Romantic Music and Literature

Early Romantics
Ludwig Van Beethoven's 6th & 9th Symphonies
Franz Schubert's Unfinished Symphony, Ave Maria
Hector Berlioz's Symphony Fantasique
Romantics
Johannes Brahms' Hungarian Dance #5, Symphony# 1,2,3,4, Piano Concerto #1,2
Franz Lizst 's Hungarian Rhapsody, Les Preludes
Richard Wagner's The Ride o/the Valkyries, Liebestod
Frederic Chopin's - piano music
Johann Strauss' Blue Danube Waltz
Felix Mendelsohn's Midsummer Night's Dream
Robert Schumann
Impressionists
Maurice Ravel's Bolero
Claude Debussy's Clair de Lune, La Mer
Erik Satie
Opera
Gioacchino Rossini's The Barber o/Seville, William Tell
Richard Wagner's The Nibelungen Cycle, Tannhauser
Bizet's Carmen
Offenbach's Tales of Hoffmann
Giovanni Verdi' s Aida, Rigoletto
Giacomo Puccini's Madame Butterfly, La Boheme
Eastern Europeans
Peter Tchaikovsky (Russian)The Nutcracker,Swan Lake, The 1812 Overture,l st Piano Concerto
Nikolai Rimsky-Korsakov (Russian) Schererzade
Modest Mussorgsky (Russian) Pictures at an Exhibition
Borodin (Russian)
Bedrich Smetana (Czech) The Moldau
Anton Dvorak (Czech) New World Symphony
Jean Sibelius (Finnish)
Edvard Grieg (Norwegian) Peer Gynt
Post-Romantic
Richard Strauss Also Sprach Zarathustra
Gustav Mahler - Symphonies
Neo-Romantic
Serge Rachmaninov -2nd Piano Concerto
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List of Romantic and Victorian Literature
Poets
Johann Wolfgang von Goethe
Frederich Schiller Ode to Joy
Percy Shelley
Lord Byron
Lord Tennyson's The Charge of the Light Brigade
John Keats
Christina Rossetti
Elizabeth Browning
Aleksander Pushkin
Escapists
W al ter Scott's Ivanhoe
Nationalists
The Brothers Grimm
Realists and Social critics
Charles Dicken's Great Expectations, A Tale a/Two Cities, David Copperfield, Oliver Twist,
Pickwick Papers
Victor Hugo's The Hunchback 0/ Notre Dame, Les Miserables
EmileZola
Honore de Balzac
Feminists
Henrik Ibsen's A Doll's House, Hedda Gabler
Gustav Flaubert 's Madame Bovary
Female authors
Jane Austin's Pride and Prejudice, Sense and Sensibility
Mary Shelley's "Frankenstein
George Eliot's Silas Marner
George Sand
Edith Wharton's Age of Innocence
Charlotte Bronte's Jane Eyre
Emily Bronte's Wuthering Heights
Russians
Leo Tolstoy's War and Peace ,Anna Karenina
Fyodor Dostoevski's Crime and Punishment, The Idiot, The Brothers Karamasov
Anton Chekov's The Cherry Orchard, The Seagull
Nikolai Gogol's The Overcoat, Taras Bulba
Turgenev's Fathers and Sons
Other
Edmond Rostand's Cyrano de Bergerac
Thomas Hardy's Far from the Madding Crowds, Return a/the Native, Jude the Obscure,
Tess a/the D' Urberville
Oscar Wilde's The Importance a/Being Earnest ,The Picture a/Dorian Gray
Bram Stoker's Dracula

Pride and Prejudice Notes

Elizabeth: independent -> social commentary on upper class -> customary, traditional, obsolete -> merit and sense

Darcy-Bingley
Jane-Elizabeth
Gardiners-Bennets

Climax is Elizabeth’s reaction to Darcy’s proposal

Collins thinks he is a burden all the time

Bingley arrives
Meryton dance, Darcy doesn’t dance
Lucas dance, Elizabeth refuses to dance with Darcy
Jane gets sick, Elizabeth visits her
Mr. Collins comes, proposes to Elizabeth
Elizabeth denies Mr. Collins
Elizabeth meets Wickham

Society
Society’s expectations – class, behavior
Stereotypes: based on individuals, family reputation, proper upbringing – music, “Being out”

Elizabeth more realistic about Mr. Bennet
-critiques his parenting + Lydia going to Brighton
-foil -> greater significance

Beowulf Notes

Themes – good vs. evil
Apposite – describe a noun, usually begins with a, an, the.
Kenning – two word metaphor
Caesura – break in middle of line

One Day in the Life of Ivan Denisovich Notes

3rd and 1st narration
-omniscient
-detached style
-facts (can be changed)
-limited emotions
-protection from government (Solzhenitsyn)

Kolkhoz-collective farm, zev-prisoner

Shukhov: doesn’t accept bribes, not lazy, ideal Soviet worker, survival, dignified, integrity, opti-mistic

Shukhov tries to gain favor from Tsezar by standing in line. Guards inspect parcels, take a lot of it, empty containers. Parcels similar to letters by both being censored.

Camp’s situation -> Shukhov’s perspective + appreciate/value ordinary

Alyosha more dangerous because of his faith

Comparison of Carpe Diem Poets

Andrew Marvell: urges love to marry him, religious allusions, matter of fact tone, hyperbole
Robert Herrick: nature metaphors, hopeful tone, personification, organized in fourths
John Suckling: girls only sometimes for guys, rhetorical questions, repetition, angry tone, ironic, puts the blame on the girl not the guy
Between Marvell and Herrick: against coyness, conceits
Between Suckling and Marvell: organized into thirds, structures arguments clearly into a cause-effect argument
All: carpe diem, rhyme, marriage

Compare and Contrast of John Donne and Ben Jonson's Poetry

John Donne: spiritual, serious, more use of conceits, subtle arguments, metaphors and vague phrasing, higher level vocabulary, more paradoxical, deeper poetry, longer poems, writes sometimes in prose, indifferent toward life and death

Ben Jonson: materialistic, not as serious, strove for the perfection and harmony he found in his classical authors, clarity and graceful, elegiac, more succinct, more quotable, lighter poetry, shorter poems

Together: metaphysical, women subjects, rhyme, symbolic, epigrammatic, modernists, repetition

A Room of One's Own Outline

In A Room of One’s Own, Virginia Woolf provides evidence to show how money, and the lack of it, restricts women and their potentials, just as money, and the lack of it, suppresses the capa-bilities of immigrants to the United States.

I will show this by describing women’s conditions from a feminist and Marxist viewpoint, and relate these issues to the plight of the immigrants.

The inadequate dinner of the scholars from the women’s college of Fernham prevents them from having meaningful conversations.

Fernham is on the verge of economic collapse while the men’s colleges have many donations.

They would be no Mary Seton if her mother would have sought money.

Law and custom prevent women from owning property, undoubtedly from lack of money.

Money was more important than the right to vote because it produces tangible results instantly.

The narrator no longer has to work jobs anymore to support herself now that she has financial security.

Women jobs, like raising children, are not deemed as important as men jobs, like coal mining, so men receive more money.

Women are financially bound to their husbands.

“Intellectual freedom depends on material things. Poetry depends upon intellectual freedom. And women have always been poor, not for two hundred years merely, but from the beginning of time.” That is why women write novels.

Gaining a room of one’s own can simply mean to close a door and lock it, but gaining money (500 pounds) is hard work.

Stock market crash happened at same time of publishing: symbolic

Psychoanalytic Literary Criticism with Others

Who: Sigmund Freud and his followers of Carl Jung and Jacques Lacan

What: A literary approach where critics see the text as if it were a kind of dream, where the text represses its real content behind obvious content. The process of changing from real to obvious content is known as the dream work, and critics analyze the language and symbolism of a text to reverse the process of the dream work and arrive at the underlying real thoughts.

Where: Hamburg, Germany. Freud was formulating his psychoanalytic beliefs there, and he reasoned that the same process that can be used to interpret dreams can be used to interpret literature.

When: Initially proposed in the 1890s, became popular in the 1920s and after.

Why: As hypothesized by many psychologists, certain events (mostly childhood events) are re-pressed by the holder. Only by talking about the past are these events brought up and re-solved. Characters in literary works can have a deep, underlying experience that affects how they deal with people or events. If one is to understand the present, then it is necessary to understand the past as that may very well have affected that person.

Marxist: economic conditions determine social conditions
Feminism: tries to show how women were suppressed and how this affected them.
New Historical: ideas frameworked within its historical era, based on cukture and events.
Formalism: analyze grammar, syntax, and literary devices.
Deconstructionism: text can be analyzed by more than one viewpoint

Romantic Notes

To a Louse: connection to nature; to criticize the upper class; vanity
To a Mouse: Be prepared for the future to change; be in harmony with nature
Lamb and Tyger: lamb a symbol for God, tiger a symbol for Devil, white-good, red-bad; lamb-tranquil, tiger-rage, hammer, anvil, chains, fire – Industrial revolution, lightning – Lucifer falling
Chimney Sweeper: chimney – coffin, words like sweeping motion, Tom Duker – went to sleep, go to afterlife and be happy
Ode to a West Wind – write down that he is not evil; West Wind vs. Spring Wind, death vs. Life, leaves to seeds/flowers, destroyer vs. preserver

Candide Notes

Objects of Satire
-religion
-war/military
-philosophy of optimism
-race/gender/class
-human feelings

Understatement – “only”

Incongruity – do not make sense

-specify meaning in every sentence
-define diction and syntax
-specifics
-comment on how it is satire
-syntax: commas add information
-complex sentence + multiple ideas = more detailed portrayal, confusing -> ambigious meaning, more examples -> more convincing

Macbeth Notes

Macbeth is a courageous man, but he has hubris.

I.i: The three witches meet and discuss how they will meet up with Macbeth in bad weather.
I.ii: The battle occurs and the king says that the Thane of Cawdor needs to be killed and have Macbeth take his position.
I.iii: The witches meet with Macbeth and Banquo and tell them that Macbeth will be Thane of Cawdor and the king. They leave and Ross and Angus say that Macbeth now is the Thane of Cawdor.
I.iv: Duncan says that Malcolm must be king. Arrives at Duncan’s castle.
I.v: Lady Macbeth thinks Macbeth is weak.
I.vi Guests arrive at Macbeth’s castle.
I.vii: Lady Macbeth and Macbeth debate whether or not to kill Duncan.

To An Athlete Dying Young / Ex-Basketball Player

To An Athlete Dying Young
A.E. Housman

The time you won your town the race
We chaired you through the market-place;
Man and boy stood cheering by,
And home we brought you shoulder-high.

To-day, the road all runners come,
Shoulder-high we bring you home,
And set you at your threshold down,
Townsman of a stiller town.

Smart lad, to slip betimes away
From fields where glory does not stay
And early though the laurel grows
It withers quicker than the rose.

Eyes the shady night has shut
Cannot see the record cut,
And silence sounds no worse than cheers
After earth has stopped the ears;

Now you will not swell the rout
Of lads that wore their honours out,
Runners who renown outran
And the name died before the man.

So set, before its echoes fade,
The fleet foot on the sill of shade,
And hold to the low lintel up
The still-defended challenge-cup.

And round that early-laurelled head
Will flock to gaze the strengthless dead,
And find unwithered on its curls
The garland briefer than a girl’s.

Ex-Basketball Player
John Updike

Pearl Avenue runs past the high-school lot
Bends with the trolley tracks, and stops, cut off
Before it has a chance to go two blocks,
At Colonel McComsky Plaza. Berth’s Garage
Is on the corner facing west, and there,
Most days, you’ll find Flick Webb, who helps Berth out.

Flick stands tall among the idiot pumps –
Five on a side, the old bubble-head style,
Their rubber elbows hanging loose and low.
One’s nostrils are two S’s, and his eyes
An E and O. And one is squat, without
A head at all – more of a football type.

Once Flick played for the high-school team, the Wizards.
He was good: in fact, the best. In ‘46
He bucketed three hundred ninety points,
A county record still. The ball loved Flick.
I saw him rack up thirty-eight or forty
In one home game. His hands were like wild birds.

He never learned a trade, he just sells gas,
Checks oil, and changes flats. Once in a while,
As a gag, he dribbles an innertube,
But most of us remember anyway.
His hands are fine and nervous on the lug wrench.
It makes no difference to the lug wrench, though.

Off work, he hangs around Mae’s Luncheonette.
Grease-gray and kind of coiled, he plays pinball.
Smokes those thin cigars, nurses lemon phosphates.
Flick seldom says a word to Mae, just nods
Beyond her race toward bright applauding tiers
Of Necco Wafers, Nibs, and Juju Beads.

THE LOVE SONG OF J. ALFRED PRUFROCK

S’io credessi che mia risposta fosse
a persona che mai tornasse al mondo,
questa fiamma staria senza piu scosse.
Ma per cio che giammai di questo fondo
non toron vivo alcun, s’I’odo il vero,
senza tema d’infamia ti rospondo1.

Let us go then, you and I,
When the evening is spread out against the sky
Like a patient etherized upon a table;
Let us go, through certain half-deserted streets,
The muttering retreats
Of restless nights in one-night cheap hotels
And sawdust restaurants with oyster-shells:
Streets that follow like a tedious argument
Of insidious intent
To lead you to an overwhelming question…
Oh, do not ask, “What is it?”
Let us go and make our visit.

In the room the women come and go
Talking of Michelangelo.

The yellow fog that rubs its back upon the window-panes,
The yellow smoke that rubs its muzzle on the window-panes,
Licked its tongue into the corners of the evening
Lingered upon the pools that stand in drains,
Let fall upon its back the soot that falls from chimneys,
Slipped by the terrace, made a sudden leap,
And seeing that it was a soft October night,
Curled once about the house, and fell asleep.

And indeed there will be time
For the yellow smoke that slides along the street
Rubbing its back upon the window-panes;
There will be time, there will be time
To prepare a face to meet the faces that you meet;
There will be time to murder and create,
And time for all the works and days of hands
That lift and drop a question on your plate,
Time for you and time for me,
______________________
1 From Dante, Inferno, XXVII, 61-66. The speaker is Guido da Montefeltro, who is imprisoned in a flame in the level of Hell reserved for false counselors. He tells Dante and Virgil, “If I thought my answer were given to one who might return to the world, this flame would stay without further movement. But since from this depth none has ever returned alive, if what I hear is true, I answer you without fear of infamy.”
And time yet for a hundred indecisions,
And for a hundred visions and revisions,
Before the taking of a toast and tea.

In the room the women come and go
Talking of Michelangelo.

And indeed there will be time
To wonder, “Do I dare?” and, “Do I dare?”
Time to turn back and descend the stair,
With a bald spot in the middle of my hair—
(They will say: “How his hair is growing thin!)
My morning coat, my collar mounting firmly to the chin,
My necktie rich and modest, but asserted by a simple pin –
(They will say: “But how his arms and legs are thin!)
Do I dare?
Disturb the universe?
In a minute there is time
For decisions and revisions which a minute will reverse.

For I have known them all already, known them all—
Have known the evenings, mornings, afternoons,
I have measured out my life with coffee spoons;
I know the voices dying with a dying fall
Beneath the music from a farther room.
So how should I presume?

And I have known the eyes already, known them all—
The eyes that fix you in a formulated phrase,
And when I am formulated, sprawling on a pin,
When I am pinned and wriggling on the wall,
The how should I begin
To spit out all the butt-ends of my days and ways?
And how should I presume?

And I have known the arms already, known them all—
Arms that are braceleted and white and bare
(But in the lamplight, downed with light brown hair!)
Is it perfume from a dress
That makes me so digress?
Arms that lie along a table, or wrap about a shawl.
And should I then presume?
And how should I begin?

Shall I say, I have gone at dusk through narrow streets
And watched the smoke that rises from the pipes
Of lonely men in shirt-sleeves, leaning out of windows?...

I should have been a pair of ragged claws
Scuttling across the floors of silent seas…
And the afternoon, the evening, sleeps so peacefully!
Smoothed by long fingers,
Asleep…tired…or it malingers,
Stretched on the floor, here beside you and me.
Should I, after tea and cakes and ices,
Have the strength to force the moment to its crisis?
But though I have wept and fasted, wept and prayed,
Thought I have seem my head (grown slightly bald) brought in upon a platter2,
I am no prophet –and here’s no great matter;
I have seen the moment of my greatness flicker,
And I have seen the eternal Footman hold my coat, and snicker,
And in short, I was afraid.

And would it have been worth it, after all,
After the cups, the marmalade, the tea,
Among the porcelain, among some talk of you and me,
Would it have been worth while,
To have bitten off the matter with a smile,
To have squeezed the universe into a ball
To roll it towards some overwhelming question,
To say: “I am Lazarus, come from the dead,
Come back to tell you all, I shall tell you all”—
If one, settling a pillow by her head,
Should say: “That is not what I meant at all.
That is not it, at all.”

And would it have been worth it, after all,
Would it have been worth while,
After the sunsets and the dooryards and the sprinkled streets,
After the novels, after the teacups, after the skirts that trail along
the floor—
And this, and so much more? –
It is impossible to say just what I mean!
But as if a magic lantern threw the nerves in patterns on a screen:
Would it have been worth while
If one, settling a pillow or throwing off a shawl,
And turning toward the window, should say:
“That is not it at all,
That is not what I meant, at all.”
_______________________
2 Like the head of John the Baptist

No! I am not Prince Hamlet, nor was meant to be;
Am an attendant lord, one that will do
To swell a progress, start a scene or two,
Advise the prince; no doubt, an easy tool,
Deferential, glad to be of use,
Politic, cautious, and meticulous;
Full of high sentence, but a bit obtuse;
At times, indeed, almost ridiculous –
Almost, at times, the Fool.

I grow old…I grow old…
I shall wear the bottom of my trousers rolled.

Shall I part my hair behind? Do I dare to eat a peach?
I shall wear white flannel trousers, and walk upon the beach.
I have heard the mermaids singing, each to each.

I do not think that they will sing to me.

I have seen them riding seaward on the waves
Combing the white hair of the waves blown back
When the wind blows the water white and black.

We have lingered in the chambers of the sea
By sea-girls wreathed with seaweed red and brown
Till human voices wake us, and we drown.
T.S. Eliot, 1917

Analysis Questions
1. This poem may be understood as a stream of consciousness passing through the mind of Prufrock. The “you” and “I” of line 1 may be different aspects of his personality. Or perhaps the “you and I” is parallel to Guido who speaks the epigraph and Dante to whom he tells the story that resulted in his damnation –hence, “you” is the reader and “I” is Prufrock. The poem is disjointed because it proceeds by psychological rather than lofical stages. To what social class does Prufrock belong? How does Prufrock respong to the attitudes and values of his class? Does he change in the course of the poem?

2. Line 92 provides a good example of literary allusion (see the last stanza of Marvel’s “To His Coy Mistress,”). How does an awareness of the allusion contribute to the reader’s response to the stanza here?

3.That night the songs of the mermaid (1. 124) signify, and why does Prufrock think that they will not sing to him (1. 125)?

4. T.S. Eliot once said that some poetry “can communicate without being understood.” Is this such a poem?

People and Places in Part One of Pride and Prejudice

In Hertfordshire

I. Longbourne
(twenty-four miles from London)

Mr. Bennet=Mrs. Bennet

Jane Elizabeth (Lizzy, Eliza) Mary Catherine (Kitty) Lydia
22 20 15

II. Meryton
(one mile from Longbourn)

Mr. Philips=Mrs. Philips (Mrs. Bennet’s sister)

The Militia (in temporary quarters)



III. Lucas Lodge

Sir William=Lady Lucas

Charlotte Maria Other Children
27


IV. Netherfield Park
(three miles from Longbourn)

(parentage not included)

Charles Bingley Luisa Bingley=Mr. Hurst Caroline Bingley
22

Glossary of Literary Terms

The Canterbury Tales:
1. Characterization—indirect & direct
2. Allusion
3. Imagery
4. Tone (variations)

The Prince:
5. Simile
6. Metaphor
7. Rhetorical Questions
8. Parallel Structure
9. Antithesis
10. Syntax
11. Diction
12. Repetition
13. Ethos/Pathos/Logos
14. Shift in perspective
15. Exaggeration
16. Generalization

What is Existentialism?

Full credit

What: a philosophical movement begun in the 19th century that denies that the universe has any intrinsic meaning or purpose. It requires people to take responsibility for their own actions and shape their own destinies. Existentialists basically agree that human life is in no way com-plete and fully satisfying because of suffering and losses that occur when considering the lack of perfection, power, and control one has over their life. Even though they do agree that life is not optimally satisfying, it nonetheless has meaning. Existentialism is the search and journey for true self and true personal meaning in life. It is the arbitrary act that existentialism finds most objectionable-that is, when someone or society tries to impose or demand that their be-liefs, values, or rules be faithfully accepted and obeyed. Existentialists believe this destroys in-dividualism and makes a person become whatever the people in power desire thus they are dehumanized and reduced to being an object. Existentialism then stresses that a person’s judgment is the determining factor for what is to be believed rather than by arbitrary religious or secular world values.

Who: forerunners in Kierkegaard, Nietzsche, Heidegger. Came to influence Sartre, de Beauvoir, Camus, Dostoyevsky, Kafka, and Marcel.

Why: false progress of technology, disillusionment with society. Existentialistic ideas came out of a time in society when there was a deep sense of despair following the Great Depression and World War II. There was a spirit of optimism in society that was destroyed by World War I and its mid-century calamities.

When: Term coined by Marcel around 1943, first discussed by Sartre in 1945. Became wide-spread in the 1970s, continues to be important to today.

A Room of One's Own Saturation Report Research

Full credit

A Room of One’s Own: Preface
• Book written at the same time as stock market crash: monetary issues were more important than feminism
• “genius needs freedom; it cannot flower if it is encumbered by fear, or rancor, or dependen-cy, and without money freedom is impossible” (viii)
• “women are poor because, instead of making money, they have children” (x)
• “women were betrothed in their cradles; they were married at fifteen; they bored a dozen children, and those children died, and they went on bearing children. Moreover, they were uneducated; they had no privacy” (x)
• “yet even when they were freed from the practical impediments imposed upon their sex, they could not write because they had no tradition to follow. No sentence had been shaped, by long labor, to express the experience of women” (x)
• “women’s writing has…been impoverished by the limited access women have had to life: what could the writing of George Eliot have been like…had Miss Evans fought in the Crimea” (x)
• “the novelist imaged by Woolf, a young woman named Mary Carmichael who has money and privacy has not achieved it in her first book…despite the deeply heartening sentences…Mary Carmichael is a good novelist; she writes with spirit; she has many new and interesting things to say. But she is not a genius” (xi) — Woolf disproves her thesis
• “she had felt cheated in her education” (xiii)

A Room of One’s Own
• “a woman must have money and a room of her own if she is to write fiction” (4)
• Money is used to keep the existing order of all superior classes
• “the wineglasses had flushed yellow and flushed crimson; had been emptied; had been filled” (11)
• “one could almost do without dinner after such a luncheon” (13)
• “here was my soup…” (17)
• “a good dinner is of great importance to good talk. One cannot think well, love well, sleep well, if one has not dined well” (18)
• “all that [gold and silver] lies beneath the colleges down there [Oxbridge]” (19)
• “and it was only after a long struggle and with the utmost difficult that they got thirty thou-sand pounds together…But considering how few people really wish women to be educated, it is a good deal…So obviously we [the Fernham scholars] cannot have wine and partridges and servants carrying tin dishes on their heads…we cannot have sofas and separate rooms” (20)
• “if she [Mary Seton’s mother] had left two or three hundred thousand pounds to Fernham, we could have been sitting at our ease tonight and the subject of our talk might have been archaeology, botany…” (21)
• “only, if Mrs. Seton and her like had gone into business at the age of fifteen, there would have been…no Mary” (21–2)
• “to endow a college would necessitate the suppression of families altogether. Making a for-tune and bearing thirteen children—no human being could stand it” (22)
• “in the first place, to earn money was impossible for them [older generations of women], and in the second, had it been possible, the law denied them the right to posses what money they earned” (22)
• “England is under the rule of a patriarchy…His [a professor] was the power and the money and the influence…He left millions to charities and colleges that were ruled by himself” (33–4)
• “of the two—the vote and the money—the money…seemed infinitely the more important” (37)
• “indeed my aunt’s legacy unveiled the sky to me, and substituted for the large and imposing figure of a gentleman” (39)
• “is the charwoman who has brought up eight children of less value to the world than the bar-rister who has made a hundred thousand pounds…we have no rods with which to measure them even as they are at the moment” (40)
• “by no possible means could middle-class women with nothing but brains and character at their command have taken part in any one of the great movements” (44–5)
• “it is unthinkable that any woman in Shakespeare’s day should have had Shakespeare’s ge-nius. For genius like Shakespeare’s is not born among labouring, uneducated, servile people…It is not born today among the working classes” (48)
• “to have a room of her [a woman] own…was out of the question, unless her parents were ex-ceptionally rich or very noble, even up to the beginning of the nineteenth century” (52)
• “one would expect to find a lady of title meeting with far greater encouragement than an un-known” (58)
• “Mrs. Behn was…forced by the death of her husband and some unfortunate adventures of her own to make her living by her wits. She had to work on equal terms with men…Aphra Behn proved that money could be made by writing at the sacrifice…of certain agreeable qualities” (63–4)
• “intellectual freedom depends upon material things…and women have always been poor, not for two hundred years merely, but from the beginning of time” (108)
• “earning five hundred pounds a year” (108)
• “after the year 1880 a married woman was allowed by law to possess her own property” (112)

The Cambridge Introduction to Virginia Woolf
• “her father was the distinguished Victorian author [and] critic…Sir Leslie Stephen, editor of the Cornhill Magazine, of the Dictionary of National Biography and of the Alpine Journal, who counted Thomas Hardy, Henry James and George Meredith among his friends” (3)
• “his father, and Woolf’s grandfather, was Sir James Stephen, Regius Professor of Modern His-tory at Cambridge University and noted Counsel to the Colonial Office and Board of Trade, who framed the bill to abolish slavery in 1833” (3)
• “Leslie Stephen was educated at Eton and Trinity Hall, Cambridge, where he became a deacon in 1855 and then parson (in the Church of England) in 1859” (3)
• “Virginia and Vanessa were not schooled like their brothers, but educated at home. Both par-ents contributed to Virginia’s education, but it was her father who shaped her intellectual foundations, encouraging her to roam freely, from an early age, through his extensive library, and later giving her daily supervision in reading, writing and translation (of Greek and Latin)” (5)
• “Julia Stephen did not seem to exist as a separate person in her own right, but rather she be-came the personification of the Stephen household…this general existence explained ‘why it was…impossible for her to leave a very private and particular impression upon a child. She was keeping what I call…the panoply of life…in being’” (6)
• “by the close of the nineteenth century her studies with her father were being supplemented by tuition in the classics from Dr Warr of King’s College, Kensington, and from Clara Pater, sister of the English essayist and critic Walter Pater” (7)
• In 1904, “she assisted F.W. Maitland with a biography of her father, and her first (anonymous) review appeared in the Guardian. In 1905 she began work as a teacher of literature at Morley College in South London” (8)
• “in April 1909 her aunt Caroline Emelia Stephen died and left her a legacy of £2,500” (11)

Virginia Woolf — Holtby
• “though she was unable to endure a regular education, she enjoyed an unusually effective training as writer. Partly…she trained herself…But, even more important, she had the free run of her father’s library. It was a splendid library, catholic, discriminating, stocked with the classics and containing his almost unique collection of eighteenth-century books. Virginia was turned loose in this. She could read what she liked, and she read enormously…This freedom must have been incalculably useful to a girl who was going to be a novelist” (17–8)
• “she knew that working women have need of political protection, that working men enjoy a poorer diet than that of college girls, that artists need privacy and adequate incomes” (33)
• “she accuses them [materialists] of coarseness of perception and indifference to the affairs of the spirit” (51)
• “seeing that to produce good work, freedom of mind, independence, privacy and leisure, a training for truth instead of for docility, all are necessary, she herself returns to discuss the contingent, the ephemeral” (51)

Virginia Woolf — DeSalvo
• “the patriarchal family was the normative family of Victorian England, and it remains the ‘ideal’ family of many segments of contemporary society. Within the patriarchal family, male members exhibit a ‘diminished capacity for affectionate relating’…fathers in such families are described as ‘prefect patriarchs’ within the home, although they often present themselves as ‘pathetic, helpless, and confused; sons have excessive privilege; the activities of the female members of the family are supervised, restricted, and controlled and they are isolated from the world…In the patriarchal family, the father has immense powers over his wife and child-ren—an unrestricted right of physical control, the right to control behavior, and sexual rights” (8–9)
• “it has been commonly accepted that the Stephen family was characterized by its liveliness, its affectionate concern for the well-being of its children, its economic and emotional securi-ty—that it was…the archetypal serene and secure family of Victorian ideology” (19)
• “living in a time when women were supposed to be angels, when women’s capabilities to car-ry on the business of family life were assumed to be boundless, when men did relatively little, if anything at all, regarding their children” (21)
• “Victorian mothers…used their own daughters so early to help them with the work of the household, keeping them…from developing their own interests and capacities” (21)
• “Victorian ideology normally precluded a man from engaging in primary care responsibilities for children, the father’s role being defined in terms of authority, not emotional involvement” (28)
• “the very structure of schooling that the British patriarchy provided for its boys, in ‘trying to produce a race of men who are in control,’ turns out men who want to control: but in fact, it ‘turns out men who are weak, ignorant and pathetically vulnerable’” (31)
• “never having received any formal education to speak of, she was particularly concerned with the role that education played in preventing women from becoming economically indepen-dent, and in ensuring that power and privilege remained the provenance of a few men of a certain class” (282)
• “Woolf illuminated the fact that while men of privilege spent their time in educating them-selves, women were being trained to subservience…Woolf understood that the control of woman’s access to education was the way in which the control of women’s labor without re-compense in the family was assured. She saw it a as state identical to slavery” (284)
• “she believed that education had been denied women and the poor to subvert them, to con-trol them, to make them dependent upon men of privilege, and to exhort unpaid or poorly paid labor from them” (292)

Virginia Woolf: A Feminist Slant
• “for Woolf the authoritarian state is the patriarchal family expanded. In the larger public world, the tyrants simply mass together into business and professions. Be they professors, clerics, doctors, men of commerce, lawyers, politicians, or policemen, they are instruments of the patriarch” (58)

The Politics of Literary Theory
• “in a particular society certain ideas prevail because they and not other ideas best defend the interests of the ruling class” (7)
• Around 1850, “the middle classes turned to education to foster the unifying values of a na-tional culture” (9)
• “the great feminine writers, such as Charlotte Brontë and George Eliot, successfully opposed the stereotyped and misconceptions of the male Victorian establishment, which routinely de-nigrated the intelligence and the ability of women and dismissed their writing” (93)

Pride and Prejudice Possible Essay Questions

Full credit

1. How does Lydia fit into society’s views of marriage?
2. What role does Mr. Collins have directly in Elizabeth’s life?
3. Compare and contrast Charlotte and Lydia.
4. Is Mr. Bennet a good or bad person?
5. Why did Jane Austen have all the main characters live happily ever after?
6. Who is more nonconformist: Lydia, Elizabeth, or Darcy?
7. What does the military symbolize?
8. Who is the most mocked in the novel: Mr. Collins, Lady Catherine, or Miss Bingley and Mrs. Hurst?

Examples of Metaphysical Poetry in “Meditation 17”

• “…all mankind is of one author and is one volume; when one man dies, one chapter is not torn out of the book, but translated into a better language; and every chapter must be so translated. God employs several translators; some pieces are translated by age, some by sickness, some by war, some by justice; but God’s hand is in every translation…”
• The bell tolling
• “No man is an island, entire of itself; every man is a piece of the continent, a part of the main. If a clod be washed away by the sea, Europe is the less, as well as if a promontory were, as well as if a manor of thy friend’s or of thine own were.”
• “…affliction is a treasure…”
• “If a man carry treasure in bullion, or in a wedge of gold, and have none coined into current money, his treasure will not defray him as he travels.”
• “Tribulation is treasure in the nature of it…”

APUSH Late Indian Wars Notes

Great American Desert
(etym. 1823) The Great American Desert is a term that was used in the 19th century to describe the High Plains east of the Rocky Mountain. etym. 1823 by Stephen Long, a government surveyor.

The Sioux
Members of the Great Sioux Nation. The Sioux were involved in many military confrontations with the US including the Dakota War of 1862, the Great Sioux War of 1876 and Wounded Knee Massacre

Union Pacific Railroad
(1862) Was incorporated in the wake of the Pacific Railroad Act of 1862. Under Dr. Thomas Durant, the first rails were laid in Omaha, Nebraska as part of first transcontinental railroad.

Central Pacific Railroad
(1862) The California-to-Utah portion of the First Transcontinental Railroad. Organized by Theodore Judah in 1862 and funded by “The Big Four,” the railroad was finally connected in Promontory, Utah in 1869.

“Buffalo Bill” Cody
(1846-1917) (1846 –1917) an American soldier and showman who received the Medal of Honor in 1872. He is best known for Buffalo Bill’s Wild West (c. 1883).

Battle of Little Big Horn
(1876) aka Custer's Last Stand, it was fought between the Lakota and 7th Cavalry on June 25 - 26, 1876. This was the most famous battle of the Great Sioux War of 1876-77 and led to the death of Custer and 268 of his men.

Exodusters
(1879-1880) The name given to African Americans who fled the Southern United States in 1879 and 1880 for Kansas, the land of famed abolitionist John Brown.

“Buffalo Soldiers”
Buffalo Soldiers is a nickname originally applied to the members of the U.S. 10th Cavalry Regiment of the United States Army by the Native American tribes they fought.

Homestead Act
(1862) The Homestead Act of 1862 was a Federal law that gave an applicant freehold title to 160 acres if they improved the land and filed for a deed. The act was made to expand the ideal of the “yeoman farmer.”

“The Grange” ***
(1867) Founded in 1867, the Grange is a fraternal organization for American farmers that encourages farm families to band together for their common economic and political good.

Assimilation
(c. 1865) This was a government program that began approximately in 1865. The government encouraged an “American” way of life through suppression of religion, and forced attendance in Indian boarding schools.

Helen Hunt Jackson
(1830-1885) (1830-1885) was an American writer best known as the author of Ramona, a novel about the ill treatment of Native Americans in southern California, and A Century of Dishonor.


A Century of Dishonor
(1881) Written by Helen Hunt Jackson and Justin Lloyd Campbell, it chronicles the experiences of Native Americans in the United States. It was equivalent to Uncle Tom’s Cabin.

Dawes Severalty Act
(1887) Aka Dawes Act, it was written by Senator Henry Dawes of MA and passed in 1887. The act gave 160 acres of land per Native but divided tribes in the process. This was intended to complete Assimilation.

Massacre at Wounded Knee
(1890) On December 29, 1890, 500 troops of the U.S. 7th Cavalry, surrounded a Sioux camp. When one member refused to give up his rifle, chaos ensued leaving 200+ Lakota Sioux dead.

Virginia City
(1859) Virginia City was a mining boomtown. It virtually appeared overnight as a result of the Comstock Lode silver strike of 1859. Virginia City had ~30,000 residents at its peak, but most left when the Lode ended in 1898.

Californios
Californios is a term used to identify a Californian of Hispanic descent. Much of Californio society lived at or near the many Missions on the El Camino Real.

Samuel Clemens
(1835-1910) aka Mark Twain, he was most noted for his novel Adventures of Huckleberry Finn, which has since been called the Great American novel. He was called “the father of American literature” - Faulkner

Chinese Exclusion Act
(1882) A law passed on May 6, 1882 that revised the Burlingame Treaty of 1868. The Act allowed the US to suspend immigration and so Congress suspended Chinese immigration, a ban that lasted 60+ years.

John Muir
(1838-1914) Was a Scottish-born American naturalist, author, and early advocate of preservation of U.S. wilderness. He helped save Yosemite Valley and Sequoia National Park and was the founder of the Sierra Club.