The opening story in Winesburg, Ohio by Sherwood Anderson is called simply “Hands.” It is about a teacher’s remarkable hands that sometimes seem to move independently of his will. This essay explores some of the relevant contexts and potential links, beginning with other representations of teachers’ hands, such as Caravaggio’s St. Matthew and the Angel, early efforts to establish a sign-language for the deaf, and including the Montessori method of teaching children to read and write by tracing the shape of (...) letters with their hands on rough emery paper. The essay then explores filmic hands that betray or work independently of conscious intentions, from Dr Strangelove, Mad Love, to The Beast With Five Fingers. Discussion of the medical literature about the “double” of our hands in the brain, including “phantom hands,” leads on to a series of images that register Rodin’s lifelong fascination with sculpting separate hands. (shrink)

In this article, we document how, in the public arena, British readers of the first edition of Isaac Newton's Philosophiae naturalis principia mathematica (1687) tried to make sense of the relation between gravity, matter, and divine and natural causation—an issue on which Newton had remained entirely silent in the first edition of the Principia. We show that readers attached new meanings to the Principia so that parts of it migrated to a different intellectual debate. It will be shown that one (...) particular result Newton obtained in the Principia, namely the rejection of a vacuum in Corollary 3 to Proposition 6 in Book 3, was the most important locus in debates on the relation between gravity, matter, and causation. (shrink)

The ArgumentIn 1787 an anonymous student of the Perth Academy spent countless hours transforming his rough classroom notes into a beautifully inscribed notebook. Though this was an everyday practice for many Enlightenment students, extant notebooks of this nature are extremely rare and we know very little about how middle class children learned to inscribe and visualize knowledge on paper. This essay addresses this lacuna by using recently located student notebooks, drawings, and marginalia alongside textbooks and instructional literature to identify the (...) graphic tools and skills that were taught to Scottish children in early modern classrooms. I show that, in addition to learning the facts of the curriculum, students participated in educational routines that enabled them to learn how to visually package knowledge into accessible figures and patterns of information, thereby making acts of inscription and visualization meaningful tools that benefitted both the self and society. (shrink)