with various taxonomies proposed. For example, connectivist MOOCs (cMOOCs) are open-access and use Web 2.0 technologies, such as blogs and wikis, to share user-generated content, producing open-ended outcomes for the participants (McAuley, Stewart, Siemens, & Cormier, 2010). Platforms such as P2PU and Canvas Network exhibit cMOOC principles, creating open learning communities. Extended MOOCs (xMOOCs), made famous by Coursera and EdX, typically contain short videos, automated quizzes, peer-marked assessments, and online discussion forums. Their platforms allow course providers to use learning analytics to track participants’ online activities, with potential benefit for both course producers and consumers, but with problematic ethical implications (boyd & Crawford, 2012).

OER are defined as "digitised materials offered freely and openly for educators, students and self-learners to use and re-use for teaching, learning and research" (Hylén & Schuller, 2007, p. 3). Examples of OER producers include the Khan Academy and OpenCourseWare (OCW) from the Massachusetts Institute of Technology (MIT), offering open online access to course content. Some authors include MOOCs under the OER umbrella (Rhoads, Berdan, & Toven-Lindsey, 2013); others believe MOOCs to be a progressive step in the evolution of OER (Boga & McGreal, 2014).

The global South is a term encompassing older designations such as "Third World" and "developing countries." Drawing on the work of social theorists such as Raewyn Connell, the global South refers to "regions outside Europe and North America that are mostly (though not all) low-income and often politically or culturally marginalized" (Dados & Connell, 2012, p.12). In this review, the global South includes the countries of Latin America, Africa, Asia, and Oceania, but excludes Australia and New Zealand.

Methodology
Academic research on MOOCs and OER in Southern contexts was sourced by conducting searches of Scopus, Web of Science, the Education Resources Information Centre (ERIC), and Google Scholar databases in February 2017, using the terms "MOOCs" OR "OERs" AND ("global South" OR "developing countries" OR "developing world" OR "LDCs" [a term often used by the UN denoting Least Developed Countries] OR "low and middle income countries" OR "third world" [a term with limited contemporary currency]). Scopus returned 34 citations, Web of Science 15, and ERIC 18. Google Scholar returned over 8000 citations, reflecting the breadth of its search range; the first 120 citations were included before the results had minimal relevance.

Of this total of 187 citations, 38 were excluded as duplications, 36 were excluded due to their non-academic or "gray" nature, including blogs and blog posts, unreferenced newsletter posts, abstracts, speech transcripts, slides, and letters to journal editors. A further 17 citations were excluded for their limited relevance to the review topic, leaving 96 citations as the basis of this review.

The sources were coded according to the problems and potential for MOOCs and OER in Southern contexts, resulting in the emergence of five major themes:
 * 1) Access to the Internet,
 * 2) Participant literacies,
 * 3) Online pedagogies,
 * 4) The context of content, and
 * 5) The flow of knowledge between North and South.

These themes frame the results of the review below.

Access to the Internet
An obvious barrier to open online learning is the ability of learners in the global South to access the Internet, particularly due to infrastructure limitations (Chadaj, Allison, & Baxter, 2014; Christensen & Alcorn, 2014; Godwin-Jones, 2014; Literat, 2015; Patru & Ventakatamaran, 2016; Wang & Jong, 2016; Wilson & Gruzd, 2014). Examples of Internet access issues inhibiting MOOC and OER uptake are cited in Bangladesh and Sri Lanka (Hatakka, 2009); Cuba, Guatemala, and Peru (Garrote, Pettersson, & Christie, 2011); Egypt (Aboshady et al., 2015); India (Chatterjee & Nath 2014a; Perryman & Seal 2016); Liberia (Madaio, Grinter, & Zegura, 2016); Mexico and Thailand (Yáñez, Nigmonova, & Panichpathom, 2014); Nigeria (Omonhinmin, Olopade, Afolabi, & Atayero, 2015); Rwanda (Nkuyubwatsi, 2013); and Tanzania (Mtebe & Raisamo, 2014).

Learners in rural areas are often underrepresented in MOOC participation figures in Southern countries (Alcorn, Christensen, & Kapur, 2015; Christensen et al., 2013; Quinn & Robinson, 2015) and access can be restricted by factors such as intermittent power supply and limited transport to locations with computers (Liyanagunawardena et al., 2013). The same authors also report a clear gender divide, with women often facing structural, gendered, "offline" barriers to access (Perryman & de Los Arcos, 2016). People living with disabilities in the global South also face considerable accessibility barriers (Altimay et al., 2016). Arslan, Bagchi, and Ryu (2015) find a positive correlation between regional bandwidth strength and MOOC certification numbers.

Another key access barrier is the large amount of data required to download learning content (Daniel, Cano, & Cervera, 2015; Larson & Murray, 2008; Nkuyubwatsi, 2013). Most MOOC and OER sites require a bandwidth far higher than that available to many Southern learners, and the gap is growing (Escher, Noukakis, & Aebischer, 2014; Haßler & Jackson, 2009). Southern learners may also have difficulty using online collaborative tools within courses (Warusavitarana, Dona, Piyathilake, Epitawela, & Edirisinghe, 2014).

Local learning hubs (Escher et al., 2014; Godwin-Jones, 2014) or acess hubs (Oyo & Kalema, 2014) provide physical spaces with Internet-connected computers for learners to access online resources. Other ways of improving access include the use of low-resolution video content (Liyanagunawardena et al., 2013), audio files and transcripts (Haßler & Jackson, 2009; Richter & McPherson, 2012), promoting off-peak bandwidth usage (Daniel & West, 2006), leveraging cloud-based technology (Jobe, 2013; Nabil, 2013), and making resources downloadable for use offline (Daniel et al., 2015) via Universal Serial Bus devices (USBs; Garrote et al., 2011).

For many in the global South, the growth of mobile ICTs for learning (mobile learning, or m-learning) can significantly increase access (Castillo, Lee, Zahra, & Wagner, 2015; Godwin-Jones, 2014; Ibáñez & Traxler, 2016; Wildavsky, 2014; Yáñez et al., 2014). Examples include:

 * The New Economy Skills for Africa Program-ICT (NESAP-ICT) in Tanzania, which uses m-learning in combination with MOOC content to teach IT skills (Boga & McGreal, 2014); and
 * The SocialEDU program in Rwanda, which uses a MOOC platform with mobile-compatible content (Wildavsky, 2015), with integrated social media allowing easier access to MOOC discussions (Patru & Ventakatamaran, 2016).

Analysis of the backgrounds of Coursera MOOC participants (Christensen et al., 2013) reveals that 14.8% are from Brazil, Russia, India, China, or South Africa (BRICS) and 19.9% from other developing countries. MOOC completers are already university-educated, revealing a widening educational divide between the global North and South, and also within Southern countries (Yáñez et al., 2014). More recent research reveals higher completion rates among participants from Southern countries (Garrido et al., 2016), although this is disputed (Kizilcec, Saltarelli, Reich, & Cohen, 2017). Reach does not always equal accessibility (Nti, 2015), and many learners in the global South still struggle to utilise the necessary ICTs via a regular, stable Internet connection.

Participant Literacies
Learners need a range of literacies to benefit from MOOCs and OER, particularly in countries with an underdeveloped education system (Liyanagunawardena et al., 2013; Wilson & Gruzd, 2014). Resources in English can help learners looking to improve their English language proficiency (Ally & Samaka, 2013). Conversely, English-only content marginalises speakers of other languages (Oates, 2009; Sapargarliyev, 2015) and Southern learners may have difficulty understanding different accents and dialects, as well as technical and academic vocabulary (Nti, 2015).

A language audit of MOOCs created between 2012 and 2015 estimated that 75% of MOOCs are produced in English; however, there is evidence of growing diversity (Stratton & Grace, 2016). MOOCs are now presented in Arabic (Adham & Lundqvist, 2015; Castillo et al., 2015), Chinese (Godwin-Jones, 2014; Liyanagunawardena & Williams, 2014), and Spanish throughout Latin America (Valentin, 2015), in addition to courses in less common local languages (Varghese, 2016). Crowd-sourced translation, such as Coursera’s Global Translator Community (GTC), has broadened MOOCs’ international reach (Daniel et al., 2015; Godwin-Jones, 2014), and OER repositories such as Temoa provide a range of resources in multiple languages (Gómez-Zermeño & Alemán Lorena de la Garza, 2015).

Many Southern leaners need basic computer literacies to use a keyboard, screen, and mouse (Daniel et al., 2015), particularly those living with disabilities (Altimay et al., 2016), and participants need skills to use the online tools required (Chen, 2013; Liyanagunawardena et al., 2013; Warusavitarana et al., 2014). Mobile ICTs have the advantage of being familiar to many users, without learners needing to understand the workings of a desktop computer (Boga & McGreal, 2014), but resources such as cMOOCs require participants to interact across different digital spaces (Literat, 2015 p. 1170) while managing large amounts of information (Liyanagunawardena & Williams, 2015). Preparatory MOOCs (Liyanagunawardena et al., 2013) or face-to-face workshops for OER users (Hu, Li, Li, & Huang, 2015) could aid literacy development.

Online Pedagogies
The pedagogical foundations of MOOCs and OER are central to their success in providing quality learning opportunities. Many MOOC formats may simply repackage old, didactic pedagogies (Chadaj et al., 2015; Onah, Sinclair, Boyatt & Foss, 2014), and "freemium" xMOOC models, where basic content is free but premium features cost extra, can result in sub-optimal experiences for Southern learners (Kalman, 2014). Observers have noted a shift from teacher- to learner-centred pedagogy in OER (Kanwar, Kodhandaraman, & Umar, 2010), while some suggest that MOOCs need to encourage more problem-based (Ally & Samaka, 2013; Maitland & Obeysekare, 2015) and project-based learning (Nkuyubwatsi, 2014).These approaches can, however, sometimes be met with resistance (Liyanagunawardena & Williams, 2015), and participants may not trust new, unfamiliar online learning platforms (Garrido et al., 2016) or may be wary of commenting on course forums (Kizilcec et al., 2017; Onah et al., 2014).

The use of blended learning models, combining online resources with face-to-face interaction, is one means of maximising the educational potential of MOOCs (Cutrell et al., 2015; dela Pena Bandalaria & Javier Alonso, 2015; Madaio et al., 2016; Wildavsky, 2015) and OER (Larson & Murray, 2008; Mtebe & Raisamo, 2014) in the global South. Nkuyubwatsi (2014) identifies benefits in local collaborative study groups, and the "meetup" function on some MOOC platforms encourages learner interaction offline (Bulger, Bright, & Cobo, 2015). "MOOC camps" run by the U.S. State Department help learner groups to access courses while being mentored by English-speaking embassy staff (Godwin-Jones, 2014; Maitland & Obeysekare, 2015; Wildavsky, 2014), similar to the MOOC+ model of peer-supported learning (Adams, Liyanagunawardena, Rassool, & Williams, 2013).

Issues of certification and accreditation are closely linked to the pedagogy of open online content (Yáñez et al., 2014). A comparative study found that Kenyan students valued a MOOC credential more highly than their Swedish peers (Jobe, 2014), while participants in Colombia, the Philippines, and South Africa see MOOCs as a path to professional certification (Garrido et al., 2016). Without accreditation, Southern learners will be unable to convert MOOC learning into improved employment prospects (Daniel, 2012, as cited in Castillo et al., 2015).

Some argue that the MOOC model needs to be re-engineered if it is to provide a cost-effective means of educating a large and growing Southern learner cohort (Patru & Ventakatamaran, 2016; Wildavsky, 2015). Examples of OER embedded within MOOC architecture includes:
 * Open source, mobile ICT-compatible MOOC platforms using OER content to provide greater opportunities for Southern learners (Boga & McGreal, 2014);
 * The Creative Higher Education with Learning Object (partially abbreviated to CHiLO) in a mobile open learning environment designed for limited bandwidth access (Hori et al., 2015); and
 * A proposed Mobile Assisted Language Learning (MALL)- MOOC for Continuing Professional Development (CPD) for language teachers (Ibáñez & Traxler, 2016).

OER can be reused within different contexts (Liyanagunawardena et al., 2013), which has cost benefits for Southern resource producers (Mulligan, 2016); however, the initial expense of OER production can lead Southern countries to become net consumers of such resources (Leeds, 2013).

MOOCs and OER in Southern contexts have been designed or are proposed in agriculture (Hassen, 2013), computer science (Boga & McGreal, 2014), disaster management (William, Elzie, Sebuwufu, Kiguli, & Bazeyo, 2013), financial literacy (Siddike & Kohda, 2016), healthcare (de Ruijter, Ferreira, & Parsons, 2008; Liyanagunawardena & Aboshady, 2017), library and information systems (LIS; Pujar & Bansode, 2014; Pujar & Tadasad, 2016), medicine (Aboshady et al., 2015; Liyanagunawardena & Williams, 2014), and teacher training (Fyle, 2013). More research is needed into what pedagogical approaches work best across different disciplines in Southern contexts.

Context of Content
Contextualizing MOOC and OER content to local conditions is another important issue addressed in the literature. Local consultation is important when designing OER (Kanwar et al., 2010) and the use of generic resources can lead to higher participant dropout rates (Richter & McPherson, 2012). Critics argue that MOOCs are designed for consumption, not for adaptation (Czerniewicz, Deacon, Small, & Walji, 2014), and more consideration of local conditions and needs would benefit Southern learners (Castillo et al., 2015; Daniel et al., 2015; Nkuyubwatsi, 2014).

Cultural differences among learners should be an important consideration for MOOC producers (Chen, 2013; Liyanagunawardena et al., 2013), and critics claim much existing content is inappropriate outside the global North (Wildavsky, 2014, 2015). A study of cultural translation in five Coursera MOOCs found that course content could be contextualized in two of the five courses, and discussion forums in all of the courses provided opportunities for learners to relate content to a personal context (Nkuyubwatsi, 2014), a central element of good course design (Liyanagunawardena & Williams, 2015).

Richter and McPherson (2012) present an OER adaptation model, and resources have been successfully remixed in the Teacher Education in Sub-Saharan Africa (TESSA) programme (Connolly, Wilson, & Wolfenden, 2007), and in a South African university (Mallinson & Krull, 2015). A MOOC on the Ebola virus produced by MOOC platform Alison to raise awareness in affected countries (Liyanagunawardena & Williams, 2015) demonstrates that these courses can target regional problems.

The Flow of Knowledge From North to South
The final theme to emerge from the literature concerns the North-South imbalances of knowledge flows in MOOCs and OER. Critics argue that the predominantly Northern origin of MOOCs represents academic nationalism, limiting the development of local academic culture (Altbach, 2014), or neo-colonial paternalism (Godwin-Jones, 2014), which consolidates Northern hegemony (Czerniewicz et al., 2014), and threatens to create massive open educational homogeneity (Dumitrescu, 2015).

As key sites of learning and knowledge production, Southern higher education institutions (HEIs) need to lead the adaptation of existing MOOCs as well as the creation of new courses (Czerniewicz et al., 2014). Cox and Trotter (2016) discuss the challenges to OER adoption in South African universities, and highlight the importance of institutional culture in promoting or restricting OER production by academic staff. Barriers to MOOC and OER reuse in HEIs include copyright restrictions (Ncube, 2011) and lack of open access to scholarly publications (Anderson, 2013). Inter-university cooperation fosters Open Educational Practices (OEPs), which includes sharing OER and MOOC content (Patru & Ventakatamaran, 2016). North-South knowledge partnerships have been developed between Malaysia and Australia (Valentin, 2015), and are proposed in Papua New Guinea (Woruba & Abedin, 2015) and throughout Africa (Escher et al., 2014).

There are promising signs in the growth of OER production by some Southern countries (Ventakatamaran & Kanwar, 2015). The Virtual University of Small States of the Commonwealth (VUSSC) produces OER and supports other Southern universities to do the same (Daniel, Kanwar, & Uvalić-Trumbić, 2009). The University of the South Pacific’s MOOC on climate change (Patru & Ventakatamaran, 2016) and the University of the Philippines Open University (UPOU) MOOCs (dela Pena Bandalaria & Javier Alonso, 2015) demonstrate the potential for course production in Southern countries.

There has been some caution around the wholesale adoption of OER within African HEIs due to further concerns of Northern academic elitism (Rambe & Moete, 2016) and issues of access, required literacies and cultural barriers (Woldegiyorgis & Carvalho, 2015). A survey of Chinese university students found almost 80% had accessed some form of OER over the course of their studies (Hu et al., 2015), although production is limited to a small number of institutions (Xu, Zhang, & Zheng, 2014). Projects incorporating locally produced or reused MOOCs and OER into university courses have been successfully instituted in India (Chatterjee & Nath, 2014a, 2014b; Kamat, Keleher, Patil, & Pujar, 2013; Nath & Karmakar, 2014; Perryman, Buckler, & Seal, 2014) and Pakistan (Abidi, Pasha, Moran, & Ali, 2016; Pasha, Abidi, & Ali, 2016). A Nigerian university has invested in online learning platforms using OCW from MIT (Omonhinmin et al., 2015), and a Value Focused Thinking model has been proposed for Caribbean HEIs to guide strategic MOOC adoption (Barclay & Logan, 2013).

Discussion
Despite the numerous interacting structural barriers to MOOC and OER uptake detailed above, there is evidence to suggest that participation in open online learning in the global South is possible. MOOCs have demonstrated their potential to work at scale in Southern contexts (Laurillard & Kennedy, 2017) and both MOOCs and OER are helping countries progress toward SDG 4 (McGreal, 2017). The fact that some MOOCs and OER have been successfully tested in South Asia, sub-Saharan Africa, and China, suggests that qualified endorsement is warranted. However, the literature also reveals problems previously identified in the discourse of participation in development.

"One of the recurring themes within the participation literature is the use of the term ‘top-down’ both to criticise development initiatives and to explain their failure. It occurs time and again, in different epochs, reinforcing key ideals on which participation advocates depend. (Cornwall, 2006, p. 71)"

We raise Cornwall’s ideas about participation, based upon interrogation of development policy discourse regarding measures aimed at improving the lives of "the poor" over much of the 20th century, to highlight two notable and closely related problems in the literature reviewed here. The first is the unreflexive focus on MOOCs and OER as either an obvious "public good" or as yet another ill thought-through imposition upon peoples of the global South. This focus at best misses its targets, or at worst contributes to the ongoing reproduction of existing inequalities on global, regional, and national scales.

The second problem flows directly from the functionalist/criticalist dichotomy just highlighted in that the literature reflects an almost exclusive focus on the top-down, structural elements of MOOCs and OER. Given that the interwoven relationship between social structures and human agency is well-established as a sociological orthodoxy (Sayer, 1990), this sort of structural myopia is surprising. A number of authors argue that insufficient attention is paid to the desires, aspirations, and practices of those from the global South who are potential and/or actual participants in these online learning opportunities (Daniel et al., 2015; Garrido et al., 2016; Nti, 2015; Rhoads et al., 2013).

Cornwall’s (2006) focus on the history of the idea of participation as continuing an unfulfilled trope of development policymakers serves to highlight, in her words, "the contingency of the normative ideals on which discourses of participation depend, which even the most trenchant of critics have left untouched" (p.79). In turn, this analysis serves to focus our attention on the ways in which development discourse all too often construes new developments as interventions imposed upon a lumpen mass of people at the end of a development pipeline. Even if construed as being ready to adopt the technologies of change, the potential and/or actual participants and consumers of MOOCs and OER are rarely brought into the picture. Exceptions include autoethnographic studies of MOOC participation (Liyanagunawardena, 2013; Nkuyubwatsi, 2013; Warusavitarana et al., 2014), and a study of archetypal Southern "learner personas" (Liyanagunawardena & Williams, 2015), but a focus on the structural barriers to open online learning dominates the literature, to the exclusion of explorations of Southern learners as social agents.

What becomes clear from a systematic review of the literature is that more research is needed into the lived experiences of MOOC and OER users and potential users in the global South. This would help create insights into how they access and negotiate online learning environments within various structural constraints. Further, while the attempts of Northern countries to assist the South in improving education are laudable, more needs to be done to support Southern educators to create their own online resources in appropriate languages.

Conclusion
The key themes emerging from the research - access to the Internet, participant literacies, online pedagogies, the context of content, and the flow of knowledge between North and South - represent major barriers to MOOC and OER uptake in the global South. Despite the structural impediments, these forms of online learning have potential to meet at least some of the growing demand for education in the 21st century. Prominent among developments assisting the spread of open online learning are the rapid increase in mobile ICT use worldwide, opportunities for blended learning, and MOOC models which incorporate OER content.

What is less well-known is how individual Southern learners negotiate these barriers to learning online, and the literature is poorer for it. At present, much of the research reproduces 20th century top-down development thinking in the global North. The existing dominant mode of MOOC and OER production therefore needs rethinking, and Southern voices, those of both learners and educators, need to be heard. With further research into Southern learner and educator experiences, MOOCs and OER could create more learning opportunities which harness the educational potential of ICTs and the Internet.


text: Talk:MOOCs and OER in the Global South: Problems and Potential


text:
Page:Works of Jules Verne - Parke - Vol 1.djvu/428

 The balloon was again lightened by about fifty pounds, it rose sensibly, but not far, and not above the mountains. The situation was terrible. The "Victoria" was going at a great rate, and the expected shock they knew would break her to pieces.

The doctor looked round the car. It was almost empty.

"If necessary, Dick, you must throw the guns out."

"Sacrifice my rifles!" exclaimed the Scot.

"My friend, if I ask you, it will only be when absolutely necessary."

"Samuel!"

"The arms and ammunition may cost us our lives."

"We are close now," cried Joe.

"Ten fathoms!"

The mountain was then ten fathoms higher than the "Victoria."

Joe took the rugs, and the boxes of ammunition, and, without telling Kennedy, threw them over.

The balloon rose and passed the dreaded peak, the silk caught the sun's rays overhead, but the car was still below the rocks, against which it must inevitably be broken.

"Kennedy, Kennedy!" cried the doctor, "throw out arms, or we are lost."

"Wait, Mr. Dick," said Joe, "wait a moment!" And Kennedy, turning round, saw him disappear over the side of the car.

"Joe! Joe!" he cried.

"Unhappy man!" exclaimed the doctor.

The top of the mountain was at this place about twenty feet wide, and the other side was less steep. The car arrived at the edge of this plateau, and glided along upon the pebbles, which were ground beneath it.

"We are passing—we are passing—we have passed!" cried a voice which made Ferguson's heart bound.

The brave Joe was holding on by his hands to the bottom of the car and ran along the summit of the mountain, thus relieving the balloon of his weight; but he was obliged to hold very tightly, for the balloon was inclined to escape him.

When he reached the opposite side, and the precipice opened before him, Joe, by a vigorous effort, raised him-


text:
Page:Works of Jules Verne - Parke - Vol 1.djvu/429

 self up, and, clutching the cordage, remounted beside his companions.

"It was not more difficult than that," he said.

"My brave Joe—my friend!" exclaimed the doctor, with emotion.

"It was not for you I did it," said Joe, "it was for Mr. Dick's rifle. I have owed him something ever since that affair with the Arab. I like to pay my debts, and now we are quits," added he, handing the sportsman his favorite gun. "I should have been very sorry to have seen you separated."

Kennedy shook him warmly by the hand without speaking.

The "Victoria" had only to descend, which was not difficult. It was soon within 200 feet of the ground and in equilibrium. The earth showed traces of convulsion, and presented many hillocks very difficult to avoid at night with a balloon not under control. Night fell rapidly, and, notwithstanding his objections, the doctor was constrained to halt till morning.

"We will search for a favorable place," said he.

"Ah," replied Kennedy, "you have decided at last?"

"Yes. I have been thinking of a plan which I am about to put into execution. It is only six o'clock. We have plenty of time. Throw out the grapnels, Joe."

Joe obeyed, and the two anchors hung suspended from the car.

"I can see a vast forest," said the doctor, "we shall run above it, and make fast to some tree. I would not consent to pass the night on the ground for anything."

"Why cannot we descend?" asked Kennedy.

"For what reason? I repeat it would be dangerous to separate. Besides, I require your aid in a difficult operation."

The "Victoria" skimmed the tops of the trees, and did not fail to "pull up" quickly; the anchors had caught, the wind fell as evening advanced, and the balloon remained almost motionless above the vast extent of foliage formed by the tops of the forest of sycamores.


text:
Author:Monty King

Works

 * MOOCs and OER in the Global South: Problems and Potential, with Mark Pegrum and Martin Forsey (2018)

title: Author:Monty King


text:
Page:Works of Jules Verne - Parke - Vol 1.djvu/430

ascertained his position by the observation of the stars, and found that he was scarcely twenty-five miles from the Senegal.

"All that we can do, my friends," said he, pointing to the map, "is to cross the river; but as there are no boats we must cross it in the balloon, and for that purpose we must lighten it still more."

"But I do not see how we can," replied Kennedy, who was anxious on the score of his guns, "unless one of us decides to sacrifice himself and remain behind; and as it is my turn, I claim that honor."

"Why," cried Joe, "is it not my place?"

"It is not a case of throwing yourself down, my friend," said Kennedy; "but to gain the coast of Africa on foot; now I am a good walker, a sportsman."

"I will never agree to that," said Joe.

"Your generous contention is useless, my brave friends," said Ferguson. "I trust we shall not be put to such straits; besides, in case of necessity we must not separate at all; we must cross the country together."

"Be it so," said Joe, "a little walk will do us good."

"But first," said the doctor, we must do our utmost to lighten the 'Victoria.'"

"By what means?" asked Kennedy. "I am curious to know."

"We must throw away the dilating apparatus, the Buntzen pile, and the coil; in that there is nearly 900 lbs. weight to drag with us."

"But, Samuel, how then shall you obtain the expansion of the gas?"

"I shall not obtain it. We must do without."

"But"

"Listen to me, my friends. I have calculated to a nicety what ascensional force is left in the balloon. It is sufficient to carry us with the few articles still remaining; we weigh scarcely 500 lbs., including those two grapnels, which I wish to keep."

"My dear Samuel," replied the Scot, "you are more competent than we in such cases—you are the best judge. Tell us what we ought to do, and we will do it."


text:
Author:Mark Pegrum

Works

 * MOOCs and OER in the Global South: Problems and Potential, with Monty King and Martin Forsey (2018)

title: Author:Mark Pegrum


text:
Author:Martin Forsey

Works

 * MOOCs and OER in the Global South: Problems and Potential, with Monty King and Mark Pegrum (2018)

title: Author:Martin Forsey


text:
Page:NATIONAL INTELLIGENCE SURVEY 18; CZECHOSLOVAKIA; TRANSPORTATION AND TELECOMMUNICATIONS CIA-RDP01-00707R000200110013-9.pdf/22

 APPROVED FOR RELEASE: 2009/06/16: CIA-RDP01-00707R000200110013-9

16

APPROVED FOR RELEASE: 2009/06/16: CIA-RDP01-00707R000200110013-9


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/32


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/33


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/34


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/35


text:
Page:Works of Jules Verne - Parke - Vol 1.djvu/431

 "I am of course at your orders, sir."

"I repeat, my friends, grave though the decision may be, we must sacrifice our apparatus."

"Let us sacrifice it," said Kennedy.

"Let us go to work, then," said Joe.

It was by no means an easy matter, it was necessary to remove the apparatus piece by piece. First the "mixing" chest was got up—then the blow-pipe, and at last the chest in which the decomposition of the water took place. It required the united strength of the travelers to remove the recipients from the bottom of the car in which they were firmly let in; but Kennedy was so powerful, Joe so skillful, and Ferguson so ingenious, that they succeeded at last. The various pieces were successively thrown overboard, and they disappeared, making large fissures in the foliage of the sycamores.

"The negroes will be considerably astonished," said Joe, "at seeing such articles in the woods; they will very likely make idols of them."

At last they were obliged to remove the pipes fastened in the balloon, and which had been attached to the serpentine. Joe cut the joints of the india-rubber some feet above the car, but as to the pipes it was more difficult, for they were fixed at the upper end by brass wire to the rings of the safety-valve itself.

It was at this juncture that Joe displayed his skill; with bare feet, so as not to tear the envelope, he ascended by the netting, and, notwithstanding the oscillation, climbed up to the top of the balloon. There, after much difficulty, holding by one hand to the slippery surface, he detached the screws which fastened the pipes. They were then easily taken down through the lower part of the balloon and the apertures hermetically fastened up. The "Victoria," thus relieved of a considerable weight, rose in the air and tugged hard at the anchors.

At midnight this work was successfully accomplished, with much labor, however. A hasty repast was eaten, consisting of pemmican and cold grog, for the doctor had no heat to put at Joe's disposal.

Joe and Kennedy were overcome with fatigue.

"Lie down and sleep, my friends," said Ferguson. "I will take the first watch. At two o'clock I will wake Ken-


text:
Page:Works of Jules Verne - Parke - Vol 1.djvu/432

 nedy; at four Kennedy will wake Joe; at six we shall be off, and may Heaven guard us through this last day!"

Without saying anything, the doctor's two companions lay down at the bottom of the car and slept profoundly.

The night was calm; some clouds passed over the moon, whose rays at that time scarce broke the obscurity. Ferguson, leaning against the car, looked about in all directions; he steadily watched the dark carpet of foliage which lay spread beneath and intercepted his view of the ground. The least noise appeared to him suspicious, and he sought for reasons for even a trembling of the leaves. He was in that over-excited state of mind which solitude renders more nevousnervous [sic], and in which all kinds of vague terrors arise.

At the termination of a similar journey, having overcome all obstacles, at the moment of success, fears are so strong, emotions so great, that the point of arrival seems to disappear altogether.

Besides, the situation offered nothing reassuring in the midst of a barbarous country, and with means of transport which, in fact, might fail at any moment. The doctor did not rely absolutely upon his balloon, the time had passed in which he could maneuver it fearlessly.

With these impressions upon him the doctor believed he could hear vague murmurs in that vast forest, and fancied he perceived a fire rapidly flitting between the trees. He kept his gaze fixed, and leveled his night-glass in the same direction, but nothing appeared, and the silence was most profound.

Ferguson had doubtless been under a delusion, he listened without hearing the slightest sound. The period of his watch having now expired, he woke Kennedy, enjoined upon him the utmost vigilance, and lay down beside Joe, who was sleeping soundly.

Kennedy lit his pipe and rubbed his eyes, which he could scarcely keep open. He leaned his elbows upon the corner of the car, and smoked vigorously to keep himself awake.

The most absolute silence reigned around, a gentle breeze moved the tops of the trees, and swayed the car in a most sleep-inviting manner, which Kennedy could scarce resist. He struggled against the feeling, opened his eye-


text:
Page:Works of Jules Verne - Parke - Vol 1.djvu/433

 lids, looked steadily into the darkness with lack-luster eyes, and at length yielding to fatigue he fell asleep.

How long was he thus? He could not tell when he woke, for he was suddenly disturbed by an unexpected crackling.

He rubbed his eyes and jumped up. An intense heat scorched his face. The forest was in flames.

"Fire, fire!" he cried, scarcely understanding what had happened.

His two companions got up.

"What is the matter?" asked Ferguson.

"Fire!" cried Joe. "But who"

At this moment yells arose beneath the burning trees.

"Ah! the savages," cried Joe, "they have fired the forest to burn us, no doubt."

"The Talibas, the marabouts of Al-Hadji, depend upon it," said the doctor.

The "Victoria" was regularly surrounded by fire, the crackling of the dead wood was mingled with the hissing of the green branches, twining plants, leaves, all the living vegetation was embraced in the destructive element. On all sides an ocean of flame only was visible. Great trees stood out against the glow with their branches covered with burning embers. This burning mass was reflected upon the ouds, and the travelers appeared enveloped in a globe of fire.

"Let us fly!" cried Kennedy; "let us get out! it is our only chance of safety."

But Ferguson stopped him with a firm hand, and with a trenchant blow he severed the grapnel-ropes. The flames, leaping up towards the balloon, were already licking its sides, but the "Victoria," freed from its bonds, rose more than 1,000 feet into the air.

Horrible yells resounded through the forest, mingled with the loud reports of firearms, but the balloon, wafted by a current which had arisen with daybreak, continued her journey towards the west.


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/36


text:
Page:Works of Jules Verne - Parke - Vol 1.djvu/434

we had not taken the precaution to lighten the balloon last night," said the doctor, "we should have been lost past recovery."

"That shows the benefit of doing things in time," said Joe, "so we have escaped, and nothing is more natural."

"We are not out of danger yet," replied Ferguson in a cautious manner.

"What do you fear now?" asked Dick; "the 'Victoria' cannot descend without your permission, and when it should do so."

"When it should do so!—look!"

The border of the forest was passed, and the travelers could descry about thirty horsemen clothed in wide trousers, and bournous floating in the air. Some were armed with lances, others with long muskets. They pursued the "Victoria," which was going along slowly, at a hand-gallop.

At sight of the travelers they raised savage cries and brandished their weapons—their anger and menaces were to be read in their sunburnt faces, rendered more ferocious by the short but bristling beard. They passed easily over the low plains and gentle declivities that descend to the Senegal.

"They are indeed the cruel Talibas," said the doctor, "the ferocious marabouts of Al-Hadji. I would rather be in a forest in the midst of wild beasts, than in the hands of those men."

"They have not the most amiable appearance, certainly," said Kennedy, "and they are powerful fellows too."

"Happily, the ruffians cannot fly; there is always some consolation," said Joe.

"Do you see those ruined villages, those burned houses? that is their handiwork; and where at one time were cultivated pastures, they have now left nothing but sterility and devastation."

"At any rate, they cannot touch us here," said Kennedy, "and if we can put the river between us, we shall be safe."

"Quite so, Dick, but we must not fall," said the doctor, looking at the barometer.


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/37


text:
Page:Works of Jules Verne - Parke - Vol 1.djvu/435

 "In any case, Joe, it will do no harm to look to our arms."

"That will not hurt us, certainly, Mr. Dick; we now find what a good thing it was not to have thrown them away."

"I trust I shall never part with my rifle," said Kennedy. And he loaded it carefully, for some ammunition still remained.

"At what height are we now?"

"About 750 feet," replied Ferguson; "but we have no means left to seek a favorable current, and in ascending or descending we are entirely at the mercy of the balloon."

"That is a pity," replied Kennedy, "the wind is so light, and if we had only met a storm similar to that a few days ago, we should soon give these robbers the slip."

"They are following us at their ease," said Joe; "it is only gentle exercise for them."

"If we were within range," said Kennedy, "I could amuse myself by dismounting a few of them."

"Yes; but they might also have the range," said Ferguson, "and our 'Victoria' offers an excellent mark for their long musket bullets, and if they were to tear the silk, I leave you to judge what our fate would be."

The Talibas continued their pursuit all the morning. About 11 the travelers had made fifteen miles towards the west.

The doctor scanned the smallest cloud on the horizon. He feared a change. If they should happen to be driven towards the Niger, what would become of them? Moreover, the balloon was visibly sinking; since their departure it had already lost more than 300 feet, and the Senegal was still twelve miles away, and at the pace they were traveling it would take three hours to reach it.

At this time their attention was attracted by renewed yells. The Talibas were pressing their horses forward. The doctor consulted the barometer and perceived the cause of these cries.

"We are descending," said Kennedy.

"Yes!" replied Ferguson.

"The devil!" said Joe.

In about a quarter of an hour the car was not more than 150 feet from the ground, but the wind was blowing more strongly now.


text:
Page:Works of Jules Verne - Parke - Vol 1.djvu/436

 The Talibas spurred their horses, and soon a volley of musketry rent the air.

"Too far, you idiots!" cried Joe. "We had better keep those scamps at arm's length," and taking aim, he fired. One of the Talibas rolled on the ground; his companions pulled up, and the "Victoria" thus gained a little.

"They are prudent," said Kennedy.

"Because they believe themselves sure of us," said the doctor, "and they will succeed if we descend any lower. We must absolutely ascend."

"What is there to be thrown over?" asked Joe.

"All the pemmican that is left. We can thus get rid of 30 lbs. weight."

"There; it is gone, sir," said Joe.

The car, which had been almost touching the ground, ascended again amid the cries of the Talibas; but, half an hour later, the "Victoria" redescended rapidly—the gas pouring from the folds of the silk. The car soon touched the ground; the adherents of Al-Hadji hastened towards it; but, as happened before, scarcely had it touched the earth when the "Victoria" bounded about a mile farther on.

"We shall not escape after all!" cried Kennedy in a rage.

"Throw out the brandy, Joe," cried the doctor; "and the instruments—everything of any weight, and our last anchor. We must do it."

Joe threw away the barometers and thermometers, but these were not much, and the balloon, which had gone up for an instant, soon fell to earth again. The Talibas came flying after it, and were not 200 yards distant now.

"Throw away two of the guns," said the doctor.

"Not until I have discharged them, at least," replied Kennedy.

Four successive shots pierced the crowd of horsemen—four Talibas fell amid the frantic raging of the troop.

The "Victoria" ascended once more, it bounded immense distances, like a great india-rubber ball. A strange sight was that of these unfortunate men seeking to escape by means of these gigantic leaps, and the balloon, Antæus-like, seemed to derive new strength each time it touched the earth. But the end must come. It was nearly noon. The "Victoria" shuddered and collapsed; the envelope be-


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/38


text:
Talk:Pharos the Egyptian (Windsor Magazine serial)

Reviews

 * The Athenaeum, 1899: The hero was the chief magician at Pharaoh's court in the time of Moses, and is occupied as the story opens in recovering his own mummy. As he is attended throughout by an English artist and Valerie de Voexqal, the finest violinist in Europe, and does practically what he likes by way of murder, mesmeric influence, and reading the future, it may be conceived that the results of the concatenation is a good deal of adventure.

 * The Academy, 8 April 1899: This is a cosmopolitan tale of mystery and horror, the scenes of which in London, Prague, Hamburg, Port Said, Cairo, the Great Pyramid, and the ruins of the temple of Ammon-Ra. Mr. Boothby is one of the most skilled traffickers in sensation known to the magazines, and we should be inclined to say that Pharos the Egyptian is second only to the best of his efforts. There is not a chapter without its lurid incident, not a page which does not titillate the jaded curiosity. And the means employed are so simple, so childlike:

 * Surely we have here a trick of narrative as old and as crude as the earliest and least artful newspaper serial (whatever that was). Yet Mr. Boothby employs it and similar dodges with a result which is truly surprising. He has indeed acquired and profited by the knowledge that in the manufacture of sensation one cannot use the obvious too freely. It is always the obvious which succeeds.

 * The central idea of the story—namely, that the old gods of Egypt revenge themselves by means of a great plague for the sacrilege which European nations, under the plea of “exploration,” have committed upon their sacred haunts—is a good one for Mr. Boothby's purposes. In the hands of Victor Hugo, even of Maurus Jókai, such a theme might have been made sublime; Mr. Boothby does better than that—he makes it effective. His chief characters are Pharos, a gentleman some three thousand years old; a beautiful Hungarian violinist, ward of Pharos; and an English artist named Cyril Forrester, whose father had been an “explorer.” The link between England of to-day and Egypt of the Pharaohs is, of course, a mummy. Given these data and an acquaintance with Mr. Boothby's methods, you should be able to imagine the rest. The work is clever, the work of one skilled at his own trade, carefully concocted (though the end seems a trifle rosier than is warranted by the introduction), and possessing a quite sufficiently plausible air of realism. One need scarcely say that its connexion with literature is a little slender.


text:
Page:Works of Jules Verne - Parke - Vol 1.djvu/437

 came "flabby" and loose; the plaits of the taffetas distended, rubbing against each other.

"Heaven has abandoned us," said Kennedy. "We must fall."

Joe did not reply—he looked at his master.

"No!" said the latter, "we have still 150 lbs. to throw away."

"What next?" cried Kennedy, thinking the doctor had lost his senses.

"The car," said Ferguson. "We must lash ourselves to the netting, we can hold on to the meshes, and thus reach the river. Quick, quick!"

And these resolute men did not hesitate to seize such a chance of safety. They suspended themselves to the meshes, as the doctor had suggested, and Joe, holding by one hand, with the other cut the cords that fastened the car; it fell at the moment the balloon was definitely lost.

"Hurrah, hurrah!" he cried, as the balloon rose again 300 feet into the air.

The Talibas spurred their horses to full speed, but the "Victoria" encountering a stronger breeze, left them behind, and sailed rapidly away towards a hill which bounded the horizon in the west. This was a very favorable circumstance for the travelers, as they could pass over it, while the band of Al-Hadji would be obliged to take a détour towards the north to get round it.

The three friends held tightly to the netting, they had tied it beneath their feet, and so it formed a resting-place.

After having cleared the hill, the doctor suddenly exclaimed, "The river, the Senegal!"

There, at two miles' distance, was the river rolling along in its wide bed. The opposite bank, low and fertile, offered a safe retreat and a convenient spot upon which to descend.

"In another quarter of an hour we shall be saved," cried Ferguson.

But it was not to be. The empty balloon fell by degrees upon a spot almost denuded of vegetation. There were long slopes and stony plains, a few bushes, and thick grass, dried up by the heat of the sun.

The "Victoria" touched the ground many times, and rebounded, but less and less each time. At last it caught by the upper part of the net to the high branches of a


text: Page:Samuel Gompers - Out of Their Own Mouths (1921).djvu/22


text:
Page:Works of Jules Verne - Parke - Vol 1.djvu/438

 baobab—an isolated tree in the midst of this desert region.

"It is all over," said Kennedy.

"And within a hundred paces of the river," said Joe.

The three unfortunate travelers descended, and the doctor dragged his two companions to the Senegal.

At this moment they heard a long sullen roar proceeding from the direction of the river, and when they reached the bank Ferguson recognized the cataracts of Gouina. Not a boat upon the river—not a living being to be seen.

The Senegal, 2,000 feet wide, fell here a height of 150 feet with a sonorous roar. It flowed from east to west, and the line of rocks that barred its course stretched from north to south. In the midst of the fall the rocks assumed strange forms, like some antediluvian animals petrified in the midst of the water.

The utter impracticability of this gulf was evident. Kennedy could not restrain a gesture of despair.

But Doctor Ferguson with his old energy cried out, "All is not yet lost!"

"I know that well," replied Joe, with that confidence in his master that never deserted him.

The sight of the dry grass had inspired the doctor with a bold idea. It was the only chance of safety. He drew his companions rapidly towards the balloon.

"We are at least an hour ahead of those robbers," he said; "let us lose no time, my friends; collect a quantity of this dry grass, at least 100 lbs. weight."

"For what purpose?" asked Kennedy.

"I have no more gas, so I will cross the river by means of hot air."

"Ah! my brave Samuel," cried Kennedy, "you are indeed a great man."

Kennedy and Joe set to work, and soon an enormous heap of grass was collected close to the tree. Meantime the doctor had enlarged the opening at the lower part of the balloon and had taken care to let all the hydrogen escape by the valve; he then piled some of the dry grass under the envelope and set fire to it.

A short time suffices to dilate a balloon with hot air; a heat of 180° is sufficient to diminish the weight of the air one-half by rarefaction, so the "Victoria" soon began to reassume her rounded appearance. There was no lack of


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/39


text:
Page:Works of Jules Verne - Parke - Vol 1.djvu/439

 grass, the fire was kept up by the doctor, and the balloon swelled visibly.

It was then a quarter to 1

At this moment, two miles to the north, the Talibas reappeared; their cries and the galloping of their horses were distinctly heard.

"In twenty minutes they will be here," said Kennedy.

"More grass, Joe! more grass! In ten minutes we shall be high in the air."

"There is the grass, sir."

The "Victoria" was two-thirds filled.

"My friends, hold on to the netting as before."

"All right," said Kennedy.

In about ten minutes some lunges of the balloon gave indication that she would soon be off.

The Talibas approached, they were scarcely 500 paces distant.

"Hold tight," cried Ferguson.

"Never fear," said his companions.

The doctor's feet pushed more grass into the fire. The balloon, completely filled by the increase of temperature, rose up, brushing the branches of the baobab as it went.

"We're off!" cried Joe.

A volley of musketry was the reply, one bullet even grazed Joe's shoulder; but Kennedy, holding by one hand, discharged his rifle with the other, and an enemy fell.

Cries of rage, impossible to describe, accompanied the ascent; the balloon rose to nearly 800 feet. A rapid wind then seized it, and it oscillated dangerously, while the brave doctor and his friends were obliged to contemplate the cataracts opening beneath them.

Ten minutes afterwards, not a word having been exchanged in the interval, the intrepid travelers descended gradually towards the other bank of the river.

There, surprised and alarmed, stood a group of men wearing the French uniform. Their astonishment may be guessed when they saw a balloon rising from the opposite bank of the river. They fancied it a miracle. But their officers, a lieutenant of marines, and a second lieutenant, were aware, from the accounts in the European papers, of the bold attempt of Doctor Ferguson, and they told the facts to their companions.


text:
Page:Works of Jules Verne - Parke - Vol 1.djvu/440

 The balloon collapsed by degrees, and was falling with the brave travelers holding to the netting, they were doubting whether they should ever reach land, when the Frenchmen rushed into the river and received the three Englishmen in their arms at the moment when the "Victoria" sank at some distance from the bank.

"Doctor Ferguson?" cried the lieutenant.

"The same," replied the doctor, quietly, "and his two friends."

The Frenchmen carried the travelers to the bank, while the balloon, still slightly inflated, was borne by the rapid current, like an immense ball, over the cataracts of the Gouina.

"Poor 'Victoria! said Joe.

The doctor could not repress a tear. He opened his arms, and he and his friends embraced each other, under the influence of the emotion which affected them all.

expedition which had fallen in with the travelers had been sent by the governor of Senegal. It was composed of two officers, M. Dufraisse, a lieutenant of marines, and M. Rodamel, a second lieutenant, with a sergeant and seven men. For the last two days they had been engaged in seeking the most favorable situation for the establishment of a station at Gouina, when they were witnesses of the arrival of Doctor Ferguson.

One can easily imagine the congratulations which were extended to the travelers. The French being in a position to testify to the accomplishment of the bold design, naturally became witnesses for Doctor Ferguson, when he asked them to testify officially to his arrival at the cataracts of Gouina.

"You will not refuse to sign an official statement, I daresay?" the doctor said to Lieutenant Dufraisse.

"I am ready, whenever you please," replied the latter.

The English were conducted to a guard-house on the bank of the river, where they experienced the greatest attention, and were well entertained. There was drawn


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/40


text: Page:Hosseinzadeh v. Klein.pdf/4

title: Page:Hosseinzadeh v. Klein.pdf/4


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/41


text:
Page:Works of Jules Verne - Parke - Vol 1.djvu/441

 up the official testimony, which is in the archives of the Geographical Society to this day.

"We, the undersigned, declare that on the said day, we saw arrive here, suspended to the netting of a balloon, Doctor Ferguson, and his two companions, Richard Kennedy and Joseph Wilson. The said balloon fell at a few yards distant from us into the river, and was carried away by the current over the cataracts of the Gouina. In testimony whereof we have hereto set our names. Done at the cataracts of the Gouina on this twenty-fourth day of May, one thousand eight hundred and sixty-two.

Here terminated the wonderful journey of Dr. Ferguson and his brave companions. They found themselves amongst friends, in the midst of hospitable tribes, whence communications with the French stations are frequent.

They reached the Senegal on Saturday, the 24th of May, and on the 27th they reached Médine, situated upon the river a little more to the north. Here the French officers received them with open arms, and extended to them all the hospitality in their power. It was found that the travelers could embark almost immediately in the steamer Basilisk, which was going down the river.

Fourteen days afterwards, on the 10th of June, they reached St. Louis, where the governor welcomed them heartily; they had by this time quite recovered from their fatigues. Joe told all who would listen to him that, "It was not much of a journey after all, and if anyone is anxious for excitement I would not advise him to undertake such an one; it becomes tedious at last, and indeed,


text: Page:Hosseinzadeh v. Klein.pdf/5

title: Page:Hosseinzadeh v. Klein.pdf/5


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/42


text:
Page:Works of Jules Verne - Parke - Vol 1.djvu/442

 without the adventures on Lake Tchad and at the Senegal, I verily believe we should have died of ennui."

An English frigate was about to sail, and the three travelers were taken on board. On the 25th of June they arrived at Portsmouth, and on the following day they reached London. We shall not attempt to describe the welcome they received from the Royal Geographical Society, nor the cordiality of their general reception. Kennedy set out for Edinburgh with his famous rifle to reassure his old housekeeper of his existence.

Doctor Ferguson and his faithful Joe are still the same, although change has come upon them; they have become friends—no longer master and servant.

The European journals were unanimous in their praises of the explorers, and the Daily Telegraph issued 977,000 copies on the day they published an extract from the journals of the voyage.

Doctor Ferguson read the account of the expedition at a public meeting of the Royal Geographical Society, and the Gold Medal was bestowed upon him and his two companions, for having achieved the most remarkable expedition of the year 1862.

The result of the journey of Doctor Ferguson was to confirm in the most precise manner the facts and statements reported by Barth, Burton, Speke, and others. Thanks to the still more recent expeditions of Speke and Grant, Heuglin and Munzinger, who ascended to the sources of the Nile, where they spread towards the center of Africa, we shall soon be able to confirm in their turn Doctor Ferguson's own discoveries in that immense territory comprised between the fourteenth and thirty-third degree of longitude.


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/43


text: Page:Samuel Gompers - Out of Their Own Mouths (1921).djvu/23


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/44


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/45


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/46