Monday, May 13, 2013

Reflect on your year in English

Reflect on year of Senior English: What did you learn? What about next year?
In a few sentences, reflect on your year in English IV. You may touch on anything you want—the class format, blogging, iPads, the books we read, free choice reading, our discussions, the class chemistry, the instruction or instructor, risks you took, lessons you learned, but especially reflect on your growth as a reader and writer and what you think will be your strengths (and challenges?) going forward. Write a sentence about your writing process. Comment on your sentence level writing, your prose, your personal voice on the page.
When you are done, email to jforman@buckley.org. (You may also post it to your blog and create your final blog post ever.)

Tuesday, April 30, 2013

Your College Catalog Presentation

YOUR College website
Link to YOUR College Catalog
Due date: Monday May 13 PowerPoint or Keynote presentation
Content: Your first four semesters (or more) of possible classes
Should fulfill all your General Ed requirements
  Email it to jforman@buckley.org by May 13
In our final weeks, we will spend some time exploring your college catalog and website. Specifically, we want to learn something about the academic choices you have for first and second year classes. Explore your catalog, either online or in print form, and use this sheet (or a computer) to sketch out some of the requirements and possibilities for your first classes. Consider the following questions as you write a summary.
  1. What classes are you required to take?
  2. Which choices among the required courses look interesting to you?
  3. As you make these choices, what are your aims? Only to satisfy the requirements and move on to classes in your major? Or are you curious about different subjects? Are you looking to discover what major would interest you?
  4. How open are you to courses and fields you haven’t considered before? Which classes look interesting for trying new things?
  5. Which classes seem to include writing?
Write a paragraph answering some of these questions and responding to the overall question of what classes you might choose.

PowerPoint slides requirements:
  1. Title Page (name, college, title, college logo?)
  2. Freshman year courses (or use two slides)
  3. Sophomore year courses (or use two slides)
  4. Explanation of choices and college’s requirements
  5. Response from current student or alumni about reading or writing (from an interview that you conduct by phone, Facebook, text message, or email)
  6. Your college’s plagiarism policies (1st and 2nd offenses)
  7. Any advice about college (from self-help books or websites)

Monday, April 29, 2013

Write Camus Essay (due Sunday)

a dog
Write your essay every day this week!
Bring laptops.
Include all of the following:
  • two part TITLE (write this last)
  • INTRO with THESIS
  • Body paragraph
  • Body paragraph
  • maybe one more body paragraph
  • CONCLUSION: (maybe include a personal connection here about detaching from Buckley?)
  • WORKS CITED page
finish reading the book.
BLOGS DUE:
by Monday 4/29: INTRO PARAGRAPH
by Wednesday 5/1: first BODY PARAGRAPH
by Thursday or Friday 5/3: 2nd body or CONCLUSION

SUNDAY May 5 upload your proofread essay to Turnitin.com and to NetClassroom's Dropbox
Monday May 6: Bring a hardcopy to class

FORMAT FOR YOUR ESSAY WITH WORKS CITED:
                                                                                                                                                                                                                                                                                    Forman # (in header)
My name
May 5, 2013
English IV
Dr. Forman
My Catchy Title about Meursault: Not as Simple as the Sentences

                Hook to make the reader want to read on. Xxxxxxxxxxxx xxxxxxxx xxxxxxxxxxxx xxxxxxxxxxxx xxxxxxxxxxxxxxx xxxxxxxxxxx xxxxxxxxxxxxxxxxxx. Thesis statement.
             Parag 2 (not just examples, but ideas)
Parag 3
Maybe Parag 4
Conclusion

                                                Works Cited (separate page)

Camus, Albert. The Stranger. Trans. Matthew Ward. NY: Alfred A. Knopf, 1988. e-book.

OWL Purdue. http://owl.english.purdue.edu/owl/resource/717/05/ Accessed April 30, 2013.

Website. URL. Date accessed, April 30, 2013.

Wikipedia. http://en.wikipedia.org/wiki/The_Stranger_(novel) Accessed April 30, 2013.


Electronic books are cited exactly as their print counterparts with the addition of a media marker at the end of the citation: Kindle edition, PDF e-book, Microsoft Reader e-book, Palm e-book, CD-ROM, etc. Books consulted online are also cited exactly as their print counterparts with the addition of a DOI (or URL) at the end of the citation. Note: Stable page numbers are not always available in electronic formats; therefore, you may, instead, include the number of chapter, section, or other easily recognizable locator. Example:
Lemon, Rebecca, Emma Mason, Jonathan Roberts, and Christopher Rowland, ed. The Blackwell Companion to the Bible in English Literature. West Sussex: Wiley-Blackwell, 2009. e-book.



Monday, April 22, 2013

May 5 Essay on Camus

Due: Sunday May 5 by midnight to Turnitin.com
deadlines:                        read
By Wed. April 24               p.80-104    Blog your best question and working thesis
By Thu/Fri. April 26          p.105-119   Blog your outline, thesis, examples, and best ideas         
By Mon. Apirl 29               p.120-129 (done!)  Blog your intro paragraph
By Wed. May 1                  Blog your first body paragraph
By Thu/Fri May 2/3              Blog your second paragraph or conclusion
By Sunday May 5:            Upload essay to Turnitin.com (also upload to NetClassroom’s dropbox)
By Monday May 6:          bring a printed copy to class.

In class:
 Students should read Albert Camus’ The Stranger on their iPads for 10-25 minutes.
By Wed. April 24                     read pages 80-104    
By Fri. April 26                        read pages 105-119  
By Mon. April 29                     finish The Stranger (though page 129)

Students should stop reading at some point during class and should start thinking about their essay topic on The Stranger and write a blog post from class (due by the next morning).
In the blog post, students should
1.      narrow down what focus they want to write their essay on
2.      Write their own writing prompt
3.      Come up with a working title
4.      Come up with a working thesis
The narrower the focus for the essay, the more successful it will be.

BRAINSTORM ideas! Find a Creative Idea for this essay. Make this essay relevant to your life as you detach from Buckley. Find key ideas from the novel that you relate to.
·         Detachment, Detaching, Saying Goodbye to the Old, Hello to the New: Meursault says goodbye to freedom, Marie, his old life and hello to his new life. Can you draw parallels?
·         Identity: How did Meursault’s identity change? How might your identity (the way you define who you are) change from this year to next?
Requirements for the Essay:
·         Must have a point, or at least a point of view, something interesting to say.
·         Should be thoughtful, introspective, creative
·         Must show insight into Camus’ text, not just ‘find quotes,’ but analyze language and Meursault’s actions, philosophy, thoughts and words. Pay attention to writing style, HOW the novel is written, not just WHAT it says.
·         At least 3-5 pages, double-spaced, carefully edited, mostly error-free, no fragments, typos, etc.
·         Proper MLA parenthetical documentation, header, first-page info (upper-left corner), and proper works cited page with at least two references (one can be a personal interview). Works Cited should include Camus and at least one  other work. Include one other work that we have studied this year (may be a poem) or a personal interview.
·         Uploaded with the works cited page to Turnitin.com by midnight on date due
·         Do NOT go on the internet to search for ideas about Camus (this risks unintentional plagiarism)
·         A clear, debatable point or claim (not ‘each person must decide to what level they want to conform’). Your own clear thinking and analysis.
Essay prompt: Make your own prompt!
Consider The Stranger  and what you get from it about any of the following:
Personality, detachment, choice, internalized thinking (the trivial thoughts and sensations that constantly run through our heads), and being an outsider from society. Write an essay in which you explore any of these ideas, or the theme of alienation and being an outsider. Relate your analysis of being an outsider (or whatever you decide to focus on) to your own generation.
--Find just one event, character, or passage from Camus and use it to make a connection to your own world and through it explore in great detail one aspect or idea: Marie’s love, the prison, the funeral, the beach scene, the trial, the dog, Arabs and the French, Meursault’s reporting and writing style, etc.
--If you need a prompt: HOW CAN YOU RELATE MEURSAULT’S DETACHMENT TO DETACHING FROM HIGH SCHOOL TO GO TO COLLEGE?
Other possible topics:
·         FIGURING OUT MEURSAULT:
Is Meursault a man isolated from his world, or merely able to remove his bias from his analysis?  (Find textual evidence). Is he merely authentic and honest, unwilling to pretend in front of others to appear more acceptable?
  • How is the Stranger’s emotional isolation similar to those in Gregor in Kafka or Marlow in Conrad?  Which story is most similar to his and why?
  • What is the meaning of the title? Why is he a “Stranger”? (could you write an essay on this?) Is Meursault “Strange” because of his contentment with his monotonous existence, or because he chooses a dead-like contentment with which to live his life?  Does he enjoy his lack of feelings toward things, or is he simply unaware or unwilling to exert the energy toward living any other way?
  • How can we discuss the character of Meursault (or any literary figure) without struggling to assign him (them) a purpose? Can we discuss life without purpose?
  • Is Meursault content with the emptiness of his life?  How is this possible? Is contentedness or happiness even the ultimate goal?  (Is there an ultimate goal?)
WARNING: Do not risk plagiarism. Do not click through the internet looking for inspiration. Those same ideas will show up in your essay without acknowledgement, and that is plagiarism. In high school, consequences can involve suspension for reasons of academic dishonesty, which must be reported to the colleges you have applied to. In college, the academic integrity panel may ask a student to un-enroll for one year before continuing classes. If you are in a jam because of time or because you can’t come up with ideas, it is always better to turn in your own work, even if it is lower quality, than to borrow others’ words or ideas. Avoid the temptation to borrow and then present the ideas as your own. At the very least, you should acknowledge all you have consulted, cite all of it in parenthetical citation and in the works cited page, even if the references are to Wikipedia or Sparks Notes; you can’t be expelled for being honest.
                                            SAMPLE Essays from past years:
Judging Preconceived Judgments: The College Decision
The Stranger not only depicts a story that correlates to my life, but also inspires me to forge my own career path and separate my personal educational aspirations from those of my parents. (Brandon)
Albert Camus stated “you will never be happy if you continue to search for what happiness consists of. You will never live if you are looking for the meaning of life.” Life is a physical sensation, and thus every living being responds to physical stimuli, as demonstrated by Meursault, and yes, even emotions are the mere result of complex electric impulses. Hence life is abiding by a program, one that calculates the path towards optimal happiness. Precisely for this reason, free will, as commonly defined, is non-existent, for nature “programmed” being to minimize any suffering, and because of this we live in a deterministic universe. Essentially, decisions are the result of the inevitable antecedent state-of-affairs. . . What Meursault fails to understand until the end is that one is not truly happy until he actively creates his own reason to exist. (Beni)
Rationalizing the Inexplicable Stranger: the Extrapolation of Meursault
To dispel this misconception, the reader simply has to understand that how Meursault makes decisions is impersonal, with as little emotion and personal bias as possible. Meursault is not antisocial; he is just a misunderstood, lax person who prefers to be logical as opposed to emotionally overrun. (Danny)
Existentialism: Meursault’s Complex Personality Leads to His Purpose in Life
The interesting twist is that Camus demonstrates in this novel is that what seems to be a very different personality is actually very normal and honest. Meursault is his own biggest critic and does not apologize for not letting other people get to him. Meursault is an existentialist; he is someone that does not know his purpose in this world. Through his quiet, subtle, and indifferent personality, Camus uses Meursault as an exploration as to how people should find a purpose in life.
Meursault's personality has an unexplainable complexity. Camus does a great job immersing the reader fully into Meursault's mind; however, Meursault's actual personality and thought process does not allow us to fully understand him or what he believes. (Grace)
   Meursault often avoids discussing his feelings and solely narrates his life as it happens; as a result, through his detached observations of the world around him, Meursault expresses how he goes through the motions of life while rarely expressing his internal thought process.(Frankie)
The “Strange” Stranger: Honestly Indifferent
In Albert Camus’ novel “The Stranger,” Meursault portrays the oblivious outsider who sees the world differently than the majority of the population. With a mind uncluttered by false words or unnecessary information, he relies more on his own senses to more clearly absorb his surroundings. Meursault has very unpredictable and peculiar feelings towards his mother’s death and his new love. In tragedy as well as happiness, Meursault speaks his mind with relentless honesty, proving himself to be different than the rest of the characters in the novel. Although Meursault is perceived as “strange” due to the simplistic way in which he sees the outside world; Meursault, in actuality, has the most pure and untainted view of the universe because of the absence of lies and tricks in his observances and actions.
Meursault’s lack of emotion over the death of his mother and, eventually, his own death, may seem unimaginable; however, the reader can also perceive his actions as noble, as he does not act in a certain way solely dependent on how others might perceive him. (Lauren)
    Is the point of the novel to make a character so extremely unrelateable that he is impossible to understand?  It might be, because a vast plethora of mixed behavior makes Meursault hard to read, but is Meursault really such an outcast? Yes. He really is. He seems so uninterested in satisfying anyone including himself that he does not care even when he goes to jail. No average reader can grasp the concept that Meursault did not even fight to keep himself out of jail, and it makes him so distant and unrelateable to the reader. But perhaps Meursault is so human that he is lost in the world and cannot find any traction to plant his feet and stand up for something, anything. Meursault is lost and he is afraid to be found and become part of society because he sees no reason in looking at life in any other way than an emotionless practical way. (Michael)


Thursday, April 18, 2013

Camus Discussion Prompts

IDEAL                                                                             REAL
The idea of the thing                                                   The experience of the thing

 city of romance/lights                PARIS              pigeons, dirty, pale
   
  stars galore!                           HOLLYWOOD     stars on sidewalks
  
 culmination of hs                 COLLEGE ADMISSIONS   ???
  
                                                LOSING A PARENT
  
                                                LOVE

                                                MARRIAGE
  
                                                MURDER

RESPOND:
Respond to the following student reactions to The Stranger.
  1. Meursault  is very difficult to pin down. I really wish M. Meursault would just reveal himself. I find his character so baffling that I’m having a hard time decoding the main themes of the book—he has no personal convictions of his own. FRUSTRATED READER!
  2. Meursault is frustratingly incoherent. The meaning of the book has to be that it’s as absurd to have a purpose in life as it is for purposelessness to be the purpose.
  3. Going on in life without a purpose seems to me pointless, but the others in my group think it’s okay!
  4. Meursault is a sponge who is open to his surroundings. He is acutely aware of his surroundings, yet is completely outside of them. Meursault finds peace of mind in this neutral state.
  5. Instinct and emotions are different, and Meursault has taught himself to live on instincts.
  6. Camus is encouraging us all to find our own distinct meaning in life, whatever that may be, because only that discovery and subsequent embrace can bring you consummation and happiness.  I believe Camus intentionally made Meursault a strange and almost repugnant character so that the reader could uncover his own true self through the fundamental disagreement of character that the reader feels with Meursault.
 WHAT IS YOUR RESPONSE TO THESE STUDENT REACTIONS? CAN YOU RELATE?
THINK ABOUT THE READING EXPERIENCE! THINK ABOUT MEURSAULT AS A NONCONFORMIST. CAN YOU FIND AN ESSAY TOPIC HERE?
 
Ch6 Questions (end of Part I)
Find how many ways the sun and light affect him in Ch. 6 at the beach?
How does he act as a moral superego to Raymond (page 64)?
Does he show his philosophy? To stay or go; shoot or not shoot (65) What is his philosophy?
Why does he hate explaining to the women? (63)

 


Wednesday, April 17, 2013

Camus' THE STRANGER end of part I

Note: read to p. 64 by Thursday, p.79 by Monday.

The end of Part I of The Stranger is building up to Marie and Meursault on the beach. Chapter 6 is important. At first, Meursault seems to be happy for the first time and thinks he will marry Marie. They swim and eat food. Then the men go for a walk. Stay tuned for what happens next!

all pages are in subtext
p.49b Boss offers to send M. to Paris. He refuses saying 'it was all the same to me.' The boss is upset
p 50 Marie asks M to marry. read this paragraph and discuss. Is M just way too honest?
p51 I didn't say anything. (what does this phrase usually tell us?)
p51 Paris is dirty. Everybody's pale. (idea vs. reality)
p51 The women were beautiful and I asked Marie if she'd noticed. (Bad idea?)
p53 Salamano hadn't been happy with hsi wife 'but he'd pretty much gotten used to her.' (what?)
p.53 the neighbors thought badly of M for putting his mom in a home
p.58 I really thought I was going to get married.
p61 pay attention and annotate the sun references in ch 6. How does he react to the sun?
p62 Action! Violence!
p63 M doesn't like explaining to women so goes for a walk
p.66-68 so many SUN references. How is he affected?
Part II
p70 SPOILER ALERT!

Monday, April 15, 2013

2nd Blog on Translator's Note

Albert Camus (thinking)
BLOG: Take any idea from the translator and illustrate/exemplify it from the text, with explanations.
1st: Read the Translators Note by Matthew Ward in Subtext, p.8.
Ward's Key ideas:
a. What Meursault does not say = v. impt. in reading this text
b. Writing Style and sentences seem simple, but don't assume Meursault is simple
c. 'Character ostensibly without consciousness' means Meursault may have consciousness, but it's not the usual stream of consciousness.
Apply any one point to any section of text and explain it.
Pay attention to these lines:
Ward says Camus was going for a style that was literary AND popular.
Trying to make a complex man appear simple (through sentences).
Meursault and Camus are moralists/philosophers so oversimplifying isn’t allowed.
What M. says ‘resonates’ with all he does not say/feel/do. (So the gaps and silences are MORE important.)
The simple text is only apparent, a disguise.
Camus wrote in an ‘American method’: short, precise sentences; a character apparently without consciousness; tough guy tone.
Ward won’t help us understand what Camus meant, but will show us what he said and HOW HE SAID IT.
2nd Take any idea from the translator and illustrate/exemplify it from the text, with explanations.
Some suggested passages to analyze: {look for silences, gaps, apparent simplicity, style of sentences, things that puzzle the reader, the role of the reader}
p.41 ‘I did it just as it came to me, but I tried my best to please Raymond because I didn’t have any reason not to please him.’
p.44 ‘A minute later she asked me if I loved her. I told her it didn’t mean anything but that I didn’t think so. She looked sad.’
p.44 ‘Marie said it [Raymond beating a girl] was terrible and I didn’t say anything. She asked me to go find a policeman, but I told her I didn’t like cops.’
p.47-8 Salamano: ‘They’ll give him back to me. Otherwise, what’s going to happen to me?... I realized he was crying. For some reason I thought of Maman.’

Thursday, March 21, 2013

Reading Camus' The Stranger on Subtext

Read The Stranger by Albert Camus on Subtext
At the start of every class, open Subtext and for 10 minutes read The Stranger.
1.       Annotate in YELLOW for what seems important to you.
3.       Annotate in BLUE for Style (the way it is written tells us a lot about Camus’ purpose)
4.       COMMENT or DISCUSS at least once every other page. Make your comments insightful or pose questions.
5.       TAG for key ideas: important, character, EMOTION, or lack of it (we’ll figure out other tags later.)
6.       Comment on other people’s questions (at least once per chapter).
7.       QUIZ questions: answer the questions embedded in the text.
8.       In general, read the book for fun and to make you think.

Reading Schedule
We will read Camus both in class and out of class. Most seniors like this book and find it easy to read. We are going to use Subtext in an organized fashion to annotate and mark up the book together.
Here’s your reading schedule (some will be read in class, some at home)
By Wed. April 10               p.12-20
By Thu/Fri. April 12           p.20-33 1st blog due
By Mon. April 15               p.33-44   2nd blog due
By Wed. April 17               p.45-59
By Thu/Fri. April 19           p.60-64     3rd blog
By Mon. April 22               p.65-79      4th blog
By Wed. April 24               p.80-104    Blog your questions and thesis
By Thu/Fri. April 26          p.105-119   Blog         
By Mon. Apirl 29               p.120-134  Blog your intro paragraph
By Wed. May 1                  reread & write  Blog your first paragraph
By Thu/Fri May 3              reread and write   Blog your second paragraph or conclusion
By Sunday May 5:            Upload essay to Turnitin.com (also upload to NetClassroom’s dropbox)
By Monday May 6:          bring a printed copy to class.


Ideas to keep in mind as you read Camus:  (annotate your key themes in yellow)
Think of several Creative Ideas for this essay, an idea that makes this essay relevant to your life right now as you detach from Buckley (and your friends/family) and attach to new friends at a new school—and perhaps even a different identity. Think about key ideas from the novel that might relate to your life at this moment.
·         Decision-making: how does Meursault ‘make’ decisions? How do you?
·         Control: Does Meursault have control over his fate? Do you? Really?
·         Detachment: Detaching, Saying Goodbye to the Old, Hello to the New: Meursault says goodbye to freedom, Marie, his old life and hello to his new life. Can you draw parallels?
·         Identity: How did Meursault’s identity change? How might your identity (the way you define who you are) change from this year to next?

Monday, March 18, 2013

Analyzing Style of Writing

Analyze How Style Matches Audience and Purpose in Darwin, Genesis, Free Reading

BLOG DUE: By Thursday March 21, write a blogpost analyzing two works from below and comparing how their style differs and how each style is suited to the work's audience and purpose.
Style: The way in which something is said, done, expressed, or performed: a style of speech or writing.
(Style in fashion? Style in writing?)
The way an author puts words to his or her thoughts is influenced by Audience and Purpose.
Audience (who is the writing meant for? Millions? One person? Scholars? Teens?)
How might different audiences influence which style authors write in?
Purpose (To convince? Entertain? Inform? Persuade?)
How does the author’s purpose affect the style?

Assume that most successful authors have adopted the most relevant style for their audience and purpose.
 How have the following works been written in a style that matches the audience and purpose?
      ·         3-page English essays: (audience? Purpose? Style?)

·         Genesis (The Bible): (audience? Purpose? Style? Give an example.)

·         Darwin: (audience? Purpose? Style? Example?)

·         Pride and Prejudice

·         Hamlet

·         Heart of Darkness

·         Metamorphosis

·         The Stranger (coming soon)

Your free read book: (audience? Purpose? Style? Example?)
                                                                Audience             Purpose               Style                      Example
·         Middlesex
·         Thirteen Reasons Why
·         Sherlock Holmes
·         Hunger Games
·         A Clockwork Orange
·         Open (Andre Agassi)
·         Perks of Being a Wallflower
·         Ender’s Game


Wednesday, March 13, 2013

Darwin and Genesis (blog by Mon. March 18)

Due date: Blog post due by morning of Monday March 18: Write a thorough and thoughtful paragraph or paragraphs on the difference in style between the ‘scientific’ writing of Charles Darwin at the end of his book and the creation story in the Bible. In a way, both texts explain where animals come from, but instead of a debate, probe the language, the tone, and the rhythms of speech. HOW they explain is your focus, not WHAT they explain. Use quotes from each and analyze them.
NOTE: You can download free versions of Darwin's Origin of Species and Genesis I (from the Bible) in Subtext. If not, go to iBooks and download them there. Read excerpts from both and pay attention to words, patterns, tone, and language. Have something concrete to say.

Read excerpts from Genesis (The Bible) and the last chapter of Darwin's Origin of Species. Compare and contrast the writing style. Quote some passages and write a well-structured analytical paragraph that analyzes the difference between the two works.

The end of the book, Origin of Species, by Charles Darwin (1859)
I have now recapitulated the chief facts and considerations which have thoroughly convinced me that species have changed, and are still slowly changing by the preservation and accumulation of successive slight favourable variations. Why, it may be asked, have all the most eminent living naturalists and geologists rejected this view of the mutability of species?
But the chief cause of our natural unwillingness to admit that one species has given birth to other and distinct species, is that we are always slow in admitting any great change of which we do not see the intermediate steps.
Although I am fully convinced of the truth of the views given in this volume under the form of an abstract, I by no means expect to convince experienced naturalists whose minds are stocked with a multitude of facts. . . Whoever is led to believe that species are mutable will do good service by conscientiously expressing his conviction; for only thus can the load of prejudice by which this subject is overwhelmed be removed.
The other and more general departments of natural history will rise greatly in interest. . . When we no longer look at an organic being as a savage looks at a ship, as at something wholly beyond his comprehension; when we regard every production of nature as one which has had a history; when we contemplate every complex structure and instinct as the summing up of many contrivances, each useful to the possessor, nearly in the same way as when we look at any great mechanical invention as the summing up of the labour, the experience, the reason, and even the blunders of numerous workmen; when we thus view each organic being, how far more interesting, I speak from experience, will the study of natural history become!
A grand and almost untrodden field of inquiry will be opened, on the causes and laws of variation, on correlation of growth, on the effects of use and disuse, on the direct action of external conditions, and so forth.
When we can feel assured that all the individuals of the same species, and all the closely allied species of most genera, have within a not very remote period descended from one parent, and have migrated from some one birthplace;
The noble science of Geology loses glory from the extreme imperfection of the record.
In the distant future I see open fields for far more important researches. Psychology will be based on a new foundation, that of the necessary acquirement of each mental power and capacity by gradation. Light will be thrown on the origin of man and his history.
Authors of the highest eminence seem to be fully satisfied with the view that each species has been independently created. . . To my mind it accords better with what we know of the laws impressed on matter by the Creator, that the production and extinction of the past and present inhabitants of the world should have been due to secondary causes, like those determining the birth and death of the individual. When I view all beings not as special creations, but as the lineal descendants of some few beings which lived long before the first bed of the Silurian system was deposited, they seem to me to become ennobled. Judging from the past, we may safely infer that not one living species will transmit its unaltered likeness to a distant futurity.
It is interesting to contemplate an entangled bank, clothed with many plants of many kinds, with birds singing on the bushes, with various insects flitting about,. . . wonderful have been, and are being, evolved.




Genesis 1 (King James Version)The Beginning
 1 In the beginning God created the heavens and the earth. 2 Now the earth was formless and empty, darkness was over the surface of the deep, and the Spirit of God was hovering over the waters.
 3 And God said, “Let there be light,” and there was light. 4 God saw that the light was good, and he separated the light from the darkness. 5 God called the light “day,” and the darkness he called “night.” And there was evening, and there was morning—the first day.
 6 And God said, “Let there be a vault between the waters to separate water from water.” 7 So God made the vault and separated the water under the vault from the water above it. And it was so. 8 God called the vault “sky.” And there was evening, and there was morning—the second day.
 9 And God said, “Let the water under the sky be gathered to one place, and let dry ground appear.” And it was so. 10 God called the dry ground “land,” and the gathered waters he called “seas.” And God saw that it was good.
    11 Then God said, “Let the land produce vegetation: seed-bearing plants and trees on the land that bear fruit with seed in it, according to their various kinds.” And it was so. 12 The land produced vegetation: plants bearing seed according to their kinds and trees bearing fruit with seed in it according to their kinds. And God saw that it was good. 13 And there was evening, and there was morning—the third day.
14 And God said, “Let there be lights in the vault of the sky to separate the day from the night, and let them serve as signs to mark sacred times, and days and years, 15 and let them be lights in the vault of the sky to give light on the earth.” And it was so. 16 God made two great lights—the greater light to govern the day and the lesser light to govern the night. He also made the stars. 17 God set them in the vault of the sky to give light on the earth, 18 to govern the day and the night, and to separate light from darkness. And God saw that it was good. 19 And there was evening, and there was morning—the fourth day.
 20 And God said, “Let the water teem with living creatures, and let birds fly above the earth across the vault of the sky.” 21 So God created the great creatures of the sea and every living thing with which the water teems and that moves about in it, according to their kinds, and every winged bird according to its kind. And God saw that it was good. 22 God blessed them and said, “Be fruitful and increase in number and fill the water in the seas, and let the birds increase on the earth.” 23 And there was evening, and there was morning—the fifth day.
 24 And God said, “Let the land produce living creatures according to their kinds: the livestock, the creatures that move along the ground, and the wild animals, each according to its kind.” And it was so. 25 God made the wild animals according to their kinds, the livestock according to their kinds, and all the creatures that move along the ground according to their kinds. And God saw that it was good.
    26 Then God said, “Let us make mankind in our image, in our likeness, so that they may rule over the fish in the sea and the birds in the sky, over the livestock and all the wild animals,[
a] and over all the creatures that move along the ground.”
 27 So God created mankind in his own image, in the image of God he created them; male and female he created them.
 28 God blessed them and said to them, “Be fruitful and increase in number; fill the earth and subdue it. Rule over the fish in the sea and the birds in the sky and over every living creature that moves on the ground.”
    29 Then God said, “I give you every seed-bearing plant on the face of the whole earth and every tree that has fruit with seed in it. They will be yours for food. 30 And to all the beasts of the earth and all the birds in the sky and all the creatures that move along the ground—everything that has the breath of life in it—I give every green plant for food.” And it was so.
    31 God saw all that he had made, and it was very good. And there was evening, and there was morning—the sixth day.  (continued)