Cultural Anthropology Canadian

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8 Family and Household
INTRODUCTION

Living in a social group is a basic human need. Families are the core social groups for
couples with and without children and for single parents with children. The traditional
form of family in Canada is the nuclear family. There are many other forms of family in
the world. Who then nurtures the children is a factor of social, historical, and ecological
circumstances.

Household refers to the residential unit and all the members who live there. In most
cases, it is the family that lives in a household. Problems may arise from isolation from
kin, juggling work and parenting, and the general stresses of trying to provide
economically for the household members.

IF NOTHING ELSE, MY STUDENTS SHOULD LEARN…

1. The Western assumption that all households are built around conjugal relationships is
ethnocentric.

2. There are various problems engendered by different kinds of living arrangements.

Different family patterns produce different internal tensions.

3. The variations in postmarital residence affect the way a household is made up.

LEARNING OUTCOMES (INCLUDING BLOOM’S TAXONOMY)

Students should be able to:

LO 8.1: Critically examine the nature of the Canadian family. [Evaluate]

LO 8.2: Explain the functions of the family in human society and the difference between
family and household. [Understand]

LO 8.3: Identify the various forms of family organization, and discuss their features.
[Remember/Understand]

LO 8.4: Identify and describe the residence patterns found in diverse societies.
[Remember/Understand]

Copyright © 2013 by Nelson Education Ltd. 8–1

KEY TERMS AND CONCEPTS

1. Family—A married or common law couple with or without children, or a lone parent
with dependent children. May sometimes include non-kin members. (page 174)

2. Culture-bound—The interpretation of other practices and beliefs from the standpoint

of one’s own culture. A culture-bound interpretation can be biased and unwilling to
accept the validity of alternative phenomena. (page 174)

3. Consanguine family—A family unit consisting of a woman, her dependent offspring,

and the woman’s brothers. (page 174)

4. Conjugal family—A family consisting of two or more married or common law

people, including same-sex people, with their dependent children. (page 174)

5. Nuclear family—A married or common law couple and their dependent children.
(page 174)

6. Polygynous family—A family consisting of a man and his multiple wives, along with
their dependent children. (page 174)

7. Polyandrous family—A family consisting of a woman and her multiple husbands,

along with their dependent children. (page 175)

8. Household—The basic residential unit where economic production, consumption,

inheritance, childrearing, and shelter are organized and implemented; may or may not
be synonymous with family. (page 181)

9. Extended family—A collection of nuclear families, related by ties of blood, that live
together in one household. (page 183)

10. Patrilocal residence—A pattern in which a married couple lives in the locality
associated with the husband’s father’s relatives. (page 184)

11. Matrilocal residence—A pattern in which a married couple lives in the locality
associated with the wife’s relatives. (page 184)

12. Ambilocal residence—A pattern in which a married couple may choose either
matrilocal or patrilocal residence. (page 185)

13. Neolocal residence—A pattern in which a married couple establishes its household in
a location apart from either the husband’s or the wife’s relatives. (page 185)

14. Avunculocal residence—A pattern in which a married couple lives with the
husband’s mother’s brother. (page 186)
8–2 Copyright © 2013 by Nelson Education Ltd.
15. Sororal polygyny—A man marries several women who are sisters. (page 186)

16. Fraternal polyandry—A woman marries several men who are brothers. (page 187)

WHY IS THIS CHAPTER IMPORTANT TO ANTHROPOLOGISTS?

• Marriage exists in all cultures in different forms and for different functions.
Generally, this results in the production of a family unit and a household
residence. Anthropologists make a distinction between the terms “family” and
“household” because not all members of a family necessarily live together or have
strong relationships with one another.

• The concept of family is integral to all cultures. In many cultures, family forms
the most significant organizing principle by which all other cultural aspects
connect. Anthropologists have spent decades researching the kinship and family
relationships in cultures for this very reason.

WHY SHOULD STUDENTS CARE?

• As our global awareness continues, an understanding of what constitutes a family

in other cultures will be necessary, particularly with respect to acculturating
immigrants to Canadian standards. For example, in other cultures very young
children look after even younger children while their parents are away. These
newcomer parents may not realize that this is illegal in Canada. Students may run
into cross-cultural misunderstandings like this in whatever career choice they
make. An awareness of where this misunderstanding is coming from will be of
immense benefit.

• Students working offshore should have some understanding of cross-cultural

differences in family and household. Such an understanding will help them cope
with culture shock.

WHAT ARE COMMON STUDENT MISCONCEPTIONS AND

STUMBLING BLOCKS?

• Students will probably use the terms “family” and “household” interchangeably to
refer to people who live together.

• Students will assume that the neolocal nuclear family is the most common type
around the world.

Copyright © 2013 by Nelson Education Ltd. 8–3

WHAT CAN I DO IN CLASS?

Introductory Exercises

• Becoming 13
National Film Board Interactive Film
http://www.nfb.ca/film/becoming_13
Short documentary following three 12-year-old girls over one year. The film
shows that the greatest influence on them is family.

• Show clips of a number of television families: All in the Family, Family Guy, The
Simpsons, and Modern Family. What do the TV shows say about the family?
Compare this to earlier shows, such as Leave It to Beaver, The Danny Thomas
Show, Adventures of Ozzie and Harriet, Family, and Family Ties. What
stereotyping exists? How has it changed in more recent shows? What is the
message sent today?

Essay/Discussion Questions

• Compare the nuclear family to the extended family. What are the advantages and
disadvantages of each?

• Anthropologists use participant observation as their methodology to understand a

culture group. Read how an anthropologist experienced polygamy firsthand. What
are your thoughts on this?
Leanna Wolfe, “Adding a Co-Wife,” Annual Editions Anthropology 06/07
(McGraw-Hill), 90–94.

• Discuss the effects of high infant mortality on the close mother–child bond in a
shantytown in Brazil. How do you account for the mothers’ reactions to their
children’s deaths? What do you think about this?
Nancy Scheper-Hughes, “Death Without Weeping,” Conformity and Conflict:
Readings in Cultural Anthropology, 14th ed., ed. James Spradley and McCurdy,
155–64.

• Explore these survival strategies by women in Asia. What is their purpose?

Lu Yuan and Sam Mitchell, “Matrilineal Kinship: Walking Marriage in China,”
“Land of the Walking Marriage,” Natural History, November (2000).

• Margery Wolf, “Uterine Families and the Women’s Community,” Women and the
Family in Rural Taiwan (Stanford University Press, 1972).

8–4 Copyright © 2013 by Nelson Education Ltd.

Group Activities

• Alternatives to the Nuclear Family—Although the neolocal nuclear family is

considered the standard North American pattern, there are people who live in
other kinds of families as well. Extended family households, for example, are
common among some immigrant groups. Do you know anyone who lives in an
extended family? Interview them to find out what they consider to be the benefits
and burdens of extended family living.

• Assign students to read the text below, which examines how the normal, natural
experiences of menstruation, childbirth, and menopause in women’s bodies have
now become medical issues in our culture.
The Woman in the Body: A Cultural Analysis of Reproduction (Boston: Beacon
Press, 1987).

• Assign the reading below, which explores the modern understanding of the
household.
Margrit Eichler et al., More Than It Seems: Household Work and Lifelong
Learning (Women’s Press, 2010).

• Kibbutz System—Children born into the Israeli kibbutz system live in dormitories
with other children of their age and are raised by professional caretakers. Have
students research this system of childrearing. Does this unusual system affect the
children in any way? What kind of relationship do the children have with their
biological parents? Grandparents and other extended family members?

• Home Again—Increasing numbers of young adults in Canada are living at home

until they are in their mid-twenties or later, or returning home after several years
on their own. For the most part, the reason is economic—with poor job prospects,
increasing expenses, and marriage breakdowns, many young people are forced to
seek their parents’ assistance. Have students research this phenomenon. What
impact is this relatively new phenomenon having on family relations? On the
economic situation of the parents? If the young adults bring their own children
into their parents’ homes, is this a modern form of extended family?

• Read the “Gender Perspectives” box on page 180 of the textbook, called “The
Motherhood Mandate.” Discuss the impact of the motherhood mandate on
Canadian mothers present and future.

Copyright © 2013 by Nelson Education Ltd. 8–5

Internet Exercises for Pairs

• Polygamy: Mega Family

http://video.nationalgeographic.com/video/player/national-geographic-
channel/all-videos/av-7729-7975/ngc-polygamy-mega-family.html
Multiple Marriage
http://video.nationalgeographic.com/video/player/places/culture-places/beliefs-
and-traditions/togo_multiplemarriage.html
Multiple Husbands
http://www.youtube.com/watch?v=d4yjrDSvze0
What are the reasons given in justification of the marriage form? What is the
impact on the multiple partners?

• Sister Wives—Reality show

http://tlc.howstuffworks.com/tv/sister-wives
Discuss the relationships between the wives. How does this affect the children?
Are their relationships in the community affected? Discuss the economic situation
of the family. How do they navigate daily life?

• Does Hugh Hefner’s Playboy Manor fit the concept of “household”?

http://www.satellite-sightseer.com/id/5085
http://losangeles.about.com/od/hollywood_celebrities/ig/FamousMansions-in-
Los-Angeles/Playboy-Mansion-in-Los-Angeles.htm
http://en.wikipedia.org/wiki/Playboy_Mansion

• Alternatives to Marriage Project: http://www.unmarried.org/

What is this site all about? What does the concept of family mean? Try the online
survey to give your attitudes and beliefs about marriage alternatives.

Student Online Activities for Small Groups

• Search “family” at this site. Discuss some of the issues facing indigenous peoples.
http://www.survivalinternational.org/

• The first photograph in this chapter identifies the most important function of the
family—raising children. What is happening here then?
Film: Born into Brothels
http://www.youtube.com/results?search_query=born+into+brothels+part+1&oq=b
orn+into+brothels&aq=1&aqi=g10&aql=&gs_sm=c&gs_upl=14500l17125l0l200
78l15l5l0l3l3l0l328l641l3-2l2l0
Read the following articles on prostitution, and then discuss the questions below.
http://www.walnet.org/csis/papers/redefining.html
World Charter for Prostitutes’ Rights
http://www.walnet.org/csis/groups/icpr_charter.html
How is prostitution viewed in these countries? What basic rights are being
advocated for sex workers in this charter?

8–6 Copyright © 2013 by Nelson Education Ltd.

• Show a variety of house types from around the world. Ask students to decide
what type of family unit lives in them, for example, nuclear family, extended
family, or another form. What is the benefit of that particular house structure?
Consider family and environmental requirements.
http://www.hgpho.to/wfest/house/house-e.html
http://www.shelterpub.com/_wonderful_houses/wh-toc.html
Some really fascinating house types with interesting information.
Another fascinating site of unusual homes.
http://weburbanist.com/2008/09/09/70-amazing-houses-from-around-the-world/

For a lighter moment to conclude the lesson:

• Calculate your life expectancy.

http://media.nmfn.com/tnetwork/lifespan

• Life, Above All—recent theatrical release

A tale of survival in a tiny South African village.
Amazing film based on the book Chanda’s Secrets by Allan Stratton.

For a movie night, consider the following:

Babies—One year in the life of four babies from Mongolia, Namibia, San
Francisco, and Tokyo—absolutely wonderful!
Three Men and a Baby—Three playboy men learn how to look after a baby.
Look Who’s Talking—Baby voiceover by Bruce Willis.
Baby Boom—Career woman “inherits” a baby.
Father of the Bride: Part 2—Pregnant women and their babies.
The Waitress—A waitress becomes pregnant.
Junior—A pregnant man has a baby.
Parenthood—The Buckmans raise a huge family.
Joy Luck Club—Four Asian women and their daughters guide each other.
Memoirs of a Geisha—A young girl transcends her roots to become a celebrated
geisha.
My Big Fat Greek Wedding—A young Greek woman falls in love with a non-
Greek man

HOW WILL I KNOW THAT MY STUDENTS HAVE LEARNED THE LOs?

• Process of Socialization
http://anthro.palomar.edu/status/default.htm
Flash cards that can be used to test concepts.

• Use the Nelson Test Bank to create a chapter quiz.

Copyright © 2013 by Nelson Education Ltd. 8–7

• Students discuss a video related to family and household and present their
findings to the class. How well did the students incorporate chapter material into
their findings? The National Film Board has many interesting films on this topic.
http://www.nfb.ca/
Search “family” and “household.”

HOW CAN I ASSESS MY OWN PERFORMANCE?

• One good strategy is to always begin the class with an agenda of the material you
hope to cover during the lecture. In this way, the students know what they will be
focusing on and the objectives you hope to accomplish. Did you carry out what
you set out to do on your agenda? Do you feel that you adequately presented the
material to the students? Did they enjoy the class?

WHAT OTHER RESOURCES ARE AVAILABLE?

• TEDtalks with Alison Gopnik

http://www.ted.com/talks/alison_gopnik_what_do_babies_think.html
What do babies think?

• TEDtalks with Carlo Ratti

http://www.ted.com/talks/carlo_ratti_architecture_that_senses_and_responds.html
Creates interactive environments.

• TEDtalks with Dan Phillips

http://www.ted.com/talks/dan_phillips_creative_houses_from_reclaimed_stuff.ht
ml
Houses built of recycled materials.

• TEDtalks with Rick Smolan

http://www.ted.com/talks/rick_smolan_tells_the_story_of_a_girl.html
An adoption saga with a twist.

• CrazyAboutTV.com
http://www.crazyabouttv.com/
A listing of hundreds of television shows to search for family, marriage, etc.

• This is not about the family per se, but more of an activity designed to be played
by a family.
http://ngchallenge.com/EN-us/

8–8 Copyright © 2013 by Nelson Education Ltd.

• The Housewife
http://www.insight-media.com/
Traces the historical development of the role of housewife and whether it is a
source of fulfillment or oppression.

• Diversity Rules: The Changing Nature of Families

http://www.insight-media.com/
Explores various types of families and why the structure of families has changed
over the years.

• Forty Years in the Life of Canadian Families

http://www.vifamily.ca/node/324
What have been the trends thus far, and what will the future look like?

• Aboriginal Family Trends: Extended Families, Nuclear Families, Families of the

Heart
http://www.vifamily.ca/node/66
Explores the issues and concerns of Aboriginal peoples.

• Domestic Violence Action Center

http://www.stoptheviolence.org/
Outlines resources available for men, women, and children who are victims of
domestic abuse.

• Support sites for grandparents

http://www.grandparenting.org/index1.html
http://www.myseniorsite.ca/grandparents.htm
Describe the social context of grandparenting in Canada. Why are grandparents
involved? What are some of the rewards and difficulties of raising grandchildren?
http://www.vifamily.ca/node/411

Copyright © 2013 by Nelson Education Ltd. 8–9

Another random document with
no related content on Scribd:
 Virtue, says Montesquieu, etc. Esprit des Lois, III. 6.
‘Honour dishonourable.’ Paradise Lost, IV. 314–15.
‘Of outward shew,’ etc. Cf. Ibid. VIII. 538–9.
248. ‘To tread,’ etc. Hamlet, Act I. Sc. 3.
‘Nice customs,’ etc. Henry V. Act V. Sc. 2.
‘In form and motion,’ etc. Cf. Hamlet, Act II. Sc. 2.
‘Vice is undone,’ etc. Pope, Epilogue to the Satires, I. 142–9.
249. A Coronation-day. The coronation of George IV. had taken
place on July 19, 1821.
250. Prince Leopold. Prince Leopold of Saxe-Coburg (1790–1865),
who had married the Princess Charlotte, and afterwards
(1831) became King of the Belgians.
Castlereagh ... unstained, etc. Castlereagh committed suicide
on Aug. 12, 1822.
‘A present deity,’ etc. Dryden, Alexander’s Feast, 35–6.
251. ‘Worth makes the man,’ etc. Pope, An Essay on Man, IV.
203–4.
‘The only amaranthine flower,’ etc. Cowper, The Task, III.
268–9.
252. ‘A man may read,’ etc. Holy Dying, chap. i. § 2.
 ON THE SCOTCH CHARACTER
Now republished for the first time. See Mr. W. C. Hazlitt’s
Memoirs, etc. (1867), I. xxvii.

PAG
E ‘Edina’s darling seat.’ ‘Edina! Scotia’s darling seat!’ Burns,
253. Address to Edinburgh.
253. Lismahago. In Humphry Clinker.
254. Lord Erskine. Lord Erskine was entertained at a banquet in
Edinburgh on Feb. 21, 1820. He had not been in Scotland
for more than fifty years.
255. Teres et [atque] rotundus. Horace, Satires, II. vii. 86.
A very learned man. (?) Sir David Brewster, editor of The
Edinburgh Encyclopædia. Cf. post, p. 316.
Mr. Macvey Napier. Macvey Napier (1776–1847), editor of a
supplement to the 4th, 5th, and 6th editions and of the 7th
edition of The Encyclopædia Britannica, and Jeffrey’s
successor as editor of The Edinburgh Review. Hazlitt had
contributed to the Supplement. See vol. IX. (Essays on the
Fine Arts), p. 377 and note. In A Selection from the
Correspondence of the late Macvey Napier, Esq. (1879), p.
21, there is the following letter from Hazlitt to Napier:—

‘Winterslow Hut, near Salisbury,

‘August 26, 1818.

‘My dear Sir,—I am sorry to be obliged, from want of health

and a number of other engagements, which I am little able
to perform, to decline the flattering offer you make me. I
have got to write, between this and the end of October, an
octavo volume or a set of lectures on the Comic Drama of
this country for the Surrey Institution, which I am anxious
 not to slur over, and it will be as much as I can do to get it
ready in time. I am also afraid that I should not be able to
do the article in question, or yourself, justice, for I am not
only without books, but without knowledge of what books
are necessary to be consulted on the subject. To get up an
article in a Review on any subject of general literature is
quite as much as I can do without exposing myself. The
object of an Encyclopædia is, I take it, to condense and
combine all the facts relating to a subject, and all the
theories of any consequence already known or advanced.
Now, where the business of such a work ends, is just where
I begin, that is, I might perhaps throw in an idle
speculation or two of my own, not contained in former
accounts of the subject, and which would have very little
pretensions to rank as scientific. I know something about
Congreve, but nothing at all of Aristophanes, and yet I
conceive that the writer of an article on the Drama ought to
be as well acquainted with the one as the other. If you
should see Mr. Constable, will you tell him I am writing
nonsense for him as fast as I can?—Your very humble
servant,

W. HAZLITT.’

It is difficult to know what ‘nonsense’ Hazlitt was writing for

Constable.
256. ‘Damnable iteration.’ 1 Henry IV., Act I. Sc. 2.
Not like La Fleur, etc. See Sterne, The Sentimental Journey,
The Passport, Paris.
Note 1. Cockney School of Poetry. See vol. VI. (Table-Talk), 99
and note.
Note 1. ‘Kernes and Gallowglasses.’ Macbeth, Act I. Sc. 2.
258. ‘Sins,’ etc. Cf. Hebrews xii. 1.
A much-talked-of publication. Hazlitt no doubt refers to The
Beacon, which, like John Bull, was intended to counteract
the progress of Radical doctrine during the period of the
 Queen’s trial. For an account of it and of Scott’s connection
with it, see Lockhart’s Life of Scott, v. 152–3.
‘Leaning,’ etc. Cf. The Faerie Queene, I. vi. 14.
259. The editor. Theodore Hook, the editor of John Bull, was an
Englishman.
‘Entire affection,’ etc. Cf. The Faerie Queene, I. viii. 40.
 MY FIRST ACQUAINTANCE WITH POETS
Republished in Literary Remains and Winterslow. The germ of
the essay appeared in a short letter to The Examiner, reprinted in
Political Essays. See vol. III. pp. 152–3 and notes.

PAG
E W——m. Wem.
259. ‘Dreaded name,’ etc. Paradise Lost, II. 964–5.

‘Fluttering,’ etc. Cf. Coriolanus, Act V. Sc. 6.

‘High-born Hoel’s harp,’ etc. Gray, The Bard, 28.
260. ‘Bound them,’ etc. Pope, Ode on St. Cecilia’s Day, 90–91.

The fires in the Agamemnon. Cf. ante, p. 240 and note.

It was in January, etc. This paragraph and the next are from
The Examiner. See the notes to vol. III. (Political Essays),
pp. 152–3.
262. ‘As are the children,’ etc. Cf. Thomson, The Castle of
Indolence, II. xxxiii.
‘A certain tender bloom,’ etc. Cf. ante, p. 207 and note.
‘Somewhat fat and pursy.’ Cf. ‘He’s fat and scant of breath’
(Hamlet, Act V. Sc. 2), and ‘For in the fatness of these pursy
times,’ etc. (Ibid. Act III. Sc. 4).
263. ‘No figures,’ etc. Julius Cæsar, Act II. Sc. 1.
264. Note 1. For an account of the Rev. William Hazlitt, see Mr. W.
C. Hazlitt’s Four Generations of a Literary Family, The
First Generation.
265. T. Wedgwood. A Life of Tom Wedgwood was published
recently (1903) by the late Mr. R. B. Litchfield.
‘Sounding on his way.’ See vol. IV. (The Spirit of the Age),
note to p. 214.
266. Credat Judæus Apella! Horace, Satires, I. v. 100.
 ‘Thus I refute him, Sir.’ See Boswell’s Life (ed. G. B. Hill), I.
471.
267. ‘Kind and affable,’ etc. Cf. Paradise Lost, VIII. 648–50.
He has somewhere told himself. See Biographia Literaria,
chap. x.
That other Vision of Judgment. Byron’s, first published in
The Liberal, No. 1.
Bridge-street junto. Cf. vol. VI. (Table-Talk), p. 190 and note.
268. Tom Jones and the adventure of the muff. See Tom Jones,
Book X. chap. v. et seq.
At Tewkesbury. According to the essay ‘On Going a Journey,’
it was at Bridgwater. See vol. VI. (Table-Talk), p. 186.
269. A friend of the poet’s. This is a mistake. Wordsworth paid £23
a year for Alfoxden. The agreement is given in Mrs. Henry
Sandford’s Thomas Poole and his Friends, I. 225.
270. ‘In spite of pride,’ etc. Pope, An Essay on Man, I. 293.
‘While yet,’ etc. Cf. Thomson, The Seasons, Spring, 18.
‘Of Providence,’ etc. Paradise Lost, II. 559–560.
271. Chantry’s bust. Sir Francis Chantrey’s bust, now at Coleorton.
Castle Spectre. Originally produced (at Drury Lane)
December 14, 1797.
‘His face,’ etc. Cf. Macbeth, Act I. Sc. 5.
272. Tom Poole. Thomas Poole (1765–1837), for an account of
whom see Mrs. Sandford’s Thomas Poole and his Friends.
‘Followed in the chase,’ etc. Cf. Othello, Act II. Sc. 3.
Sir Walter Scott’s, etc. Hazlitt probably refers to the banquet
given to George IV. by the Magistrates of Edinburgh, August
24, 1822.
273. The Death of Abel. Solomon Gessner’s Tod Abels (1758).
274.
 ‘Ribbed sea-sands.’ The Ancient Mariner, 227. This was one
of the lines for which Coleridge was indebted to
Wordsworth.
275. ‘But there is matter,’ etc. Wordsworth, Hart-leap Well, 95–
96.
 PULPIT ORATORY, ETC.
Now reprinted for the first time. See Mr. W. C. Hazlitt’s Memoirs,
etc., I. xxvii. Cf. the essay on Edward Irving in The Spirit of the Age
(vol. IV. pp. 222–231). After Hazlitt’s essay there follows a savage
attack on Irving (? by T. J. Hogg), as to which the editor says: ‘The
following has also lost its way to us. We take it in as a foundling, but
without adopting all its sentiments.’

PAG
E ‘Got the start,’ etc. Cf. Julius Cæsar, Act I. Sc. 2.

‘Kingly Kensington.’ Swift’s Ballad, Duke Upon Duke, St. 14.

Lady Bluemount. Lady Beaumont presumably, the wife of
276. Wordsworth’s friend, Sir George Howland Beaumont.
Mr. Botherby.? William Sotheby (1757–1833), whose
persistent attempts as a dramatic author may explain the
nickname.
Mr. Theodore Flash. Theodore Hook, no doubt, who
afterwards denounced Irving as a humbug. See John Bull,
July 20, 1823.
Note. Mr. Dubois. Edward Dubois (1774–1850), wit and
journalist.
Note. ‘Rose,’ etc. Cf. Hamlet, Act III. Sc. 1.
277. ‘His foot mercurial,’ etc. Cymbeline, Act IV. Sc. 2.
‘The iron,’ etc. The Psalter, Psalm CV. 18.
‘Come, let me clutch thee.’ Macbeth, Act II. Sc. 1.
280. ‘Spins,’ etc. Cf. Love’s Labour’s Lost, Act V. Sc. 1.
‘Loop or peg,’ etc. Cf. Othello, Act III. Sc. 3.
281. ‘Fire hot from Hell.’ Cf. Julius Cæsar, Act III. Sc. 1.
282. The swimmer. See this passage quoted by Hazlitt in vol. V.
(Lectures on the Age of Elizabeth), pp. 323–4.
283. Mr. Croly. George Croly (1780–1860), a regular contributor
to Blackwood’s Magazine, had published Paris in 1815
(1817).
284. ‘Best virtue.’ Cf. All’s Well That Ends Well, Act IV. Sc. 3.
‘We pause for a reply.’ Cf. Julius Cæsar, Act III. Sc. 2.
285. Daniel Wilson. Daniel Wilson (1778–1858), at this time
incumbent of St. John’s Chapel, Bedford Row, Bloomsbury,
afterwards Bishop of Calcutta.
‘Oh! for an eulogy,’ etc. Cf. ‘Oh, for a curse to kill with.’
Otway, Venice Preserved, Act II. Sc. 2.
 ARGUING IN A CIRCLE
Now reprinted for the first time. See Mr. W. C. Hazlitt’s Memoirs,
etc., I. xxvii.

PAG
E ‘Fancies and good-nights.’ Cf. 2 Henry IV., Act III. Sc. 2.
285. ‘Base cullionly fellow.’ Cf. 2 Henry VI., Act I. Sc. 3.

‘Beggarly, unmannered corse.’ Cf. 1 Henry IV. Act I. Sc. 3.

‘The age of chivalry,’ etc. Cf. Burke, Reflections on the
Revolution in France (Select Works, ed. Payne, II. 89).
‘The melancholy Jacques,’ etc. As You Like It, Act II. Sc. 1.
286. The present Duke of Buckingham. Richard Temple Nugent
Brydges Chandos, created Duke of Buckingham and
Chandos, Feb. 1822.
‘New manners,’ etc. Thomas Warton, Sonnet, Written in a
Blank Leaf of Dugdale’s Monasticon.
‘Submits,’ etc. Burke, Reflections on the Revolution in France
(Select Works, ed. Payne, II. 90).
287. ‘Long insulted,’ etc. Quoted elsewhere. See vol. III. (Political
Essays), pp. 13 and 100.
‘With jealous leer malign.’ Paradise Lost, IV. 503.
288. ‘Cause was hearted.’ Cf. Othello, Act I. Sc. 3.
‘The open,’ etc. Cf. Paradise Lost, X. 112–113.
‘The shame,’ etc. Cf. 2 Samuel i. 16.
289. The Editor of the New Times. Dr. Stoddart.
‘Make the worse,’ etc. Paradise Lost, II. 114.
‘So musical,’ etc. A Midsummer Night’s Dream, IV. 1.
290. ‘So well,’ etc. Cf. Paradise Lost, IX. 549.
Mr. Canning’s present ... situation. Canning had become
Foreign Secretary in 1822, and had shortly afterwards
acknowledged the independence of the Spanish American
Colonies.
291. ‘Turnspit of the king’s kitchen.’ See Burke’s ‘Speech on
Economical Reform,’ (Works, Bohn, II. 85–86), and cf. vol.
I. (The Round Table), p. 427.

‘Undoing all,’ etc. 2 Henry VI., Act I. Sc. 1.

‘Though that their joy,’ etc. Cf. Othello, Act I. Sc. 1.
292. ‘Like an exhalation,’ etc. Cf. Comus, 556.
‘Ride in the whirlwind,’ etc. Addison, The Campaign, and
Pope, The Dunciad, III. 264.
293. Noctes, etc. Horace, Satires, II. vi. 65.
‘The beautiful,’ etc. Coleridge, The Death of Wallenstein, Act
V. Sc. 1.

294. ‘A thick scarf.’ See ante, note to p. 82.

‘Sweet smelling gums.’ Paradise Lost, XI. 327.
‘Dews of Castalie.’ Cf. Spenser, The Ruines of Time, 431.
295. The Six Acts. Passed by Lord Sidmouth in 1819 after the
Manchester reform meeting.
QUERIES AND ANSWERS; OR THE RULE OF
CONTRARY
Now republished for the first time. See Mr. W. C. Hazlitt’s
Memoirs, etc. (1867), I. xxix.

PAG
E Thimble. Cf. a passage, ante, at the foot of p. 39. The editors
297. have not been able to identify the person here referred to as
‘Thimble.’
 ON KNOWLEDGE OF THE WORLD
This paper and the two following ones were republished in
Sketches and Essays.

‘Who shall go about,’ etc. Cf. The Merchant of Venice, Act II.
Sc. 9.
298. ‘Subtle,’ etc. Cf. Cymbeline, Act III. Sc. 3.
‘The children,’ etc. Cf. S. Luke xvi. 8.
299. ‘To see ourselves,’ etc. Burns, To a Louse, St. 8.
‘No figures,’ etc. Cf. Julius Cæsar, Act II. Sc. 1.
‘His soul,’ etc. Pope, An Essay on Man, I. 101–2.
300. ‘What shall it profit,’ etc. S. Mark viii. 36.
301. Non ex quovis, etc. Erasmus, Adagiorum Chiliades, ‘Munus
aptum.’
‘No mark,’ etc. 1 Henry IV., Act III. Sc. 2.
‘The soul,’ etc. Cf. Othello, Act I. Sc. 3.
 THE SAME SUBJECT CONTINUED

PAG
E Bub Doddington said, etc. Cf. vol. VI. (Table-Talk), p. 100 and
301. note.
Salus populi, etc. The Twelve Tables, De Officio Consulis.
The upstart, etc. This sentence was omitted in Sketches and
Essays.
302. Mr. Cobbett seemed disappointed, etc. The reference is
probably to The Weekly Political Register for Oct. 29, 1825,
where Cobbett deplores the fact that Baron Maseres (1731–
1824), who had visited him in prison, had left the bulk of
his large property to a ‘little Protestant parson.’
‘His patron’s ghost,’ etc. Cf. Thomson, The Castle of
Indolence, I. St. 51.
303. ‘Never standing upright,’ etc. See Macklin’s The Man of the
World, II. 1.
‘In large heart enclosed.’ Cf. Paradise Lost, VII. 486.
304. ‘The world,’ etc. Thomson, The Seasons, Autumn, 233.
‘The heart of man,’ etc. Cf. Jeremiah xvii. 9.
‘As the flesh,’ etc. Cf. Measure for Measure, Act II. Sc. 1.
‘Tread,’ etc. Cf. Hamlet, Act I. Sc. 3.
305. ‘If thine eye,’ etc. Cf. S. Matthew v. 29.
‘The little chapel-bell,’ etc. Hazlitt refers to The Chapel Bell,
an early poem of Southey’s (1793), and The Book of the
Church, published by Southey in 1824.
Camille-Desmoulins, etc. Camille Desmoulins (1760–1794),
the well-known Revolutionary pamphleteer; Camille
Jordan (1771–1821), called ‘Jordan Carillon,’ from a speech
(July 4, 1797) in which he proposed to restore the use of
bells to the clergy. See Hazlitt’s Life of Napoleon, chap. 15.
‘His own miniature-picture,’ etc. ‘On my own Miniature
Picture’ (1796).
 THE SAME SUBJECT CONTINUED

306. ‘Give us pause.’ Hamlet, Act III. Sc. 1.

‘Does somewhat smack.’ Cf. The Merchant of Venice, Act II.
Sc. 2.
307. Peter Finnerty. Peter Finnerty (1766?–1822) at one time on
the staff of The Morning Chronicle with Hazlitt.
308. J——. Jeffrey.
‘In some sort handled.’ Cf. Henry V. Act II. Sc. 3.
‘The high and palmy state.’ Cf. Hamlet, Act I. Sc. 1.
309. ‘Keep this dreadful pudder,’ etc. King Lear, Act III. Sc. 2.
‘When a great wheel,’ etc. Cf. Ibid. Act II. Sc. 4.
310. ‘Will be,’ etc. Dr. Johnson, Preface to Shakespeare (Works,
Oxford, 1825, vol. V., p. 118).
 ON PUBLIC OPINION
Published (together with the next essay) in Winterslow.

311. ‘Scared,’ etc. Cf. Collins’s Ode, The Passions, 20.

312. ‘The world rings,’ etc. Cowper, The Task, III. 129–30.
313. ‘No man knoweth,’ etc. Cf. S. John iii. 8.
314. ‘Casting,’ etc. Il Penseroso, 160.
315. ‘Wink,’ etc. Cf. Marston, Antonio’s Revenge, Prologue.
‘Fed fat,’ etc. Cf. The Merchant of Venice, Act I. Sc. 3.
 ON THE CAUSES OF POPULAR OPINION
Published (with preceding essay) in Winterslow.

PAG
E The Editors of the Edinburgh Encyclopædia. The Edinburgh
316. Encyclopædia (18 vols., 1810–30) was edited by Sir David
Brewster.
‘Among the rocks,’ etc. Cf. Michael, 455–7.
317. ‘A man of ten thousand.’ Cf. Hamlet, Act II. Sc. 2.
318. ‘Who loved,’ etc. Othello, Act V. Sc. 2.
320. J——. Jeffrey.
 A FAREWELL TO ESSAY-WRITING
Republished in an imperfect form in Winterslow. In the Magazine
the essay is dated ‘Winterslow, Feb. 20, 1828.’

PAG
E ‘This life is best,’ etc. Cymbeline, Act III. Sc. 3.
321. ‘A friend,’ etc. Cf. Cowper, Retirement, 741–2.

‘Done its spiriting gently.’ Cf. The Tempest, Act I. Sc. 2.

‘The spring,’ etc. Coleridge, Christabel, 22.
‘Fields are dank,’ etc. Milton’s Sonnet (XX.), ‘Lawrence, of
virtuous father virtuous son.’
322. ‘Peep,’ etc. Cf. Macbeth, Act I. Sc. 5.
‘Open,’ etc. Cowper, The Task, VI. 11–12.
323. ‘Of all the cities,’ etc. Dryden, Theodore and Honoria, 1–2.
‘Which when Honoria view’d,’ etc. Ibid. 342–3.
‘And made th’ insult,’ etc. Dryden, Sigismonda and
Guiscardo, 668–9.
I am much pleased, etc. This sentence (to the end of the
paragraph) was omitted in Winterslow.
324. ‘Fall’n,’ etc. Scott, Glenfinlas, last stanza.
Mr. Gifford once said, etc. See vol. IV. (The Spirit of the Age)
p. 307.
I am rather disappointed, etc. This sentence was omitted in
Winterslow.
325. ‘The admired,’ etc. Cf. Hamlet, Act III. Sc. 1.
What I have here stated, etc. This paragraph and the next two
were omitted in Winterslow.
 ‘I know not seems.’ Hamlet, Act I. Sc. 2.
326. L——. Lamb, no doubt.
Antonio. Godwin’s Antonio was produced at Drury Lane and
damned Dec. 13, 1800.
‘Nor can I think,’ etc. Dryden, The Hind and the Panther, I.
315.
327. Chaucer’s Flower and Leaf. See vol. V. (Lectures on the
English Poets) p. 27 and note.
‘And ayen,’ etc. The Flower and the Leaf, St. 15.
Mr. and Miss L——. Charles and Mary Lamb.
328. ‘And curtain close,’ etc. Cf. Collins’s Ode, On the Poetical
Character, 76.