"It is foolish and wrong to mourn the men who died. Rather we should thank God that such men lived."
- General George S. Patton, Jr
How can one think independently about what kind of life to live without acquiring familiarity with the ideas about happiness and misery, exaltation and despair, nobility and baseness that study of literature, philosophy and religion bring to life? How can one pass reasoned judgment on public policy if one is ignorant of the principles of constitutional government, the operation of the market, the impact of society on perception and belief and, not least, the competing opinions about justice to which democracy in America is heir?9) In Spiked Online, Tim Black interviews scientist Mike Hulme:
How can one properly evaluate America's place in the international order without an appreciation of the history of the rise and fall of nations, and that familiarity with allies and adversaries that comes from serious study of their languages, cultures and beliefs?
A proper education, culminating in a liberal education, gives science an honored place. It teaches students, among other things, the fundamentals of the scientific method and the contribution that science has made to human security, freedom and prosperity; it exposes all students to the basic achievements of biology, chemistry and physics; and it encourages those with aptitude to specialize. At the same time, a liberal education brings into focus the limits of science, beginning with the impossibility of explaining the value of science and math in scientific and mathematical terms—to say nothing of science's incapacity to account for the worth and dignity of the individual.
‘Even in a secular setting, people have very different attitudes that inform their relationship to climate change. For instance, some see nature, and therefore the planet, as something that is fragile and easily dislocated. Others see that nature is actually quite robust and resilient. And then there are different attitudes – secular or religious – to technology. People have very different views on the ability of technology to mitigate against risk and danger. Some people see technology as inherently loaded with further problems and complications and unintended side effects.’
Why isn’t the battle, the argument and the public debate about the Good Life, about how we should organise society, being had in its own terms? Why is it being had through the prism of climate science?
It is far easier to point out the faults and errors in the work of a great mind than to give a clear and full exposition of its value. [2]
. . . teaching me to read books for detailed understanding and not to settle for general summaries or accept uncritically the opinions of reviewers. [3]
"Do you want to look at shameful, blind, and crooked things, then, when you might hear fine, illuminating ones from other people? [5]
[The overtures] presented at once, and with the greatest concentration of emotional and intellectual content, the crux of the drama. [Heartz, 319.]Abert:
Like its predecessors, it was the last number to be written and in consequence is a kind of general lyrical admission of Mozart's feelings about the works as a whole. Once more he relives the artistic experience that produced the opera, but instead of the work in its concrete form, it is the mood that inspired Die Zauberflöte that he now intends to instil in the listener before the following drama can make its impression – but it is, of course, the mood of the work as he, its creator, felt it. [Abert, 1258]Thomas Bauman quoting Walter Wiora:
Walter Wiora, in his classic essay "Between Absolute and Program Music," has observed that "an opera overture partakes of the basic mood, the atmosphere, the overall qualities. . . of the opera, and possesses corresponding functional and characteristic traits." [2]All three scholars make the sensible case that the overtures are neither purely programmatic nor purely abstract. Of course if divorced from the opera and played as a concert piece, the overture is purely abstract. Attached to the opera, once you have heard both you cannot avoid drawing connections.
It was his bequest to mankind, his appeal to the ideals of humanity. His last work is not Tito or the Requiem; it is Die Zauberflöte. Into the Overture, which is anything but a Singspiel overture, he compressed the struggle and victory of mankind, using the symbolic means of polyphony; working out, laborious working out in the development section; struggle and triumph. [Einstein, 467]
This restatement of the themes is not literal. The subject has shed its third and fourth bars–the ones with the anxious rising fourths–as well as its weak-beat sforzandi; this confident, triadic, metrically stable new version of the subject is now wedded to the countersubject at the octave in invertible counterpoint.It is not necessary to link this melding of forms to the following drama in order to sense the impact of joining these two themes which are far more brilliant together than separate. The statement here is also more intense: forte, with the flute finally partaking in the main theme, sforzandos in the basses, and tremolo in the violins. At m.49 a brief descending scalar passage in the flute ends on two half-notes, making a rather dramatic stroke before a flurry of E quavers doubled in octaves and in a higher register finally descend staccato for another dramatic flourish. At m.57 the second violins pass off the main theme to the firsts and the violas who are answered by a rising scale up in the flutes. The two parts playfully engage in their repartee before the bassoon bumbles in and steals the main theme from the viola while the oboe joins in with a figure centered on F before finally the clarinet joins the exchange. (Abert perceptively called this charming little passage in which the winds seem to "bucolicize" amongst themselves an idyll. [Abert, 1259.])