Catachresis Definition and Examples

Catachresis is a  rhetorical term for the inappropriate use of one word for another, or for an extreme, strained, or mixed metaphor often used deliberately. The adjective forms are  catachrestic or catachrestical. Confusion over the meaning of the term catachresis dates back to Roman rhetoric. In some definitions, Jeanne Fahnestock points out, a catachresis is a type of metaphor, a substitute naming that occurs when a term is borrowed from another semantic field, not because the borrower wants to substitute for the ordinary term (e.g., lion for warrior), but because there is no ordinary term (Rhetorical Figures in Science, 1999). Pronunciation:  KAT-uh-KREE-sisAlso Known As  abusioEtymology: From the Greek, misuse or abuse Examples Red trains cough Jewish underwear for keeps! Expanding smells of silence. Gravy snot whistling like seabirds.(Amiri Baraka, Dutchman, 1964)Attentive readers will have noticed a lamentable catachresis yesterday when the Wrap referred to some French gentlemen as Galls, rather than Gauls.(Sean Clarke, The Guardian, June 9, 2004) Tom Robbins on a Full Moon The moon was full. The moon was so bloated it was about to tip over. Imagine awakening to find the moon flat on its face on the bathroom floor, like the late Elvis Presley, poisoned by banana splits. It was a moon that could stir wild passions in a moo cow. A moon that could bring out the devil in a bunny rabbit. A moon that could turn lug nuts into moonstones turn Little Red Riding Hood into the big bad wolf.(Tom Robbins, Still Life with Woodpecker, 1980) Stretching Metaphors The hallmark of the [Thomas] Friedman method is a single metaphor, stretched to column length, that makes no objective sense at all and is layered with other metaphors that make still less sense. The result is a giant, gnarled mass of incoherent imagery. When you read Friedman, you are likely to encounter such creatures as the Wildebeest of Progress and the Nurse Shark of Reaction, which in paragraph one are galloping or swimming as expected, but by the conclusion of his argument are testing the waters of public opinion with human feet and toes, or flying (with fins and hooves at the controls) a policy glider without brakes that is powered by the steady wind of George Bush’s vision.(Matt Taibbi, A Shake of the Wheel. New York Press, May 20, 2003) Quintilian on Metaphor and Catachresis The first thing that strikes one in the history of the terms metaphor and catachresis is the apparently unnecessary confusion of the two since the difference between them was clearly defined as early as Quintilians discussion of catachresis in the Institutio Oratoria. Catachresis (abusio, or abuse) is defined there as the practice of adapting the nearest available term to describe something for which no actual [i.e., proper] term exists. The lack of an original proper term--the lexical gap or lacuna--is in this passage the clear basis for Quintilians distinction between catachresis, or abusio, and metaphor, or translatio: catachresis is a transfer of terms from one place to another employed when no proper word exists, while metaphor is a transfer or substitution employed when a proper term does already exist and is displaced by a term transferred from another place to a place not its own...Yet... the confusion of the two terms persists with a remarkable tenacity right up to the prese nt. The Rhetorica ad Herennium, for example, thought for centuries to be Ciceronian and received with the authority of Cicero, muddies the clear waters of logical distinction by defining catachresis [abusio] as the inexact use of a like or kindred word in place of the precise and proper one. The abuse in abusio is here instead of abuse of metaphor, the wrong or inexact use of it as a substitution for the proper term. And the alternative word audacia for catachresis joins abusio as another highly charged pejorative, with potential application to an audacious metaphor.(Patricia Parker, Metaphor and Catachresis. The Ends of Rhetoric: History, Theory, Practice, ed. by John Bender and David E. Wellbery. Stanford University Press, 1990)

Horror Movies Are All the same - 1163 Words

Horror movies generally are all the same. They all have been based off of something that has already happened or a previous movie. Society has paid to be entertained by these gruesome stories that we all truly fear. Before movies, people would purchase books of similar traumatic events to read in their spare time for amusement. It has been said by the Filmmakers IQs horror film lesson (2012), that writers such as Bram Stoker created graphic novels that would grab the audiences attention for years to come. But the horror movie, The House Of The Devil (1896), was noted as being the first ever horror movie. And as the years pasted, the industry grew and became stronger. But Ryan Koo (2013) stated that it was not truly until after WWI†¦show more content†¦Stokers heir still ended up suing, and the courts ordered all copies of Nosferatu be destroyed. But a single copy of the film had been missed and later was revealed. The story of Dracula is continually told and being remade eve n today. It is something that has always frightened people, so the industry continues to build off it. The older generation of writers such as Bram Stoker and Mary Shelly are known for German Expressionism. German Expressionism is responsible for creating The Cabinet Of Dr. Caligari, which is still considered one of the greatest silence films created in the era. Ryan Koo (2013) claims the film also took credit for being one of the first to example story board and having a twist ending. Once the film had been created it lead people to explore the possibilities of the art of horror. Following the creation of The Cabinet Of Dr. Caligari was the making of The Golem. This film continued to be remade over the years. Writters from New york State Writers Institute (2011) say it started with a man by the name of Paul Wegener. He was fascinated by the legend of the Golem. The story spoke of a giant clay monster that saved Pragues Jewish citizens for an emperor that believed they were ritually killing children. Gothic Horror has to be one of the best forms of art. Which is probably why film markers continue to go back to it. It played on both the thrill and the fear ofShow MoreRelatedHorror Movies : The 80s And 80s1190 Words   |  5 PagesThe decades that stick out in horror movie history are the 70s and the 80s. Most critics would agree with me when I say that the horror movies in the 70s and 80s changed the horror genre forever. The horror movies during those decades are viewed as being the foundation for the horror movies today. But why did those two decades have a significant impact on the horror genre? What made the horror movies better than the horror movies today? The horror movies in the 70s reflected the grim mood of theRead MoreWhy We Crave Horror Stephen King Analysis849 Words   |  4 Pagespeople are â€Å" all mentally ill†, ( King, â€Å"Why We Crave Horror† 1). Although, King’s claims can be proved, there are claims that not all people enjoy horror. Therefore, Stephen King’s statement that horror can help humans face fears is accurate, on the other hand, his statement that all people are insane doesn’t relate with all humans nor does everyone think it’s fun to watch horror. In addition, some humans crave horror to help face fear, others don’t. In the story â€Å" Why We Crave Horror† Stephen KingRead MoreEssay Why We Crave Horror Movies808 Words   |  4 PagesIn the essay, â€Å"Why We Crave Horror Movies† Stephen King attempts to explain why we love horror movies, and he gives a few different reasons why people go to see horror movies. People want to show that they are not scared; people want to have fun; but the main reason that he suggests is that we are insane and we need to watch horror movies to keep that insanity locked up in society. He uses a variety of argumentative strategies and literally decides to prove his thesis. On the other side, King surprisedRead MoreHorror Movie Essay1439 Words   |  6 Pagesof Horror movies Many people would say that their favorite way to have fun is to go to a beautiful beach and build sand castles or hang out with their friends at the mall. But for me, put me in a dark theater with a murderous psychopath on the loose threatening teenagers and I am happy. I am a lover of horror movies. This is something that I don’t always tell people, because it seems kind of weird to enjoy being scared and grossed out by lots of blood and gore. But in fact, I love horror moviesRead MoreThe Horror Of Horror Films1360 Words   |  6 Pagesâ€Å"Horror Films are unsettling films designed to frighten and panic, cause dread and alarm, and to invoke our hidden worst fears, often in a terrifying, shocking finale, while captivating and entertaining us at the same time in a cathartic experience.† Horror films have been to Hollywood since the early days of cinematography. Horror films are very interesting to watch because horror movies are scary and we don t know what is goi ng happen next. That kind of suspense in the movies makes us watch moreRead MoreAnalysis Of The Movie The Bride Of Frankenstein 1514 Words   |  7 PagesFirst of all, let me thank the Film enthusiast that contacted me for my input to help them compile their list of great horror movies. I decided that the best way to share my input is by choosing two movies from the horror movie genre and comparing and contrasting them to concluded which out of the two is a better horror movie. The first movie that I watched for this discussion is the Bride of Frankenstein, this movie was made in 1935 and directed by James Whale. The Bride of Frankenstein is a sequelRead MoreThe Insider s Guide On The Value Of Horror Movies And Books1277 Words   |  6 PagesValue of Horror Movies and Books â€Å"How do you people watch this?!?! † and â€Å"Why do everyone in this room have this intense love for horror movies was two phrases that I heard one night at my friend’s house while we watched Jason killed his 3rd victim on Friday the 13th. â€Å"Horror is defined as being a strong aversion mingled with dread† stated by Patrick Johnson in his paper, â€Å"The Importance of Horror†. Just like Graff’s essay on â€Å"Hidden Intellectualism†, there is a hidden value in horror films andRead MoreThe Horror Of Horror Movies Essay1619 Words   |  7 PagesName Instructor Course Date Outline I. Introduction Thesis statement: We are all mentally ill and that we crave horror movies to bring some normality to ourselves. II. We are all ill mentally and that we crave horror movies to bring some normality to ourselves. i. Horror movies allow us the experience of intense emotional excitement from the unacceptable actions and their consequences in the films. ii. Reestablishes the feelings of essential normality, and; it is innately conservative and evenRead MoreEssay on Discuss the Appeal of Horror Movies813 Words   |  4 PagesThe horror industry has been virtually dominating Asian cinema over the past few years, overshadowing any other genre in consistency of production and consequent box-office reaping. Countries like Japan, South Korea and Thailand have tapped on this market, fuelling their local film industries and clearly profiting from the appeal that horror movies have over audiences globally. Yet, even as we look beyond the economic profitability of this genre, we will discover far more reasons why this genre ofRead MoreHorrible Health Benefits Of Horror Movies1366 Words   |  6 PagesHorrifying Health Benefits Every day a family watches various movies whether it romance, comedy, science fiction or even action. The most beneficial out of the many genres is that of horror. Horror movies have many unknown health benefits people find hard to believe. These movies help by improving on only your body but your mind as well. â€Å"How?† you may ask; it not only boosts your immune system but can also help you lose weight and even sharpens your mind to be more alert in any situation. Some

The Realm of African-American Literature Free Essays

In the realm of African-American literature, poet and writer Langston Hughes is considered one of the primary proponents that gave birth and development to the genre of Harlem Renaissance. This genre, which enjoyed popularity and support in the late 1920s until mid-1930s, was a cultural movement that depicted the life of â€Å"new Negros,† second-generation black Americans and direct descendants of African slaves in America. Harlem Renaissance was known for its incorporation of music, particularly jazz and the blues, in its everyday mirroring of African-American life through literature. We will write a custom essay sample on The Realm of African-American Literature or any similar topic only for you Order Now Hughes as a major proponent of the Harlem Renaissance movement created literary pieces that sought to express his thoughts and feelings as an African-American artist while at the same time, providing social criticism against the oppressive nature of the predominantly white American society. His literary works, in effect, became channels through which he was able to artistically express his and his fellow African-Americans’ sentiments about the realities they face in American society. Among Hughes major works of literature, the short story â€Å"The Blues I’m Playing† depict the dynamics that both white and black Americans experienced during the early 20th century. In this period, there was still evident division and discrimination between white and black Americans, with the black Americans gradually emerging as a major force in American society through their unique culture. â€Å"Blues† effectively illustrated the dynamics among Americans, white and black alike, as they struggled to assert the superiority of their respective race, culture, as well as gender. It is then this paper’s main thrust to discuss and analyze â€Å"Blues† in the context of three prevalent themes illustrated in the story: friction between white and black Americans through conflicting views about each group/sector’s race, culture, and viewpoints about gender roles. More specifically, the analysis involves a character analysis of Oceola Jones and Mrs Dora Ellsworth, a black American and white American, respectively. The character analysis centers on the presence or absence of change in the life of Oceola as she delved herself deeper into white American culture, and how, despite Mrs Ellsworth’s efforts to â€Å"acuulturate† her in white American society, Oceola’s roots and inherent ‘black Americanness’ prevailed. In the end, Oceola ended up being more triumphant, cultivated, and artistic than her patron Mrs Ellsworth. In illustrating the changes that occurred to Oceola during her process of acculturation to the white American elitist society, it is vital to demonstrate these changes through the themes of conflict between her and Mrs Ellsworth in terms of their respective race, culture, and gender. Noticeable throughout the story was Oceola’s seemingly passive attitude towards Mrs Ellsworth pretentious belief that she was, indeed, one of the few people who truly recognize art in its purest form. In contrast to Oceola, Mrs Ellsworth, because of her wealthy stature, took an active role in pursuing and creating what she called â€Å"pure art† through the proteges she had recruited through the years. The first theme of racial conflict emerged when Mrs Ellsworth expressed her traditional and prejudiced views about Oceola and black Americans in general. Though Mrs Ellsworth was congenial towards Oceola, her persistence to cling to society’s prejudice against black Americans was immediately demonstrated through her desire to educate Oceola on the principles of pure art, avoiding, the best she can, to acknowledge the fact that she was a black American. Her attitude was reiterated once again in her insistence to acknowledge the genius of one of her Jew proteges, even though she held prejudiced views against Jews. Racial conflict emerges with Mrs Ellsworth apparent showing of her discrimination and prejudice against non-white peoples. Even the very act of recruiting talented young people and finance their education to music and the arts was her way of creating a distinction between her and her young, poor yet talented artists. By financing the education of these talented artists, she directly controls the kind of education they will receive, thereby controlling also the kind of art that they will produce. It is through art, then, that Mrs Ellsworth â€Å"oppress† her proteges like Oceola: by controlling the art that they produce, she holds the power to suppress the protege’s desire to pursue his/her art simply because Mrs Ellsworth financed his/her education. Le Blanc’s analysis of the racial conflict extant between Oceola and Mrs Ellsworth echoed the dynamics of racial conflict between them. While Mrs Ellsworth actively expressed discrimination and prejudice against people who belong to a particular race other than white American, Oceola’s passive response towards her financer’s behavior showed that racial conflict was a sublime one. Indeed, as Le Blanc explicated in his study of both women characters in â€Å"Blues† (16). Of course, in her paternalism, Mrs Ellsworth does not quite view Oceola as her equal. Despite the young woman’s superior talent, Mrs Ellsworth persistently believes that Oceola lacks not just money, but certain cultural and emotional advantages. The older woman looks down upon her protege’s attachment to the physical and sensual world. This sensual world is manifested in jazz, Harlem, and Pete, and all these represent her connection to her black community and culture. Apart from the presence of racial conflict in â€Å"Blues,† a more apparent theme demonstrated was Oceola and Mrs Ellsworth’s conflicting views towards art per se. Oceola, exposed with Harlem culture, associated her music and art with the people she had been with, particularly her Harlem community and the church choir she used to teach prior to her being a protege under Mrs Ellsworth financial support. Mrs Ellsworth went through great lengths in order to assert the fact that the art she preferred, the art of elite people liker her, was truly American society’s superior culture. But Oceola remained passive to Mrs Ellsworth’s active advocacy to promote what she perceived as her â€Å"superior art.† Being the woman’s mere protege, she expressed kept her own thoughts and feelings about the issue of â€Å"art for art’s sake.† Interestingly, Oceola’s honest view of art made more sense than Mrs Ellsworth learned viewpoints about it. At one point, Hughes voiced out through the character of Oceola the real nature and function of art to human society: â€Å"Why did they or anybody argue so much about life or art? Oceola merely lived-and loved it†¦If you wanted to play the piano or paint pictures or write books, go ahead! But why talk so much about it?† This honest view of art in Oceola’s terms was the author’s way of expressing his disagreement to the dichotomy of superior culture and inferior culture. African-Americans, who gave birth to Harlem culture, as well as contributed significantly to the world of art through the music genres of jazz and the blues, created art based on their experiences as an African-American and with their community. Art for art’s sake was a credo not subsisted to in a collectivist culture like African-American’s; art was created as a result of the people’s interaction with each other, the product of harmonious unity and interconnectedness as peoples of a particular race, with specific traditions and heritage. In Mrs Ellsworth attempt to expose Oceola to Western (European) art in order to ‘forget’ her Harlem roots and influence, she only reiterated her perceived superiority. She was a woman who held herself in high-esteem because she believed that she was promoting a noble cause, preserving pure, untainted art-art that merely exists for itself, an art that is autonomous to its creator and devoid of any other human element or influence in it. Mrs Ellsworth’s perception of art was a â€Å"separation of art from life† (Bone, 23). In her failure to acknowledge art as the work of an individual and as devoid of any meaning nor influence, Mrs Ellsworth was indirectly destroying the concept of culture altogether, in the same way that she tried to change Oceola by ‘destroying’ her strong Harlem roots, influence, and culture. Hughes’ villainous portrayal of Mrs Ellsworth showed that an attempt to bridge â€Å"the gap between the two races by means of art† (1062). Unfortunately, Mrs Ellsworth’s insistence to hold on to her prejudiced beliefs and perceived superiority became hindrances that led to the eventual deterioration of her relationship with Oceola. The issue of degradation was also reflected in the conflict that Mrs Ellsworth wanted to create as she took in Oceola as her protege (1060). It is inevitable that Mrs Ellsworth should compare herself against Oceola, who, despite the lack of opportunities and privileges in life, was able to create beautiful music without the proper training or education. Mrs Ellsworth tried to assert her superiority by indirectly assuming the persona of Oceola, whom she believed she owns and can control. That is, by supporting Oceola, she indirectly fills in the ‘gaps’ in her life. Oceola remained unrestrained and free to express herself through her music; she was also able to produce beautiful art through music. These are the qualities that Mrs Ellsworth sought to have, and believed she had, by financially supporting Oceola. Thus, gender conflict emerged with the â€Å"contrasting meaning and significance and music to each woman† (Brent, 11). As Brent discussed in her analysis of Mrs Ellsworth and Oceola, the former’s art was an â€Å"abstraction,† ‘rising above the banalities of everyday life.’ Oceola’s music, however, â€Å"music is a living, breathing practice which is fully integrated with her personal, everyday experiences.† These distinctions between the two women reflect the kind of society and reality they lived in: Mrs Ellsworth lived not for anyone nor herself, but on art alone. Oceola, meanwhile, preferred to liver her life not only with Pete, but with her Harlem community as well. Characterizing white and black American differences and conflict through the two women characters provided the in-depth look that Hughes wanted to show to his readers. It is through the characters of Oceola and Mrs Ellsworth that readers were able to witness the persistence and pervasiveness of prejudice and discrimination, regardless of one’s gender or socio-economic status in life. How to cite The Realm of African-American Literature, Papers

Martin Luther Persuasive Essay Example For Students

Martin Luther Persuasive Essay Martin Luther was a German theologian and religious reformer that had a great impact on not only religion but also on politics, economics, education and language. Martin Luther was born in the town of Eisleben, Germany, on November 10, 1483, (Encarta 1). His father Hans Luther, was a worker in the copper mines in Mansfield. His mother was Margaret. Martin grew up in a home where parents prayed faithfully to the saints and taught their children to do the same. His father and mother loved their children dearly, but were also very strict with them. Luther said, my father once whipped me so that I ran away and felt ugly toward him until he was at pains to win me back. ?My mother once beat me until the blood flowed, for having stolen a miserable nut. (Luther 31)When Martin was five years old, he went to school in Mansfeld, where his parents had moved about a year after he was born. The subjects taught at this school was the Ten Commandments, the Creed, the Lords Prayer, church music, together with some Latin and arithmetic. (Catholic Encyclopedia 1) The sad part of the instruction was that Martin and his fellow pupils learned little about the love of God. They learned to know Jesus, not as the Friend of sinners, but as the Judge. They feared Jesus, but did not love him. The schoolmasters in my days were tyrants and executioners; the schools were jails and hells! And in spite of fear and misery, floggings and tremblings, nothing was learned, Luther said. (Luther 31)Despite the conditions at Mansfield, Martin learned rapidly, for he was a bright boy and studied diligently. At the age of twelve he was admitted to the Latin High School at Magdeburg, sixty miles from his home. Here, for the first time, Luther found a Bible. Most of his teachers at Magdeburg were members of the Brethren of the Common Life. This is the first place where he feels his first desire to enter into the religious community. The next year his father transferred him to a school on Eisenach, wishing him to become a lawyer. Here a young woman, Mrs. Ursala Cotta, took a special liking to him. At one time, when a group of boys was singing before her house, she i nvited Martin in and offered him free lodging. He accepted. He received free meals in another house where he taught a young child of the family. Luther was now free to devote more time to his studies. Since the Cotta family was a cultured family, Luthers stay in this home taught him to appreciate such things as music and art and helped him to develop especially his remarkable talent for music. By the time Luther was far enough advanced to enter the university his father had become a prosperous man. He went from being a miner to being the owner of many small foundries. He could now afford to give Martin a college education. Recognizing the gifts of his son, the father intended that his son should become a lawyer and therefore sent him to the University of Erfurt in 1501 at the age of seventeen. (Encarta 2) Here again the young student prayed and studied constantly. To increase his knowledge, Luther spent much time at the library. Discipline was as strict as it had been at Megdeberg and Eisenach. The students were awakened at 4:00 AM. Lectures began as the sun rose and continued until 5:00 PM. The first meal of the day was at 10:00 AM. The students hurried from class to class, pausing only for the briefest of conversations before the next lecture commenced, whispering quietly to each other in the required Latin, (Luther 34). In 1505 at the age of twenty-one he was awarded th e Master of Arts degree. (Encarta 2). He now had the right to teach and was able to register for a law course. To please his father, Martin remained on at the University to read law, but he soon lost interest in that subject. More and more he studied religion and worried over his sinful condition. But no matter how hard he tried to please God, he couldnt find peace of soul. One day a friend was torn from him by sudden death. Luther was so shaken that he became fearful and deeply disturbed. A little later, while returning to Erfurt from a visit to his parents, he was overtaken by a violent thunderstorm. Almost frantic with fear, young Luther then and there determined to become a monk and no longer wanted to follow his fathers wishes. He said, St. Anne help me! I will become a monk, (Luther 35). Upon his return to the University, Martin sold his books, said farewell to his friends, and, deaf to their pleadings entered the Augustinian monastery at Erfurt. After spending a few weeks as a candidate to enter the Order of Augustinian Eremites and having the senior friars watch him to see if he would be a suitable person to enter the monastery, he was formally admitted to the trial period of one year. After that one year was up the superiors would make a decision to see if he should remain with the cloister. Rough Draft Science report 2 EssayWhen Pope Leo X in Rome heard of the affair in Germany, he was furious and threatened Luther with excommunication if he not take back what he did within sixty days. But Luther remained firm, for he felt that he was right and that he had acted for the glory of God. In 1521 Luther was ordered to appear before Emperor Charles V at the Diet of Worms for trial. At this convention the highest officials of the Church and of the State were present, and Luther was again asked to recant. He refused firmly, asserting that he would have to be convinced by Scripture and clear reason in order to do so and that going against conscience is not safe for anyone, (Encarta 2). Not one opponent could bring forward a word from the Bible to show that Luther was not mistaken. Luther, therefore, refused to change anything that he had said or written. The emperor then condemned Luther. Luther was now declared an outlaw; anyone might have killed him without fear of punishment. Although his life was in great danger, Luther was unafraid and began the return journey to Wittenburg on April 26, 1521. (Luther 91). While he was riding through a forest on May 4, 1521, a band of masked men rushed upon him, took him prisoner, and brought him to a castle, the Wartburg. (Luther 91). At midnight a heavy drawbridge was lowered, and Luther disappeared behind the massive castle walls. Only a few persons knew where Luther was, and they kept their secret well. Some people thought that Luther was dead. What they did not know was that some of his friends had secretly kidnapped him and had brought him to a safe place. On May 26, 1521, Charles V issued a singularly violent proclamation to the electors, princes, and people of Germany. This proclamation, known as the Edict of Worms, called upon the Germans to forsake the dissident whose teachings threatened to divide the nation, (Luther 93 ). Meanwhile Luther, disguised as a knight, lived at the Wartburg. Here he translated the New Testament into the German language so that the common people might easily read and understand the Word of God. Since printing with movable type had been invented shortly before this time, copies were soon in the hands of many people. Luther remained in seclusion at the Wartburg for almost a year. Then he returned to Wittenburg and again appeared in his pulpit. He preached eight powerful sermons to clear away certain errors into which many had fallen and to show them what the new way of life was really like. He warned them against using force in their struggle against the Pope and his followers. Their sole weapon, he urged, was to be the powerful Word of God. From Wittenburg Luther went to a number of other towns and communities everywhere counseling to use the liberty from the Papal oppression for only one purpose- to become better Christians. Luther lived in constant danger of being arrested and killed. But although his friends were worried, no one ever touched him. That he remained alive seems like a miracle. On June 13, 1525, Luther married Katherine von Bora, a former nun. (Luther 114). The wedding ceremony took place in the Black Cloister in Wittenburg, now changed into a dwelling place for Luther. Martin and Katherine were blessed with three boys and three girls. Luther loved home life, and he took time to play with his children, to make music with them, and to write letters to them when he was away from home. He was also interested in gardening and in the problems of running a household. He had many visitors. Although Luther was a man of modest means, he was very generous. His kindness and generosity to others sometimes worried his wife, especially since Luther was extremely hospitable and would freely give shelter, food, and even gave money to the unfortunate. By 1537 Luthers health had begun to go downhill. In 1546, Luther was asked to settle a controversy between two young counts who ruled the area of Mansfeld, where he had been born, (Encarta 3). After he resolved the conflict he died of a heart attack on February 18, 1546, in Eisleben, (Encarta 3).