V4 Literature p 3 and 4 2024 25
ENGLISH LITERATURE
VWO 4: The Enlightenment and the Romantic Period
V4 Literature p 3 and 4 2024 25
ENGLISH LITERATURE
VWO 4: The Enlightenment and the Romantic Period
Course Instruction
We will spend the majority of our time on the contents of this reader. During the test week you will be tested on both your ability to reproduce knowledge about the literary periods, as well as your ability to apply this knowledge in answering questions on new texts.
Daniel Defoe's Robinson Crusoe
INTRODUCTION
1. What is literature?
2. Why is literature produced in the first place?
3. Why do people read literature and what should it do for us?
The Enlightenment (approx. 1680 - 1820)
The Enlightenment was an intellectual movement that emerged in Europe in the 17th and 18th centuries. It was characterized by a focus on reason, empirical science, and individualism, and it marked a significant shift away from traditional religious and political institutions. It emerged in the wake of the scientific revolution and was influenced by thinkers such as Galileo, Descartes, and Newton, who championed the power of reason and empirical observation. A notable event marking the beginning of the enlightenment was the founding of The Royal Society, formally The Royal Society of London for Improving Natural Knowledge in 1660 in London.
Example 1: A shift in thinking about Criminal Justice
One of the key figures in this shift was Cesare Beccaria, an Italian philosopher who wrote the influential book "On Crimes and Punishments" in 1764. Beccaria argued that punishment should be based on the principle of deterrence, rather than retribution or vengeance. He believed that the severity of punishment should be proportional to the crime committed, and that punishment should be designed to deter future criminal behavior, rather than simply to punish the offender.
Beccaria's ideas had a profound impact on criminal justice systems throughout Europe and the United States. They helped to create a more rational and scientific approach to crime and punishment, and paved the way for the development of modern criminology and forensic science.
Example 2: A shift in thinking about childhood
During the Enlightenment, there was a significant shift in the way childhood was viewed and understood. Before the Enlightenment, childhood was generally seen as a period of life to be endured rather than enjoyed. Children were expected to work and contribute to the family's economic well-being, and there was little recognition of childhood as a distinct phase of development.
However, Enlightenment thinkers such as Jean-Jacques Rousseau challenged these traditional attitudes towards childhood, arguing that children should be allowed to develop naturally and without excessive intervention. In his influential book "Emile, or On Education" (1762), Rousseau argued that children should be allowed to explore their environment and learn through play, rather than being forced to conform to adult expectations.
Example 3: Role of women (feminism)
During the Enlightenment in Britain, there was a notable shift in thinking about the role of women in society. Traditional views of women as confined to domestic spheres began to be challenged, and discussions on the importance of education and women's rights gained traction. One such advocate was Mary Wollstonecraft, an influential writer and philosopher. In her groundbreaking work, "A Vindication of the Rights of Woman," published in 1792, Wollstonecraft argued for the equality of women and men in terms of education and social opportunities. She stated, "I do not wish them [women] to have power over men; but over themselves." Wollstonecraft's powerful words encapsulate the growing belief in the Enlightenment era that women deserved equal rights and autonomy, paving the way for future advancements in women's rights.
Assignment
In writing,
explain what aspects of the enlightenment this painting depicts. If you can, refer to example two on page 5 (75 words): A shift in thinking about childhood.
minute
second
Joseph Wright of Derby's A Philosopher Lecturing on the Orrery (1766) vividly portrays several key aspects of the Enlightenment, a period defined by the emphasis on reason, scientific exploration, and the quest for knowledge. In this painting, the philosopher is shown teaching an audience about the orrery, a mechanical model of the solar system, highlighting the Enlightenment's focus on scientific discovery and the intellectual excitement surrounding new technological advancements.
The dramatic lighting and the philosopher’s engagement with the audience suggest the Enlightenment's belief in the power of education to enlighten society. The group of students, including a child, symbolizes the widespread desire for knowledge to be accessible across all levels of society. The use of light to illuminate the orrery reflects the metaphor of "enlightenment," where knowledge and reason are seen as sources of illumination in a previously darkened world. The depiction of the orrery itself is a symbol of the period's fascination with the scientific method and rational understanding of the universe.
Joseph Wright of Derby's painting "A Philosopher Lecturing on the Orrery" (1766) is rich with Enlightenment themes.
1. Scientific Inquiry and Rationalism:
- The central focus of the painting is the orrery, a mechanical model of the solar system. This represents the Enlightenment's emphasis on science, reason, and empirical evidence.
- The philosopher, akin to a scientist or teacher, is demonstrating the workings of the universe, highlighting the importance of understanding natural laws through observation and study.
2. Education and Knowledge Dissemination:
-The scene shows a diverse group of people, including children and adults, gathered to learn. This reflects the Enlightenment belief in the spread of knowledge and education to all segments of society.
- The inclusion of various age groups suggests a democratization of knowledge, indicating that enlightenment is for everyone, not just the elite.
- The dramatic use of light and shadow, especially the illumination from the orrery itself, symbolizes the light of knowledge dispelling the darkness of ignorance.
Joseph Wright of Derby's painting "A Philosopher Lecturing on the Orrery" (1766) is rich with Enlightenment themes.
3. Human Curiosity and Wonder:
- The expressions of the onlookers, ranging from curiosity to awe, capture the Enlightenment spirit of inquiry and the quest for understanding the natural world.
- The dramatic use of light and shadow, especially the illumination from the orrery itself, symbolizes the light of knowledge dispelling the darkness of ignorance.
4. Technological Progress:
- The orrery is a sophisticated piece of technology for its time, symbolizing the advancements in engineering and mechanics that were central to the Enlightenment.
- The detailed depiction of the orrery demonstrates a celebration of human ingenuity and progress.
5. Secularism and Humanism:
- The focus on a scientific instrument rather than a religious or mythological subject points to the Enlightenment's shift towards secularism and human-centered understanding of the world.
- The philosopher assumes a role similar to that of a priest or prophet, but his "religion" is that of science and reason.
These elements combined convey a powerful message about the values and priorities of the Enlightenment era, emphasizing the pursuit of knowledge, the importance of education, and the triumph of reason over ignorance.
3.3 The Enlightenment: Literature
The Puritan readers wanted their novels to be:
• relatable, so featuring middle-class characters
• seemingly real (verisimilitude)
• depicting truthful, hardworking & self-reliant characters
• centered around a clear moral message
Finally, we should note that satire was a dominant genre during the literature of the neoclassical period. Satire – perhaps in line with Puritanism – sought to lay bare the shortcomings of society, criticizing, for example spiritually corrupt clergy or ineffective and immoral politicians.
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3.4 The Life and Adventures of Robinson Crusoe by Daniel Defoe
"Robinson Crusoe" is a classic novel by Daniel Defoe published in 1719. The story follows the adventures of Crusoe, a young Englishman who becomes stranded on a deserted island after a shipwreck. Alone and resourceful, he must learn to survive, overcome challenges, and establish a life for himself. Through his encounters with nature, isolation, and native inhabitants, Crusoe reflects on themes of self-reliance, religion, colonialism, and the human condition. The novel is considered a classic of adventure literature and is known for its exploration of individualism and the triumph of the human spirit in the face of adversity. Finally, it contains a clear moral lesson and as a whole the narrative can be read as an allegory for an individual’s spiritual journey towards a personal communion with God.
Questions before Reading
1. Have you ever felt truly alone?
2. If you could choose three items, what would you bring to a deserted island?
3. Have you ever kept a journal?
4. Have you ever killed, prepared and eaten an animal?
How does the title page illustrate the verisimilitude favoured by puritan readers?
Crusoe has a choice between hiding and hoping to go unnoticed, and attack.
He is black, so he is inferior.
In this excerpt from Robinson Crusoe, the protagonist, Crusoe, is suffering from a severe fever and is extremely weak. He is desperate for water but unable to get any, so he prays for mercy from God, though he feels disconnected and unaware of how to pray effectively. In a state of delirium, he experiences a terrifying dream in which a fiery, intimidating figure threatens to kill him for his lack of repentance. This dream causes him to reflect on his past life and his rebellion against his father’s advice, which he now recognizes as a rejection of divine guidance. Crusoe recalls how, throughout his previous misfortunes, he never considered his troubles as divine punishment or thought about God’s role in his life. Even when he was saved from shipwrecks or perilous situations, he remained indifferent to God’s mercy. It isn’t until he falls ill on the island, facing the prospect of death, that his conscience awakens. He begins to see his suffering as a result of his sinful actions, and for the first time in years, he prays, acknowledging that he is suffering due to his rejection of his father’s wise counsel and the consequences of his past choices. This prayer marks a turning point for Crusoe, as he starts to reflect on the deeper meaning of his isolation and suffering.
Appendix 2: glossary
--> The speaker of a poem, not necessarily the poet.
--> The use of the same letter or sound at the beginning of words that are close together, as in sing a song of sixpence
Appendix 2: glossary
Metaphor: a word or phrase used to describe somebody/something else, in a way that is different from its normal use, in order to show that the two things have the same qualities and to make the description more powerful, for example She has a heart of stone; the use of such words and phrases. (oxfordlearnersdictionary.com)
Mood: as a literary device, mood refers to the emotional response that the writer wishes to evoke in the reader through a story. This response can range anywhere from feelings of calm, fear, anger, or joy depending on the literary work. (literary devices.net)
Rhyme scheme: the pattern of rhyming words at the end of lines in a poem, typically represented using letters in alphabetical order to indicate the rhyme pattern, such as AABB or ABAB in which every new sound is represented by the next letter in the alphabet.
3. What is the rhyme scheme?
The rhyme scheme of To His Coy Mistress is couplet rhyming with iambic tetrameter. The poem follows a consistent pattern of AABB for the most part, with occasional variations. This regular rhyme scheme mirrors the logical structure of the speaker's argument.
An iamb is a metrical foot made up of two syllables: the first is unstressed, and the second is stressed. The word "tetrameter" simply means that there are four feet in the line - four iambic feet. An iambic tetrameter is a line comprising four iambs, defined by accent. The scheme is thus:
x / x / x / x / e.g. "Love you ten years before the Flood"
"Love you ten years before the Flood"
In this line:
Love you (iamb: unstressed, stressed)
ten years (iamb: unstressed, stressed)
before (iamb: unstressed, stressed)
the Flood (iamb: unstressed, stressed)
There are four iambs, making the line tetrameter (tetra meaning four, so four iambs in the line). The rhythm goes like this:
da-DUM da-DUM da-DUM da-DUM
This creates a smooth, rhythmic flow typical of iambic tetrameter.
4. Who is the poetic speaker?
The poetic speaker in the poem is a man who is trying to persuade his "coy mistress" (a woman who is hesitant or reluctant to engage in a romantic relationship) to act on their desires and make love with him. He is a lover who argues for the urgency of love in the face of time's brevity and mortality.
2. "Time’s wingèd chariot" (line 22)
• Metaphor: "Time’s wingèd chariot" represents the rapid, unstoppable passage of time, moving quickly like a chariot with wings.
• Meaning: Time is depicted as a chariot speeding toward them, symbolizing how quickly life and youth pass. The metaphor emphasizes the urgency of seizing the moment because time is rushing toward them, and they cannot stop it.
6. "Your quaint honour turn to dust" (line 29)
• Metaphor: "Quaint honour" refers to the mistress’s reputation or her chastity, and "turn to dust" suggests the complete destruction of that honor in death.
• Meaning: The speaker argues that the mistress’s efforts to maintain her "honour" (such as preserving her chastity) will ultimately be meaningless after death, as everything turns to dust. This metaphor emphasizes the fleeting nature of life and reputation.
10. "Let us sport us while we may" (line 37)
• Metaphor: "Sport" here is a metaphor for enjoying life and love. It evokes the idea of playful, carefree activity.
• Meaning: The speaker urges the mistress to take advantage of their time together and enjoy love and pleasure before it’s too late. The metaphor of "sport" emphasizes the idea of seizing the moment and making the most of their time.
14. "Thus, though we cannot make our sun / Stand still, yet we will make him run" (l 45-46)
• Metaphor: "Sun" is a metaphor for time or life, which rises and sets, symbolizing the passage of time.
• Meaning: The speaker acknowledges that they cannot stop time ("make our sun stand still"), but they can choose to live fully and passionately, making time seem to move faster or more joyously ("make him run"). The metaphor emphasizes the urgency of living life to the fullest despite the inevitability of time passing.
( "And tear our pleasures with rough strife / Through the iron gates of life" (lines 43-44) )
• Alliteration: The repetition of the "r" and “f” sound in "rough" and "strife".
• Explanation: The harsh "r" sound emphasizes the struggle and intensity of the speaker’s proposed actions, underscoring the passionate pursuit of pleasure despite life's obstacles.
3.6 Pride and Prejudice by Jane Austen, 1813
Questions before reading:
1. What are some of the social and cultural conventions and norms that govern your behaviour?
2. What do you know about the role of women during the early 17th century?
Example answers:
1. What are some of the social and cultural conventions and norms that govern your behaviour?
Social and cultural conventions and norms vary depending on the specific time period, place, and social group. For instance, in modern Western societies, some social norms include expectations around politeness, respect for others' personal space, and the use of technology in communication. Cultural norms might involve respecting cultural traditions, such as holidays, eating habits, or dress codes for particular occasions. Other behaviors are often influenced by ideas of gender roles, family dynamics, or professional conduct, which might change depending on social expectations.
2. What do you know about the role of women during the early 19th century?
In the early 19th century, especially in Europe, women's roles were generally confined to domestic life and limited by societal expectations. Women were often expected to marry and bear children, with their roles primarily centered around maintaining the household, managing family matters, and supporting their husbands. Social and legal restrictions were common, such as a lack of property rights and limited access to education, especially for women of lower social classes.
In more affluent or noble families, women were sometimes educated to a higher standard, but their primary roles still focused on supporting their families, often through managing estates, making social alliances, and sometimes participating in charity work. Women were expected to be virtuous, modest, and chaste, while their value was often tied to their relationships with men (fathers, brothers, husbands).
In literature, the role of women was often depicted in terms of their relationships with men or their roles within marriage and the family. Patriarchal values marked the period, and women's independence or desire for more agency was often a subject of tension and conflict.
Jane Austen
1775-1817
Focused on practical social issues
Importance of love and common sense
Elegant style with wit and humour
Pride and Prejudice
Mr Darcy and Elizabeth Bennett
Pride and Prejudice reflects the social norms and expectations of the early 19th century, particularly in terms of marriage, class, and gender roles. The novel critiques and satirizes these social conventions while still conforming to the general themes of courtship and class dynamics prevalent at the time.
Opening lines
The opening lines are about the situation of marriageable women and men in the higher social circles in the early 19th century, and also the problem of the parents of marriageable women.
In the early 19th century, marriage was often a woman's primary means of financial security and social standing. Women of marriageable age faced pressure to secure a good match, typically with a wealthy, socially respectable man, since their prospects were limited without such a marriage.
Parents of unmarried women, especially those with little wealth, were deeply concerned about their daughters' futures. Without substantial dowries or advantageous marriages, daughters were at risk of being left with limited social status and financial security, forcing parents to prioritize finding suitable husbands for them.
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Answer the following questions on Jane Austen's novel Pride & Prejudice chapter 1
1. What are Mr. and Mrs. Bennet discussing?
2. In your opinion, has Jane Austen succeeded in breathing life into these characters, in other words, do they come across as real people to you?
3. Can you read this as a comedy, is there humour? Explain.
1. What are Mr. and Mrs. Bennet discussing?
Mr. and Mrs. Bennet are discussing the arrival of a wealthy young man, Mr. Bingley, who has rented Netherfield Park. Mrs. Bennet is eager to know more about him and hopes that he will marry one of their daughters, particularly seeing this as an opportunity for securing a good match for one of them. She is anxious for Mr. Bennet to visit him, while Mr. Bennet remains indifferent and sarcastic about the idea. Their discussion centers on this potential match and their hopes for their daughters' futures.
2. In your opinion, has Jane Austen succeeded in breathing life into these characters, in other words, do they come across as real people to you?
Yes, Jane Austen has certainly succeeded in making the characters of Mr. and Mrs. Bennet come across as real people. Through their dialogue and behavior, their personalities are vividly depicted. Mrs. Bennet’s obsession with securing marriages for her daughters and her constant nervous energy give her a somewhat frivolous and anxious character. Mr. Bennet’s wit, sarcasm, and detachment show a man who is not easily moved by his wife’s frantic concerns, and his humor reveals a certain emotional distance from her. Their interactions feel genuine and relatable, illustrating the dynamics of a married couple with distinct personalities and priorities.
3. Can you read this as a comedy, is there humour? Explain.
Yes, this passage can be read as a comedy, and there is certainly humor present. The humor in the dialogue comes from the playful sarcasm and wit between Mr. and Mrs. Bennet. For example, Mr. Bennet's sarcastic comment about his wife’s nerves, "I have a high respect for your nerves. They are my old friends," adds an element of dry humor to the scene. Additionally, Mrs. Bennet’s exaggerated anxiety about the arrival of Mr. Bingley and her fixation on getting one of her daughters married provide a comedic portrayal of a mother whose concerns are somewhat overblown and misguided. The contrast between the characters' attitudes toward Mr. Bingley — with Mrs. Bennet eager to know everything about him and Mr. Bennet’s indifference — adds to the comedic tension, as their different approaches to the same subject create an amusing dynamic.
Answer the following questions on Jane Austen's novel Pride & Prejudice chapter 34
1. In which ways does Elizabeth assert her agency? --> verwijst naar het vermogen van een persoon om haar eigen keuzes te maken en haar lot te bepalen, in plaats van passief te zijn of door anderen gecontroleerd te worden.
2. Does Elizabeth defer to Mr. Collins? Explain.
3. If you were the judge of the debate between Mr. Collins and Elizabeth, who would you say had won the debate and why?
1. In which ways does Elizabeth assert her agency?
Elizabeth asserts her agency in making her own choices regarding marriage and relationships, maintains her independence and does not let herself be guided by the expectations of others. She chooses to go against conventions and refuses to accept marriages that do not align with her values or desires.
Her refusal to marry Mr. Darcy is significant because it demonstrates her independence, ability to make decisions based on her judgment, and resistance to societal pressure.This rejection also foreshadows Elizabeth’s future willingness to stand up for her beliefs, even if they go against the grain of societal norms, such as her critique of Mr. Darcy and her insistence on marrying him for love rather than convenience.
She rejects Mr. Darcy’s proposal with strong conviction and clarity, refusing to be swayed by his wealth, status, or arrogant manner of confessing his love.
She actively expresses her feelings, exposing his faults and how he has wronged her and her family. Furthermore, she speaks her mind openly about Mr. Darcy’s actions, including his interference in Jane’s relationship and his mistreatment of Mr. Wickham.
Elizabeth does not let Darcy’s position of power intimidate her or force her into submission; instead, she firmly stands by her beliefs, asserting her independence and self-respect. Her rejection of Darcy’s proposal is a clear expression of her agency, as she does not feel compelled to accept a marriage proposal from someone whom she finds morally flawed and personally repellent.
Not in this excerpt:
Mr. Collins, having proposed to Elizabeth, believes that she should accept him because marriage to him would be a good match and a practical solution for her family’s future. However, Elizabeth firmly rejects him, despite his pressure and the social norms of the time, which would typically expect her to accept the proposal for financial and social stability. She refuses to marry someone she does not love, even though it might make her life easier in some ways.
2. Does Elizabeth defer to Mr. Collins? Explain.
No, Elizabeth does not defer to Mr. Collins. She actively resists his advances and refuses his marriage proposal, despite his persistence and the pressure he places on her. Mr. Collins, with his flattery and reliance on Lady Catherine's advice, expects Elizabeth to accept his offer out of duty and social expectation. However, Elizabeth is resolute in her decision, clearly stating that she cannot marry him, as she does not love him. Even when Mr. Collins insists, Elizabeth remains firm, demonstrating that she will not be swayed by his status, his connection to Lady Catherine, or his wealth. In rejecting him, she displays her independence and strength of character, choosing her personal feelings over societal convention or familial pressure.
3. If you were the judge of the debate between Mr. Collins and Elizabeth, who would you say had won the debate and why?
Example answer:
If I were the judge of the debate between Mr. Collins and Elizabeth, Elizabeth would undoubtedly be the winner. Mr. Collins is overly concerned with formalities, titles, and social expectations, which leads him to ignore Elizabeth’s personal feelings and desires. He proposes marriage in a manner completely devoid of genuine emotion or consideration of her wishes. When Elizabeth rejects him, he is surprised and condescending, trying to convince her that her objections are based on misguided or temporary reasons. However, Elizabeth maintains her stance with dignity and reason, calmly explaining that she cannot marry someone she does not love, no matter his wealth or connections. She clearly articulates her objections without resorting to hostility, while Mr. Collins is dismissive of her feelings and cannot engage in a true dialogue. Elizabeth’s ability to assert herself, communicate her desires clearly, and stay firm in her decision without succumbing to Mr. Collins' pressures wins the "debate." Her rejection of him is rooted in genuine personal conviction, while his response is rooted in pride and social convention. Thus, Elizabeth demonstrates a far greater understanding of self and autonomy.
The novel challenges stereotypes regarding the role of women in the early 19th century by portraying women, particularly Elizabeth Bennet, as independent thinkers who question societal norms. Elizabeth refuses to marry purely for wealth or status, instead seeking love and respect, thus defying the conventional expectation that women should prioritize marriage for security over personal fulfillment.
3.7 Questions for
Reflection and
Understanding
1. Why is the Enlightenment called the Enlightenment?
The Enlightenment is called so because it was a period during the 17th and 18th centuries when people sought to "enlighten" themselves through reason, science, and intellectual growth. It was a time when traditional beliefs and systems of authority, such as the monarchy and the church, were challenged in favour of individual rights, rational thought, and empirical evidence. The term "enlightenment" implies the idea of shedding light on ignorance, superstition, and tyranny, promoting knowledge, understanding, and progress.
2. Find information on Galileo, can you explain how he can be said to have influenced Enlightenment thinking?
Galileo Galilei (1564–1642) was an Italian scientist and astronomer whose work played a key role in the Scientific Revolution, which in turn influenced the Enlightenment. Galileo's support of the heliocentric model (the idea that the Earth orbits the Sun) challenged the Church's geocentric view (the idea that the Earth was at the center of the universe). Through his development of the telescope, he made groundbreaking observations that reinforced the importance of empirical evidence and experimentation. Galileo's emphasis on observation and reason over tradition was a key influence on Enlightenment thinkers, who valued rational thought, the scientific method, and the questioning of authority.
In 1632, Galileo published his book Dialogue Concerning the Two Chief World Systems, which advocated for the heliocentric theory. This led to his trial by the Roman Catholic Inquisition in 1633. Galileo was found guilty of heresy, primarily for teaching that the Earth moves around the Sun, which was considered a challenge to the Church's authority and interpretation of scripture.
He was forced to recant his views, and he was sentenced to house arrest for the remainder of his life. Although Galileo was not physically tortured or executed, the trial and its outcome had a significant impact on his reputation and intellectual freedom.
It wasn't until 1992 that the Catholic Church officially acknowledged its error in condemning Galileo, and in 2000, Pope John Paul II expressed regret for how Galileo had been treated.
He was forced to recant his views, and he was sentenced to house arrest for the remainder of his life. Although Galileo was not physically tortured or executed, the trial and its outcome had a significant impact on his reputation and intellectual freedom.
It wasn't until 1992 that the Catholic Church officially acknowledged its error in condemning Galileo, and in 2000, Pope John Paul II expressed regret for how Galileo had been treated.
3. Based on the short introduction to the Enlightenment, what assumptions could you make about the preceding era(s)?
The preceding eras, particularly the Medieval period and the Renaissance, were marked by a strong reliance on religious authority, superstition, and traditional beliefs. During the Medieval period, the Catholic Church had a significant influence on intellectual life, and the Renaissance, though a time of rediscovery of classical knowledge, still retained much of the influence of the church and monarchies. The Enlightenment marked a shift away from these constraints toward an emphasis on reason, individualism, and scientific exploration. It suggests that the preceding eras were characterized by a more dogmatic worldview, with less emphasis on individual rights and empirical reasoning.
4. Can you think of a strong image that helps your understanding of the Enlightenment? Describe the image and explain how it can serve as a mnemonic.
An image that could symbolize the Enlightenment is a person standing in front of an open window, letting sunlight pour into a dark room. The sunlight represents knowledge and enlightenment, and the dark room represents ignorance or the unknown. This image serves as a mnemonic because it visually represents the idea of bringing knowledge into the world and dispelling darkness through reason and education. The open window also symbolizes the opening of minds to new ideas, which was central to the Enlightenment.
Or
In a cartoon, a character can be depicted with a big, glowing light bulb popping up above their head. The character's face lights up with realization, a look of "aha!" as they have a sudden idea or insight. This is a classic cartoon symbol used to represent a moment of clarity, understanding, or intellectual breakthrough.
Mnemonic Explanation: The light bulb is often used to symbolize a sudden spark of creativity, inspiration, or realization. In the context of the Enlightenment, it could represent the sudden clarity that came from new ways of thinking—such as questioning old authority, applying reason, and valuing individual rights. Just as the light bulb illuminates the room, Enlightenment thinkers sought to illuminate the minds of people and bring light to the shadows of ignorance. The "aha!" moment captured by the light bulb is a fitting metaphor for the intellectual breakthroughs and shifts in understanding that defined the era.
5. Can you think of a relationship between Enlightenment ideals and industrialization during the following period?
The Enlightenment’s ideals of reason, progress, individualism, and social improvement directly influenced the mindset that drove technological and economic advancements during the Industrial Revolution. Enlightenment thinkers emphasized the importance of scientific knowledge, innovation, and the application of reason to improve society, all of which directly influenced technological advancement. The optimism about human capability and the belief that knowledge and innovation could improve society were key factors that shaped the era of industrialization.
6. What aspects of Enlightenment thinking can you link to your experience? (When did you experience a moment of enlightenment?)
A personal experience of enlightenment could occur when you gain a deeper understanding of an issue or problem that previously seemed confusing. For example, when you first understand a difficult concept in science or philosophy, you experience that "aha" moment of clarity. This links to Enlightenment thinking because it represents the shift from ignorance to knowledge through reason and understanding. Another example could be questioning traditional ideas or norms and arriving at your own conclusions, a key feature of the Enlightenment’s emphasis on individual thought and challenging established authority.
Late 18th/early 19th century: great changes!
Society - industrial cities; poverty among workers
Nature - large-scale environmental pollution
Outside Britain:
Declaration of Independence (1776)
French Revolution (1789)
= Inspiration for many British intellectuals (liberty, equality, fraternity)
Focus on nature/pastoral
Emotions vs power of reason
Imagination vs logic
originality was prized
Individual vs society
Longing for the past, supernatural, and mythology
Anti-authoritarian, anti-establishment (French Revolution)
Simple language, simple subjects (everyday life)
Children are pure, whereas adults are corrupted
Characteristics
Romanticism
Romantic artists, including writers, focused on the pastoral, as opposed to the industrial, the natural as opposed to the constructed/fabricated, the supernatural as opposed to the rationally explicable and finally on feelings as opposed to ideals. In summary, we could argue that they focused on the inexplicable; they were interested in sublime experiences and in the wonder that is life.
Work by Romantic authors often reflected a meeting between the
inner world of the artist and the external world of creation, a meeting
that:
“..allows emotions to overwhelm rationality through the experience
of the wonder of creation”
Characteristics
Romanticism
4.2 The Romantics in two artworks.
Henry Fuseli, The Nightmare (1781)
Caspar David Friedrich, Wanderer above the Sea of Fog (1818)
Group assignment:
1. Choose one of the two artworks and discuss its romantic characteristics.
2. Find out more about the painting online and see whether your analysis corresponds in any way to what others have said about if before you (in relation to the Romantic period).
3. Prepare a mini-presentation discussing the artwork in relation to the Romantic period (3 minutes) each group member has to have a short speaking role.
4.4 William Wordsworth, I wandered lonely as a cloud, (1807)
Question before reading:
What is the most beautiful natural place you have ever visited? Describe it in 3 minutes.
minute
second
Caspar David Friedrich, Wanderer above the Sea of Fog (1818):
• Nature as Sublime: The Romantic period emphasized the idea of the sublime—a mixture of awe, fear, and wonder in the face of nature's vastness and power. The figure of the wanderer is positioned at the edge of a cliff, gazing at a dramatic, fog-covered landscape. This vastness of nature suggests that humanity is small and insignificant compared to the immense natural world.
• Individualism: The lone figure on the cliff embodies the Romantic fascination with the individual and personal experience. The wanderer's solitary stance represents introspection, exploration, and a deep connection to the self and nature, which are core themes in Romanticism.
• Emotional Depth: The misty, mysterious landscape evokes an emotional response of contemplation and awe, typical of Romantic art, where artists sought to evoke deep emotions rather than depict the world objectively.
Henry Fuseli, The Nightmare (1781):
• Emotion and the Unconscious: Fuseli’s work focuses on the mysterious and unsettling aspects of human consciousness, a key theme in Romanticism. The figure of the woman, seemingly in distress, and the demonic incubus sitting on her chest invoke themes of fear, nightmare, and the darker sides of the human mind.
• Supernatural Elements: Romantics were fascinated by the supernatural and the mysterious. Fuseli’s depiction of a nightmarish creature sitting on the woman’s chest suggests a blending of the real and the imaginary, highlighting the Romantics’ interest in exploring dreams, the irrational, and the mystical.
• Individual Struggle: Similar to Wanderer above the Sea of Fog, The Nightmare also focuses on the individual. The woman, experiencing a disturbing dream, symbolizes the inner conflict and emotional turmoil that the Romantics often depicted in their art.
Questions on I Wandered Lonely as a Cloud (15 minutes)
In pairs:
1. Identify and explain two instances of personification
2. Identify and explain two metaphors.
3. Discuss the ways in which this poem is exemplary of the Romantic period.
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In William Wordsworth's I Wandered Lonely as a Cloud, personification is used to give nature human qualities. Wordsworth's use of personification helps emphasize the Romantic ideals of nature as a living, breathing force that can deeply influence the human heart and mind. It also highlights the belief in the emotional and spiritual connection between individuals and the natural world, where nature is not just a passive backdrop but an active, responsive participant in human experiences.
2. In William Wordsworth’s poem, I Wandered Lonely as a Cloud, metaphors are used to convey the speaker's emotional and spiritual experience with nature. Metaphors compare one thing to another without using "like" or "as," and in this poem, they deepen the connection between nature and the speaker’s inner feelings. The metaphors emphasize key Romantic themes like the power of nature to influence the human heart, the importance of imagination and inner experience, and the potential for solitude to offer profound personal insight.
Simile: The opening line "I wandered lonely as a cloud" uses a simile to compare the speaker’s solitary state to a cloud, suggesting a sense of isolation.
Metaphors
3. Ways in Which the Poem Exemplifies the Romantic Period:
a. Emphasis on Nature and the Sublime
b. Individual Experience and Emotion
c. Celebration of Imagination and the Inner Mind
d. Rejection of Rationalism
The last stanza is famous for closely aligning with a view on how nature can affect the psyche of a human being.
The final stanza reflects how nature uplifts the speaker’s spirit. The daffodils, although seen in the past, continue to affect the speaker’s mood: “For oft, when on my couch I lie / In vacant or in pensive mood,” nature’s memory brings joy. This shows how the beauty of nature can provide lasting comfort and inspiration.
RECAP I wandered lonely as a cloud:
I can
- name 6 characteristics of Romantic poetry.
- explain how this poem is exemplary of the Romantic period.
- explain what iambic tetrameter is.
- explain what poetic devices Wordsworth used to involve the reader and make the poem come alive.
- identify and explain the metaphors used in the poem.
- identify and explain personifications used in the poem.
Questions on The Cloud (15 minutes)
In pairs:
1. Identify two similes. Refer to the lines.
2. Per stanza, explain what is said by the poetic speaker.
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In The Cloud by Percy Bysshe Shelley, similes are used throughout the poem to create vivid and imaginative comparisons. They all contribute to the overall image of the cloud as a dynamic and majestic force in nature, offering comparisons to elements of power, beauty, and renewal. Shelley uses similes to elevate the cloud's movement and presence, drawing on images from the natural world that resonate with both physical and metaphysical significance (nature).
1. Identify Two Similes
A simile is a figure of speech that compares two things using "like" or "as."
https://study.com/academy/lesson/video/the-cloud-by-shelley-summary-analysis-quiz.html
4.6 Mary Shelley: Frankenstein or, The Modern Prometheus, (1818)
Questions before Reading:
1. Do you enjoy scary films? Explain your answer.
2. What do you think about synthetically created life?
3. What do you think about the ethics of conscious artificial intelligence?
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Published in 1818, Frankenstein is a Gothic masterpiece that explores themes of science, ambition, and the ethical implications of creation. The novel, often considered one of the earliest examples of science fiction, became a significant cultural phenomenon and established Shelley as a prominent literary figure. However, Shelley also faced challenges in gaining recognition and respect as a female writer in a male-dominated literary landscape.
lesson goals
I know the basic plot of Frankenstein.
The full title, Frankenstein; or, The Modern Prometheus, refers to the Greek myth of Prometheus, a figure associated with knowledge, progress, and the dangers of overreaching.
Prometheus was a Titan in Greek mythology who helped humanity by stealing fire from the gods and giving it to humans. This fire symbolized knowledge, technology, and civilization. As punishment, Zeus had him chained to a rock, where an eagle would eat his liver every day—an eternal torment, as his liver would regenerate each night.
Why is Frankenstein called the ‘modern Prometheus’?
Victor Frankenstein is similar to Prometheus because he seeks forbidden knowledge and attempts to do something godlike: create life. Like Prometheus, he crosses a boundary, and like Prometheus, he is punished—not by Zeus, but by his own creation, which ultimately destroys his life.
The title highlights the dangers of unchecked scientific ambition and connects to Romanticism, which criticized the Enlightenment’s blind faith in progress.
Victor Frankenstein embodies the Enlightenment; his project is an Enlightenment project, which ultimately fails. Science and reason cannot explain or create everything and should not be the ultimate goal. This serves as an explanation as to why the work fits within Romanticism.
In Frankenstein, Victor Frankenstein represents the Enlightenment ideal of using science and reason to conquer nature and improve human life. His scientific project—creating life through artificial means—reflects the belief that knowledge and rationality can unlock the secrets of the universe. However, the failure of his project, leading to the creation of a monstrous and uncontrollable being, highlights the dangers of relying solely on reason and scientific progress without considering ethical implications or the emotional and moral consequences.
The novel critiques the Enlightenment's emphasis on the power of science and reason by demonstrating that these ideals cannot explain or control every aspect of human experience. Victor's obsession with his experiment disregards the need for compassion, responsibility, and understanding of the human condition, ultimately leading to destruction. This aligns with Romantic ideals, which value emotion, nature, and the imagination over the cold, calculating nature of reason. The Romantic movement sought to challenge the Enlightenment's faith in human rationality and instead emphasized the complexity and unpredictability of life, as well as the importance of emotional and moral considerations. In this way, Frankenstein serves as a critique of Enlightenment thought and a warning about the limits of science and reason when they are disconnected from humanity and ethics.
Frankenstein critiques the Enlightenment’s faith in scientific progress and human reason by showing the catastrophic consequences of Victor Frankenstein’s blind pursuit of knowledge. The monster he creates is not a triumph of science but a symbol of the dangers of unchecked ambition and the failure to consider the ethical implications of scientific advancements.
Read Frankenstein Excerpt chapters 4, 5, and 15
Victor Frankenstein embodies the Enlightenment; his project is an Enlightenment project, which ultimately fails. Science and reason cannot explain or create everything and should not be the ultimate goal. This serves as an explanation as to why the work fits within Romanticism.
Frankenstein critiques the Enlightenment’s faith in scientific progress and human reason by showing the catastrophic consequences of Victor Frankenstein’s blind pursuit of knowledge. The monster he creates is not a triumph of science but a symbol of the dangers of unchecked ambition and the failure to consider the ethical implications of scientific advancements.
Read
True or False "The name Frankenstein refers to the monster in the story."
True
False
True or False "The name Frankenstein refers to the monster in the story."
True
False
What was the other title of the book Frankenstein?
The Modern Calcaneus
The Modern Prometheus
The Modern Vesuvius
The Modern Theseus
The subtitle “The Modern Prometheus” refers to:
Dr. Frankenstein
The monster
Mary Shelley
Lord Byron
The genre of Frankenstein can be defined as:
gothic
horror
romantic
all of the above
"The monster in Frankenstein was created out of body parts from dead people."
True
False
What was Victor Frankenstein's original goal?
Discover the North Pole
Discover how to create humans
Discover the world
Discover the secret of life
Frankenstein!
What happens to Victor at the end of the story?
He is murdered by the monster
He fights the monster and kills his creation
He sails back home with the captain
He dies of an illness and cold
--> Mnemonic: a memory aid or technique used to help remember information or concepts more easily.
Pastoral Life: Belief in the individual and the common man
Industrial Revolution (late 18th century)
•The Enlightenment (17th and 18th centuries; approx. 1680 - 1820) inspired and fueled the start of the Industrial Revolution through its emphasis on science and progress.
• The Romantic Period (late 1700s to mid-1800s; approx. 1780s to 1850s) responded critically to the Industrial Revolution’s impacts on society and nature.
Industrial Revolution & Enlightenment
• Time Period: The Enlightenment was roughly from 1680 - 1820.
• Connection:
o The Enlightenment emphasized reason, science, progress, and human potential—ideas that laid the groundwork for the technological innovations of the Industrial Revolution.
o Inventions like the steam engine, mechanized textile production, and advances in chemistry were influenced by Enlightenment thinking.
o The Enlightenment’s faith in rationality and improvement matched the Industrial Revolution’s drive for efficiency and progress.
Industrial Revolution & Romanticism
• Time Period: Romanticism emerged in the late 1700s to mid-1800s (approximately 1780s to 1850s), overlapping with the height of the Industrial Revolution.
• Connection:
o The Romantic Period was a reaction against the Industrial Revolution.
o While industrialization focused on machines, factories, and urban growth, Romanticism emphasized emotion, nature, individualism, and imagination.
o Romantic poets like William Wordsworth and William Blake criticized industrial society for destroying nature and dehumanizing people.