Notes on the Blank Verse of Christopher Marlowe :: English Literature

Notes on the Blank Verse of Christopher Marlowe Marloe was stabd with a blade, and colored swearing A MORE cordial pundit, Mr. A. C. Swinburne, sees of this writer that the dad of English disaster and the maker of English clear section was along these lines likewise the educator and the guide of Shakespeare. In this sentence there are two deceiving suspicions and two deluding ends. Kyd has as great a title to the primary respect as Marlowe; Surrey has a superior title to the second; and Shakespeare was most certainly not instructed or guided by one of his antecedents or counterparts alone. The less sketchy judgment is, that Marlowe practiced a solid impact over later show, however not himself as extraordinary a producer as Kyd; that he brought a few new tones into clear refrain, and initiated the dissociative procedure which drew it farther and farther away from the rhythms of rhymed refrain; and that when Shakespeare acquired from him, which was pretty regularly toward the start, Shakespeare either made something sub-par or something other than what's expected. 1 The relative investigation of English versification at different periods is a huge tract of unwritten history. To make an investigation of clear section alone, is inspire some inquisitive ends. It would appear, I accept, that clear stanza inside Shakespeare's lifetime was more profoundly created, that it turned into the vehicle of progressively shifted and then some exceptional craftsmanship feelings than it has ever passed on since; and that after the erection of the Chinese Wall of Milton, clear refrain has endured arrest as well as retrogression. That the clear refrain of Tennyson, for instance, a quintessential ace of this structure in specific applications, is cruder (not more unpleasant or less immaculate in method) than that of about six peers of Shakespeare; cruder, in light of the fact that less fit for communicating entangled, inconspicuous, and astonishing feelings. 2 Each author who has composed any clear refrain worth sparing has created specific tones which his stanza and no other's is able to do rendering; and we should remember this when we talk about impacts and obligation. Shakespeare is all inclusive (in the event that you like) since he has a greater amount of these tones than any other person; yet they are altogether out of the small time; one man can't be more than one man; there might have been six Shakespeares immediately without clashing wildernesses; and to state that Shakespeare communicated almost all human feelings, inferring that he left next to no for any other person, is a radical misconception of workmanship and the craftsman a misconception which, in any event, when unequivocally dismissed, may prompt our ignoring the exertion of consideration important to find the particular properties of the section of Shakespeare's peers.

Dr. Haneef’s Case Administrative and Public Law

Question: Talk about theDr. Haneefs Case for Administrative and Public Law. Answer: Presentation Dr. Haneef has been captured in light of the fact that he offered help to a fear based oppressor comparable to a psychological militant assault which occurred in the United Kingdom. He had been confined with no generous undertaking for a time of 12 days under the arrangements of Section 23 DA and 23 CB of the Crimes Act. He had been charged on fourteenth July under the arrangements of Section 102.7(2) of the Commonwealth criminal Code. His visa had last been dropped on the ground that he bombed the character test. This case is an ideal case of the maltreatment of clerical forces against that of characteristic equity. Such cases have gotten normal in the cutting edge world and the pastors appear to choose to disregard towards such issues (Gale 2014). Can an individual be arraigned in light of the fact that there is an almost no if any possibility that he may have been engaged with a criminal behavior? Is the rule that everyone must follow so uncalled for that lone observations are sufficient to cause an individual to endure out of line treatment? Considering the current instance of Dr. Haneef it very well may be clearly expressed that the appropriate response of both the past inquiries would be certain (Qureshi, Gulraiz and Shahzad 2016). As for the forces vested in serve for dropping a visa there are limitations given by Section 501(3) of The Migration Act 1958. The area explicitly manages circumstances where common equity doesn't have any significant bearing in opposition to that of Section 501(1) and (2) of the Act. As per the arrangements of Section 501(1) and (2) a clergyman has the ability to drop or decline visa on the off chance that they sensible accept that the individual doesn't presents capability comparable to the character test and such individual neglects to set up before the pastor of the agents that he can breeze through the assessment. Area 503(3) of the demonstrations makes the priest drop or deny visa concerning the individual yet just if such assent is identified with national intrigue. The central issue is that was there any national enthusiasm for this case or was it just the will to practice optional fueled by the priests. Segment 501(1) and (2) of the Act gave that an individual whose visa is exposed to be dropped or declined must be educated ahead of time about such choice and has the option to be heard before any further advance is taken against his visa. In spite of the fact that this isn't important or necessary, is it not apparent enough that barring such arrangements would carry uncalled for hindrance to the abused individual as it has happed with Dr. Haneef. Hence where is normal equity for this situation? Or then again is it only a term which is supplanted by clerical force. It is apparent for this situation that the nearness of arrangements identifying with segment 503A of the demonstration which have been made to address the deficiencies of intensity misuse is a unimportant model as this segment additionally can be superseded by the clergymen as it has been for this situation (Hopkins 2015). Significantly in the wake of being instructed that there was need with respect to prove in supporting the move, the Australian government police had set Dr. Haneef in preventive confinement simply following three days from when he was captured. Isnt it apparent that the fundamental thought process of the police for this situation was to confine him as opposed to arrive at a defended point for this situation? Moreover Documents which have been gotten by Dr. Haneefs lawful group it has been clear that the police were occupied in finding better approaches to keep Dr. Haneef as opposed to discovering ways which could have tackled the issue. It was additionally evident that the police and the migration officials in cooperation were intending to drop the specialists visa a lot sooner than it had been recently known (Fellows 2016). In one of the archives which had been set apart as exceptionally secured the police incorporated the chance of forcing a further confinement request on the specialist under which he could have been kept for an inconclusive period. This burden was arranged in any event, when there was no or deficient data which could fulfill the way that confining the specialist would not have influenced any psychological oppressor action (Austlii.edu.au 2017). The arrangements comparable to preventive detainment arranges unmistakably express that they must be utilized when the police have motivations to accept that if such requests are not forced it would prompt another fear monger assault or proof altering. Anyway the police has affirmed proof for this situation as gave by the United realm police office that Dr. haneef had no association in the psychological oppressor assault and still it settled on a preventive detainment request which clarifies that its primary expectation was to cause the special ist to endure. The specialists visa was dropped following he had been allowed bail and the archives got by the specialists lawful group obviously demonstrated joint effort between the migration division and the police as of what might have happed if the court liberated him. Thusly the explanation for the crossing out of visa is clear for this situation and it is obvious that there was noxiousness associated with the wiping out (Larking 2016). This finding out can be made much more grounded dependent on the letter which was sent by the national administrator of Australian Federal police to the movement division dated 11 July which explicitly requested that the office disavow the visa gave to the specialist. Proof which can be alluded to for this situation is the letter dated 15 July which was sent by the AFP to the Foreign Affairs office which expressed unmistakably that there was no danger to national intrigue yet the police selected a preventive detainment request (Hosen 2015). It is obviously clear from the above expressed realities and proof that Dr. Haneef is likewise one of the numerous objectives of clerical maltreatment and pernicious aim of the police (Theaustralian.com.au 2017). So as to build up its matchless quality the police do whatever regardless of whether it is unlawful and untrustworthy. Dr. haneef has likewise been one of the casualties of such maltreatment by the police and serves and so as to reestablish confidence of the overall population in the legal and official arrangement of the nation he should be quickly discharged and apologized with. References Austlii.edu.au. (2017). 2009 Alternative Law Journal. [online] Available at: https://www.austlii.edu.au/au/diaries/AltLawJl/2009 [Accessed 27 Jan. 2017]. Colleagues, J., 2016. Dr Haneef and an unnatural birth cycle of justice!.Res Judicata: contemporary issues in regulatory and open law,1. Storm, P., 2014. Past Fear and Towards Hope. InMigration, Diaspora and Identity(pp. 123-137). Springer Netherlands. Hopkins, A., 2015. The national emergency of indigenous detainment: Is considering indigenous involvement with condemning piece of the solution?.Legaldate,27(2), p.4. Hosen, N., 2015. Law, religion and security.Routledge Handbook of Law and Religion, p.337. Larking, E., 2016. Mohamed Haneef-A Terrorist by Association? Audit of Haneef: A Question of Character.Browser Download This Paper. Qureshi, R., Gulraiz, A. what's more, Shahzad, Z., 2016. An Analysis of Medias Role: Case Study of Army Public School (APS) Peshawar Attack.Social Communication,2(2), pp.20-30. Theaustralian.com.au. (2017). Shortcoming of Haneef case uncovered. [online] Available at: https://www.theaustralian.com.au/file/news/shortcoming of-haneef-case-uncovered/report/f43806fb9d95efda591adc4ad9ec8ddf [Accessed 27 Jan. 2017].

Everything You Need to Know About Citing a Poem

Everything You Need to Know About Citing a Poem Academic study, especially in literature, will likely bring you to a moment when youll need to cite a poem in an essay. When that happens, dont worry, we have you covered. Were going to look at citing poetry in the two most common citation styles, APA and MLA, including in-text citations and those required for footnotes/endnotes and Reference or Works Cited pages.Citing poetry can be confusing across different citation styles. Photo by Thought Catalog on Unsplash.APA styleAlthough commonly used for citing sources within the field of behavioral and social sciences, APA is the style guide of the American Psychological Association (APA) and can be required for essays citing poetry.In-text citationsFor an in-text citation of a poem, APA requires that you add parentheses to the end of the quote and include the last name of the author, followed by a comma and the year of publication of the source. If you are quoting a poem that is online, you can simply use the date of publication of the p oem. If you found the poem in a collection or anthology, the in-text citation should include the page number in the anthology where the poem is printed.But we loved with a love that was more than love--I and my Annabel Lee--With a love that the winged seraphs of heavenCoveted her and me. (Poe, 1849)Note that since the above quoted poem is three or more lines, it is formatted within the text like a block quote. Quotation marks are not used and the poem is written exactly as it is in the source. Also note that each line is indented and the section is double spaced, with an in-text citation placed after the final punctuation of the quote.For poetry quotes that are a single line, this should be treated like any other quote. For example:In his poem Annabel Lee, Poe writes But we loved with a love that was more than love--, (1849).Notice that the in-text citation is placed before the final punctuation and the citation only includes the date since the author (Poe) has already been mentione d.If the poetry quote contains two lines, treat it like any other quote but include a slash mark (/) where the line breaks in the original source. For example:The author writes, But we loved with a love that was more than love--/I and my Annabel Lee--,(Poe, 1849).Reference page citationIf you found the poem in an anthology, include the poets name, anthology publication year, poem title, editors names, anthology name in italics, page numbers, publishing city and publisher name in the following format:Eliot, T.S. (1970). Journey of the magi. In A. Allison and H. Barrows (Eds.), The Norton Anthology of Poetry (Third Edition) (pp. 1012-1013). New York: W.W. Norton Company.If you found the poem on the Web, include the poets name, year of publication, poem title, retrieval date and web address in the following format:Poe, E., A. (1849). Annabel Lee. Retrieved, November 30, 2019, from https://poestories.com/read/annabelleeAPA format is most commonly used in the social sciences, but might be required for your poetry citation by certain professors. Photo by Thought Catalog on Unsplash.MLA formatPublished by the Modern Language Association (MLA), the MLA style is often used for English studies, modern languages and literatures, literary criticism, and media studies.In-text citationsFor an in-text citation of a poem, MLA requires that you add parentheses to the end of the quote and include the last name of the author. However, this is where the similarity to APA style ends. After stating the name of the author, youll need to include a comma followed by line numbers of the poem quotes. If there are no line numbers in the text, include the page number where the poem was found. Note that if you go this route, there is no comma in between the authors last name and the page number.But we loved with a love that was more than love--I and my Annabel Lee--With a love that the winged seraphs of heavenCoveted her and me. (Poe, lines 1-4)Note that since the above quoted poem is thr ee or more lines, it is formatted within the text like a block quote. Quotation marks are not used and the poem is written exactly as it is in the source. Also note that each line is indented and the section is double spaced, with an in-text citation placed after the final punctuation of the quote.As with APA style, for poetry quotes that are a single line, this should be treated like any other quote. For example:In his poem Annabel Lee, Poe writes But we loved with a love that was more than love--, (line 1).Notice that the in-text citation is placed before the final punctuation and the citation only includes the line number since the author (Poe) has already been mentioned.If the poetry quote contains two lines, treat it like any other quote but include a slash mark (/) where the line breaks in the original source. For example:The author writes, But we loved with a love that was more than love--/I and my Annabel Lee--,(Poe, lines 3-4).Reference page citationFor the reference page o r works cited page, include the poets name, the name of the poem in quotation marks, anthology name, names of editors, publishing company, date of publication, and page number where the poem is found. Heres an example:Poe, Edgar Allan. Annabelle Lee. The Norton Anthology of Poetry, edited by A. Allison and H. Barrows, W.W. Norton Company, 1970, p. 697.If you found the poem on a website, include the authors last name, authors first name, name of the poem in quotation marks, the name of the website, the websites URL, and the date it was accessed. Heres an example:Poe, Edgar Allan. Annabel Lee. Poe Stories, https://poestories.com/read/annabellee. Accessed November 30, 2019.

The And Philosophical Movement Of Voltaire s Candide

Spreading rapidly in the 17th century, the Age of Reason changed the way people understood and interpreted their thoughts. The Enlightenment advocated for truth, to free the human mind from superstition and religious authoritarianism. People began to reflect on themselves rather than relying on the church. Voltaire was a writer and philosopher, who played an important role by incorporating themes of The Enlightenment into one of his famous novels, â€Å"Candide† to spread ideas. Themes including religion, and optimism in â€Å"Candide† were used by Voltaire through his perspective to emphasize the Character s progress out of traditional values with reasoning and thinking. An intellectual and philosophical movement, known as the Age of Enlightenment began in Europe. The intellectual leaders of the movement included Voltaire, Rene Descartes, John Locke, Adam Smith, Immanuel Kant, etc†¦ As philosophers their goal was to encourage, introduce, and spread new ideas to th e people. During the Enlightenment, intellectual, and technical progress grew. On the other hand, philosophers saw the church as a traditional system that has controlled human thinkers and behaviors to a set of existing beliefs and morals created for them. Deism, was more favored and gained popularity during the Age of Enlightenment. It was â€Å"the belief that God created the universe but remains apart from it and permits his creation to administer itself through natural law† or also known as a â€Å"watchmaker†. Deism essentiallyShow MoreRelatedThe Age Of Enlightenment By Francois Marie Arouet1082 Words   |  5 PagesThe Age of Enlightenment was a time of philosophical movements and new ways of thinking that prevailed in Europe and spread all over the world in the 18th century. This era saw the rise of many writers and philosophers that are still recognized and praised today. Goals like tolerance, reason, progress, and the removal of the injustices of church and state were prominent in works by Enlightenment thinkers. Although they shared similar goals, methods to accomplish them were varied. Writers broughtRead MoreVoltaire And His Candide - Voltaire s Candide1211 Words   |  5 PagesVoltaire and his Candide Introduction Voltaire is the leader of the French Enlightenment, he enjoyed high prestige in the enlightenment movement. His life was spent in against the feudal regime system and the reactionary forces of the church (Gorbatov, 2006). Voltaire was knowledgeable, he had many works (including philosophy, history, literature, science, etc., throughout his literary creation, the most valuable was his philosophical novels (Sutcliffe, 2000). These novels maintained the vitalityRead MoreAn Analysis of Candide Story by Voltaire1347 Words   |  6 PagesVoltaire â€Å"Candide or Optimism† was written in the enlightenment era. Voltaire story is published in The Norton Anthology of Western Literature. Voltaire’s character, Pangolss, is a philosopher who teaches about God morals. Pangolss is also a mentor to Candide, who is the main character of the novel. Candide has a good heart but is also feel s very hopeless in life. Pangloss takes Candide under his wing and teaches him that â€Å" best of all possible worlds.† The enlightenment movement is seenRead MoreVoltaire s Life And Candide s Distribution Essay2281 Words   |  10 Pages As far back as 1759, when Voltaire composed Candide in criticism of the thought, this is the most ideal of all universes; this world has been a gayer put for readers. Voltaire composed it in three days, and five or six eras have found that its laughter does not develop old. A philosophical movement which dominated the world of ideas in Europe in the 18th century. The principal goals of Enlightenment thinkers were liberty, progress, reason, tolerance, and ending the abuses ofRead MoreLove As A Goal And An Obstacle2347 Words   |  10 Pagesgoal and an obstacle in the texts ‘Candide’ and ‘The Alchemist’. Both texts depict specific theories about the stance love takes in our lives - in Candide, the 18th century novel written by the French historian and philosopher of the Age of Enlightenment, Voltaire, love is presented as the ultimate goal, however also the reason for the occurrence of Candide’s arduous endeavours, made sweet with the constant droning of the mantra ‘all is for the best’. While Candide suffers hardships throughout hisRead MoreNegative Effects Of The Enlightenment1356 Words   |  6 PagesThe Enlightenment of the eighteenth century finalized the movement toward contemporaneousness that began with the writers and philosophers of the Renaissance age. The scholars and writers, or philosophes as they were called, of the Enlightenment Age seized these teachings and ideologies and used them to criticize and attack the medieval ruling establishment and to unseat the religious ruling class from their vaulted theological perch. This criticism of the theol ogical sect loosened religions gripRead MoreWhat Does Organizational Change Mean?17842 Words   |  72 Pages‘global, common and simple’, appeared to be overwhelming Scala, whose slogan was ‘local, different and customized’. But this did not happen. There was no evolution towards a centre, or to common practice based on the ‘best of the possible worlds’ (Voltaire, Candide). Instead there was a co-existence of variety with different aims, information systems and needs. Once again, despite the mediations of the centre, processes of change and evolution were neither linear nor cumulative. From the totalitarianism

Latin Names and Terms for Family Members

English kinship terms, although not completely transparent even to those who grew up using them, lack the complexity found in many other language systems. English speakers might struggle to determine whether someone is a cousin once removed or a second cousin, but we dont have to think twice about what the title is for a parents sister. It doesnt matter if the parent is the father or the mother: the name is the same: aunt.  In Latin, we would have to know whether the aunt is on the fathers side, an amita, or on the mothers, a matertera. This is not restricted to kinship terms. In terms of the sounds a language makes, there is a compromise made between ease of articulation and ease of understanding. In the realm of vocabulary, the ease might be the ease of memorizing a small number of specialized terms vs the need of others to know to whom youre referring. Sibling is more general than sister or brother. In English, we have both, but only those. In other languages, there might be a term for an older sister or younger brother and maybe none for a sibling, which could be considered too general to be useful.   For those who grew up speaking, for instance, Farsi or Hindi, this list may seem as it should be, but for us English speakers, it may take some time. soror, sororis, f. sisterfrater, fratris, m. brothermater, matris, f. motherpater, patris, m. fatheravia, -ae, f. grandmotheravus, -i, m. grandfatherproavia, -ae, f. great-grandmotherproavus, -i, m. great-grandfatherabavia, f. great-great-grandmotherabavus, m. great-great-grandfatheratavia, f. great-great-great-grandmotheratavus, m. great-great-great-grandfathernoverca, -ae. f. stepmothervitricus, -, m. stepfatherpatruus, -i, m. paternal unclepatruus magnus, m. paternal great-unclepropatruus, m. paternal great-great uncleavunculus, -i, m. maternal uncleavunculus magnus, m. maternal great-uncleproavunculus, m. maternal great-great uncleamita, -ae, f. paternal auntamita magna, f. paternal great auntproamita, f. paternal great-great auntmatertera, -ae, f. maternal auntmatertera magna, f. maternal great-auntpromatertera, f. maternal great-great-auntpatruelis, -is, m./f. paternal cousinsobrinus, -i, m. maternal boy cousinsobrina, -ae, f. maternal girl cousinvitrici filius/filia, m./f. pat ernal step-siblingï » ¿novercae filius/filia, m./f. maternal step-siblingfilius, -i, m. sonfilia, -ae. f. daughterprivignus, -i, m. stepsonprivigna, -ae, f. stepdaughternepos, nepotis, m. grandsonneptis, neptis, f. grand-daughterabnepos/abneptis, m./f. great-grandson/great-granddaughteradnepos/adneptis, m./f. great-great-grandso/great-great-granddaughter Source Sandys, John Edwin, 1910. A Companion to Latin Studies. Cambridge University Press: London.

Physical Chemical Properties Free Essays

Physical and Chemical Properties Pre Lab Questions: (4pts. ) 1. What are the learning goals of this experiment? The goals are to investigate the chemical properties of pure chemical substance and to investigate the physical properties of pure substances. We will write a custom essay sample on Physical Chemical Properties or any similar topic only for you Order Now 2. Write two examples each of physical and chemical properties. Physical –Color, Odor, hardness, density, melting point, boiling point Chemical- heat of combustion, reactivity, ph, 3. What happens if you heat a solution of chemicals in test tube facing towards you? How would you avoid inhalation of chemical vapor during heating in a test tube? It could splat on face and burn you. The best way to avoid inhaling vapor is to either where a mast or don’t breathe directly in the vapors while the substances is burning. 4. How would you take care of itching eyelids or body parts caused by the contamination of 6M HCl? Wash your eyes with cold water immediately and if get any worse call 911. Date:______10/28/12____________________ Name:____Daniel Asonye _____________________ . Title: Physical and Chemical Properties 2. Procedure: (3pts. ) 1. The first thing that must be done is to half fill one well of 24-well plate with 6M HCL and half filled a second well of the 24-well plate with 6M NaOH. 2 – The second thing to do is to place 4 smalls’ test tubes into wells of the 24 well plate. Than place a small amounts of the substances into the tube that needs to be tested in each of the four micro test tube. 3 In the first tube, watch and r ecord color and odor The next thing lights the burner and grab the test tube with the holder. Next heat the sample by slowly moving it just above the flame. Watch the effect of the substance by the heat. Allow cooling before storing. 4 For the second tube 1. Add enough cold water at least ? about the sample and stir with the rod and watch what happens. Light the burner and grasp the test tube with the holder and heat the sample by slowly moving the tube about the flame. Use the ? cm of red and blue litmus paper. Allow the solution to cool and stir with the rod and transfer a drop of the solution onto a piece of litmus paper. 5 For the third tube Just add a few pipet drops of HCL to the sample and stir. 6. Fourth test tube- just add a few piped drops of NaOH to the sample. Stir and record 7. Clean up all four test tube and repeat steps 2 through 6. 3. Data Collection: Fill up the table as shown in procedure (12pts. ) |Color |Odor |Effect of heat |Cold H2O |Hot H2O |Litmus Test |Dilute HCL |Dilute NaOH | |Mg |silver |nc | |– |— |– |– |– | |Cu |gold |nc |Dissolves quickly |Dissolves slowly |Slighty cloudy |Blue-white color appears Red -none |– |– | |Zn |silver |none |– |– |– |– |Starts boiling |— | |Mgo |white |none |– |— |– |— |— |White precipate forms | |CuCO3 |gray |gas-like smell |Started dissolving |Starts looking slightly cloudy |Becomes a little darker |Blue formed some white color while red didnt |Boiling, white precipitate increase |Neutralize the solution and is a lot clear | |Cu (NO)3 |blue |Gas-like smell |Started dissolving and boiling |A lighter blue is formed |Becomes a little darker |Blue-formed some redish color while red had no change |Ultraviolent color is formed on the top of the solution |A large substrate has been formed between the two colors. Violent on top and blue on bottom | |NaCl |White |none |Started to dissolved |A tad cloudy |Beco mes a little darker |No reaction |No reaction |No reaction | | 4. Attach your picture showing your work on step 4d. The picture should also show the results as appears in the experiment. [pic] [pic] [pic] [pic] 5. Result: Write the results of your litmus paper test (2pts. ) The cooper formed a white precipitate. The CuCo3 blue formed some white color while red didn’t. The Cu(NO)3 blue-formed some reddish color while red did not. NaCl had no reaction. ________________________________________________________________________ ____________________________________________________ 6. Questions: Answer the questions briefly as shown in page 110 (3pts. ) A. Yes I did. I saw heat of combustion in about every chemical I test today. B. The evidence I saw was mainly copper. It had the highest reactivity out of any substance I used. C. Reactivity of any substance with cooper and heat combustion of substrates. D. Physical, physical, physical, and chemical E. physical, chemical, physical, physical , physical , chemical F. I would re heat the solution to give me a physical change. How to cite Physical Chemical Properties, Essay examples

Pre Electrical Staged Lighting And Lighting Effects Essays

Pre Electrical Staged Lighting And Lighting Effects PRE-ELECTRICAL STAGE LIGHTING AND LIGHTING EFFECTS There is a common notion that stage lighting is the youngest of the stage arts, having suddenly been developed since the advent of electricity. Electricity was the final link in a chain of development stretching far into the past. True, stage lighting has come a long way since the dawn of electricity but its foundations were thoroughly established during the three centuries before Edison. Colored light, spotlights, translucencies, and dimming were well known before the incandescent lamp. This paper seeks to identify and explain some of the most prevalent forms and techniques of stage lighting during the pre-electricity era. At the beginning of theatrical activity, light played an important role. The light used in the earliest productions was natural light. The open Greek theatres were built to use directional sunlight and had no need of artificial sources. The Greeks organized their plays to run a course through the day in order to use the different types of light available at different times (Penzel, 3). Although the Romans may have used torches in their theatres, the idea of light being controlled as a visual effect had not yet been discovered. Until the Renaissance, the main purpose of theatre lighting was to permit the audience to see. Most ancient and medieval drama was performed outdoors. By the beginning of the Renaissance, oil lamps, torches, and candles were about all that was available to produce artificial light. The oil lamp had been used since prehistoric times, as had the torch, which may be the oldest of the three. The candle was developed somewhat later, although there is no documentation as to an exact date. It is known that the molded candle was not introduced until the eighteenth century (Encyclopedia Britannica, 23.,226). Although window shutters on playhouses in England were sometimes closed to darken a set and create an effect, Renaissance Italy is probably the birthplace of lighting designed specifically for stage productions, as opposed to general-purpose lighting. Since the Italians were the innovators of scenic illusion, it is expected that they would have also have been the first to manipulate light (Hewitt, 18). One Italian theatre architect, Sebastiano Serlio wrote about the use of bozze. Bozze were small glass containers that would be filled with colored water and placed in front of candles to produce colored light. Leone di Somi, another stage architect of the same era was the first to darken the audience area. His intent was to increase the fear and drama of a particular tragedy by making the audience feel isolated in the dark (Nicoll, 231). At the beginning of the Restoration, candle chandeliers continued to be the main source of stage light throughout Europe. A new innovation however was footlights. Footlight began to appear first as candles and later as oil lamps. A painting of the Com?die Fran?ais from around 1670 shows the stage being lighted by six chandeliers and a bank of thirty four footlights. It was not until about 1720 that molded candles were developed (Encyclopedia Britannica, 23.,226). Molded candles allowed for bigger wicks and thus, more light. They also needed more maintenance and the candle snuffers office became an integral part of theatre management (Penzel 20). One of the most significant lighting developments of the eighteenth century was practiced at the Drury Lane Theatre, under the management of David Garrick. Garricks innovation was the removal of the chandeliers. The chandeliers had, for a long time, obstructed the view fro the upper galleries and were also inefficient. The emphasis on lighting was now shifted to sources located behind the proscenium and across the apron. Garrick also introduced the float, a long metal trough filled with oil, in which a number of metal saucers, each containing two wicks, could float (Hogan, lxv-lxvi). The trough was lowered into the floor by ropes and pulleys and could thereby achieve a dimming effect. The Argand burner, a new type of oil lamp, was perhaps the last major lighting innovation of the eighteenth century. It was invented by a Swiss chemist named Amie Argand who had invented the lamp to satisfy his own lighting needs and then later patented it (Thwing 71). His 1784 British patent reads: A lamp so constructed