Long Live Europe

http://www.nytimes.com/2015/04/24/opinion/roger-cohen-long-live-europe.html?_r=0 

ART INSTITUTE GETS $500 MILLION GIFT OF ART

Crash Course Imperialism

https://www.youtube.com/watch?v=alJaltUmrGo

All The World's A Stage

All the world's a stage,
And all the men and women merely players;
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages. At first, the infant,
Mewling and puking in the nurse's arms.
Then the whining schoolboy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress' eyebrow. Then a soldier,
Full of strange oaths and bearded like the pard,
Jealous in honor, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the cannon's mouth. And then the justice,
In fair round belly with good capon lined,
With eyes severe and beard of formal cut,
Full of wise saws and modern instances;
And so he plays his part. The sixth age shifts
Into the lean and slippered pantaloon,
With spectacles on nose and pouch on side;
His youthful hose, well saved, a world too wide
For his shrunk shank, and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.

ALL THE WORLD IS A STAGE

As You Like It, Act II, Scene VII [All the world’s a stage]

William Shakespeare, 1564 - 1616

Jaques to Duke Senior

                   
                          All the world’s a stage,
And all the men and women merely players;
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages. At first, the infant,
Mewling and puking in the nurse’s arms.
Then the whining schoolboy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress’ eyebrow. Then a soldier,
Full of strange oaths and bearded like the pard,
Jealous in honor, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the cannon’s mouth. And then the justice,
In fair round belly with good capon lined,
With eyes severe and beard of formal cut,
Full of wise saws and modern instances;
And so he plays his part. The sixth age shifts
Into the lean and slippered pantaloon,
With spectacles on nose and pouch on side;
His youthful hose, well saved, a world too wide

ALL THE WORLD's A STAGE.

As You Like It, Act II, Scene VII [All the world’s a stage]

William Shakespeare, 1564 - 1616

Jaques to Duke Senior

                   
                          All the world’s a stage,
And all the men and women merely players;
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages. At first, the infant,
Mewling and puking in the nurse’s arms.
Then the whining schoolboy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress’ eyebrow. Then a soldier,
Full of strange oaths and bearded like the pard,
Jealous in honor, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the cannon’s mouth. And then the justice,
In fair round belly with good capon lined,
With eyes severe and beard of formal cut,
Full of wise saws and modern instances;
And so he plays his part. The sixth age shifts

Charlie Hebdo and "punching down."

Thursday's Test

Catenas come from the sections on Europe on Top of Its Game, which was dealt with in Palmer, 11th edition, Chapters 14 and 15 (stop at the "the New Physics" in section 73).

Essay responses should draw heavily on Neitzsche, Zweig, and the Perry Late Modernity handout.

You may have a notecard as typical.

Art Institute Field Trip Information

On Monday, April 20, we will depart the Lab School from the front lobby of the high school at 9:05 and walk to the Metra to take the 9:47 am train. Accordingly, Ms. Campos, I, and your 2nd period teacher (8:20-9:05) are expecting you to attend that class.  We will be inside the Art Institute (Columbus student tour entrance) from shortly before 11 am until we leave to take the 2:20 pm Metra train back to school. 

You should bring money to eat lunch at the Cafe so that we do not have to go back to the student tour  room (where we left our coats last time) for any reason.  You should bring money to pay for your Metra ride. While you may buy your ticket on the actual train on the way to the Art Institute, on the way back to school, you must buy your ticket at the station before climbing aboard the train.  Once inside, you may not leave the Art Institute for any reason.  They have art, lunch, coffee, pastries!  What else do you need?

We will give you the choice of creating the specific group of ten students with whom you will walk around the Art Institute.  We will then assign a chaperone to your group: this chaperone will accompany you around the Art Institute, to lunch, and keep track of you during any other breaks (bathroom, rest, coffee).  They will be able to identify you, and you will be able to identify them, by your matching color of name tags (blue group, purple group, red group, etc).  Each class (6th, 7th, 8th) will be given a specific meeting time to attend a 1 hour guided tour with Sally Cochrane.  During the remainder of the day, you will have a sheet of specific masterpieces to view and critique while at the museum with your group and you will also have time for lunch.  This sheet (COMPLETED) should be turned in to either Mr. Janus or Ms. Gerst at the end of the day.   

Because Ms. Gerst's AT Euro History class occurs during 8th period, and you will have already had class that day at the museum, you have two options.  One is to come to class anyway and work on tasks related to the year-long play project, which will be noted in PB & J's participation records.  The other is to have advance permission (by email or in print signed below) from a parent allowing you to dismiss from the museum, at a different train stop, or from the school upon our return.  It must specify the actual place from which she is allowed to dismiss you.  Mr. Janus's 6th and 7th period classes are expected to return to the school and attend their 8th period class.  Your 8th period teacher knows we expect to return no later than via the 2:20 Metra. 

We trust you understand that these guidelines are necessary to meet the expectations of the Art Institute for the conduct of large groups of student field trips, to care for you during the hours you have been entrusted to our care, and to protect you, our chaperones, and ourselves in a culture marked by 20/20 hindsight and legalities. Please understand that the Art Institute trip is a privilege that Lab students have enjoyed for years, but one that could be terminated at any time by the Art Institute.  We also appreciate a gracious and appreciative attitude towards Ms. Cochrane and our chaperones for sharing their time with us.  

Ms. Gerst and Mr. Janus     

On Freud . . .

Watch "Shrinks: The Untold Story of Psychiatry" on Charlie Rose (10 minutes), available at http://bloom.bg/1apnwjl  

The "New Woman" revolts against the "Victorian Woman"

1892 (Edward Lamson Henry) The audacity!!  

For Declining Birth Rates, Sex Education in Europe Turns to Urging More Births

http://www.nytimes.com/2015/04/09/business/international/sex-education-in-europe-turns-to-urging-more-births.html?_r=0

Gerst Friday "Long" Period: Three Mini-Harkness Topics

Like last week, you will sign-up as you walk in:

1. Why did Nietzsche find fault with Enlightenment thinkers?  Why weren't they examples of "people who are strong and creative and have taken control of every aspect of their lives?"

2. Why did Nietzsche find fault with the Christian tradition?  What is the distinction between good/evil and good/bad?  Why does Nietzsche find democracy the extension of the Christian tradition?  Why does he condemn democracy as "Christian" rather than applaud it as "Greek?"

3. What makes people distinctively human?  What path (of a thousand of paths that have never yet been trodden) would take a human to that of the "superman (ubermensch)?"  As Fred wrote for his question, how would you recognize a "superman" in our time? 

You will take all this (and our discussion of God and language today) and include Nietzsche in your essay answer to the question: Peter Thiel  (the co-founder of Paypal) argues in Zero to One that Only by seeing our world anew, as fresh and strange as it was to the ancients who saw it first, can we both re-create it and preserve it for the future. How can you apply this insight to the era of Late Modernity? 

Participation Opp: Chicago Council on Global Affairs

Ms. Gerst's class should know that she will be chaperoning the spring events at the CHICAGO COUNCIL ON GLOBAL AFFAIRS.  All of the programs are held at clubs and hotels in downtown Chicago and are scheduled from 6:00-7:15 p.m. A bus will pick us up in front on Blaine Hall at 5:00 p.m. for the ride downtown and will return us to school by 7:45 p.m. You may also travel on your own and meet us downtown. If you are interested in attending any of these programs please see or email Ms. Martonffy in Judd 105 or at amarton@ucls.uchicago.edu.   There are also sign-up sheets in the History Department office and in Judd 105. Space is limited; don’t miss this great opportunity to hear and participate in discussions of thought-provoking issues. Tuesday, April 14:  Tom Burgis of the Financial Times will speak on “Africa’s Looting Machines”. Thursday, April 23:  Journalist Mona Eltahawy will address “Why the Middle East Needs a Sexual Revolution. Wednesday, May 6:  New York Times commentator and columnist David Brooks will address the development of character. Tuesday, May 19:  Professor Joseph Nye of the Kennedy School at Harvard will discuss “Is the American Century Over?”

POPE FRANCIS AND THE NEW ROME

PRICES OF NAPOLEONIC MEMORABILIA SOARING

Gerst 8th: More on Kaiser Wilhelm II . . .

Regarding questions on the power of Kaiser Wilhelm, which came up in class today, please see http://faculty.virginia.edu/setear/courses/howweget/william.htm