I. A. Richards: Reading Poem Task

Greetings, 

            This blog was prepared in response to a poem reading task given by Barad Sir. In this blog, I will analyze the poem "The Bread of People" by Bertolt Brecht in accordance with the style and approach of I. A. Richards in his work on Figurative Language.

 

Poem: The Bread of People

Justice is the bread of the people

Sometimes is plentiful, sometimes it is scarce

Sometimes it tastes good, sometimes it tastes bad.

When the bread is scarce, there is hunger.

When the bread is bad, there is discontent.

Throw away the bad justice

Baked without love, kneaded without knowledge!

Justice without flavour, with a grey crust

The stale justice which comes too late!

If the bread is good and plentiful

The rest of the meal can be excused.

One cannot have plenty of everything all at once.

Nourished by the bread of justice

The work can be achieved

From which plenty comes.

As daily bread is necessary

So is daily justice.

It is even necessary several times a day.

From morning till night, at work, enjoying oneself.

At work which is an enjoyment.

In hard times and in happy times

The people requires the plentiful, wholesome

Daily bread of justice.

Since the bread of justice, then, is so important

Who, friends, shall bake it?

Who bakes the other bread?

Like the other bread

The bread of justice must be baked

By the people.

Plentiful, wholesome, daily.

Literal Reading of Poem

This poem by Bertolt Brecht seems like an easy poem at first reading, but it conveys a deep message of justice in society through the analogy between bread and justice. Sometimes bread, as in justice, is plentiful and sometimes it scares, and when it scares, there is hunger in society, and when it is bad, there seems discontent among people. Poet argues that daily bread is necessary just as daily justice, and sometime it is necessary several times a day as we eat more than one time in the day. At the end, the bread of the people must be baked by people who are healthy and plentiful.

Problematizing the Poem

The poem is simple to read and understand and does not contain heavy and perplexing poetic words, but still, there are some things that can be problematic.

- Though it seems appropriate in the context of the poem, it is a far-fetched idea to compare bread and justice, like there cannot be a comparison between bread and justice.

- When a poet makes the point that 'the bread of justice must be baked by the people', does that mean that justice should be given by people?

 

• These lines are difficult to understand in the first reading. 

'If the bread is good and plentiful

The rest of the meal can be excused.

One cannot have plenty of everything all at once.

Nourished by the bread of justice

The work can be achieved

From which plenty comes'. 

Explanation given by ChatGPT

These lines mean that if justice is strong and plentiful in a society, it can make up for other problems. It's like saying if the foundation, which is represented by the "bread of justice," is good, it can cover up or make amends for other issues in society. The metaphor suggests that having a solid and abundant justice system can compensate for shortcomings in other areas. The lines also acknowledge that it's challenging to have everything perfect at the same time. Overall, the emphasis is on how justice plays a crucial role, like good food, in supporting and improving society.

'Since the bread of justice, then, is so important

Who, friends, shall bake it?

Who bakes the other bread'? 

Explanation given by ChatGPT

These lines are basically asking who is responsible for ensuring justice, using the metaphor of baking bread. The poet is telling us to think collectively and is addressing us as "friends." The question about who bakes the other bread is like saying, who takes care of other important things in life. Overall, the lines make us think about our shared responsibility in making sure justice is not just talked about but actively worked on. It stresses the importance of everyone working together to create a fair and just society.

Aim of Author

The poet has two main goals in this poem. Firstly, poet want to underscore the importance of justice in society, comparing it to the essential role of daily bread in people's lives. Secondly, there's a focus on urging people to take an active role in building and sustaining a fair society. The poem prompts readers to think about the quality and accessibility of justice, promoting the idea that it's a shared responsibility to ensure justice is abundant, genuine, and a regular aspect of everyday life.

FRAME STUDY OF MOVIE "THE GREAT DICTATOR" BY CHARLIE CHAPLIN

Thinking Activity

This blog is prepared as part of thinking activity to understand the thematic concerns of the movie "The Great Dictator" by Chaplin. 

The Great Dictator

Charlie Chaplin's "The Great Dictator" is a bold 1940 satirical comedy-drama film that takes on Adolf Hitler, fascism, and anti-Semitism during a time when the U.S. was neutral in World War II. Chaplin, the writer, director, and star, plays two roles—the absurd dictator Hynkel and a Jewish barber resembling him. Using humor, the film addresses serious political issues, showcasing Chaplin's mastery of comedy. A standout moment is the emotional plea for peace and humanity in the final speech by the Jewish barber. This timeless masterpiece not only entertains but also conveys a strong anti-totalitarian message.

Dictators of the 20th Century

The 20th century saw the rise of several infamous dictators throughout the world, who left a lasting impact on history. 

Adolf Hitler (Germany, 1933-1945): The leader of the Nazi Party, Hitler orchestrated the Holocaust and led Germany into World War II, who is here depicted as humourous character- Hynkel. Joseph Stalin (Soviet Union, 1924-1953): As the leader of the Soviet Union, Stalin was responsible for the Great Purge and implemented harsh policies that led to the deaths of millions. Benito Mussolini (Italy, 1922-1943): The founder of Italian Fascism, Mussolini established a dictatorship, aligning Italy with Nazi Germany during World War II. Francisco Franco (Spain, 1939-1975): A military dictator, Franco ruled Spain for nearly four decades, following the Spanish Civil War. Mao Zedong (China, 1949-1976): As the founding father of the People's Republic of China, Mao Zedong led the country through the Chinese Communist Revolution. Pol Pot (Cambodia, 1975-1979): The leader of the Khmer Rouge, Pol Pot orchestrated the Cambodian Genocide, resulting in the deaths of millions. Kim Il-sung (North Korea, 1948-1994): The founding leader of North Korea, Kim Il-sung established a dynastic regime that continues to this day.

These dictators had significant and often devastating impacts on their respective nations and the world at large. Observing dehumanizing impacts of these dictators, Chaplin constructed the movie 'The Great Dictator'.

Frame Study of the Movie 

The movie kicks off with a war scene in the background. There are several soldiers fighting against enemies. Around them, one can see the wooden planks connected to each other with wire, which is typical of the war background. This symbolizes how humans are trapped in prisons like war.

 

It is obvious that some heavy weapons were used in the war. In the movie, there is also a picture of a colossal war tank, which refers to the deep impact of the war and the necessity to be victorious in war.

 

There is a double role for Chaplin in the movie. One is Hynkel, and the other is a Jewish barber who serves as a symbol of a war victim. Through the barber's experience, Chaplin sheds light on the impact of war on a normal person, emphasizing their spirit and humanity.

 

This frame shows that a soldier is surrounded by thick fog, which serves as a metaphor for the obscured and chaotic state of the world during the 20th century war period and represents the confusion and uncertainty laid by war. This scene also stands as one seeking clarity in their lives as war goes on in their country.

 

This frame shows the vast castle in which Hynkel resides, who himself is as tiny as his intentions and character. Above him there is a sign of the cross, which refers to the 'Swastika', the symbol of the Nazi party of Hitler. The symbol is closely associated with Adolf Hitler's regime and is now widely seen as a symbol of hate, anti-Semitism, and atrocities committed during World War II.

 

This frame demonstrates Hynkel's speech, which is often delivered with exaggerated grandiosity, mimicking the bombastic style of the dictator Hitler. Hynkel's speech also stands for misuse of power, by using political jargon, Hynkel manipulates people. Such charismatic oratory is dangerous, especially when exploiting emotion and fear. The gestures and postures that are used while giving speeches help dictators create a facade of strength and authority, and the topic of such speeches oftentimes revolves around fake nationalism to create tension between people.

 

This frame shows mobocracy, where a large crowd take matters into their hands in the warfare. Such demonstration is necessary in those days to showcasing military strength of the nation. 

This frame clearly offers reference to human life during the war period. As if people in this period were trapped in a fictional prison of war with restrictions that were laid on them during the Second World War. Birds flying in the vast and open sky are often used as symbols of liberty and peace, but here they are captivated like people in their homes.

 

After a while, the narrative shifts to the political meeting of two great dictators, Napaloni and Hynkel. In this frame, Hynkel tries to make his chair longer than that of Napaloni, which serves as a symbol of one's desire for power and authority. Moreover, Hynkel's posture and his facial expressions while sitting on the chair illustrate his confidence in authority.

 

This is one of the significant frames to study, which demonstrates Hynkel's desire to rule over the world and dominate the whole world with sheer military force. When Hynkel plays with the globe, his face and body movements show different feelings, like being really happy or acting very powerful. These details make the scene more funny on purpose, adding humor and satire to the movie. Hynkel aggressively punctures the globe, which can be seen as his disregard for his enemy nations. This scene demonstrates a wide range of interpretations, centered around Hynkel's dictatorial ambitions.

 

This frame shows Hynkel trying to be innocent, which is in contrast with the sinister nature of Hynkel's character. The incongruity between innocent children and the dictator creates a powerful visual impact. In today's time, there are also so many politicians who actively interact with children to prove their innocence and their noble intentions, but this idea of playing with children is only superficial; this type of scene is nothing but a personality cult. Hynkel manipulates innocence for political purposes.

 

This frame illustrates the importance given to the artists during the war. In the frame, there are two artists working on the different portraits of Hynkel, but he comes for posing whenever he is free and seems to have no respect for the artists at all. This theme takes a broader perspective and refers to the diminished respect for artists during the war period. Anti-art is one of the chief characteristics of the 20th century.

NOTE: I have utilized ChatGPT to enhance my understanding of frames.

WORD COUNT: 1104

IMAGES USED: 16

Thank you.

FRAME STUDY OF THE MOVIE "MODERN TIMES" BY CHARLIE CHAPLIN

 Hello readers, 

          This blog contains a frame study of the movie 'The Modern Times' by one of the most famous filmmakers and comic actors, Sir Charles Spencer Chaplin. We have seen this movie in the context of the modern age. The transition to the modern age brought about numerous changes, and it's only natural for people to face struggles during such shifts. Whether it's adapting to new technologies, grappling with social changes, the impact of industrialization, or class distinction, it can be challenging. Chaplin explicitly encompasses these problems in his silent movie 'The Modern Times'.     

Understanding the Zeitgeist of the 20th Century: From Modern Times to the Era of Great Dictators

Overview of the Movie the Modern Time

"Modern Times" is a classic silent film written and directed by Charlie Chaplin, released in 1936. It's a satirical take on the dehumanizing effects of industrialization, the struggles of the working class, and the impact of modern technology on society. The film follows Chaplin's iconic character, The Tramp, as he goes through the challenges of a shifting world. The narrative is set against the backdrop of the Great Depression, and The Tramp finds himself caught in the cogs of the modern, mechanized world. The movie is not only a brilliant satire on the industrial age but also offers a human perspective on striving against industrial and societal challenges. Despite being a silent film, Chaplin's storytelling transcends language and remains relevant even in the modern age.

 

What is Frame Study?

Frame study simply means to do a thematic analysis of the frames of a particular movie. Each frame in a film is a single still image, and studying these frames can offer insights into various aspects of filmmaking. Filmmakers often use framing to convey emotions, tell a story, or create a specific atmosphere. By studying individual frames, one can get an idea of what has been said through the frame. It's a way of interpreting the visual elements of a film. 

Timeless Human Strife in the Factories

The very first frame of the movie foreshadows the theme of industrialization, which will dominate the whole movie. This frame indicates the timeless working hours of men and women within factories of growing industrialism. Workers often faced harsh conditions with little job security. They were paid less and were made to work timeless hours with minimal breaks. This image of a clock also gives the idea of the strict discipline of the factories of the 20th century, which binds workers.

Here, in this frame, we can see the tractor doing work on an assembly line in the factory. This kind of work during the 20th century was often monotonous. Workers had to do this repetitive work on conveyor belts for countless hours. This is depicted quite humorously in the movie: by doing this work without taking a break, Tramp's hands are so habituated to doing work that his hands are movie-ready automatically when he is not doing work.

 

This frame showcases the mentality of factory owners towards their workers. Workers are already getting minimal break time for their lunch, but to diminish that break more, the factory owner introduced a machine that feeds their workers more quickly. So that workers can produce more goods for the factory. Factory owners consider workers as a means of earning.

 

These two frames show the genius of the filmmaker. In one frame, there are ships visible in Horde going on, possibly to eat grass, while in the other frame, we can see humans going to the factories to do the same monotonous work in Horde. By comparing these two frames, one can get the idea that there is no difference between men and ships and that both have to do the same boring work in order to get bread. This also places emphasis on the mechanized lives of the people during the 20th century.

 

This frame showcases the futuristic idea of omnipresent factory owners, which we can connect with today's CCTV cameras. The discipline of the factories was so strict during that time that workers didn't have time to take a break for a minute. Every time someone is not working in the factory, the image of the owner comes out of nowhere and orders the worker to do their job. This is a very similar idea to the dystopian novel of George Orwell, "1984", in which there is Big Brother, who watches over the people all the time and no one can escape from his sight. The technology in the movie is depicted as a controlling element and refers to the three Ms: mind, muscle, and money.

 

Unemployment and Riots

Unemployment and social unrest are two of the chief characteristics of the 20th century, which stem from industrialization and economic challenges. The introduction of new technologies in the factory leads to job displacement, leaving many workers unemployed. And thus, with the kind of unemployment often followed by strikes and riots, the factory workers, feeling oppressed and exploited, rebel against the system. This frame also alludes to the great depression of 1930, which was marked by widespread unemployment, poverty, and social unrest. The movie 'Modern Times' serves as both a critique and a reflection of 20th-century socio-economic issues.

 

This scene is of a jail, in which presumably a muscular man is doing the work of knitting. This is so unlike man to do knitting, especially muscular man, but by this frame, Chaplin tries to convey the message that jails are for discipline. In prison, one cannot receive human treatment by which they can be brought to discipline.

In the midst of all the struggles in the face of poverty and working in factories, the human values are depicted through the relationship between Tramp and Gamin, an orphan girl. They both fell in love, and all they wanted was a small house and bread for them. Their companionship provides a sense of solace and mutual support, showcasing the human need for connection, especially in difficult times. Their relationship also stands as a symbol of hope in the midst of the bleak environment of industrialization.

 

The scene from mall stands for dream life that they both have imagined. And it is a symbol of unfulfilled desires. 

The last frame of "Modern Times" is an iconic image that encapsulates the theme of hope and resilience in the human spirit. The Tramp and the Gamin are seen walking down a road away from the camera, towards an uncertain future. Believing that there is still hope in this modern world. This frame remains a poignant and timeless image, capturing the essence of hope and the human spirit's ability to endure and move forward.

NOTE: I have utilized ChatGPT to enhance my understanding of frames.

WORD COUNT: 1117

IMAGES USED: 11

Thank you.

T. S. ELOIT'S ESSAY ON "TRADITION AND THE INDIVIDUAL TALENT"

Greeting, 

            Hello readers, This blog task was assigned by Barad Sir. In this blog, one can find my interpretation of the various questions related to T. S. Eliot's influential essay in the new criticism, "Tradition and the Individual Talent". This essay was originally published in 1922 in Sacred Woods and later included in his 'Selected Essay'.

Here are some questions to ponder:

Q: How would you like to explain Eliot's concept of tradition? Do you agree with it? What do you understand by historical sense?

Ans

T. S. Eliot is one of the foremost critics of the 20th century, along with I. A. Richards, J. C. Ransom, and Allen Tate, who laid the foundation of New Criticism. T. S. Eliot's critical essay 'Tradition and Individual Talent' delves into the concept of tradition and the writer's individual talent. The literal meaning of tradition, according to the Oxford Dictionary, is 'a belief, custom, or way of doing something that has existed for a long time among a particular group of people'. But here, the term tradition seems to have taken on a different connotation, more in the sense of literary tradition that had past before the writer's time during which one is writing. The writer has to take previous literary tradition into consideration while producing the creative work, but that does not mean simply imitating the prior work. Eliot sees the tradition as a distinct entity that is 'not inherent but can be obtained with a great deal of labor and erudition'. Writers merely have to add some of their individual talent as a contribution to the already-existing tradition.

Historical Sense

This quote by Eliot better explains the historical sense. ,

'The historical sense involves a perception not only of the past but of its presence; the historical sense compels a man to write not merely with his own generation in his bones but with the feeling of the whole of the literature of Europe from Homer, and within it, the whole of the literature of his own country has a simultaneous existence and composes a simultaneous order'

According to Eliot,  'The writer writes with history in his bones', which clearly means that the writer should be well read and have the necessary historical knowledge to carry out the literary tradition. The writer's connection with history is so deep that it has become an integral part of the writer's creative writing.

'This historical sense, which is a sense of the timeless as well as of the temporal, and of the timeless and of the temporal together, is what makes a writer traditional'.

In these  lines, Eliot argues that a writer's work is a bridge between history, which is timeless, and the contemporary time during which one is writing. A writer becomes 'traditional' when they have a deep understanding of both the universality of life and the happenings of their surroundings. Timeless and Temporal both together make the writer most acutely conscious of his place in time and of his own contemporaneity.

Q: What is the relationship between 'tradition' and 'individual talent' according to the poet T. S. Eliot?

Ans

As mentioned in the above answer, tradition is something that is not inherent or something one can get from the parents, but it is an independent thing. which also does not mean that to be a traditional writer is to be a mere imitator. One has to keep in mind the previous poets and writers, but they have to contribute something to the tradition, something of their own personal experience, and this little bit of contribution to the tradition is called individual talent.

For instance, tradition is the eternal great palace, and writers' contribution is a small pillar of the great palace, and by making this so small a pillar, writers can carve their name into the history books.

EXPLAIN: 'Some can absorb knowledge; the more tardy must sweat it. Shakespeare acquired more essential histories from Plutarch than most men from British museums.

As mentioned previously, T. S. Eliot placed emphasis on the wide and deep reading of poets and readers in order to better understand historical sense. And it is obvious that, to understand diverse histories and their references, one must have extensive reading; without it, it cannot be possible to be a traditional writer. But there seems to be a great exception: the literary genius Shakespeare. There are no records of Shakespeare going to any university or knowing any other language than English, yet his works are considered the best in English literature. His power of absorbing the knowledge and day-to-day lives of people was exceptional, while others of his contemporaries, like Christopher Marlowe, were university University Wit and well educated, yet he is not considered as great as Shakespeare. So with the only exception of Shakespeare, all other writers have to delve deep into the reading and make themselves sweat for absorbing wide historical knowledge.

 

EXPLAIN: "Honest criticism and sensitive appreciation are directed not upon the poet but upon the poetry."

This quote basically emphasizes objective criticism of creative works of art, which can be done by following the text, not the author. The quote separates the author from their creative work. One should not judge the creative work of art on personal or biographical grounds, which leads to the intentional fallacy, originated by W. K. Wimsatt and Beardsley. In short, a work of art should derive its meaning solely from the text itself rather than the meaning that the author intended.

 

Q: How would you like to explain Eliiot's theory of depersonalization? You can explain this with the help of a chemical reaction in the presence of a catalyst agent, platinum.

Ans

T.S. Eliot's theory of depersonalization revolves around the idea that a poet should strive for an impersonal or depersonalized approach to their work. According to Eliot, the poet should detach themselves from their personal emotions and experiences when creating poetry.

Keeping this in mind, Eliot criticized the Romantic writers, particularly Wordsworth's theory and definition of poetry. Eliot argued that romantic writers were self-centered and placed emphasis on individualism. According to Wordsworth, poetry is a 'spontaneous overflow of powerful feelings, recollected in tranquility of mind', which certainly involves some sort of personal feeling; for example, his poem "Tintern Abbey". Eliot argues that the poet's mind should act as an "ideal order," where past literary works and traditions play a crucial role. Eliot believes that the poet's work should contribute to the ongoing tradition of literature. By depersonalizing the creative process, the poet becomes a medium through which the larger cultural and literary heritage speaks.

To explain this theory Eliot had used one chemical reaction, in which So3 and H2o would make H2S04 with using Platinum as catalyst. In the chemical reaction catalyst make the process faster but it does not take part in chemical reaction and can not be found at the end of the reaction. Eliot would compare poets mind with the Platinum catalyst that, mind of the poet should not attached to the creation of poetry but only make the creative process swift. 

"Poetry is not turning loose of emotion, but an escape from emotion; it is not the expression of personality, but an escape from the personality."

This quotation acutely talks about the theory of detachment, which says that a poet should not let his or her emotions loose in creative work but should restrain their personal feelings and experiences. In this way poets should be always separated from their creative work.

 

Checkout this insightful video lecture that summarizing essay by using relevant keywords and the essay's title.

 

 Thank you for visiting. 

Assignment 105: Comparative Analysis of Geoffrey Chaucer and Edmund Spenser

Assignment 105: Comparative Analysis of Geoffrey Chaucer and Edmund Spenser.

This blog is part of an assignment for paper 105- The History of English Literature - From 1350 to 1900

Personal Information:-

Name:- Aakash Chavda

Batch:- M.A. Sem 1 (2023-2025)

Enrollment Number:- 5108230011

E-mail Address:- aakashchavda637@gmail.com

Roll Number:- 1

Assignment Details:-

Topic: Comparative Analysis of Geoffrey Chaucer and Edmund Spenser

Paper & subject code:- 105 - History of English Literature - From 1350 to 1900 & 22396.

Submitted to:- Smt. Sujata Binoy Gardi, Department of English, MKBU, Bhavnagar. 

Date of Submission:- 01 December,2023

Abstract:

This comparative analysis encompasses the distinct literary contributions of two prominent figures in English literature, Geoffrey Chaucer and Edmund Spenser. Both writers, though belonging to different periods within the broader framework of medieval and Renaissance literature, have left an invaluable mark on the literary landscape. This study explores their unique styles, thematic concerns, and the socio-cultural contexts that shaped their works. Geoffrey Chaucer, often hailed as the "father of English literature," is celebrated for his "The Canterbury Tales." His innovative use of the vernacular Middle English and his insightful portrayal of diverse characters from various social classes provide a rich tapestry of medieval society. The analysis scrutinizes Chaucer's narrative techniques, such as the frame story structure, and evaluates the satirical elements embedded in his tales, shedding light on his keen observations of human nature and societal norms. In contrast, Edmund Spenser, a key figure of the Elizabethan Age, is renowned for his epic poem "The Faerie Queene." The study investigates Spenser's intricate allegorical framework, exploring the layers of symbolism and allegory that permeate his work. Additionally, attention is given to Spenser's poetic craftsmanship, with a focus on his use of the Spenserian stanza and the influence of classical and Italian literary traditions on his writing. Ultimately, this comparative analysis provides a nuanced understanding of the literary achievements of Geoffrey Chaucer and Edmund Spenser,

Key words

Geoffrey Chaucer, Edmund Spenser, 'The Canterbury Tales', 'The Faerie Queene', English Literature.

Geoffrey Chaucer

              

"The Morning Star of The Renaissance"                       

   "Father of English Poetry and "

 

Geoffrey Chaucer, born in 1342 in London and passing away in 1400, is hailed as the preeminent English poet before Shakespeare, often regarded as "the first finder of our language." It is widely believed that Chaucer played a crucial role in transforming English from a dialect into a standard language by the time of his death. His renowned work, "The Canterbury Tales," stands as one of the greatest poetic achievements in English literature. Beyond his literary contributions, Chaucer served as a courtier, diplomat, and civil servant, earning the trust and support of three successive kings: Edward III, Richard II, and Henry IV. However, his lasting legacy lies in his poetry, characterized by a remarkable diversity in subject matter, genre, tone, and style, exploring complex themes related to the human pursuit of a meaningful existence.

Chaucer's work is distinguished by a pervasive humor coupled with a thoughtful and tolerant examination of profound philosophical questions. His writings portray him as a poet of love, addressing both earthly and divine aspects, ranging from carnal desires to spiritual communion with God. Through his verses, readers are prompted to reflect on humanity's relationships with one another and with the divine, offering entertaining insights into human frailties, follies, and nobility.

By 1366, Chaucer had entered matrimony, likely with Philippa Pan, who had served in the households of the countess of Ulster and later Queen Philippa of Hainaut. Chaucer's marriage appears to have been advantageous, evident in the annuities granted to Philippa Chaucer, affirming that Chaucer had married well.

Chaucer's Works

It divides into three distinct periods

1) French                         2) Italian                         3) English

  

French Period:- 

 He was much influenced by De Lorries and De Meting, translated their legnthy romance "The Romaunt of Rose"

-  Poem "The Book of Duchess" - lengthy allegory on the death of 'Blannche'

-  Poem "The Complaint Unto Pity" - French seven line stanza or 'Rime Royal'

Italian Period:- Influenced by Dante

The "House of Fame" is one of Chaucer's unfinished poems, it has close resemblance to Dante's "Divine Comedy"

                      'writen ful of names

                     Of folk that hadden grete fames.'

-  "The Parliament of Fowls"

-  "Troilus and Criseyde" - borrowed freely from Boccaccio

-  Idea of "Canterbury Tales" Is taken from Boccaccio's "Decamerone"

-  "The Legend of Good Woman" - Heroic Couplet Poem

English Period:- 

"The Canterbury Tales" Is regarded as one Chaucer's best work. 

- "Knight's tale" Is one of the famous tales. 

Chaucer employed three Princelple meters

1) 8 syllabic line rhyming in couplets called 'ottva rhyma'

     Ex. 'The Book of Duchess'

2) 10 syllabic line called 'Heroic couplet', got perfection by the hands of Pope. 

3) 'Rhyma Royal' - 10 syllabic line, 7 line stanza

    Ex. 'Troilus and Cressyde'

Edmund Spencer

Wordsworth praised Spenser as “The embodiment of nobility, purity and sweetness”

Edmund Spenser, born around 1552/53 in London, was an English poet celebrated for "The Faerie Queene," a significant work in the Spenserian stanza. Little is known about his early life, but he attended Merchant Taylors' grammar school and later studied at the University of Cambridge. Despite his family's modest means, Spenser's education exposed him to classical and contemporary literature. In 1569, Spenser showcased his poetic talent with English versions of French and Italian poems. His university years at Cambridge were marked by encounters with Gabriel Harvey, fostering a deep knowledge of various literary traditions. Spenser's religious training influenced his engagement in the religious struggles of the time, though his leanings toward Puritanism are unclear. "The Shepheardes Calender" (1579 or 1580) reflects Spenser's early focus on English church matters. He later served as secretary to Bishop John Young. His poetry draws from classical myths, Christianity, and medieval folklore, shaping his unique compositions. In 1596 Spenser wrote a prose pamphlet “A View of the Present State of Ireland” in the form of a dialogue. The pamphlet argued that Ireland would never be totally ‘pacified’ by the English until its indigenous language and customs had been destroyed, if necessary by violence.

According to Ben Jonson, “Spenser died at the age of 46 – for the want of bread”.A letter written by Spenser to Sir Walter Raleigh in 1590 contains a preface for the Faerie Queene, in which Spenser describes the allegorical presentation of virtues through Arthurian Knights in the mythical faerie land.This letter outlines the plan for 24 books; twelve based on the knights who exemplifies private virtues and twelve public virtues centred on King Arthur. C. S. Lewis said – “Spenser was not one of the great sonneteers”. Dryden remarks that “Shakespeare himself might not have achieved so much, if Spenser had not lived and laboured”. W.B. Yeats called Spenser ‘The first salaried moralist.” Milton in his Aeropagitica called Spenser – “Our sage and serious poet … whom I dare be known to think a better teacher than scouts or Aquinas”. Alexander Pope compared Spenser to “a mistress, whose faults we see, but love her with them all.” In “A View of the Present State of Ireland” Spenser believed that “Ireland is a diseased portion of the state, it must first be cured and reformed before it could be in a position to appreciate the good soundlaws and blessings of the nation”. It is a dialogue between Eudoxus and Irenius. In this book, Spenser categorises the evils of the Irish people into three prominent categories – Laws, customs and religion.

Major Works of Spenser

Faerie Queene:- it is the epic poem of Spenser. It is written in Spenserian stanza (abab bcbc c). All the books are based on ‘King Arthur’. The first three books were published in 1590 and second set of three books were published in 1596. Spenser states that; “the aim behind the Faerie Queene was to- Fashion a gentleman or noble person in virtuous and gentle discipline”. Actually Spenser had planned to write 24 books but it remained unfinished.

The introductory letter of Faerie Queene was written to Walter Raleigh. Dryden commented on it for its ‘Lack of Unity. It is an allegorical epic poem in which we can find the praise of Queen Elizabeth as Gloriana. Each book represents a virtue of a knight. Spenser called this epic as “a dark conceit". The seventh book was incomplete which deals with the subject of mutability represent the virtue of Constancy. The poem is modelled on Orlando’s Furioso and Torquato Tasso’s Jerusalem Delivered.

Another important work of Spencer is "The Shepherd's Calendar" It was Spenser’s first major poetic work, published in 1579, by Hugh Singleton. It is an allegorical poem, in the form of a dialogue. Edmund Spenser dedicates his volume to Sir Philip Sidney and signs himself "Immerito". It is written on imitation of Virgil’s first book The Eclogues and Theocritus’s Idylls.The poem introduces ‘Colin Clout’ a folk character originated by John Skelton and depicts his life as a shepherd, through the twelve months of the year.

Comparison between Chaucer and Spenser

Chaucer casts the longest shadow over a certain aspect of Spenser's art-its affected homeliness, its odd mixture of rusticity and polish. Spenser discovered in Chaucer a way to modulate his tone of voice. using various degrees and sorts of self-advertisement and self-deprecation in order to establish himself as a not too bold national poet. Spenser's exceedingly delicate adoption of the themes of Chaucer's

"marriage group" for his discussion of love and sexuality in The 'Faeri Queene'. He learned his poetic craft from Chaucer. Spenser was melodious and exquisite whereas Chaucer was deliberately blunt and coarse. Spenser too reformed the English language just like his master did. The minor works of

both poets are steeped in the self-deprecation common to much love poetry, poetry of complaint, and dream vision. 

Spenser regarded Chaucer as his master, but their writing styles differ significantly due to the two centuries separating them, both writers were best representative of their respective age. Chaucer, a poet and man of affairs, brought a modern perspective to ancient and medieval themes. He abandoned outdated metrical romance, pioneered narrative storytelling in verse, and portrayed contemporary life with humor and romance. His aim was to entertain himself and readers, mastering diverse and melodious verse. However, as language evolved, his influence waned. Spenser, like Chaucer, was a busy man of affairs but leaned more towards being a poet and scholar. He approached writing as an idealist, depicting people not as they are but as he imagined them to be, devoid of humor and driven by a mission to reform. While Chaucer drew inspiration from present-day conditions, Spenser's work, like his Eclogues, was more artificial than his foreign models. Unlike Chaucer, Spenser's imagination dominated, creating a world of dreams and illusions rooted in the past. His second notable quality was a keen sensitivity to beauty, evident not only in his subject matter but also in the beauty of expression through the exquisite Spenserian stanza and rich melody, making him a model for modern poets.

Conclusion

In essence, Chaucer's humor-infused realism and narrative innovation contrast with Spenser's idealism, rooted in classical influences and a dreamlike realm. Chaucer's impact lies in his keen observation of contemporary life, while Spenser's enduring legacy is marked by his imaginative, beauty-laden verse. Despite their divergent approaches, both poets left an indelible imprint on English literature, shaping its evolution and inspiring generations of writers.

Reference

- Anthony M. Esolen. “The Disingenuous Poet Laureate: Spenser’s Adoption of Chaucer.” Studies in Philology, vol. 87, no. 3, 1990, pp. 285–311. JSTOR, http://www.jstor.org/stable/4174365. Accessed 24 Nov. 2023.

- “Geoffrey Chaucer | Biography, Poems, Canterbury Tales, & Facts.” Britannica, 6 November 2023, https://www.britannica.com/biography/Geoffrey-Chaucer. Accessed 24 November 2023.

- Hieatt, Kent. “Edmund Spenser | English Poet & Renaissance Figure.” Britannica, 5 October 2023, https://www.britannica.com/biography/Edmund-Spenser. Accessed 24 November 2023.

- Long, William J., et al. “English Literature by William J. Long.” Project Gutenberg, https://www.gutenberg.org/ebooks/10609. Accessed 24 November 2023.

 

Word Count (1733)

Images Used (2)

Assignment 102- 'Harmony in Melancholy: Thomas Gray's Mastery of the Pindaric Ode'

This blog is part of an Assignment for Paper 102- The Literature of Neo-classical Period.

Personal Information:-

Name:- Aakash Chavda

Batch:- M.A. Sem 1 (2023-2025)

Enrollment Number:- 5108230011

E-mail Address:- aakashchavda637@gmail.com

Roll Number:- 1

Assignment Details:-

Topic:  'Harmony in Melancholy: Thomas Gray's Mastery of the Pindaric Ode'

Paper & subject code:- 102 - Literature of The Neo-classical Period & 22393

Submitted to:- Smt. Sujata Binoy Gardi, Department of English, MKBU, Bhavnagar. 

Date of Submission:- 01 December,2023

Abstract

This study encompasses Thomas Gray's nuanced mastery of the Pindaric ode, where we can observe interplay of harmony and melancholy emerges as a poetic symphony. This exploration unfolds the structural complexities of Gray's engagement with the classical form of Pindaric ode, unraveling how he seamlessly weaves melancholic themes into the tapestry of his verses. Through a careful analysis of specific odes, discover the delicate balance that Gray strikes between the somber and the harmonious, showcasing a profound understanding of both form and emotion. This abstract sets the stage for a comprehensive journey into Gray's poetic landscape, where melancholy finds its exquisite resonance in the cadence of Pindaric expression.

Keywords: Pindaric ode, harmony and melancholy, classical form

Thomas Gray

 "Poetry is thoughts that breathe and words that burn" 

Thomas Gray, the poet and scholar, was born on December 26, 1716, in London to Philip and Dorothy Gray. Despite Dorothy giving birth to twelve children, Thomas was the sole survivor. In 1725, Dorothy separated from Philip and, using her own funds, sent Thomas to Eton College. Gray credits his education to his mother due to this decision. His time at Eton introduced him to his three closest friends: Richard West, Thomas Ashton, and Horace Walpole. Together, they formed the 'quadruple alliance' and shared nicknames reflecting their common interests in theater and French literature. Gray, passionate about Greek and French literature, was less interested in mathematics and philosophy. At Eton, he immersed himself in subjects like architecture, history, and botany. Gray's love for Virgil and reputation as a Latin verse writer began during this period. In 1734, he left Eton for Cambridge, where he was awarded the Cosin scholarship. However, in October 1736, he left Cambridge without pursuing the BA degree required for law studies at the Inner Temple. (Ferrari et al.)

In 1739, Gray's longtime companion, Horace Walpole, extended an invitation to journey through Europe together, a rare and appreciated opportunity. This not only promised educational benefits but also provided a compelling reason to defer a career in law. Grateful for this chance, Gray accepted Walpole's invitation, and on March 18, 1739, they commenced their travels from Dover to Calais. Their extensive exploration included a two-month stay in Paris, where they visited churches, attended operas and plays, and explored Versailles. They also ventured to Rheims to enhance their French skills and spent time at the monastery of the Grande Chartreuse in Geneva. Crossing the Alps, Gray immersed himself in reading Livy's account of Hannibal's journey through the same mountains they traversed. Additionally, he delved into Silius Italicus's poetic depiction of the mountainous crossing. Their journey took them to various cities such as Turin, Genoa, Piacenza, Parma, Reggio, Modena, and Bologna, eventually leading them to Florence. Choosing to spend the winter there, they delved into Florentine society and explored the art collections of Horace Mann. In March 1740, they headed to Rome with the hope of witnessing a papal election. However, the slow progress of the papal conclave prompted them to continue their travels to Naples, where they marveled at the well-preserved structures in the excavations at Herculaneum.

During this European expedition, Gray stumbled upon a philosophical poem in Latin hexameters titled 'De principiis cogitandi.' Though initially captivated, he abandoned the project after completing the first book, feeling he had achieved his artistic objectives. In 1741, despite a disagreement, Gray and Walpole left Florence for Venice, opting to travel separately thereafter.

In 1742, Thomas Gray and Richard West discussed literature via letters, inspiring Gray's first English poem, "Ode on the Spring." Sadly, West passed away before reading it. Gray, affected by West's death and later his father's, chose a career as a proctor in the Doctors' Commons. Despite finding Cambridge dull, he stayed there until his death in 1771, driven by the opportunity to live as a gentleman on a limited income and pursue his love for learning.

What is Poetic Form

Poetic form can be understood as the physical structure of a poem, which includes, among other things, the length of lines, their rhythms, their system of rhymes and repetition. In this sense, the term poetic form is usually reserved for the type of poem where these features have been shaped into a pattern, especially a familiar pattern.

There are 24 common English poetical form. 

Ode

The word "ode" comes from the Greek aeidein, meaning to sing or chant, and belongs to the long and varied tradition of lyric poetry. Originally accompanied by music and dance, and later reserved by the Romantic poets to convey their strongest sentiments, it can be generalized as a formal address to an event, a person, or a thing not present. For examples, see William Wordsworth's "Ode on Intimations of Immortality From Recollections of Early Childhood" and Percy Shelley's 'Ode to the West Wind'

According to Cambridge Dictionary Ode is "A poem expressing the writer's thoughts and feelings about a particular person or subject, usually written to that person or subject".

'A work of art, piece of writing, speech, etc. That refers to or describes something in a personal and approving way'. 

There are three distinct type of Odes

- Pindaric Ode

- Horatian Ode

-Irregular Ode

Here our concern is with Pindaric Ode, in which our poet Thomas Gray revel. Gray has written two Pindaric Odes "The Bard" And "The Progress of Poesy".

Pindaric Ode

Pindaric ode, ceremonious poem by or in the manner of Pindar, a Greek professional lyrist of the 5th century BC. Pindar employed the triadic structure attributed to Stesichorus (7th and 6th centuries BC), consisting of a strophe (two or more lines repeated as a unit) followed by a metrically harmonious antistrophe, concluding with a summary line (called an epode) in a different metre. These three parts corresponded to the movement of the chorus to one side of the stage, then to the other, and their pause midstage to deliver the epode.Although fragments of Pindar’s poems in all of the Classical choral forms are extant, it is the collection of four books of epinician odes that has influenced poets of the Western world since their publication by Aldus Manutius in 1513. Each of the books is devoted to one of the great series of Greek Classical games: the Olympian, Pythian, Isthmian, and Nemean. Celebrating the victory of a winner with a performance of choral chant and dance, these epinician odes are elaborately complex, rich in metaphor and intensely emotive language. They reveal Pindar’s sense of vocation as a poet dedicated to preserving and interpreting great deeds and their divine values.

The metaphors, myths, and gnomic sayings that ornament the odes are often difficult to grasp because of the rapid shifts of thought and the sacrifice of syntax to achieving uniform poetic colour. For modern readers, another difficulty is the topicality of the works; they were often composed for particular occasions and made reference to events and personal situations that were well-known to the original audience but not necessarily to later readers.

 Examples of Famous Pindaric Odes

•Abraham Cowley's "Pindarique Odes" (1656), John Dryden’s “Alexander’s Feast” (1697), William Wordsworth’s “Ode: Intimations of Immortality from Recollections of Early Childhood,” Percy Bysshe Shelley’s “Ode to the West Wind,” Alfred, Lord Tennyson’s “Ode on the Death of the Duke of Wellington,” and John Keats’s “Ode on a Grecian Urn.” 

Interplay of Harmony and Melancholy in Gray's Odes

"The paths of glory lead but to the grave."

Thomas Gray has always held a peculiar attraction for the classicist. Standing as he does in full passion of the literary legacy of Pope and Dryden, yet with his face turned over so slightly toward the breaking light of the dawn of Romanticism, he embodies within himself, in an exceptionally clear form, the changing tenor of his times and enables one to see perhaps a little more clearly than anywhere else what the classicism of his was and the source whence it sprang. In 1754 gray completed a poem which he said "an ode in Greek manner". It was later called, The Progress of Poesy, its theme the growth and spread of poetry from Greece to Italy, and from Italy to England. In 1757 another Pindaric ode called The Bard together with the Progress of Poesy was printed. In The Bard gray abandoning classical themes entirely, composed on a tradition that Edward 1,after conquering Wales, ordered all the bards of that country to put to death. These two poem were introduced by words from Pindar. These Pindaric odes were the last great poem that Gray ever wrote. Now in them especially in The Bard begun to appear new elements- ideas and subjects strange to the literary lord of his day. Dr. Jonson, calling Grays odes " Wonderful wonder of wonders ".

We all know now just how far Gray was from Romanticism, just how hard for him to understand Shelley and Keats. In spite of his innovations and of the fears of his critics, we know he remained essentially a classicist. He also failed in a certain sense in his Pindaric odes as well.

“Cold is Cadwallo's tongue, / That hush'd the stormy main;"

These lines are from "The Bard". In this line, Gray mourns Cadwallo's silenced voice, finding sadness in its absence. Yet, there's a harmonious beauty in remembering Cadwallo's poetic power to calm storms. The interplay of these emotions creates a bittersweet tone in the verses.

"Yet, ah! why should they know their fate? / Since sorrow never comes too late,"

These lines are from the Pindaric ode "The Progress of Poesy". Gray muses on the connection between knowing one's fate and the arrival of sorrow. The lines suggest a harmonious acceptance of the inevitability of sorrow, expressing a poignant blend of understanding and melancholy.

Conclusion

To wind up, Thomas Gray's "Harmony in Melancholy" showcases his remarkable skill in crafting the Pindaric Ode, and considered to be greatest as Dryden and Pope, despite of his total contribution in poetry is less than thousand lines. He seamlessly blends emotions and intellect, transcending conventional melancholy to create a source of artistic inspiration. Gray's adept navigation of human emotion achieves a subtle harmony that captivates readers across generations, and it is necessary to read him in order to know more about the age he lived in.

References

- Ferrari, Danielle, et al. “Thomas Gray | British Literature Wiki.” WordPress at UD |, https://sites.udel.edu/britlitwiki/thomas-gray/. Accessed 25 November 2023.

- Griffin, M. H. “Thomas Gray, Classical Augustan.” The Classical Journal, vol. 36, no. 8, 1941, pp. 473–82. JSTOR, http://www.jstor.org/stable/3291087. Accessed 26 Nov. 2023.

- van Gogh, Vincent. “Pindaric ode | Ancient Greek Poetry Form.” Britannica, https://www.britannica.com/art/Pindaric-ode. Accessed 26 November 2023.

- Yeats, WB. “Poetic Forms in English Literature.” Owlcation, 24 October 2023, https://owlcation.com/humanities/Poetic-Forms-in-English-Literature. Accessed 26 November 2023.

Word Count (1683)

Images Used (2)