1. Romantic Age Lecture

2. Wordsworth

3. Coleridge

4. Lyrical Ballads

5. Sir Walter Scott Died in 1832

6. First Reform Bill 1. Sought to eliminate rotten boroughs 2
First Reform Bill 1. Sought to eliminate rotten boroughs 2. Redistributed parliamentary representation to new industrial cities and extend the vote* * Half the middle class, almost all the working class, and all women remained without a franchise

7. Romantic vs. Romanticism
The word romance originally referred to the highly imaginative medieval tales of knightly adventure written in the French derivative of the original Roman (or *Romance) language, Latin.
* Romance languages derived from Latin = Italian, Spanish, French, Portuguese, and Romanian

8. Declaration of the Rights of Man

9. Storming of the Bastille

10. September Massacres

11. Robespierre and the Reign of Terror

12. Napoleon Bonaparte

13. Prime Minister Benjamin Disraeli
“I am a Conservative to preserve all that is good in our constitution, a Radical to remove all that is bad. I seek to preserve property and to respect order, and I equally decry the appeal to the passions of the many or the prejudices of the few.” “Two Nations” – the two classes of capitol and labor, the large owner or trader and the possessionless wageworker, the rich and the poor.

14. William Wordsworth
“emotion recollected in tranquility.” “spontaneous overflow of powerful feelings.” “speak in a language really spoken by men.”

15. Samuel Taylor Coleridge 1772 - 1834
Mysterious and demonic poetry

17. George Gordon, Lord Byron 1788 - 1824
The Byronic hero: Heathcliff, Rochester, Captain Ahab

18. Percy Bysshe Shelley
Mad Shelley Mary Shelley – Frankenstein Mary Wollstonecraft – Vindication of the Rights of Women

19. John Keats
Keats died at the age Of 25. Remember that WW did not start writing in earnest until he was 27. On his death bed, Keats’s achievements greatly exceed that of Chaucer, Shakespeare, or Milton.

20. Poetic Theory and Poetic Practice
Spontaneity – WW described all good poetry as, at the moment of composition, “the spontaneous overflow of powerful feelings.”
Nature Poems – Nature poems are in fact meditative poems

21. I wandered lonely as a cloud
I wandered lonely as a cloud That floats on high o'er vales and hills, When all at once I saw a crowd, A host, of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing in the breeze. Continuous as the stars that shine And twinkle on the milky way, They stretched in never-ending line Along the margin of a bay: Ten thousand saw I at a glance, Tossing their heads in sprightly dance. The waves beside them danced, but they Out-did the sparkling leaves in glee; A poet could not be but gay, In such a jocund company! I gazed—and gazed—but little thought What wealth the show to me had brought: For oft, when on my couch I lie In vacant or in pensive mood, They flash upon that inward eye Which is the bliss of solitude; And then my heart with pleasure fills, And dances with the daffodils.

22. C. The Commonplace – glorification of the common man and rustic life D
C. The Commonplace – glorification of the common man and rustic life D. The Supernatural – An interest in the realms of mystery and magic E. Individualism, Infinite Striving, and Nonconformity – A higher estimate was put on human powers. A radical individualism surfaced

23. Gothic Architecture

24. Gothic Novel

25. Gothic Music

26. Gothic Fashion

27. Jane Austen & Sir Walter Scott

28. End of the Romantic Age Death of Sir Walter Scott – 1832
Passage of First Reform Bill – 1832
Queen Victoria’s reign begins – 1837

29. Robert Burns: “To a Mouse” and “To a Louse”
Today you will be reading two poems by Robert Burns. Here are some fun facts about Burns:
Parents were tenant farmers but they ensured their son received a relatively good education and he began to read avidly.
Burns was inspired by Alexander Pope
Newly hailed as the Ploughman Poet because his poems complemented the growing literary taste for romanticism and pastoral pleasures, Burns arrived in Edinburgh, where he was welcomed by a circle of wealthy and important friends.
Illicit relationships and fathering illegitimate children ran parallel to a productive period in his working life.
The Burns Supper is an institution of Scottish life: a night to celebrate the life and works of the national Bard. They eat haggis… yum!

30. Burns--“To a Mouse” 15 minutes
Break into your groups, read the poem, write the following:
2 level 1 questions
2 level 2 questions
2 level 3 questions
Look up any words you don’t know, break it down together, write your questions.

31. Burns--“To a Louse” 15 minutes
Listen to the poem, break into your groups to write the following:
2 level 1 questions
2 level 2 questions
2 level 3 questions
Look up any words you don’t know, break it down together, write your questions.
Last 15 minutes: switch, answering questions!

32. Announcements AP TESTING
Check with your university to see what AP Lit can count for.
Sign up before March 24.
Financial assistance available– go see Ms. Bird in office 1023
Romanticism Quiz
Tuesday, Feb. 21
Romanticism Test will be AP style poems plus Wuthering Heights

33. Burns--“To a Mouse” Which book alludes to Burn’s “To a Mouse”?\
What is the speaker’s tone toward the mouse?
What are some themes?

34. Burns--“To a Louse”
How is the tone different toward the louse compared to the mouse?
What sin is targeted in this poem?
What are some themes?

35. Wordsworth “The World is Too Much With Us”
What is the form of the poem?
With what is the speaker in “The World Is Too Much with Us” chiefly concerned?
Is his complaint still applicable?
Why is the human heart a “sordid gift”?
What does Wordsworth condemn?
Why would the speaker rather be a pagan following an outdated religion?
What is the speaker’s view of nature?
What is the speaker’s tone?
What is the theme of the poem?

36. Wordsworth “I Wandered Lonely as a Cloud”
How is this exemplary of Romantic poetry?
How is contrast used?

37. Announcements Writing workshop on block day… how do I get a 100?
Do it.
Print off two copies. (one copy w/ your name)
TURN IT IN on time.
MLA format
All quotes included= min. 3 from your novel, min. 1 from each source= min. 8 total ** a note on paraphrase
All internal doc is correct w/ page numbers
Full works cited
4 full pages– meaning you write onto the 5th page. That is one less page than the final copy must be to meet minimum requirements.
If you are absent– me a copy by class time!

38. William Blake-- Songs
Blake issued The Songs of Innocence in 1789 and The Songs of Experience in The collection of short lyrics were intended for children, with the result that although the poems are frequently complex and profound, they are lucid and accessible. The Songs of Innocence celebrates the joy and innocence that can be found in the world; together the lyrics express a world without fear or repression, a world not unlike Eden. Occasionally, they can seem sentimental and saccharin. The Songs of Experience, on the other hand, depict the world after Eden, a world of ambiguity in which beauty becomes intertwined with evil. The Songs of Experience includes more social criticism, sometimes expressed in a tone of moral indignation or outrage. The Songs of Experience are typically regarded as the stronger collection of poems.

39. Blake “The Lamb” v. “The Tyger”
Who is the speaker?
What is the speaker’s attitude toward the tyger?
what is his tone?
How do the meter, rhyme, and repetition help to characterize the speaker’s voice?
What mood does the tyger arouse in the audience?
Which words are repeated and how do they contribute to the tone?
Describe the setting. How is it biblical?
Why is it significant that the animal the speaker addresses is a lamb? What symbolic value would be lost if it were, say, a doe?
How do the words describing the tyger reveal its nature?
Unlike “The Lamb,” more than one question is raised. What are those questions and are they answered?
How does the second stanza answer the question raised in the first stanza? What is the speaker’s view of creation?
Compare the rhythms of the poems. How is the effect different?

40. Blake-- “The Chimney Sweeper”
Characterize the speaker of each poem and describe his tone.
Is the tone the same as the poet’s?
How does the perspective change the meaning of the poems?
How is each poem exemplary of either SoI or SoE?
Evaluate this statement: “The Chimney Sweep from SoI is a sentimental poem about a shameful eighteenth-century social problem; such a treatment of child abuse cannot be taken seriously.”
How is irony central to the themes in both poems?

41. Shelley– “Ozymandias”
Who is the speaker?
How far removed is the speaker from Ozymandias?
Describe Ozymandias.
What kind of king do you think he was?
What is ironic about his words?
What does Shelley imply through the irony?
Compare “Ozymandias” to Shakespeare’s “Shall I compare thee to a summer’s day”
Do the poems agree or disagree concerning nature of decay and the ability of words to survive?

42. Wordsworth “London, 1802”
Describe the poem’s tone. Is it nostalgic, angry, or something else?
Explain the metonymies in lines 3-6. What is the speaker’s assessment of England?
How would this poem be different if it were written to Wordsworth’s contemporaries rather than Milton? What qualities does Wordsworth attribute to Milton with this apostrophe?
Look up London in How does this poem reflect or refute the social values of its time?

43. Blake- “London”
Who is the speaker? What are his/her actions during the course of the poem?
Describe the scenes recounted by the speaker. What is the nature of the details? What effect do these details have on the reader? Identify the most poignant or shocking word in each stanza. How does it touch or startle the reader?
What is the progression of the poem? How is the example in each stanza a representation of a social institution?
Blake is an early Romantic. Identify the Romantic characteristics in the poem.
“London” was published in What was the political and religious atmosphere of England and Europe at this time? How does the poem reflect this age? What relevance does “London” have for us? Provide specific examples.
What is the meaning of chartered in lines 1 and 2? Identify other examples of repetition and examine how each repetition is used. What are the effects of these repetitions?
Explain “mind forg’d manacles.” How can one hear “mind forg’d manacles” in someone’s voice or in a proclamation?
Examine the words black’ning (or blackened, as we know it) and appalls in line 10. what are their literal meanings? How does the context of the line influence their literal meanings? How would meaning change if Blake used blackened rather than black’ning?
Examine youthful and curse in line 14. How does context influence their meanings?
Compare the two “London” poems!