Today's Topics:
missive
Re: Blake class
Re: Transformation?
Re: Transformation? -Reply
Re: Blake class
Re: Blake class
Re: Blake class
missive
Re: Re: Blake class
Re: Blake class
Re: missive
Re: Transformation? -Reply -Reply
R: missive
Blake and D.H. Lawrence
Thanks for teaching tips
Finding the Western Path
Re: Blake and D.H. Lawrence
Re: Finding the Western Path
Leaving the Blake List
Re: Blake and D.H. Lawrence
------------------------------
Date: Fri, 30 Oct 1998 16:41:58 PST
From: "Judette Kullins"
To: blake@albion.com
Subject: missive
Message-Id: <19981031004158.3569.qmail@hotmail.com>
Content-Type: text/plain
Greetings to all fellow Blakeans from a new grad student in the
literature track at CSU (Ohio)
______________________________________________________
Get Your Private, Free Email at http://www.hotmail.com
------------------------------
Date: Sat, 31 Oct 1998 08:54:06 -0600
From: Franklin
To: blake@albion.com
Subject: Re: Blake class
Message-Id: <363B248E.55CD@gte.net>
Content-Type: text/plain; charset=us-ascii
Content-Transfer-Encoding: 7bit
> Henriette Stavis wrote:
> Is it feasible to teach 'The Marriage of Heaven and Hell' in the first lesson and 'The First Book of Urizen' in
the second? Or would it be a gross misrepresentation of
Blake? And would it be unfair not to include 'Songs'?>
_The Marriage of Heaven and Hell_ is not misrepresentative at
all; it is a superb way to introduce an elevated examination
of this artist and is worthy of extended study-- indeed, it
requires extended study.
I'm unclear how much time you have for your "first lesson,"
but I would suggest you focus on a high-quality discussion of
key exerpts, rather than seeing how much you can
superficially skim past on the way to your next lesson. I
think one of the great dangers one runs up against in the
teaching of Blake is the urge to teach way too much way too
quickly.
I enjoy working intensely with "The Argument," focusing first
on a formalist/structuralist approach. It is very rich for
multidimensional textual analysis. Be sure you have a
facsimile text to work with, as the paintings are their own
poetry.
I also like very much exploring its mythic aspects. Sounds
like you're tired of an over-emphasis of the psychoanalytic
elements, but the implications of Blake's retelling of this
story lead to a number of very interesting cognitive and
psychoanalytic possibilities. I like to spend serious time
setting up Blake's cosmos before making extended reading
assignments of the rest of the work.
As to the Songs, it is not a matter of "fair or unfair," but
rather a matter of what you hope to teach about Blake. If
you want your students to be able to talk intelligently with
just about anyone on the subject of William Blake, then spend
lots of time on The Tyger, as that's the one everyone knows.
But if it's the genius of the artist you want to expose them
to, with hopes that they might get fired up and become true
disciples of this incredibly complex multimedia
poet/artist/singer/philosopher, then you can hardly go wrong
with _The Marriage of Heaven and Hell.
Hope you'll keep us informed on your experiences.
Bill Franklin
------------------------------
Date: Sat, 31 Oct 1998 09:44:23 -0500
From: bert@kvvi.net (Bert Stern)
To: blake@albion.com
Subject: Re: Transformation?
Message-Id:
Content-Type: text/plain; charset="us-ascii"
Tom Devine--
Thanks for your marvelous meditation on active contemplation and
work in ernest. It helps me on my way.
Bert Stern
------------------------------
Date: Sat, 31 Oct 1998 09:59:07 -0500
From: bert@kvvi.net (Bert Stern)
To: blake@albion.com
Subject: Re: Transformation? -Reply
Message-Id:
Content-Type: text/plain; charset="us-ascii"
Pam:
I was interested in the kabbalistic overtones of your last note.
Teshuvah occurs when we reach the "limits of contraction," no? And the
transformation of shepherd and husbandmen into warriors is also a movment
from Chesed to Gevurah, or Din. My mind is open in that direction these
days because I'm reading Rabbi David Cooper's excellent "God is a Verb:
Kabbalah and the Practice of Mystical Judaism."
As to "escaping from the restraints of the husks of matter," is
that what we do? I'd think rather that we cleanse the doors, thus seeing
through the husks the shekinah hidden therein. Similarly with nature: the
task is not to discard it but to see through it. But we're essentially of
one mind about this.
Of course I agree entirely about Los. You could probably write a
wonderful essay on "Los as Tzaddik."
Bert
------------------------------
Date: Sat, 31 Oct 1998 11:00:21 -0900
From: ndeeter
To: blake@albion.com
Subject: Re: Blake class
Message-Id: <363B6C55.550B@concentric.net>
Content-Type: text/plain; charset=us-ascii
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In my experience, survey classes are usually a historical look at the
literature of a specific time. And one thing about history is that it
leaves a lot of stuff out.
You might consider Blake's position in history and choose what works
show that best. Or consider the reading capacity of your students.
Also, presumably, you will be covering Blake's predecessors in the
Romantic movement? Thomas Gray, Oliver Goldsmith, Robert Burns? Perhaps
choose your Blake material so that it will "converse" nicely with what
comes before. Or if you're starting with Blake (a possibility of course,
but a bad idea), think of what things you want to resonate throughout
the semester, what aspects of Romanticism you think are most important
and which of Blake's works carry that through.
Also, survey classes rarely go in depth (that is the job of the seminar
class), so you might want to choose work they can easily talk about. And
as Wordsworth wrote--and I perhaps too often quote him on--"verse will
be read a hundred times where the prose is read once". I think that a
good reader will get something new out of each reading of a poem.
Of course, Wordsworth said that in an age of poetry. And of course,
Wordsworth's most valuable work is probably the preface to _Lyrical
Ballads_. So...
Are you teaching prosody? In my experience, knowing how to scan a poem
and how the musical elements were effecting the meaning was as useful,
sometimes moreso, then any kind of historical or psychological or
deconstructive analysis of the poem. Especially with English
verse...there is such attention paid to meter. Not so much with American
verse.
Nathan Deeter
ndeeter@concentric.net
------------------------------
Date: Sat, 31 Oct 1998 21:10:19 -0600
From: tomdill@wc.stephens.edu (TOM DILLINGHAM)
To: blake@albion.com
Subject: Re: Blake class
Message-Id: <98103121101963@wc.stephens.edu>
Henriette--your plans for next semester sound closer to my situation
now. In my present "period" course, I had the students buy the Dover
reproduction of _Book of Urizen_ and we are using McGann's _Romantic
Verse_ volume from Oxford, which includes a number of the Songs,
the text of Urizen, as well, and MHH as well as small excerpts from
_Milton_ and _Jerusalem_. In this kind of course, I feel free to
encourage students to read much more (especially poetry) than I ever
expect to have time to discuss (either in my formal presentation or
in dialogue with them); since there is no sanction, the good students
will probably read all or most, the others will read as much or as
little as they think they can get by with. (It was ever thus, I am
sure.)
Anyway, I did begin with _Urizen_ but I had told them to read the
selections of the Songs and MHH by the second class meeting, as well.
I had no illusions about the level of comprehension, but hoped there
would be enough positive engagement to create curiosity. It seems
to have worked.
Unlike your situation, however, I had scheduled four class meetings
for Blake and have stolen two more (it's my course, after all!).
The Dover reproduction served well to create curiosity and I spent
some of the first class talking about Blake's production processes
and showing them some of the volumes from the Princeton/Blake Trust
series as well as beginning a discussion of _Urizen_ as a creation
poem and asking them to look at what Urizen and Los seemed to be
doing. We established at least that there is opposition between
the two and that Los sets out to remedy a situation that is
apparently chaotic and threatening. During the second class
meeting, I actually began by talking about The Lamb and The Tyger
and the two Holy Thursdays, just to get them thinking in
contraries, and after looking at Urizen's "law-giving" activities,
I took them into MHH and together we read through the passage with
the Angel and Blake dangling from the fungus contemplating his "fate"
among Leviathan and the other monsters of the deep, suddenly transforming
to a pleasant pastoral landscape. [In this context, I was able to
remind them quickly of earlier "pastoral" materials we had looked at,
especially sections of Johnson's _Rasselas_ which also, to my great
pleasure, prompted a comment from one student about the different
notions of the imagination we were encountering--Imlac's speech
about the 'dangerous prevalence of imagination' had been a
strong topic a couple of weeks back, and we had also discussed
Goya's capricho titled "The Sleep of Reason Engenders Monsters"--
so the students were getting into things.]
We went back to, and continued into the next class period, the
wonderful "enclosing" passage as Los manufactures the head, heart,
tongue, and loins--with the horrific image of that spine stretching
across eternity (and yes, I allowed myself to mention the image of
the space vehicle in 2001: A Space Odyssey, because I have no
quarrel with "presentism" when talking with undergraduates). So
we read most of _Urizen_ aloud, with constant interpolations and
questions, including as many cross-references to Songs and
MHH as possible. My real regret was that I had not found a way
to bring in _Book of Thel_, but it is not in McGann and our
xerox budget is getting low. (Though Thel is quite short, of course--
I did comment on it and quote some sections.)
I don't pretend that this group of students can have acquired a
deep or full notion of Blake from this experience (though I hope
some will take the Milton and Blake course next semester to learn
more)--I do think they will approach the Songs with greater interest
and understanding. Certainly they have (as we have moved on)
approached Wordsworth and Coleridge (especially "The Idiot Boy"
) with a more complex attitude and feeling.
One of the other comments in response to you suggested something
that I think is probably true--there is no such thing as a
foolproof gate or doorway into Blake--the most obvious will
leave only partial impressions, and with only a couple of hours
of class time, one must be content with partiality, though
some approaches might allow for greater breadth and comprehension.
In a survey, often the best one can hope for is to leave a spark of
curiosity in someone who will attempt to learn more later, along with
perhaps one solid impression of a significant work to use as a
foundation. In some cases--too rare to satisfy us, I would guess,
but frequent enough--a work will catch a student at a moment of
openness (or the work we ask her to do will stimulate a connection
she might not otherwise have made) and the wonderful transformation
of consciousness that literature can achieve will occur. (I am
using the term in a somewhat more limited sense than that
promoted in several recent posts, but in the same spirit, I hope.)
To go back closer to your original question--if, as your post
suggests, you have only two class periods for Blake, I would
probably suggest the most practical approach--whatever group
of Songs you feel would be fairly representative and open to
your reading aloud with the students in conjunction with close
and careful reading. Judicious comments about the larger
issues of Blake's "system" would not hurt so long as they do
not usurp or obscure the focus on the poems. But if you can
find a bit of extra time and have the texts available,
MHH, Thel, or Urizen would be very good for discussion, if
my experience is trustworthy.
Tom Dillingham
------------------------------
Date: Sun, 1 Nov 1998 08:54:35 -0800 (PST)
From: Josh First
To: blake@albion.com
Subject: Re: Blake class
Message-Id: <19981101165435.2734.rocketmail@web1.rocketmail.com>
Content-Type: text/plain; charset=us-ascii
I found Urizen really difficult and I don't think it
goes with MHH. It seems like if you're going to
introduce Blake with the latter, (which is a good
idea) VDA and selected Songs (perhaps the "intros"
and "Earth's Answer" among others). Maybe then go to
the "Preludium"s to America and Europe and maybe then
Plate 14 of the former and the end of Europe. What
we did in my Blake survey class with this sequence is
read portions of Vindication of the Rights of Women
as it related to it. From the experience of the
class I'm in and my own preferences, Urizen is little
too difficult and too weird for such a short time
spent with Blake. Even though Europe is considered
more difficult than Urizen, we had better discussion
about it than with the latter. The horrible
uncomfortable sillence (which happens a lot in my
Blake class) was even more pronounced during the
Urizen poems. While VDA, MHH, and A:AP was really
fun for most people.
===
Joshua First
jfirst@rocketmail.com
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------------------------------
Date: Sun, 01 Nov 1998 09:46:17 -0700
From: "S&J Faulkner"
To: blake@albion.com
Subject: missive
Message-Id:
Content-Type: text/plain; charset="US-ASCII"
Content-Transfer-Encoding: 7bit
Is there anyone out there using Blake's work to help in the medical field ?
I am interested in Shamanism and indiginous teachings with respect to
mental illness and chronic disease. I have found Blake to be very helpful in
dealing with 'the wrotten rags' of cause and effect thinking which paralyses
many people in their healing journey.
I'm looking for a copy of any of Kathleen Raine's first books on
Blake.
Stephen Faulkner
------------------------------
Date: Sun, 1 Nov 1998 14:17:10 EST
From: TomD3456@aol.com
To: blake@albion.com
Subject: Re: Re: Blake class
Message-Id: <6d295727.363cb3b6@aol.com>
Content-Type: text/plain; charset=US-ASCII
Content-Transfer-Encoding: 7bit
I have to admit I share Joshua's feelings about The Book of Urizen -- the
books of that period have always seemed to me the least accessible (and
therefore, least interesting) of Blake's works. I think MHH would be the
easiest entry into Blake's world. Perhaps a small selection of the manuscript
poems (Mental Traveller, Crystal Cabinet, Auguries of Innocence), plus
selections from VLJ, Milton, and Jerusalem -- and his last letter -- would
show something of the range of his work, and give a sense of his approach to
art and life.
--Tom Devine
------------------------------
Date: Sun, 01 Nov 1998 14:49:43 -0900
From: ndeeter
To: blake@albion.com
Subject: Re: Blake class
Message-Id: <363CF397.60A8@concentric.net>
Content-Type: text/plain; charset=us-ascii
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I second Tom Devine's choice of "Mental Traveler" and "Auguries of
Innocence" for teaching Blake. Folks on this list have produced a very
heated debate on "Mental Traveler," one if I remember correctly, yielded
opposing viewpoints--excellent for a class discussion--and "Auguries"
provides, I think, a wonderful introduction to the Blake's System.
Nathan Deeter
ndeeter@concentric.net
------------------------------
Date: Mon, 02 Nov 1998 08:25:51 +0000
From: timli@controls.eurotherm.co.uk (Tim Linnell)
To: blake@albion.com
Subject: Re: missive
Message-Id: <199811020822.IAA17101@merlot.controls.eurotherm.co.uk>
Content-Type: text/plain; charset="us-ascii"
> I am interested in Shamanism and indiginous teachings with respect to
>mental illness and chronic disease. I have found Blake to be very helpful in
>dealing with 'the wrotten rags' of cause and effect thinking which paralyses
>many people in their healing journey.
In other words, when it doesn't work, it's the patient's fault for not
believing properly - a fine example of the creed of the charlatan. Dragging
Blake into the whole affair is a bit unfair though, despite his being able
to furnish reams of more or less incomprehensible but hugely impressive
mystical writings to impress the credulous.
Anyway, in ascribing healing effects to shamenistic ritual and indigenous
teachings (and I should perhaps add that I am myself indigenous and proud of
it), are you not simply substituting one form of cause and effect for
another, perhaps more 'wrotten'? Presumably if introducing Blake is
'useful', the level of benefit should be directly measurable in the number
of people completing their 'healing journey'. So what parts of Blake do you
introduce, and can his usefulness be quantified? If not, you are simply
adding hot air to the smokescreen of flimsy anecdotal evidence surrounding
the whole subject of alternative medecine.
Tim
PS: It is interesting to note that the commonly held belief that
'indigenous' (for which one should read native to areas of the world
explored during or after the age of European 'enlightenment') peoples hold
arcane wisdom lost to us because of our excessive reliance on rationalism
and technology (ranging from steam engines to nuclear resonance scanning),
is a direct product not of the merits of these peoples practices, but rather
of our desire to reject what we do not understand or wish to accept in our
own culture. In that sense it has a relation to Blake, who also wished to
reject rationalist philosophy. Where it differs significantly and
unpleasantly from Blake's viewpoint is that it sustains and propagates a
racist view very similar to the 18th Century 'noble savage', thereby denying
the commonality and universality of humanity's experience and capacity.
Blake held all men alike and equal. Blue men can sing the whites.
------------------------------
Date: Mon, 02 Nov 1998 10:19:28 +0200
From: P Van Schaik
To: blake@albion.com
Subject: Re: Transformation? -Reply -Reply
Message-Id:
Pam, I was interested in the kabbalistic overtones of your last note.
Teshuvah occurs when we reach the "limits of contraction," no? And
the
transformation of shepherd and husbandmen into warriors is also a
movment
from Chesed to Gevurah, or Din.
Bert, yes, Blake seems consistently to emphasise Mercy as opposed to
Judgement, and the need for forgiveness rather than accusation as
represented by Nobodaddy and all his cohorts. Thus, even the Teshuvah
which occurs at the `Limit' of Contraction is an act of God's MErcy, and ,
as you suggest, the transformation of those who are Prolific into
WArriors is part of that whole mind-set. The imagery of forging ploughs
into swords and vice-versa, as in the Bible relates strongly to the whole
Mercy-Judgement - Mercy cycle.
Thanks for mentioning Rabbi Cooper's work - I haven't caught up with
this yet.
As to "escaping from the restraints of the husks of matter," is
that what we do? I'd think rather that we cleanse the doors, thus
seeing
through the husks the shekinah hidden therein. Similarly with nature: the
task is not to discard it but to see through it. But we're essentially of
one mind about this.
THis sounds rather like Keats's perception of the spirit of Autumn among
the husks ... but, yes, I see no reason why both, as usual, aren't true.
The shedding of the husks is the apocalyptic restoration of all the
scattered divine sparks to Eternal Man. Meanwhile, we are urged to
perceive, not only the feminine principle, but to cleanse the senses that
we can perceive eternity within time, and be comforted by the nearness
of God and all the energy inherent in all things which bespeak the
presence of the divine.
Of course I agree entirely about Los. You could probably write a
wonderful essay on "Los as Tzaddik."
What I found remarkable about Blake's use of Los as archetype is that
Christian and Judaic strands of thought are both so well represented in
this figure. Blake seems to be saying that if all nations could put their
faith in a Redeemer whose prime message is one of selfless love and
assurance that we are immortal in our expanded selves, and, if like Los,
we eagerly await, and receive with joy, such a leader on earth, then
we'd be near to our release from the Contraction of our senses.
Thus, I think Blake transcends what is represented by the Tsaddik,
though the search of the latter is completely compatible with Blake's
broader, non-denominational, message.
Thanks, Bert, for the response,
Pam
------------------------------
Date: Mon, 2 Nov 1998 10:16:26 +0100
From: "DAX"
To:
Subject: R: missive
Message-Id: <01be0641$77c395a0$LocalHost@massetti>
Content-Type: text/plain;
charset="iso-8859-1"
Content-Transfer-Encoding: 7bit
Hi All again,
S&J Faulkner wrote:
>Is there anyone out there using Blake's work to help in the medical field ?
I supposed that Blake could be healing for madness, because madness is
a form of personal suffering and Blake knew perfectly what it meant. He
built a
whole ontology onthe contraries and the rule and the madness are perfectly
two
contraries of the same unity, its a quality of the animated creatures
(Zoas?).
Unfortunately, I am Italian and I study literature, but I have seen a
program in TV yesterday really
fascinating. Teather was used to heal madness, there are two groups:
L'Accademia della Follia di Cremona;
L'Accademia della Follia di Trieste; (you can refer to Claudio Misclulin)
this is the e-mail of the wonderful program:
report@rai.it
I hope to you good luck and I hope to have been useful, because I strongly
believe that literature
is important for us as much as food.
Ciao
Patrizia Vallascas
Well, it is an Italian address, but I will help you if you need it.
------------------------------
Date: Mon, 2 Nov 1998 10:20:58 +0100
From: "DAX"
To:
Subject: Blake and D.H. Lawrence
Message-Id: <01be0642$19af9c60$LocalHost@massetti>
Content-Type: text/plain;
charset="iso-8859-1"
Content-Transfer-Encoding: 7bit
Hi All,
I have been far from here almost a month and
when I gave a look at the messages yesterday
I could not believe at my eyes.
Everyone seems nicer, no acid rain on the earth of some
poor new fellow (except for the mistake about Keats and Coleridge).
Well, so many hints that are precious not only for teachers but also for
foreigners
studying English ( no genius) and that never were so lucky to follow lessons
about
Blake. He plays always the victim's role, when there is no time, Blake is
the
sacrifice.
I have read almost all the book that Tom Devine was so kind to suggest to
me.
I have been struck by the fluidity of Blake's myth, something that is
concerned with our century.
Especially during the first decades of our century. It is fascinating how
much Blake
is in D. H. Lawrence, in his ideas and in his works. The same attempt to
look for a new man,
a man touched by God:
"The worship of God is: Honouring his gifts in other men, each according to
his genius, and loving
the greatest men best; those who envy or calumniate great men hate God; for
there is no other God."
So how deep is the relationship between the two writers? And again:
Truly, my Satan, thou art but a dunce,
And dost not know the garment from the man;
Every harlot was a virgin once,
Nor canst thou ever change Kate into Nan.
Tho' thou art worship'd by the names divine
Of Jesus and Jehovah, thou art still
The Son of Morn in weary Nght's decline,
The lost traveller's dream under the hill.
How much L. had Blake in mind when he described his Don Ramon his Morning
Star.
The Morning Star that the lost traveller's dream and the same star that he
calls Lucifer.
Can anyone divide up his/her ideas about the two artists with me?
I do homework.
"So Man looks out in tree and herb and fish and bird and beast,
"Collecting up the scatter'd portions of his immortal body
"Into the Elemental forms of every thing that grows.
(from The Four Zoas,
The Torments of Love and Jealousy in
the Death and Judgement of Albion the
Ancient Man)
Ooops the title of a collection of L's poems is:
Birds Beasts and Flowers.......
Ciao,
Patrizia
------------------------------
Date: Mon, 02 Nov 1998 17:01:31 +0100
From: stavis@coco.ihi.ku.dk
To: blake@albion.com
Subject: Thanks for teaching tips
Message-Id: <3.0.5.32.19981102170131.007b1660@coco.ihi.ku.dk>
Content-Type: text/plain; charset="us-ascii"
Thank you for all the advice and experience you've been sending me on
teaching Blake. I'll have to study your mails a bit more before I can
answer all your suggestions in more detail.
I could, however, mention that I have two lessons in which to do Blake (one
of which is stolen). Each lesson is 2 X 45 min, so there's not really much
time.
The reason I had perhaps hoped to do without 'Songs of Innocence and
Experience' was that I wanted to show that Blake is more than the Tyger and
the Lamb. But if I understand some of you correctly, you suggest that I use
a pair of Songs as a point of departure?
Compared with the impression I get of the courses that you all are doing,
this survey course is perhaps not quite as ambitious. The level of English
comprehension in Denmark is good, but English is nevertheless not their
native language. So perhaps you may be right in saying that two complete
prophecies might be a bit overboard.
Also I would never be able to convince them that they should buy an
illuminated version. I'm afraid that it is departmental tradition that
everybody uses Norton's Anthology of English Literature and the students
protest loudly if we ask them to buy something separately that they have in
the Norton. I couldn't even get some of them to buy an annotated edition of
a Shakespeare play!
(And before I get a deluge of protestations, I perfectly agree with any
Blakean who would argue that the printed word only produces half the
experience, but that's what I've got to work with.)
Thanks for now, more later.
------------------------------
Date: Mon, 02 Nov 98 11:03:35 PST
From: "Henry and Joan Braun"
To: blake@albion.com
Subject: Finding the Western Path
Message-Id:
Content-Type: text/plain; charset="ISO-8859-1"; X-MAPIextension=".TXT"
Content-Transfer-Encoding: quoted-printable
Dear Blake listserve master/mistress, or any one participant,
At the suggestion of my friend Bert I would like to be able to com=
municate with "blake@albion" but do not know if any message that I send =
is received by the Blake listserve. I can read the messages sent by other=
s on my Windows 3.1 Internet Explorer pages.
Please, someone, merely say hello to me on the listserve so I'll =
know that any message I may send can actually be received.
Thank you,
Henry Braun
------------------------------
Date: Mon, 2 Nov 1998 11:47:48 -0500
From: bert@kvvi.net (Bert Stern)
To: blake@albion.com
Subject: Re: Blake and D.H. Lawrence
Message-Id:
Content-Type: text/plain; charset="us-ascii"
Re Blake and D. H. Lawrence, back in the late forties or early fifties a
fellow named Stavrou or Stavros wrote a pretty good dissertation on the
subject at the then University of Buffalo. I don't know if it every got
published.
Bert
------------------------------
Date: Mon, 02 Nov 1998 12:50:07 -0500
From: Robert Anderson
To: blake@albion.com
Subject: Re: Finding the Western Path
Message-Id: <3.0.32.19981102125006.00a68210@pop.oakland.edu>
Content-Type: text/plain; charset="us-ascii"
hello, I read your post, but I can not guarantee that its message was
actually received.
At 11:03 AM 11/2/1998 PST, you wrote:
>Dear Blake listserve master/mistress, or any one participant,
>
> At the suggestion of my friend Bert I would like to be able to
communicate with "blake@albion" but do not know if any message that I send
is received by the Blake listserve. I can read the messages sent by others
on my Windows 3.1 Internet Explorer pages.
> Please, someone, merely say hello to me on the listserve so I'll
know that any message I may send can actually be received.
>
> Thank you,
>
>
> Henry Braun
>
>
>
>
------------------------------
Date: Mon, 2 Nov 98 10:12:48 -0800
From: Seth T. Ross
To: blake@albion.com
Cc: mstone
Subject: Leaving the Blake List
Message-Id: <9811021812.AA01834@albion.com>
Content-Type: text/plain
A quick reminder:
To leave the Blake List, send an email message to
blake-request@albion.com with the word "unsubscribe" in the
SUBJECT field. Please use the address blake-request@albion.com
for all administrative queries.
---
A\ Seth Ross "Create like a god,
A A\ Albion.com command like a king
A A\ 415.752.7666 & work like a slave."
--Guy Kawasaki
------------------------------
Date: Mon, 2 Nov 1998 10:44:53 -0800 (PST)
From: Josh First
To: blake@albion.com
Subject: Re: Blake and D.H. Lawrence
Message-Id: <19981102184453.23352.rocketmail@web4.rocketmail.com>
Content-Type: text/plain; charset=us-ascii
I've only read Critique of Classical American
Literature by Lawrence, but deffinitly noticed a real
connection with him and Blake. Especially the essay
about Ben Franklin. In fact, it inspired me in my
first Blake paper comparing the aphorisms in
Franklin's Poor Richard's Almanack with MHH. It's
kind of weird how Blake seems to respect Franklin in
America, but he is most certainly evil (much more so
than Lavatar) as Lawrence points out in his essay.
===
Joshua First
jfirst@rocketmail.com
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End of blake-d Digest V1998 Issue #83
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