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In the mid-1920s the poet W. B. Yeats was pleased to discover contemporary philosophers, Giovanni Gentile and A. N. Whitehead, whose metaphysical and educational philosophies seemed to coincide with his own commitments. Whitehead shares with Gentile a sense of reality as activity and an understanding of knowledge as constructed from abstractions that are open to evaluation and imaginative reconfiguration. Yeats was a Senator of the Irish Free State and took an interest in schooling. Soon after visiting a Montessori-inspired girls' school in Waterford, he began his poem 'Among School Children". (The text of the poem is printed at the end of this paper.) I argue that an awareness of the philosophical ideas Yeats had recently encountered should encourage restless rather than fixed interpretations of the poem and that this sense of restlessness and imaginative reconfiguration reflects the approach to education the three writers, at that time, shared: that at best our modes of apprehension provide only glimpses of reality and therefore each child's understanding and learning must be kept moving. [ABSTRACT FROM AUTHOR]

In this paper I apply current ecologically centred methodologies in the humanities to explore the familiar image of the bird-soul in The Seafarer in close relation to the real seabirds that are one of the most striking aspects of the maritime environment of the poem. Far from appearing as mere background incidentals, the poet's treatment of the seabirds we first encounter resonates with contemporary ornithological knowledge, and suggests that they feature specifically as species that best convey the ascetic trials and endeavours of the sea-going speaker who observes, listens to and names seabirds. The curious essence of seabirds as creatures that are always at home on the seas, and yet journeying to a home elsewhere, establishes them as what I term "native foreigners", a paradox that highlights the seafarer's conflicting yearnings and reflects the difficult earthly/celestial dynamic in the poem's perceptions of the soul's journey. [ABSTRACT FROM AUTHOR]

This paper will reevaluate Catullus's venom in poems 41 and 43 (the so-called 'Ameana Cycle') to show that his attacks on Ameana are in fact veiled criticisms of Mamurra's loathsome poetry. Catullus's descriptions of Ameana substantiate this reading: her physical features are disproportionate and ill suited to Roman conceptions of beauty, she is entirely without wit, and despite her patent imperfections, she has no idea how hideous she really is. The use of a poetic mistress in this manner has parallels within the Catullan corpus, and is also referenced in the work of Martial. [ABSTRACT FROM AUTHOR]

The article offers criticism on the 15th-century riddle poem "I have a 3ong suster," written by an anonymous author. Topics examined include the definition of the word suster, which is believed to mean "beloved" or "sweetheart," possible sexual interpretations of the work and insights on the poem's exploration of identity.