Keats, Tennyson & Rossetti float
Nineteenth century literature was characterized by its subsistence to themes delving into human emotions and feelings. Focus on the subjective self was especially apparent in poetry, wherein the works of John Keats, Alfred Tennyson, and Christina Rossetti. In each poet's work, there was evidence of emotional contemplation about the significance of human existence in the world, a line of thinking that was mainly religious and a reflection specifically of Christianity.
In Keats' "The vale of soul-making," he expressed his Christian thoughts on the significance of the individual in the midst of the intellectual development happening in his society during the 19th century. In it, he emphasized that Soul is distinct from and of greater essence than Intellect; this belief stemmed from Keats' belief that Intellect is just one of the elements that make up the individual. That is, one must have Intellect, Heart, and Soul to truly become a meaningful being in the world. Intellect is just an instrument through which the Soul emerges and develops: "Do you not see how necessary a World of Pains and troubles is to school an Intelligence and make it a Soul?" Meanwhile, Tennyson, in his poem "In memoriam," centered on the importance of humility as well, although he did not equate with Intellect the importance of the Spirit or Soul. For Tennyson, intellect is nothing without humility and faith in God, a similar condition expressed in Keats' discourse: "We have but faith: we cannot know; for knowledge is of things we see and yet we trust it comes from thee..." Rossetti shared Tennyson's humble and faithful belief in God, although, as illustrated in the poem "A Better Resurrection," she proved herself incapable of considering herself as worthy of God's grace and forgiveness. Nevertheless, like Tennyson, the poem was created in honor of God and the inherent goodness of the human soul.
However, in line with the Paz prompt at the outset of this discussion, Keats merely uses this tradition as a bridge on which to extend toward motivation on behalf of the evolving form. The subject matter is where this work takes a step toward modernity. The manner in which Keats describes the reality of dying is startling for its time primarily because it lacks religiosity. In describing death, the
All breathing human passion far above, That leaves a heart high-sorrowful and cloy'd, burning forehead, and a parching tongue. A lines 28-30) The final lines of the Ode encapsulate the tension and conflict of the poem in a vision of art as the only means of resolving the disparity between the ideal and the real. When old age shall this generation waste, Thou shalt remain, in midst of other woe Than ours, a friend to man,
Tennyson's "The Lotos Eaters" Desire and rest are dominant themes in Alfred Lord Tennyson's poem "The Lotos-Eaters," with the lotos flowers enhancing the mariners' desire to return home while simultaneously inducing an overpowering lethargy, compelling them to stay on the island, ultimately only ever dreaming of home. Upon first glance the poem appears to be an indictment of self-indulgence and excessive sensual pleasure, but a closer reading reveals that the mariners'
43). To that comment, Tennyson is believed to have replied that the poem is "The embodiment of my own belief that the Godlike life is with man and for man" (Brunner, p. 43). In critiquing the Palace of Art Brunner offers common-sense substance that some previous critics had avoided. He claims that the poem demonstrates "to live in art…is to live for selfish delight" and living in selfish delight is
Lesson Plan Amp; Reflection I didn't know what state you are in so was unable to do state/district standards! Lesson Plan Age/Grade Range; Developmental Level(s): 7-8/2nd Grade; Below grade level Anticipated Lesson Duration: 45 Minutes Lesson Foundations Pre-assessment (including cognitive and noncognitive measures): All students are reading below grade level (5-7 months) as measured by standardized assessments and teacher observation Curricular Focus, Theme, or Subject Area: Reading: Fluency, word recognition, and comprehension State/District Standards: Learning Objectives: Students will develop
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