Week 11 (Romantic Poetry)

Introduction

The teacher introduces the online lesson for Romantic Poetry Week 11 and outlines the topics that will be covered.

Lesson Topics

• The lesson will cover William Wordsworth's "Ode: Intimations of Immortality" and an article titled "Poetry in Aid of Revolution."

• The teacher will ask questions about previous lessons before diving into the main topics.

Time in Tintern Abbey

The class discusses the perception of time in William Wordsworth's "Tintern Abbey."

Perception of Time

• One student notes that the speaker misses nature and his hankering for it is a reflection of his longing for the past.

• Another student distinguishes between objective and subjective uses of time, citing examples from the poem.

• A third student suggests that consciousness is reflected through memories, which can be forgotten over time.

• The teacher asks a question about movement in the poem, but no one has an answer.

Use of Pronouns in Tintern Abbey

The class discusses how pronouns are used throughout William Wordsworth's "Tintern Abbey."

Use of Pronouns

• One student explains how pronoun usage changes from collective to individual throughout the poem, reflecting a shift in perspective.

• Another student suggests that this change reflects a universal movement into and out of solitude.

Understanding "Ode to Duty"

In this section, the teacher asks Marianne about the poem "Ode to Duty" and its meaning. Marianne explains that the poem recognizes the existence of duty as coming from the voice of God and emphasizes the importance of responsibility and obedience in life.

Meaning of "Ode to Duty"

• The poem recognizes duty as coming from God's voice.

• The poem emphasizes responsibility and obedience in life.

• The poem signifies that we shouldn't escape our responsibilities in life.

Analyzing "London" by William Wordsworth

In this section, the teacher asks about William Wordsworth's poem "London." Students are unsure about its meaning, but one student suggests it is about the valleys of England.

Meaning of "London" by William Wordsworth

• One student suggests it is about the valleys of England.

• Another student clarifies that it is a demand for remedy from Milton to come and become a remedy for their nation again.

Discussing "Ode to Duty" Further

In this section, students who have read "Ode to Duty" are asked to raise their hands. The teacher then directs them to a specific section of the poem for analysis.

Analysis of Specific Section in "Ode to Duty"

• Students are directed to analyze a specific section regarding obedience to God's voice.

• The teacher asks what a "note" is, but no one knows the answer.

• One student describes "Ode to Duty" as a formal and lyric poem that glorifies an idea or person.

• Another student clarifies that "Odd" is the name of a town and village.

Overall, the transcript covers discussions about two poems - "Ode to Duty" and "London" by William Wordsworth. Students analyze specific sections of each poem and discuss their meanings.

Understanding Duty in William Wordsworth's "Ode to Duty"

In this section, the speaker discusses the concept of Duty in William Wordsworth's poem "Ode to Duty". The speaker explains that the poem is a lyric poem and that it praises an abstraction, which is the idea of Duty. The speaker also explains that Duty refers to knowing one's responsibilities, discipline, self-imposed rules and laws, and training oneself.

Personification of Duty

• The speaker personifies Duty as a light that guides and ends errors.

• The speaker asks Duty to protect young people even if they are not following its rules or laws.

• The speaker describes Duty as a conscious entity that can protect people like a guardian or muse.

Addressing Abstraction

• The speaker addresses the abstract idea of Duty throughout the poem.

• The speaker explains that in "Ode to Duty", the abstraction being addressed is specifically the idea of knowing one's responsibilities.

Young People and Misgivings

• The second stanza of the poem discusses how some young people do not follow their duties.

• However, despite this, the speaker asks for Duty to protect them when they fall due to misplaced confidence or misgivings.

Conclusion

The section concludes by noting that through his discussion of duty in "Ode to Duty", Wordsworth emphasizes personal responsibility and discipline.

Introduction

The professor introduces the topic and begins discussing a poem.

• The professor asks for a minute before beginning the lecture.

• The poem being discussed is introduced, and the first few lines are read aloud.

Glorification of Duty

The concept of duty is explored in detail, with emphasis on its importance and benefits.

• Duty is glorified in the poem as a deity that provides blissful and peaceful days to those who follow it.

• The language used to describe duty, such as "firm support" and "creed," emphasizes its importance.

• A hierarchy is formed in the poem, with duty occupying a superior position and others being inferior.

• Duty has authority over people's lives, as seen in phrases like "timely mandate."

Diction

The diction used in the poem is analyzed to understand its significance.

• Words like "supplicate" convey humility and suggest that the speaker is praying to duty.

• Duty is associated with God through phrases like "stern owner of the voice of God."

• Other phrases like "protect young people" further emphasize this association with God.

Hierarchy in the Poem

The speaker establishes a hierarchy in the poem, with duty at the center and the speaker and others as inferior.

Duty is Superior

• The poem establishes a hierarchy with duty at the center.

• Duty is glorified but not like "the ladies of petrarchan pods."

• Duty is superior to experience.

Speaker and Others are Inferior

• The speaker and others are inferior to duty.

• The poem shows that diction and content form a strong hierarchy.

Literary Form of the Poem

This section discusses how this poem differs from American poetry, specifically in its use of solids as a literary form.

Solids as Literary Form

• This poem is mostly formed in solids.

• Solids are the best tool for metrical poets to use.

• Unlike William Wordsworth's poetry, which focuses on feelings, imagination, and freedom, this poem uses solids as its literary form.

Uncharted Freedom

This section discusses what "Uncharted Freedom" means in the context of the poem.

Definition of Uncharted Freedom

• Uncharted means unknown or lawless.

• Uncharted freedom refers to unlimited freedom without any limitations or rules.

Tired of Lawless Freedom

This section discusses how the speaker is tired of lawless freedom and is looking for peace of mind.

Tired of Lawless Freedom

• The speaker is tired of lawless or unlimited freedom.

• In the past, the speaker was not following duty and was totally independent.

• As he gains more experience, he gets tired of lawless freedom.

Looking for Peace of Mind

• The speaker is looking for peace of mind.

• He wants a blissful course that provides peace, which he longs for in this stanza.

Didactic Poem

This section discusses how this poem is didactic and provides a moral code to readers.

Providing a Moral Code

• This poem is didactic and provides a moral code to readers.

• The speaker gives instructions to follow deeply.

• There is a religious quality in this poem, with duty being a reflection of God.

Transition in Wordsworth's Poetry

This section discusses the transition in Wordsworth's poetry over time.

Contextual Differences between Poems

• Critics talk about a transition in Wordsworth's approach to poetry over time.

• Some say there is a change in his approach, while others disagree.

Introduction

The instructor introduces two articles to the students and assigns them as reading material for the following weeks.

Assigned Reading Material

• Romanticism criticism and Theory by David Simpson

• Poetry in an age of Revolution

Poetry in an Age of Revolution

The instructor discusses an article about poetry in an age of revolution, explaining its main points and how it relates to politics.

Article Summary

• The article argues that poetry and politics are similar because they both use language as a medium.

• Both poets and politicians use rhetorical discourse to persuade people.

• Language is the medium of poetry and politics, which is why there are similarities between the two.

• Aristotle's concept of "medium" can be applied to this discussion, where language is the means of mimises for both poetry and politics.

Discussion with Students

• Students participate in a discussion about the similarities between poetry and politics.

Understanding the Function of Poets in Society

In this section, the speaker discusses Shelley's views on the role of poets in society and how they shape political concerns.

The Function of Poets

• Shelley argues that poets are not just authors of language but also function as instituters of law, founders of civil society, inventors of arts, and teachers.

• Poets shape political concerns and are not just outcomes or consequences of philosophical trends in their ages.

• According to Shelley, poets are unacknowledged legislators of the world who make laws and have a prophetic ability to perceive present and future events.

• Poets have access to the invisible world of religion like prophets.

The Identity of a Poet

• A poet's identity encompasses that of a legislator, ruler, lawmaker, and prophet at the same time.

• As a legislator, they shape the present by giving orders or forming organizations. As a prophet, they can perceive what is to come.

Literature and Politics

In this section, the professor discusses the relationship between poetry and politics during the Romantic age. The French Revolution is highlighted as a central event during this period, which influenced the ideals of Romantic poets. However, they became disillusioned with the revolution after learning about the September massacres.

Poets as Prophets

• Shelley's statement that "poet is a prophet" is reminiscent of Sir Philip Sydney's Defense of Poesie.

• The Romans used similar terminology to describe poets as diviners or prophets.

French Revolution and Romantic Poets

• The French Revolution was a central event during the Romantic age.

• Romantic poets were initially hopeful and positive about the revolution and its values.

• However, they became disillusioned after learning about the September massacres.

• This historical fact shows that politics and romantic poetry are interrelated.

London by William Wordsworth

• The professor plans to discuss William Wordsworth's poem "London."

• Students should be prepared to analyze this poem in class.

Kubla Khan by Coleridge and Rhyme of Ancient Mariner

• The professor also plans to discuss Kubla Khan by Coleridge and Rhyme of Ancient Mariner in future classes.

• Students are responsible for reading articles provided on chat box related to these poems.

Thank You

A participant thanks the speaker.

Participant Asks About Exam Announcement

• The participant asks when the last announcement time for exams is.

• The speaker responds that they are not sure but thinks there are two weeks left.

• The speaker also mentions that the results will be announced in two or three days and that the participants will learn about them this week.

• The participant thanks the speaker and the speaker thanks them for their participation, saying they will see them next Monday.