InsaneJournal

in class: Theories of Origin I: The Latin Theory
homework: One-foot of parchment on the merits of the Latin Origin theory; specifically, try and engage with the holes in the theory using your syllabary to investigate how the runic alphabet diverges from latinate alphabets.
reading: Chapter 2 of A History of Runes: Symbols in Scandanavia

in class: Poetic Edda I: Hávamál, Rúnatal and the Mythical Origin of Runes
homework: Two-feet of parchment on the merits of the Mythical origins of Ancient Runes; specifically, review your fifth year work on origin theory and highlight how this approach closes some of the holes in muggle-based theories.
reading: Part one of Poetic Edda

in class: The Raetic Alphabet: A Study in Linguistic Origins
homework: Two-feet of parchment highlighting the similarities and differences between the Raetic alphabet and the Elder Futhark; offer a comprehensive discussion which suggests the correlation.
reading: Chapter 22 of Advanced Rune Translation

in class: Theories of Origin II: The Greek Theory
homework: One-foot of parchment on the merits of the Greek Origin theory; specifically, try and engage with the holes in the theory using your syllabary to investigate how the runic alphabet diverges from Greek alphabet.
reading: Chapter 3 of A History of Runes: Symbols in Scandanavia

in class: Poetic Edda II: Hávamál, Ljóðatal and Metaphysical Magick
homework: Translate in full the Hávamál and Ljóðatal sections of the Poetic Edda; offer a reading response of at least one foot of parchment.
reading: Part two of Poetic Edda

in class: Einang Stone & the Mystery of Runes: Who is Gudgjest?
homework: Translate the Einang Stone; offer a position paper of at least two feet of parchment on one of the theories as to the identity of Gudgjest. Be sure to analyze your choice by comparing it to the others and state why one is more convincing.
reading: Chapter 7 of Answering the Unanswerable: Runic Mysteries

in class: Theories of Origin III: The Etruscan Theory
homework: homework: One-foot of parchment on the merits of the Erutscan Origin theory; specifically, try and engage with the holes in the theory using your syllabary to investigate how the runic alphabet diverges from latinate alphabets.
reading: Chapter 4 of A History of Runes: Symbols in Scandanavia

in class: Anglo-Frisian Runes: The Merlin Connection
homework: Translate the Ruthwell Cross and consider the implications of English runic sites and their similarities to rune inscriptions of the same time (c. 5th-11th centuries); write one-foot of parchment on what Anglo-Frissian runes suggest about the history of Merlin.
reading: Chapter 17-20 of Advanced Rune Translation

in class: Cryptography: Cipher Runes & the Younger Fuþark
homework: Using Jón Ólafsson's 18th century manuscript, offer a comprehensive reading of the Rök Runestone and offer a short analysis as to why cipher runes might skew the divinatory powers of runic symbols.
reading: Chapter 10-12 of Answering the Unanswerable: Runic Mysteries

in class: Freyr's Aett: Love, Fertility, Life Force & Increase
homework: Using your rune stone set, offer up a comprehensive reading of each stone using both sample casting, meditation and your textbooks. In at least two-feet of parchment, detail in full each of the Frey's set multi-layered meaning as well as their meaning as a whole sequence. Be sure to include a discussion of Freya and Frey's association with fertility.
reading:

in class: Runestone Hoaxes I
homework: Offer a complete translation of the Kensington Runestones, as well as the Heavener Runestone. What, if any, discrepencies suggest forgery?
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in class: Beedle the Bard I
homework: Read and translate The Wizard and the Hopping Pot and The Fountain of Fair Fortune.

in class: Hagal's Aett: Limitation, Fate & Inner Journey
homework: Using your rune stone set, offer up a comprehensive reading of each stone using both sample casting, meditation and your textbooks. In at least two-feet of parchment, detail in full each of the Hagal's set multi-layered meaningas well as their meaning as a whole sequence. Be sure to include a discussion of Heindall's association with the Heavens.
reading:

in class: Runestone Hoaxes II
homework: In a formal essay of at least three feet of parchment, suggest the problematic nature of such forgeries. You should include a discussion of why muggle transcriptions can be dangerous, how these forgeries can corrupt the power of the runic magic and what these attempts suggest about the relationship between muggles and runestones.

in class: Beedle the Bard II
homework: Translate The Warlock's Hair Heart and Babbitty Rabbitty and her Cackling Stump. Prepare for a quiz on Beedle the Bard next class, ensuring to take careful note of how the runic inscriptions add to the magical philosophy of the stories.
reading:

in class: Tyr's Aett: Synthesis, The Other World & Integration
homework: Using your rune stone set, offer up a comprehensive reading of each stone using both sample casting, meditation and your textbooks. In at least two-feet of parchment, detail in full each of the Try's set multi-layered meaning as well as their meaning as a whole sequence. Be sure to include a discussion of Try's association with war.
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in class: Runestones and Religion: The Advent of Christianity
homework: In a sophisticated essay of at least four feet, provide an insightful and thorough discussion of the relationship between runestones and the advent of Christian religion. Provide and cite at least four runestones that discuss Christianity and suggest how the rise of the Catholic Church correlates to the "disappearance" of runic writing.
reading:

in class: Beedle the Bard III
homework: Translate The Three Brothers and, in an essay of at least two-feet, offer an in-depth position paper on the history of the Peverell brothers, what a runic reading suggests about the story and whether or not the runic inscription suggest truth the Bard's legend.
reading:

in class: The Runic Almanac: Wooden Staffs and the Metonic Cycle
homework: In a two-foot essay, discuss the necessity of runic almanacs, how they strengthened the probability of growth and crops for magical folk in a historical sense and how wooden staffs can still be found in contemporary manifestations of farming practices.
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in class: Runic Arithmancy I: Joint Lecture with Professor Euler
homework: TBA!

in class: Interpretations of World-Steads
homework: In preparing for our upcoming lectures on the Airts Method, please provide a detailed analysis of the meaning of the different sections of the Airts table.
reading:

in class: Casting Runes: A Beginner's Guide
homework: Doing a simple rune cast as a sample, offer a comprehensive analysis of the various factors which impact your reading including the aspect of the casting: the angle at which runes are juxtaposed against one another and if they land in the bright-stave or murk-stave. Minimum three-feet of parchment.
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in class: Runic Arithmancy II: Joint Lecture with Professor Euler
homework: TBA!
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in class: Runecasting I: The Nornic Runecast
homework: On parchment of at least two-feet, cite a sample reading of a past-present-future question given to you by a peer and suggest a detailed analysis of what your translation indicates about the problem and its potential sollution.
reading:

in class: Runic Symbolism and Divinatory Tables
homework: On parchment of at least three feet, briefly outline at least three of the different laying tables; discuss the differences and similarities of each, as well as which tables are more effective for which readings.
reading:

in class: Intermediate Casting: A Refresher
homework: Doing a simple rune cast as a sample, offer a comprehensive analysis of the various factors which impact your reading including the aspect of the casting: the angle at which runes are juxtaposed against one another and if they land in the bright-stave or murk-stave. Minimum three-feet of parchment.
reading:

in class: Runecasting II: Casting Upon the Airts Method
homework: In a formal essay of at least three feet of parchment, suggest the magical properties of the number 8 drawing on Professor Euler's work and our recent investigation of the connection between Arithmancy and Ancient Runes. Include a short, sample reading done in the Airts laying method.
reading:

in class: Bright-staves and Murk-staves
homework: On parchment of at least two-feet, discuss the problematic nature of even bright-stave casts; why are the consequences of casting TH-, H-, N-, I-, and Z- so much more volatile than other runic symbols?

in class: Deciphering Curses
homework: Offer a full translation of the well-known cursed Stentoften Runestone, making particular reference to the power of the symbolic chains and why those connections are so powerful.

in class: Runecasting III: Laying in the Futhark Method
homework: In a minimum three feet of parchment, please provide a detailed analysis of a runecasting done in the Futhark Method. As with any report, please include a discussion of problems, how the reading proved effective, how the reading might have been improved, and what a previous understanding of runic theory did to enhance the casting.

in class: Runebinding: Fusing the Power of the Runes
homework: In an essay of at least two feet, focus on one aspect of rune binding and address how the symbols we've studied are effected when written in tandem with others. What does this suggest about the fundamental nature of runes? How can we than use this knowledge to advance studies in runic magic? Be sure to cite the Galdor Curse as a particularly powerful example of rune binding.

in class: Runic Numerology I: Unlocking the Power of Names
homework: Please provide a detailed (i.e. minimum two feet of parchment) runic numerology analysis of your full name, as well as the names of your family members. Be sure to draw on information previously studied with Professor Euler.

in class: Runecasting IV: The Seven Realms of Laying
homework: In a minimum three feet of parchment, please provide a detailed analysis of a runecasting done in the Seven Realms lay. As with any report, please include a discussion of problems, how the reading proved effective, how the reading might have been improved, and what a previous understanding of runic theory did to enhance the casting.

in class: Rune Scripts: Creating Your Own Power
homework: Inscribe a series of rune chains, using principles of rune binding. In a short, formal analysis, describe any difficulties you encountered, why you chose to create the chain you did, and how this incantation will work in terms of basic magical theory. Be sure to note relationships between runes and why different symbols work in tandem with one another to create a more magically powerful chain.

in class: Runic Numerology II: The Healing Properties of Runes
homework: Complete an essay of at least three feet on how rune scripts and rune binding can be used to effectively aide Healers in situations where the cause of illness is unknown; describe which runes are most valuable in the treating of patients and provide a hypothesis of why they are more effective than others.

in class: Raising the Dead: Runic Necromancy
homework: Provide a comprehensive translation of the runic necromancer's chains, being careful not to copy out your translation after dusk. In a detailed, sophisticated analysis, describe the problematic nature of runes as they relate to raising the dead: suggest the difficulties of such magic and the volatile nature of rune chains.

in class: The Ardre Image Stones
homework: Offer a full translation of the ten Ardre Image rune stones, making specific references to the relationship to the image and runic inscriptions.

in class: Runestones of Denmark
homework: Offer a full translation of all the Jelling Stones, offering a short analysis of their importance to the study of runes.

in class: European Runes: Scandinavians in Italy
homework: Offer a full translation of the Pierus Lion. What does the inscription suggest about the power of runic incriptions on such powerful artifacts? What can we suggest about this synthesis of symbology? Offer a position piece of at least two feet.

in class: Runestones of Sweden I: Runestones of Högby
homework: Offer a full translation of all the Runestones of Hogby, paying particular attention to the Ög 8.

in class: The Younger Futhark: England in Runestones I
homework: Complete a full translation of . Offer a short analysis of what these references suggest about Viking-Anglo exchange.

in class: Runic Poetry
homework: Offer a complete translation of the Karlevi runestone. Use conventional scansion methods discussed in class and include a discussion about the poetic devices employed by the rune raisers.

in class: Runestones of Sweeden II
homework: Offer a full translation of the Stenkvista and Lingsberg runestones.

in class: The Younger Futhark: England in Runestones II
homework: Complete a full translation of Nävelsjö and FG1950 runestones. Offer a short analysis of what these references suggest about Viking-Anglo exchange.

in class: Alliterative Runestones
homework: Offer a full translation of the Fybry runestones; how does this method correspond to literary techniques in texts like Beowulf? What does the alliterative nature of this runestone indicate as to the magic employed?

in class: Logograms I: A Brief Historical Overview
homework: In a short, one-foot analysis, delineate the history of logograms as well as situating them against the development of your understanding of runes; in what ways are the systems similar? In what ways are they different?
reading:

in class: Egyptian Mysticism & Mythology: An Introduction
homework: Choose one of the figures discussed in class and, in a detailed, two-foot comprehensive response, offer a historical analysis of their importance to the development of Egyptian history and suggest where they appear in ancient Egyptian heiroglyphic writings. Be sure to discuss what, if any, impact your chosen figure had on the development of the writing system.
reading

in class: Ogham I: An Introduction to the Celtic Tree Alphabet
homework: In a detailed, three-foot parchment, translate the Ogham alphabet providing a comprehensive discussion of the different meanings of the individual symbols. Sit with each symbol and be sure to meditate on your own, personal insights -- remember, this will act as your guide for the rest of our Ogham studies, so be extremely careful.
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in class: Logograms II: Arabic and Asian Writing Systems
homework: In a formal essay of at least three feet of parchment, offer a historical essay on the development of ONE Eastern logographic system, being sure to indicate how their use contributed to the magical histories of the peoples who used them. Be sure to indicate how these systems helped to enhance and sophisticate more rudimentary magic techniques.

in class: Egyptian Hieroglyphs I: Logographic and Alphabetic Elements
homework: Learn the first half of the Gardiner's Sign List! There will be an in-class quiz at the end of the week and, given the extensive nature of the list, copying it out for yourself might aide in your ability to memorize.
reading:

in class: Ogham II: Mastering the Bríatharogam Con Culainn
homework: Complete a comprehensive translation of the Bríatharogam Con Culainn.

in class: The I Ching I:
reading: Read Chapter 12-15 of Deciphering the East.

in class: Egyptian Hieroglyphs II: Gardiner's Sign List
homework: Learn the second half half of the Gardiner's Sign List! There will be an in-class quiz at the end of the week and, given the extensive nature of the list, copying it out for yourself might aide in your ability to memorize.

in class: Ogham III: The Book of Ballymote I
homework: Complete a comprehensive translation of the Bríatharogam Maic ind Óc, comprising the first part of The Book of Ballymote.

in class: The I Ching II:
reading: Read Chapter 15-18 of Deciphering the East.

in class: Egyptian Heiroglyphs IV: Decoding the Pyramids
homework: Offer a full and complete translation of a Egyptian funerary stela. Suggest any insight as to the difficulties you had in attempting the translation; how does the nature of Egyptian architecture create difficulties in non-primary translation?

in class: Ogham IV: The Book of Ballymote II
homework: Complete a comprehensive translation of the Bríatharogam Morainn mac Moín, comprising the second part of The Book of Ballymote. In a formal analysis of at least three feet, consider the three Bríatharogaim and argue how each compliment and expand the meanings of your understanding of the Ogham system.
reading:

in class: O.W.L. Review
homework: Two practice O.W.L. examinations; review, review, review!

in class: Exam Review
homework: Two practice examinations; review, review, review!

in class: N.E.W.T. Review
homework: Two practice N.E.W.T. examinations; review, review, review!

in class: Muggle Appropriation: Contemporary German Mysticism
homework: Position paper on the problems or use value of muggle usage of runic divination: what are the potential ramifications of muggles using runes to hap-hazardly decipher prophetic readings?; two feet of parchment.

in class: Runic Psychology: The Connection to Jungian Symbolism
homework: Complete a psycho-analytical reading of one of your classmates using Jugian and runic sybmology: how does Jungian readings enhance the power of reading another using runes? How does it detract from the power of the symbols?; two feet of parchment.

in class: Ancient Runes & Nazi Germany: Contemporary Appropriation
homework: Discuss the problems of translation as it relates to political appropriation and the contemporary Nazi usage of ancient runic symbols; what does this suggest about the merits of studying the true meaning of logographic systems?