Frankenstein and the Vampyre
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BYRON COURTS ANNABELLA MILBANKE, AUGUST 1813-DECEMBER 1814 Edited by Peter Cochran
BYRON COURTS ANNABELLA MILBANKE, AUGUST 1813-DECEMBER 1814 Edited by Peter Cochran If anyone doubts that some people, at least, have a programmed-in tendency to self-destruction, this correspondence should convince them. ———————— Few things are more disturbing (or funnier) than hearing someone being ironical, while pretending to themselves that they aren’t being ironical. The best or worst example is Macbeth, speaking of the witches: Infected be the air whereon they ride, And damned all those that trust them! … seeming unconscious of the fact that he trusts them, and is about to embark, encouraged by their words, on a further career of murder that will end in his death. “When I find ambiguities in your expression,” writes Annabella to Byron on August 6th 1814, “I am certain that they are created by myself, since you evidently desire at all times to be simple and perspicuous”. Annabella (born 1792) is vain, naïve, inexperienced, and “romantic”, but she’s also highly intelligent, and it’s impossible not to suspect that she knows his “ambiguities” are not “created by” herself, and that she recognizes in him someone who is the least “perspicuous” and most given to “ambiguities” who ever lived. The frequency with which both she and she quote Macbeth casually to one another (as well as, in Byron’s letters to Lady Melbourne, Richard III ) seems a subconscious way of signalling that they both know that nothing they’re about will come to good. “ … never yet was such extraordinary behaviour as her’s” is Lady Melbourne’s way of describing Annabella on April 30th 1814: I imagine she’d say the same about Byron. -
Mary Shelley: Teaching and Learning Through Frankenstein Theresa M
Forum on Public Policy Mary Shelley: Teaching and Learning through Frankenstein Theresa M. Girard, Adjunct Professor, Central Michigan University Abstract In the writing of Frankenstein, Mary Shelley was able to change the course of women’s learning, forever. Her life started from an elite standpoint as the child of Mary Wollstonecraft and William Godwin. As such, she was destined to grow to be a major influence in the world. Mary Shelley’s formative years were spent with her father and his many learned friends. Her adult years were spent with her husband, Percy Bysshe Shelley, and their literary friends. It was on the occasion of the Shelleys’ visit to Lord Byron at his summer home that Mary Shelley was to begin her novel which changed the course of women’s ideas about safety and the home. No longer were women to view staying in the home as a means to staying safe and secure. While women always knew that men could be unreliable, Mary Shelley openly acknowledged that fact and provided a forum from which it could be discussed. Furthermore, women learned that they were vulnerable and that, in order to insure their own safety, they could not entirely depend upon men to rescue them; in fact, in some cases, women needed to save themselves from the men in their lives, often with no one to turn to except themselves and other women. There are many instances where this is shown throughout Frankenstein, such as: Justine’s prosecution and execution and Elizabeth’s murder. Mary Shelley educated women in the most fundamental of ways and continues to do so through every reading of Frankenstein. -
Select Letters of Percy Bysshe Shelley
ENGLISH CLÀSSICS The vignette, representing Shelleÿs house at Great Mar lou) before the late alterations, is /ro m a water- colour drawing by Dina Williams, daughter of Shelleÿs friend Edward Williams, given to the E ditor by / . Bertrand Payne, Esq., and probably made about 1840. SELECT LETTERS OF PERCY BYSSHE SHELLEY EDITED WITH AN INTRODUCTION BY RICHARD GARNETT NEW YORK D.APPLETON AND COMPANY X, 3, AND 5 BOND STREET MDCCCLXXXIII INTRODUCTION T he publication of a book in the series of which this little volume forms part, implies a claim on its behalf to a perfe&ion of form, as well as an attradiveness of subjeâ:, entitling it to the rank of a recognised English classic. This pretensión can rarely be advanced in favour of familiar letters, written in haste for the information or entertain ment of private friends. Such letters are frequently among the most delightful of literary compositions, but the stamp of absolute literary perfe&ion is rarely impressed upon them. The exceptions to this rule, in English literature at least, occur principally in the epistolary litera ture of the eighteenth century. Pope and Gray, artificial in their poetry, were not less artificial in genius to Cowper and Gray ; but would their un- their correspondence ; but while in the former premeditated utterances, from a literary point of department of composition they strove to display view, compare with the artifice of their prede their art, in the latter their no less successful cessors? The answer is not doubtful. Byron, endeavour was to conceal it. Together with Scott, and Kcats are excellent letter-writers, but Cowper and Walpole, they achieved the feat of their letters are far from possessing the classical imparting a literary value to ordinary topics by impress which they communicated to their poetry. -
British & American Literature: Romanticism to Modernism (The Long 19Th Century)
Dept. of English & Comparative Literature, SJSU MA Exam Reading List: Group 2 British & American Literature: Romanticism to Modernism (the long 19th century) Description: This part of the MA exam focuses on major 19th century writers/texts from the U.K. and U.S.A. Students should have a general knowledge of the definitions and rules of the various forms and genres popular during the British Romantic and Victorian literary periods, as well as the American Romantic, Transcendentalist, and Realist movements. Students should also pay attention to how these forms and genres are used/deployed in different historical and cultural moments. Poetry: ● Lyrical ballad ● Odal hymn ● Elegy ● Sonnet (Petrarchan, Miltonic, Shakespearean) ● Broadsides Prose: ● Gothic Novel ● Historical Romance ● Bildungsroman ● Domestic Novel ● Detective Novel ● Serialized Novel ● Silverfork Novel ● Slave Narrative ● Short Story ● Sketch ● Tall Tale Students should also familiarize themselves with the general biographical, cultural, historical, and political for the various texts and their related periods. A review of the information included in the introduction and headnotes in most anthologies is sufficient; however, the Broadview anthologies offer the most current and diverse historical context on these periods. British: Romantic-era (1775-1835) and Victorian-era (1835-1902) Literature Charlotte Smith (1749-1806) Elegiac Sonnets (1795) William Blake (1757-1827) Songs of Innocence and Experience Mary Wollstonecraft (1759-97) Vindication of the Rights of Men, Vindication of the Rights of Woman William Wordsworth (1770-1850) and Samuel Taylor Coleridge (1772-1834) Lyrical Ballads (1798 version), Preface to the 1800 edition of Lyrical Ballads Jane Austen (1775-1817) Pride and Prejudice or Northanger Abbey George Gordon, Lord Byron (1788-1824) Don Juan Percy Bysshe Shelley (1792-1822) “Prometheus,” “Hymn to Intellectual Beauty,” “Ozymandias,” “Mutability,” “England in 1819,” A Defence of Poetry John Keats (1795-1821) “The Eve of St. -
Percy Bysshe Shelley's Conception of the Poet and Poetic Creativity
IMPACT: International Journal of Research in Humanities, Arts and Literature (IMPACT: IJRHAL) ISSN (P): 2347–4564; ISSN (E): 2321–8878 Vol. 9, Issue 3, Mar 2021, 29–44 © Impact Journals PERCY BYSSHE SHELLEY’S CONCEPTION OF THE POET AND POETIC CREATIVITY Ladan Farah Bakhsh Research Scholar, University of Warsaw, Poland Received: 12 Mar 2021 Accepted: 17 Mar 2021 Published: 31 Mar 2021 ABSTRACT Percy By she Shelley, as one of the pioneers of English Romanticism, depicts many of the school’s principles in his poems; typical motifs and themes that keep recurring in typical Romantic texts include imagination, nature, inspiration, individualism, revolutionism, emotionality, and nostalgia. These elements, which are also common in the works of the founders of British Romanticism, laid the foundation of an unprecedented way of literary aesthetics in the last years of the eighteenth century. Therefore, a thorough study of Shelley’s or any other Romantic writer’s works can yield a perfect picture of Romantic tenets and values in writing. In the present article the central questions of are: What are Shelley’s views regarding the poet, the process of writing, and poetic creativity? Can we consider Shelley as a Romantic critic? To answer the questions, the researcher draws upon Shelley’s ideas inserted in his “A Defence of Poetry” and highlights the relevant propositions and assertions proclaimed by the poet. This research shows that Shelley held individualistic and idiosyncratic criteria for appreciating and composing literary texts. Furthermore, like Blake, Wordsworth, and Coleridge, Shelley founded his writings on certain theories and expositions he expounded in a critical essay. -
The Power of the Imagination~ Fall 2012 Division of Humanities—English University of Maine at Farmington
English 345 ~ English Romanticism: The Power of the Imagination~ Fall 2012 Division of Humanities—English University of Maine at Farmington Instructor: Dr. Misty Krueger Office: 216A Roberts Learning Center Office Hours: Tuesdays and Thursdays from 10 a.m.-11 a.m. and 2:30 p.m.-3:30 p.m. Office Phone: 207-778-7473 E-mail: [email protected] (preferred method of contact) COURSE DESCRIPTION Welcome to this course, which will cover the English Romantic period (1785-1832). Notable writers from this period include Mary Wollstonecraft, Jane Austen, William Blake, William Wordsworth, Samuel Taylor Coleridge, Lord Byron, the Shelleys, and John Keats, among many others. In this course we will explore how their works react to important contemporary political events, reconstruct a gothic past, draw on the supernatural, and incorporate spontaneity and imagination. Our specific goal in this course is to study how the ‘powers of the imagination’ lead some of the most well-known Romantic authors to craft brilliant and inventive essays, fiction, poetry, and dramatic literature. As such, we will spend our time examining these authors’ inspirations for writing, means of composition, and conceptions of the purpose of literature, as well as its effects on the individual and society-at-large. We are about to study some of the most beautiful literature ever written in the English language. Get ready to be inspired! Get ready to become an enthusiastic, active participant in this course by contributing discussion questions about our readings, completing reading responses, giving a formal class presentation on scholarly criticism, and conversing informally with your classmates about our course materials. -
The Last Man"
W&M ScholarWorks Undergraduate Honors Theses Theses, Dissertations, & Master Projects 5-2016 Renegotiating the Apocalypse: Mary Shelley’s "The Last Man" Kathryn Joan Darling College of William and Mary Follow this and additional works at: https://scholarworks.wm.edu/honorstheses Part of the Literature in English, British Isles Commons Recommended Citation Darling, Kathryn Joan, "Renegotiating the Apocalypse: Mary Shelley’s "The Last Man"" (2016). Undergraduate Honors Theses. Paper 908. https://scholarworks.wm.edu/honorstheses/908 This Honors Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Undergraduate Honors Theses by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. 1 The apocalypse has been written about as many times as it hasn’t taken place, and imagined ever since creation mythologies logically mandated destructive counterparts. Interest in the apocalypse never seems to fade, but what does change is what form that apocalypse is thought to take, and the ever-keen question of what comes after. The most classic Western version of the apocalypse, the millennial Judgement Day based on Revelation – an absolute event encompassing all of humankind – has given way in recent decades to speculation about political dystopias following catastrophic war or ecological disaster, and how the remnants of mankind claw tooth-and-nail for survival in the aftermath. Desolate landscapes populated by cannibals or supernatural creatures produce the awe that sublime imagery, like in the paintings of John Martin, once inspired. The Byronic hero reincarnates in an extreme version as the apocalyptic wanderer trapped in and traversing a ruined world, searching for some solace in the dust. -
1 Byron: Six Poems of Separation
1 Byron: Six Poems of Separation edited by Peter Cochran If one’s marriage were to collapse in humiliating, semi-public circumstances, and if one were in part to blame for its collapse, one’s reaction would probably be to maintain a discreet and (one would hope) a dignified silence, and to hope that the thing might blow over in a year or so. Byron’s reaction was write, and publish, poetry about it while it was still collapsing. The first two of these poems were written in London – the first is to his wife, and the next about and to her friend and confidante Mrs Clermont – before he left England, on Thursday April 25th 1816. The next three were written in Switzerland after his departure, and are addressed to his half-sister Augusta. The last one is again to his wife. They show violent contrasts in style and tone (the Epistle to Augusta is Byron’s first poem in ottava rima), and strange, contrasting aspects of Byron’s nature. That he should wish them published at all is perhaps worrying. The urge to confess without necessarily repenting was, however, deep within him. Fare Thee Well! with its elaborate air of injured innocence, and its implication that Annabella’s reasons for leaving him remain incomprehensible, sorts ill with what we know of his behaviour during the disintegration of their marriage in the latter months of 1815. John Gibson Lockhart was moved, five years later, to protest: … why, then, did you, who are both a gentleman and a nobleman, act upon this the most delicate occasion, in all probability, your life was ever to present, as if you had been neither a nobleman nor a gentleman, but some mere overweeningly conceited poet? 1 Of A Sketch from Private Life , William Gifford, Byron’s “Literary Father”, wrote to Murray: It is a dreadful picture – Caravagio outdone in his own way. -
Illuminating the Darkness: the Naturalistic Evolution of Gothicism in the Nineteenth-Century British Novel and Visual Art
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Dissertations, Theses, and Student Research: Department of English English, Department of 8-2013 Illuminating the Darkness: The Naturalistic Evolution of Gothicism in the Nineteenth-Century British Novel and Visual Art Cameron Dodworth University of Nebraska-Lincoln Follow this and additional works at: https://digitalcommons.unl.edu/englishdiss Part of the Literature in English, British Isles Commons Dodworth, Cameron, "Illuminating the Darkness: The Naturalistic Evolution of Gothicism in the Nineteenth- Century British Novel and Visual Art" (2013). Dissertations, Theses, and Student Research: Department of English. 79. https://digitalcommons.unl.edu/englishdiss/79 This Article is brought to you for free and open access by the English, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Dissertations, Theses, and Student Research: Department of English by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. ILLUMINATING THE DARKNESS: THE NATURALISTIC EVOLUTION OF GOTHICISM IN THE NINETEENTH- CENTURY BRITISH NOVEL AND VISUAL ART by Cameron Dodworth A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy Major: English (Nineteenth-Century Studies) Under the Supervision of Professor Laura M. White Lincoln, Nebraska August, 2013 ILLUMINATING THE DARKNESS: THE NATURALISTIC EVOLUTION OF GOTHICISM IN THE NINETEENTH- CENTURY BRITISH NOVEL AND VISUAL ART Cameron Dodworth, Ph.D. University of Nebraska, 2013 Adviser: Laura White The British Gothic novel reached a level of very high popularity in the literary market of the late 1700s and the first two decades of the 1800s, but after that point in time the popularity of these types of publications dipped significantly. -
Don Juan from Norton.Pdf
http://www.englishworld2011.info/ DON JUAN / 669 [MANFRED expires.] ABBOT He's gone—his soul hath ta'en its earthless flight- Whither? I dread to think—but he is gone. 1816-17 1817 Don juan Byron began his masterpiece (pronounced in the English fashion, Don Joo-nn) in July 1818, published it in installments beginning with cantos 1 and 2 in 1819, and continued working on it almost until his death. Initially he improvised the poem from episode to episode. "I have no plan," he said, "I had no plan; but I had or have materials." The work was composed with remarkable speed (the 888 lines of canto 13, for example, were dashed off within a week), and it aims at the effect of improvisation rather than of artful compression; it asks to be read rapidly, at a con- versational pace. The poem breaks off with the sixteenth canto, but even in its unfinished state Don Juan is the longest satirical poem, and indeed one of the longest poems of any kind, in English. Its hero, the Spanish libertine, had in the original legend been superhuman in his sexual energy and wickedness. Throughout Byron's version the unspoken but persistent joke is that this archetypal lady-killer of European legend is in fact more acted upon than active. Unfailingly amiable and well intentioned, he is guilty largely of youth, charm, and a courteous and compliant spirit. The women do all the rest. The chief models for the poem were the Italian seriocomic versions of medieval chivalric romances; the genre had been introduced by Pulci in the fifteenth century and was adopted by Ariosto in his Orlando Furioso (1532). -
DAL GOLEM ALLA CREATURA DI MARY SHELLEY: FRANKENSTEIN TRA MITO, SCIENZA E LETTERATURA Angela Articoni*
DAL GOLEM ALLA CREATURA DI MARY SHELLEY: FRANKENSTEIN TRA MITO, SCIENZA E LETTERATURA Angela Articoni* Mi concepì. Presi forma come un neonato, non nel suo corpo, ma nel suo cuore, mi sviluppai nella sua immaginazione finché trovai il coraggio di uscire dalla pagina e di entrare nella vostra mente. Lita Jugde1 Abstract: The similarity between Mary Shelley’s Frankenstein and the Golem of Jewish folklore is no mere coincidence. The Golem’s introduction on early nineteenth century German literature – ironically at the hands of two avowed anti˗Semites, Jacob Grimm and Ludwig Achim von Arnim – may have enabled the novelist Mary Shelley to rediscover it. In addition, being aware of the avant˗garde scientific research that was being carried out at the time, Mary Shelley also took inspiration from her many readings to incorporate mythological and theological debates related to science. Keywords: Golem, Frankenstein, Mary Shelley, Scientific discoveries, Gothic literature, Childrenʼs literature. Frankenstein ovvero il Prometeo moderno Il nome Prometeo, in greco Promethéus, significa “colui che riflette prima”, saggezza e intelligenza sono, infatti, le sue doti principali. È un titano di seconda generazione – figlio di Giapeto e di Climene, figlia di Oceano – sempre dalla parte degli uomini, in contrasto con il dio supremo Zeus, del quale rappresenta in un certo senso l’antitesi. Secondo Esiodo – nella * Dottore di ricerca in Scienze dell’Educazione - Università di Foggia. 1 Lita Jugde, Mary e il mostro. Amore e ribellione. Come Mary Shelley creò Frankenstein, trad. it. R. Bernascone, Il Castoro, Milano 2018, p. 7. 69 Teogonia (700 a.C. ca.) – Prometeo creò l’uomo con creta rinvenuta a Panopea, in Beozia, plasmando figure nelle quali Atena inalava la vita2. -
Discussion Questions for Frankenstein Written by Hailey Toporcer, Hiram College Class of 2019 Edited by Prof
Discussion Questions for Frankenstein Written by Hailey Toporcer, Hiram College Class of 2019 Edited by Prof. Kirsten Parkinson As you read Mary Shelley’s Frankenstein, either on your own or with a group, we invite you to use these questions to add layers to your discussion or thinking about the novel. The first section includes questions for each chapter of the novel; you will find questions reflecting on the book as a whole at the end. We have not included specific pages numbers as various editions have different page numbers, but the quotations are based on the 1831 edition of the novel. Discussion Questions for Each Chapter Letters I through IV 1. Frankenstein begins and ends with letters written by Robert Walton. Why do you think that Mary Shelley chose to have him frame the novel? How would your opinions of Victor Frankenstein and his creation differ if their story was told directly by Victor Frankenstein himself? What if the story was told solely by the creation? 2. Walton yearns for a friend, much like Victor Frankenstein’s creature does. What does this tell you about human nature? Is it in our nature to want companionship, someone to confide in, and someone to care for? 3. In Letter IV, Walton writes, “Yesterday the stranger said to me, “You may easily perceive, Captain Walton, that I have suffered great and unparalleled misfortunes. I had determined at one time that the memory of these evils should die with me, but you have won me to alter my determination. You seek for knowledge and wisdom, as I once did; and I ardently hope that the gratification of your wishes may not be a serpent to sting you, as mine has been.