Saturday, January 19, 2013

A Brief History of English History



A Brief History of English Literature

Literary forms
            Literary forms such as the novel or lyric poem, or genres, such as the horror-story, have a history. In one sense, they appear because they have not been thought of before, but they also appear, or become popular for other cultural reasons, such as the absence or emergence of literacy. In studying the history of literature (or any kind of art), you are challenged to consider
  • what constitutes a given form,
  • how it has developed, and
  • whether it has a future.
            The novels of the late Catherine Cookson may have much in common with those of Charlotte Brontë, but is it worth mimicking in the late 20th century, what was ground-breaking in the 1840s? While Brontë examines what is contemporary for her, Miss Cookson invents an imagined past which may be of interest to the cultural historian in studying the present sources of her nostalgia, but not to the student of the period in which her novels are set. Daniel Defoe's Robinson Crusoe is a long work of prose fiction, but critics do not necessarily describe it as a novel. Why might this be? Knowing works in their historical context does not give easy answers, but may shed more or less light on our darkness in considering such questions.


Old English, Middle English and Chaucer
Old English
            English, as we know it, descends from the language spoken by the north Germanic tribes who settled in England from the 5th century A.D. onwards. They had no writing (except runes, used as charms) until they learned the Latin alphabet from Roman missionaries. The earliest written works in Old English (as their language is now known to scholars) were probably composed orally at first, and may have been passed on from speaker to speaker before being written. We know the names of some of the later writers (Cædmon, Ælfric and King Alfred) but most writing is anonymous. Old English literature is mostly chronicle and poetry - lyric, descriptive but chiefly narrative or epic. By the time literacy becomes widespread, Old English is effectively a foreign and dead language. And its forms do not significantly affect subsequent developments in English literature. (With the scholarly exception of the 19th century poet, Gerard Manley Hopkins, who finds in Old English verse the model for his metrical system of "sprung rhythm".)

Middle English and Chaucer
            From 1066 onwards, the language is known to scholars as Middle English. Ideas and themes from French and Celtic literature appear in English writing at about this time, but the first great name in English literature is that of Geoffrey Chaucer (?1343-1400). Chaucer introduces the iambic pentameter line, the rhyming couplet and other rhymes used in Italian poetry (a language in which rhyming is arguably much easier than in English, thanks to the frequency of terminal vowels). Some of Chaucer's work is prose and some is lyric poetry, but his greatest work is mostly narrative poetry, which we find in Troilus and Criseyde and The Canterbury Tales. Other notable mediaeval works are the anonymous Pearl and Gawain and the Green Knight (probably by the same author) and William Langlands' Piers Plowman.

Tudor lyric poetry
            Modern lyric poetry in English begins in the early 16th century with the work of Sir Thomas Wyatt (1503-1542) and Henry Howard, Earl of Surrey (1517-1547). Wyatt, who is greatly influenced by the Italian, Francesco Petrarca (Petrarch) introduces the sonnet and a range of short lyrics to English, while Surrey (as he is known) develops unrhymed pentameters (or blank verse) thus inventing the verse form which will be of great use to contemporary dramatists. A flowering of lyric poetry in the reign of Elizabeth comes with such writers as Sir Philip Sidney (1554-1586), Edmund Spenser(1552-1599), Sir Walter Ralegh (1552-1618), Christopher Marlowe (1564-1593) andWilliam Shakespeare (1564-1616). The major works of the time are Spenser's Faerie Queene, Sidney's Astrophil and Stella and Shakespeare's sonnets.


Renaissance drama
            The first great English dramatist is Marlowe. Before the 16th century English drama meant the amateur performances of Bible stories by craft guilds on public holidays. Marlowe's plays (Tamburlaine; Dr. Faustus; Edward II and The Jew of Malta) use thefive act structure and the medium of blank verse, which Shakespeare finds so productive. Shakespeare develops and virtually exhausts this form, his Jacobean successors producing work which is rarely performed today, though some pieces have literary merit, notably The Duchess of Malfi and The White Devil by John Webster(1580-1625) and The Revenger's Tragedy by Cyril Tourneur (1575-1626). The excessive and gratuitous violence of Jacobean plays leads to the clamour for closing down the theatres, which is enacted by parliament after the Civil war.


Metaphysical poetry
            The greatest of Elizabethan lyric poets is John Donne (1572-1631), whose short love poems are characterized by wit and irony, as he seeks to wrest meaning from experience. The preoccupation with the big questions of love, death and religious faith marks out Donne and his successors who are often called metaphysical poets. (This name, coined by Dr. Samuel Johnson in an essay of 1779, was revived and popularized by T.S. Eliot, in an essay of 1921. It can be unhelpful to modern students who are unfamiliar with this adjective, and who are led to think that these poets belonged to some kind of school or group - which is not the case.) After his wife's death, Donne underwent a serious religious conversion, and wrote much fine devotional verse. The best known of the other metaphysicals are George Herbert (1593-1633), Andrew Marvell (1621-1678) and Henry Vaughan (1621-1695).


Epic poetry
            Long narrative poems on heroic subjects mark the best work of classical Greek (Homer's Iliad and Odyssey) and Roman (Virgil's Æneid) poetry. John Milton (1608-1674) who was Cromwell's secretary, set out to write a great biblical epic, unsure whether to write in Latin or English, but settling for the latter in Paradise Lost. John Dryden (1631-1700) also wrote epic poetry, on classical and biblical subjects. Though Dryden's work is little read today it leads to a comic parody of the epic form, or mock-heroic. The best poetry of the mid 18th century is the comic writing of Alexander Pope(1688-1744). Pope is the best-regarded comic writer and satirist of English poetry. Among his many masterpieces, one of the more accessible is The Rape of the Lock(seekers of sensation should note that "rape" here has its archaic sense of "removal by force"; the "lock" is a curl of the heroine's hair). Serious poetry of the period is well represented by the neo-classical Thomas Gray (1716-1771) whose Elegy Written in a Country Churchyard virtually perfects the elegant style favoured at the time.


Restoration comedy
            On the death of Oliver Cromwell (in 1658) plays were no longer prohibited. A new kind of comic drama, dealing with issues of sexual politics among the wealthy and the bourgeois, arose. This is Restoration Comedy, and the style developed well beyond the restoration period into the mid 18th century almost. The total number of plays performed is vast, and many lack real merit, but the best drama uses the restoration conventions for a serious examination of contemporary morality. A play which exemplifies this well is The Country Wife by William Wycherley (1640-1716).


Prose fiction and the novel
            Jonathan Swift (1667-1745), wrote satires in verse and prose. He is best-known for the extended prose work Gulliver's Travels, in which a fantastic account of a series of travels is the vehicle for satirizing familiar English institutions, such as religion, politics and law. Another writer who uses prose fiction, this time much more naturalistic, to explore other questions of politics or economics is Daniel Defoe (1661-1731), author ofRobinson Crusoe and Moll Flanders.
            The first English novel is generally accepted to be Pamela (1740), by Samuel Richardson (1689-1761): this novel takes the form of a series of letters; Pamela, a virtuous housemaid resists the advances of her rich employer, who eventually marries her. Richardson's work was almost at once satirized by Henry Fielding (1707-1754) inJoseph Andrews (Joseph is depicted as the brother of Richardson's Pamela Andrews) and Tom Jones.
            After Fielding, the novel is dominated by the two great figures of Sir Walter Scott (1771-1832) and Jane Austen (1775-1817), who typify, respectively, the new regional, historical romanticism and the established, urbane classical views.
            Novels depicting extreme behaviour, madness or cruelty, often in historically remote or exotic settings are called Gothic. They are ridiculed by Austen in Northanger Abbeybut include one undisputed masterpiece, Frankenstein, by Mary Shelley (1797-1851).


Romanticism
The rise of Romanticism
            A movement in philosophy but especially in literature, romanticism is the revolt of the senses or passions against the intellect and of the individual against the consensus. Its first stirrings may be seen in the work of William Blake (1757-1827), and in continental writers such as the Swiss philosopher Jean-Jacques Rousseau and the German playwrights Johann Christoph Friedrich Schiller and Johann Wolfgang von Goethe.
            The publication, in 1798, by the poets William Wordsworth (1770-1850) and Samuel Taylor Coleridge (1772-1834) of a volume entitled Lyrical Ballads is a significant event in English literary history, though the poems were poorly received and few books sold. The elegant latinisms of Gray are dropped in favour of a kind of English closer to that spoken by real people (supposedly).     Actually, the attempts to render the speech of ordinary people are not wholly convincing. Robert Burns (1759 1796) writes lyric verse in the dialect of lowland Scots (a variety of English). After Shakespeare, Burns is perhaps the most often quoted of writers in English: we sing his Auld Lang Syne every New Year's Eve.

Later Romanticism
            The work of the later romantics John Keats (1795-1821) and his friend Percy Bysshe Shelley (1792-1822; husband of Mary Shelley) is marked by an attempt to make language beautiful, and by an interest in remote history and exotic places. George Gordon, Lord Byron (1788-1824) uses romantic themes, sometimes comically, to explain contemporary events. Romanticism begins as a revolt against established views, but eventually becomes the established outlook. Wordsworth becomes a kind of national monument, while the Victorians make what was at first revolutionary seem familiar, domestic and sentimental.


Victorian poetry
            The major poets of the Victorian era are Alfred, Lord Tennyson (1809-1892) and Robert Browning (1812-1889). Both are prolific and varied, and their work defies easy classification. Tennyson makes extensive use of classical myth and Arthurian legend, and has been praised for the beautiful and musical qualities of his writing.
            Browning's chief interest is in people; he uses blank verse in writing dramatic monologues in which the speaker achieves a kind of self-portraiture: his subjects are both historical individuals (Fra Lippo Lippi, Andrea del Sarto) and representative types or caricatures (Mr. Sludge the Medium).
Other Victorian poets of note include Browning's wife, Elizabeth Barrett Browning (1806-1861) and Christina Rossetti (1830-1894). Gerard Manley Hopkins (1844-1889) is notable for his use of what he calls "sprung rhythm"; as in Old English verse syllables are not counted, but there is a pattern of stresses. Hopkins' work was not well-known until very long after his death.


The Victorian novel
The rise of the popular novel
            In the 19th century, adult literacy increases markedly: attempts to provide education by the state, and self-help schemes are partly the cause and partly the result of the popularity of the novel. Publication in instalments means that works are affordable for people of modest means. The change in the reading public is reflected in a change in the subjects of novels: the high bourgeois world of Austen gives way to an interest in characters of humble origins. The great novelists write works which in some ways transcend their own period, but which in detail very much explore the preoccupations of their time.

Dickens and the Brontës
            Certainly the greatest English novelist of the 19th century, and possibly of all time, isCharles Dickens (1812-1870). The complexity of his best work, the variety of tone, the use of irony and caricature create surface problems for the modern reader, who may not readily persist in reading. But Great Expectations, Bleak House, Our Mutual Friendand Little Dorrit are works with which every student should be acquainted.
            Charlotte Brontë (1816-1855) and her sisters Emily (1818-1848) and Anne (1820-1849) are understandably linked together, but their work differs greatly. Charlotte is notable for several good novels, among which her masterpiece is Jane Eyre, in which we see the heroine, after much adversity, achieve happiness on her own terms. Emily Brontë'sWüthering Heights is a strange work, which enjoys almost cult status. Its concerns are more romantic, less contemporary than those of Jane Eyre - but its themes of obsessive love and self-destructive passion have proved popular with the 20th century reader.

The beginnings of American literature
            The early 19th century sees the emergence of American literature, with the stories ofEdgar Allan Poe (1809-1849), the novels of Nathaniel Hawthorne (1804-64), Herman Melville (1819-91), and Mark Twain (Samuel Langhorne Clemens; 1835-1910), and the poetry of Walt Whitman (1819-92) and Emily Dickinson (1830-86). Notable works include Hawthorne's The Scarlet Letter, Melville's Moby Dick, Twain's Huckleberry Finnand Whitman's Leaves of Grass.

Later Victorian novelists
            After the middle of the century, the novel, as a form, becomes firmly-established: sensational or melodramatic "popular" writing is represented by Mrs. Henry Wood'sEast Lynne (1861), but the best novelists achieved serious critical acclaim while reaching a wide public, notable authors being Anthony Trollope (1815-82), Wilkie Collins (1824-89), William Makepeace Thackeray (1811-63), George Eliot (Mary Ann Evans; 1819-80) and Thomas Hardy (1840-1928). Among the best novels are Collins'sThe Moonstone, Thackeray's Vanity Fair, Eliot's The Mill on the Floss, Adam Bede andMiddlemarch, and Hardy's The Mayor of Casterbridge, The Return of the Native, Tess of the d'Urbervilles and Jude the Obscure.

Modern literature
Early 20th century poets
            W.B. (William Butler) Yeats (1865-1939) is one of two figures who dominate modern poetry, the other being T.S. (Thomas Stearns) Eliot (1888-1965). Yeats was Irish; Eliot was born in the USA but settled in England, and took UK citizenship in 1927. Yeats uses conventional lyric forms, but explores the connection between modern themes and classical and romantic ideas. Eliot uses elements of conventional forms, within an unconventionally structured whole in his greatest works. Where Yeats is prolific as a poet, Eliot's reputation largely rests on two long and complex works: The Waste Land(1922) and Four Quartets (1943).
            The work of these two has overshadowed the work of the best late Victorian, Edwardian and Georgian poets, some of whom came to prominence during the First World War. Among these are Thomas Hardy, Rudyard Kipling (1865-1936), A.E. Housman (1859-1936), Edward Thomas (1878-1917), Rupert Brooke (1887-1915), Siegfried Sassoon(1886-1967), Wilfred Owen (1893-1918) and Isaac Rosenberg (1890-1918). The most celebrated modern American poet, is Robert Frost (1874-1963), who befriended Edward Thomas before the war of 1914-1918.

Early modern writers
            The late Victorian and early modern periods are spanned by two novelists of foreign birth: the American Henry James (1843-1916) and the Pole Joseph Conrad (Josef Korzeniowski; 1857-1924). James relates character to issues of culture and ethics, but his style can be opaque; Conrad's narratives may resemble adventure stories in incident and setting, but his real concern is with issues of character and morality. The best of their work would include James's The Portrait of a Lady and Conrad's Heart of Darkness, Nostromo and The Secret Agent.
            Other notable writers of the early part of the century include George Bernard Shaw(1856-1950), H.G. Wells (1866-1946), and E.M. Forster (1879-1970). Shaw was an essay-writer, language scholar and critic, but is best-remembered as a playwright. Of his many plays, the best-known is Pygmalion (even better known today in its form as the musical My Fair Lady). Wells is celebrated as a popularizer of science, but his best novels explore serious social and cultural themes, The History of Mr. Polly being perhaps his masterpiece. Forster's novels include Howard's End, A Room with a Viewand A Passage to India.

Joyce and Woolf
            Where these writers show continuity with the Victorian tradition of the novel, more radically modern writing is found in the novels of James Joyce (1882-1941), of Virginia Woolf (1882-1941), and of D.H. Lawrence (1885-1930). Where Joyce and Woolf challenge traditional narrative methods of viewpoint and structure, Lawrence is concerned to explore human relationships more profoundly than his predecessors, attempting to marry the insights of the new psychology with his own acute observation. Working-class characters are presented as serious and dignified; their manners and speech are not objects of ridicule.
            Other notable novelists include George Orwell (1903-50), Evelyn Waugh (1903-1966),Graham Greene (1904-1991) and the 1983 Nobel prize-winner, William Golding (1911-1993).


Poetry in the later 20th century
            Between the two wars, a revival of romanticism in poetry is associated with the work ofW.H. (Wystan Hugh) Auden (1907-73), Louis MacNeice (1907-63) and Cecil Day-Lewis(1904-72). Auden seems to be a major figure on the poetic landscape, but is almost too contemporary to see in perspective. The Welsh poet, Dylan Thomas (1914-53) is notable for strange effects of language, alternating from extreme simplicity to massive overstatement.
            Of poets who have achieved celebrity in the second half of the century, evaluation is even more difficult, but writers of note include the American Robert Lowell (1917-77),Philip Larkin (1922-1985), R.S. Thomas (1913-2000), Thom Gunn (1929-2004), Ted Hughes (1930-1998) and the 1995 Nobel laureate Seamus Heaney (b. 1939).

Notable writers outside mainstream movements
            Any list of "important" names is bound to be uneven and selective. Identifying broad movements leads to the exclusion of those who do not easily fit into schematic outlines of history. Writers not referred to above, but highly regarded by some readers might include Laurence Sterne (1713-68), author of Tristram Shandy, R.L. Stevenson(1850-94) writer of Kidnapped and The Strange Case of Dr. Jekyll and Mr. Hyde, Oscar Wilde (1854-1900), author of The Importance of Being Earnest, and novelists such asArnold Bennett (1867-1931), John Galsworthy (1867-1933) and the Americans F. Scott Fitzgerald (1896-1940), Ernest Hemingway (1898-1961), John Steinbeck (1902-68) andJ.D. Salinger (b. 1919). Two works notable not just for their literary merit but for their articulation of the spirit of the age are Fitzgerald's The Great Gatsby and Salinger's The Catcher in the Rye. The American dramatist Arthur Miller (b. 1915) has received similar acclaim for his play Death of a Salesman (1949). Miller is more popular in the UK than his native country, and is familiar to many teachers and students because his work is so often set for study in examinations.

Literature and culture
            Literature has a history, and this connects with cultural history more widely. Prose narratives were written in the 16th century, but the novel as we know it could not arise, in the absence of a literate public. The popular and very contemporary medium for narrative in the 16th century is the theatre. The earliest novels reflect a bourgeois view of the world because this is the world of the authors and their readers (working people are depicted, but patronizingly, not from inside knowledge). The growth of literacy in the Victorian era leads to enormous diversification in the subjects and settings of the novel.

Recent and future trends
            In recent times the novel has developed different genres such as the thriller, the whodunnit, the pot-boiler, the western and works of science-fiction, horror and the sex-and-shopping novel. Some of these may be brief fashions (the western seems to be dying) while others such as the detective story or science-fiction have survived for well over a century. As the dominant form of narrative in contemporary western popular culture, the novel may have given way to the feature film and television drama. But it has proved surprisingly resilient. As society alters, so the novel may reflect or define this change; many works may be written, but few of them will fulfil this defining rôle; those which seem to do so now, may not speak to later generations in the same way.

Evaluating literature
            The "test of time" may be a cliché, but is a genuine measure of how a work of imagination can transcend cultural boundaries; we should, perhaps, now speak of the "test of time and place", as the best works cross boundaries of both kinds. We may not "like" or "enjoy" works such as Wüthering Heights, Heart of Darkness or The Waste Land, but they are the perfect expression of particular ways of looking at the world; the author has articulated a view which connects with the reader's search for meaning. It is, of course, perfectly possible for a work of imagination to make sense of the world or of experience (or love, or God, or death) while also entertaining or delighting the reader or audience with the detail and eloquence of the work, as in A Midsummer Night's Dream, The Rime of the Ancient Mariner or Great Expectations.


Time Span
Terms
Movements
Examples
600 – 1200  Old English (Anglo-Saxon)
Beowulf
1200- 1500  Middle English
Geoffrey Chaucer
1500 – 1660  The English Renaissance


1500 – 1558
Tudor Period
Humanist Era
Thomas More, John Skelton
1558-1603
Elizabethan Period
High Renaissance
Edmund Spenser,
Sir Philip Sidney,
William Shakespeare
1603-1625
Jacobean Period
Mannerist Style (1590-1640) other styles: Metaphysical Poets; Devotional Poets
Shakespeare,
John Donne,
George Herbert,
Emilia Lanyer
1625-1649
Caroline Period
Baroque Style, and later, Rococo Style
John Ford,
John Milton
1649-1660
The Commonwealth & The Protectorate

Milton,
Andrew Marvell,
Thomas Hobbes
1660-1700
The Restoration
The Enlightenment; Neoclassical Period;
The Augustan Age
John Dryden
1700-1800
The Eighteenth Century
The Age of Revolution
Alexander Pope,
Jonathan Swift,
Samuel Johnson
1785-1830
Romanticism
Baroque Style, and later, Rococo Style
William Wordsworth,
S.T. Coleridge,
Jane Austen,
The Brontës
1830-1901
Victorian Period
Early, Middle and Late Victorian
Charles Dickens,
George Eliot,
Robert Browning,
Alfred, Lord Tennyson
1901-1960
Modern Period
The Edwardian Era
(1901-1910);
The Georgian Era
(1910-1914)
G.M. Hopkins,
H.G. Wells,
James Joyce,
D.H. Lawrence,
T.S. Eliot
1960-  present
Postmodern and Contemporary Period

Ted Hughes, Doris Lessing, John Fowles, Don DeLillo, A.S. Byatt

Thursday, July 19, 2012

New Syllabus -- Spring, 2013


Writing Syllabus
British Literature
Semester 2
Tammy Prichard (tamprichard@gmail.com)
Class Blogsite:  www.chatbritlit.blogspot.com

Objectives:
                The literature chosen for this class includes books considered to be classics of British literature.  The selections will be read in chronological order, and will include some discussion of the historical and social perspectives.  The writing assignments will be short and will include various aspects of literary analysis.

Resources:
     Whole Class: (to be purchased by the tutor)
  • Beowulf  (11th century, Dover Publishing)
  • Much Ado About Nothing  (1598, William Shakespeare) 
  • Great Expectations or Oliver Twist (1860/ 1838, Charles Dickens)
  • Pygmalion.  (1912, George Bernard Shaw) 
  • Selections of English poetry
Choose 1:  (to be borrowed, checked out or purchased by the tutor)
  • Everyman  (15th century, anon.)
  • Pride and Prejudice  (1813, Jane Austen)
  • Frankenstein  (1818, Mary Shelley)
  • Jane Eyre  (1847, Charlotte Bronte)
  • Wuthering Heights  (1847, Emily Bronte)
  • The Moonstone  (1868, Wilkie Collins)
  • Three Men in a Boat  (1889, Jerome K. Jerome)
  • Kim  (1901, Rudyard Kipling)
  • The Man Who Knew Too Much  (1922, G. K. Chesterton)
  • 1984  (1949, George Orwell)
  • The Nine Tailors  (1934, Dorothy Sayers)
  • Murder in the Cathedral  (1935, T. S. Eliot)

NOTE: The class will read four books listed and some selected poetry together.  Each student will select 1 work from the second half of the list to read and report back to the class.


Initial Draft – Subject to change
Week
Literature
Writing
1                      
Brief timeline of British History; Introduce Beowulf

2                      
Discuss Beowulf; Introduce Much Ado About Nothing

3                      
Discuss Much Ado About Nothing

4                      
Discuss Much Ado About Nothing;
Essay Exam
5                      
Introduce Great Expectations

6                      
Discuss Great Expectations
Plot Analysis
7                      
Discuss Great Expectations

8                      
Discuss Great Expectations; Final Exam
Character Analysis
9                      
Romantic Poetry

10                  
Victorian Poetry
Poetry Analysis
11                  
Independent Reading

12                  
Independent Reading Presentations.

13                  
Independent Reading Presentations; Introduce Pygmalion

14                  
Discuss Pygmalion
Theme Analysis
15                  
Discuss Pygmalion


Thursday, May 3, 2012

British Literature Class Notes -- May 1

Greetings!

We're so near the end of our CHAT classes that I almost forgot to write my weekly note to parents. 

We had a lively discussion this week of the last Acts of Pygmalion by George Bernard Shaw.  Most of the students had not read the last part of the book because they didn't realize that the "Sequel" was part of the whole piece.  Following the dramatic portion of the play, Shaw writes a "rest of the story" prose section in which he explains how Eliza and Higgins don't marry.  Eliza marries Freddy and they start a flower shop.  He explains that this happens because of their personalities.  We discussed the various characters at length.  The students had many great, insightful comments.

Next week is our last week.  We'll watch part of My Fair Lady and review our readings.  I have a rather unusual "final exam" prepared for them.

Until next week ...
Mrs. Prichard

Wednesday, April 25, 2012

British Literature Class Notes -- April 24

Greetings!

We had a good class this week.  The students convinced me that it would be a good idea to have class outside.  I conceded, but only after we discussed their written essays and some pointers on writing.  Some of the students in the class have also taken another of my writing classes and have heard my explanations on some of these grammar points.  When I wrote "There is/are" on the board and asked why they should avoid sentences with this structure, one student responded "because you don't like it!"

The students had written good reports on the novels they've read.  I've kept them so that I could write more comments and grades.

We've begun reading George Bernard Shaw's Pygmalion.  We took our chairs outside and sat in the sun for our discussion.  We looked at the themes of class structures, science, relationships, and male/female dynamics.  We read portions of the play aloud.  The British accent, especially the Cockney one, is challenging to read.  When we've finished reading, I hope the students will watch My Fair Lady.  It's pretty close to the original.

Assignments for Next Week:
-- Finish reading Pygmalion.

Have a wonderful week!
Mrs. Prichard

Thursday, April 19, 2012

Information and Study Guide Questions


What’s Up With the Title?
Shaw wrote Pygmalion in 1912, but he took its name from something way, way older: an Ancient Greek myth. The most famous of its many versions can be found in the Roman poet Ovid's Metamorphoses.

In the myth, Pygmalion, a sculptor from Cyprus, hates women, and especially hates the idea of getting married. Still, he gets tired of lying in bed alone at night, and decides to carve a beautiful woman out of ivory, a woman so beautiful that he can't help but fall in love with her. Which is exactly what he does. After making the sculpture, he can't help himself, and he kisses her and starts dressing her up and doing anything he can to make her seem more human. None of that helps to turn her into a human being, but he can't let her go. So, when the feast of Venus rolls around, he prays and begs and pleads with the goddess Venus to please turn this statue into a real live woman. Venus, sympathetic, or maybe just sick of Pygmalion's whining, grants his wish. When Pygmalion tries kissing the sculpture again, she starts turning warm and fleshy, and soon enough she is a real live woman. Pygmalion and his statue/woman get married, have a kid, and live happily ever after.

Pygmalion (Shaw's play) isn't a simple retelling of the myth, but it's pretty clear who's who here: Henry Higgins is the sculptor, Eliza Doolittle his creation. Shaw adds a lot more to the mix – stuff about British society, and women – and it's science, not Venus, doing the transforming, but the basics are the same. Just remember: there's a reason it's called Pygmalion and not My Fair Lady. It's about the relationship between Henry Higgins and Eliza Doolittle, but we have to pay attention to the old sculptor as much as we have to watch the beautiful statue coming to life.
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Below are some study questions for the play, Pygmalion.  Read through them and be ready to discuss in detail 4 of the questions.

1.    In his preface to the play, Shaw writes that the figure of Henry Higgins is partly based on Alexander Melville Bell, the inventor of Visible Speech. How does Shaw utilize this idea of "Visible Speech"? Is it an adequate concept to use to approach people?

2.    It has been said that Pygmalion is not a play about turning a flower girl into a duchess, but one about turning a woman into a human being. Do you agree?

3.    What is the Pygmalion myth? In what significant ways, and with what effect, has Shaw transformed that myth in his play?

4.    Why does Eliza start speaking in her old manner when she gets emotional? What does this say about her training? Or about Higgins's abilities as a teacher?

5.    Higgins and Pickering tell Mrs. Higgins that Eliza is an incredibly quick learner. They even call her a genius. Who, then, deserves more credit for Eliza's transformation: Eliza herself, because of her potential intelligence, or Higgins, for bringing it out?

6.    Why is Higgins so keen on teaching Eliza? Can we ever really understand his real motives? If so, what are they?

7.    We watch Eliza change in a number of ways throughout Pygmalion: she learns how to speak properly, she begins dressing differently, etc. But does she ever lose her old self, her old identity? Can we really say what her old identity is anyway?

8.    What are the different ways in which the characters define themselves? For instance, do they compare themselves to other groups? Do they allow their class to define them, or their jobs? Are they even conscious of their own identities?

9.    At the end of Act 4, Eliza tells Higgins that she doesn't want the clothing and jewelry that was given to her. Why does this anger Higgins so much?

10.         Throughout Pygmalion, Eliza is repeatedly objectified, compared to everything from a pebble to a piece of trash. Is there any reason why Shaw compares her to the things he does? Is there a better way to describe the way she is treated?

11.         The mythical Pygmalion was a sculptor who fashioned his ideal woman out of stone. Shaw is clearly making a comparison between Pygmalion and Higgins, but does that comparison really hold up?

12.         Shaw was a lifelong socialist, and wrote many essays on the subject. Can Pygmalion be interpreted as a socialist text?

13.         In the play, we are introduced to members of a number of different classes and areas of society. That said, does Shaw leave anyone out? Or, to put it another way, does he offer us a view of it in full?

14.         Shaw addresses a lot of problems concerning women, and allows us to hear a number of different opinions on them, many spoken by female characters. Does Shaw's position as a male author prevent him from directly addressing these issues? Or is he able to present an unbiased view?

15.         Although Higgins is able to win the bet, and teach Eliza to speak and act correctly in the process, Eliza's dream of working in a florist's shop is not fulfilled or even addressed. Why do you think this is?

16.         Doolittle ends the play with plenty of money, he's on his way to get married, and he seems to have patched things up with his daughter. In most plays, this would be cause for celebration, but he doesn't seem all that thrilled about it. What does this say about our usual expectations for happiness and success?

17.         Does Alfred Doolittle's theory about the "undeserving poor" have any merit? Is he just a good speaker, or is he simply addressing a problem that most people ignore?


Information about Pygmalion

We are beginning to read George Bernard Shaw's Pygmalion.  Below are some helpful links:

Wikipedia links:
Pygmalion (mythology)
Pygmalion (play)
George Bernard Shaw




Other interesting and helpful links:
Pygmalion themes
Pygmalion essay
Pygmalion quotes
Pygmalion study guide

British Literature Class Notes -- April 17

Greetings!

We had a wonderful class this week.  The students have all finished their independent reading choices and we had the last of the presentations this week.  Some of the students chose to write their analysis, but I had them give a short synopsis and answer some questions.  I felt that this gave all of us a little taste of the separate books. 

Stephen spoke well of one of my favorites, The Moonstone by Wilkie Collins.  This is perhaps one of the first detective stories.  Danielle shared about the plot, characters and themes in Jane Eyre.  Finally, we heard about a book that I had also just finished reading, Anne Bronte's Agnes Grey.  Caitlyn gave us an outline of the plot and character descriptions. 

Our next reading assignment is Pygmalion by George Bernard Shaw.  I briefly introduced this play and the Greek myth of Pygmalion.  I handed some critical thinking questions which I want them to be ready to answer.

Assignment for Next Week:
-- Read introductory material and Acts I & 2 of Pygmalion.
-- Be ready to discuss 4 of the questions from the handout.

Have a great week!
Mrs. Prichard