"Lucy" Poems Spencer Hall Rhode Island College, [email protected]
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Lyrical Ballads
LYRICAL BALLADS Also available from Routledge: A SHORT HISTORY OF ENGLISH LITERATURE Second Edition Harry Blamires ELEVEN BRITISH POETS* An Anthology Edited by Michael Schmidt WILLIAM WORDSWORTH Selected Poetry and Prose Edited by Jennifer Breen SHELLEY Selected Poetry and Prose Edited by Alasdair Macrae * Not available from Routledge in the USA Lyrical Ballads WORDSWORTH AND COLERIDGE The text of the 1798 edition with the additional 1800 poems and the Prefaces edited with introduction, notes and appendices by R.L.BRETT and A.R.JONES LONDON and NEW YORK First published as a University Paperback 1968 Routledge is an imprint of the Taylor & Francis Group This edition published in the Taylor & Francis e-Library, 2005. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” Second edition published 1991 by Routledge 11 New Fetter Lane, London EC4P 4EE Simultaneously published in the USA and Canada by Routledge 29 West 35th Street, New York, NY 10001 Introduction and Notes © 1963, 1991 R.L.Brett and A.R.Jones All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. British Library Cataloguing in Publication Data Wordsworth, William 1770–1850 Lyrical ballads: the text of the 1978 edition with the additional 1800 poems and the prefaces. -
Wordsworth's Lyrical Ballads, 1800
Butler University Digital Commons @ Butler University Scholarship and Professional Work - LAS College of Liberal Arts & Sciences 2015 Wordsworth's Lyrical Ballads, 1800 Jason N. Goldsmith Butler University, [email protected] Follow this and additional works at: https://digitalcommons.butler.edu/facsch_papers Part of the Comparative Literature Commons, Literature in English, British Isles Commons, and the Poetry Commons Recommended Citation Goldsmith, Jason N., "Wordsworth's Lyrical Ballads, 1800" The Oxford Handbook of William Wordsworth / (2015): 204-220. Available at https://digitalcommons.butler.edu/facsch_papers/876 This Book Chapter is brought to you for free and open access by the College of Liberal Arts & Sciences at Digital Commons @ Butler University. It has been accepted for inclusion in Scholarship and Professional Work - LAS by an authorized administrator of Digital Commons @ Butler University. For more information, please contact [email protected]. LYRICAL BALLADS, 1800 205 [tha]n in studying German' (CL, r. 459). Stranded by the weather, short on cash, and C H A P TER 11 unable to communicate with the locals, the poet turned inward, writing a series of auto biographical blank verse fragments meditating on his childhood that would become part one of the 1799 Prelude, as well as nearly a dozen poems that would appear in the second volume of the 1800 edition of Lyrical Ballads. WORDSWORTH'S L YRICAL Completed over the eighteen months following his return to England in May 1799, the 1800 Lyrical Ballads is the fruit of that long winter abroad. It marks both a literal and BALLADS, 1800 a literary homecoming. Living in Germany made clear to Wordsworth that you do not ....................................................................................................... -
WORDSWORTH's GOTHIC POETICS by ROBERT J. LANG a Thesis
WORDSWORTH’S GOTHIC POETICS BY ROBERT J. LANG A Thesis Submitted to the Graduate Faculty of WAKE FOREST UNIVERSITY GRADUATE SCHOOL OF ARTS AND SCIENCES in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS English December 2012 Winston-Salem, North Carolina Approved By: Eric Wilson, Ph.D., Advisor Philip Kuberski, Ph.D., Chair Omaar Hena, Ph.D. TABLE OF CONTENTS ABSTRACT ....................................................................................................................... iii CHAPTER 1 ........................................................................................................................1 CHAPTER 2 ........................................................................................................................8 CHAPTER 3 ......................................................................................................................27 CHAPTER 4 ......................................................................................................................45 CONCLUSION ..................................................................................................................65 WORKS CITED ................................................................................................................70 VITA ..................................................................................................................................75 ii ABSTRACT Wordsworth’s poetry is typically seen by critics as healthy-minded, rich in themes of transcendence, synthesis, -
Russian Translation Reception of Wordsworth's
Vol. 8 Núm. 19 /Marzo - abril 2019 529 Artículo de investigación Russian translation reception of Wordsworth’s ballad “We are seven” Recepción de la traducción en ruso a Wordworth's ballad "We are seven" Recepción de la traducción en ruso uma balada de Wordworth "Somos sete" Recibido: 26 de abril de 2019. Aceptado: 20 de mayo de 2019 Written by: Dmitry N. Zhatkin (Corresponding Author)172 Anna A. Ryabova173 Abstract Resumen The article is devoted to comprehension of El artículo está dedicado a la comprensión de la Russian translation reception of William recepción de la traducción al ruso de la balada de Wordsworth’s ballad “We are Seven” (1798). It William Wordsworth "We are Seven" (1798). introduces the prose translation of this work made Introduce la traducción en prosa de este trabajo by V.N.Semyonov in 1831 for research use. It realizado por V.N.Semyonov en 1831 para uso presents a comparative analysis of the early de investigación. Presenta un análisis Russian poetic translations of this ballad created comparativo de las primeras traducciones by I.I.Kozlov (1832), E.K. <E.F.Korsh> (1835), poéticas rusas de esta balada creada por Ya.K.Grot (1842) and of the newest translation I.I.Kozlov (1832), E.K. <E.F.Korsh> (1835), by I.S.Melamed (1996). Noting the general Ya.K.Grot (1842) y de la traducción más reciente aspiration to adapt the work of the English author por I.S.Melamed (1996). Sin embargo, to Russian reality, the authors of the article, observando la aspiración general de adaptar el however, conclude that only I.I.Kozlov, the only trabajo del autor inglés a la realidad rusa, los of the early Russian translators, succeeded in autores del artículo concluyen que solo IIKozlov, transferring the internal atmosphere of the el único de los primeros traductores rusos, logró English original most fully. -
William Wordsworth. a Study of His Use and Development of Solitary Figures
WILLIAM WORDSWORTH. A STUDY OF HIS USE AND DEVELOPMENT OF SOLITARY FIGURES A Thesis Presented to the Faculty of the Department of English Kansas State Teachers College In Partial Fulfillment of the Requirements for the Degree Master of Arts by Douglas E. Mailen August 1972 PREFACE William Wordsworth's predilection for and life-long use of the solitary figure in his poetry was initially re vealed to this author while a member of a graduate class concerned with the Romantic Movement in English Literature. The class session terminated before I had achieved a con certed understanding of Wordsworth's solitary figure. However, continued reading in Wordsworth's canon directed my scattered thoughts. To objectify my own thinking on this subject, I went to secondary material. Critical recognition of the poet's interest in the solitary figure was plentiful, but his development and use of the solitary figure had not been traced. I thought that I recognized a pattern of development and use in his poetic creations, and I resolved ~ to pursue Wordsworth's progressive treatment of the solitary figure with the hope of illuminating these facets of the poet's genius which had not been treated summarily. The primary source for this study was Wordsworth's poetical canon. Special emphasis has been placed on The Prelude, his Gothic drama, The Borderers, and The Excursion. The Poetical Works of William Wordsworth, edited by Ernest de Selincourt, was vital to this stUdy, as were the notes ii included in each volume of his edition. In addition, his categorizing of Wordsworth's Works was a great aid in es tablishing the poet's development and use of the solitary figure. -
Scarcity by Gift: Horizons of the 'Lucy' Poems
From The Coleridge Bulletin The Journal of the Friends of Coleridge New Series 23 (NS) Spring 2004 © 2004 Contributor all rights reserved http://www.friendsofcoleridge.com/Coleridge-Bulletin.htm Scarcity by Gift: Horizons of The “Lucy” Poems 1 Peter Larkin ____________________________________________________________________________________________ eoffrey Hartman, who has often returned to the “Lucy” poems to take Gfurther soundings of Wordsworth and of the work of reading generally, characterises the cycle as “a group of short lyrics on the death of a young girl… [evoking] three highly charged themes: incompleteness, mourning, and memory”.2 While I can’t offer an entirely fresh reading of these minutely studied poems, it may be worthwhile to reflect upon them (and on Hartman’s readings of them in particular) in the light of this “incompleteness” considered as an horizon for both loss and dedication. This broader ramification of incompleteness (which of course equally invokes mourning and memory) may also lie on the cusp of literary and theological approaches to these elusively minimal poems. The incompleteness I focus on is not confined to Lucy’s premature death, but is one which touches the theme of a “relation of scarcity” within the juncture of human and natural life which I have explored elsewhere in relation to The Ruined Cottage, a text completed earlier in the same year (1798) in which Wordsworth embarked on the first of what we now know as the “Lucy” poems.3 Several critics note both a connection with and a shift between the earlier social narrative and the later elegiac lyrics. James Averill points out how Wordsworth’s suspicions of “the moving accident” leads him to assume an outright elegiac voice in the Goslar lyrics, a voice suspended between narrative and lyric, not telling a full story but evoking incidents underwritten by the event of a death.4 Spencer Hall finds the “resignation, acceptance, and even awe at the processes of the universe” which The Ruined Cottage had evinced “ultimately joyless”. -
Wordsworth's Habits of Mind: Knowledge Through Experience (Review)
University of New Orleans ScholarWorks@UNO English Faculty Publications Department of English and Foreign Languages 2002 Wordsworth's Habits of Mind: Knowledge through Experience (Review) Nancy Easterlin University of New Orleans, [email protected] Follow this and additional works at: https://scholarworks.uno.edu/engl_facpubs Part of the English Language and Literature Commons Recommended Citation Easterlin, Nancy. "Wordsworth's Habits of Mind: Knowledge through Experience." Interdisciplinary Literary Studies: A Journal of Criticism and Theory 3.2 (2002): 133-137. This Book Review is brought to you for free and open access by the Department of English and Foreign Languages at ScholarWorks@UNO. It has been accepted for inclusion in English Faculty Publications by an authorized administrator of ScholarWorks@UNO. For more information, please contact [email protected]. Wordsworth’s Habits of Mind: Knowledge through Experience Nancy Easterlin University of New Orleans Brad Sullivan. Wordsworth and the Composition of Knowledge: Re- figuring Relationships Among Minds, Worlds, and Words. New York: Peter Lang, 2000. ISBN 0-8204-4857-5. xvi + 202 pp. $50.95. Many are the scholars who have sought to explicate Wordsworth’s philoso- phy, teasing out from the poetry definitions of terms such as “Nature,” “Imagi- nation,” and “Reason” and gleaning the underlying system of thought that con- nects them. Such accounts are often supported by detailed arguments about the influence of Coleridge and the philosophers, both German and English, whom that poet read so avidly and discussed with his friend and Lake District neighbor in the late 1790s. Given Wordsworth’s reluctance to address such subjects di- rectly, this persistent attention to his philosophy might seem nothing short of extraordinary—except that, especially in poems like The Prelude, Wordsworth clearly is placing his poetical meditations within the context of philosophers as diverse as Kant and Hartley. -
3685 William Wordsworth
#3682 WILLIAM WORDSWORTH Grade Levels: 10-13+ 24 minutes BENCHMARK MEDIA 1998 DESCRIPTION Poet Tobias Hill examines the poetry of William Wordsworth as he treks in the Lake District of England, Wordsworth's home. Hill dialogs with others about what influenced Wordsworth and what kind of poet he was. Notes his poetry is concerned with nature, humans, and society. Excerpts from "The Rainbow," "The Prelude," "Lucy Gray," and others illustrate some of his themes. Addresses Wordsworth's poetry, not his life. INSTRUCTIONAL GOALS 1. To understand how closely the poetry of Wordsworth is derived from his own life experiences, and the natural landscape of his native Lake District in northwest England. 2. To appreciate how his creative imagination interprets what he has experienced. 3. To enjoy how the rhythms and language of his poetry are suitable to amplify and transform the subjects of his poetry. BACKGROUND INFORMATION Born in 1770, William Wordsworth remembered his childhood as a happy one, particularly his school days at Hawkshead. However, with the death of his parents while a teenager, he felt a loss of innocence, and an awareness of hardship and unhappiness. During his undergraduate days at St. John’s College, Cambridge, he took strenuous walking tours through France, Switzerland, and later, Germany. The ideals of liberty and brotherhood of the French Revolution, then in progress when he was there, became his. Consequently, he came to hate inherited rank and wealth. At a critical time in his youth, Samuel Taylor Coleridge became his neighbor, friend, and supporter. Apart from some tours abroad, Wordsworth remained in the Lake District of northwest England, which he dearly loved, from age 43 until his death at 80. -
From Preface to Lyrical Ballads, with Pastoral and Other Poems (1802)
http://www.englishworld2011.info/ PREFACE TO LYRICAL BALLADS / 263 mind's "discriminatory powers" and to "reduce it to a state of almost savage torpor." He attributed to imaginative literature the primary role in keeping the human beings who live in such societies emotionally alive and morally sensitive. Literature, that is, could keep humans essentially human. From Preface to Lyrical Ballads, with Pastoral and Other Poems (1802) [THE SUBJECT AND LANGUAGE OF POETRY] The first volume of these poems has already been submitted to general perusal. It was published, as an experiment, which, I hoped, might be of some use to ascertain, how far, by fitting to metrical arrangement a selection of the real language of men in a state of vivid sensation, that sort of pleasure and that quantity of pleasure may be imparted, which a poet may rationally endeav- our to impart. I had formed no very inaccurate estimate of the probable effect of those poems: I flattered myself that they who should be pleased with them would read them with more than common pleasure: and, on the other hand, I was well aware, that by those who should dislike them they would be read with more than common dislike. The result has differed from my expectation in this only, that I have pleased a greater number than I ventured to hope I should please. For the sake of variety, and from a consciousness of my own weakness, I was induced to request the assistance of a friend, who furnished me with the poems of the Ancient Mariner, the Foster-Mother's Tale, the Nightingale, and the poem entitled Love. -
UT154 Heaven in Wildflower Bklt
HEAVEN IN A WILD FLOWER: THE BRITISH ROMANTIC POETS COURSE GUIDE Professor Adam Potkay COLLEGE OF WILLIAM AND MARY Heaven in a Wild Flower The British Romantic Poets Professor Adam Potkay The College of William and Mary Recorded Books™ is a trademark of Recorded Books, LLC. All rights reserved. Heaven in a Wild Flower: The British Romantic Poets Professor Adam Potkay Executive Editor Donna F. Carnahan RECORDING Producer - David Markowitz Director - Ian McCulloch COURSE GUIDE Editor - James Gallagher Design - Edward White Lecture content ©2009 by Adam Potkay Course guide ©2009 by Recorded Books, LLC 72009 by Recorded Books, LLC Cover image: Detail of The Cornfield by John Constable, 1826 © Clipart.com #UT154 ISBN: 978-1-4407-2618-7 All beliefs and opinions expressed in this audio/video program and accompanying course guide are those of the author and not of Recorded Books, LLC, or its employees. Course Syllabus Heaven in a Wild Flower: The British Romantic Poets About Your Professor...................................................................................................4 Introduction...................................................................................................................5 Lecture 1 What Is Romanticism?...........................................................................6 Lecture 2 Folk Culture, the Ballad Tradition, and Robert Burns............................9 Lecture 3 Wordsworth and Coleridge: Ballads of Nature and the Supernatural ...........................................................................12 -
Lyrical Ballads Theme: a Close Reading
Discovering Literature www.bl.uk/discovering-literature Teachers’ Notes Author / Work: William Wordsworth, Lyrical Ballads Theme: A Close Reading Rationale Lyrical Ballads, first published in 1798, has been described by the journalist Nicholas Lezard as ‘quite simply, possibly the single most important collection of poems in English ever published’. It grew out of the friendship and artistic collaboration between William Wordsworth and Samuel Taylor Coleridge, but Wordsworth – who contributed most of the poems and whose Preface to the 1800 edition outlines the aesthetic intention of Lyrical Ballads – was its guiding force. In this lesson, students will explore a number of poems from Lyrical Ballads in the light of Wordsworth’s key philosophies, considering the extent to which Wordsworth and Coleridge succeeded in putting these philosophies into practice. Content Literary and historical sources: - The 1798 edition of Lyrical Ballads by William Wordsworth and Samuel Taylor Coleridge, containing the Advertisement, ‘The Rime of the Ancient Mariner’ and ‘Lines written a few miles above Tintern Abbey’ - The 1800 edition of Lyrical Ballads by William Wordsworth and Samuel Taylor Coleridge, containing the Preface, notes to ‘The Thorn’ and extracts from ‘The Thorn’, and a note to ‘The Ancient Mariner’ - ‘We Are Seven’ by William Wordsworth, printed in William Hazlitt’s Select British Poets, or New Elegant Extracts (1824) Recommended reading (short articles): The Romantics by Stephanie Forward William Wordsworth, ‘Tintern Abbey’ by Philip Shaw External links: BBC Radio 4, ‘In Our Time’ – discussion of Lyrical Ballads Nicholas Lezard – review of Fiona Stafford’s edition of Lyrical Ballads, The Guardian, 16 July 2013 Further reading: James A. -
Thesis Spring 2015 !2
! ! ! ! ! ! ! ! ! ! Alice in Wonderland: Dorothy Wordsworth’s Search for Poetic! Identity in Wordsworthian Nature ! ! ! ! ! ! ! ! ! ! ! ! ! ! Maymay Liu Advised by Susan Meyer and Dan Chiasson, Department of English Wellesley College English Honors Thesis Spring 2015 !2 Table of Contents Acknowledgements 3 Introduction 4 Chapter 1: Daydream in Gold 14 William and Dorothy Wordsworth as Divergent Speakers Chapter 2: Caged Birds 35 William Wordsworth’s Poetic Treatment of Women in Nature Chapter 3: Through the Looking Glass 57 Dorothy Wordsworth’s Conception of Passivity toward Mother Nature Works Cited 82 !3 Acknowledgements! I am deeply grateful to Professor Susan Meyer and Professor Dan Chiasson for acting as my thesis advisors, both of whom were gracious enough to take on my project without being familiar with Dorothy Wordsworth beforehand. I would never have produced more than a page of inspired writing about Dorothy without their guidance and support. I thank Professor Alison Hickey, who first introduced me to Dorothy and William as a junior (I took her class “Romantic Poetry” in the fall, and promptly came back for more with “Sister and Brother Romantics” in the spring). Despite being on sabbatical for the academic year, she has provided encouragement, advice and copious amounts of hot tea when the going got tough. I would like to thank the members of my thesis committee, Professor Yoon Sun Lee, Professor Gurminder Bhogal, Professor Octavio Gonzalez, Professor Joseph Joyce, and Professor Margery Sabin for their time and fresh insights. I thank the Wellesley College Committee on Curriculum and Academic Policy for awarding me a Jerome A. Schiff Fellowship in support of my thesis.