罗琳（J. K. Rowling）的“哈利·波特”系列自1997年问世以来，透过小说和电影，这部饶富魔法趣味的作品已经成功引了全球数百万读者，各地的粉丝与罗琳的作品也一起成长，无论是当代的优秀作家或学者，都从中汲取过灵感。 这本书的作者从英国的神话和传奇角度出发，解读了罗琳的“哈利·波特”系列。本书广涉英国历史与斯堪地纳维亚中古文学等领域，带领读者追踪哈利·波特中隐藏的历史谱系，诸如纯血统巫师是否为诺曼人的反映、伏地魔是否为寻求恢复的专制君主、邓布利多是否为前凯尔特人德鲁伊哲学家、霍格沃茨魔法学校的各种象征的涵义等问题。作者认为，神话和传奇在某种程度上启发了人们的想象力和文学创作的欲望，因此在研究和理解人类文明史中占有一席之地。古欧洲的传说、中世纪文学、古典文学和近现代文学都是藉由集体想象力的渗透作用，C.S.刘易斯、J.R.R.托尔金、J.K.罗琳等作为现当代英国幻想文学的代表，其作品中体现的文明精神内核不容忽视。

This Illustrated version of the "A Short History of the world" contains about 300 Illustrated picture, and many historic objects.. THE story of our world is a story that is still very imperfectly known. A couple of hundred years ago men possessed the history of little more than the last three thousand years. What happened before that time was a matter of legend and speculation. Over a large part of the civilized world it was believed and taught that the world had been created suddenly in 4004 B.C., though authorities differed as to whether this had occurred in the spring or autumn of that year. This fantastically precise misconception was based upon a too literal interpretation of the Hebrew Bible, and upon rather arbitrary theological assumptions connected therewith. Such ideas have long since been abandoned by religious teachers, and it is universally recognized that the universe in which we live has to all appearances existed for an enormous period of time and possibly for endless time. Of course there may be deception in these appearances, as a room may be made to seem endless by putting mirrors facing each other at either end. But that the universe in which we live has existed only for six or seven thousand years may be regarded as an altogether exploded idea. "A Short History of the world" by E-Kitap projesi, Illustrated version by Murat Ukray.. Also added "IN the last fifty years there has been much very fine and interesting speculation on the part of scientific men upon the age and origin of our earth. Here we cannot pretend to give even a summary of such speculations because they involve the most subtle mathematical and physical considerations. The truth is that the physical and astronomical sciences are still too undeveloped as yet to make anything of the sort more than an illustrative guesswork. The general tendency has been to make the estimated age of our globe longer and longer. It now seems probable that the earth has had an independent existence as a spinning planet flying round and round the sun for a longer period than 2,000,000,000 years. It may have been much longer than that. This is a length of time that absolutely overpowers the imagination. "

The Odyssey (Greek:Odysseia) is one of two major ancient Greek epic poems attributed to Homer. It is, in part, a sequel to the Iliad, the other work ascribed to Homer. The poem is fundamental to the modern Western canon, and is the second oldest extant work of Western literature, the Iliad being the oldest. It is believed to have been composed near the end of the 8th century BC, somewhere in Ionia, the Greek coastal region of Anatolia. The poem mainly centers on the Greek hero Odysseus (known as Ulysses in Roman myths) and his journey home after the fall of Troy. It takes Odysseus ten years to reach Ithaca after the ten-year Trojan War. In his absence, it is assumed he has died, and his wife Penelope and son Telemachus must deal with a group of unruly suitors, the Mnesteres or Proci, who compete for Penelope's hand in marriage. It continues to be read in the Homeric Greek and translated into modern languages around the world. Many scholars believe that the original poem was composed in an oral tradition by an aoidos (epic poet/singer), perhaps a rhapsode (professional performer), and was more likely intended to be heard than read. The details of the ancient oral performance, and the story's conversion to a written work inspire continual debate among scholars. The Odyssey was written in a poetic dialect of Greek—a literary amalgam of Aeolic Greek, Ionic Greek, and other Ancient Greek dialects—and comprises 12,110 lines of dactylic hexameter. Among the most noteworthy elements of the text are its non-linear plot, and the influence on events of choices made by women and serfs, besides the actions of fighting men. In the English language as well as many others, the word odyssey has come to refer to an epic voyage. The Odyssey has a lost sequel, the Telegony, which was not written by Homer. It was usually attributed in Antiquity to Cinaethon of Sparta, but in one source was said to have been stolen from Musaeus by Eugamon or Eugammon of Cyrene (see Cyclic poets). ABOUT AUTHOR: Homeros, In the Western classical tradition, Homer (Ancient Greek: Homeros) is the author of the Iliad and the Odyssey, and is revered as the greatest of ancient Greek epic poets. These epics lie at the beginning of the Western canon of literature, and have had an enormous influence on the history of literature. When he lived is unknown. Herodotus estimates that Homer lived 400 years before his own time, which would place him at around 850 BC, while other ancient sources claim that he lived much nearer to the supposed time of the Trojan War, in the early 12th century BC. Most modern researchers place Homer in the 7th or 8th centuries BC. The formative influence of the Homeric epics in shaping Greek culture was widely recognized, and Homer was described as the teacher of Greece. Homer's works, which are about fifty percent speeches, provided models in persuasive speaking and writing that were emulated throughout the ancient and medieval Greek worlds. Fragments of Homer account for nearly half of all identifiable Greek literary papyrus finds. PeriodFor modern scholars "the date of Homer" refers not to an individual, but to the period when the epics were created. The consensus is that "the Iliad and the Odyssey date from around the 8th century BC, the Iliad being composed before the Odyssey, perhaps by some decades," i.e. earlier than Hesiod, the Iliad being the oldest work of Western literature. Over the past few decades, some scholars have argued for a 7th-century BC date. Oliver Taplin believes that the conclusion of modern researchers is that Homer dates to between 750 to 650 BC. Some of those who argue that the Homeric poems developed gradually over a long period of time give an even later date for the composition of the poems; according to Gregory Nagy for example, they only became fixed texts in the 6th century BC. The question of the historicity of Homer the individual is known as the "Homeric question"; there is no reliable biographical information handed down from classical antiquity. The poems are generally seen as the culmination of many generations of oral story-telling, in a tradition with a well-developed formulaic system of poetic composition. Some scholars, such as Martin West, claim that "Homer" is "not the name of a historical poet, but a fictitious or constructed name."

The excellence of the following Treatise is so well known to all in any tolerable degree conversant with the Art of Painting, that it would be almost superfluous to say any thing respecting it, were it not that it here appears under the form of a new translation, of which fome account may be expected. Of the original Work, which is in reality a selection from the voluminous manuscript collections of the Author, both in Solio and Quarto, of all such passages as related to Painting, no edition appeared in print till 1651. Though its Author died so long before as the year 1519; and it is owing to the circumstance of a manuscript copy of these extracts in the original Italian, having fallen into the hands of “Raphael” that in the former of these years it was published at Paris in a thin folio volume in that language, accompanied with a set of cuts from the drawings of Niccolo Pouissin, and Alberti, the former having designed and defined the human figures, the latter the geometrical and other representations.. The first translation of this Treatise into English, appeared in the year 1721. It does not declare by whom it was made; but though it prosesses to have been done from the original Italian, it is evident, upon a comparison, that more use was made of the revised edition of the French translation. Indifferent, however, as it is, it had become fo scarce, and risen to a price fo extravagant, that, to supply the demand, it was found necessary, in the year 1796, to reprint it as it stood, with all its errors on its head, no opportunity then offering of procuring a french translation. This last impression, however, being now alfo disposed of, and a new one again called for, the present Translator was induced to step forward, and undertake the office of frenh translating it, on finding, by comparing the former versions both in French and English with the original, many passages which he thought might at once be more concisely and more faithfully rendered. ABOUT AUTHOR: Leonardo di ser Piero da Vinci (15 April 1452 – 2 May 1519) was an Italian painter, sculptor, architect, musician, mathematician, engineer, inventor, anatomist, geologist, cartographer, botanist, and writer. He is widely considered to be one of the greatest polymaths of all time and perhaps the most diversely talented person ever to have lived. His genius, perhaps more than that of any other figure, epitomized the Renaissance humanist ideal. Leonardo has often been described as the archetype of the Renaissance Man, a man of "unquenchable curiosity" and "feverishly inventive imagination". Marco Rosci states that while there is much speculation about Leonardo, his vision of the world is essentially logical rather than mysterious, and that the empirical methods he employed were unusual for his time. Born out of wedlock to a notary, Piero da Vinci, and a peasant woman, Caterina, in Vinci in the region of Florence, Leonardo was educated in the studio of the renowned Florentine painter Verrocchio. Much of his earlier working life was spent in the service of Ludovico il Moro in Milan. He later worked in Rome, Bologna and Venice, and he spent his last years in France at the home awarded him by Francis I. Leonardo was, and is, renowned as one of the greatest painters of all time. Among his works, the Mona Lisa is the most famous and most parodied portrait and The Last Supper the most reproduced religious painting of all time, with their fame approached only by Michelangelo's The Creation of Adam. Leonardo's drawing of the Vitruvian Man is also regarded as a cultural icon, being reproduced on items as varied as the euro coin, textbooks, and T-shirts. Perhaps fifteen of his paintings have survived, the small number because of his constant, and frequently disastrous, experimentation with new techniques, and his chronic procrastination. Nevertheless, these few works, together with his notebooks, which contain drawings, scientific diagrams, and his thoughts on the nature of painting, compose a contribution to later generations of artists rivalled only by that of his contemporary, Michelangelo. Leonardo is revered for his technological ingenuity. He conceptualised flying machines, an armoured vehicle, concentrated solar power, an adding machine, and the double hull, also outlining a rudimentary theory of plate tectonics.

In writing upon any matter of experience, such as art, the possibilities of misunderstanding are enormous, and one shudders to think of the things that may be put down to one's credit, owing to such misunderstandings. It is like writing about the taste of sugar, you are only likely to be understood by those who have already experienced the flavour; by those who have not, the wildest interpretation will be put upon your words. The written word is necessarily confined to the things of the understanding because only the understanding has written language; whereas art deals with ideas of a different mental texture, which words can only vaguely suggest. However, there are a large number of people who, although they cannot viibe said to have experienced in a full sense any works of art, have undoubtedly the impelling desire which a little direction may lead on to a fuller appreciation. And it is to such that books on art are useful. So that although this book is primarily addressed to working students, it is hoped that it may be of interest to that increasing number of people who, tired with the rush and struggle of modern existence, seek refreshment in artistic things. To many such in this country modern art is still a closed book; its point of view is so different from that of the art they have been brought up with, that they refuse to have anything to do with it. Whereas, if they only took the trouble to find out something of the point of view of the modern artist, they would discover new beauties they little suspected. If anybody looks at a picture by Claude Monet from the point of view of a Raphael, he will see nothing but a meaningless jargon of wild paint-strokes. And if anybody looks at a Raphael from the point of view of a Claude Monet, he will, no doubt, only see hard, tinny figures in a setting devoid of any of the lovely atmosphere that always envelops form seen in nature. So wide apart are some of the points of view in painting. In the treatment of form these differences in point of view make for enormous variety in the work. Works showing much ingenuity and ability, but no artistic brains; pictures that are little more than school studies, exercises in the representation of carefully or carelessly arranged objects, but cold to any artistic intention. At this time particularly some principles, and a clear intellectual understanding of what it is you are trying to do, are needed. We have no set traditions to guide us. The times when the student accepted the style and traditions of his master and blindly followed them until he found himself, are gone. Such conditions belonged to an age when intercommunication was difficult, and when the artistic horizon was restricted to a single town or province. Science has altered all that, and we may regret the loss of local colour and singleness of aim this growth of art in separate compartments produced; but it is unlikely that such conditions will occur again. Quick means of transit and cheap methods of reproduction have brought the art of the whole world to our doors. Where formerly the artistic food at the disposal of the student was restricted to the few pictures in his vicinity and some prints of others, now there is scarcely a picture of note in the world that is not known to the average student, either from personal inspection at our museums and loan exhibitions, or from excellent photographic reproductions. Not only European art, but the art of the East, China and Japan, is part of the formative influence by which he is surrounded; not to mention the modern science of light and colour that has had such an influence on technique. It is no wonder that a period of artistic indigestion is upon us. Hence the student has need ixof sound principles and a clear understanding of the science of his art, if he would select from this mass of material those things which answer to his own inner need for artistic expression.

Milyen lenyomatot hagyott bennünk 1956? T?rténelem alulnézetb?l, avagy családi emlékek, személyes t?rténetek az ominózus ?szr?l, ami után minden más lett. Hogyan lesz egy 17 éves gyárimunkás fiúból néhány nap leforgása alatt forradalmár? Mi t?rtént Erdélyben 56-ban? Mikor eszmél rá a hatéves kislány, hogy a nagyapja Magyarország legfontosabb embere? Hogyan él tovább az, akinek a menyasszonya ?r?kre elhagyta az országot? Hogyan válik a távoli kultúrából érkez? idegen október 23. szellemiségét átérz? emberré? Ilyen és ezekhez hasonló kérdésekre válaszol t?bbek k?z?tt Horgas Eszter, Varga Miklós, Kiss Zoltán Zéro, Tordai Teri, Vámos Miklós, Bornai Tibor és sokan mások. A kül?n?s, szívszorító vagy kalandos emlékekb?l megismerhetjük az ezerarcú forradalom néhány emberi mozzanatát. Naszvadi Judith családi érintettsége okán is kezdte el feltenni a kérdéseket el?bb sz?kebb, majd tágabb k?rnyezetében. A 60. évfordulóra így, ezekb?l az interjúkból állt ?ssze A mi '56-unk.

Le piante percepiscono il suono e amano suonare.Lo dimostrano studi e sperimentazioni condotte in ambito accademico e, ancora di più, le esperienze di numerosi ricercatori e musicisti che insegnano alle piante a usare apparecchiature musicali elettroniche e suonano e cantano insieme a loro.Le ricerche sull’intelligenza vegetale, sulla sensibilità delle piante e sulla loro disponibilità a dialogare con noi aprono la nostra mente verso una più profonda visione della natura e il nostro cuore a nuove occasioni di scambio con tutto ciò che è vivo intorno a noi.

Na prostorima nekada?nje Jugoslavije u posljednjih sto godina dogodile su se vi?estruke promjene, nastajale su? i nestajale dr?ave i politi?ki sistemi, doga?ali su se brojni ratovi i prevrati, povijest je nemilice mar?irala ulicama razdvajaju?i obitelji i tra?e?i od pojedinca da joj se povinuje ili suprotstavi. O jednoj takvoj povijesti pi?e Igor ?tiks? u svojoj kapitalnoj knjizi Dr?avljanin, gra?anin, stranac, neprijatelj. Nastala kao plod dugogodi?njeg bavljenja temama dr?avljanstva i gra?anstva na doktorskim? i postdoktorskim studijima, niza predavanja i referata te iznimnoga terenskog rada, ova knjiga kao nijedna do sada propituje pravo pojedinca i njegovu ulogu unutar dr?ave. ?tiks iz pojma dr?avljanina i gra?anina razvija i dokazuje tezu o mijenama politi?kih sistema i zajednica te koliko su i kako utjecali na poziciju i ?ivot pojedinca. Odgovara na pitanja ?to uop?e zna?i biti dr?avljanin, biti uklju?en ili pak isklju?en, kako se osje?ati u poziciji gra?anina i ?to se doga?a kada se ona mijenja u onu stranca ili pak neprijatelja. Knjiga Dr?avljanin, gra?anin, stranac, nepri?jatelj povijesna je, kulturolo?ka i sociolo?ka, ali prije svega politi?ka studija koja pokazuje koliko su krhki identiteti, kako se lako stvaraju i grade novi te koliko je pitanje dr?avljanstva i gra?anstva va?no i danas.

David Stevenson?jedan je od najistaknutijih prou?avatelja Prvoga svjetskog rata. U svom monumentalnom djelu?1914.–1918. Povijest Prvog svjetskog rata?kre?e od uzroka sukoba, prolazi kroz sva boji?ta, analizira geopoliti?ke odnose, ravnote?u izme?u imperijalnih sila, politi?ke i vojne promjene, kraj rata i mirovne ugovore koji su odredili okvir budu?ih me?unarodnih odnosa, te zavr?ava raspravom o nastavku ratnog sukoba drugim sredstvima i o poslijeratnom ure?enju svijeta koje ?e izazvati nove sukobe. Ova povijest jedna je od onih koje otkrivaju nove ?injenice i reinterpretiraju povijesne izvore, ali jednako tako stvaraju cjelovitu sliku o kompleksnosti sukoba. Stevensonova povijest prva je sveobuhvatna povijest Prvoga svjetskog rata objavljena u Hrvatskoj nakon vi?e od 50 godina. Knjiga koju je potrebno pro?itati da bi se shvatilo dvadeseto stolje?e i razumjelo vrijeme u kojem ?ivimo.

Okupiv?i na jednome mjestu najzanimljivija imena lijeve politi?ke misli od Slovenije do Bugarske, s naglaskom na zemlje biv?e Jugoslavije, filozofi? i aktivisti Sre?ko Horvat i Igor ?tiks pred njih su stavili zadatak da napi?u tekstove o situaciji danas i ovdje, prije svega na Balkanu. ?etrnaest autora, od mladih filozofskih nada do svjetski priznatih imena, u svojim esejima pokazuje koliko je po?ast neoliberalizma u sprezi s politi?ko-mafija?kim klanovima i krupnim kapitalom razjela sve one pozitivne tekovine koje je ostavilo socijalisti?ko naslje?e. Bez sentimenta i nostalgije prema pro?lim vremenima, Dobro do?li u pustinju postsocijalizma najzanimljivija je i najaktualnija knjiga o suvre?menom trenutku. Ona je nezaobilazna studija za svakoga tko ?eli ozbiljnije shvatiti ?to nam se i za?to doga?a u vremenima duboke krize.

Europa, 1900.–1914.: svijet u tra?enju, pulsiraju?e razdoblje kreativ?nosti i suprotnosti. Glavne su teme terorizam, globalizacija, imigranti, konzumerizam, propast moralnih vrijednosti i suparni?tvo velikih sila. Dvadeseto stolje?e nije se rodilo u rovovima kod Somme ili Passchendaela, nego u petnaest vrtoglavih godina koje su prethodile Prvome svjetskom ratu. U kratkom razdoblju novi svjetski poredak proiza?ao je iz tragi?nih suprotnosti staroga. Posljedice industrijske revolucije, na politi?kom i osobnom planu, osje?ale su se u cijelom svijetu: gradovi rastu zbog pristizanja seoskog stanovni?tva koje napu?ta svoje tradicionalne vrijednosti, znanost donosi napredak, ali i izume iz no?nih mora, obrazovanje je milijunima ljudi otvorilo nove mogu?nosti, masovno proizvedeni predmeti promijenili su svakodnevni ?ivot, radnici zahtijevaju udio u politi?koj vlasti, ?ene ?ele promijeniti svoj polo?aj u dru?tvu i prirodu seksualnih odnosa. Od nevjerojatne nade u novo stolje?e koju je utjelovio Svjetski sajam u Parizu 1900. do atentata na austrijskog nadvojvodu u Sarajevu 1914., povjesni?ar Philipp Blom ovo razdoblje istra?uje godinu po godinu. Premijeri i seljaci, anarhisti i glumice, znanstvenici i psihopati susre?u se na pozornici novoga stolje?a u ovom prikazu rasko?noga, nestabilnog doba na rubu katastrofe. Prelijepo napisana i puna vje?to ispri?anih anegdota, knjiga Vrtoglave godine o?ivljava ?udesa, u?ase i strahove ranoga dvadesetog stolje?a.

Knjiga Me?uodnosi umjetni?kih svjetova dio je doktorske disertacije, a govori o simultanoj i sukcesivnoj umjetnosti kroz ilustracije Bhagavad Gite, u 18 poglavlja od kojih svako ima dvije verzije. Su?tina autori?inog interesa je prijenos misli i osje?aja iz drevnog indijskog epa, kroz likovne elemente, odnosno vizualizacija vremenske umjetnosti; poku?ala je interpretirati kroz kompoziciju, boju, liniju, kontrast, tre?u dimenziju, strukturu, teksturu, proporciju, ritam i dinamiku, filozofiju Bhagavad Gite, koja je posebna utoliko ?to je u Indiji filozofija jednako religija, i obrnuto. Spomenuta je i analogija izme?u vremenskih i prostornih umjetnosti, kao ?to je boja (valer), glazba (akord), te upravo kroz sinergiju zna?enja i zra?enja na ilustracijama mo?emo do?ivjeti da "?itamo sliku". ? Tatjana Burzanovi? je autorica, umjetnica, grafi?ka dizajnerica i dizajnerica interijera, profesor na Fakultetu za kulturu i turizam na predmetu Indijska kultura, te na Fakultetu za dizajn i multimediju na Univerzitetu Donja Gorica u Podgorici, Crna Gora. Diplomirala je na Akademiji likovnih umjetnosti u Sarajevu, a doktorat obranila na Fakultetu primenjenih umjetnosti u Beogradu. Svoje je radove izlagala na brojnim samostalnim i grupnim izlo?bama, te sudjelovala u umjetni?kim i pedago?kim kolonijama. Dobila je nekoliko nagrada za dizajn knjiga. Knjiga Me?uovisnost umjetni?kih svjetova?nagra?ena je na 11. sajmu knjiga u Podgorici za najbolje opremljeno umjetni?ko izdanje. Knjiga je u elektroni?kom izdanju dostupna i u engleskom prijevodu.

Idu?i ?enskom stranom hrvatske knji?evnosti Lidija Duji? sla?e koncizan i zanimljiv pregled izabranog segmenta doma?e knji?evne povijesti. Ocrtava sociolo?ke krokije hrvatskih knji?evnica, iznosi kratke karakterizacije, uzgred problematiziraju?i ?enski geto didakti?ke i dje?je knji?evnosti. Analiziraju?i i ponovno vrednuju?i neka djela, prihva?ena pod etiketom ??enskog pisma“, autorica dovodi u pitanje mnoga op?a mjesta, ne ?tite?i se krinkom autoriteta znanstvene objektivnosti – pi?u?i u prvom licu. Knjiga se temelji na njezinoj doktorskoj disertaciji, ali je pisana popularno te je namijenjena ?iroj publici.

Alessandro di Mariano di Vanni Filipepi, better known as Sandro Botticelli ( 1445 – 1510), was an Italian painter of the Early Renaissance. He belonged to the Florentine school under the patronage of Lorenzo de' Medici, a movement that Giorgio Vasari would characterize less than a hundred years later as a "golden age", a thought, suitably enough, he expressed at the head of his Vita of Botticelli. Botticelli's posthumous reputation suffered until the late 19th century; since then his work has been seen to represent the linear grace of Early Renaissance painting. Among his best known works are The Birth of Venus and Primavera. In 1481, Pope Sixtus IV summoned Botticelli and other prominent Florentine and Umbrian artists to fresco the walls of the Sistine Chapel. The iconological program was the supremacy of the Papacy. Sandro's contribution included the Temptations of Christ, the Punishment of the Rebels and Trial of Moses. He returned to Florence, and "being of a sophistical turn of mind, he there wrote a commentary on a portion of Dante and illustrated the Inferno which he printed, spending much time over it, and this abstention from work led to serious disorders in his living." Thus Vasari characterized the first printed Dante (1481) with Botticelli's decorations; he could not imagine that the new art of printing might occupy an artist. The masterpieces Primavera (c. 1482) and The Birth of Venus (c. 1485) were both seen by Vasari at the villa of Lorenzo di Pierfrancesco de' Medici at Castello in the mid-16th century, and until recently, it was assumed that both works were painted specifically for the villa. Recent scholarship suggests otherwise: the Primavera was painted for Lorenzo's townhouse in Florence, and The Birth of Venus was commissioned by someone else for a different site. By 1499, both had been installed at Castello. In these works, the influence of Gothic realism is tempered by Botticelli's study of the antique. But if the painterly means may be understood, the subjects themselves remain fascinating for their ambiguity. The complex meanings of these paintings continue to receive widespread scholarly attention, mainly focusing on the poetry and philosophy of humanists who were the artist's contemporaries. The works do not illustrate particular texts; rather, each relies upon several texts for its significance. Of their beauty, characterized by Vasari as exemplifying "grace" and by John Ruskin as possessing linear rhythm, there can be no doubt. In the mid-1480s, Botticelli worked on a major fresco cycle with Perugino, Domenico Ghirlandaio and Filippino Lippi, for Lorenzo the Magnificent's villa near Volterra; in addition he painted many frescoes in Florentine churches. In 1491 he served on a committee to decide upon a fa?ade for the Cathedral of Florence.

The dominant motives in Calderon's dramas are characteristically national: fervid loyalty to Church and King, and a sense of honor heightened almost to the point of the fantastic. Though his plays are laid in a great variety of scenes and ages, the sentiment and the characters remain essentially Spanish; and this intensely local quality has probably lessened the vogue of Calderon in other countries. In the construction and conduct of his plots he showed great skill, yet the ingenuity expended in the management of the story did not restrain the fiery emotion and opulent imagination which mark his finest speeches and give them a lyric quality which some critics regard as his greatest distinction. Of all Calderon's works, "Life is a Dream" may be regarded as the most universal in its theme. It seeks to teach a lesson that may be learned from the philosophers and religious thinkers of many ages—that the world of our senses is a mere shadow, and that the only reality is to be found in the invisible and eternal. The story which forms its basis is Oriental in origin, and in the form of the legend of "Barlaam and Josaphat" was familiar in all the literatures of the Middle Ages. Combined with this in the plot is the tale of Abou Hassan from the "Arabian Nights," the main situations in which are turned to farcical purposes in the Induction to the Shakespearean "Taming of the Shrew." But with Calderon the theme is lifted altogether out of the atmosphere of comedy, and is worked up with poetic sentiment and a touch of mysticism into a symbolic drama of profound and universal philosophical significance. LIFE IS A DREAM DRAMATIS PERSONAE Basilio King of Poland.Segismund his Son.Astolfo his Nephew.Estrella his Niece.Clotaldo a General in Basilio's Service.Rosaura a Muscovite Lady.Fife her Attendant. Chamberlain, Lords in Waiting, Officers,Soldiers, etc., in Basilio's Service. The Scene of the first and third Acts lies on the Polish frontier: of the second Act, in Warsaw. As this version of Calderon's drama is not for acting, a higher and wider mountain-scene than practicable may be imagined for Rosaura's descent in the first Act and the soldiers' ascent in the last. The bad watch kept by the sentinels who guarded their state-prisoner, together with much else (not all!) that defies sober sense in this wild drama, I must leave Calderon to answer for; whose audience were not critical of detail and probability, so long as a good story, with strong, rapid, and picturesque action and situation, was set before them. about author: Pedro Calderon de la Barca was born in Madrid, January 17, 1600, of good family. He was educated at the Jesuit College in Madrid and at the University of Salamanca; and a doubtful tradition says that he began to write plays at the age of thirteen. His literary activity was interrupted for ten years, 1625-1635, by military service in Italy and the Low Countries, and again for a year or more in Catalonia. In 1637 he became a Knight of the Order of Santiago, and in 1651 he entered the priesthood, rising to the dignity of Superior of the Brotherhood of San Pedro in Madrid. He held various offices in the court of Philip IV, who rewarded his services with pensions, and had his plays produced with great splendor. He died May 5, 1681. At the time when Calderon began to compose for the stage, the Spanish drama was at its height. Lope de Vega, the most prolific and, with Calderon, the greatest, of Spanish dramatists, was still alive; and by his applause gave encouragement to the beginner whose fame was to rival his own. The national type of drama which Lope had established was maintained in its essential characteristics by Calderon, and he produced abundant specimens of all its varieties. Of regular plays he has left a hundred and twenty; of "Autos Sacramentales," the peculiar Spanish allegorical development of the medieval mystery, we have seventy-three; besides a considerable number of farces.

IT is much easier to understand and remember a thing when a reason is given for it, than when we are merely shown how to do it without being told why it is so done; for in the latter case, instead of being assisted by reason, our real help in all study, we have to rely upon memory or our power of imitation, and to do simply as we are told without thinking about it. The consequence is that at the very first difficulty we are left to flounder about in the dark, or to remain inactive till the master comes to our assistance.? Now in this book it is proposed to enlist the reasoning faculty from the very first: to let one problem grow out of another and to be dependent on the foregoing, as in geometry, and so to explain each thing we do that there shall be no doubt in the mind as to the correctness of the proceeding. The student will thus gain the power of finding out any new problem for himself, and will therefore acquire a true knowledge of perspective.?? George Adolphus Storey??Book First?The Necessity of the Study of Perspective to Painters, Sculptors, and Architects?LEONARDO DA VINCI tells us in his celebrated Treatise on Painting that the young artist should first of all learn perspective, that is to say, he should first of all learn that he has to depict on a flat surface objects which are in relief or distant one from the other; for this is the simple art of painting. Objects appear smaller at a distance than near to us, so by drawing them thus we give depth to our canvas. The outline of a ball is a mere flat circle, but with proper shading we make it appear round, and this is the perspective of light and shade.? ‘The next thing to be considered is the effect of the atmosphere and light. If two figures are in the same coloured dress, and are standing one behind the other, then they should be of slightly different tone, so as to separate them. And in like manner, according to the distance of the mountains in a landscape and the greater or less density of the air, so do we depict space between them, not only making them smaller in outline, but less distinct.’?Sir Edwin Landseer used to say that in looking at a figure in a picture he liked to feel that he could walk round it, and this exactly expresses the impression that the true art of painting should make upon the spectator.??There is another observation of Leonardo’s that it is well I should here transcribe; he says: ‘Many are desirous of learning to draw, and are very fond of it, who are notwithstanding void of a proper disposition for it. This may be known by their want of perseverance; like boys who draw everything in a hurry, never finishing or shadowing.’ This shows they do not care for their work, and all instruction is thrown away upon them. At the present time there is too much of this ‘everything in a hurry’, and beginning in this way leads only to failure and disappointment. These observations apply equally to perspective as to drawing and painting.? Unfortunately, this study is too often neglected by our painters, some of them even complacently confessing their ignorance of it; while the ordinary student either turns from it with distaste, or only endures going through it with a view to passing an examination, little thinking of what value it will be to him in working out his pictures. Whether the manner of teaching perspective is the cause of this dislike for it, I cannot say; but certainly most of our English books on the subject are anything but attractive.??All the great masters of painting have also been masters of perspective, for they knew that without it, it would be impossible to carry out their grand compositions. In many cases they were even inspired by it in choosing their subjects. When one looks at those sunny interiors, those corridors and courtyards by De Hooghe, with their figures far off and near, one feels that their charm consists greatly in their perspective, as well as in their light and tone and colour... ?

To present at a single glance a comprehensive view of the History of English Church Architecture from the Heptarchy to the Reformation, and to do this in a manner, which, without taxing too seriously the memory of the student, may enable him to fix in his mind the limits, and the general outline of the inquiry he is about to enter upon, is the object of the present treatise.? Instead therefore of entering, as is usual in elementary works of this nature, into a detailed account of all the parts of an Ecclesiastical structure, a certain portion only of such a building has for this purpose been selected, and so exhibited in the garb in which it appeared at successive intervals of time, as to present to the reader a means of comparison that will enable him readily to apprehend the gradual change of form through which it passed from the Eleventh to the Sixteenth Centuries, and at once to recognise the leading characteristics of the several Periods into which it is here proposed to divide the History of our National Architecture. Having thus fixed these leading characteristics in his mind, he will then be in a condition to follow us hereafter, if he pleases, into the detail of the whole subject, and to become familiar with those niceties of distinction, the detection of which—escaping, as they do, the eye of the general observer—contributes so materially to the enjoyment of the study, and a perfect acquaintance with which is so absolutely essential to a correct understanding of the true History of the Art.?That this mode of approaching the study of this subject is a convenient one, will probably be admitted by those who may remember the difficulties they encoun-tered, in their early attempts to acquire a general conception of the scheme of the History of Church Architecture, as given in most of the manuals now in use; and the complexity of detail in which they found themselves immediately involved on the very threshold of their inquiry.? It has been the practice in most elementary works on Church Architecture to derive the illustrations of the subject, indifferently from the smaller and the larger buildings of the Kingdom; and by implication to assign an equal authority to both. It will be readily admitted, however, that the History of an Art is to be gathered from its principal Monuments, and not from those the design or execution of which may have been entrusted to other than the ablest masters of the Period: in the choice, therefore, of the examples which have been selected to illustrate the series of changes which are described in the following pages, reference has been made principally to the great Cathedral, Abbey, and Collegiate Churches of the Kingdom, and occasionally only to some of the larger Parish Churches whose size or importance would seem to bring them under the above denomination.??Church Architecture in England, from its earliest existence down to the Sixteenth Century, was in a state of constant progress, or transition, and this progress appears to have been carried on, with certain exceptions in different parts of the country, very nearly simultaneously. It follows from this circumstance, first, That it is impossible to divide our National Architecture correctly into any number of distinct Orders or Styles; and secondly, That any Division of its History into a given number of Periods, must necessarily be an arbitrary one. It is nevertheless absolutely essential for the purpose of conveniently describing the long series of noble monuments which remain to us, that we should adopt some system of chronological arrangement, which may enable us to group, and to classify them in a distinct and intelligible manner: and although no broad lines of demarcation in this connected series are discernible—so gradual was the change—yet so rapid and so complete was it also, that a period of fifty years did not elapse without a material alteration in the form and fashion of every detail of a building. ?

["The Elements of Drawing" was written during the winter of 1856. The First Edition was published in 1857; the Second followed in the same year, with some additions and slight alterations. The Third Edition consisted of sixth thousand, 1859; seventh thousand, 1860; and eighth thousand, 1861.The work was partly reproduced in "Our Sketching Club," by the Rev. R. St. John Tyrwhitt, M.A., 1874; with new editions in 1875, 1882, and 1886.Mr. Ruskin meant, during his tenure of the Slade Professorship at Oxford, to recast his teaching, and to write a systematic manual for the use of his Drawing School, under the title of "The Laws of Fésole." Of this only vol. i. was completed, 1879; second edition, 1882. As, therefore, "The Elements of Drawing" has never been completely superseded, and as many readers of Mr. Ruskin's works have expressed a desire to possess the book in its old form, it is now reprinted as it stood in 1859.] ? THE SECOND EDITION.As one or two questions, asked of me since the publication of this work, have indicated points requiring elucidation, I have added a few short notes in the first Appendix. It is not, I think, desirable otherwise to modify the form or add to the matter of a book as it passes through successive editions; I have, therefore, only mended the wording of some obscure sentences; with which exception the text remains, and will remain, in its original form, which I had carefully considered. Should the public find the book useful, and call for further editions of it, such additional notes as may be necessary will be always placed in the first Appendix, where they can be at once referred to, in any library, by the possessors of the earlier editions; and I will take care they shall not be numerous.August 3, 1857. ? PREFACE? i. It may perhaps be thought, that in prefacing a manual of drawing, I ought to expatiate on the reasons why drawing should be learned; but those reasons appear to me so many and so weighty, that I cannot quickly state or enforce them. With the reader's permission, as this volume is too large already, I will waive all discussion respecting the importance of the subject, and touch only on those points which may appear questionable in the method of its treatment. ? ii. In the first place, the book is not calculated for the use of children under the age of twelve or fourteen. I do not think it advisable to engage a child in any but the most voluntary practice of art. If it has talent for drawing, it will be continually scrawling on what paper it can get; and should be allowed to scrawl at its own free will, due praise being given for every appearance of care, or truth, in its efforts. It should be allowed to amuse itself with cheap colors almost as soon as it has sense enough to wish for them. If it merely daubs the paper with shapeless stains, the color-box may be taken away till it knows better: but as soon as it begins painting red coats on soldiers, striped flags to ships, etc., it should have colors at command; and, without restraining its choice of subject in that imaginative and historical art, of a military tendency, which children delight in, (generally quite as valuable, by the way, as any historical art delighted in by their elders,) it should be gently led by the parents to try to draw, in such childish fashion as may be, the things it can see and likes,—birds, or butterflies, or flowers, or fruit. ? iii. In later years, the indulgence of using the color should only be granted as a reward, after it has shown care and progress in its drawings with pencil. A limited number of good and amusing prints should always be within a boy's reach: in these days of cheap illustration he can hardly possess a volume of nursery tales without good wood-cuts in it, and should be encouraged to copy what he likes best of this kind; but should be firmly restricted to a few prints and to a few books.

Te mit tennél kockára azért, hogy teljesüljenek a vágyaid?A testi épségedet?A lelkedet?Rona ?r?mlányként dolgozik, de minden vágya, hogy írón? válhasson bel?le. Ahhoz, hogy be tudja fejezni élete els? regényét, bele kell merülnie a BDSM számára eddig ismeretlen világába. Ahogy egyre mélyebbre hatol a k?telek, bilincsek és ostorcsapások k?z?tt, úgy ébred rá, hogy ez az egész nem csupán a szexr?l szól, annál sokkal t?bbr?l.Régóta dédelgetett gyerekkori sérelmek szabadulnak fel a pálcacsapások nyomán, és kalandjai során egészen új emberré válik.Vajon a szex k?zben elszenvedett fájdalom gyógyír lehet mindenre?Mit szól majd a k?rnyezete, a szerelme? Képesek lesznek elfogadni új énjét? Milyen áldozatok árán válhat valóra élete nagy álma?Rona Fire valós élményeken alapuló, szenvedéllyel és romantikával teli igaz t?rténete olyan világba repíti el az olvasót, ahova csak kevesen merészkednek.

The Winter's Tale is a play by William Shakespeare, originally published in the First Folio of 1623. Although it was grouped among the comedies, some modern editors have relabelled the play as one of Shakespeare's late romances. Some critics consider it to be one of Shakespeare's "problem plays", because the first three acts are filled with intense psychological drama, while the last two acts are comedic and supply a happy ending. The play has been intermittently popular, revived in productions in various forms and adaptations by some of the leading theatre practitioners in Shakespearean performance history, beginning after a long interval with David Garrick in his adaptation called Florizel and Perdita (first performed in 1754 and published in 1756). The Winter's Tale was revived again in the 19th century, when the third "pastoral" act was widely popular. In the second half of the 20th century The Winter's Tale in its entirety, and drawn largely from the First Folio text, was often performed, with varying degrees of success. Short Summary of the Tale: John Fawcett as Autolycus in "The Winter's Tale" (1828) by Thomas Charles WagemanFollowing a brief setup scene the play begins with the appearance of two childhood friends: Leontes, King of Sicilia, and Polixenes, the King of Bohemia. Polixenes is visiting the kingdom of Sicilia, and is enjoying catching up with his old friend. However, after nine months, Polixenes yearns to return to his own kingdom to tend to affairs and see his son. Leontes desperately attempts to get Polixenes to stay longer, but is unsuccessful. Leontes then decides to send his wife, Queen Hermione, to try to convince Polixenes. Hermione agrees and with three short speeches is successful. Leontes is puzzled as to how Hermione convinced Polixenes so easily, and Leontes suddenly goes insane and suspects that his pregnant wife has been having an affair with Polixenes and that the child is a bastard. Leontes orders Camillo, a Sicilian Lord, to poison Polixenes. Camillo instead warns Polixenes and they both flee to Bohemia. Furious at their escape, Leontes now publicly accuses his wife of infidelity, and declares that the child she is bearing must be illegitimate. He throws her in prison, over the protests of his nobles, and sends two of his lords, Cleomenes and Dion, to the Oracle at Delphi for what he is sure will be confirmation of his suspicions. Meanwhile, the queen gives birth to a girl, and her loyal friend Paulina takes the baby to the king, in the hopes that the sight of the child will soften his heart. He grows angrier, however, and orders Paulina's husband, Lord Antigonus, to take the child and abandon it in a desolate place. Cleomenes and Dion return from Delphi with word from the Oracle and find Hermione publicly and humiliatingly put on trial before the king. She asserts her innocence, and asks for the word of the Oracle to be read before the court. The Oracle states categorically that Hermione and Polixenes are innocent, Camillo an honest man, and that Leontes will have no heir until his lost daughter is found. Leontes shuns the news, refusing to believe it as the truth. As this news is revealed, word comes that Leontes' son, Mamillius, has died of a wasting sickness brought on by the accusations against his mother. Hermione, meanwhile, falls in a swoon, and is carried away by Paulina, who subsequently reports the queen's death to her heartbroken and repentant husband. Leontes vows to spend the rest of his days atoning for the loss of his son and his queen.

Németh Miklós és Pozsgay Imre egy k?tetben! Mellettük pedig Mayer Péter, Markovics Ferenc, Arató István, Kajli Béla, Kerezsi István és még sokan mások. Ismert, k?zismert és kevésbé ismert nevek egy beszélget?k?nyvben, amely a munkás?rség t?rténetét ?leli fel. A szerz?k megfogalmazásában: t?bb szempontból sem hagyományos interjúk?tetet készítettünk, vállalva ennek el?nyeit és hátrányait egyaránt. K?sz?nhet? volt ez annak is, hogy a k?nyv megírását megel?zte egy, a testület teljes t?rténetét feldolgozó kétrészes, ?sszesen k?zel egyórás dokumentumfilm elkészítése a Munkás?rség - Egy párthadsereg t?rténete címmel. A munkás?r?k nehéz ládát cipelnek. Amikor letették, hogy megpihenjenek, épp arra j?n János bácsi, a téesz juhásza és megkérdi: Mit cipelnek fiaim? Hadititok!, feleli az egyik munkás?r. ?s nagyon nehéz a láda? Már hogyne lenne nehéz, mikor tele van kézigránáttal?, válaszol az egyik munkás?r. A korabeli viccben és t?bbek emlékezetében is úgy él a Munkás?rség, mint egy kissé esetlen, sokszor id?s embereknek a gy?jt?helye vagy klubja. De a valóságban ez egyáltalán nem így volt. Az '56-os forradalom leverését k?vet?en létrehozott szervezet feladata sokáig kizárólag a rend(szer) védelmének a biztosítása volt. A kádári állam kiépülését k?vet?en kidolgozták háborús, határ?rizeti és polgári védelmi feladataikat is. A kezdetben harminc-, majd hatvanezer f?s párthadsereg létszámát tekintve a korabeli Magyar Néphadseregéhez képest is jelent?s volt! A rendszerváltás során a hatalom részér?l felmerült a testület átmentése is, de erre végül nem került sor. A Munkás?rség felszámolását 1989-ben a teljes ellenzék k?vetelte, leszerelésük jelent?s izgalommal t?lt?tte el a magyar társadalmat. De hogy látták mindezt a korabeli vezet? politikusok, katonák, és nem utolsó sorban maguk a munkás?r?k? Az interjúk?tet erre próbál választ találni.