James LittleAlthough the crossword puzzle is a common element of the language teacher's repertoire, it is still a relatively recent development. Englishborn Arthur Wynne, a compiler of word squares, anagrams and other word puzzles, can be credited with introducing the crossword in both the U.S., and later, England. When his "Wordcross" puzzle first appeared on December 21, 1913 in the New York World, Wynne had no idea how popular this feature would become. For ten years, the World was the only newspaper to run crosswords. They were introduced in Britain in 1924, when one of Wynne's crosswords appeared in the Sunday Express. This was also the same year that the first crossword puzzle book was published by Simon and Schuster. They too had little inkling of how successful this kind of book would be.Crossword puzzles have two historical antecedents: acrostics and word squares. Acrostics date from the time of the ancient Greeks; they often appear in verse. In the standard version, the initial letters in each line spell a word when read down. Psalm 119 in the Old Testament is an early example of an acrostic which spells the Hebrew alphabet. Word squares are also ancient, dating from the Roman era. In a word square, a list of words appears that can be read both vertically and horizontally. An example of a word square was found in the ruins of Pompeii, and is dated 79 A.D. Both word squares and acrostics were popular up to Victorian times. In the 19th century, word squares with clues began to appear in popular magazines in England. What Wynne did was to combine features of both the acrostic and word square to make his " Word-cross". Millington (1977), who provides this fascinating history, also mentions that there was an educational interest in crosswords as early as the 1920s. For the first language, they were seen as a valuable tool in developing vocabulary, spelling and logical thinking. Second language puzzles appeared from an early date in the history of crosswords as well. One of the earliest variants on the conventional crossword was the bilingual one in which the clues were in English and the answers in French.However, crossword puzzles have not always been warmly invited into the classroom by second language pedagogues. In 1950, Anderson (as cited in Latorre and Baeza, 1975:46) wrote that "few if any puzzles exist which will be of any real use to the language teacher." Although several books of puzzles for L2 learners now exist, few teacher's guides recommend or even mention crosswords as a possible activity. One exception is Rivers (1981:470), who in listing "vocabulary-centered activities", gives word puzzles as the last of her suggestions: "Crosswords, acrostics and
This essay analyses J.M. Synge's construction of domestic and institutional space in his debut play The Shadow of the Glen. The Richmond Asylum and Rathdrum Union Workhouse, the two institutions of confinement which are mentioned in the play, are seen as playing important roles in constructing a threatening offstage space beyond the cottage walls. The essay reads Nora's departure from the home at the end of the play as an eviction into this hostile environment, thereby challenging the dominant interpretation of The Shadow as a woman's choice between her home and the road. By drawing on historical research and Synge's travel writing to delineate contemporary attitudes towards the asylum and the workhouse, the essay aims to provide a deeper understanding of the play's dynamics of place.
Taking as its starting point the proposition that Beckett’s closed spaces need a body in order to “go on,” this article examines the “production of space” in the confined habitations of Imagination Dead Imagine and All Strange Away. I use evidence from the “Fancy Dead Dying” Notebook to argue that the concept of “the human” remains central to Beckett’s production of closed space in All Strange Away. My conclusion highlights the importance of gender politics in the text’s production of space.
As this is the first occasion on which the Hudson Scholarship has been awarded, it seems fitting that some one should explain how this Scholarship has been created, and should, even in a brief and imperfect way, tell the students of this hospital something of the great physician whose name it bears. I willingly undertake this duty, believing, as I do, that you who are now starting on your professional careers may learn lessons of the utmost value from the story of his life and work. Alfred Hudson was the son of a Congregational clergyman in Staffordshlre. He began his medical education as the apprentice of a general practitioner in his native town, but his father does not appear to have been happy in the selection of a master for his son. He spent his time in a comfortless surgery, and was left, as far as his master was concerned, without any instruction in the practice of the profession he had adopted. In the same town, however, a Circumstances prevented the appearance in this Journal of any notice of the late :Dr. Hudson at the time of his death, and we, accordingly, gladly publish this sketch of his life and character. It formed part of an Address given by Dr. James Little, on the occasion of the firs~ adjudication of the Hudson Scholarship. /k short time before Dr. Hudson's death his brother, l~r. Henry Hudson, of Chester, munificently placed at :Dr. Hudson's disposal the sum of one thousand pounds, to be applied as he thought right in the promotion of medical education in :Dublin, and Dr. Hudson put it in trust to found a scholarship in connexion with the Adelaide Hospital.-Ed. :D. J. of 1VI. S.
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