many lil fixes in introduction

3 files changed, 50 insertions, 35 deletions

diff --git a/blueprint.tex b/blueprint.tex
index 6959c23..f7f35b9 100644
--- a/blueprint.tex
+++ b/blueprint.tex
@@ -3,17 +3,18 @@
 \usepackage{salitter}
 \usletterlayout
 
-\usepackage{amsmath}
 \usepackage{mwe}
-\usepackage{csquotes}
-\usepackage{bbold}
+\usepackage{amsmath}
 \usepackage{stix}
 \usepackage{xfrac}
-\usepackage{ulem}
+\usepackage{bbold}
+\usepackage{csquotes}
+\usepackage[normalem]{ulem}
 \usepackage{enumitem}
 
 % fonts
-\coelfont
+\newpxfont
+
 
 % \usepackage{cabin}
 % \newfontfamily{\specialheadersfont}{Cabin}
@@ -24,7 +25,7 @@
 \newcommand{\said}[1]{ % oops
 	\speech{#1}}
 
-\newcommand{\essaytitle}[1]{\textit{#1}}
+\newcommand{\essaytitle}[1]{\uline{#1}}
 
 \newcommand{\gap}{\plainbreak{2}}
 
@@ -84,6 +85,14 @@
 \renewcommand*{\cftpartfont}{\bfseries\scshape}
 \renewcommand*{\cftchapterfont}{\normalfont}
 \renewcommand*{\cftsectionfont}{\itshape}
+% \setlength\beforechapskip{10pt}
+\renewcommand*{\chapterheadstart}{\vskip 1pt}
+
+
+\setlist{itemsep=3pt}
+\setlist{parsep=0pt}
+\setlist{topsep=3pt}
+\setlist{leftmargin=1cm}
 
 % Title
 \thispagestyle{empty}
@@ -111,9 +120,10 @@
 
 \photopage{img/creep}{Henry Flynt presents "Creep" lecture in Adam Hovre upper common room, Harvard University, May 15, 1962}{Tony Conrad}
 
-
 \input{essays/introduction.tex}
 
+\clearpage
+
 \tableofcontents*
 
 \clearpage
@@ -128,13 +138,13 @@
 \input{essays/philosophy_proper.tex}
 
 \part{Esthetics}
-\input{extra/general_acognitive_culture.tex}
+% \input{extra/general_acognitive_culture.tex}
 \input{essays/down_with_art.tex}
 \input{essays/art_or_brend.tex}
 \input{essays/letters.tex}
-\input{extra/poem_1.tex}
-\input{extra/poem_4.tex}
-\input{extra/philosophy_of_concept_art.tex}
+% \input{extra/poem_1.tex}
+% \input{extra/poem_4.tex}
+% \input{extra/philosophy_of_concept_art.tex}
 
 \part{Para-science}
 \input{essays/dissociation_physics.tex}
@@ -146,7 +156,7 @@
 \input{essays/energy_cube1966.tex}
 \input{essays/energy_cube1961.tex}
 \input{essays/concept_art.tex}
-\input{extra/structure_art_pure_mathematics.tex}
+% \input{extra/structure_art_pure_mathematics.tex}
 \input{essays/perception_dissociator.tex}
 \input{essays/exercise_awareness_states.tex}
 \input{essays/mock_risk_games.tex}
diff --git a/essays/introduction.tex b/essays/introduction.tex
index 73c36ef..cdabc4b 100644
--- a/essays/introduction.tex
+++ b/essays/introduction.tex
@@ -31,14 +31,14 @@ I chose fundamental philosophy as my primary subject of investigation.
 Society presses me to accept all sorts of beliefs. At one time it would have 
 pressed me to believe that the earth was flat; then it reversed itself and 
 demanded that I believe the earth is round. The majority of Americans still 
-consider it "necessary" to believe in God; but the Soviet government has 
+consider it \enquote{necessary} to believe in God; but the Soviet government has 
 managed to function for decades with an atheistic philosophy. Thus, which 
 beliefs should I accept? My analysis is presented in writings entitled 
 \essaytitle{Philosophy Proper}, \essaytitle{The Flaws Underlying Beliefs}, and 
 \essaytitle{Philosophical Aspects of Walking Through Walls}. 
-The question of whether a given belief is valid 
-depends on the issue of whether there is a realm beyond my "immediate 
-experience." Does the Empire State Building continue to exist even when I 
+The question of whe\-ther a given belief is valid 
+depends on the issue of whether there is a realm beyond my \enquote{immediate 
+experience.} Does the Empire State Building continue to exist even when I 
 am not looking at it? If such a question can be asked, there must indeed be 
 a realm beyond my experience, because otherwise the phrase 'a realm 
 beyond my experience' could not have any meaning. (Russell's theory of 
@@ -60,7 +60,7 @@ nonsense, and their negations are nonsense also.
 The important consequence of my philosophy is the rejection of truth 
 as an intellectual modality. I conclude that an intellectual activity's claim to 
 have objective value should not depend on whether it is true; and also that 
-an activity may perfectly weil employ false statements and still have 
+an activity may perfectly well employ false statements and still have 
 objective value. I have developed activities which use mental capabilities that 
 are excluded by a truth-oriented approach: descriptions of imaginary 
 phenomena, the deliberate adoption of false expectations, the thinking of 
@@ -68,7 +68,7 @@ contradictions, and meanings which are reversed by the reader's mental
 reactions; as well as illusions, the deliberate suspension of normal beliefs, and 
 phrases whose meaning is stipulated to be the associations they evoke. It 
 must be clear that these activities are not in any way whatever a return to 
-pre-scientific trrationalism. My philosophy demolishes astrology even more 
+pre-scientific irrationalism. My philosophy demolishes astrology even more 
 than it does astronomy. The irrationalist is out to deceive you; he wants you 
 to believe that his superstitions are truths. My activities, on the other hand, 
 explicitly state that they are using non-true material. My intent is not to get 
@@ -82,13 +82,13 @@ value; its value is claimed to be entertainmental or amusemental. What about
 art whose justification is simply that people like it? Consider things which 
 are just liked, or whose value is purely subjective. I point out that each 
 individual already has experiences, prior to art, whose value is purely 
-subjective. (Call these experiences "brend.") The difference between brend 
+subjective. (Call these experiences \term{brend.}) The difference between brend 
 and art is that in art, the thing valued is separated from the valuing of it and 
 turned into an object which is urged on other people. Individuals tend to 
 overlook their brend, and they do so because of the same factors which 
 perpetuate art. These factors include the relation between the socialization 
 of the individual and the need for an escape from work. The conditioning 
-which causes one to venerate "great art" is also a conditioning to dismiss 
+which causes one to venerate \enquote{great art} is also a conditioning to dismiss 
 one's own brend. If one can become aware of one's brend without the 
 distortion produced by this conditioning, one finds that one's brend is 
 superior to any art, because it has a level of personalization and originality 
@@ -115,29 +115,29 @@ prestige; and it offers instant rewards to people who wish to play the game.
 What is innovation in modern art? You take a poem by Shelly, cut it up into 
 little pieces, shake the pieces up in a box, then draw them out and write 
 down whatever is on them in the order in which they are drawn. If you call 
-the result a "modern poem," people will suddenly be awed by it, whereas 
+the result a \enquote{modern poem,} people will suddenly be awed by it, whereas 
 they would not have been awed otherwise. This sort of innovation is utterly 
 mechanical and superficial. When artists incorporate scientific references in 
 their products, the process is similarly a mechanical, superficial 
 amalgamation of routine artistic material with current gadgets. 
 
 Now there may be some confusion as to what the difference is between 
-the products which result from this attempt to "save" art, and activities in 
+the products which result from this attempt to \enquote{save} art, and activities in 
 the intellectual modality which I favor. There may be a tendency to confuse 
 activities which are neither science nor art, but have objective value, with art 
-products which are claimed to be "scientific" and therefore objectively 
+products which are claimed to be \enquote{scientific} and therefore objectively 
 valuable. To dispel this confusion, the following questions may be asked 
 about art products. 
-\begin{enumerate}
+\begin{enumerate}[itemsep=3pt, parsep=0pt, topsep=3pt, leftmargin=1cm]
 \item If the product were not called art, would it immediately be seen to be 
-worthless? Does the product rely on artistic institutions to "carry" it? 
+worthless? Does the product rely on artistic institutions to \enquote{carry} it? 
 
 \item Suppose that the artist claims that his product embodies major scientific 
 discoveries, as in the case of a ballet dancer who claims to be working in the 
 field of antigravity ballet. If the dancer really has an antigravity device, 
 why can it only work in a ballet theater? Why can it 
 only be used to make dancers jump higher? Why do you have to be able to 
-perform "Swan Lake" in order to do antigravity experiments? 
+perform \enquote{Swan Lake} in order to do antigravity experiments? 
 \end{enumerate}
 To use a phrase from medical research, I contend that a real scientist would seek to 
 isolate the active principle---not to obscure it with non-functional mumbo-jumbo. 
@@ -167,9 +167,9 @@ must have objective value. The activity must provide one with something
 which is useful irrespective of whether one likes it; that is, which is useful 
 independently of whether it produces emotional gratification. 
 
-We can now consider the following principle. "spontaneously and 
+We can now consider the following principle. \enquote{spontaneously and 
 without any prompting to sweep human culture aside and to carry out 
-elaborate, completely self-justifying activities." Relative to the social context 
+elaborate, completely self-justifying activities.} Relative to the social context 
 of the individual's activities, this principle is absurd. We have no reason to 
 respect the eccentric hobbyist, or the person who engages in arbitrary 
 antisocial acts. If an action is to have more than merely personal significance, 
@@ -180,9 +180,9 @@ correctly, because it becomes necessary to invent ends as well as means. The
 activity must provide an objective value, but this value will no longer be 
 standardized. 
 
-The modality I favor is best exemplified by \essaytitle{Energy Cube Organism},
+The modality I favor is best exemplified by \essaytitle{Energy Cube Org\-an\-ism},
 \essaytitle{Concept Art}, and the \essaytitle{Perception-Dissociator Model}. 
-\essaytitle{Energy Cube Organism} is a perfect example of ideas such that the very 
+\essaytitle{Energy Cube Org\-an\-ism} is a perfect example of ideas such that the very 
 possibility of thinking them is a significant phenomenon. It is also a perfect example of an 
 activity which is useful irrespective of whether it provides emotional 
 gratification. It combines the description of imaginary physical phenomena 
@@ -193,7 +193,7 @@ outside itself.
 
 \essaytitle{Concept Art}\footnote{published in An Anthology ed. LaMonte Young, 1963}
 uses linguistic expressions which are changed by the reader's mental 
-reactions. It led to \essaytitle{Post-Formalism in Constructed Memories}, and this led 
+reactions. It led to \essaytitle{Post-Formalism in Constructed Mem\-or\-ies}, and this led 
 in turn to \essaytitle{Subjective Propositional Vibration}.
 
 The \essaytitle{Perception-Dissociator Model}\footnote{published in I-KON, Vol. 1, No. 5} 
@@ -220,7 +220,7 @@ we have when we suffer certain perceptual illusions. These illusions enable us
 to imagine certain logical impossibilities just as clearly as we imagine the 
 logically possible. The monograph models the content of these illusions to 
 obtain a system of logic in which some (but not all) contradictions are 
-"admissible." The theory investigates the implications of admitting some 
+\enquote{admissible.} The theory investigates the implications of admitting some 
 contradictions for the admissibility of other contradictions. A theory of 
 many-valued numbers is also presented. 
 
@@ -228,7 +228,7 @@ The \essaytitle{Perception-Dissociator Model} led to
 \essaytitle{The Perception-Dissociation of Physics.} Again, here is an essay whose 
 significance lies in the very possibility of thinking the ideas at all. The essay 
 defines a change in the pattern of experience which would make it 
-impossibie for physicists to "construct the object from experience." Finally, 
+impossible for physicists to \enquote{construct the object from experience.} Finally, 
 \essaytitle{Mock Risk Games} is the activity which involves the deliberate adoption of 
 false expectations. It is on the borderline of the intellectual modality which I 
 favor, because it seems to me to have objective value, and yet has not 
@@ -236,7 +236,7 @@ generated a series of applications as the other activities have.
 
 To summarize my general outlook, truth and art are discredited. They 
 are replaced by an intellectual modality consisting of non-true activities 
-having objective value, together with cach individual's brend. Consider the 
+having objective value, together with each individual's brend. Consider the 
 individual who wishes to go into my intellectual modality. What is the 
 significance to him of the academic world, professional occupations, and the 
 business of scholarships, fellowships, and grants? From the perspective of 
@@ -249,6 +249,6 @@ I advocate. The categories of thought which are obligatory in the official
 intellectual world and the media are categories in which my outlook cannot 
 be conceived. And here is where the creep practices mentioned at the 
 beginning of this essay become important. Isolation from society is 
-presumably not inherent in my intelectual modality; but under present 
+presumably not inherent in my intellectual modality; but under present 
 social conditions isolation is a prerequisite for its existence. 
 
diff --git a/salitter.sty b/salitter.sty
index 13a94aa..2bdcd39 100644
--- a/salitter.sty
+++ b/salitter.sty
@@ -66,6 +66,11 @@
     \let\oldnormalfont\normalfont
     \def\normalfont{\oldnormalfont\mdseries}}
 
+% ---- font (newpx)
+
+\newcommand{\newpxfont}[0]{
+    \usepackage[T1]{fontenc}
+    \usepackage{newpxtext}}
 
 % ---- metadata for a title page