Word: transcendentalist
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...Born in 1810, she read Shakespeare, Cervantes, Moliere at the ase of 8 ; attended Groton School; taught in Bronson Alcott's school; became a feminist, Transcendentalist, brilliant conversationalist and essayist; reviewed books of Carlyle, Browning, Tennyson, Longfellow, Poe, Lowell, et al., for the New York Tribune under Horace Greeley; was feted in England; married a dashing Italian; experienced and chronicled the Roman Revolution. Returning home, aged 40, she was shipwrecked and drowned off Fire Island...
...between farm and factory, when maritime contact with the Orient and the Mediterranean was widening the native horizon, when--to quote the author--"the inherited mediaeval civilization of New England dried up, leaving behind a sweet, acrid aroma ... when in the act of passing away, the Puritan begot the transcendentalist." Emerson, Thorean, and Whitman rediscovered the treasure house of the past and envisioned a new culture, based on the old ideas moulded afresh, by contact with forest...
...welter of the specific, to fundamentalism is one's own family, to mental astigmatism in the leaders of one's own country, to freedom of speech at a university, human fallibility is almost overwhelming; and all but the stoutest hearts wallow in a slough of despond. The transcendentalist had the happy faculty, which we unfortunately have not, of soaring over this mire from the cradle to the clouds...
...Wait Whitman was a transcendentalist, a mystic, and a romanticist," said Professor Bliss Perry, in the seventh lecture of the series for the Radcliffe Endowment Fund, "A mystic," Professor Perry went on to say, "in that he thought the best way to understand the world was to observe it, not argue about it. He was a transcendentalist through his contact with Emerson, who was his inspiration. He came at the end of one phase of the so-called romantic period. Whitman was also the climax of the period of offensive American assertiveness...
...subject of the aims of education, I wish to submit two suggestions: (1) the spirit of education should be more materialistic; and (2) more political. I assure you there is nothing in my thesis that can shock the most high-minded New England transcendentalist. Affirmatively, I in fact present these intimations of direction for the educational process as sound instruments for achieving the aim propounded by your correspondent, Mr. Joslyn, namely, to ennoble the person educated...