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INFORMATION to USERS Xerox University Microfilms INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1.The sign or "target" for pages apparently tacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into die film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of die material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again - beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation. Silver prints of "photographs" may be ordered at additional charge by writing the Order Department, giving the catalog number, title, author and specific pages you wish reproduced. 5. PLEASE NOTE: Some pages may have indistinct print. Filmed as received. Xerox University Microfilms 300 North Zoeb Rood Ann Arbor, Michigan 481 OS 7*1-3285 PARR, Judith Tanis, 19*+5- ELOQUENT SILENCE IN THE POETRY OF HENRY VAUGHAN. The Ohio State University, Ph.D., 1973 Language and Literature, general University Microfilms, A XEROX Company, Ann Arbor, Michigan © 1973 Judith Tania Parr ALL RIGHTS RESERVED t ■ 1 l ' .....................— — i- ■ ii i THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED. ELOQUENT SILENCE IN THE POETRY OF HENRY VAUGHAN DISSERTATION Presentod in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Judith Tanis Parr, B, A., M, A, The Ohio State University 1973 Approved by Adviser department of English Preface The only way uie shall ever recapture the sort of knowledge Lao-Tzu referred to In his dictum "those who know do not speak” is by subordinating the question "how shall we know?" to the more existentially vital question "how shall we live?" To ask this question is to insist that the primary purpose of human existence is not to devise ways of piling up ever greater heaps of knowledge, but to dis­ cover ways to live from day to day that integrate the whole of our nature by way of yielding nobility of con­ duct, honest fellowship, and joy. And to achieve these ends, a man need perhaps "know" very little in the con­ ventional, intellectual sensB of the word. But what he does know and may only be able to express by eloquent silence, by the gracB of his most commonplace daily gestures, will approach more closely to whatever reality is than the most doggBd and disciplined intellectual endeavor, Theodore Roszak, ThB Waking of a Counter Culture, Silence, . • • brings us short in the same manner as thB prime minister who, upon being asked for advice from his king, told the king that the best advice he could give him was that he should not accept advice from anyone, Charles H, Long, Wvth3 and Symbols in Honor of Mlrcea Ellade. But before wb come to that which is unspeakable and un­ thinkable, the spirit hovers on the frontiers of lan­ guage, wondering whether or not to stay on its own side of the border, in order to have something to bring back to other men. This is the test of those who wish to cross the frontier. If they are not ready to leave thBir own ideas and their own words behind them, they cannot travel further, Thomas Merton, No Man Is an Island. ii Acknowledgments "[Suddenly] a light, as it were, is kindled in one soul by a flame that leaps to it from another, and thereafter sustains itself." The words are Plato's ("The Seventh Letter," 341c, d), but they aptly de­ scribe my experience and furnish a concise definition of what I consider the process of education to be. The first flame which kindled my soul camB from a high school teacher of Latin and world history, Anna G, JBrue, who first gave me confidence in my own ideas. Later, my soul was kindled by two Hope College teachers, Joan Mueller and Charles Huttar, who taught me the discipline of scholarship and introduced me to the literature of Renaissance arid seventeenth-century England. In graduate school I was encouraged by Joan blabber, who guided the writing of this dissertation. To these teachers is due my primary acknowledgment. I would also like to thank my friend Janet Cavano for her assistance, without which my research would have been considerably delayed. Librarians Marilyn Morgan George and Georgia Mullen of the Methodist College library and Hattie Oaniels of the fort Bragg iii library were generous and helpful. Poets, critics, and scholars to whom I am indebted are acknowledged in footnotes. To my husband Bill, who granted me the liberating leisure to write and who proofread . this dissertation and encouraged me in countless ways, I shall continue to express my gratitude in ways that are not limited to words, For any errors in this dissertation I take complete credit. iv Vita September 4, 1945 Born - Hudsonville, Michigan 1967 B, A,t Hope College, Holland, Michigan 1967-1969 Teaching Assistant, Department of English, The Ohio State University, Columbus, Ohio 1969 M. A,, The Ohio State Univer­ sity, Columbus, Ohio 1969-1970 Research Assistant, Department of English, The Ohio State University, Columbus, Ohio 1970 Teaching Associate, Department of English, The Ohio State University, Columbus, Ohio 1972 Instructor, part-time, Depart­ ment of English, North Carolina StatB University branch at Fort Bragg, Fort Bragg, North Carolina v Table of Contents Page P r e f a c e ............................................ 11 Acknowledgments .......................... ill V i t a ................ ............................... .... Introduction ■•••••••■ 1 Chapter I* Vaughan's Poetic Theory • ••••••• 37 II* Silences of God and Nature in Vaughan's Poetry III* Silences of Nan in Vaughan's Poetry • • • • 123 IV. Vaughan's Poetic Style ....................... 181 C o n c l u s i o n ................ ••••••••• 207 List of Works C i t e d ............................... 215 v i Introduction The Renaissance uias heir to and propagator of a rev­ erence for eloquence* Renaissance man held orators of classical Greece and Rome, such as Demosthenes, Isocrates, and Cicero, in high esteem* Humanists of the Renaissance gloried in the belief that what distinguished man from beast, uihat raised man to a place just a little lower than the angels, were man's abilities to reason and to communi­ cate the effects of reason by means of speech* Thomas Wilson in his Arte of Rhetorioua wrote about how man's powers of reason and eloquence helped to repair the ruins of fallen m a m [For]] when man was thus past all hope of amend­ ment,’ God [was] still tendering his owne work- manshippe stirring vp his faithfull and elect, to perswade with reason all men to societie* And gaue his appointed Ministers knowledge both to seB the natures of men, and also graunted them the gift of vtteraunce, that thBy might with ease win folks at their will, and frame them by reason to all good order* And there­ fore, whereas men liued. brutishly in open feeldes, hauing neither house to shroude them in,’ nor attire to clothe thBir backes, nor yet any regard to seeke their best auailet these appointed of GOD called them together by vtter­ aunce of speech, and perswaded with them what was good, what was bad, & what was gainful for mankind. And although at first the rude could hardly learns, and either for the straungenease of the thing, would not gladly receiue the offer, or els for lack of knowledge, could not perceiue 1 the goodnesaet yet being somewhat drawne* and delited with the pleasantnesse of reason* and the sweotnesse of vtterauncei after a certaine space they became through Nurture and good ad- uisement* of wilda* sober* of cruell* gentle* of foolb b * wise* and of beastes* men* such force hath the tongue* and such is the power of Eloquence and reason* that most men are forced* euen to yeeld in that which most atand- eth against their will.1 Christian humanists read in their Bibles that Crea­ tion came by the spoken Word of God. God said* "Let there be light*” and there was light (Genesis 1*3). -It was as Logos, the Word made flesh* that Jesus came and dwelt among men* revealing God the father* communicating to men the will of God* teaching men how to pray* and enabling the deaf to hear and the dumb to speak. Christian humanists believed that God also revealed HimsBlf to men through the vehicle of human language contained in the Bible writ­ ten by men under divine inspiration. During the Renaissance the art of preaching the Word was valued and developed by men such as Lancelot Andrewes and John Donne* men widely known in their time for their ability as preachers.
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