Sent by me:
But who can Maggie be?
Answered by me:
“She is she.”
Aug. 13, 1891.
INSCRIBED TO A DEAR CHILD
IN MEMORY OF GOLDEN SUMMER HOURS AND WHISPERS OF A SUMMER SEA
Girt with a boyish garb for boyish task,
Eager she wields her spade: yet loves as well
Rest on a friendly knee, intent to ask
The tale he loves to tell.
Rude spirits of the seething outer strife,
Unmeet to read her pure and simple spright,
Deem, if you list, such hours a waste of life,
Empty of all delight!
Chat on, sweet Maid, and rescue from annoy
Hearts that by wiser talk are unbeguiled.
Ah, happy he who owns that tenderest joy,
The heart-love of a child!
Away, fond thoughts, and vex my soul no more!
Work claims my wakeful nights, my busy days—
Albeit bright memories of that sunlit shore
Yet haunt my dreaming gaze!
FIVE FATHOM SQUARE THE BELFRY FROWNS
Five fathom square the Belfry frowns;
All its sides of timber made;
Painted all in grays and browns;
Nothing of it that will fade.
Christ Church may admire the change—
Oxford thinks it sad and strange.
Beauty's dead! Let's ring her knell.
Hark! now I hear them—ding-dong, bell.
THE WANDERING BURGESS
Our Willie had been sae lang awa'
Frae bonnie Oxford toon,
The townsfolk they were greeting a'
As they went up and doon.
He hadna been gane a year, a year,
A year but barely ten,
When word came unto Oxford toon,
Our Willie wad come agen.
Willie he stude at Thomas his Gate,
And made a lustie din;
And who so blithe as the gate-porter
To rise and let him in?
“Now enter Willie, now enter Willie,
And look around the place,
And see the pain that we have ta'en
Thomas his Quad to grace.”
The first look that our Willie cast,
He leuch loud laughters three,
The neist look that our Willie cast
The tear blindit his e'e.
Sae square and stark the Tea-chest frowned
Athwart the upper air,
But when the Trench our Willie saw,
He thocht the Tea-chest fair.
Sae murderous-deep the Trench did gape
The parapet aboon,
But when the Tunnel Willie saw
He loved the Trench eftsoon.
'Twas mirk beneath the tane archway,
'Twas mirk beneath the tither;
Ye wadna ken a man therein,
Though it were your ain dear brither.
He turned him round and round about,
And looked upon the Three;
And dismal grew his countenance,
And drumlie grew his e'e.
“What cheer, what cheer, my gallant knight?”
The gate-porter 'gan say.
“Saw ever ye sae fair a sight
As ye have seen this day?”
“Now hand your tongue of your prating, man:
Of your prating now let me be.
For, as I'm a true knight, a fouler sight
I'll never live to see.
“Before I'd be the ruffian dark
Who planned this ghastly show,
I'd serve as secretary's clerk
To Ayrton or to Lowe.
“Before I'd own the loathly thing
That Christ Church Quad reveals,
I'd serve as shoeblack's underling
To Odger and to Beales!”
A BACCHANALIAN ODE
Here's to the Freshman of bashful eighteen!
Here's to the Senior of twenty!
Here's to the youth whose moustache can't be seen!
And here's to the man who has plenty!
Let the men Pass!
Out of the mass
I'll warrant we'll find you some fit for a Class!
Here's to the Censors, who symbolize Sense,
Just as Mitres incorporate Might, Sir!
To the Bursar, who never expands the expense!
And the Readers, who always do right, Sir!
Tutor and Don,
Let them jog on!
I warrant they'll rival the centuries gone!
Here's to the Chapter, melodious crew!
Whose harmony surely intends well:
For, though it commences with “harm,” it is true,
Yet its motto is “All's well that ends well!”
'Tis love, I'll be bound,
That makes it go round!
For “In for a penny is in for a pound!”
Here's to the Governing Body, whose Art
(For they're Masters of Arts to a man, Sir!)
Seeks to beautify Christ Church in every part,
Though the method seems hardly to answer!
With three T's it is graced—
Which letters are placed
To stand for the names of Tact, Talent, and Taste!
ALAS! SHE WOULD NOT HEAR MY PRAYER!
‘Alas! she would not hear my prayer!
Yet it were rash to tear my hair;
Disfigured, I should be less fair.
‘She was unwise, I may say blind;
Once she was lovingly inclined;
Some circumstance has changed her mind.’
WELL! SO MY OFFER WAS NO GO!
‘Well! so my offer was no go!
She might do worse, I told her so;
She was a fool to answer “No.”
‘However, things are as they stood;
Nor would I have her if I could,
For there are plenty more as good.’
FIREBRANDS AND DAGGERS! HOPE HATH FLED!
‘Firebrands and daggers! hope hath fled!
To atoms dash the doubly dead!
My brain is fire—my heart is lead!
‘Her soul is flint, and what am I?
Scorch'd by her fierce, relentless eye,
Nothingness is my destiny!’
RED RIDING-HOOD
Into the wood - the dark, dark wood -
Forth went the happy child;
And, in its stillest solitude,
Talked to herself, and smiled;
And closer drew the scarlet Hood
About her ringlets wild.
And now at last she threads the maze,
And now she need not fear;
Frowning, she meets the sudden blaze
Of moonlight falling clear;
Nor trembles she, nor turns, nor stays,
Although the Wolf be near.
A SQUARE POEM
Reading this poem vertically (the first word of each line, then the second word of each line and so on) yields the same poem as reading it in the normal way.
I often wondered when I cursed,
Often feared where I would be—
Wondered where she'd yield her love,
When I yield, so will she.
I would her will be pitied!
Cursed be love! She pitied me ...
The Poems
LIST OF POEMS IN ALPHABETICAL ORDER
A BACCHANALIAN ODE
A GAME OF FIVES
A LESSON IN LATIN.
A LIMERICK
A NURSERY DARLING
A RIDDLE
A SEA DIRGE
A SONG OF LOVE.
A VALENTINE
ACROSTIC
ACROSTIC
ACROSTIC
ACROSTIC
ACROSTIC
ACROSTIC
AFTER THREE DAYS.
ALAS! SHE WOULD NOT HEAR MY PRAYER!
/> AS IT FELL UPON A DAY
ATALANTA IN CAMDEN-TOWN
BEATRICE.
BROTHER AND SISTER
CANTO I - THE TRYSTYNG
CANTO II - HYS FYVE RULES
CANTO III - SCARMOGES
CANTO IV - HYS NOURYTURE
CANTO V - BYCKERMENT
CANTO VI - DYSCOMFYTURE
CANTO VII - SAD SOUVENAUNCE
CORONACH
DOUBLE ACROSTIC
DOUBLE ACROSTIC
DREAMLAND
ECHOES
EXAMINATION STATUTE
FACES IN THE FIRE.
FACTS
FAME’S PENNY-TRUMPET
FAR AWAY.
FIREBRANDS AND DAGGERS! HOPE HATH FLED!
FIT THE EIGHTH
FIT THE FIFTH
FIT THE FIRST
FIT THE FOURTH
FIT THE SECOND
FIT THE SEVENTH
FIT THE SIXTH
FIT THE THIRD
FIVE FATHOM SQUARE THE BELFRY FROWNS
FOR “THE GARLAND OF RACHEL” (1881)
FOUR RIDDLES
HIAWATHA’S PHOTOGRAPHING
HORRORS
INSCRIBED TO A DEAR CHILD
LAYS OF MYSTERY, IMAGINATION, AND HUMOUR NO.1
LAYS OF SORROW NO. 1
LAYS OF SORROW NO. 2
LOVE AMONG THE ROSES - ACROSTIC
MADRIGAL
MAGGIE B—-
MAGGIE'S VISIT TO OXFORD (JUNE 9TH TO 13TH, 1889)
MELANCHOLETTA
MELODIES
MISS JONES
MISUNDERSTANDINGS
MY FAIRY
MY FANCY
ODE TO DAMON
ONLY A WOMAN’S HAIR.
PHANTASMAGORIA
PHOTOGRAPHY EXTRAORDINARY
POETA FIT, NON NASCITUR
PREFACE
PROLOGUE 2
PROLOGUE 3
PROLOGUE TO “LA GUIDA DI BRAGIA”
PUCK LOST AND FOUND.
PUNCTUALITY
PUZZLE
RHYME? AND REASON?
RULES AND REGULATIONS
SHE'S ALL MY FANCY PAINTED HIM
SIZE AND TEARS
SOLITUDE.
STOLEN WATERS.
TÈMA CON VARIAZIÒNI
THE DESERTED PARKS
THE ELECTIONS TO THE HEBDOMADAL COUNCIL
THE LADY OF THE LADLE
THE LANG COORTIN’
THE LYCEUM
THE MAJESTY OF JUSTICE
THE MOCK TURTLE'S SONG
THE PALACE OF HUMBUG
THE PATH OF ROSES.
THE SAILOR’S WIFE.
THE THREE VOICES
THE TWO BROTHERS
THE VALLEY OF THE SHADOW OF DEATH.
THE WANDERING BURGESS
THE WILLOW-TREE.
THOSE HORRID HURDY-GURDIES!
THREE CHILDREN
THREE LITTLE MAIDS
THREE SUNSETS.
TO M. A. B.
TO MY CHILD-FRIEND
TO THREE PUZZLED LITTLE GIRLS, FROM THE AUTHOR
TWO ACROSTICS
TWO POEMS TO RACHEL DANIEL
TWO THIEVES
UPON THE LONELY MOOR
WELL! SO MY OFFER WAS NO GO!
YE FATTALE CHEYSE
Selected Mathematical Works
A posthumous portrait of Carroll by Hubert von Herkomer
CARROLL THE MATHEMATICIAN
Although famous for his literary works, Carroll was first and foremost a mathematician, lecturing at Oxford for many years. Within the discipline of mathematics, Carroll worked primarily in the fields of geometry, matrix algebra, mathematical logic and recreational mathematics, producing nearly a dozen books which he signed with his real name, Charles Lutwidge Dodgson. Carroll also developed new ideas in the study of elections (known as Dodgson's method) and committees; some of this work was not published until well after his death. He worked as a mathematics tutor at Oxford, an occupation that gave him some financial security.
A selection of Carroll’s mathematical works is provided in this section to give the reader a sample of his professional attitude and ability as a mathematician.
SYMBOLIC LOGIC
CONTENTS
INTRODUCTION
BOOK I.
THINGS AND THEIR ATTRIBUTES.
CHAPTER I.
INTRODUCTORY.
CHAPTER II.
CLASSIFICATION.
CHAPTER III.
DIVISION.
CHAPTER IV.
NAMES.
CHAPTER V.
DEFINITIONS.
BOOK II.
PROPOSITIONS.
CHAPTER I.
PROPOSITIONS GENERALLY.
CHAPTER II.
PROPOSITIONS OF EXISTENCE.
CHAPTER III.
PROPOSITIONS OF RELATION.
BOOK III.
THE BILITERAL DIAGRAM.
CHAPTER I.
SYMBOLS AND CELLS.
CHAPTER II.
COUNTERS.
CHAPTER III.
REPRESENTATION OF PROPOSITIONS.
CHAPTER IV.
INTERPRETATION OF BILITERAL DIAGRAM WHEN MARKED WITH COUNTERS.
BOOK IV.
THE TRILITERAL DIAGRAM.
CHAPTER I.
SYMBOLS AND CELLS.
CHAPTER II.
REPRESENTATION OF PROPOSITIONS IN TERMS OF x AND m, OR OF y AND m.
CHAPTER III.
REPRESENTATION OF TWO PROPOSITIONS OF RELATION, ONE IN TERMS OF x AND m, AND THE OTHER IN TERMS OF y AND m, ON THE SAME DIAGRAM.
CHAPTER IV.
INTERPRETATION, IN TERMS OF x AND y, OF TRILITERAL DIAGRAM, WHEN MARKED WITH COUNTERS OR DIGITS.
BOOK V.
SYLLOGISMS.
CHAPTER I.
INTRODUCTORY
CHAPTER II.
PROBLEMS IN SYLLOGISMS.
BOOK VI.
THE METHOD OF SUBSCRIPTS.
CHAPTER I.
INTRODUCTORY.
CHAPTER II.
REPRESENTATION OF PROPOSITIONS OF RELATION.
CHAPTER III.
SYLLOGISMS.
BOOK VII.
SORITESES.
CHAPTER I.
INTRODUCTORY.
CHAPTER II.
PROBLEMS IN SORITESES.
BOOK VIII.
EXAMPLES, ANSWERS, AND SOLUTIONS.
CHAPTER I.
EXAMPLES.
CHAPTER II.
ANSWERS.
CHAPTER III.
SOLUTIONS.
APPENDIX,
NOTES TO APPENDIX.
INTRODUCTION
TO LEARNERS.
[N.B. Some remarks, addressed to Teachers, will be found in the Appendix, at p. 165.]
The Learner, who wishes to try the question fairly, whether this little book does, or does not, supply the materials for a most interesting mental recreation, is earnestly advised to adopt the following Rules:—
(1) Begin at the beginning, and do not allow yourself to gratify a mere idle curiosity by dipping into the book, here and there. This would very likely lead to your throwing it aside, with the remark “This is much too hard for me!”, and thus losing the chance of adding a very large item to your stock of mental delights. This Rule (of not dipping) is very desirable with other kinds of books——such as novels, for instance, where you may easily spoil much of the enjoyment you would otherwise get from the story, by dipping into it further on, so that what the author meant to be a pleasant surprise comes to you as a matter of course. Some people, I know, make a practice of looking into Vol. III first, just to see how the story ends: and perhaps it is as well just to know that all ends happily——that the much-persecuted lovers do marry after all, that he is proved to be quite innocent of the murder, that the wicked cousin is completely foiled in his plot and gets the punishment he deserves, and that the rich uncle in India (Qu. Why in India? Ans. Because, somehow, uncles never can get rich
anywhere else) dies at exactly the right moment——before taking the trouble to read Vol. I. pg_xiiThis, I say, is just permissible with a novel, where Vol. III has a meaning, even for those who have not read the earlier part of the story; but, with a scientific book, it is sheer insanity: you will find the latter part hopelessly unintelligible, if you read it before reaching it in regular course.
(2) Don’t begin any fresh Chapter, or Section, until you are certain that you thoroughly understand the whole book up to that point, and that you have worked, correctly, most if not all of the examples which have been set. So long as you are conscious that all the land you have passed through is absolutely conquered, and that you are leaving no unsolved difficulties behind you, which will be sure to turn up again later on, your triumphal progress will be easy and delightful. Otherwise, you will find your state of puzzlement get worse and worse as you proceed, till you give up the whole thing in utter disgust.
(3) When you come to any passage you don’t understand, read it again: if you still don’t understand it, read it again: if you fail, even after three readings, very likely your brain is getting a little tired. In that case, put the book away, and take to other occupations, and next day, when you come to it fresh, you will very likely find that it is quite easy.
(4) If possible, find some genial friend, who will read the book along with you, and will talk over the difficulties with you. Talking is a wonderful smoother-over of difficulties. When I come upon anything——in Logic or in any other hard subject——that entirely puzzles me, I find it a capital plan to talk it over, aloud, even when I am all alone. One can explain things so clearly to one’s self! And then, you know, one is so patient with one’s self: one never gets irritated at one’s own stupidity!
If, dear Reader, you will faithfully observe these Rules, and so give my little book a really fair trial, I promise you, most confidently, that you will find Symbolic Logic to be one of the most, if not the most, fascinating of mental recreations! In this First Part, I have carefully avoided all difficulties which seemed to me to be beyond the grasp of an intelligent child of (say) twelve or fourteen years of age. I have myself taught most of its contents, vivâ voce, to many children, and have pg_xiiifound them take a real intelligent interest in the subject. For those, who succeed in mastering Part I, and who begin, like Oliver, “asking for more,” I hope to provide, in Part II, some tolerably hard nuts to crack——nuts that will require all the nut-crackers they happen to possess!
Complete Works of Lewis Carroll Page 98