A Modern Coleridge: Cultivation, Addiction, Habits by Andrea Timár (auth.)

By Andrea Timár (auth.)

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B. not images) as the ideas of a point, a line, a circle in Mathematics; and of Justice, Holiness, Free-Will, &c. , 104). Coleridge’s emphasis on the faculty of judgement and, especially, ‘Practical Reason’1 suggests that he does not define ‘humanity’ on the basis of social provenance. Instead, he establishes an opposition between ‘man’, on the one hand, and ‘the barbarian, the savage, and the animal’ on the other: by cultivation, he writes, ‘[w]e do not mean those degrees of moral and intellectual cultivation which distinguish man from man in the same civilised society, much less those that separate the Christian from the this-worldian; but those that constitute civilized man in contra-distinction from the barbarian, the savage, and the animal’ (Ch & St, 74).

B. not images) as the ideas of a point, a line, a circle in Mathematics; and of Justice, Holiness, Free-Will, &c. , 104). Coleridge’s emphasis on the faculty of judgement and, especially, ‘Practical Reason’1 suggests that he does not define ‘humanity’ on the basis of social provenance. Instead, he establishes an opposition between ‘man’, on the one hand, and ‘the barbarian, the savage, and the animal’ on the other: by cultivation, he writes, ‘[w]e do not mean those degrees of moral and intellectual cultivation which distinguish man from man in the same civilised society, much less those that separate the Christian from the this-worldian; but those that constitute civilized man in contra-distinction from the barbarian, the savage, and the animal’ (Ch & St, 74).

170, italics added).  […] Duty and obligation are the only designations that we must give to our relation to the moral law. (PP, 82) 46 A Modern Coleridge Despite his Kantian stance, the Governor was often guided by his fellow-feelings in his dealings with the Maltese. For instance, he put the overall political situation on trial when he defended a starving Maltese, who stole bread (Hewitt, 96–97). , 170). Indeed, like Coleridge’s conviction that everything must be taught by ‘sympathy and love,’ it is the Governor’s sympathy and love towards his subjects that constitutes the most effective contribution to the success of his educational scheme.

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