Seven Fatal Flaws in the Attempt to Derive the Dactylic Hexameter from Aeolic Cola
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Syllabification and Accent in the Paradise Lost
SYLLA BI FI CA TI ON A ND A C C ENT I N THE PA RA DI SE LOST A D I S S ERTA T I O N P R E S E NT E D TO T H E B O A RD O F U N IV ER S I TY S TU D I E S O F T H E JOH N S HO P KI N S U N IV ER S I TY F O R T H E D E E E P I L S P Y G R O F D O C TOR O F H O O H . EOR E DOBB N BRO N G G I W . n m : B A L T I M O R E JOH N M U RP HY C O M P A NY 1 90 1 C O N T EN TS . INTRODUCTION. P A GE. M etrical views of 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Masson A b bo tt and Seeley Symonds — A R I SY A IFICA I N. P T . -
Chapter 1 "The Elements of Rhythm: Sound, Symbol, and Time"
This is “The Elements of Rhythm: Sound, Symbol, and Time”, chapter 1 from the book Music Theory (index.html) (v. 1.0). This book is licensed under a Creative Commons by-nc-sa 3.0 (http://creativecommons.org/licenses/by-nc-sa/ 3.0/) license. See the license for more details, but that basically means you can share this book as long as you credit the author (but see below), don't make money from it, and do make it available to everyone else under the same terms. This content was accessible as of December 29, 2012, and it was downloaded then by Andy Schmitz (http://lardbucket.org) in an effort to preserve the availability of this book. Normally, the author and publisher would be credited here. However, the publisher has asked for the customary Creative Commons attribution to the original publisher, authors, title, and book URI to be removed. Additionally, per the publisher's request, their name has been removed in some passages. More information is available on this project's attribution page (http://2012books.lardbucket.org/attribution.html?utm_source=header). For more information on the source of this book, or why it is available for free, please see the project's home page (http://2012books.lardbucket.org/). You can browse or download additional books there. i Chapter 1 The Elements of Rhythm: Sound, Symbol, and Time Introduction The first musical stimulus anyone reacts to is rhythm. Initially, we perceive how music is organized in time, and how musical elements are organized rhythmically in relation to each other. Early Western music, centering upon the chant traditions for liturgical use, was arhythmic to a great extent: the flow of the Latin text was the principal determinant as to how the melody progressed through time. -
Some Problems in Prosody
1903·] Some Problems in Prosody. 33 ARTICLE III. SOME PROBLEMS IN PROSODY. BY PI10PlCSSOI1 R.aBUT W. KAGOUN, PR.D. IT has been shown repeatedly, in the scientific world, that theory must be supplemented by practice. In some cases, indeed, practice has succeeded in obtaining satisfac tory results after theory has failed. Deposits of Urate of Soda in the joints, caused by an excess of Uric acid in the blood, were long held to be practically insoluble, although Carbonate of Lithia was supposed to have a solvent effect upon them. The use of Tetra·Ethyl-Ammonium Hydrox ide as a medicine, to dissolve these deposits and remove the gout and rheumatism which they cause, is said to be due to some experiments made by Edison because a friend of his had the gout. Mter scientific men had decided that electric lighting could never be made sufficiently cheap to be practicable, he discovered the incandescent lamp, by continuing his experiments in spite of their ridicule.1 Two young men who "would not accept the dictum of the authorities that phosphorus ... cannot be expelled from iron ores at a high temperature, ... set to work ... to see whether the scientific world had not blundered.'" To drive the phosphorus out of low-grade ores and convert them into Bessemer steel, required a "pot-lining" capable of enduring 25000 F. The quest seemed extraordinary, to say the least; nevertheless the task was accomplished. This appears to justify the remark that "Thomas is our modem Moses";8 but, striking as the figure is, the young ICf. -
Metrical Feet Iamb (Iambic) Betray Anapest
Meter & Form Metrical Feet Iamb (iambic) betray Anapest (anapestic) intercede Trochee (trochaic) stupor Dactyl (dactylic) secondly Spondee (spondaic) stop light Pyrrhic a night / for the / ghosts Some Other Metrical Concerns caesuras end-stopped vs. enjambed lines rhyme ************************************ “It is not meters, but a meter-making argument that makes a poem.” Emerson “[Meter] can’t be merely a careless dash off, with no grip and no real hold to the words and sense.” Pound ************************************ According to Paul Fussell in Poetic Meter & Poetic Form, there are three principles of expression that metric variations convey: 1 A succession of stressed syllables without the expected intervening unstressed syllables can reinforce effects of slowness, weight, or difficulty; 2 A succession of unstressed syllables without the expected intervening stressed syllables can reinforce effects of rapidity, lightness, or ease; 3 An unanticipated reversal in rhythm implies a sudden movement, often of discovery or illumination; or a new direction of thought, a new tone of voice, or a change or intensification of poetic address. 1 Meter & Form Some Examples Listen! / you hear / the gra / ting roar / Of peb / bles which / the waves / draw back, / and fling, / At their / return, / up the / high strand, / Begin, / and cease, / and then / again / begin / . (Arnold, “Dover Beach”) . through many a dark and dreary Vale They pass’d, and many a Region dolorous, O’er many a Frozen, many a Fiery Alp, Rocks, Caves, Lakes, Fens, Bogs, Dens, and shades of death. (PL) Drove them before him Thunder-struck, pursu’d With terrors and with furies to the bounds And Crystal wall of Heav’n, which op’ning wide, Roll’d inward, and a spacious Gap disclos’d Into the wasteful Deep; the monstrous sight Strook them with hoor backward, but far worse Urg’d them behind; headlong themselves they threw Down from the verge of Heav’n, Eternal wrath Burnt after them to the bottomless pit. -
Homer: an Arabic Portrait1
Edin Muftić Homer: An Arabic portrait1 Homer is rightfully seen as the first teacher of Hellenism, the poet who educated the Greek, who in turn educated Europe. But, as is well known, Europe doesn’t have a monopoly on Greek heritage. It was also present in the Islamic tradition, where it manifested itself differently. Apart from phi- losophy, mathematics, astronomy, medicine and pharmacology, Greek poetry, even if usually not translated, was also widely read among the Arab-Islamic intellectual elite. The author analyses the extent to which Homer’s works circulated, how well known were his poetics, and the influence his verses exerted during the heyday of Classical Arab-Islamic civilization. Keywords: Homer; translation movement; Al-Biruni; arabic poetry; Al-Farabi; Averroes INTRODUCTION The Greek and Arab epic tradition have much in common. Themes of tribal enmity, invasions and plunder, abduction of women, revenge, heroism, chivalry and love feature prom- inently in both traditions. While the Greeks have Hercules, Perseus, Theseus, Odysseus, Jason or Achilles, the Arabs have ʻAntar bin Šaddād (the “Arab Achilles”), Sayf bin ī Yazan, Az-Zīr Sālim and many others. When it comes to the actual performance of poetry, similarities be- Ḏ tween the two traditions are even greater. Homeric aoidos playing his lyre has a direct coun- terpart in Arab rawin playing his rababa. The Arab wandering poet often shares the fate of his Greek colleague (Imruʼ al-Qays, arafa and Al-Aʻšá, and Abū Nuwās and Al-Mutanabbī are the most famous examples). Greek tyrants who were famous for hosting poets like Ibycus, Anacre- Ṭ on, Simonides, Bacchylides or Pindar, while expelling others like Alcaeus, have a royal counter- part in An-Nuʻmān bin al-Mun ir, the ruler of Hira. -
Miscellanea the Long Um and Biceps of the Greek
MISCELLANEA THE LONG UM AND BICEPS OF THE GREEK HEXAMETER Recent articles by Irigoin 1) and Devine & Stephens 2) have demonstrated that the statement of Dionysius of Halicarnassus that the monosyllabic biceps of the Greek hexameter is 'longer' 3) than the longum is basically true 4). Irigoin concluded that the phonetic structure of the longunz was different from that of the biceps. Devine & Stephens deny this, and attribute the greater length of the biceps to the effect of the metrical structure of the hexameter on the Greek language. There is, of course, a basic difference between the longum and the biceps : the former cannot be resolved, the latter can. Devine & Stephens are right, however, to suggest that the structure of the hexameter is usually responsible for a shorter longum. This becomes very clear when we consider such factors as lengthening in arsis, hiatus in arsis, short final vowel lengthened in arsis before mute and liquid, and so on. These features are mentioned by West 5) as evi- dence that the thesis (biceps) is longer than the arsis (longum). If the arsis were as long as the thesis, according to West, there would be no reason why such factors should not occur as readily in thesis; they are tolerated in arsis because the arsis is shorter. This state- ment, however, overlooks a fundamental factor in the structure of the Greek hexameter: the restrictions on word-end in thesis. The factors mentioned by West generally involve word-end, the length- ened syllable usually being final. The possibility of 'lengthening in thesis' obviously presupposes a monosyllabic thesis; but word-end after a monosyllabic biceps is greatly restricted in the hexameter 6). -
The Challenge of Oral Epic to Homeric Scholarship
humanities Article The Challenge of Oral Epic to Homeric Scholarship Minna Skafte Jensen The Saxo Institute, Copenhagen University, Karen Blixens Plads 8, DK-2300 Copenhagen S, Denmark; [email protected] or [email protected] Received: 16 November 2017; Accepted: 5 December 2017; Published: 9 December 2017 Abstract: The epic is an intriguing genre, claiming its place in both oral and written systems. Ever since the beginning of folklore studies epic has been in the centre of interest, and monumental attempts at describing its characteristics have been made, in which oral literature was understood mainly as a primitive stage leading up to written literature. With the appearance in 1960 of A. B. Lord’s The Singer of Tales and the introduction of the oral-formulaic theory, the paradigm changed towards considering oral literature a special form of verbal art with its own rules. Fieldworkers have been eagerly studying oral epics all over the world. The growth of material caused that the problems of defining the genre also grew. However, after more than half a century of intensive implementation of the theory an internationally valid sociological model of oral epic is by now established and must be respected in cognate fields such as Homeric scholarship. Here the theory is both a help for readers to guard themselves against anachronistic interpretations and a necessary tool for constructing a social-historic context for the Iliad and the Odyssey. As an example, the hypothesis of a gradual crystallization of these two epics is discussed and rejected. Keywords: epic; genre discussion; oral-formulaic theory; fieldwork; comparative models; Homer 1. -
English 201 Major British Authors Harris Reading Guide: Forms There
English 201 Major British Authors Harris Reading Guide: Forms There are two general forms we will concern ourselves with: verse and prose. Verse is metered, prose is not. Poetry is a genre, or type (from the Latin genus, meaning kind or race; a category). Other genres include drama, fiction, biography, etc. POETRY. Poetry is described formally by its foot, line, and stanza. 1. Foot. Iambic, trochaic, dactylic, etc. 2. Line. Monometer, dimeter, trimeter, tetramerter, Alexandrine, etc. 3. Stanza. Sonnet, ballad, elegy, sestet, couplet, etc. Each of these designations may give rise to a particular tradition; for example, the sonnet, which gives rise to famous sequences, such as those of Shakespeare. The following list is taken from entries in Lewis Turco, The New Book of Forms (Univ. Press of New England, 1986). Acrostic. First letters of first lines read vertically spell something. Alcaic. (Greek) acephalous iamb, followed by two trochees and two dactyls (x2), then acephalous iamb and four trochees (x1), then two dactyls and two trochees. Alexandrine. A line of iambic hexameter. Ballad. Any meter, any rhyme; stanza usually a4b3c4b3. Think Bob Dylan. Ballade. French. Line usually 8-10 syllables; stanza of 28 lines, divided into 3 octaves and 1 quatrain, called the envoy. The last line of each stanza is the refrain. Versions include Ballade supreme, chant royal, and huitaine. Bob and Wheel. English form. Stanza is a quintet; the fifth line is enjambed, and is continued by the first line of the next stanza, usually shorter, which rhymes with lines 3 and 5. Example is Sir Gawain and the Green Knight. -
On Translating Homer's Iliad
On Translating Homer’s Iliad Caroline Alexander Abstract: This reflective essay explores the considerations facing a translator of Homer’s work; in par- ticular, the considerations famously detailed by the Victorian poet and critic Matthew Arnold, which re- main the gold standard by which any Homeric translation is measured today. I attempt to walk the reader Downloaded from http://direct.mit.edu/daed/article-pdf/145/2/50/1830900/daed_a_00375.pdf by guest on 24 September 2021 through the process of rendering a modern translation in accordance with Arnold’s principles. “I t has more than once been suggested to me that I should translate Homer. That is a task for which I have neither the time nor the courage.”1 So begins Matthew Arnold’s classic essay “On Translating Ho- mer,” the North Star by which all subsequent trans- lators of Homer have steered, and the gold stan- dard by which all translations of Homer are judged. A reader will find Arnold’s principles referenced, directly or indirectly, in the introduction to most modern translations–Richmond Lattimore’s, Rob- ert Fagles’s, Robert Fitzgerald’s, and more recently Peter Green’s. Additionally, Arnold’s discussion of these principles serves as a primer of sorts for poets and writers of any stripe, not only those audacious enough to translate Homer. While the title of his essay implies that it is about translating the works of Homer, Arnold has little to CAROLINE ALEXANDER is the au- thor of The War That Killed Achil- say about the Odyssey, and he dedicates his attention les: The True Story of Homer’s Iliad to the Iliad. -
Robert Hayden (1913-1980)
ROBERT HAYDEN (1913-1980) “RUNAGATE RUNAGATE” (1962) √A highly moving—rhythmic—poetic evocation of the Underground Railroad: sights, sounds, fears, threats, the heroine Harriet Tubman, language from “WANTED” posters. Different VOICES. √ THE CONCISE OXFORD COMPANION TO AFRICAN AMERICAN LITERATURE: “One of Robert Hayden’s most successful historical poems, ‘Runagate Runagate’ (first published in 1962), employs a montage of voices to portray the tumultuous world of escaped slaves, and ultimately the fundamental human impulse toward freedom. ‘Runagate,’ a term for a runaway slave, refers specifically to Harriet Tubman and by extension to a series of symbols suggesting freedom and emancipation.” [http://oxfordindex.oup.com/view/10.1093/oi/authority.20110803100433238] √ Cental Idea: Quest for Freedom, of slaves in the American South √ Poetic Meter: Utilizes a variety of meters: dactyl, iamb, amphibrach, cretic, anapest, spondee—yet is strongly grounded in the TROCHAIC. The poem’s opening line is in Trochaic Heptameter, with other major line-groupings of 6 trochees, 4 trochees, 3 trochees, pairs of trochees “bookending” another single meter; the “hoot-owl calling” quatrain near the poem’s conclusion has all 4 lines in Trochaic Tetrameter. The use of TROCHEE is, further, associated with moments of high drama. Three MOLOSSUS in highly emotionally charged moments. √ Historical, Evocative, Powerful, Personal √ Historical sources of some of the poetic language: spirituals, hymns, abolitionist songs, WANTED posters, voices of slaves, the voice of Harriet Tubman. √ Reiteration and Alliteration: “Catch them if you can….”; “she says”; “movering, movering”; “Mean (mean mean) to be free”; “brethren brethren”; “air”; “leaves”; “No more”; “Some go (some in)”; “for me”; “darkness”; “beckoning beckoning”; “and the hunters pursuing and the hounds pursuing”; “and the night cold and the night long”; “keep on going”; “when you try to catch them”; “Many thousands”; “If you see”; “woman of earth, whipscarred, a summoning, a shining”; “Tell me . -
The Poetry Handbook I Read / That John Donne Must Be Taken at Speed : / Which Is All Very Well / Were It Not for the Smell / of His Feet Catechising His Creed.)
Introduction his book is for anyone who wants to read poetry with a better understanding of its craft and technique ; it is also a textbook T and crib for school and undergraduate students facing exams in practical criticism. Teaching the practical criticism of poetry at several universities, and talking to students about their previous teaching, has made me sharply aware of how little consensus there is about the subject. Some teachers do not distinguish practical critic- ism from critical theory, or regard it as a critical theory, to be taught alongside psychoanalytical, feminist, Marxist, and structuralist theor- ies ; others seem to do very little except invite discussion of ‘how it feels’ to read poem x. And as practical criticism (though not always called that) remains compulsory in most English Literature course- work and exams, at school and university, this is an unwelcome state of affairs. For students there are many consequences. Teachers at school and university may contradict one another, and too rarely put the problem of differing viewpoints and frameworks for analysis in perspective ; important aspects of the subject are omitted in the confusion, leaving otherwise more than competent students with little or no idea of what they are being asked to do. How can this be remedied without losing the richness and diversity of thought which, at its best, practical criticism can foster ? What are the basics ? How may they best be taught ? My own answer is that the basics are an understanding of and ability to judge the elements of a poet’s craft. Profoundly different as they are, Chaucer, Shakespeare, Pope, Dickinson, Eliot, Walcott, and Plath could readily converse about the techniques of which they are common masters ; few undergraduates I have encountered know much about metre beyond the terms ‘blank verse’ and ‘iambic pentameter’, much about form beyond ‘couplet’ and ‘sonnet’, or anything about rhyme more complicated than an assertion that two words do or don’t. -
HUMANITIES INSTITUTE ANCİENT GREEK LİTERATURE Buckner B Trawick , Ph.D
HUMANITIES INSTITUTE ANCİENT GREEK LİTERATURE Buckner B Trawick , Ph.D. Updated by Frederic Will, Ph D. The Age of Epic Poetry (c. 900 -700 B.C.)* Historical Background. Greek people inhabited not only the southern part of the Balkan Peninsula (Hellas), but also part of the coast of Asia Minor, part of Italy, and many islands in the Mediterranean and Aegean seas, including Crete and Sicily. On the Balkan mainland, mountains and the surrounding sea led to divisions into many petty local states, which carried on continual warfare with each other. The primitive inhabitants were a mixture of three strains: (1) Pelasgians or Helladics. The earliest known inhabitants of the Greek mainland, they were perhaps related to the inhabitants of Asia Minor, and they probably were not Indo-Europeans. Little is known of them except what can be learned from legends and from the archeological discoveries of Schliemann and Evans. (2) Aegeo-Cretans. They were probably of Mediterranean origin and probably blended with the Pelasgians c. 1800-1400 B.C. (3) Northern Indo- Europeans. Variously called Achaeans, Danaans, and Hellenes, these people probably migrated from the north of Greece c. 2000- 1000 B.C. After 1150 B.C. there were three rather distinct racial groups: (1) Dorians. Their main settlements were the Peloponnesus, the Corinthian Isthmus, the southwest portion of Asia Minor, Crete, Sicily, and parts of Italy; their principal cities were Sparta, Corinth, and Syracuse. The Dorians were warlike, reserved, and devout. Their dialect was terse and rugged. They perfected the. “stately choral ode.” (2) Aeolians. The principal Aeolian settlements were Boeotia, Lesbos, and northwestern Asia Minor.