ENGLISH through LITERATURE for the 11 Gradepanera 1 HayRTs Yaesnnu ¢ ox06pen eve sartonen No PHL 09-607/14.08.2002 r. Ha winorerepa 1a oGpasonanners OY 0, Pywana Araxecosa, Pazocrinta lilaukosa, CsoSona Taraposs, Boies SS Quewiren ve exaepincin i Tlases Crofixos Ouewnrean va rp Bovaan Masposiuos, Xpucro KaSaswos w Tersp JoGpes Crown, wumuee sngaie wk spaniio-xiuriennTe iowexsatuts: Boxstiap Hkoxowos, Hikers Bantams ca-yseSunurre, aaaatent apes 2002, 2003, 2004 n 2008 ¢ p Becexa Todopoea Kayaposa Haman Hocugosu Keueypena ex. day, 2 W4EBHHK [0 AHTUIMMCKH FSHK 3A 11. KAC TPOOWINPANTA TIOTOTOBKA Peucrscim ne wanereneTacro: Op Maden Jlanova, Mapas Memodtiena Pesasrop Hz Muti Esvmea posarrop ia Cmucone Xysomur na xopwuzra Byew Curves Xysoxsue opopierres Amanoe Bacuses yao penaxrop Tomko Keocewapaues Texsmseca pexaxrop Hopdawia Heanooa fon 11302104814, sawn Urepine 2008 r. Sopwar 60X90/8, es, som 27, Maa, xonk 27 Brsirapena. Haan 150 . Apoceema ~ Cog” A Corp 1618, ya, »Benenencral"2 flower .Hoea Mpuim” All ~flaossie 1a Kauapose, Harasux Hocuoss Kaneypera, 2002 1 Bymn Hopaatios @vosen ~ xynoxtmx Ha ropxuata, 2002 r. Aratac Beceamios Bacives ~ xyaoxtnk odpoparen, 2002 r © Mpoceera ~ Coppiw™ AD, newex npana sanazexy, ISBN 978-954-0]-1274-9Contents Unit 1 ore eae THE BEGINNINGS Unit 2 19 THE LATE MIDDLE AGES Unit Ste ae THE RENAISSANC! Unie 4 i THE AGE OF SHAKESP Unit 5 ree 46 THE PURITAN AGE Unit 6 AE ie THE AGE OF REASON Unie 7 ¥ THE RISE OF CAPITAL NOVEL 104 ‘THE AGE OF ROMANTICISM AMERICAN ROMANTIC POETRY F ROMANTICISM AMERICAN PROSE WRITERS UNIT aon BEYOND ROMANTICISM CHE MID-VICTORIAN NOVEL Unie 13 THE GIMDED AGE AMERICAN REALISM Usit 5 183 THE END OFTHE NINETEENTH nai CENTURY BRITISH AESTHETICISM. TARESCRIET GA a2: eet GLOSSARY _ a 210 BIBLIOGRAPHY 216ni “The Beginnings ‘Work in groups of thre @ Look at the events listed below. Organize them into two Fact files, one about Britain, one about North ‘America. Use the maps. a) 14 BC-16 BC Settlement by migratory tribes from Asia b) 5 BC Britain becomes an island as melting ice overwhelms the con- | nection with the continent. | 6) 54 BC Julius Cacsar invades Kent, bur is forced to retire 10 she continent. d) 16th century 4 million or 12 million native inhabitants (uncer- | rain figures). | e) 17th—19th centuries | Colonization of the continent by | the white man. Wars | )43 AD The emperor Claudius sends legions ro invade the island, thereby beginning the Roman | occupation. g) 81 AD The governor Agricola, after mastering Wales, conquers | Scotland as far as the Clyde h) By 1920 native population had fallen below 300 000. i) 122 AD The building of Hadrian's Wall | ata ESO }) 208 AD Emperor Severus | | duives barbarian invaders from | northern England and advances | beyond Aberdecn, ks) 410 AD Emperor Honorius tells Britain that Rome can no m) 1990 800,000-1,500,000* inhabitants; 50 per cent in cities longer send help against and agricultural areas, 50 per cent on about 300 federal reserve, Northern invaders. tions covering 2.5 per cent of the and area in the couniry $0 | 1) 1924 Congress passes the 10 100 languages spoken today. | Indian Citizen Act. | * Uncertain figures. = aanSOUTHERN CANADIAN Recitation ry accompanied by strokes of the lyre were prominent in eighth-century courtly life in Britain as this picture shows,‘puree lid trom an Anglo-Saxon burial \What do you know about the tribat cultures of the Anglo-Saxons and the Nal Look at the pictures for some help. | a wax 4S 7 take ea ae oS LRT ge Fe a Old English was first written in the runic alphabet. This alphabet was used in northern Burope ~ in Scandinavia, pies eneday Germany, and the British Isles ~ and ic has been preserved in about 4,000 inscriptions and @ few manuscripts " eo gu ye agg ree rte Pore Choke ery Native Ameriean pottery from South Most of the Native American tribes living on he territory of present-day USA have never had an alphabet of their own. In 1821 a half Cherokee Indian named Sequoya invented a sj labary for the purposes of his own tribe. This is a system of syl- labic writing in which each symm. bol corresponds to a spoken syl- Jable. The Cherokee syllabary has 85 symbols which show the strong influence of the Latin alphabet, but the Latinate sym- bols are nor used wich ther orig nal sounds, Ong r4 sR ro nB nm | | Re ee | > ™ uy HG le =O “Ae ae nbs a ook nd nh nO 50d wow tive Americans? western New Mexico The only complete writing sys- tem in the ancient New World ‘was the Maya scripe— only they could express in writing every- thing that was in their language. In-was a complex mixture of ideographic and phonetic ele- ‘ments, similar in structure to certain scripts of the Old ‘World, such as Sumerian, Egyptian and Japanese, The sys- tem included a complete syl- labary, but like the Japanese, the Maya scribes continued 10 use the ideographs which had immense prestige and probably. even nie overtones, x a y npnRaReks as SS lel nreReEeEe = = oS—— @ Pre-reading task. Se Se’ Work in pairs You have two texts that have been mixed up. The first one is about the Anglo-Saxons and the second ‘one is about the Native American tribes in the USA. Read through the paragraphs quickly to decide wich paragraphs go with which story. Then put the paragraphs inthe correct order Anglo-Saxons LBS 2 Native Americans i. 2 3 4. a ‘The Anglo-Saxons were fn what is now Scbleswig-Holstein, an area partly jn northern Germany and partly in southern bes originally located Denmark. b. Asound the turn of the 20th century, the native Population, called mistakenly Indians by Chtisto- her Columbus, was already considered to bea Vaning fae The cls betyeen Indian and she White man’ culeure was at bortom-a struggle for fand: the Indians had land, the whites a in They aequited it frst through the physi extepmie ‘ation of native population and the spread of dis. exes This was fllowed by social genocide through the removal ofthe Indians to servations and they eprivation of means of subsistence, thy tent termination of federal assistance as: through oe ‘The early fterarure of every culeute is poetry, and accordingly Anglo-Saxon culture is without prose ‘until its Christianizasion brought in the prose tadi- tion of the Mediterranean. In no sense is this verse hude; on the contrary, ivis highly stylistic, an are form centuries in che making and already quite pol- ished and effective in its earliest known examples, ough recur i well as forcefill assimilation and acculturation, d. To the defeated Celts the Anglo-Saxons were no more than pagan sevages, The Roman esti= mate of the Anglo-Saxons was more favourable, Roman Historians like Tacitus con trasted the vistuous Germans with dissolure Romans, praising the former for being straight- forward, unswerving in purpose, and eminent= ly moral and sober, Above all, the anciene Germanic peoples admired strengch and courage displayed in battle. Anglo-Saxon poet- ty is filled with the clash of shields and “arrows sleeting like hail’. By the time the white seers ser foot on the, North American continent, the aboriginal tribes had developed a rich oral tradition of lore — myths, legends, cles, songs, prayers. rituals, chants, speeches and spells. Bach had a distinctive vay of expressing itself in poetry and prose due to the differences in natural environment (plains, deserts, woodland, plateau and coastal areas) and tneans of livelihood, to tribal organization and tmental atitudes as well as to individual disposi- tion, What they had in common was their ever cence for nature, in which they lived in harmony and balance, and a worldview, in which the one- ness of the objective marerial world with the sub- jective spiritual world was achieved through the immanent presence of the Great Spirit. f The inctease of the Indian Tenewed struggle for civil the past few decades has tesul 2 as Ited ina revaluaci oF the history of Indian-white rdationsand a "assertion of Indian cultural hetitage as one of the Population and its and social rights duringS: All the extant literature of pagan England (anony- ‘mous as is usual with early literature) has been teansmicted to us through manuscripts of the later Christian period. Since most of the recording was performed by pious clerics, the pagan elements hhave ftequently been subdued and Christian ele- ments have been added, The result is often an incongruous mixture of paganism and Christianity Icis even conceivable that some of this early Old English licerarute might have been first reared on the continent before the end of the Anglo-Saxon invasion in Britain, h. ‘The Anglo-Saxons launched an invasion of the British Isles that continued with irregular arrivals fora century and a half, until about 600, The inva- sion was successful only because of Celtic disunity The Jures ser up an independent kingdom in Kent, ‘The Saxons settled the area around the city of London and south of the Thames as far-as Corn wall; hence the modern Essex (East Saxons), Midd- lesex (Middle Saxons), and Sussex (South Saxons). “The rest of central and northern England was seized the Angles, The invading Anglo-Saxons ae an early Norse culture, which they maintained und their conversion to Christianity. I Thete is hardly a tribe that has not got al Creation ‘myth of its own, which shows humankind!’s undying longing and cusiosity to know its oxi- gins, the meaning ofits existence and destiny, A common featute of the Creation myths of North American tribes isthe belie that the universe and the world of mankind did not emerge from noth- ingness but through the wish and benevolence of a Power which is itself all-pervasive and limieless in Time and Space, ke Old English language, also called Anglo- Saxon, was the earlies form of English. Pechaps Old English was spoken from about A.D, 600 to about 1100. 1. what are-the common features of early tbat ania cultures? ‘ 2, Enumerate some of the characteristic feallres of tribal literatures. Look at the Literaty t rms fOr help. Literary ferns) ee Myth: A traditional eale of gods and herocs not based on actual events; imaginary and fabulous, offering explanations of natural phenomena, of ation of the world, ete. It is a part of Mythology: A system of hereditary stories which serve to explain (in terms of the inten- tions and actions of supernatural beings) why the world is asic is and why things happen as they do, as well as to establish the rationale for social customs and observances and the sanc- tions for the rules by which people conduct their lives. Most myths involve rituals, which are prescribed forms of sacred ceremonials Legend: Stories in which the protagonist is a person rather than a supernatural being, Folktale: Stories concerning supernatural beings, but not part of systematic mythology, Epic: A narrative poem or cycle of poems deal- ing with some great deed — often the founding ofa nation or the forging of national unity. Ie often uses religious or cosmological themes and has for a central character a cultural hero, Alliteration: The close repetition of consonant sounds, usually at the beginning of words; also. called ‘head chyme. Cacsura: A pause ina line of verse, dictated, usually by che natural rhythm ofthe language If near the beginning ofthe ling, iis called the ‘nitalcacsoras neat the middle, media near the end, serminal. The most common ‘one is the medial,‘Tike two major epic poems in the Western tradi- tion, The lad and The Odysey, actibuted to ‘Homer, produced the genre of secondary epic — such as the Aeneid of Virgil, Tass's Jerusalem Delivered, Milton's Paradise Lost. The term is also applied to narrative poems of other traditions: the Anglo-Saxon Beowulfand the Finnish Kalevale in Tndia the Remayna and Mahabharata; and the Babylonian Epic of Gilgamesh, The great Qui Maya epic known as the Popol Vth ("The Book of the Mat) provides a window into pre-conquest Indian thought that is unique for the entire New World. ‘Ascene trom Popol Yun [The opie of Quiché Maya) @ Look at the opening page of Beowulf and at the Old-English text and its modern translation. What are the characteristic features of Old Enelish verse as they appear here? Consult the list of Literary terms. Do you think the poem was a product of oral improvisation or it was a very consciously contrived literary work? is WET WEGAR a ae snmerteim porn perme fnen tesilags ci fecon Of lacing one rch spade cc Bia ee ned ae oe See eaaieee Bene fles velole ictaifeeh ‘path bie er dip dori Spe Inilehinfos ies made weed fi oten tet etre gays Wa erate fae omnes bee ad wake pang qlacfeanele reseed Tada in Sa sal fg ange Iota yeoman Epes en eyo oma eb lon dee Sian Glee feghe la @ Now you will read a short summary of Beowulf and then a modern translation of some parts of the poem. Fotlow the story carefully and think about the type of character Beowulf is and the poetic lan- guage of the epic. Then answer the questions.Beowulf which probably belongs to the eighth century, is th greatest Old English poem, Its a story of abous 3,000 fines, and tthe first English epic. The name of the author is unknown, He probably the epics of H em displays the familiar epic qualities: extended narrative, majestic tone, the hero wha knew Vergil’s Aenetd’ ner, The ‘perform superburman deeds against enemies, and she inclusion of supernatural powers that intervene in the struggle in London. Its socal interest The manuscript is in the British Museu lies in the vivid description of life in those ancient times. The old lan guage can be read now only by spc Beowulf tells us of th its. mes long before the Anglo-Saxons came t0 Britain, Ironically the work of English literature is set entirely in Scandinavia w thous any mention of England or the Eng The scene is set among the Jutes, who lived on the Scandinavian peninsula at the sime, and the Danes, theiy neighbours across the stats The poem shows the beginning of feudalism. The safery of he people depended on the warriars There were several ranks of warviors: the l-king, or liege-ord, was at the head of she community; he was helped by warriors who were his liegemen, If they were given lands for their services, they were called ‘earls. These in turn soere served by a lower rank of warriors called ‘knights, Beowulf isa young Hegeman of the utes, or Geats, His adventures with «a sea-monster abroad, in the country of the Danes (bere called the dragon at home, form 300 parts in Spear-Danes) and laten with a this heroic epic. His untelfish toay of protecting people makes him wor- thy to be fall-king. Ho wasld be slave to no man, Beowulf fights for the benefie of his people, not for his own glory and in bale he strives 10 be ftir to she end. @ Now read the beginning of the story and answer the questions. Pee ET King Hrothgar of the Spear-Danes was as mighty a king as bis grear- grandfather Seqlding Lo! The Speat-Danes’ glory through splendid achievements The folk-kings' former fame we have heard of How princes displayed their prowess in battle Till all their neighbours over sea were compelled to Bow co his bidding and bring them their tribute Hrothgar built a palace near the cea where be fasted with bis lege men, and also rested besicen wars, They gave it the name Heorot ed to test Old English 4, Why 1s Beowulf consider be the grea poem? 2, What kind of a hero 15 Beowulf? 3, Is there anything unusual the story of Beowulf? Lin (eget rset es 1. What qualities does Beowulf dis: play? 2. What is the atmosphere created by the poet? u H # f : t t : ' 'tle of stags, Meanwhile in the He wanted the festive noise (Stag hal) for it wa moor close by there ” Gr po subdue the Danes and wi Bore it bitterly he who bided in darkness er Joud in the building heroes nonster voured them, Night after night Grendel carried o warriors disappeared. The jayments, The beautificl on for swelve years palace st Twelve-winters’ time torcure suffered The friends of the Seyldings, sorrow, No a his Council; conference held they. Soul-crust Sa dom in private Good among Geatmen, of Grendel’ achiever: in his home; of heroes then living as stoutest and strongest, sturdy and noble. He is mind t0 rid Their well urteen companions aed made up of the sea-monste sailed across the stra ues, Here i is The foamy-necked floater fanned by the breeze Likesta bird glided the warers Till rwenty and four hours thereafter The ewist-sternmed vessel had travelled such distance, akments, That the sailing-men saw the sloping em! The sea-cliffs gleaming, precipitous mountains. They were met by she coast guard and taken so Hearot. Beowulf was reported so bave the strength of thirty men that the thircy men’s grapple batt Has in his hand, the hero- Beowuif learned shat Grendel used no weapans, So he wanted to fight 4 fair fight and meet the monster alone and unarmed. alone now with Grendel In order read some of the most illegible sections of the Barun ‘meanuseripta space technology called image enhancement has been used. Tcis based on digital image processing to enhance graphic contrast in yery faded areas of the page. Ik was orginally developed for space photography.1 shall manage the matter, With the monster of evil, That ! may unaided, my men assisting me, purify Heorot only with hand-grip or my life chen The foc I must grapple, fight f As foeman to foeman.” RS @ The next part describes the two fights Beowulf entered into. Read and think about the w fy the participants are represented, At nighsfall all went to slep save one, It wa on watch holding his breath, seized and devoured one of the Beowulf. A desperate hand-to-h rattled. The monster thought he as Beowulf who remained wuddenly Grendel broke into the hal, He sleeping warrior, then approached and struggle began. The very buslding Ahad! never met with such strength B’neath the whole of the heavens, In any ma 10 hand-grapple greater n else had he ever encountered, Beowulf managed to tear off the monsters arm and the beass erawled azony 10 die. In the morning Beowulf hung she arm the hall and nd and shoulder in the Danes all wondered bow he could have done it. The and was so large that it filled almose all she room, When the hero-in-battle the hand suspended, The arm and the shoulder, there was all of the claw OF Grendel together, bineath great stretching hall-roof Folkeprinces fared then from far and from near Through long-stretching journeys to look at the wonder. Relieved of fer and care they all reoiced. A banguet was given in bronour of Beowulf Hrothgar shared out jewels acd gold in plenty He gave Beowulf armour of precious metals. The queen honoured him with a famous necklace. Pretty maidens astended the warriors. The bards made up a song of Beowulf's prowes, The ricing was mutual, 10 one was jealous of Beowslf’s victory. In she small hours of she night the banquet ended. They all went to sleep. Beowulf went to rest in another part of the palace. Grendel’ mother, however, came to avenge her son's death, She was wild wish swoe and anger Se the mother of Grendel, Devil-shaped woman, her woe ever minded, A mighty crime worker, her kinsman avenging She killed one of Hrothgar's true-hearted counsellors The old king (afiae Te POPs 4. What are the most important values for the Danes and the Geats? Make a distinction between the pagan and Christian virtues of Beowulf’s ter. ure of the monster ~ only as a classical figure in Germanic folk tradition or as a Christian sym- bol as well? 3. Comment on the last lines of the poem. 2) ‘Work in groups of three. @ Listen to one of the creation myths of the Zuni Indians. While listening take notes of the differ- ent characters that appear in the story and of their deeds. Try to ut down the words that stand for the things they created, Giza aerate SET @ describe the characters in this ‘myth. Compare your notes about them and the things they did, Choose the correct answer, 1. Before creation Not ed except A. tight; B. air; C. Awonawilona. hing exist- f s i p , ; ; |id, But Beowulf stood by him and comforted him. was broke Beowulf answered: ‘Grieve nor, oh wise one! For each «rer his friend to aven| Than to cry. Oh King, quick let us hasten To look I promise thee this now: to her place she'll escape not tthe footprint of the mother of Grendel iff blocked Steep were just beyond, Upon the i In bloody billows bubbled the currents; ie heart to see the head of their late comrade on the for the she-monser. After travelling depths, he met she monster as the seacbor- hima down to her den, There he saw Grendel ling owulf to wield his weapon under water was as sirong as her son Grendel had been and she If fiercely ulf fiercely He shrank not from battle, scized by the shoulder he mother of Grendel; then mighty in seruggle he his enemy, since his anger was kindled That she fell to the floor. Bus she suddenly sprang up and sat upon bim. He might have come to sad end, but just in time, he saw ‘magic sword on the wall. He “iumph, saking wish bim Grendel’ head. The grateful Danes looked sp to the hero as a double-congueror. ter and swam tothe surface in as freed once and forever. There was no end to the merry- the day came for Beowulf ro sail home. Everybody grieved a departure. When Beowulf and his companions arrived in Jutland, he gave all che sreasures he had brought to Higelae. His people were as fond of Beowulf as ever 1 death of Higelac, Beowulf became hing of the Jutes, and for + he ruled witely and well. His was a prosperous coun. Bur someone came every night to destroy the villages and the craps in is Kingdom. It was a fire-breathing dragon who had occupied a eave where ors in long-fargoten times had put aroay their treasures. A passing ‘traveller carried anway a jewelled cup. The burning ofthe erops was the ragonts revenge. Remember ig his glorious youth Beowrdf was deter- amined to fight the beast, but ofall his earls only Wiglaf a brave w ded the courage to sand by him. 4h a fierce barsle the dragon was killed, but its flames bad done their 2. Awonawilona is the source of creation, because he A. contained everything within himself; B, had inborn knowledge; C. self-engendered the universe. D. All of the above 3. The Sun Father A. was created by Awanawitona; B. was Awonawilona himself; C. created itself. 4, Awonawilona is seen as A, being of mind and flesh; B. disembodied spirit; C. mysterious force. . All of the above. 5. The Fourfold-Containing Mother and the All-Covering Father came into being through the fusion of ‘A. heat, light, and water; B. heat, light and air; C. heat, light, water and the Sun's seeds 6. Terrestrial life came into exis tence through the embrace of A, the Fourfold-Containing Mother and the All-Covering Father; B. the Fourfold-Containing Mother and the All-Covering Father upon the waters; C. the Fourfold-Containing Mother and the All-Covering Father with the Sun. Have ereaton mhworst and Beowulf died With bis last b, ith he asked \ 4 is last breath he asked Wigla, the ideal Hegeran, to be king, for Beowulf had no son, Mes Before burning the body of bis liege-lord, Wj ig of bis liege-lord, Wiglaf put the blame far hi death upon the earls, che cowards icc. Here they ave called ‘the tardy-at- battle’ (the late-for the barsle). Wiglaf says to ie aa Too few of protectors Came round the King at the critical moment; Death is more pleasant To every a atlman than infamous life is The memory of Beowulf is honoured by oe a memorial, a high mound vis reat distance so that pusing sailor may be constantly reminded of his prowess ‘LL > The world of the Indians is suffused wish @ Now listen to this myth again ‘ and try to retell it using syn i conymcus words or phrases for the following { A. spake, thou, shalt, scums; | B, new-making, new-made Fourfold-Containing Mother; C. whereby, whence, there- upon, therein, thereof, there with @ On what basis, in your opinion, have the words been grouped? Can you add some more to them? poetry. Their songs are av expression of their innermost being and of their intimate relationship 19 the forces of nature and the universe. There are songs of healing and of growth and germination, songs of vision a Their poerry serves rand of dream, death sangs and war songs, love songs, initiation and individual songs Yseree practic end It eps the singer ta venew hier own spiriual power, ro enbance the power of tural and sepernatural phenomena ard forces which induce germination, growth and thus lif, and continually to reevablish bisther harmonious relationship with ther, with bisher fllowmen, and with bisher own inner self. @ Now you will read several examples of Native American songs, Think about the function of each of them. Compare the poetic language and images used. Rain Song (Sia) White floating clouds. Clouds like the plains Come and water the earth. Sun, embrace the earth Thar she may be fruitful Moon, lion of the north, Bear of the west Badger of the south, Wolf of the east, Eagle of the heavens, shrew of the world, Elder war hero,Warriors of the six mountains of the le with the cloud people for us, Int ‘That they may Medicine bowl, cl ater the earth. ad bowl, and water vase, Give us your hearts, ‘That the earth may be watered. Ima That my song may straight pass over it ke the ancient road of meal, the ancient road. White shell bead woman, Who lives where the sun goes down, er Sussistumako, Mother whirlwind, mo Mother Ya-ya, creator of good thoughts, of the n Yellow woma ch, blue woman of the west, Red woman of the south, white woman of the east, ly yellow woman of the zenith, And d: Task your intercession with the cloud people. jark woman of the nadir, A Prayer of the Night Chant (Navajo) ‘Teégihi House made of dav. House made of evening light, House made of the dark cloud, House made of male rain House made of dack mist. House made of female rain. House made of pollen House made of grasshoppers Dark cloud is a the door ‘The trail our of ics dark cloud. The zigzag lightning stands high upon it Male deity! Your offering { make. Thave prepared a smoke for you. Restore my feet for me. Restore my legs for me Restore my body for me. Restore my mind for me, This very day take out your spell for me. Your spell remove for me. You have taken it away for me. Far off it has gone Happily I recover. ‘Happily my interior becomes cool. Happily I go forth. My interior feeling coo!, may I walk. No longer sore, may I walk Impervious to pain, may I walls With lively feelings may T wall $yAs it used to be long ago, may I walk, Happily may 1 walk, Happily, with abundant dark clouds, may I walk ‘Happily, with abundant showers, may I walk, Happily, with abundane plants, may T walk Happily, on a trail of pollen, may I walk Happily may I walk, Being as it used to be long ago, may I walk, May it be beautiful before me May it be beautiful behind me, May it be beautiful below n May it be beautiful above me. May it be beautiful all around me, Invbeaury iv is finished, The Eagle Speaks Papago) 1. The sun’s rays Lie along my wings ‘And strerch beyond their tips. 2. A gray lice whirlwind Is trying to catch me. Across my path It keeps whirling, More About ‘Aprominent example ofthe great role of songs and dancing for Native American cu tute was the cteation of the Ghose Dance Songs. The Ghost Dance was a Jate nine: tecnth-century peaceful Indian religious movement, which protested by ritual dance anc song against the dire poverty and starve tion on the reservations. The Army banned it bur the Sioux refused to comply, which led to the massacre at Wounded Knee Creeks. On a December day 1890, all of the 350 Sioux, 120 men and 230 women and children, who had left their reservation, were killed ot badly wounded or froze to death in the blizzard. ‘Ac one time or another we have all had fleeting thoughts thar have deeply moved us. Following the example of “The Eagle speals’, way don't you tty «@ eaich one such thought of yours and use chis poetical form to express i@ ‘Read the examples of Ghost Dance Songs given below and answer the questions. I 6 My children, When at first! liked the whites, I gave them feuits, gave them fruits, Father, have Lam crying for thicst, Allis gone, Thave nothing to eat ry on me, The father will descend, The earth will tremble, Everybody will arise, The Crow ~ Ehe’eye! saw him when he flew down, To the earth, to the earth. He has renewed out life, He has taken pity on us I circle around The boundaries of th Wearing the long wis As | fly Pyehe! my children ~ My children, We have rendered them desolate ‘The whites are crazy ~ Ahe’yuhe'yu! hal live again Ve shall live again, 1. Father, have pity on us are crying for thirst Allis gone! We have nothing to eat Father, we are poor. ‘The buffalo are gone. Take pity on us, Because you commanded us. We dance hard, we dance long ~ Have pity, Father, help us You ate close by in the dark Hear us and help us. Take away the white men Stretch out your hands, Send back the buffalo We are poor and weale We can do nothing alone Help us to be what we once were ~ Happy hunters of buffalo, Father, voir 1. How is the poetic quality of the songs created? 2. What does the Crow stand for? Compare the two versions and discuss your views on them. 3. Tell the story in the first version using in logi- cal sequence the following key words: welcome, disillusionment, destruction, starva- tion, hope© Compare Beowulf and the Native American Ghost Dance Songs in terms of Outlook: pagan and Christian beliefs, traditional values, cultural codes; persona: characters — stereatyped and individualized; + voice: personal /impersonal; structure: literary devices used (alliteration, caesura, synonymous repetitions); + imagery: metaphors, symbols. ¢ Here is a poem by W. $, Gilbert (1836~1911 }. Discuss the use of alliteration and the pattern that it fol lows. How does it intensify the emotional impact of the poem? ‘To sit in solemn silence in 2 dull, dark dock, (s} Is] Is) [4] (al fe) Ina pestilential prison, with a life-long lock, (pl fp) Avvaiting the sensation of a short, sharp, shoe, Of From a cheap and chippy chopper om a big, black block, {el (b) (6) To ‘The Mikado’ Do you know of any other uses of alteration? Read the following tongue twister. Practise saying it as quickly a5 possible. Then try to write one yourself. Ly Betty Botter bought some butter, But, she said, the burcer’s bitter: IFT put icin my barter Tewill make my borer bitter, Bur a bit of better butter, ‘That would make my barter bester. @ Write an essay on one of the following topics. 1, The function of myths in the culture of a people 2. Creation myths of a culture | am most familiar with 3, A type of Bulgarian folksong that most appeals to me 4, The importance of both religious and non-religious rituals to the community and to the individual, 5, Myth also means ‘a widely believed but false story or idea’, for example, the myth of male superiority Think of such American and Bulgarian myths and write about the reasons why they are not likely to disap- pear, i2 OS Work in groups of three. ’ ; @ Look at the pictures and match them with one of the events listed below. | | Face fit || Steen ainfantn 9 a) 1338 | § | Warwith France begins \ b) 1349 The Black Death epi | to England, | go Scotland the fllowing year, | 50) 1956 The Black Prince wins | 9f Poirers capruring | | the French king, | j |) 1380 The fre English wane | : es the whole Bible, €) 1381 The Peasants’ Revolt is FF suppressed. | ' E The Late Middle Ages leas Lan Saray 1D ENGLAND : ay inty Say of Bisoay@ Now read more about these important historical events and think of a possible heading for each of the paragraphs. Under Edward LIT 327-1377) the country was at last settling down to a period of internal stability. Across this period of prosperity the Black Death swept in 1349. In parts o to half of ovo thirds othe pop Fee ined cut Aperiod ofan teaniera upheaval set in, culminating in the great peasant uprising of 1381, The general result was co acceler~ ate the process by which labour for the lord of the manor was being commuted for a fixed rent paid in Gr cney: An economy bast) oer ara rt “Thus in the 4th c the foundations of capitalism ng laid National pride and patriotism of the English seem to have their essential roots in the four- teenth century, The sense of a common experi- ence and responsibility during the plague years fostered a positive English nationalism. English pride swelled in the spectacular career of the Black Prince. At Poitiers he gave an unprecedent- ed glory co English arms. a momentous cultural change. For the first time in over seven hundred years the most intelligent and creative minds of England were electing for a secu- Jar rather than a religious career. A new type of lit- erature arose, addressed to a cultivated and intelli- gent audience, English was establishing itself now as the the nation. In 1362 the Chancellor oot a ment witha speech in English, More significantly, Parliament in the same year ordered all lawiits to be conducted in English, Richard Hl addressed the moh in English during the Peasants’ Revolt. By the end of the century English had even become che language the court. A new type of literature arose, addte a cultivated and intelligent audience,Look at the chronology of the Hundred Yeats’ War. Choose one of the events you know most about and discuss it with your partners. Prepare a brief outline for the rest of the class tne tondied Yeors! Wor Sis Faie conven sop: to «period ot niet T agloFrenen strung in pues of English chams 10 the Fench Bier gererming namage tos ands Age to Tibet ot ance 0 Eolsh io, Edhar’, quate wih Diseases con hoes ain ‘pe vara Hl prclained Himsa king of ance in vight ot his moths 2 There Solow $A Erglsh Vtoes at Sys (ara 140) and Ciény (546), ans tho capture of Cats (1347, $2556 acs by the Slack Pance across France tem Southwest and French dota! at tier: “4980 Treaty of Breony ends fist pheee of wa. Ears jen an enaiges eovergn duchy of Aquisine SEB Tho Fonch open th conte, to English eieted a La Roche (1872) and ose Aqutare Stel decina of Englsh postion folows. 4889 Depostin of Fichai I (named Web to davoter aa or 5 fof Charles Vi of France) ronena =rench host, French landing in Wales and aitack o= Endlsh ands in Guienne, ‘Outbreak of chil war in Fance, exioted by Engish Henry V ressvons cisim to Fench tone. Aliance Wit Burgundy and detea! of French at Agincourt, {lowed by re-conquest of Normandy (1417-10) Teesty of Toyes confirms conquest of Normandy, sarge of Henry V to daughter of te King of France and his recognition as regent of Fence, eat of both Henry V and Charles VI of Franc. {nfant Henry VI succsads to the Enalish throne} eon finuetin of war successtuly by Engi ntl Intervention of Jeanne ae saves Orleans; Charles Mi cloned at Reins. Henry Vi erowned King of Fran Joss of Pare attr colapeo of Anglo-Burgundian Alliance. “Treaty of Tours: Engiand eoncedes duchy of Meine. The teaiy of Toute Ie broken by the Engish, rest. ing in the colepse of English rsistance under con: ccerted French pressue, [Engish defeat al Cestilen ends English effort 9 feconquer Gascony English left with only Calais and the Channel islnds and tho struggle peters out in thet aborive expediions of 1474 and 1492, Loss of Cala to Fiance (bu! the title of King of France is retalnad by English kinas cown fo George il and the French coat of arms i displayed in the “Fimes nomspapors device unt 1922) @ Look at this picture entitled 'A Poet and His Audience’ which comes from Geoffrey Chaucer's ‘Troilus and Criseyde’. Discuss the Tole of the poet and the type of his audience as they are depicted by the medieval artist @ Pre-reading task 22 Work in pairs. @ Discuss the following questions. 1, What do you know about the literary tradition of the late medieval period in Europe? 2, Which country saw the end of the Middle Ages first? 3, Think of some of the first literary works that heralded the end of the Dark Ages. Comment on some of the important characteristics of these ‘works. What was the language used in them?@ Now read the short introductory note on Geoffrey Chaucer and answer the questions, Key Facts About | Geoffrey Chaucer 1340-1400 [ Chaucer is the first great poet of English Tieerature, He was the son of awellto-do London wine mer- cchant but in his early teens he was sent to serve a8 a page at Court and he spent the rest of his life in close association with the rul- ing nobility bridging in that way the theoreti cally unbridgeable gan between the commons and the aristocracy. He was a prominent public figure of his age, He held a number of positions at Court and in the King’s service, and he fre- quently travelled abroad on diplomatic mis- sions. He was at home in all levels of sociery. English historians usualy refer to the age of Chaucer as ‘The End of the Middle Ages. (Chaucer age was the fist to manifesta distincs- Jy national expression. With his vigorous porsray- al of uniquely English characters and attitudes Chaucer appears the ‘Father of English poetry’, His firse major book was The Book ofthe Datches, probably completed in early 1369. In 1385 he finished his longest poem sls and Crivyde, an adaptation of Boccaccio’ I! Filsrato, “The Love- stricken’, producing onc of the best love poems in literature. Somewhere around 1386 he began work on | ‘The Canterbury Tales, and this was bis chief lit- exary interest until his death in. 1400. This is the most remarkable poem in the English lan- guage up to that rime, and one of the gteat poems of all English literature, It reflects Chaucer's fullest development as an artist. In ic the poet used native English models and traditions for the composition of his work What is more, he gave a panoramic picture of his age. He created a convincing living world, which is vivid even nowadays alter six centuries have passed “ Quotations Geaffey Chaucer: ‘Vaty wise is he th ‘Love is blind.” : “There's never a new fashion at can know himself n but it’s old.” poem 1. Why, do you think, Chaucer called his "The Canterbury Tales’? “The Canterbury Catredal 2., What do you expect to find in such a book? Think about the possible narrative structure and the plot, 3. Who could the characters of such a book be? What layers of society would they represent?Now read about the structure of the poem and ‘compare it to your own answers, Key Facts About Chaucer's Characters Th the General Prologue Chaucer Jatkoduces the pilgrims who later Fecome the tellers of the tales In the General Prologue, Chaucer ves the number of pilgrims, includ ing himself, as thirty though the number is changed later For a meeting place of the pilg Ghaucer chooses a real inn, The Tabard, at Southwark, The innkeeper proposes the plan of each pilgrim telling two stories on the way to ‘Canterbury and two stories on the exam trip. Then che best teller would bbe seated to a meal at the inn by the rest of the parry. Chaucer evidently intended to write 4 total of 120 stories. However, he managed to svrite only 24, four of which are unfinished. Ti the Prologue the pilgrims are highly individ- alized, They are also widely representative of ddlassand occupation. + The Knight and the Squire come from the higher ranks of society. * The landed gentry appear in the Franklin. +The clergy is represented by the Prioress, the Nuris Priest, the Monk, the Frias, the Parson * The mercantile class is represented by the Merchant, five guildsmen, the wite of Bath Furthermore these are representatives of the Tezcned professions, soldiers, seamen, special- ized trades and peasantry, Rounding out the group is the scoundrelly Pardoner. ims Te was the first time in English literature that such a vivid panorama of English life had been presented. In this respect Chaucer anticipated Shakespeare - @ Did you guess correctly? What did you not ‘guess about the narrative and the characters? Piknge sass baitye Oot Build-up - +1, What do you expect the tone of the poem to be? Choose one or more from the following: «humorous + sad own + ironic + satirical satin ne ssolemn + pensive ihe + romantic + amorous + passionate 2. What do you know about the metric English poetry? Look at the Literary terms below for help.” Literary terms , Tamb(us) a foor of verse consisting of an unstressed syllable followed by a stressed. Pontameter: a line of five metrical feet. The iambic pentamerer line is che most widely used in English poetry. Heroic couplet: a pair of shymed iambic pen- tameter lines. The heroic couplet frst appeared in English in the verse of Chaucet- @ Now you will read a modern transt story of one of the pilgrims, the P: ‘What do you think is his occupatio of character is he?es without r' @ Fead the Prologue to the ‘Pardoner’s Tale’ in which the Pardoner exhibits himself ‘ithout answer the questions. Radix malorum est cupiditas “But Jet me briefly make my purpose plain; 1 preach for nothing but for greed of gain And use the same old text, as bold as brass, Radix malorum est cupiditas, And thus I preach against the very vice I make my living out of ~ avatice What! Do you think, as long as I can preach And get their silver for the things I teach, That I will live in poverty, from choice? ‘That's not the counsel of my inner voice! No! Let me preach and beg fiom kirk to kirk And never do an honest job of work, No, nor make baskets, like St Paul, to gain A livelihood. I do nor preach in vain. Why copy the apostles? Why pretend? I must have wool, cheese, wheat, and cash to spend, Though it were given me by the poorest lad Or poorest village widow, though she had A scring of starving children, all agape. No, let me drink the liquor of the grape And keep a jolly wench in every town! Don't think I can't tell moral tales. I cant Here's one I often preach when out for winning,” Gee nme iney 1. Which of the following words/phrases relate to the character of the Pardoner? a holy figure, a fraudulent preacher, a saint, a charlatan, a pious man, a spell-binder in the guise of holiness, a pedlar of sham relics, a gullible man, a showman, a fervent preacher, a medicine- man, a quack, a devout person, an impersonator eserve, and The Knight ‘The Protess 2, Why does the rogue give away to his fellow pil- grims the secrets he lives by? Discuss the following answers. Which is most probable? The Pardoner unmasks himself A. in an excess of exhibitionism; B, because he is confident in his invincible roguery; €. because his tongue is loosened by drink; D. because he is on holiday with people he will never see again; E, because his conscience demands confession; F. because he is a tortured, self-hating man; G. because his confession is a dramatic conven- tion like a villain’s soliloquy in Elizabethan plays. H. All of the above. PART TWO @ Now read the 'Pardoner’s Tale’, which has the dual character of a popular sermon and a moral tale. It begins with his preaching against. Gluttony and Avarice. O cursed gluttony, our first distress! Cause of our frst confusion, fst temptation, ‘The very origin of our damnation, Till Christ redeemed us with his blood again! infamous indulgencel Cursed stain So deatly bought! And what has it been woth? Gluttony has corrupted all the earth, O Gluttony, it is to thee we owe Our grief © if we knew the maladiesets I have to tell es of t Who long before the morning service bell Were sitting in a tavern for a drink, ‘And as they sat, they heard the hand-bell clink Before a coffin going to the grave si-boy spoke abour t The t if He was a friend of yours in days of old And suddenly, last night, the man was slai Upon his bench, face up, dead drunk again. There came a privy thief, they call him Death, Who kills us all round here, and in a breath He speared him through the heart, he never stirred, And th ch went his way without a word, of the rioters turned to the orher iw0 and Jere, chaps! The three of us together nov: Hold up your hands, like me, and we'll be brothers In this affair, and each defend the others, We will kill chis traitor Death, I say! The oxber two rioters joined in and shouted at she sop of their voices If we can only catch him, Death is dead! <<“ 4. What do you think will happen with the three rioters? 2, Do you think they will succeed in finding Death? @ Now read the story further and compare it with your own versions. The shree rioters set out ta find ‘the priny thief called Death, They had not walked half mile when they amet a very poor old man who busnbly greeted shem The proudest of ve sree young men answered. What, old fook? Give place Why are you all wrapped up except your face? Why live so long? Isnt i time to die?” The di td man antwered quately hat be would gladly he was compelled to live on and an because be Jad never met ‘one who would change his you 0 ave my age: Then he continued: ‘Not even Death, alas, will take my lifes $0, like a wretched prisoner at strife Within himself, I walk alone and waie About the earth, which is my mother’s gate. Md man was about ¢o go bis way bue one of the The rioters, who was a gambler, said ta him {heard you mention, just a moment gone, A certain craitor Death who singles out And kills the fine young fellows hereabout. And you'te his spy, by God! You wait a bic Say where he is or you shall pay for it. an answered: Then de Wel, sis, he said, “Fic be your design To find out Death, turn up this crooked way Towards that grove, I left him there to-day Under a tre, and there you'll find him waiting, He isnt one to hide forall your prating, You sce that oak? He won't be far to find And God prorect you that redeemed mankind, Aye, and amend you!’ Thus said that ancient man, ‘At once the three young rioters began To mun, and reached the tree, and there they found Ape of golden florins on the ground, Now-coined, eight bushels of them as they thought. No longer was it Death those fellows sought, For they were all so thrilled to see the sight, The florins were so beautiful and bright, That down they sat beside the precious pile The wickedest spoke first after a while, “Brothers, he said, ‘you listen to whar | say Pim pretty sharp although 1 joke away. es clear that Foreune has bestowed this treasure To fet us live in jollty and pleasure Light come, light go! We'll spend it as we ough. God's precious dignity! Who would have thought This motning was to be our lucky day?Tone could only get the gold a Back to my house, or else to yours, pethaps ~ For as you know, the gold is ours, chaps = We all be at the top of forsune, hey? But certainly it cantt be done by day. People would call us robbers ~a strong gang, So our own property would make us hang No, we must bring this treasure back by night Some prudent way, and keep it out of sight! ere um unNciit| What are the diverse shapes of Death as revealed in the Pardoner's tate? Discuss the following state: ments: 41, The old man was Death himself in disguise. 7, Death was a person to the medieval mind illustrate the point by referring to the tale. 3. The heap of florins was Death in one of his diverse shapes. 4, Death is retribution for sin, 5. As revealed in the tale, Death is not after all a Person but something subtle, elusive, insidious. | PART FOUR J @ Now read the story to the end and answer the questions. One of the rioters proposed to draw los: the man whose luck was 0 dratw ‘the longest lot! twas to run 10 sown and fech bread and wine while she ther two were to stay behind and guard the gold. After dark they would all three carry it away, The luck fell tothe Yo sooner had be gone than youngest and he ran off the wicked man asked bis companion: ‘IF could shape things thus So thar we shared it our — the two of us — Wouldn't you take it asa friendly turn?” “But how?’ the other said with some concern. Then the frst one propased the folowing plan: “Now look; when he comes back, get up in fun “To have a wrestles then, as you attack, Vil up and put my dagger through his back ry While you and he are struggling, as in game Then draw your dagger too and do the same. Then all this money will be ours to spend, Divided equally of course, dear friend. Then we ean gratify out lustsand fill The day with dicing at our own sweet will In the meantime while the youngest one was runing towards the town’ He kept turning over, rolling up and down Within his heart the beaury of those bright New florins, saying, ‘Lord, to think I might Have all that treasure to myself alone! Then it occurred to him how he could have it all to himself. He went to an apothecary and bought some poison for ras. Afterwards he got three boil. He ept one bottle clean for himself and into the orber two he poured the poison. He filled them all with swine and walked back tothe grove. When he reached she oak ree, she first woo rioters did shar they had planned 10 do ~ they fll on him and slew him, 1100 10 on. ‘Then said the firse of them when this was done, Now fora drink. Sit down and let's be merry, For later on there'll be the corpse to bury? And, as it happened, reaching for a sup, Fe took a bottle fill of poison up And drank; and his companion, nothing loth, Drank fiom it also, and they petished both, Thus these evo murderers received their due, So did the treacherous young poisonet too,Gee uN) 4, What is the aim of the Pardoner’s emotional ‘nd vivid sermon? Which of the following ans is wrong? ‘sto condemn the sins of avarice and gluttony; te business life + to promote his pri + to exhibit his powers as a preacher; is fellow-pilgrims. 2. Tell the story of the three point of view of # the old mar + the tavern: boy $ The story ends with an epilogue. Before reading ff, think about the possible reasons for its inclu: sion. ters from the Deatly beloved, God forgive your sin And My holy pardon frees you all ofthis, Provided thar you make the right approaches. The gy Fings, or silver brooches Dear people, I've some relics in my bale -dons t00, as full and fine, I hope, ind, given me by the Pope. IPthere be one among you that is willing o have my absolution for a shilling Devoutly given, come! and do not harden Your hearts but knce! in humbleness for pardon p you from the vice of avarice! ‘The Pardoner y 3. Powhatan spared John Smith’s life because A, Smith was able to make hatchets for him; B. Smith was able to make beads for Pocahontas; . Pocahontas staked her life for John Smith; D. his fellow tribesmen wanted him to. 4, John Smith A, expected to be killed during the night in the forest; 8. made the guides take pity on him; C. made the guides aware of his fears; D, felt safe in the darkness of the forest. ® Why do you think John Smith uses third-person narrative point of view? Tell the story in the first person and decide what is lost or gained in dra: matic suspense. —BS work in pairs. @ The encounter of John Smith and Pocahontas took place some three centuries and a half ago and became part of American folklore, Unlike many other equally fascinating stories, theirs has been told over and over again until the present day in history books, in poetry and prose, in children’s books and textbooks, in film and television scripts, Try to find contemporary writings based on this story, Your teacher will sive you two poems by women poetesses. Look for more. Study the gathered material carefully and make a report for the rest of the class answer- ing the following questions. 1. What is it about this story that continues to excite the imagination of Americans? Could it be because A. it is an engaging love story; B. it is an exotic story of the marriage of peo- ple belonging to different races; . it touches a sensitive nerve about Indian- white relations; D. it suggests that the conflict between the races could have been resolved differently from the way it was? 2, What are the differences in the image of Pocahontas in the poems/materials you have found? @ Pre-reading tasks. Y Work in pairs. @ Discuss the following questions: 4. What do you know about the sonnet as a liter ary form? 2. How many types of sonnet are you familiar with? Look at the Literary terms for help. Literary terms __ poem ssrirten in a single stan A-sonnet: A lysic yerncamne- za, which consists of fourteen iambic p ‘an intricate shyme scheme. chan sonnet form falls into ctave (8 lines), thyming abba abba, and a sestet (6 lines), rhyming ede ede, or some variant, such as ede ede The Spenserian sonnet form falls into three quatrains and a concluding couplet, Each quat- rain is linked to the next by a continuing/ineer- lacing thyme: abab bbe eded ee. ‘The English sonnet o: the Shakespearean son- net (after its greatest practitioner): This sianza falls into three quatrains and a concluding cou- plets abih eded eff ez ter lines linked by ‘The Italian or Petra wo miain parts: an 0 @ Now read the short introductory notes of the two of the greatest sonnet writers in English literature and answer the ques- tions. Key Facts About Edmund Spenser 1552-1599 The trary career of Eemund Spenser, Qn ning but tvo brie decades (1575-1599) wit nessed some ofthe most thilling yeas of English history, On the whole the seigh of queen Elizabeth 1 (1558-1605) was aomable for commersal growth, mauiGme expansion and the flourishing of literature, must me , music, and archi tecture,Pieriund Spenser was the fst modern English lof major statue, inaugurating a line Wiibroken sight vo th sub generations he wa et’. His br ant verse proved that English was atleast equal any other language as a vehicle of great poet- Bip Incontent he demonstrated the synthesis of assical struc jp otheage: fates, nationalistic se Expression, and the spit of the Reformation coupled with Re His sonnet sequence, the Amoreit, is perhaps Bumnigue sonnet sequence in Renaissance England, celebrating the courtship of Blizabeth Boyle (Spenser's wife) as a prelude e humanism, othe wedding hymn, Apirhalamion, The Sonnets, however, may in conventional fash- fon be exultations about an idealized lidy (Obyiously the ultimate source is Petrarch, for May of the sonnets employ images popular~ Heed by the Tealian connetees, Although fre- guendly stercoryped in theme, Spenser’s Sequence demon Experience. Most of the eighty-nine sonnets terplay the Spenserian sonnet form, Almost all dhe sonnets dis and essentially calm purity of Spenser, His fertile imagination and especially his sen- Sous imagery and melodic language influ- enced a great number of English poets such as Milton, Wordsworth, Keats, Rossetti and Tennyson William Shakespeare 1564-1616 rated genuine personal masterful language n Shakespeare, eldest son of John Shakespeare and Mary Arden, was born in the Provincial town of Strarford-on-Avon on 23 April 1564 John Shakes ously described as a yeoman, a butcher, and a wool-dealer at S is. a well-to-do man, vari- lover, a ford-one The poet was educated at the local free Grammar School. The basic subject of teach ing there was Latin, Due to the bankruptcy of his father, Shakespeare's education was inter- rupted at the age of sixteen, However, mu more important for the fucute dramatist and poet was his association with the common people. He knew English folklore well and the popular ballads, proverbs and songs, and he knew the people’ speech thoroughly In 1582 he martied Anne Hathaway, daugh- ter of a prosperous farmer, who was eight 15 older than he, Four years later he left ford to avoid prosecution for po: on the property of Sir Thomas Lucy, whom Shakespeare later caricarured in The Merry Wives of Windsor. ‘After spending some time, perhaps as a schoolmaster in a neibouing village, he arrived in London, [e's said that at first he found a job holding the horses of chose who attended one of the two theatres then existing in London. Afterwards he became a member of the Lord Chamberlain's company of players and acted in several plays, In addition to ace- ing, Shakespeare also was a ‘playpatcher’ at inning, adapting plays for the per- formance on the stage. Finally he assumed the duty of a regular playwright at the theacre, Although Shakespeare devoted his genius pri- marily to the stage, he also wrote a sequence of sonnets, published in 1609, apparenth without his authorization, written 5 a contri- bution to a popular vogue, but quite unlike the other sonnet sequences of his day. Tris said char Shakespeare left London in 1612 and returned to Stratford, where he spenc his last days in peace and solitude, He died on April 23, 1616 and was buried in Holy Trinity Church, Stratford.eae ier lans rin 1. Why is Spenser called ‘the first modern English poet’? ere ae 2. Why was Shakespeare's cycle of sonnets unusu- was not of an age, but for all time! 1637) al? Do you remember some of the topics of the Ce ee ip separate sonnets? Compare them with the other Sheer et alo examples of sonnet sequences you have studied. A pir pr F 5 623 3. Summarize the most important facts about the of Shakespeare plays J two poets. @ You will read two sonnets, one written by Spenser, the other by Shakespeare. which? What made you sure of the authorship? Can you guess who wrote ir iT Oe i i lO OC Sonnet A Sonnet B After long storms and tempest sad assay Let me not to the marriage of true m Which hardly I endured heretofore: Admic impediments. Love is not love In dread of death and dangerous dismay, Which alters when it alteration finds, With which my silly bark was tossed sore: Or bends with the remover to remove Ido at length descry the happy shore, O, nol it isan ever-fixéd mark In which I hope ere long for to arrive; ‘That looks on tempests and is never shaken; Faic soil it seems from far and fraught with store Tei the star to every wandering bark, (Of all that dear and dainty is alive ‘Whose worth’s unknown, although his height be ‘Most happy he that can at last achieve taken. The joyous safery of so sweet rest: Love's not Time’ fool, though rosy lips and cheeks Whose least delight suffices to deprive Within his bending sickle’s compass come: Remembrance of all pains which him oppressed, Love alters not with his brief hours and weeks, All pains arc nothing in respect to this, Bur beats is out even to the edge of doom. All sorrows short that gain etemal bliss. If this be error and upon me proved, T never writ, nor no man ever loved. Uma eeepc @ Now read Sonnet A again and answer the following questions. 1. What is the contrast on which the sonnet is based? Comment on the two sets of images which reveal contradictory experiences in love. Divide them into two columns Example: long storms happy shore tempests fair soil 2. Which of the following words/phrases in your opinion best characterize the lover in Sonnet A? cowardly fickle frustrated trying hard to obtain his conceited daring worthy beloved’s grace devoted to his beloved desperate bashful conforming to the court= passionate hopeful faint-hearted ly code of behaviour t3, What course does the lover's courtship take in the sonnet? Which of the following answers is wrong? ‘The lover's courtship leads to ‘A, despair B. reconciliation and marriage; {an ever-deepening relationship with his beloved. 4, What is A. a climactic conclusion: B. a pithy epigram ie meaning of the couplet ending? Comment on its functfon as @ Now read Sonnet B again and answer the following questions 4. What is the conflict between Time and Beauty, on the one hand, and Time and Love, on the other, as revealed in the sonnet? 2, Comment on the compression of thought and the density of imagery in the sonnet. 3, Discuss Sonnet 8 as an illustration of the new turn that has been given to the Petrarchan sonnet tradi: tion when the lover finds that his wooing is not to lead to despair but to ‘the marriage of true minds ‘Compare it with Spenser’s sonnet. 4. Gan you find any parallel images in the two sonnets? Compare the treatment of the conventional images of the ‘wandering bark’ and tempests by Shakespeare and Spenser. 4. In sonnet A: + finish the pattern of the spiralling rhyme scheme of the sonnet: abab bebe * point out the only departure from it. Give the exact number of rhymes. nt on the ‘I’ of the sonnet and the sense ticity and immediacy that it creates. Which of the following statements is wrong? A, the ‘I’ of the sonnet is a poetic convention; B. it is the direct voice of the poet writing the sonnet C. the first person does not prevent a sonnet from being fiction. 2. In sonnet B: * examine the rhyme scheme of the poem. Compare it with the rhyme scheme of the Petrarchan and Spenserian sonnet forms. Discuss the opportunities, which the seven rhymes give. * comment on the metaphors of true love in the sonnet A. an ever-fixéd mark; B. the star to every wandering bark. + put these in the correct order to render the overall organization of the sonnet: A. a conventional sonnet formula; B. an introductory statement, . what love is; D. what love is not; E. love versus time. «+ make a list of words/phrases which describe {ove as it is presented in the sonnet Example: An ever-fixéd mark + make a list of words/phrases which relate to unhappy love Example: [it] alters when it alteration + discuss the function of the pivotal ‘O, no!” in the structure of the sonnet « choose a phrase which best sums up the theme of the sonnet: the fickleness of (ove; the conflict between love and time; the beauty of the beloved; the impediments to love; the self-sacrifice of love; the nature of true love, ndsListen to another of Spenser's sonnets. Then discuss the different relationships between the two lovers as revealed in this sonnet and the previous one. You can use some of the follow: ing words in your answer: Love can be mutual, platonic, frustrated, unrequited, thwarted, blind, etc. The beloved can be accessible, unattain- able, unapproachable, scomful, distant, unresponsive, fickle, ete. Tay eee cesta 4. Comment on the contrast between the feelings of the two lovers as described in the sonnet. 2. Comment on the function of the frequent ques- tions in the sonnet. im $ Tey to translate one of the sonnets. Compare your version with a published version. Which version has stayed closer to the original? Why? @ Woe an essay on one of the following topics 4. Major issues in Spenser’s sonnets 2, The nature of love as revealed in Spenser's and Shakespeare's sonnets 3, The dominant feelings in Spenser’s and Shakespeare's sonnets 4, ‘Love's not Time’s Foal’ 5, Compare the concept of love as itis expressed in the sonnets and in the Pocahontas’ story Guess What A Table Alphabeticall,con- teyning and teaching the ue yoriting, and vnderflanding of hard vfaall Englifh wordes, borrowed from the Hebrew, Greeke, Latine, ot French, &c. With the interpretation thereof by pleine Engl werd gathered forthe benef dele of Laie Gemtlemerce, tet ‘emsktfad perfours ‘Whereby they may the more eafitic and bertervodeiftand many hard jrordet, vehich they thal heare or: i ‘Sermons,or elfwhere , and alfo ‘made able to wf the fame aptly theafelucs. Legere, eh een iateligere, neler ft ‘As good notread, sotto nderfland. AT_ LONDON, Prinred by I. R. for Edmund Wea- ‘uc, Bare tobe (old athisthop atthe great ‘Noth doore of Paules Church. 1604. The First Smnonyn Dictionary An important step forward in omganizing she English lexicon took place when Robert Caweeey published the first dictionary of hard words’ in 1604. It was a commercial success, and was followed by several other compilations | on similar lines. Have you seen any recently made films about the English Renaissance? Make a short report. Comment’ (on the differences in representing the age.‘The Age “of Shakespeare groups of three. Look at the pictures. Discuss the events connected with them. Use the Fact file for help. on Shakespeare fin- edy (Julius he East India is incorporated by t ful attempt to blow up| i} ig and Parliament. ' lish colonists found | Jp |aiesowa in Virgins, destined | Pe i | BO Be the first permanent colony | i PW6M Planration of Ulster by | | otish setlers =, thorised Version ions | j he@ You will read three jumbied texts on the age of Shakespeare ‘ne on the University Wits and ene on the Globe Theatre. Arrange them in the proper W2Y 4 i “The chief literary glory of the great Elizabethan age was its drama, Only ancient Greece gives us @ comparable body of great plays. Ie grew out ofthe drama ofthe medieval church = the mystety and: miracle plays ~ but it was plore directly influenced by the popular morality plays, ‘continued to be performed down to 1600. DP Many of Shakespeare’ y of Shakespeare’ plays were performed i = Sspare hada share in uaa 3 Glo was destoyed by fre in 1613, Reuie on same site it reopened the next year Bs Iv is a name applied to a number of ‘who, arriving in London from Oxford and Cambridge in the 1580’, were infuentil inthe development of Elizabethan lieratre, The wits which ‘young men included John Ly!y, George Peel, Robert Greene, Thomas Lodge, Christoph and Thomas Kyd. er Marlowe, one on the Elizabethan Drama, cama was also strongly influenced) re, ahich was in the sist Tie influence went ensOUE? s¢ Roman plays in the original the schools: then che and later the English jn their own languag > Although the Wits were not a literary school wid common principles, among them they established or contributed to a number of the types of types of Hlizabethan drama, such asthe revenge tragedy (Kyd), the romantic comedy (Peele, Greene), and the history play (Marlowe, Pec). 6. Flizabethan drama w pleases and needs fa great nasional OPSUISE Se poine and occupa a place play. The creative impulse io Flizabethan drama Foal such an inexhaustible power and 05) that Jn to stop its progiessa no obstacle was svong en04 One ofthe ms fms false the lobe'Theatre, was built in 1599, on Bankside in the shape of pol i Iygon ctaepe Chee es sien ah centre open to the sky a Flizabethan 4 the Re three stages: afr were performed, mostly in ged in translations to write were sta playwrights beean con the classic models. as dose rlaed 0 the peo: ‘and developed in the epoch J thus rose 10 its high: 7Elizabethan Drama QO Divide into groups of tiree. @ Pre-reading tasks. BD work in pairs @ Discuss the following questions: 1, What do you know about the organization of Gramatic action? 2, What are the devices most often used in tragedy? 3, What kinds of character do we usually have in tragedy? Look at the Literary terms listed opposite for help. TH Globe Theatre The University Wits Paragraph .. Paragraph wn Paragraph Paragraph wut Paragraph Each group will receive a card except one. On each of the cards there are the names and dates Gf all of = Shakespeare's plays from a given period. There is also a short comment on each of the periods, Read the ard carefully and try to memorize its contents. Return the cards. Then hiave a member of the last group say one of their favourite plays by Shakespeare. ifit is one from the plays on your card, get up quickly and give all the details that you have had on your card. The winner is the team which manages to give as many details as possible, The Globe Theatre Paragraph ss, Paragraph steee Literary terms ‘ Soliloquy isthe act of talking to oneself the playwright uses this device as a convenient sway to convey directly to the audience infor- mation about a character's motives, inten- tions, and state of mind. Dramatic irony: when the audience under- stands the implication and meaning ofa situ- ation on stage, but the characters do not (e.g. Edmund's manipulation of Glouceste:). Climax: the play's high point, che decisive confrontation between protagonist and antag- onist; it can be a single moment or a series of events, but once reached it becomes a point of no return Denouement: the play's conclusion; it may be applied to both comedy and tuagedy, but the Greeks used the word catastrophe fora tragic denouement, probably because it involved the death of the hero or heroine, Tragic hero: a noble person destroyed because of a tragic law in his/her character.