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Music An Appreciation Brief 8Th Edition Roger Kamien Test Bank Full Chapter PDF
Music An Appreciation Brief 8Th Edition Roger Kamien Test Bank Full Chapter PDF
Music An Appreciation Brief 8Th Edition Roger Kamien Test Bank Full Chapter PDF
Part V
The Romantic Period
Bloom's: Remember
Learning Objective: Recall artistic expression in the Romantic Era
Whereas in classical music, composers focused on balance and clarity, in romantic music,
forms showed greater tension and less emphasis on balance and resolution.
Bloom's: Understand
Learning Objective: Recall artistic expression in the Romantic Era
5-1
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McGraw-Hill Education.
Part V - The Romantic Period
Romantic music encompasses many characteristics, but emotional restraint is not one of them.
Indeed, romantic music is associated with emotional intensity and expression.
Bloom's: Understand
Learning Objective: Recall artistic expression in the Romantic Era
4. Of all the inspirations for romantic art, none was more important than
A. the aristocracy.
B. ancient Greek art and culture.
C. nature.
D. the church.
Bloom's: Understand
Learning Objective: Recall artistic expression in the Romantic Era
5. Which of the following composers is not associated with the romantic period?
A. Giuseppe Verdi
B. Wolfgang Amadeus Mozart
C. Robert Schumann
D. Frédéric Chopin
Mozart is known as a classical composer, not romantic. He lived in the eighteenth century,
before the romantic period even began.
Bloom's: Remember
Learning Objective: Compare romantic to classical music
5-2
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McGraw-Hill Education.
Part V - The Romantic Period
6. Drawing creative inspiration from cultures of lands foreign to the composer is known as
A. exoticism.
B. nationalism.
C. program music.
D. verismo.
Exoticism in romantic music describes the use of melodic and rhythmic elements derived
from the music of non-European countries.
Bloom's: Understand
Learning Objective: Compare romantic to classical music: exoticism versus familiarity
7. Program music is
A. music that depicts aspects of nature.
B. vocal music that tells a story.
C. instrumental music associated with a story, poem, idea, or scene.
D. All answers are correct.
Program music is instrumental music associated with a story, poem, idea, or scene. The
nonmusical element is usually specified by a title or by explanatory comments called a
program.
Bloom's: Remember
Learning Objective: Compare romantic to classical music: program-based versus form-based
Learning Objective: Define program music
5-3
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McGraw-Hill Education.
Part V - The Romantic Period
The fascination with non-European music and the inclusion of musical elements from those
cultures into romantic compositions is known as exoticism.
Bloom's: Understand
Learning Objective: Compare romantic to classical music
9. The deliberate intent to draw creative inspiration from the composer's own homeland is
known as
A. exoticism.
B. individualism.
C. nationalism.
D. verismo.
Musical nationalism was expressed when romantic composers deliberately created music with
a specific national identity, using the folk songs, dances, legends, and history of their
homelands.
Bloom's: Remember
Learning Objective: Compare romantic to classical music: nationalism versus cosmopolitan
Learning Objective: Define nationalism in 19th-century music
5-4
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McGraw-Hill Education.
Part V - The Romantic Period
Musical nationalism was expressed when romantic composers deliberately created music with
a specific national identity, using the folk songs, dances, legends, and history of their
homelands.
Bloom's: Remember
Learning Objective: Compare romantic to classical music
11. An orchestra toward the end of the romantic period might include close to ______
musicians.
A. 24
B. 40
C. 60
D. 100
In order to get extreme contrasts of dynamics, texture, and orchestration, composers in the late
romantic period used orchestras that could include close to a hundred musicians.
Bloom's: Remember
Learning Objective: Compare romantic to classical music
In order to accommodate the extreme desires of composers, such as great dynamic variety,
unusual tonal colors, and overall density of sound, the orchestra of the romantic period grew
greatly in size from that of the classical period.
Bloom's: Understand
Learning Objective: Compare romantic to classical music
5-5
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McGraw-Hill Education.
Part V - The Romantic Period
13. The 1844 Treatise on Modern Instrumentation and Orchestration that signaled the
recognition of orchestration as an art in itself was written by
A. Franz Liszt.
B. Robert Schumann.
C. Hector Berlioz.
D. Bedřich Smetana.
Bloom's: Remember
Learning Objective: Recognize the characteristics of Berlioz's program music
14. Which of the following statements is not true of the piano in the early romantic period?
A. A cast-iron frame was introduced to hold the strings under greater tension.
B. The use of the damper pedal allowed a sonorous blend of tones from all registers of the
piano.
C. The piano's range remained basically the same as in the classical period.
D. The piano's hammers were covered with felt.
The piano was vastly improved during the 1820s and 1830s. A cast-iron frame was introduced
to hold the strings under greater tension, and the hammers were covered with felt. Its range
was extended and the use of the damper pedal was common.
Bloom's: Understand
Learning Objective: Compare romantic to classical music
5-6
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McGraw-Hill Education.
Part V - The Romantic Period
Rubato is the slight holding back or pressing forward of tempo, a favorite technique of
romantic composers and performers. Ritardanos (slowing down) and accelerandos (speeding
up) each modify the tempo in only one direction. A fermata indicates a pause in the music.
Bloom's: Remember
Learning Objective: Compare romantic to classical music
Bloom's: Remember
Learning Objective: Compare romantic to classical music
5-7
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McGraw-Hill Education.
Part V - The Romantic Period
Rather than reject the past, romantic composers built upon the styles of the classical period.
Romantic composers continued to write symphonies, sonatas, string quartets, concertos,
operas, and choral works, but their individual movements tended to be longer than Haydn's
and Mozart's.
Bloom's: Understand
Learning Objective: Compare romantic to classical music
18. Because of the French Revolution and the __________________, many aristocrats could
no longer afford to maintain private opera houses, orchestras, and "composers in residence".
A. American Revolution
B. Napoleonic Wars
C. French and Indian War
D. wages of skilled performers
The French Revolution and the Napoleonic wars caused much economic strife in Europe,
causing aristocrats, as well as artists, to lose income and luxury possessions.
Bloom's: Remember
Learning Objective: Recall artistic expression in the Romantic Era
5-8
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McGraw-Hill Education.
Part V - The Romantic Period
Romantic musicians often composed to meet an inner need rather than fulfill a commission
from a noble or church patron. They were inspired by the image of Beethoven as a "free
artist" and created extended works with no immediate prospects for performance.
Bloom's: Understand
Learning Objective: Recall artistic expression in the Romantic Era
20. The composer whose career was a model for many romantic composers was
A. Ludwig van Beethoven.
B. Joseph Haydn.
C. Johann Sebastian Bach.
D. Wolfgang Amadeus Mozart.
The image of Beethoven as a "free artist" inspired romantic musicians, who often composed
to meet an inner need rather than fulfill a commission.
Bloom's: Remember
Learning Objective: Compare romantic to classical music
5-9
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McGraw-Hill Education.
Part V - The Romantic Period
21. All of the following romantic composers were also virtuoso instrumentalists giving solo
recitals except
A. Clara Wieck Schumann.
B. Franz Liszt.
C. Niccolò Paganini.
D. Hector Berlioz.
Berlioz was an advanced composer and orchestrator but did not achieve virtuosity in
instrumental performance.
Bloom's: Remember
Learning Objective: Recall artistic expression in the Romantic Era
22. A romantic composer who earned his living as a touring virtuoso was
A. Franz Liszt.
B. Hector Berlioz.
C. Frédéric Chopin.
D. Franz Schubert.
Franz Liszt practiced hard to become a piano virtuoso, who drove audiences to frenzy. He
toured Europe tirelessly between 1839 and 1847.
Bloom's: Remember
Learning Objective: Analyze characteristics of music in works by the romantic composer Liszt
Niccolò Paganini the great violinist, amazed audiences with virtuosic playing and made his
living through touring.
Bloom's: Remember
Learning Objective: Recall artistic expression in the Romantic Era
5-10
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McGraw-Hill Education.
Part V - The Romantic Period
The new urban middle class led to the formation of many orchestras and opera groups during
the romantic era. Public concerts had developed during the eighteenth century, and in the
nineteenth century regular subscription concerts became common. With new, disposable
income, many middle-class homes had pianos in them.
Bloom's: Remember
Learning Objective: Describe the relationship between romantic composers and their public
With the rise of conservatories, more young men and women than ever before studied to be
professional musicians. At first women were accepted into conservatories only as students of
performance, but by the late 1800s they could study musical composition as well.
Bloom's: Remember
Learning Objective: Describe the relationship between romantic composers and their public
5-11
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McGraw-Hill Education.
Part V - The Romantic Period
26. A very important musical part of every middle-class home during the romantic period was
the
A. resident composer/performer.
B. piano.
C. violin.
D. flute.
As private music making increased during the romantic era, the piano became a fixture in
every middle-class home. There was great demand for songs and solo piano pieces as well as
transcriptions of operas and orchestral works.
Bloom's: Remember
Learning Objective: Describe the relationship between romantic composers and their public
Learning Objective: Recall artistic expression in the Romantic Era
27. One of the few composers fortunate enough to be supported by private patrons was
A. Franz Liszt.
B. Franz Schubert.
C. Hector Berlioz.
D. Peter Ilyich Tchaikovsky.
In 1877, Tchaikovsky acquired a wealthy benefactress, Nadezhda von Meck, with whom he
had a curious but intimate friendship—they corresponded but did not meet. She gave him an
annuity that allowed him to quit his conservatory position and devote himself to composition.
Bloom's: Remember
Learning Objective: Recognize the characteristics of program music in works by the romantic composer Tchaikovsky
5-12
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McGraw-Hill Education.
Part V - The Romantic Period
28. Music criticism was a source of income for both Hector Berlioz and
A. Robert Schumann.
B. Franz Liszt.
C. Niccolò Paganini.
D. Giuseppe Verdi.
Writing music criticism was one way that a freelance musician could make a steady income.
Both Berlioz and Schumann engaged work in this capacity.
Bloom's: Remember
Learning Objective: Recall artistic expression in the Romantic Era
A prominent genre in the romantic period, art songs were works written for solo voice and
piano.
Bloom's: Remember
Learning Objective: Describe the functions of the art song
30. The word ___________ is commonly used for a romantic art song with a German text.
A. lied
B. durchkomponiert
C. chanson
D. ballade
The German word, lied, means song, and was used to describe German romantic art songs.
Bloom's: Remember
Learning Objective: Describe the forms of the art song
5-13
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McGraw-Hill Education.
Part V - The Romantic Period
31. The German composers of art songs favored, among others, the lyric poetry of Johann
Wolfgang von Goethe and
A. Heinrich Heine.
B. Victor Hugo.
C. William Wordsworth.
D. Walt Whitman.
Bloom's: Remember
Learning Objective: Analyze characteristics of dramatic narrative in works by the romantic composer Schubert
Learning Objective: Analyze characteristics of music in works by the romantic composer Schumann
Learning Objective: Describe the forms of the art song
32. Which of the following statements is not true of the romantic art song?
A. The art song is restricted to strophic form.
B. A song cycle is a set of romantic art songs that may be unified by a story line that runs
through the poems, or by musical ideas linking the songs.
C. Through-composed, a translation of the German term durchkomponiert, is a song form that
allows music to reflect a poem's changing moods.
D. The accompaniment of a romantic art song is an integral part of the composer's conception,
and it serves as an interpretive partner to the voice.
The art song is an extremely flexible form (one reason for its popularity) and was not
restricted to strophic form; many of the great art songs were written in through-composed
form.
Bloom's: Understand
Learning Objective: Describe the functions of the art song
5-14
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McGraw-Hill Education.
Part V - The Romantic Period
33. The mood of an art song is often set by a brief piano introduction and summed up at the
end by a piano section called a
A. conclusion.
B. postlude.
C. song cycle.
D. finale.
The mood of an art song is often summed up at the end by a concluding piano section called a
postlude.
Bloom's: Remember
Learning Objective: Describe the song cycle form of the art song
34. When the same music is repeated for two or more stanzas of a poem, leading to new
music for other stanzas, the form is known as
A. song form.
B. modified strophic.
C. through-composed.
D. repetitious.
Modified strophic form is a song form in which two or more stanzas of poetry are set to the
same music while other stanzas have new music.
Bloom's: Remember
Learning Objective: Describe the forms of the art song
35. Which of the following forms was not used in composing art songs?
A. Strophic
B. Modified-strophic.
C. Through-composed.
D. Concerto
Bloom's: Understand
Learning Objective: Describe the forms of the art song
5-15
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McGraw-Hill Education.
Part V - The Romantic Period
Schubert never held an official position and was neither a conductor nor a virtuoso. His
income came entirely from musical composition.
Bloom's: Remember
Learning Objective: Analyze characteristics of dramatic narrative in works by the romantic composer Schubert
37. Schubert wrote a number of symphonies and chamber works that are comparable in power
and emotional intensity to those of his idol,
A. Beethoven.
B. Berlioz.
C. Mozart.
D. Haydn.
Many of Schubert's symphonies, especially the Unfinished Symphony (1822) and the Great C
Major Symphony (1825-1826), are comparable in power and intensity to those of his idol,
Beethoven.
Bloom's: Remember
Learning Objective: Analyze characteristics of dramatic narrative in works by the romantic composer Schubert
38. Schubert
A. was widely acknowledged as a composer in his lifetime.
B. was very self-critical, which accounts for his meager output.
C. produced his greatest works after the age of forty.
D. was the first great master of the romantic art song.
The career of Schubert was short and mostly unrecognized (although his output was large),
but he is now thought of as the earliest master of the romantic art song.
Bloom's: Remember
Learning Objective: Analyze characteristics of dramatic narrative in works by the romantic composer Schubert
5-16
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McGraw-Hill Education.
Part V - The Romantic Period
Schubert's output was large: along with over 600 songs, he composed symphonies, string
quartets, chamber music for piano and strings, piano sonatas, short piano pieces for two and
four hands, masses, and operatic compositions. He composed quickly and feverishly; in one
year he wrote 179 works.
Bloom's: Understand
Learning Objective: Analyze characteristics of dramatic narrative in works by the romantic composer Schubert
Schubert composed songs incessantly throughout his career, producing over 600.
Bloom's: Remember
Learning Objective: Analyze characteristics of dramatic narrative in works by the romantic composer Schubert
5-17
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McGraw-Hill Education.
Part V - The Romantic Period
Schubert wrote string quartets, symphonies, songs, and operatic compositions, but never a
piano concerto.
Bloom's: Remember
Learning Objective: Analyze characteristics of dramatic narrative in works by the romantic composer Schubert
42. Schubert was eighteen years old when he composed the song Erlkönig, set to a poem by
A. Schubert himself.
B. Heinrich Heine.
C. Victor Hugo.
D. Johann Wolfgang von Goethe.
Schubert's song Erlkönig (The Erlking) is a musical setting of a narrative ballad of the
supernatural by Goethe.
Bloom's: Remember
Learning Objective: Analyze characteristics of dramatic narrative in works by the romantic composer Schubert
In The Erlking, Schubert uses a through-composed setting to capture the mounting excitement
of the poem.
Bloom's: Apply
Learning Objective: Analyze characteristics of dramatic narrative in works by the romantic composer Schubert
5-18
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McGraw-Hill Education.
Part V - The Romantic Period
Goethe's ballad tells of a father riding on horseback through a storm with his sick child in his
arms. The delirious boy has visions of the legendary Erlking, the king of the elves, who
symbolizes death.
Bloom's: Apply
Learning Objective: Analyze characteristics of dramatic narrative in works by the romantic composer Schubert
45. The piano's relentless rhythm in Erlkönig (The Erlking) unifies the episodes of the song
and suggests the
A. galloping horse.
B. joy of the child.
C. steadiness of the father.
D. approach of death.
The piano's relentless triplet rhythm unifies the episodes of the song and suggests the horse's
gallop.
Bloom's: Apply
Learning Objective: Analyze characteristics of dramatic narrative in works by the romantic composer Schubert
Although many of Schumann's early works were solely for piano, after 1840, he turned to
symphonies and chamber music.
Bloom's: Remember
Learning Objective: Analyze characteristics of music in works by the romantic composer Schumann
5-19
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McGraw-Hill Education.
Part V - The Romantic Period
Wieck was Schumann's daughter, prized pupil, and eventual virtuoso concert pianist. She later
became Schumann's wife.
Bloom's: Remember
Learning Objective: Analyze characteristics of music in works by the romantic composer Schumann
48. During the first ten years of his creative life, Schumann published only
A. songs.
B. piano pieces.
C. symphonies.
D. musical criticism.
During the first ten years of his creative life, Schumann published only piano pieces, and his
musical style seemed to grow out of piano improvisation.
Bloom's: Remember
Learning Objective: Analyze characteristics of music in works by the romantic composer Schumann
Carnaval is a cycle of twenty-one brief pieces for piano, with descriptive titles evoking a
festive masked ball, with its varied characters, moods, and activities.
Bloom's: Apply
Learning Objective: Analyze characteristics of music in works by the romantic composer Schumann
5-20
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McGraw-Hill Education.
Part V - The Romantic Period
The relationships between Brahms and Robert and Clara Schumann was complicated. Brahms
admired both as musicians and all three became close friends. Although he and Clara became
intimate after Robert died, they never married. They remained close friends, however, and
Clara would often perform his pieces.
Bloom's: Remember
Learning Objective: Recognize and analyze characteristics of music in works by the romantic composer Brahms
Clara Schumann was an extraordinary talent: a composer, virtuoso pianist, and mother. She
was married to Robert Schumann and often performed his pieces.
Bloom's: Remember
Learning Objective: Analyze characteristics of music in works by the romantic composer Schumann
Clara Schumann was primarily a pianist in her time, but she also composed several works.
Bloom's: Remember
Learning Objective: Analyze characteristics of music in works by the romantic composer Schumann
5-21
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McGraw-Hill Education.
Part V - The Romantic Period
In the 1830s, Paris, home to many artists such as Victor Hugo, Balzac, Heine, Delacroix, was
the center of romanticism and the artistic capital of Europe.
Bloom's: Remember
Learning Objective: Recall artistic expression in the Romantic Era
Chopin expressed his love for Poland by composing mazurkas and the polonaises, stylized
dances that capture a Polish spirit.
Bloom's: Remember
Learning Objective: Analyze characteristics of music in works by the romantic composer Chopin
In Paris, Chopin earned a good living by teaching piano to the daughters of the rich, and lived
in luxury. Although he had an affair with Aurore Dudevant, they never married. He was an
extraordinary pianist, but preferred to give small, intimate concerts in salons over public
performances in large venues.
Bloom's: Remember
Learning Objective: Analyze characteristics of music in works by the romantic composer Chopin
5-22
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McGraw-Hill Education.
Part V - The Romantic Period
Most of Chopin's pieces are exquisite miniatures; they evoke an infinite variety of moods and
are always elegant, graceful, and melodic. Unlike Schumann, Chopin did not attach literary
programs or titles to his pieces.
Bloom's: Understand
Learning Objective: Analyze characteristics of music in works by the romantic composer Chopin
57. A slow, lyrical, intimate composition for piano, associated with evening and nighttime, is
the
A. etude.
B. mazurka.
C. waltz.
D. nocturne.
Bloom's: Remember
Learning Objective: Recall artistic expression in the Romantic Era
58. Chopin's Revolutionary Étude develops the pianist's left hand because
A. the left hand must play rapid passages throughout.
B. it is played only by the left hand.
C. it takes nearly an hour to perform.
D. the left hand plays the main melody.
The Revolutionary Étude, develops speed and endurance in the pianist's left hand, which must
play rapid passages of accompaniment throughout.
Bloom's: Apply
Learning Objective: Analyze characteristics of music in works by the romantic composer Chopin
5-23
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McGraw-Hill Education.
Part V - The Romantic Period
59. A study piece, designed to help a performer master specific technical difficulties, is
known as
A. a nocturne.
B. an etude.
C. a polonaise.
D. ein lied.
An étude is a study piece designed to help a performer master specific technical difficulties.
Bloom's: Remember
Learning Objective: Recall artistic expression in the Romantic Era
Although Chopin's études work on specific technical issues, they also reach beyond mere
exercises to become masterpieces of music, exciting to hear as well as to master.
Bloom's: Understand
Learning Objective: Analyze characteristics of music in works by the romantic composer Chopin
5-24
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McGraw-Hill Education.
Part V - The Romantic Period
61. The ___________ is a dance in triple meter that originated as a stately processional for the
Polish nobility.
A. polka
B. mazurka
C. waltz
D. polonaise
The polonaise, a piece in triple meter, originated as a stately processional dance for the Polish
nobility.
Bloom's: Remember
Learning Objective: Recall artistic expression in the Romantic Era
Although Liszt went to Rome to pursue religious studies and take minor holy orders, he
continued to compose oratorios and masses and, during his last years, traveled between Rome,
Weimar, and Budapest, where he was president of the new Academy of Music.
Bloom's: Remember
Learning Objective: Analyze characteristics of music in works by the romantic composer Liszt
5-25
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McGraw-Hill Education.
Part V - The Romantic Period
When he was nineteen and already acclaimed as a brilliant pianist, Liszt was awed by the
great violinist Paganini, who drove audiences into a frenzy and was half suspected of being in
league with the devil.
Bloom's: Remember
Learning Objective: Analyze characteristics of music in works by the romantic composer Liszt
During his teens and twenties, he lived in Paris, a city where romanticism flourished and a
mecca for virtuosos.
Bloom's: Remember
Learning Objective: Analyze characteristics of music in works by the romantic composer Liszt
65. Until the age of thirty-six, Franz Liszt toured Europe as a virtuoso
A. pianist.
B. conductor.
C. cellist.
D. All answers are correct.
Franz Liszt was a virtuoso pianist, who toured all over Europe, amazing audiences wherever
he played.
Bloom's: Remember
Learning Objective: Analyze characteristics of music in works by the romantic composer Liszt
5-26
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McGraw-Hill Education.
Part V - The Romantic Period
66. Liszt abandoned his career as a traveling virtuoso to become court conductor at
__________, where he championed works by contemporary composers.
A. Rome
B. Weimar
C. Paris
D. Budapest
At thirty-six, Listz abandoned his career as a traveling virtuoso to become court conductor for
the grand duke in Weimar. Weimar had become a center for modern music, and Liszt
conducted works by such contemporaries as Berlioz, Schumann, and Wagner.
Bloom's: Remember
Learning Objective: Analyze characteristics of music in works by the romantic composer Liszt
Liszt found new ways to exploit the piano; his melodies are sometimes surrounded by
arpeggios that create the impression of three hands playing. His piano works contain daring
leaps, rapid octaves and runs, and an unprecedented range of dynamics.
Bloom's: Understand
Learning Objective: Analyze characteristics of music in works by the romantic composer Liszt
68. The writer whose literary works greatly inspired Franz Liszt was
A. William Shakespeare.
B. Johann Wolfgang von Goethe.
C. Robert Schumann.
D. Marie d'Agoult.
Among Liszt's favorite inspirations were the works of Goethe (on which he based his Faust
Symphony, 1854).
Bloom's: Remember
Learning Objective: Analyze characteristics of music in works by the romantic composer Liszt
5-27
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McGraw-Hill Education.
Part V - The Romantic Period
Bloom's: Understand
Learning Objective: Analyze characteristics of music in works by the romantic composer Liszt
Breaking away from classical sonata form and the standard four-movement symphony, Liszt
created the symphonic poem, or tone poem, a one-movement orchestral composition based to
some extent on literary or pictorial ideas.
Bloom's: Remember
Learning Objective: Analyze characteristics of music in works by the romantic composer Liszt
71. By the age of thirteen, Mendelssohn had written ____________ of astounding quality.
A. vocal works.
B. sonatas
C. symphonies and concertos
D. All answers are correct.
Nurtured from an early age as a prodigy, Mendelssohn had written symphonies, concertos,
sonatas, and vocal works of astounding quality by the age of thirteen.
Bloom's: Remember
Learning Objective: Recognize characteristics of music in works by the romantic composer Mendelssohn
5-28
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McGraw-Hill Education.
Part V - The Romantic Period
72. Mendelssohn is known as the man who rekindled an interest in the music of
A. Giovanni Pierluigi da Palestrina.
B. Johann Sebastian Bach.
C. George Frideric Handel.
D. Franz Schubert.
In 1829, at twenty, he conducted Bach's St. Matthew Passion in its first performance since the
composer's death. This historic concert rekindled interest in Bach's music and earned
Mendelssohn an international reputation.
Bloom's: Remember
Learning Objective: Recognize characteristics of music in works by the romantic composer Mendelssohn
73. The high point of Mendelssohn's career was the triumphant premiere of his oratorio
_____________ in England.
A. Elijah
B. Hebrides
C. A Midsummer Night's Dream
D. Fingal's Cave
A high point in his career was the triumphant premiere of his oratorio Elijah in Birmingham,
England, in 1846.
Bloom's: Remember
Learning Objective: Recognize characteristics of music in works by the romantic composer Mendelssohn
Mendelssohn was a prolific and varied composer, but never wrote an opera.
Bloom's: Remember
Learning Objective: Recognize characteristics of music in works by the romantic composer Mendelssohn
5-29
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McGraw-Hill Education.
Part V - The Romantic Period
The concerto's three movements are played without pause, in a characteristic linking
technique used by romantic composers.
Bloom's: Apply
Learning Objective: Recognize characteristics of music in works by the romantic composer Mendelssohn
Traditionally, the opening movement of a concerto began with an extended section for
orchestra. But Mendelssohn's first movement begins with the soloist, who presents the main
theme.
Bloom's: Apply
Learning Objective: Recognize characteristics of music in works by the romantic composer Mendelssohn
5-30
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Part V - The Romantic Period
77. In the first movement of Mendelssohn's Concerto for Violin, the cadenza
A. is left to the performer to improvise.
B. appears at the end of the recapitulation, as is common in classical concertos.
C. is frequently omitted in performance.
D. appears at the end of the development section as a transition to the recapitulation.
In another alteration to classical form, Mendelssohn wrote the cadenza out and placed it at the
end of the development section as a transition to the recapitulation. Typically in classical
concertos, the cadenza was improvised by the soloist and played near the end of the
movement. Here, Mendelssohn wanted the cadenza to be an integral part of the movement,
not merely something tacked on to display the soloist's virtuosity.
Bloom's: Apply
Learning Objective: Recognize characteristics of music in works by the romantic composer Mendelssohn
78. The first movement of Mendelssohn's Concerto for Violin is linked to the introduction of
the second movement by a(n)
A. violin cadenza.
B. single bassoon tone.
C. orchestral tutti.
D. wind fanfare.
The first two movements are connected by a sustained solo bassoon note.
Bloom's: Apply
Learning Objective: Recognize characteristics of music in works by the romantic composer Mendelssohn
Ferdinand David worked closely with Mendelssohn on his violin concerto and premiered the
piece.
Bloom's: Understand
Learning Objective: Recognize characteristics of music in works by the romantic composer Mendelssohn
5-31
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McGraw-Hill Education.
Part V - The Romantic Period
80. Instrumental music associated with a story, poem, idea, or scene, popular during the
romantic period, is called
A. absolute music.
B. opera.
C. program music.
D. symphony.
Bloom's: Remember
Learning Objective: Define program music
81. The work referred to by Beethoven as an "expression of feeling rather than painting" was
his
A. Symphony No. 5.
B. Fidelio Overture.
C. Eroica Symphony.
D. Pastoral Symphony (No. 6.)
Beethoven, referred to his Pastoral Symphony (his Symphony No. 6) as "an expression of
feeling rather than painting."
Bloom's: Remember
Learning Objective: Recognize the characteristics of program music
5-32
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McGraw-Hill Education.
Part V - The Romantic Period
Bloom's: Understand
Learning Objective: Recall the expanded use of extremes in form in romantic music
Music that has no explicit extramusical meaning (a story, poem, etc.) but instead serves a
purely musical function is known as absolute music.
Bloom's: Remember
Learning Objective: Define program music
5-33
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Part V - The Romantic Period
Bloom's: Remember
Learning Objective: Recognize the characteristics of program music
Bloom's: Remember
Learning Objective: Recognize the characteristics of program music
5-34
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Part V - The Romantic Period
Breaking away from classical sonata form and the standard four-movement symphony, Franz
Liszt created the symphonic poem.
Bloom's: Remember
Learning Objective: Analyze characteristics of music in works by the romantic composer Liszt
Learning Objective: Recognize the characteristics of program music
87. Music intended to be performed before and during a play to set the mood for scenes or
highlight dramatic action is known as
A. music drama.
B. incidental music.
C. absolute music.
D. play music.
Incidental music is music to be performed before and during a play. It is "incidental" to the
staged drama, but it sets the mood for certain scenes. Interludes, background music, marches,
and dances are all incidental music (as are today's movie scores).
Bloom's: Remember
Learning Objective: Recall artistic expression in the Romantic Era
Movie scores can be considered incidental music because it is of secondary (or incidental) to
the visual drama and spoken dialogue.
Bloom's: Apply
Learning Objective: Recall artistic expression in the Romantic Era
5-35
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Part V - The Romantic Period
In 1830, Berlioz won the Prix de Rome (Rome Prize), subsidizing two years' study in Rome.
Bloom's: Remember
Learning Objective: Recognize the characteristics of Berlioz's program music
90. The writer whose works had the greatest impact on the young Berlioz was
A. Victor Hugo.
B. William Shakespeare.
C. Honoré de Balzac.
D. Heinrich Heine.
Bloom's: Remember
Learning Objective: Recognize the characteristics of Berlioz's program music
Bloom's: Apply
Learning Objective: Recognize the characteristics of Berlioz's program music
5-36
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Part V - The Romantic Period
Berlioz's Symphonie fantastique was innovative in many ways, and startled Parisians by its
sensationally autobiographical program, its amazingly novel orchestration, and its vivid
depiction of the weird and diabolical.
Bloom's: Understand
Learning Objective: Recognize the characteristics of Berlioz's program music
Although well-known, Berlioz and his music caused much controversy and was not
universally loved, especially in France. Outside France, however, Berlioz's was appreciated
and admired. After 1840, he was in demand throughout Europe, conducting his own and
others' music.
Bloom's: Remember
Learning Objective: Recognize the characteristics of Berlioz's program music
5-37
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Part V - The Romantic Period
Like many of his peers, Schumann could not make a living solely based on his music and
turned to music journalism as a way to provide for his family.
Bloom's: Remember
Learning Objective: Analyze characteristics of music in works by the romantic composer Schumann
Berlioz was one of the first great conductors and he influenced a whole generation of
musicians.
Bloom's: Remember
Learning Objective: Recognize the characteristics of Berlioz's program music
96. Berlioz was extraordinarily imaginative in treating the orchestra, creating ____________
never before heard.
A. tone colors
B. rhythms
C. harmonies
D. forms
The art of composing and the art of orchestration can be considered two sides of the same
coin. Working with forms, rhythms, and harmonies is part of composition; creating tone
colors is part of orchestration, at which Berlioz was a master.
Bloom's: Remember
Learning Objective: Recognize the characteristics of Berlioz's program music
5-38
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McGraw-Hill Education.
Part V - The Romantic Period
97. The contrasting episodes of Berlioz's Fantastic Symphony are unified by the recurrence of
a theme known as the
A. subject.
B. Smithson theme.
C. leitmotif.
D. idée fixe.
A single melody, which Berlioz called the idée fixe, or fixed idea, is used to represent the
beloved. It appears in all five movements and unifies the contrasting episodes of the
symphony.
Bloom's: Apply
Learning Objective: Recognize the characteristics of Berlioz's program music
98. Which of the following instruments is not part of the orchestra for Symphonie
fantastique?
A. Organ
B. Cello
C. Cornet
D. Bells
The orchestra for Symphony fantastique is quite large, involving many instruments. However,
there is no music in the piece written for the organ.
Bloom's: Apply
Learning Objective: Recognize the characteristics of Berlioz's program music
5-39
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McGraw-Hill Education.
Part V - The Romantic Period
The fourth movement of Symphonie fantastique is titled March to the Scaffold. From the
program notes: [The hero] dreams that he has murdered his beloved, that he has been
condemned to death and is being led to the scaffold. The procession moves forward to the
sounds of a march that is now somber and fierce, now brilliant and solemn, in which the
muffled sounds of heavy steps give way without transition to the noisiest outbursts.
Bloom's: Apply
Learning Objective: Recognize the characteristics of Berlioz's program music
100. The citizen's sense of national identity and patriotic feelings were intensified by
A. romanticism, which glorified love for one's national heritage.
B. common bonds of language, culture, and history.
C. military resistance to Napoleon.
D. All answers are correct.
As a wider sense of the world developed, and in response to Napoleon's attempt at unifying
Europe, citizens of individual countries bonded over a common heritage and culture.
Romanticism, in art and music, celebrated these feelings of nationalism.
Bloom's: Understand
Learning Objective: Define nationalism in 19th-century music
5-40
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Part V - The Romantic Period
The strongest impact of nationalism in music was in countries other than Italy, France,
Germany, or Austria. These countries already had a strong national flavor in their music.
Countries that had been influenced by these nations, now turned to their own culture for
inspiration. Example of leading musical nationalists were Mussorgsky, Rimsky-Korsakov,
and Borodin from Russia; Smetana and Dvořák from Bohemia; Edvard Grieg (1843-1907)
from Norway; Jean Sibelius (1865-1957) from Finland; and Isaac Albéniz (1860-1909) from
Spain.
Bloom's: Understand
Learning Objective: Define nationalism in 19th-century music
The strongest impact of nationalism was felt in lands whose own musical heritage had been
dominated by the music of Italy, France, Germany, or Austria. Among the leading musical
nationalists were Mussorgsky, Rimsky-Korsakov, and Borodin from Russia; Smetana and
Dvořák from Bohemia; Edvard Grieg (1843-1907) from Norway; Jean Sibelius (1865-1957)
from Finland; and Isaac Albéniz (1860-1909) from Spain.
Bloom's: Remember
Learning Objective: Define nationalism in 19th-century music
5-41
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Part V - The Romantic Period
103. Who laid the groundwork for a nationlist style in Russian music?
A. Mily Balakirev
B. Modest Mussorgsky
C. Mikhail Glinka
D. Nikolai Rimsky-Korsakov
Mikhail Glinka (1804-1857), laid the groundwork for a national style in Russia, paving the
way for the Russian Five.
Bloom's: Remember
Learning Objective: Define nationalism in 19th-century music
104. The opera that laid the groundwork for a Russian national style, A Life for the Tsar, was
composed by
A. Modest Mussorgsky.
B. César Cui.
C. Nikolai Rimsky-Korsakov.
D. Mikhail Glinka.
Mikhail Glinka wrote A Life for the Tsar, which laid the groundwork for a national style.
Bloom's: Remember
Learning Objective: Define nationalism in 19th-century music
Bedřich Smetana (1824-1884) was the founder of Czech national music. His works are
steeped in the folk music and legends of his native Bohemia.
Bloom's: Remember
Learning Objective: Infer from Smetana's classical compositions the nationalistic feelings that dominated the nineteenth century
5-42
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Part V - The Romantic Period
Smetana grew up when Bohemia was under Austrian domination, and in this repressive
atmosphere, his musical nationalism could make little headway.
Bloom's: Remember
Learning Objective: Infer from Smetana's classical compositions the nationalistic feelings that dominated the nineteenth century
107. Even though Smetana was deaf at the time, he composed a musical work depicting
Bohemia's main river as it flows through the countryside. The name of the river, and the
musical composition, is the
A. Moldau.
B. Seine.
C. Danube.
D. Thames.
Smetana's famous symphonic poem The Moldau, which depicts Bohemia's main river as it
flows through the countryside, was written in three weeks, shortly after Smetana became deaf.
Bloom's: Remember
Learning Objective: Infer from Smetana's classical compositions the nationalistic feelings that dominated the nineteenth century
108. The German master _____________ recommended Dvořák's music to his own publisher,
resulting in a rapid spread of Dvořák's fame.
A. Joseph Haydn
B. Richard Wagner
C. Franz Liszt
D. Johannes Brahms
Dvořák was little known as a composer until his works came to the attention of the German
master Brahms, who recommended Dvořák to his own publisher.
Bloom's: Remember
Learning Objective: Recall artistic expression in the Romantic Era
5-43
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Part V - The Romantic Period
Dvořák was little known as a composer until his works came to the attention of the German
master Brahms, who recommended Dvořák to his own publisher. After this, his fame spread
rapidly.
Bloom's: Remember
Learning Objective: Recall artistic expression in the Romantic Era
110. Dvořák "found a secure basis for a new national [American] musical school" in
A. the music of New York.
B. African American spirituals.
C. western art music as taught at the National Conservatory of Music.
D. the traditional folk music of European immigrants.
Dvořák told a reporter from the New York Herald that in African American spirituals he had
"found a secure basis for a new national musical school. America can have her own music, a
fine music growing up from her own soil and having its own character—the natural voice of a
free and great nation."
Bloom's: Remember
Learning Objective: Recall artistic expression in the Romantic Era
5-44
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Part V - The Romantic Period
111. In 1892, Dvořák went to ___________, where he spent almost three years as director of
the National Conservatory of Music.
A. London
B. Prague
C. New York
D. Leipzig
In 1892, Dvořák went to New York, where he was to spend almost three years as director of
the National Conservatory of Music.
Bloom's: Remember
Learning Objective: Recall artistic expression in the Romantic Era
Dvořák wrote his New World Symphony (Symphony No. 9), during his first year in the
United States. One of the best-known of all symphonies, it glorifies the American and the
Czech folk spirit.
Bloom's: Apply
Learning Objective: Recall artistic expression in the Romantic Era
Dvořák's New World Symphony, begins the first movement with a slow introduction, leading
into a sonata-allegro form. The third theme from this movement was inspired by the spiritual
Swing Low, Sweet Chariot, but does not quote it directly.
Bloom's: Apply
Learning Objective: Recall artistic expression in the Romantic Era
5-45
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McGraw-Hill Education.
Another random document with
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now living will have an opportunity of observing, astronomically: And
from that time, down to the 14th of June, A. D. 2984, inclusively,—a
period of upwards of eleven centuries,—the same planet will pass
over the Sun only eighteen times. There will be one other such
transit of this planet, within the present century; after which there will
not be another, during the term of one hundred and twenty-one years
and an half. [See Table of the Transits of Venus over the Sun, in
Lalande’s Astronomie; vol. ii.]
109. There had been but one of these transits of Venus over the
Sun, during the course of about one hundred and thirty years
preceding the transit of 1769; and, for upwards of seven centuries,
antecedently to the commencement of that period, the same planet
had passed over the Sun’s disk no more than thirteen times. [See
Lalande’s Table, before referred to.]
111. It was not until the year 1786, that Mr. Rittenhouse built the
house at the north-west corner of Arch and (Delaware) Seventh
streets, in Philadelphia, where he resided during the remainder of his
life: but probably it was some few years earlier that he erected his
Observatory, a small but pretty convenient octagonal building, of
brick, in the garden adjacent to his dwelling-house. Its situation was
not an ineligible one, when the building was first put up: but its
commodiousness and utility were probably much diminished, by the
erection, not long afterwards, of some large houses near it; and it is
presumable, that its usefulness in any degree, for the purposes of an
Observatory, could have continued but a little while beyond the
duration of its late proprietor’s life, by reason of the rapid increase of
the number of lofty houses in the vicinity. Indeed it lately became
extremely probable, on considering the great enlargement of
Philadelphia within the last twenty-five years, that the future
augmentation of the population and extension of improvements in
this beautiful and hitherto flourishing city, would, in a very few years,
render the late Observatory of Mr. Rittenhouse wholly useless for
astronomical purposes; and, in the event of the surrounding ground
and adjacent buildings being alienated from his family, improper for
any other.
This was the Observatory noticed by Mr. Lalande, when (in his
Astronomie, published in 1792,) he made this remark, treating of the
numerous Observatories in different parts of the world—“In America,
I know of no Observatory but that of Mr. Rittenhouse at
Philadelphia.”
But the sum then granted proving very inadequate to the object,
the society petitioned the assembly on the 11th of February, 1773;
stating, that the erecting the different observatories, fitting up
instruments, engraving various plates, and publishing the different
transit papers alone, cost the society near 400l. and praying
assistance to discharge that debt.
114. Mr. Lalande, in the preface to his Astronomie (3d edit. 1792,)
mentions, that he did not then know of any other observatory in
America than that of Mr. Rittenhouse.
115. This was one instance among many of the munificence of Mr.
Penn to the College of Philadelphia, and of his zealous wish to
promote the interests of science in Pennsylvania. The trustees of the
college say, in a letter written to Mr. Penn the 1st of August, 1769,
thanking him for his donation of the fine instrument above
mentioned, together with a pair of “Adams’s new-invented Globes;”
“We have likewise the pleasure to acknowledge a fresh instance of
your benevolence, in sending us a chemical apparatus under the
care of Dr. Rush.” “The many great and valuable favours this College
has received at your hands, have always been conferred in a
manner which has rendered them peculiarly acceptable; and cannot
fail to leave the most lasting impressions of gratitude and esteem in
the heart of every person concerned in the institution.”
116. Mr. Lalande (in his Astronomie) has been careful to mention,
that the celebrated astronomer Hevelius possessed a similar merit.
He constructed, himself, the very large telescopes and other
instruments, described (with plates) in his great work entitled,
Machina Cœlestis, and with which he furnished the Observatory that
he established at his own residence, in the year 1641. Hevelius
(whose true name was John Hoelké.) was the son of a brewer; but
was well educated. He was born at Dantzic the 28th of January,
1611: and after having made the tour of England, France and
Germany, from 1630 to 1634, he was, on his return to his native city,
occupied for some time in the affairs of that little republic; of which
he officiated as consul, in 1651. He died on the anniversary of his
birth-day, at the age of seventy-six years.
117. For some of the reasons which induced the writer to describe
the instruments used on that occasion, see Note 125.
Mr. Barton was then at Norriton, and Dr. Smith wrote from
Philadelphia.
119. On the 26th of the same month he thus addressed Mr. Barton
on the subject:—
Thomas Penn, Esq. died on the 21st of March, 1775, when he had
just completed the seventy-fourth year of his age. He was the
survivor of all the children of the illustrious founder of Pennsylvania;
“whose virtues, as well as abilities, he inherited in an eminent
degree,”—as was justly observed in an obituary notice published
soon after his decease. Lady Juliana, his widow, survived him many
years.
“He had the principal direction of the affairs of this government for
half a century, and saw such an increase of population, arts, and
improvements in it, as during the like period, perhaps no man, before
him, ever beheld in a country of his own. He rejoiced at the sight,
was a kind landlord, and gave a liberal, often a magnificent
encouragement, to our various public institutions. The Hospital, the
College, our different Libraries and Religious Societies, can witness
the truth of this: For he did not confine himself to sect or party; but,
as became his station, and the genius of his father’s benevolent
policy, he professed himself a friend to universal liberty, and
extended his bounty to all. In short, as the grave, which generally
stops the tongue of flattery, should open the mouth of Justice, we
may be permitted to conclude his character by saying,—that he was
both a great and a good man.”
133. This accomplished nobleman, who was also the fourth Earl of
Cork, in Ireland, and the third Earl of Burlington, in England, was
born in the year 1695, and died in 1753. He was a great encourager
of the liberal arts, possessed an extraordinary taste and skill in
architecture, and was animated by a most exalted public spirit.
134. Mr. Martin (in his Philosophia Britannica) says: “The Orrery,
though a modern name, has somewhat of obscurity in respect to its
origin; some persons deriving it from a Greek word, which imports to
see or view:” “But others say, that Sir Richard Steele first gave this
name to an instrument of this sort, which was made by Mr. Rowley
for the late Earl of Orrery, and shewed only the movement of one or
two of the heavenly bodies. From hence many people have
imagined, that this machine owed its invention to that noble lord.”
This Orrery was a large one; and, although it is represented by Mr.
Martin as a very defective machine, it was purchased by King
George I. at the price of one thousand guineas.
135. Besides the Orrery here referred to, as the invention of the
celebrated mechanic and watchmaker, Mr. George Graham, a like
machine was afterwards contrived by Mr. James Ferguson, an
eminent Scotch mechanic and astronomer, and another planetarium
of the same kind, by Mr. William Jones, an ingenious mathematical
instrument maker, of London. From the planetarium or orrery of
Graham, however, as a model, all the modern orreries, prior to Mr.
Rittenhouse’s, appear to have been taken. The one constructed by
Mr. Rowley is said to be very similar to that invented by Dr. Stephen
Hales.
While Mr. Stiegel was thus early and meritoriously carrying on the
manufacture of glass, he was also engaged in manufacturing iron at
Elizabeth-Furnace in the vicinity, which then belonged to him. But he
proved unfortunate in his extensive undertakings, and the glass-
works have not since been in operation. The foundery of Elizabeth,
together with the great establishment of iron-works connected with it,
and of which Robert Coleman, Esq. of Lancaster, is now the
proprietor, are well known.
144. Dr. Franklin is said to have first met with the Pulse-Glass in
Germany, and to have introduced it into England with some
improvement of his own.
MEMOIR
OF THE
LIFE OF DAVID RITTENHOUSE;
CONTINUED,
FROM THE TIME OF HIS SETTLEMENT IN
PHILADELPHIA.
“Yet, my dear friend,” adds Dr. Smith, “I fear this bill will not pass;
and the Governor may be reduced to the hard dilemma, of even
striking out the name he would wish in, if he had the nomination
himself. The house insist on putting the names in the bill, before it
goes up: the Governor contends, that he ought to have at least a
share in the nomination. This matter has been long litigated. The
governor, to maintain his right, always strikes out some names—
even though he approves of them, and puts in others. This he did
last year, and put in the name of Dr. M——, and the other trustee
now in the bill. The house would not admit his amendment, then; but
now, this year, they take two of the very men the governor had
appointed last year, vote them in themselves, and join Mr.
Rittenhouse with them. The governor cannot well negative any of
those approved by him, before; yet he must negative some one, to
assert his right;—and I believe it would really give him pain, if that
one should be David.