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AI Robots

CREATE AMAZING ROBOTS WITH ARTIFICIAL INTELLIGENCE USING MICRO:BIT

AI ROBOTS

Copyright © 2023 by FutureMakers.

All rights reserved. No part of this book may be reproduced in any form without written permission from the publisher.

ISBN: 978-1-68045-729-2

November 2023: First Edition

See www.oreilly.com/catalog/errata.csp?isbn=9781680457292 for release details.

Manufactured in the United States.

Make:, Maker Shed, and Maker Faire are registered trademarks of Make Community, LLC. The Make: Community logo is a trademark of Make Community, LLC. Make: AI Robots and related trade dress are trademarks of Make Community, LLC.

Many of the designations used by manufacturers and sellers to distinguish their products are claimed as trademarks. Where those designations appear in this book, and Make Community, LLC was aware of a trademark claim, the designations have been printed in caps or initial caps. While the publisher and the authors have made good faith efforts to ensure that the information and instructions contained in this work are accurate, the publisher and the authors disclaim all responsibility for errors or omissions, including without limitation responsibility for damages resulting from the use of or reliance on this work. Use of the information and instructions contained in this work is at your own risk. If any code samples or other technology this work contains or describes are subject to open source licenses or the intellectual property rights of others, it is your responsibility to ensure that your use thereof complies with such licenses and/or rights.

MAKE: BOOKS

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Editor Kevin Toyama

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Make: Community is a growing, global association of makers who are shaping the future of education and democratizing innovation. Through Make: magazine, 200+ annual Maker Faires, Make: books, and more, we share the know-how of makers and promote the practice of making in schools, libraries, and homes. Make: books may be purchased for educational, business, or sales promotional use. Online editions are also available for most titles. For more information, contact our corporate/institutional sales department at 800-998-9938.

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FOREWORD

A GUIDE FOR EDUCATORS AND PARENTS

We know that technology-based learning can open up a world of possibilities for children. In an era in which technology is transforming many aspects of our lives, we as educators and parents have the opportunity to embark on a journey of understanding alongside our children. Learning with tech tools like robotics and artificial intelligence (AI) can foster curiosity, creativity, and problem-solving skills. This means we can begin to prepare kids for a future where these skills are increasingly in demand, but more importantly, it means we can inspire a sense of fun, wonder, and empowerment, equipping the learner with the capability to shape the future through their own innovation and invention. It’s not just about building machines; it’s about young minds becoming architects of a technologically advanced and inclusive world.

Teachers, you are preparing these young architects of the future, shaping them for the challenges and opportunities ahead. Parents, you are the first and most influential teachers your children will ever have. Together, we can create safe spaces for risk-taking, failure, play, and inquiry. In doing so, we create the conditions for kids to have agency, to feel successful and supported, and to emerge curious and capable.

I was introduced to Andy and the team at Steamlabs in 2017 when we met to discuss a possible partnership with the organization I work for, the Ontario Science Centre. We were looking for a new kind of collaboration to help us achieve an experimental and ambitious project called the Inventorium — an informal learning experience designed to inspire co-creation through hands-on Maker activities and technology-based challenges that blur the boundaries between science and art. Little did I know that this would be the beginning of a yearslong collaboration between Steamlabs and the Ontario Science Centre that has included exhibit experiences and programs for thousands of kids, parents, and educators.

Through these projects and our incredible partnership with Steamlabs, we have been able to experiment and learn together, supporting and facilitating access to play- and inquiry-based learning environments. We have also been able to create safe spaces that encourage multiple points of entry, provide room to fail, and encourage active and creative collaboration.

Steamlabs is a dedicated nonprofit organization committed to empowering the next generation of learners by nurturing their curiosity, creativity, and critical thinking in the realms of science and technology. Their mission is to cultivate an inclusive and supportive learning environment that fosters agency, empathy, and collaboration among children from diverse backgrounds. By developing essential science, technology, engineering, art, and math (STEAM) and AI skills, Steamlabs aims to equip young minds with the confidence and knowledge to create, innovate, and actively participate in shaping a more equitable, ethical, and responsible society for all.

From the first Steamlabs summer camps in 2010, where the goal was to

empower kids to create amazing things with technology, hundreds of thousands of children have built incredible projects in Steamlabs programs at science centers, libraries, schools, and makerspaces worldwide. Over the years, the Steamlabs mission has extended beyond merely making things into cultivating Makers.

Steamlabs works to help children develop into capable, thoughtful citizens for the 21st century, empowering them to understand AI for their own use and advocate for equitable, ethical policies from companies and governments.

And in this book, Reade, Brenda, Andy, and Denzel have gathered some of the best projects to share — projects tested and inspired by the many other Steamlabs staff and participants over the years.

As you work together on the activities in this book, consider these tips from the team at Steamlabs to facilitate and enhance the learner experience.

Embrace a Playful, Inquiry-Based Approach

Encourage children to explore AI and robotics projects with curiosity, enthusiasm, and a playful attitude. Build

an inquiry-based learning space, motivate kids to ask questions, seek answers, and investigate the world of AI and robotics. Create a safe and supportive environment for children to take risks, make mistakes, and learn from them.

Think of the projects as a starting point for the learners’ imagination. You can get to something awesome quickly. Then it’s up to you to take it from there! For example, in a facial-expression or sound-recognition project, encourage children to explore ways the robot can react to various expressions in a playful manner. Let them brainstorm and test out creative ideas for using this feature, such as creating a robot that displays jokes and responds to the sound of people’s laughter or one that displays comforting words when it visually detects a sad face.

Focus on the Process and Encourage Reflection

Emphasize the learning process, skill development, creativity, and critical thinking over the end product of each project. Teach children the importance of iterating, reflecting, and learning from their experiences because in doing so, you are fostering a growth mindset.

For example, in the project for judging a marble race, provide guidance but allow children to make their own decisions about the robot’s design and functionality. Encourage them to iterate on their design and reflect on what they learned from each iteration, such as improving the AI’s accuracy in detecting the marbles or the stability and positioning of the camera during the race.

Support Learning and Embrace Diversity

Offer guidance and support when needed while allowing children to make their own discoveries and find solutions. Adjust your support as needed, recognizing that each child’s learning journey is unique. Encourage diverse ideas and solutions, celebrating the different strengths, interests, and perspectives children bring to the projects.

Work alongside children to guide and support their creative journey without dictating the process. For example, in the coin-counting project, encourage them to share their unique ideas, such as creating a robot that collects coins for a treasure hunt or one that rewards trivia answers with coins. By celebrating the diversity of ideas and solutions, children

will learn from one another and develop a deeper understanding of AI and robotics. In our testing of these projects, kids often came up with innovative ideas that we didn’t yet know how to support. We spent time between sessions researching and preparing so we could guide them to refine their ideas and learn from similar projects.

Empower Learner Agency and Real-World Connections

Provide guidance while allowing children the autonomy to make their own discoveries and solve challenges independently. Help children recognize the relevance of AI and robotics in realworld contexts, inspiring them to use their newfound skills to create a positive impact on their communities and beyond.

In vision- and sound-recognition projects, provide guidance but allow children to make their own decisions about what the AI should “see” and “hear,” as well as the physical robot’s design and functionality. Encourage them to think about real-world scenarios in which object recognition could be useful, such as sorting recyclables for waste management or identifying plant species for environmental research. By connecting their projects to real-world

situations, children will better understand the importance of their AI and robotics skills and feel empowered to create solutions that can make a positive impact.

Advocate for Responsible AI Practices and Ethics

Engage children in conversations about ethical considerations and responsible AI usage during their projects. Guide children in making wellinformed decisions about AI design and application, nurturing empathy and social responsibility as they delve into the world of AI and robotics.

For example, in the project about facial-expression recognition, engage children in discussions about the ethical implications of AI-powered facialexpression recognition. Does how you look on the outside always match how you feel on the inside? What other implications does it have if AI treats people based solely on how they look? There are also privacy concerns and potential biases in AI-training data. Guide them in making responsible decisions about how their robot collects, processes, and stores data, as well as how it can be used fairly and without bias. By exploring the ethical dimensions of AI and robotics, children

will develop a deeper understanding of their social responsibility as creators and users of technology. The projects in this book are designed to be creative and fun. They also allow learners to strengthen productive work habits and increase self-confidence in science and technology. The activities outlined here can act as a gateway to deeper exploration of creativity and innovation and can foster logical and abstract reasoning skills, the ability to focus and process information, and development of productive learning habits. Think of AI as an assisting tool to help kids imagine, create, and engineer. Together with other tools and materials, it supports a playful and informal learning environment for children where they can have agency in their own learning with support from you. From there, the possibilities are endless!

As you support your children or students in their AI and robotics learning journey, remember that you play a key role in shaping their future and fostering a lifelong passion for creativity and innovation.

Let’s embark on an exciting adventure together and get ready to witness some incredible AI bot creating!

To endless sparks of creativity,

Lorrie Ann Smith is the VP of learning and engagement at the Ontario Science Centre, one of the first interactive science museums in the world. She oversees the creation and implementation of all onsite experiences. Lorrie Ann previously served as the manager of young audience engagement and learning at the Art Gallery of Ontario, and taught courses at Ontario College of Design University, Boston University, and the University of Toronto.

MARBLE RUNS!

GUMBALL MACHINE

SUPERHERO COSTUMES

ROBOT FRIENDS

An Introduction to the World of

AI Robots

Are you curious about how the world around you works? Do you enjoy tinkering with gadgets and electronics? If so, then you’re in the right place! This book is all about exploring the exciting world of simple electronics and micro:bit projects — but it takes a step beyond by introducing artificial intelligence (AI) as a way to help your projects move on their own.

Even if you’ve never worked with electronics before, this book will guide you through the basics of circuitry and programming so you can create your own innovative and fun projects. Whether you want to build a robot that can navigate your room, a game that responds to your movements, or a gadget that can recognize your voice, this book has everything you need to get started. So get ready to unleash your creativity and dive into the exciting world of AI-enhanced electronics!

THE GAME PLAN

We’ve got some amazing projects lined up for you, and they all have one thing in common: They’re designed to help you learn through hands-on experiences. By building your very own AI robots, you’ll explore the exciting world of electronics, coding, and AI, all while having a blast and developing valuable skills.

Each project in this book is divided into four parts:

1 . Basic Build: Create an awesome foundation for your project using cardboard and other recyclable materials.

2 . Electronics: Add cool electronic components like LEDs, motors, and buzzers to enhance your projects.

3 . Micro:bit: Use simple coding and a micro:bit to control your electronics and make your project come to life.

4 . AI: Train an AI to give your project some extra smarts and capabilities, enabling it to react to the world around it.

Each section builds on the previous one, slowly but steadily teaching and providing practice of new skills. The projects are designed so you can work at your own speed and come back to more advanced stages when you’re ready to challenge yourself. You can also mix and match the different stages and customize them according to your interests and abilities.

So don’t be afraid to customize, experiment, and let your imagination run wild; it’s all about the process and the skills you develop, not just the final result!

GATHER YOUR MATERIALS AND TOOLS

Before you start building your awesome AI robots, make sure you have all the materials and tools you’ll need. We’re going to use as many recyclable materials as possible, so keep an eye out for things you can find around your house. Here are some ideas:

• Corrugated cardboard from packages

• Thin cardboard, like cereal boxes or milk cartons

• Paper towel rolls

• Straws

• Wooden sticks, like craft dowels or chopsticks

Using recyclable materials is not only eco-friendly but also means you can easily reuse them for other projects in the future.

Now let’s gather some extra supplies that will help us put everything together:

• Rubber bands

• Paper clips and other fasteners

• Popsicle sticks

• Construction paper

• Pencils

• Blank paper

It’s important to have the right tools for building your projects. Here’s a list of some basic tools you’ll need:

• Scissors

• Glue

• Tape

• Hole punch

And with an adult’s help, you can also use the following:

• Glue gun

• X-Acto knife

For your workspace, find a flat and clutter-free area like a desk, dinner table, or even the floor. Make sure that you have enough room to move around, your materials and tools are within reach, and there’s an adult nearby to help if needed. Even if you’re a messy person, try to keep your workspace organized and neat to avoid the frustration of misplaced materials and parts.

STENCIL LIBRARY

To help guide these projects, we’ve created some stencils, or patterns, for a project’s craft components. They’re available as free downloadable PDFs at:

• makeairobots .com/chapter1

• makeairobots .com/chapter2

• makeairobots .com/chapter3

• makeairobots .com/chapter4

• makeairobots .com/chapter5

• makeairobots .com/chapter6

• makeairobots .com/chapter7

• makeairobots .com/chapter8

These stencils can be printed and glued onto cardboard and then cut out to make building your projects easier.

xviii Make: AI Robots

Notes:

ELECTRONICS

BASIC ELECTRONIC COMPONENTS

Before we jump into building our cool AI robots, let’s explore some of the electronics you’ll be using along the way:

Batteries and Circuits

Batteries are like the heart of your project — they give it the energy it needs to work! When you connect the two ends of a battery with a wire or a device that needs power, electricity flows from the positive terminal through the device and back to a battery’s negative terminal in a path called a circuit. If a circuit isn’t complete, your device won’t get the power it needs to work.

Wires and Copper Tape

Copper is an excellent conductor of electricity, which is why it’s used to make wires. In this book, we’ll be using thin jumper wires to create connections between our electronic components. Sometimes these will have different ends: There can be a pin, a socket, or even a set of metal teeth. (This type is known as alligator wire, with an alligator clip.) These are different ways these wires can connect to projects, and they’re all incredibly easy to use.

Copper tape is another way to conduct electricity. It’s just a flat, sticky version of copper wires that we can use to create superthin pathways for our circuits.

LEDs

Light-emitting diodes (LEDs) use energy to create little particles of light called photons. Depending on the materials used in making the LED, we can see these photons in a variety of colors.

When working with LEDs, it’s important to remember that they allow energy to flow only in one direction: from the longer, positive leg to the shorter, negative leg. If an LED isn’t working, check whether you’ve mistakenly connected the positive wire to the positive leg and the negative wire to the negative leg — it’s easy to mix them up.

Buzzers and Speakers

These devices can turn electrical energy into sound waves, enabling our projects to make noise and even play sounds and music! Buzzers create simple beeps, while speakers can produce more complex sounds.

Servo Motor

Servo motors contain a tiny chip — called a driver — that enables us to control them using signals from a computer or a micro:bit. These small motors are great for precise movements and light tasks, but they might not be strong enough to move heavy objects.

DC Motors and Geared Motors

DC (direct current) motors use magnets to spin a central shaft, which can be used to move other components like wheels at high speeds.

Geared motors use gears to increase their strength at the cost of speed, making them useful for heavier tasks that move

more slowly. These gears are usually inside a plastic casing to protect them.

Now that we have a basic understanding of the electronics we’ll be using, we’re one step closer to building our awesome AI robots!

MICRO:BIT

DIVE INTO MICRO:BIT AND CODING

In our projects, we’ll be using a tiny but powerful computer called a micro:bit. This little device is perfect for experimenting with coding, and it’s super easy to use!

The micro:bit is a microcontroller, a miniature computer that can be programmed to control other electronic components like LEDs, motors, and

sensors. It’s perfect for inventing cool gadgets and learning about coding at the same time!

GETTING TO KNOW YOUR MICRO:BIT

When you look closely at your micro:bit, you may notice a few important things:

• The square of little dots on the front is actually a grid of 25 tiny LED lights. You can easily tell the micro:bit to turn each

LED on and off, giving you the ability to display numbers, letters, or even pictures with these lights.

• The two little buttons on either side are some simple inputs that will give us an easy way to tell our micro:bit to follow a command, like playing a tune or resetting a counter.

• The five metal holes at the bottom, called pins, are used to connect to electronic devices.

• Pin 0, 1, and 2: These are the individual “arms” of the micro:bit, where you can use different lines of code to control whatever we

connect here.

• 3V and GND: These are used for power. When connecting a device, the positive wire connects to the 3 V (3-volt) pin, while the negative wire connects to the GND (ground) pin to create a controllable circuit.

This little piece of hardware is going to become the brain in your projects. You’ll use it for all sorts of tasks, from controlling your motors to helping you keep track of times and scores.

To program the micro:bit, we’ll be using a free website called MakeCode, which

you can access from any web browser. This website uses the coding language Blockly, which enables you to create code by combining colorful building blocks together like puzzle pieces. This makes it really easy to learn, even if you’ve never tried coding before.

The MakeCode website is located at makecode.microbit.org.

Throughout this book, we’ll show you how to use the MakeCode website to program your micro:bit and bring your AI robot projects to life. You’ll learn how to create code that responds to different inputs, like button presses or voice commands, and controls various outputs, like lights and motors.

Each chapter shows how to build the code for a particular project, and includes a Code Library to help visually identify the code blocks so you’ll know exactly which piece to use.

Learning to code is an amazing skill to have, and it can open up a world of creative possibilities. By the end of this book, you’ll have the knowledge and confidence to create all sorts of cool projects using the micro:bit and Blockly.

Notes:

Another random document with no related content on Scribd:

Bain, R. N., translation of fairy tales, 189

Baldwin, Prince, and Daniel the Abbot, 57 seq.

Barlaam and Josaphat, 14

Bátyushkov, 395; translated, viii.

Bazán, E. P., on Russ. literature, x.

Beccaria, 30

Bee, The, Russ. literary collection, 100; English periodical, 272

Beggar-songs, 178, 186 seq.

Benfey’s theory, 20

Bible, its influence on early Russ. literature, 8; in Russian, 11; in historical literature, 15; quoted in literature, 100 seq.; and Iván the Terrible, 121

Biblical Repository, The, of Andover, on Russ. literature, ix.

Bogdanóvich, I. F., at Court, 31; his Psyche, 34, 263; first collector of proverbs, 199; biographical sketch and extracts, 374 seq.

Bohemia, its political status, 3; its ancient literature, 4

Boileau’s influence on Russ. literature, 29, 30, 230

Borrow, G., translations from the Russian, viii.

Bowl-songs, 178, 179

Bowring, Sir John, his translations from the Russian, vii., 178, 242, 291, 306, 379, 392, 395, 398, 422, 429; his imitators, viii.

Boyán, 22, 81

Boyár, 46 (note)

Bradford, Mrs. W., editor of Princess Dáshkov’s Memoirs, 316

Brandes, G., on Russ. literature, x.

Brockes, 378

Bulgaria, its political status, 3; its ancient literature, 4; its language in the Church, 6; in Russia, 7; apocrypha travelling over, 13; its legends, 14

Bylínas, of Vladímir’s cycle, 9 seq.; their development, 21; their relation to the Word, 22

Byzantium’s influence on Russia, 5; Greek tradition, 8; apocrypha in Russia, 13; legends, 14; repression, 22; chronographers, 65

Calilah-wa-Dimnah, 14

Catherine II., and French literature, 29; and comedy, 36; biographical sketch and extracts, 405 seq., and see 28 et passim

Catholic, contamination, 5; religion in Russia, 134

Ceremonial songs, 24

Chanson de Roland, 80

Charms, 178, 188 seq.

Child, Prof. F. J., 20, 163

Christianity, its influence on Russia, 4 seq.

Chronicles, 15

Chrysostom in Russ. literature, 11, 116

Church, its opposition to popular literature, 16, 19, 23, 24; its contact with the West, 17; its reform, 212 seq., 219; union of Churches, 17, 135 seq.

Church fathers, their influence on Russ. literature, 8; and Iván the Terrible, 121

Church-Slavic, its relation to Bulgarian, 7; and see Bulgaria

City songs, 24 seq.

Collections, literary, 11 seq.; of Svyatosláv, 11

Comedy, 36, 211, 272 seq., 308, 311 seq., 342 seq., 370 seq., 397 seq.

Constantinople, in pilgrimages, 14; and see Byzantium

Cox, G., on Russ. literature, ix.

Coxe, W., account of Russ. literature, vii

Curtin, J., on fairy tales, 189

Cyril of Túrov, his sermons, 11, 62 seq.

Cyril and Methodius, preaching in Bulgarian, 6

Dal’s proverbs, 199

d’Alembert, 29, 272

Daniel the Abbot, his feeling of Russ. unity, 3; his pilgrimage, 14; extract, 56 seq.

Daniel the Prisoner, 100 seq.

Danílov, Kírsha, 163

Danílov, M. V., extract from his Memoirs, 269 seq.

Dante, in Servian literature, 4; his Divine Comedy, 13, 96

Dáshkov, Princess, 308; biographical sketch and extract, 316 seq.

Demetrius the Impostor, Sumarókov’s, translated into English, 255

Derzhávin, G. R., at Court, 31; his lyrics, 34; biographical sketch and extracts, 377 seq., and see 33, 241, 272, 358 seq., 405

Destouches, 308

Diderot and Russ. educational system, 29; and see 272, 316

Dietrich, A., Russ. fairy tales, 189

Digenis Akritas, 14

Dmítriev, I. I., his odes, 33; his lyrics, 34; biographical sketch and extracts, 428 seq.

Dole, N. H., his translations from the Russian, x., 50, 379

Dolgorúki, I. M., biographical sketch and extracts, 422 seq.

Dolgorúki, Princess, biographical sketch and extract, 233 seq.

Domostróy, 12, 126 seq., 219

“Double faith,” 16, 19

Drama, 35 seq., 150, 254 seq., 308 seq., 418; and see Comedy

Drone, The, 327

Druzhína, 46 (note)

Dupuy, E., on Russ. literature, x

Eastern Church separated from Rome, 6

Eastman, S. C., translator of Brandes, x.

“Ecstatic” poetry, 33

Edmands, J. L., translator of Vogüé, x.

Edwards, S., on Russ. literature, ix., 306

Elizabeth, Queen, appealed to by King Sigismund, 5

Emerald, The, 11, 100

Émin, F., 327

Encyclopedias on Russ. literature, xi.

English, interest in Russ. literature, vii. seq.; influence on Russ. literature, 30, 36, 291; Masons in Russia, 32

Englishmen, in Moscow, 26; speaking Russian, vii.; reading Platón’s theology, 300

Ermák, 372 seq., 431 seq.

Esop’s fables in Russian, 34

Esprit des Lois, in Russia, 29

Eusebius, 116

F., J. G. A., translation from Lomonósov, 242

Fables, 34 seq.

Fairy tales, 25 seq., 189 seq.

Felítsa, 3, 33, 241, 272, 358 seq.

Feofán, biographical sketch and extracts, 211 seq.; and see 12, 28, 219, 224, 233, 300

Folklore, 18 seq.; bridging chasm, 20; connected with that of Europe and Asia, 21

Folksongs, ix., 177 seq.

Folktales, ix.

Fon-Vízin, D. I., biographical sketch and extracts, 341 seq.; and see 31, 36, 269

Foreign Quarterly Review on Russ. literature, viii.

Foreigners in Moscow, 26

Formalism of Russian life, 12

Franklin, 361

Fraser’s Magazine, Turner on Russ. literature, 224, 242, 272, 379, 429

Free Russia, translations from Russian, x.

French influence on Russ. literature, 29 seq., 34, 230

Gardiner, F. H., translation of Bazán, x.

Gaussen, W. F. A., on Russ. literature, x.

Gellert, in Russian, 34, 306

Geography in ancient Russ. literature, 189

German Suburb, 26

Gílferding, 163

Gillies, R. P., on Russ. literature, viii.

Gógol, 35, 36, 397

Golden Beam, The, 11

Golden Chain, The, 11

Grahame, F. R., ix., 242, 306, 398

Great-Russians of the South, 9, 10;

exterminated by Tartars, 23

Grech, on Russ. literature, viii.

Greek traditions in Byzantium, 8; taught in Russia, 17; treaties with the Greeks, 4

Gribóvski, A. M., biographical sketch and extract, 405 seq.

Griboyédov, 36, 397

Grimm’s mythological theory, 20

Griswold, M. W., bibliography of Russ. literature, x.

Günther, 29

Gundulić, his epic, 4

Hakluyt Society, translation of Nikítin, 111

Haller, 378

Hamartolos, 15

Hansa, 21

Hapgood, Miss I. F., translator of epic songs, 163

Heard, J. A., 233

Hell’s Post, 327

Henningsen, C. F., on Russ. literature, ix.

Herzen, 272, 287

Historical songs, 23, 172

History in Russ. literature, 15, 36 seq., 219 seq.

Hodgetts, E. M. S., translation of fairy tales, 189

Holy Land, visited by Russians, 8, 56 seq.

Holy Virgin’s Descent into Hell, The, 96 seq.

Homer, a Russian, 298

Horace, in Russ. literature, 34, 397

Humour, in translation, x.

Ígor, see Word of Ígor’s Armament

Ilarión, eulogy of Vladímir, 11, 48 seq.

Ilyá of Múrom, 165 seq.; known to the West, 9, 24

Index librorum prohibitorum, 13

Instructions in literature, 12; Catherine’s, 30; Vladímir’s, 11, 50 seq.; Tatíshchev’s, 219

Ipáti manuscript, 71

Isidor, at Council of Florence, 15, 17

Istómin, Karión, 26

Iván the Terrible, 17, 23, 26, 115 seq., 121 seq., 126, 172 seq.

Jacob, gospel of, 13

James, Richard, collector of songs, vii., 23, 130 seq.

Johnson’s Cyclopedia, on Russ. literature, xi.

Journey to Europe in literature, 15

Kámenev, G. P., biographical sketch and extract, 411 seq.

Kantemír, A., biographical sketch and extract, 223 seq.; and see 26, 28, 35, 211

Kapníst, V. V., his lyrics, 34; biographical sketch and extracts, 397 seq.

Karamzín, 34, 36, 255, 395, 418, 428

Khémnitser, I. I., biographical sketch and extracts, 306 seq.;

and see 34

Kheráskov, M. M., biographical sketch and extract, 298 seq.; and see 33

Khorovód, 178

Kíev, metropolis of Russia, 9; its poetic tradition, 10; has no bylínas, 22; chronicle, 15, 71 seq., 80; cycle, 24, 163; its contact with Poland, 6, 12, 33; clergy and scholasticism, 26; intermediary of Western culture, 17

Kiryéevski, 163

Klopstock, 378

Knyazhnín, Y. B., biographical sketch and extracts, 308 seq.; and see 30, 36, 316

Kolyádas, 177 seq.

Kostróv, E. I., biographical sketch and extract, 358 seq.; and see 31

Kotoshíkhin, G., biographical sketch and extracts, 136 seq.; and see 18, 178

Kozítski, G., 326

Kozlóv, 233

Krehbiel, H. E., on popular songs, 178

Krizhánich, Y., biographical sketch and extracts, 134 seq.; and see 15

Krylóv, 34, 306, 429; translated, ix.

Kúrbski, A. M., biographical sketch and extracts, 115 seq.; and see 15, 18

La Fontaine, in Russ. literature, 34, 306, 374

Lamentations, 178, 187

Language, under Peter I., 27

Latin, in the Western Church, 6 seq.; taught in Russia, 17; translations from, 150

Latins, hatred of, 6, 17

Laurentian manuscript, 65

Legends, in ancient Russia, 8; apocryphal, 12 seq.; profane, 14 seq.

Lewis, W. D., his translations from the Russian, viii., 379, 392, 429

Liberation of the serfs, 361

Lineff, Mrs. E., translations of popular songs, 178

Literary coteries, 32

Literature, in Russia, of recent growth, 3 seq.; rarely produced outside the Church, 12; in Slavic countries, 3 seq.

Little-Russians, their characteristics, 9; whence come, 10

Lomonósov, M. V., biographical sketch and extracts, 241 seq.; and see 28, 29, 33, 150, 378, 429

Love songs, 178, 179 seq.

Lowell lectures on Russ. literature, x

Lucidarius in Russia, 8

Ludolf, author of first Russ. grammar, vii.

Luká Zhidyáta, biographical sketch and extract, 44 seq.; his style, 9

Lyrics, in Russ. literature, 34

Maksím the Greek, 116

Malalas, source of history, 15

Marlowe’s Tamerlane in Russian, 26

Martinists, 32, 361

Martinof, J., translator of Tatíshchev, 219

Masons and Russ. literature, 32, 272, 327

Máykov, V. I., biographical sketch and extracts, 263 seq.; and see 34, 374

Medvyédev, 18

Meshchérski, Prince, 375 seq.

Metastasio imitated, 308

Milton’s Paradise Lost translated, 291

Modern Language Association, on fairy tales, 189

Molière in Russia, 26

Montesquieu, 29, 30, 272

More, Sir Thomas, 287

Morfill, W. R., translations from the Russian, ix., x., 130, 172

Moscow, as a political centre, 3, 10; chronicles, 15; its foreign colony, 17; influenced by the West, 17, 26, 33; cycle of songs, 24; et passim

Mozharóvski’s stories of the Fox, 26, 198 seq.

Munro, H. H., translator of the Word, 81

Muravév, M. N., 395 seq.

Músin-Púshkin, A. I., discoverer of the Word, 81

Mysteries and Moralities, 35

Mythological theory of folklore, 20

Naake, J. T., translations of fairy tales, 189

Nekrásov, 233

Neledínski-Melétski, Y. A., his lyrics, 34; biographical sketch and extracts, 392 seq.

Néstor, his style, 9; his chronicle, 15, 41 seq., 50 seq., 65 seq., 71 seq.; its discovery, 81

New Testament apocrypha in Russ. literature, 13

Nibelungenlied, 80

Nicodemus, gospel of, 13

Nikítin, Afanási, his Travel to India, 15, 111 seq.

Nikón’s corrections, 12

Norse, influence in ancient Russia, 4; tradition in Kíev, 9; acquaintance with Ilyá of Múrom, 21, 24; laws, 45

Novels, 36

Nóvgorod, its relations with Germany, 21; cycle of songs, 24, 163; its laconic style, 9, 44 seq.; its chronicles, 15; Domostróy, 126

Nóvikov, N. I., imprisoned, 30; and Catherine, 31 seq.; and the Masons, 32; his satires, 35; his historical investigations, 36; biographical sketch and extracts, 326 seq.

Odes, 33; and see Ecstatic poetry

Odoévski, 362

Ogarév, 362

Old Testament apocrypha in Russ. literature, 13

Olónetsk, bylínas, 10, 22

Opera, 370 seq.

Ossian, in Russ. literature, 358, 418

Otto, F., see Cox, G.

Ovid, in Russian, 27

Ovsén, 177

Oxford, publishing the first Russ. grammar, vii.

Ózerov, V. A., and the tragedy, 36; biographical sketch and extract, 418 seq.

Painter, The, 32, 327

Palæa, 11, 13

Palestine, legends brought from, 14; and see Holy Land

Panin, I., on Russ. literature, x., 355

Panslavism, Krizhánich’s, 135

Paul, Emperor, 321, 328

People, meaning of this term, 18 seq.

Periodicals, satirical, 326 seq.

Peter the Great, ode on his birth, 150 seq.; and the Slavophiles, 4; songs dealing with, 23; and progress, 26 seq.; Shcherbátov’s censures of, 288 seq.;

funeral sermon on, 214; and see 12, 16, 18, 19, 28, 32, 35, 211, 212, 324

Petrarch in Servian literature, 4

Petróv, V. P., biographical sketch and extract, 291; and see 31, 33

Philipps, J. T., translation of Feofán’s work, 211

Physiologus in Russia, 8

Pilgrimages, 14 seq., 56 seq.

Pinkerton, R., translation of Platón, 300; on Russ. proverbs, 200

Platón Levshín, biographical sketch and extract, 300 seq.; and see 12, 328

Poetry, Russian, in English translation, viii., x.

Poland, its political status, 3; its ancient literature, 4; a barrier to Russia, 5; and Kíev, 12, 17; intermediary in folklore, 21; its scholasticism and rhetoric in Russia, 26; its influence on Russ. literature, 33

Political Economy, Pososhkóv’s, 205

Pollen, J., translations from the Russian, x., 379

Poroshín, S. A., biographical sketch and extract, 321 seq.

Pososhkóv, I. T., biographical sketch and extracts, 205 seq.; his diction, vi., 28

Potánin’s theory, 21

Prokopóvich, see Feofán

Pronunciation of Russian, vi., vii.

Prose story in Russ. literature, 25 seq., 36

Proverbs, 199 seq.

Pseudo-classic style, 29, 378

Pugachév’s rebellion, 30

Purse, The, 327

Púshkin, in translation, viii.; reviewed, ix.; and see 34, 255, 379, 411

Pýpin’s works, vi.

Quarterly Review, popular songs, 178; fairy tales, 189; proverbs, 200

Racine, and Russ. literature, 36

Radíshchev, A. N., and English writers, 36; biographical sketch and extract, 361 seq.; and see 30, 32, 272, 327

Ragusa, its literature, 4

Ralston, W. R. S., studies in Russ. literature, ix.; popular songs, 178; fairy tales, 189

Rambler, The, 327

Reform, beginning of, in Russia, 17 seq.

Religious lore, 11 seq.

Robinson, Dr. Ed., see Talvi

Romanists, see Latins

Romantic Movement, 3, 25

Rosicrucians, 32

Rousseau, 272

Russia, rediscovered by the English, vii.; its political greatness, 3; menace to Europe, 5; its aloofness, 5 seq.; its unprogressiveness, 6, 8, 20; its history, by Shcherbátov, 287

Russian Code, 4, 45

Russian language, in America, v.; supplanted by Bulgarian, 7; its composition, 7; perfected by Lomonósov, 241; first grammar of, vii.

Russian literature, not all accessible to English readers, v.; English works on, ix.

Rýbnikov, 163

Rylyéev, viii., 233, 362

S., J. T., translation of Brief Theology, 300

Sadkó the Merchant, in French, 21

St. Petersburg Gazette, 327

Satire, 35

Satirical journals, 31, 326 seq.

Saunders, W. H., translation from the Russian, viii.

Sentimentalism, Karamzín, and, 36

Serapión, his style, 9, 11; biographical sketch and extract, 104 seq.

Sermons, in Russ. literature, 11; and see 44 seq., 62 seq., 104 seq., 300

Servia, its political status, 3; its ancient literature, 4; its legends, 14

Shaw, T. B., translations from the Russian, viii

Shchedrín, 35

Shcherbátov, M. M., biographical sketch and extract, 287 seq.; and see 33, 36, 327

Shibánov, 115

Shuválov, Lomonósov’s letters to, 241 seq.

Sigismund’s appeal to Queen Elizabeth, 5

Simeón of Bulgaria, 11

Simeón Pólotski, biographical sketch and extracts, 149 seq.; and see 18, 26, 34

Slavic, idea, 4; languages in ninth century, 6; language of religion, 6; language, Krizhánich’s, 134; nations, weakness of, 3; scholarship in America, ix.; sources of apocrypha, 13

Slavophiles, 4, 37, 327

Solomon, in Russ. literature, 13, 114

Sophia and the theatre, 26

Spectator, The, 31, 327

Spiritual Testaments, 12, 219

Spiritual Reglement, 211

Spring songs, 178

Stallybrass, J. K., translation of Ode to Deity, 379

Stanley, A. P., translation of Vladímir’s Instruction, 50

Stanley, Dr., on Platón, 300

Stásov’s theory, 21

Sterne in Russ. literature, 36, 361

Sumarókov, A. P., and the drama, 28; his odes, 33; his fables, 34; and the theatre, 36; biographical sketch and extracts, 254 seq.; and see 306, 308, 326, 327, 378

Súzdal chronicle, 15

Svyatosláv’s Collection, 11, 12; his glory sung, 23

Sylvester’s Domostróy, 12, 65, 115, 219

Sylvester, see Néstor

Talmud, legends, 12, 114

Talvi, on Slavic literature, ix.; translations of historical songs, 172; and see 178

Tartars, not alone to be blamed for stagnation, 10; exterminating the Great-Russians of the South, 10, 23; in bylínas, 22; in sermon, 104 seq.; in songs, 172

Tasso, 298

Tatíshchev, V. N., biographical sketch and extract, 218 seq.; and see 15, 26, 36, 211

Tatler, The, 31, 327

Testaments, 50, 205; and see Spiritual Testaments

Theatre, early, in Russia, 26; founded, 255

Thomas, gospel of, 13

Tragedy, 35; and see Drama

Translations, from the Russian, v.; author’s, vi.

Transliterations from Russian, vi.

Tredyakóvski, V. K., biographical sketch and extract, 230 seq.; and see 28, 33, 150, 254, 378

Trojan war, in legend, 14

Turgénev, 36

Turner, C. E., on Russ. literature, x., 224, 242, 272, 379

Unity of Russia, as an idea, 3

University press, 327

Vladímir, his baptism, 65 seq.; eulogy on, 48 seq.; cycle, 9, 22, 24, 163

Vladímir Monomákh’s Instruction, 11, 12, 50 seq., 219

Varyág, see Norse

Vergil, 298

Versailles manners in Russia, 28

Vogüé, E. M. de, on Russ. literature, x.

Volhynia chronicle, 15

Voltaire, 29, 30, 316

Voltairism, 30, 327

Voynich, E. L., translation of Russ. humour, x.

Wahl, O. W., on Russ. literature, ix.

Waliszewski, K., on Russ. literature, x.

Wedding songs, 178, 185 seq.

Westminster Review, Russ. literary biography, viii.; on Russ. literature, viii., x

Wielhorsky, Count, translation of Nikítin, 111 seq.

Wilson, C. T., translations from the Russian, x., 429

Wolkonsky, Prince, on Russ. literature, v., x.

Word of Ígor’s Armament, The, 80 seq.; prose version, 71 seq.; and see vi., 3, 9, 16, 22, 106 seq., 152

Yarosláv’s Code, 4, 9, 45 seq.

Yavórski, Stefán, 28

Yermák, given on p. 172 seq. by oversight for Ermák, q. v.

Young’s Night Thoughts, 378

Zadónshchina, 16, 80, 106 seq.

Zhukóvski, 25 seq.

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