Pope's Allusion to Paradise Lost in the Dunciad And
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The Problem of Digestive Interpretation in Pope, Swift, And
Wits, Shits, and Crits: The Problem of Digestive Interpretation in Pope, Swift, and Fielding A dissertation submitted for a Ph.D. in English literature Cornell University Christina Susanna Black August 2018 C.S. Black Wits, Shits, Crits 1 © 2018 Christina Susanna Black C.S. Black Wits, Shits, Crits 2 WITS, SHITS, AND CRITS: THE PROBLEM OF DIGESTIVE INTERPRETATION IN POPE, SWIFT, AND FIELDING Christina Susanna Black, Ph.D. Cornell University 2018 My readings of the abundant ingestion and excretion themes in literary works by Fielding, Swift, Montagu, and Pope propose that we can understand these topics as sustained metaphors for the bipartite issues of readers' consumption and writers' incorporation of a literary heritage into these texts. These issues were particularly salient in early eighteenth-century Britain, as printed texts become more broadly available and affordable, and readers could no longer be relied upon to have a top education and sophisticated tools of analysis. Authors like Fielding and Swift also were experimenting in new forms like the novel that had no standards for analysis. These authors were interested in and concerned about how their work and that of their contemporaries would stand up to future scrutiny. How did the changing economic incentives for writing, from courting wealthy patrons to selling in mass volume to unknown readers, affect literature’s claim to everlasting value? Pope was the first English author to earn a sustainable living from his writings, but that new economic viability also spawned Grub Street hack writing, not to mention unsavory publishing practices. In this historical context, sustained metaphors of eating and digesting were a playfully denigrating way for these writers to investigate what it meant to write for consumers, even as the metaphors also revivified older literary traditions and genres by incorporating them into modern contexts. -
Compiled and Circulated By: Mr
Compiled and Circulated by: Mr. Manas Barik, Faculty member in Dept. of English, Narajole Raj College ============================================== ALEXANDER POPE: AN INTRODUCTION Alexander Pope has been praised by William J. Long and writes that he was, in his time, ‘ “the poet” of a great nation’. Regarding the disadvantages of Pope, David Daiches, in A Critical History of English Literature, writes: “Pope was a Roman Catholic at a time when Roman Catholics in England still suffered Civil disabilities; he was also sickly malformed”. However, Daiches also opines that these disadvantages might have gone on to contribute to Pope’s unique individuality “as opposed to what one might call the social and Augustan qualities” Regarding Pope’s poetic achievements Long asserts, “ There is hardly an ideal, a belief, a doubt, a fashion, a whim of Queen Anne’s time, that is not neatly expressed in his poetry” Pat Rogers observes how his works reflect: the most urgently debated topics of the moment, whether war and peace, the Jacobite risings, the South Sea Bubble, the Atterbury plot, the Excise crisis or the development of the patriot opposition to Walpole. When he wrote a poem on the highly contentious. Treaty of Utrecht in 1713, along with dozens of willing poetasters, his work Windsor-Forest stood almost alone in mentioning the notorious slave contract that formed part of the diplomatic deal. Pope was born in London in 1688, the year of the Revolution. His parents were both Catholics, who presently removed from London and settled in Binfield, near Windsor, where the poet’s childhood was passed. Partly because of an unfortunate prejudice against Catholics in the public schools, partly because of his own weakness and ================================================================== Sem. -
Some Linguistic Aspects of the Heroic Couplet in the Poetry Op Phillis Wheatley
SOME LINGUISTIC ASPECTS OF THE HEROIC COUPLET IN THE POETRY OP PHILLIS WHEATLEY APPROVED: Graduate Committee; Major Profess Co Lttee Member) ColmLttee Membe -J- . nirecf^F~of G r aHuli t e^STu d"l es"*Ti;T~E n g 1 i sh " Sean of the Graduate Schoo1 Holder, Kenneth R., Some Linguistic Aspects of the Heroic Couplet in the Poetry of Phillis Wheatley. Doctor of Philosophy (English), August, .1973, 288 pp., 8 tables, bibliography, 69 titles, This dissertation is an examination of the charac- teristics of Phillis Wheatley1s couplet poems in the areas of meter, rhyme, and syntax. The metrical analysis em- ploys Morris Halle and Samuel Jay Keyser's theory of iambic pentameter, the rhyme examination considers the various factors involved in rhyme selection and rhyme function, and the syntactic analysis is conducted within the theoretical framework of a generative grammar similar to that proposed in Noam Chomsky's Aspects of the Theory of Syntax (1965). The findings in these three areas are compared with the characteristics of a representative sample of the works of Alexander Pope, the poet who sup- posedly exerted a strong influence on Wheatley, a black eighteenth century American poet. Metrically, Wheatleyfs poems have a very low complexity rating. The mean number of Kalle-Keyser correspondence violations per line is 1.9. She rigorously adheres to the standard ten-syllable line, making frequent use of elision to attain this syllable count. The initial trochee is a 2 frequent variation of the Iambic stress pattern and the caesura expectedly appears after the fourth,, fifth, or sixth syllable in the vast majority of her lines. -
Life and Works of Alexander Pope Dr Atal Kumar Department of English
Life and Works of Alexander Pope Dr Atal Kumar Department of English Gaya College, Gaya Alexander Pope, the greatest poet and verse satirist of the Augustan Period, was born to Alexander Pope and Edith Turner on May 21, 1688, in London where his Roman Catholic father was a prosperous linen merchant. He had a Catholic upbringing. Ironically, young Pope was born at a time when rights of the Catholics to teaching, education, voting and holding public office was banned due to the enactment to the Test Acts which uplifted the status of the Church of England. After the Glorious Revolution of 1688 his family moved out of London and settled about 1700 at Binfield in Windsor Forest. He had little formal schooling, largely educating himself through extensive reading. Additionally, he equipped himself with studying various languages. It was with the know-how of the language that he read works of various poets as such English, French, Italian, Latin and Greek. Sir William Trumbull, a retired statesman of literary interests who lived nearby, did much to encourage the young poet. So did the dramatist and poet William Wycherley and the poet-critic William Walsh, with whom Pope became acquainted when he was about 17 and whose advice to aim at "correctness" contributed to the flawless texture and concentrated brilliance of Pope's verse. A sweet-tempered child with a fresh, plump face, Pope contracted a tubercular infection in his later childhood and never grew taller than 4 feet 6 inches. He suffered curvature of the spine and constant headaches. His features, however, were striking, and the young Joshua Reynolds noticed in his "sharp, keen countenance … something grand, like Cicero's." His physical appearance, frequently ridiculed by his enemies, undoubtedly gave an edge to Pope's satire; but he was always warmhearted and generous in his affection for his many friends. -
Pope's Versification
APPENDIX Pope's Versification Probably no factor has contributed so much to the ups and downs of Pope's reputation as his versification. Considered as little short of miraculous in his own day, it became the butt of Romantic scorn: Keats thought the end-stopped heroic couplet puerile ('They sway'd about upon a rocking horse,/And thought it Pegasus') and viewed its construction as a matter of mere carpentry ('ye taught a school/Of dolts to smooth, inlay, and clip, and fit/fill, like the certain wands of Jacob's wit/Their verses tallied. Easy was the task:/A thousand handicraftsmen wore the mask/Of Poesy'). Respect fot Pope's formidable skills has reasserted itself, particu larly among specialists, but the first-time reader of Pope may well find himself back on Keats's rocking horse when he attempts to read the verse aloud. He may also be inclined to second the accusation of 'carpentry', when he sees from the footnotes of the Twickenham edition how many of Pope's lines are constructed out of parts of others. This appendix attempts to put these objections in perspective. (a) MONOTONY The 'rocking-horse' sensation of the heroic couplet begins in the eye of the modern reader, which is strongly drawn to the final rhyme. Pope's rhythms are actually subtle and carefully graded within the line according to the subject; as when he describes the torpid readers in the Dunciad, who: Thro' the long, heavy, painful page drawl on; Soft creeping, words on words, the sense compose, At ev'ry line they stretch, they yawn, they doze .. -
Alexander Pope 1 Alexander Pope
Alexander Pope 1 Alexander Pope Alexander Pope Alexander Pope (c. 1727), an English poet best known for his Essay on Criticism, The Rape of the Lock and The Dunciad Born 21 May 1688 London Died 30 May 1744 (aged 56) Twickenham (today an incorporated area of London) Occupation Poet Signature Alexander Pope (21 May 1688 – 30 May 1744) was an 18th-century English poet, best known for his satirical verse and for his translation of Homer. Famous for his use of the heroic couplet, he is the third-most frequently quoted writer in The Oxford Dictionary of Quotations, after Shakespeare and Tennyson.[1] Alexander Pope 2 Life Early life Pope was born to Alexander Pope (1646–1717), a linen merchant of Plough Court, Lombard Street, London, and his wife Edith (née Turner) (1643–1733), who were both Catholics.[3] Edith's sister Christiana was the wife of the famous miniature painter Samuel Cooper. Pope's education was affected by the recently enacted Test Acts, which upheld the status of the established Church of England and banned Catholics from teaching, attending a university, voting, or holding public office on pain of perpetual imprisonment. Pope was taught to read by his aunt, and went to Twyford School in about 1698/99.[3] He then went to two Catholic schools in London.[3] Such schools, while illegal, were tolerated in some areas.[4] A likeness of Pope derived from a portrait by [2] In 1700, his family moved to a small estate at Popeswood in Binfield, William Hoare Berkshire, close to the royal Windsor Forest.[3] This was due to strong anti-Catholic sentiment and a statute preventing Catholics from living within 10 miles (16 km) of either London or Westminster.[5] Pope would later describe the countryside around the house in his poem Windsor Forest. -
Alexander Pope and His Patrons
Alexander Pope and his Patrons Trea Mary Liddy Thesis submitted for the degree of Doctor of Philosophy University College London University of London September 2000 ProQuest Number: U643920 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest. ProQuest U643920 Published by ProQuest LLC(2016). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. Microform Edition © ProQuest LLC. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 Abstract This thesis is an examination of Alexander Pope’s relationships with his patrons, the primary purpose of which is to discover the ways in which patronage mattered to him. Much of the thesis is a study of Pope’s relationships with two particular patrons: Richard Boyle, 3'"^ Earl of Burlington (1695-1753) and Allen Bathurst, T* Baron and later 1®‘ Earl Bathurst (1684-1775). It argues that these two were his most important patrons. Taking Pope’s relationships with these two men as case studies, it examines his claim that his relationships with his patrons were governed not only by need but by friendship. Chapter 1, ‘Living “among the Great”: the Historical Background to Pope’s Relationships with his Patrons’, consists of six sections. -
THE CHRISTIAN VISION of POPE's Eloisa to Abelard
THE CHRISTIAN VISION OF POPE'S Eloisa to Abelard By ROBERT POHL KALMEY A DISSERTATION PRESENTED TO THE GRADUATE COUNCIL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUUIEMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 1970 : For Pat Joys which earth cannot afford. ACKNOWJ.SDGSMENTS I have been sustained throughout this study by Reve-:al kind benefactors ^nd perc(_^-.t ive critics. Mr. C. A. Robertson and Mr. Francis C. Kaber encouraged my ^ ^y graduate work at the University of Florida in a vari<-tty of humane ways. An early draft of Chapter I received the benefit of close scruLiny from Mr. Robert A. Bryan, who also provided much-appreciated encourage- ent. Mr. Clifford Earl Ramsey, III, ar.d Mr. John David Walker, fellow graduate students at Rice University and the University of Florida, contributed in numerous and comprehensive ways to my understanding of Pope. f \, aid in specific matters, I wish to thank Mr. John A. Dussinger, a forraer colleague at the U. ve^sity of Illinois; and M^ss Sylvia Eckenroue, Miss Susan Kunkle, and Mr. .villiam T. Lunsfc 'i, Jr., for.uer students of mine at Shipp^nsburg ate College. Mr. John B. Pickaro and Mr. E. A. Hammond rcQU the stuny and offered helpful suggestions toward :..aproveiaent of it. I es ecially e^a grateful ro Mr. Aubrey L. Williams, wi J as director and benefactor lr\ iuy grr.duate study often provided me with needed discipline and criticism, and who encouraged me constantly .-y hit example: his precepcs ce ch but what his works inspire. -
Alexander Pope - Poems
Classic Poetry Series Alexander Pope - poems - Publication Date: 2012 Publisher: Poemhunter.com - The World's Poetry Archive Alexander Pope(21 May 1688 – 30 May 1744) Pope was an 18th-century English poet, best known for his satirical verse and for his translation of Homer. He is the third-most frequently quoted writer in The Oxford Dictionary of Quotations, after Shakespeare and Tennyson. Pope's use of the heroic couplet is famous. <b>Life</b> <b>Early Life</b> Pope was born in London to Alexander Pope (senior, a linen merchant) and Edith Pope (née Turner), who were both Catholics. Pope's education was affected by the penal law in force at the time upholding the status of the established Church of England, which banned Catholics from teaching on pain of perpetual imprisonment. Pope was taught to read by his aunt, then went to Twyford School in about 1698–9. He then went to two Catholic schools in London. Such schools, while illegal, were tolerated in some areas. In 1700, his family moved to a small estate in Binfield, Berkshire, close to the royal Windsor Forest. This was due to strong anti-Catholic sentiment and a statute preventing Catholics from living within 10 miles (16 km) of either London or Westminster. Pope would later describe the countryside around the house in his poem Windsor Forest. Pope's formal education ended at this time, and from then on he mostly educated himself by reading the works of classical writers such as the satirists Horace and Juvenal, the epic poets Homer and Virgil, as well as English authors like Geoffrey Chaucer, William Shakespeare and John Dryden. -
"Educate for Eternity
EDUCATION SPECIAL "EDUCATE FOR ETERNITY " With such an army of workers as our youth, rightly trained, might furnish, how soon the message . might be carried to the whole world ! " Youth of the Northern European Division for whom Christian education must be provided. NORTHERN LIGHT HE TERM "education" in common use to be wayward and indifferent to the things T has taken a narrow meaning of a Educate for God of God. It is at this period of life that certain scholastic achievement. The Oxford the secondary school and the boarding Dictionary defines education as, "Bringing By J. Alfred Simonsen school become a power for God. The up (of the young); development of char- Division Educational Secretary participation in morning and evening acter or mental powers." This is a very devotions, the associations in Bible classes, the close friendship of others with the satisfactory explanation of the best in community organization takes an interest secular education, but for the Christian same interests and aspirations become an in its child members to provide further influence that develops spiritual power it is not enough. training. "Our ideas of education take too narrow and strength of character. and too low a range.... True education The church has a special work to do in Young people who attend non-Adventist means more than the pursual of a certain educating and training its children that schools through adolescence rarely find course of study. It means more than a they may not, in attending school or in their way into the Christian college to preparation for the life that now is. -
Representative Writers of the Neo-Classical Age [1700-1798]
REPRESENTATIVE WRITERS OF THE NEO-CLASSICAL AGE [1700-1798] ALEXANDER POPE and SAMUEL JOHNSON are regarded as the representative writers of the Neo-Classical Age ALEXANDER POPE [1688-1744] Representative writer of the Age English poet, critic and satirist Was born in Lombard Street, London in 1688 Catholic parents: Alexander Pope Senior and Turner Pope During the period, Public education was banned to Catholics and therefore Pope was educated at home, learnt Greek and Latin under a tutelage of a priest. Later, at Catholic school. Pope undertook a rigorous self- education. He suffered a physical deformity-he was only 4 feet 6 inches tall with curvature of the spine. He composed his ‘Pastorals’ and was published in the 6th part of Tonson’s Poetical Miscellanies. His didactic poem, ‘An Essay on Criticism’ was published in May 1711. This poem established his literary reputation. His famous mock-heroic epic ‘The Rape of the Lock’ [Belinda’s Toilet is a part of this poem] was first published in 1712. It was based on a family quarrel between the Petres and Fermors. In 1713, Pope along with Jonathan Swift, John Gay, John Arbuthnot and Thomas Parnell founded a literary club called the Scriblerus Club to satirize All the false tastes in learning. Pope’s famous works: An Essay on Criticism [A didactic poem] The Rape of the Lock 1. An Essay on Criticism [Poem] This is a didactic poem in heroic couplets. It was published in 1711. It contains a thumbnail history of criticism from Aristotle to William Walsh Mohan Prakash, University College Of Arts REPRESENTATIVE WRITERS OF THE NEO-CLASSICAL AGE [1700-1798] It is said, he wrote this as a response to an ongoing critical debate, which centered on the question of whether poetry should be natural or written according to predetermined artificial rules inherited from the classical past. -
Line Structure and Sentence Form in Pope's Couplet
LINE STRUCTURE AND SENTENCE FORM IN POPE’S COUPLET By JOHN A. JONES A DISSERTATION PRESENTED TO THE GRADUATE COUNCIL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA August, 1961 ACKNOWLEDGMENTS I am grateful for the aid given me in this study by the members of my committee. Professors Ants Oras, R* H* Bowers, E. S. Holden and W* T. Blackstone. I am indebted in various ways to Professor Aubrey L. Williams of Rice University under whom this study was begun. I am glad to acknowledge my special indebtedness to the chairman of my committee, Professor T. Walter Herbert, who has been unsparing of his time, energy and kindness; who has been hard upon the weaknesses of this dissertation; and who has improved and clarified everything he touched. I wish also to acknowledge the aid given me by my sister, Hazel Jones Eidson. Without her timely and generous support, the writing of this dissertation would lie in the future rather than in the past. ii TABLE! OP CONTENTS Page ACKNOWLEDGMENTS . ii Chapter I, INTRODUCTION . * . 1 II. POPE’S FORERUNNERS t WALLER, DENHAM AND DRYDEN 16 III. THE PASTORALS J THE YOUNG VIRTUOSO 48 IV. THE ESSAY ON CRITICISM 71 V. VINDSOR-FOREST (1713) . 96 VI. THE RAPE OF THE LOCK (1714) 117 VII. ELOISA TO ABELARD (1717) 150 VIII. THE COUPLET NORM OF THE DUNCIADi THE DUNCIAD, VARIORUM (of 1729). 168 IX. AN ESSAY ON MAN (1735-54) 197 X. AN EPISTLE TO DR. ARBUTHNOT 219 XI.