Glencoe Literature British Literature UNIT 4 1

UNIT FOUR
Focus
Bellringer Options
Literature Launchers: Pre-
Reading Videos DVD: Unit 4
Daily Language Practice
Transparency 52
Or write the unit title on
the board: The Triumph of
Romanticism Say: Think
about the words triumph and
Romanticism. Ask: What
words are synonyms of
triumph? (conquest, victory,
win) Draw a word web on the
board,with Romanticism at the
center. Ask: What kinds of
values do you think are part of
Romanticism? (Students may
mention enjoyment of the world,
emotions, imagination.) What
values do you think Romanti-
cism would triumph over?
(Students may mention science,
rational thought being more
important than emotions.)
The Hay Wain, 1821. John Constable. National Gallery, London, UK.
John Constable’s paintings of the English countryside were so popular that the area where he worked
became known as “Constable country.” What can you tell about his attitude toward country life from this painting?
For school-to-home activities, see
Unit 4 Teaching Resources Book,
pp. 5–11.
664
Unit Introduction Skills

0664_0678_U4UO_877981.indd Sec1:664 12/12/07 3:42:42 PM
Listening/Speaking/Viewing Skills
Reading Skills
• Analyze Graphic Information The Triumph of • Analyze Art (SE p. 664)
(SE pp. 667, 669) Romanticism • Using Visuals to Enhance Meaning
(TE p. 672)
• Compare and Contrast
(SE p. 673)
• Analyze Cause and Effect
(SE pp. 675, 677) Writing Skills/Grammar
Study Skills/Research/Assessment • Personal Reflections (TE p. 678)
• Resources and References
(TE p. 666)
664
U N IT F O U R
UNIT FOUR
The Triumph of Focus
R O M 1750-1837
ANTICISM
Summary
This introduction gives an overview
of British literature and events and
world events from 1750 to 1837.
It discusses the reaction of Romantic
thinkers against the reason-based
thinking of the Enlightenment.
The difference in their beliefs is
notable in regards to nature, which
the Enlightenment thinker saw
Looking Ahead as mechanistic and the Romantic
thinker considered intrinsically good
Toward the end of the 1700s, industrial and political revolution and not to be tamed by science.
overturned traditional ways of life in Europe. Bold, new ideas were The economics and geography of
beginning to challenge the belief in reason associated with the the period are also presented.
Enlightenment. In time, many of these ideas would form part of
Romanticism, a broad movement in art and thought that valued feeling
and imagination over reason. British Romantic writers found inspiration
in nature, folk culture, the medieval past, and their own passions.
Teach
Keep the following questions in mind as you read:
What were the essential features of Romanticism?
Answer: Most students will say
How did Romantic writers respond to nature? Constable regarded English coun-
What conception of the imagination did Romanticism express? try life as incredibly peaceful, lush,
and even prosperous. His portrayal
is very idealized.
John Constable (1776–1837)
representation of light informed
the painters of the French Impres-
sionist period. Ask: What does
the painting suggest about the
values of Romanticism? (nature;
simple life; life of common people)
665
Unit Resources
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Print Materials • Assessment Resources, Unit Assessment, Technology
• Unit 4 Teaching Resources, pp. 1–279 pp. 25–32 • TeacherWorks Plus CD
• Interactive Read and Write (On Level, • Assessment Resources, Selection • StudentWorks Plus CD
Approaching, EL), pp. 165–222 Assessment, pp. 173–212 • Literature Launchers: Pre-Reading Videos
• Novel Companion, pp. 163–230 DVD, Unit 4
• Bellringer Option Transparencies: • Literature Online
Selection Focus 33–42; Daily Language • Interactive Vocabulary CD-ROM
Practice 52–69 • Listening Library CD-ROM
• Literary Element Transparencies 12, 25, • ExamView CD-ROM
26, 36, 97, 100
• Skill Level Up! CD-ROM
665
T I M E L I N E 1750-1837
UNIT FOUR
Teach B R I T I S H L I T E R AT U R E
Reading Strategy 1 1750 1790

1751 1765 1792 1798
Use the Timeline Help stu- Thomas Gray’s “Elegy First gothic novel, Horace Mary Wollstonecraft William Wordsworth and
Written in a Country Walpole’s The Castle of publishes A Vindication Samuel Taylor Coleridge
dents read the timeline and relate Churchyard” is published Otranto, is published of the Rights of Woman publish Lyrical Ballads
key events in British literary history anonymously
1786 1794 1799
to British and world history. 1765 Robert Burns publishes Ann Radcliffe publishes William Wordsworth
• Explain that James Watt’s inven- Bishop Percy publishes

Reliques of Ancient English
Poems, Chiefly in the
Scottish Dialect
The Mysteries of Udolpho begins The Prelude
1794
tion of the steam engine in Poetry
1786 William Blake publishes
1769 ushered in the Industrial William Beckford Songs of Innocence and
publishes Vathek Experience
Revolution.
• Have students identify events that B R I T I S H EV E NTS
reflect the revolutionary ideology
of the time. 1750 1790
Ask: How do the publications 1753 1776 1795 1798
Britain and its colonies Thomas Malthus publishes
listed reflect revolutionary ideas? celebrate January 1 as New
American colonists declare Mungo Park explores
An Essay on the Principle
their independence from Niger River in Africa
(Students may see connections Year’s Day for the first time Britain; Adam Smith publishes of Population
between revolution and Mary 1769
The Wealth of Nations
1802
Wollstonecraft’s writing.) 1 James Watt invents modern 1781 British purchase Elgin
high-pressure steam engine British surrender at Yorktown Marbles
ends American Revolution
1771 1805
Sir Richard Arkwright builds 1788 British defeat Napoleon’s
first water-powered cotton mill British establish first colony naval forces at Trafalgar
in Australia
1807
WO R L D EV E NTS Britain outlaws slave trade
Cultural History S 1750 1790

1752 1754 1793
The Elgin Marbles The Greek First U.S. hospital opens French and Indian War U.S. inventor Eli Whitney
Parthenon was constructed around in Philadelphia begins in North America invents cotton gin
450 .. The sculptures decorating 1793 1804
1752 1789
Napoleon Bonaparte
it show Greek gods and heroes Benjamin Franklin proves French Revolution begins French king Louis XVI
executed by revolutionaries proclaimed emperor
that lightning is electricity with storming of the
asserting civilization over barba- Bastille prison
of France
1794
rism. Around 1800, the seventh Literature Online Toussaint L’Ouverture
Lord Elgin took advantage of the Literature and Reading To explore the
leads Haitian revolts
Interactive Timeline, go to glencoe.com and enter against France and Spain
Turkish occupation of Athens to QuickPass code GLB9817u4.
“purchase” these sculptures to sell
to Britain. It became a controversial 666 U N IT 4 THE TRI UMP H OF ROMANTI C I S M
issue and remains so today. Research Practice
0664_0678_U4UO_877981.indd 666 3/4/08 4:12:20 PM
Resources and References “Mary.” Encyclopædia Britannica. 2006.

SPIRALHave students identify events Encyclopædia Britannica Premium Service.
REVIEW
on the timeline that they would 8 Feb. 2006 <http://www.britannica.
like to learn more about. Discuss com/eb/article-9051212>. Have students
appropriate resources for the information write short research papers about the
they would like to find and how to credit events they have chosen. Guide them in
their source. Share this example for an proper documentation of their work.
online encyclopedia entry with students:
666
Frigate Macedonian captured
UNIT FOUR
by frigate United States, 1812.
Teach
10 80 10 0 0000 0000 0000 Reading Check
1813 1817 1818 1824 Answer: Gothic fiction, historical
Jane Austen publishes Pride Samuel Taylor Coleridge’s George Gordon, Lord George Gordon, Lord Byron
and Prejudice Biographia Literaria is Byron, publishes Childe publishes Don Juan
fiction, and science fiction.
published Harold’s Pilgrimage
1814
1818 1818
First historical novel,
Sir Walter Scott’s Waverley, John Keats publishes First science fiction Reading Strategy 2
is published Endymion novel, Mary Shelley’s
1815
Frankenstein, is published Classify Ask students to classify
Jane Austen publishes Emma 1820 the items in World Events and Brit-
Percy Bysshe Shelley
publishes Prometheus
ish Events categories under head-
Unbound ings such as Science and Politics.
Have them identify any themes or
10 80 10 0 0000 0000 0000 trends they perceive in the events

they have grouped.
1811 1814 1819 1830
Prince of Wales becomes George Stephenson designs Peterloo Massacre takes First public railway line
regent first steam locomotive place opens in Britain
1811 1824
Luddites destroy machinery England purchases Singapore
and Malaya
1812
War between United States
and Great Britain begins
Literary History S
Lord Byron Childe Harold’s
Pilgrimage is an autobiographical
10 80 10 0 0000 0000 0000 work published after Byron traveled
extensively, including a visit to
1810 1814–1815 1821
Father Hidalgo leads Congress of Vienna meets Greece revolts against
Athens. Share this excerpt with
Mexican revolt against Spain
1817
Turkey and declares its students: “Dull is the eye that
independence
1812 In Africa, Shaka becomes will not weep to see / Thy walls
1830
Grimm brothers publish chief of Zulus
defaced, thy mouldering shrines
Children’s and Household Tales France occupies Algeria
1819 removed / By British hands, which
1815 Simón Bolívar leads
Napoleon defeated Venezuelan revolt against Reading Check it had best behoved / To guard
at Waterloo, ending Spain
Analyze Graphic Information What new types of
those relics ne’er to be restored.”
Napoleonic Wars
fiction first appeared during the Romantic Period? Say: This reflects Lord Byron’s
feelings about the Elgin Marbles
I NTROD UC TI ON 667 situation. Ask: Do you think
Approaching Level Byron approved or disapproved
of the sculptures being moved to
DI F F ER ENTIATED I N STR UCTION
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England? (He is clearly angry and
Emerging Ask: How many years to ask and answer questions based on the upset that they were moved.)
after James Watt designed the modern timeline.
high-pressure steam engine did George
Stephenson design the first steam
locomotive? (45 years) Invite volunteers
667
BY THE NUMBERS
UNIT FOUR
Teach The Cost of Gentility

In the late 1700s, a well-bred TRAVEL EXPENSES the preceding fifty years. One
Reading Strategy 1 person was said to be genteel. reason was falling mortality
Gentility, which made a family A genteel young Englishman’s
rates from epidemic diseases
Make Inferences Say: Recall socially acceptable, was closely education included the Grand
such as plague.
related to economic status and Tour, a European trip that
that Eli Whitney’s cotton gin was could last three to four years.
lifestyle. The following list pres- POLICING LONDON
invented in 1793. Ask: What ents what a family could afford Money went much further on
the Continent than in In 1829 Parliament passed
connection can you infer at various income levels.
England. In the late 1700s a the Metropolitan Police Act,
about the Industrial Revolution tourist could live better on and Sir Robert Peel set up
and the rate of British cotton 100 pounds a year in Italy a constabulary for London.
100 pounds per year than on 500 pounds a year London’s first police were
consumption? (Students may • One ill-paid servant in England. required to be younger than
say that mechanization made the 35, at least 5 feet 5 inches
300 pounds per year
process of growing and harvesting MILITARY EXPANSION tall, and able to read and
• Two servants write. They were required to
cotton more efficient and improve- Between 1793 and 1815,
walk a beat of twenty miles
400 pounds per year
ments in transportation allowed England spent 1,650,000,000
a day, seven days a week.
• Three servants (including pounds on warfare. By the
Britain to import more raw cotton.) a cook) time of the Battle of Waterloo
GROWTH OF
(1815), the British army had
500 pounds per year RAILROADS
grown to about 250,000 men,
• Gentility on a tight budget more than six times its size The first public railway line
700–1,000 pounds at the time of the French opened in 1830 and
per year Revolution (1789). The British extended 32 miles between
AP P ROACH I NG Help students navy had grown from 16,000 the British cities of Liverpool
• A carriage
reason step by step. Ask: How men to more than 140,000. and Manchester. The locomo-
did the cotton gin affect cotton More than 4,000 tive sped along at 16 miles
pounds per year POPULATION BOOM per hour. Within 20 years,
production? (It increased.) How locomotives were able to
• A second house in London Between 1760 and 1815,
would improved transporta- for the social season England’s population grew
reach 50 miles per hour, an
incredible speed at the time.
tion during this time affect the five times as fast as during
amount of goods transported?
(More could be transported.)
BRITISH COTTON CONSUMPTION, 1800–1900
800 790
Cotton Consumption (in tons)
700 775
600
Cultural History S 500
610
Omnibus By 1829 London’s

400 490 480 1
300 275
210
growth had created severe traffic 200
110
100
problems. Thus, Londoners were 0 10 60
50
delighted when George Shillibeer 1800 1810 1820 1830 1840 1850 1860 1870 1880 1890 1900
Source Historical Statistics of the United States
introduced the first omnibus, a
horse-drawn carriage service. One 668 U N IT 4 THE TRI UMP H OF ROMANTI C I S M
carriage could transport many peo-
Reading Practice
ple at once, reducing congestion in
the streets. By 1835 approximately 0664_0678_U4UO_877981.indd Sec1:668 12/12/07 3:45:53 PM
half a million people were using SPIRAL Construct a K-W-L Chart Invite read the information on pages 670–677,
REVIEW
omnibuses to travel in and out of students to translate the informa- allow time for them to enter information
the city each day. tion on this page into a K-W-L in the “What We Learned” column.
chart so they will have a place to record Encourage students to share unanswered
any questions raised by this data. Have questions as part of a class discussion.
students enter information from the page Allow students to research unanswered
in the “What We Know” column. Then, questions as extra-credit projects.
tell them to write questions in the “What
We Want to Know” column. After students
668
BEING THERE
UNIT FOUR
In the late 1700s, manufacturing began to assume

Teach
a larger role in the British economy. As a result,
2 industrial towns began to spread over England’s Reading Check

landscape. To escape what they saw as a growing
blight of factories and slums, many Romantic writers Answers:
fled to remote areas such as the Lake District.
1. Almost nine times larger
2. Two hours
3. Northwestern England
A Hungerford Stairs, c.1810.
George Shepherd. Guildhall Library,
Corporation of London.
Reading Strategy 2
Make Generalizations Point
out that the map on this page
shows some of the industrial
towns that spread across England
in the late 1700s. Ask: How did
the Industrial Revolution affect
English towns? (New industrial
B London’s Royal Exchange, 1809.
Thomas Rowlandson.
towns spread over the landscape.
Some Romantic writers chose rural
locations, such as the Lake District,
for their homes.)
C Flatford Mill, 1817. John

Constable. Tate Gallery, London.
Literature Online
Literature and Reading For more about the his-
tory and literature of this period, go to glencoe.com
and enter QuickPass code GLB9817u4.
A. Hungerford Stairs, along the
Thames River, was a point of
Reading Check 2. At top speed, how long would it have taken the
embarkation for emigrants.
first train to travel from Liverpool to Manchester
Analyze Graphic Information: in 1830?
1. About how many times larger was the British B. Thomas Rowlandson became
navy in 1815 than it had been in 1789? 3. In what part of England is the Lake District located? chiefly known as a caricaturist
of London daily life in the late
I NTROD UC TI ON 669 1700s.
English Learners C. John Constable’s painting of
the landscape near his home
0664_0678_U4UO_877981.indd 669 3/5/08 6:56:43 AM
earned the area the nickname
“Constable Country.”
Intermediate Point out the slang terms specialization. Have students find another
Bobbies and Peelers under the head- police jargon word in the paragraph (beat)
ing “Policing London.” Explain that Bob and look it up in the dictionary.
and Bobby are nicknames for Robert, so
Bobbies derives from Robert. Mention
that English police officers are still com-
monly called Bobbies. Explain that jargon
describes the words that are used in a
particular profession, sport, or other area of
669
The Triumph of
UNIT FOUR Learning Objectives
For pages 664–678
Teach
In studying these texts, you
R O M1750-1837
ANTICISM
will focus on the following
objectives:
Literary Study:
Analyzing a literary period.
Reading Strategy 1 Connecting to the literature.
Reading: Evaluating historical
Make Generalizations Have influences.
students read only the red headings
on these two pages.
Ask: What generalization can
you make just from reading
the headings on these pages?
Historical, Social, and Cultural Forces
(Students may say that the The Industrial Revolution The American and French
Romantic era was a time of Beginning in Britain in the late 1700s, the Revolutions
revolutionary ideas, great social Industrial Revolution brought a shift from econo- The late 1700s was a period of growing political
mies based on farming and handmade goods to
upheaval, and war.) economies based on manufacturing by machines
unrest that culminated in a series of revolutions.
In 1776 Britain’s American colonists declared
in industrial factories. Coal and steam replaced their independence, resulting in a long war before
wind and water as new sources of energy and the United States of America won its freedom in
power. Cities and towns grew as people moved 1781. The French Revolution began in 1789 as a
from the country to work in factories. This process democratic protest against royal despotism and an
AP P ROACH I NG Ask: Which word produced wealth for a few factory owners but idealistic assertion of human equality. Yet, once in
widespread misery for their workers, who struggled
appears most frequently in the with long hours, bad working conditions, poverty,
power, the revolutionary government in France
resorted to brutality, leading to the execution of
heads? (revolution) Does the slums, and disease. thousands during the Reign of Terror.
word mean the same thing in all
the heads? (no) What meanings Latin American Revolutions
does it have? (a radical change; a In the early 1790s, the ideals of the American and
war to overthrow a ruling power) French Revolutions began to spread throughout
What idea do the meanings have Latin America. In France’s colony of Saint
Domingue (present-day Haiti), enslaved Africans
in common? (violent, sudden, or took up arms under the leadership of Toussaint
intense change) L’Ouverture, winning independence in 1804.
Beginning in 1810, a widespread series of revolts
took place against Spanish rule in Latin America.
By 1824, Argentina, Chile, Mexico, Peru,
Uruguay, Paraguay, Colombia, Venezuela, and
S Bolivia had become independent.
The Hero of Trafalgar shows
Viscount Horatio Nelson and the The Hero of Trafalgar, 1898. Orford Smith. Color lithograph. The Napoleonic Wars
gun crew firing from the quar- In 1793 revolutionary France declared war on
Britain. From that point until 1815, with no more
terdeck of HMS Victory in one
decisive battle of the Napoleonic
Wars. Nelson was shot in the battle 670 U N IT 4 THE TRI UMP H OF ROMANTI C I S M
and died of his wounds but is to Reading Practice
this day regarded as one of the
SPIRAL
0664_0678_U4UO_877981.indd 670 3/4/08 4:17:17 PM
greatest officers in the history of REVIEW SMALL GROUP
Identify Causes and Then have pairs or groups present their
the Royal Navy. Byron referred to
Effects Have small organizers to the class, explaining how
him as “Britannia’s God of War.”
groups of students create a cause-and- one thing lead to another.
effect organizer like the one below for Cause Effect Effect
one of the movements in this essay.
670
UNIT FOUR
than a brief respite, Britain and France were ings as authentic. Someone who was capable of
engaged in the Napoleonic Wars. Napoleon feeling deeply demonstrated a natural human sym-
Teach
Bonaparte first championed the French pathy both to nature and to the feelings of others.
Revolution and then seized power himself, becom-
ing emperor of France in 1804. The British naval
commander Horatio Nelson became a national
“It is the addition of strangeness to
hero when he shattered Napoleon’s fleet at the
battle of Trafalgar in 1805. Britain continued to beauty that constitutes the romantic Reading Strategy 2
fight Napoleon on land and sea until his defeat at character in art.”
the climactic Battle of Waterloo in 1815. Compare and Contrast Have
—Walter Pater students reread the text under the
Romanticism heading “Romanticism.” Ask: How
Romanticism sprang from a reaction against is the culture of Romanticism
Enlightenment values. While the Enlightenment Romantic poets were particularly suspicious of the similar to or different from the
praised reason and its limits, the Romantics were Enlightenment view that nature obeyed mechani-
cal laws and could be mastered. In Romanticism,
culture of the Enlightenment?
fascinated by extreme physical sensations and
mental states—even terror and madness. nature is always active, vital, and spontaneous. (Students should point out the
Romantic works are filled not with moderation True enlightenment came not from bookish stud- contrast between rationalism
2 and social cohesion but with exotic extremes,
whimsy, nightmares, innocent children, lone wan-
ies, but from nature, which for the Romantics
included scenery, wilderness, and an interest in
and emotionalism and may also
derers, and quests. The skeptical intellectual is the the natural state of people. The simplicity of com- 2 mention that the intellectual was
representative figure of the Enlightenment; for the mon people—the songs they sang and the stories representative of the Enlightenment,
Romantics, it is the sublimely inspired poet. they told—inspired poets, as did children. whereas the poet was representa-
Imagining what primitive people might have been
Unlike Enlightenment thinkers, the Romantics did
like in a state of nature gave rise to the Romantic tive of Romanticism.)
not view feelings as untrustworthy or distracting.
ideal of the “noble savage,” a human being of
On the contrary, they valued expressions of feel-
instinctive goodness. Above all, Romantic writers
placed their trust in instinct and the imagination.
PREVIEW Big Ideas of The Triumph of Romanticism

Literary History S
The Quest Walter Pater Pater (1839–1894)
The Stirrings of Nature and the
1 Romanticism 2 Imagination 3 for Truth was a post-Romantic literary and art
and Beauty
critic, as well as a historian, novelist,
The later 1700s saw As the Industrial Revolution A second generation of and story writer. He revolutionized
dissident voices challenge began to transform Britain English Romantics inherited
the rule of rationalism that into a nation of cities and many of the enthusiasms
the art of criticism through his broad
underpinned the Enlighten- factories, Romantics sought and values of their prede- base of philosophical, historical,
ment. New literary move- inspiration in the beauty of cessors. During their tragi- artistic, literary, and scientific
ments, which would soon the natural world, the lives cally brief lives, Lord Byron,
develop into Romanticism, of ordinary workers, the Percy Shelley, and John knowledge.
emphasized feelings and innocence of childhood, Keats each pursued the
imagination over reason. and the supernatural. ideals of truth and beauty.
See pages 672–673. See pages 674–675. See pages 676–677.
I NTROD UC TI ON 671
English Learners
0664_0678_U4UO_877981.indd Sec1:671 12/12/07 4:00:15 PM
Beginning Draw the attention of your (nouns) If you remove the endings,
English language learners to the quotation what parts of speech are add and
by Pater. Ask: What part of speech are strange? (verb and adjective)
the words addition and strangeness?
671
UNIT FOUR
Big Idea 1
Teach The Stirrings of Romanticism
Reading Strategy
Main Idea Guide students
in identifying the main idea of
the section titled “The ‘State of
Nature.’ ” Ask: What is the most
1
T he bold attempts of
Enlightenment thinkers to
find reason and order in
the world—indeed, in the
whole universe—inspired an equally bold
reaction against those qualities. The reaction
became Romanticism.
Sensibility and the Emotions
Young writers increasingly wanted to reduce the
Enlightenment’s emphasis on reason. One solu-
tion was to replace it with a kind of sympathetic
feeling called “sensibility.” Whereas in the seven-
teenth century the physician William Harvey dis-
covered that the heart was responsible for the
important thing the author is circulation of the blood, the Romantics were far
saying about Romanticism? more interested in the way the heart represents
(Jean-Jacques Rousseau’s “Man was born free, and everywhere the origin of emotion than in its mechanics. This
cult of sensibility first emphasized the physical
conception of human nature he is in chains.” reactions we have when our hearts are moved—
as essentially good, curious, —Jean-Jacques Rousseau, The Social Contract blushing, turning pale, and fainting. They read
these visible movements of the blood as signs of
and content inspired Romantic
inner moral sympathy and virtue.
writers.) Encourage students to
find the main ideas of the sections The “State of Nature” The Imagination
“Sensibility and the Emotions” and Interested in getting at the root causes of things,
Another warm, Romantic antidote to the cool
“The Imagination.” including human nature, several Enlightenment
reason of the Enlightenment was the imagination,
thinkers speculated about what humans in a
which blends sensory impressions with fantasy.
“state of nature” might be like. One of the most
Enlightenment thinkers had tended to dismiss the
influential of these thinkers was Jean-Jacques
imagination, either because they wanted to ana-
Rousseau, a Swiss who spent much of his adult
lyze pure experience in their scientific experi-
life in France. He believed that humans were
ments or because they were interested in purely
born naturally good, curious, and content with
logical arguments in their philosophical searches
satisfying just their basic needs. According to
for fundamental truths. Romantic writers valued
Rousseau, society corrupts us so that we instead
Literary History S desire status, idleness, and luxuries. Can we ever
precisely that quality of the imagination that
1 regain the primitive innocence and happiness of
Enlightenment writers had despised: its ability to
Noble Savage The term noble the “noble savage”? Rousseau thought not, but
fuse sights and sounds from wildly different kinds
savage first appeared in John he did believe in educating children in a more
of experience in ways that defy sense. In fact the
Romantics embraced the irrational ecstasies and
Dryden’s The Conquest of Granada, natural way. His ideal education would be more
horrors of the imagination. The poet William
published in 1672. However, the “natural” in two ways, both by allowing the child
Blake (see page 714), for example, believed that
to be outside in nature and by attending to the
concept of the noble savage can unfolding of each child’s inner nature as he or
imagination, rather than science, held the secrets
be traced all the way back to the of the universe. As he asserted, “Vision or
she develops. He believed such education would
Imagination is a Representation of what Eternally
ancient Greek and Roman authors produce upstanding citizens who would be confi-
Exists, Really and Unchangeably.”
dent in their own abilities and opinions.
Homer, Ovid, Pliny, Horace, and Rousseau became an important catalyst for the
Virgil. Rousseau glorified the ideal of new generation of Romantic writers.
the noble savage in Emile (1762)
and Reveries (1782). In modern
literature, Aldous Huxley’s John the
672 U N IT 4 THE TRI UMP H OF ROMANTI C I S M
Savage in Brave New World is an
example of the noble savage. Viewing Practice
0664_0678_U4UO_877981.indd 672 3/4/08 4:17:45 PM
SPIRAL Use Visuals to Enhance their visuals, but you might suggest that
REVIEW
Meaning Tell students that they they look for images depicting historical
are going to research and select events, notable people, authors, cultural
visuals for this page. Ask students to details such as clothing styles, and Blake’s
focus their searches on Britain in the artwork. Display students’ images as a
early 1800s. Students can determine and “Romantic Collage” bulletin board and use
explain their own purposes in choosing it as a review at the end of the unit.
672
UNIT FOUR
Teach
Reading Check
Answer: Blake urged excessive
behavior, celebrated chaotic and
A proverb is a short statement that expresses a violent elements in nature, and
truth. Blake wrote the following proverbs as a
counterpart to the book of Proverbs in the Bible. attacked accepted social values.
from Proverbs of Hell from

The Marriage of Heaven and Hell Literary Element 2
by William Blake
Tone Remind students that tone
No bird soars too high, if he soars with his own
reflects a writer’s attitude toward
wings.
A dead body revenges not injuries. his or her subject. Have students
The most sublime act is to set another before practice reading aloud Proverbs of
you. Hell to a partner. Then, together,
If the fool would persist in his folly he would they should determine the tone of
become wise.
Folly is the cloke of knavery.
each line before reading the pas-
Shame is Pride’s cloke. sage again to express the tone and
Prisons are built with stones of Law, Brothels 2 mood in their reading.
with bricks of Religion.
The Ancient of Days. Frontispiece, plate 1, from Europe, The pride of the peacock is the glory of God.
a Prophecy, 1794. William Blake. The Pierpont Morgan The lust of the goat is the bounty of God.
Library, New York.
The wrath of the lion is the wisdom of God.
The nakedness of woman is the work of God.
The Pre-Romantics Excess of sorrow laughs. Excess of joy weeps. ENGLISH LEAR N ERS Tell students
The early years of this era saw several writers who The roaring of lions, the howling of wolves, the that they need to know what the
straddled both Enlightenment values and the emerg- raging of the stormy sea, and the destructive
ing ideals of Romanticism. Thomas Gray used
proverbs mean to read them with
sword, are portions of eternity too great for
Neoclassical techniques in his poetry, such as ele- the eye of man.
expression. Let students work in
vated language and classical forms, while embracing groups, with each student choosing
a love of nature and a belief in the common man— two or three proverbs to read. Have
important ideals of later Romantic poets. Despite his
acceptance in high society, Robert Burns wrote of the groups perform their readings
the lives of common people in Scottish dialect and discuss the tone.
characteristic of peasants and farmers. Perhaps the
most famous pre-Romantic writer of all, William
Blake was not content with the prevailing Neo-
classical values of his day and focused on super- Reading Check
natural elements and imaginative experimentation Compare and Contrast How do Blake’s ideas
oppose Enlightment values?
S
thereby forging a style all his own.
William Blake (1757–1827) was
I NTROD UC TI ON 673 an accomplished artist as well as a
writer. The subjects of his paintings
Approaching Level
were often religious or mystical,
0664_0678_U4UO_877981.indd Sec1:673 12/12/07 4:01:25 PM
and he frequently depicted biblical
scenes. He wrote that he preferred
PARTNERS
Established Allow students to Some students may be interested in relying on his imagination when
work with partners to interpret comparing Blake’s proverbs with the book creating his art.
Blake’s proverbs. Have each student choose of Proverbs in the Bible. Have them write
one proverb that they do not understand a brief report on the significance of the
and work with a partner until he or she biblical allusion.
can rewrite the proverb in his or her own
words. Volunteers can read their proverbs
to the class and explain how they express
the same meaning as Blake’s proverbs.
673
UNIT FOUR
Big Idea 2
Teach Nature and the Imagination
Reading Strategy
Rereading
1
Before students read
the section titled “What Is Nature?”
have students reread the section
on page 672 titled “The ‘State of
P erhaps the most profound
disagreement between
Enlightenment and Romantic
writers was their differing
reactions to nature. What is it for? Is it good or
bad? What should we do with it?
recommended that we shut our books and lift our
eyes to the natural world around us: “Enough of
science and of art; / Close up those barren leaves; /
Come forth, and bring with you a heart / That
watches and receives.”
The Child and the Common Man

Nature.’” Ask: What have you What Is Nature? Who led the most natural life? One answer for the
learned about the Romantic To Enlightenment thinkers, disorderly nature Romantics was children, because they had not yet
view of nature so far? (Romantic seemed meant for humans to tame. Nature could been educated by school or society. Long before the
be made more productive in farms run on rational Enlightenment, thinkers had viewed children as
thinkers distrusted Enlightenment principles. Nature could be made more rational by deficient adults precisely because they had not yet
reductionism and mechanization of being analyzed and studied in laboratories. Nature been transformed by education. The Romantics,
nature and sought beauty in wild, could be made more beautiful in orderly gardens however, saw in children innocence and imagina-
with straight paths and clear views. tion rather than ignorance. Another group whose
untamed wilderness.)
1 The answers to these questions seemed more com-
lives and culture had not been distorted by civi-
lized values was the common people. Writers of
plicated to writers a few generations later when
the period became interested in imagining the
the face of nature was literally changing. Cities
experiences and impressions of ordinary folk.
and towns were sprawling into the countryside,
railroads began to crisscross the landscape, smoke- In 1798, two young poets, William Wordsworth
belching factories were springing up. Had human and Samuel Taylor Coleridge (see page 757),
intervention really made nature more rational or decided to publish a book of poetry, called Lyrical
more beautiful? And what did these changes say Ballads, that experimented with these new ideas.
Cultural History S about the humans who had caused them? Their poems for the most part are written in the
simple verse form of folk ballads or hymns. They
London In the nineteenth cen- use informal vocabulary, not ornate language.
tury, London was not a healthy Heaven lies about us in our infancy!”
Their subjects, too, are drawn from the lives of
uneducated people: a little girl whose brothers and
place. Fumes from factories and
—William Wordsworth sisters have died, an old Indian woman, a men-
stoves created a thick fog that tally deficient boy, an old sailor, a father going for
often covered the city. Sometimes a walk with his young son.
people walking the streets became Romantics preferred their nature wild and
lost, fell into the Thames River, and untamed. Their landscape gardens, for example, Dreams and Nightmares
drowned. kept a space for wilderness, with winding paths Many Romantic writers shared a critical attitude
through tangled woods leading to sudden, startling toward the methods and promised benefits of
views. Instead of the arranged prettiness of an science. Wordsworth, for instance, was concerned
ornamental garden, they preferred the sublime about our motivations in studying nature: “Our
experience of the Swiss Alps, where the over- meddling intellect / Mis-shapes the beauteous
whelming scale of nature inspires awe rather than forms of things; / —We murder to dissect.” This
mere appreciation. In his poem “The Tables Romantic indictment of how science deforms
Turned,” William Wordsworth (see page 738) nature took life in the gothic novel Frankenstein
Reading Practice
0664_0678_U4UO_877981.indd Sec1:674 12/12/07 4:01:59 PM
SPIRALConstruct a Graphic Romantics disagreed Romantics believed

REVIEW
Organizer Guide students with Enlightenment What Is Nature? nature should be
in creating an idea web for urge to tame nature. wild and untamed.
each heading on this page. An
example for “What Is Nature?” is Nature can teach us who Romantics preferred
shown. we are more effectively majestic Alps instead
than a book can. of ordered gardens.
674
UNIT FOUR
Teach
Reading Check
Answer: They used simple verse
forms and ordinary language;
they chose common people
and everyday activities as their
subjects.
Literary Element 2
Style Remind students that style
refers to the expressive quali-
ties that distinguish an author’s
Cloud Study, Horizon of Trees. John Constable. Royal Academy of Arts, London.
work, including word choice and
by Mary Shelley (see page 791). As a result of that his famous poem “Kubla Khan” appeared to sentence structure. Ask: How
views like these, many Romantics were fascinated him in a drug-induced dream vision. By focusing many sentences are here? Why
by subjects that science could not explain. on the irrational and unnatural, Romantic writers might Wordsworth have made
Coleridge contributed a long poem to Lyrical hoped to embrace the full scope of human experi-
Ballads that includes nightmarish scenes set among ence, including the pains and pleasures of the such liberal use of semicolons?
the icebergs of the Antarctic. He later claimed heart and the dark recesses of the mind. (two; so that closely related ideas
would flow together) Would you
describe Wordsworth’s diction in
from the preface to Lyrical Ballads by William Wordsworth this preface as low and rustic?
Explain. (Students may say that
The principal object, then, which I proposed to myself consequently, may be more accurately contemplated,
in these poems was to choose incidents and situations and more forcibly communicated; because the man-
Wordsworth’s diction in the Preface
from common life, and to relate or describe them, ners of rural life germinate from those elementary is formal and academic and that
throughout, as far as was possible, in a selection of feelings; and, from the necessary character of rural he is referring to the poems with
language really used by men; . . . Low and rustic life occupations, are more easily comprehended; and are the terms low and rustic.)
was generally chosen, because in that condition, the more durable; and lastly, because in that condition the
essential passions of the heart find a better soil in passions of men are incorporated with the beautiful
which they can attain their maturity, are less under and permanent forms of nature. 2
restraint, and speak a plainer and more emphatic lan-
guage; because in that condition of life our elementary
feelings co-exist in a state of greater simplicity, and, Reading Check
Analyze Cause and Effect How did Wordsworth
and Coleridge’s interest in common life influence
their poetry?
S
I NTROD UC TI ON 675 Ask: How does the scene in this
Advanced Learners painting express the Romantic
0664_0678_U4UO_877981.indd Sec1:675 12/12/07 4:02:58 PM
idea of nature’s being wild,
untamed, and overwhelming?
The Romantic Ideal The Romantics who have championed these values, such (Students may say that the
rejected the authoritarianism, materialistic as Kurt Cobain, Janis Joplin, Jack Kerouac, ominous-looking clouds fill most of
values, and industrialization they saw and Louise Gluck. Invite students to share the painting, dwarfing the houses
emerging in the early years of the their information with the class. below.)
nineteenth century. They valued individual
rights, imagination, extreme emotions,
and nature. Have students research, read
about, and take notes on modern artists
675
UNIT FOUR
Big Idea 3
Teach The Quest for Truth and Beauty
Reading Strategy
Preview and Make
Predictions Ask students to
look at the title, headings, quote,
and painting on this spread
1
F or the Romantics, the deepest
human experiences were
often moments of intense
communication between
their inner selves and the world around them.
They sought these experiences by falling in love,
writing poetry, and fighting for causes they
Exotic Places and Times
For the Romantics, a great part of the attraction
of foreign lands was the glamour of their cultures.
Such places held the allure of the unknown and
the exotic. Actual travel was not always necessary.
The Romantics could feed their imaginations with
the writings of travelers to the Near East and
believed in.
before they begin reading the other faraway places. Literature with exotic set-
text. Ask: How do you predict tings—whether experienced or imagined—proved
The Revolutionary Spirit very popular with Romantic writers and audi-
a revolutionary spirit relates to ences. Other remote and beautiful spots appealed
In 1789 the French Revolution seemed to offer
the literature of the Romantics? young people a chance to realize these dreams. to them as well. The highlands of Scotland and
(Students may say the spirit of Wordsworth and Coleridge, among many others, the Swiss and Italian Alps, for example, with their
rough peaks and raging torrents, provided the set-
revolution inspired resistance to responded to the ideals of “Liberty, Equality,
tings for Mary Shelley’s Frankenstein.
Fraternity” and were infused with enthusiasm for
authoritarianism.) the revolutionary cause. As Wordsworth exulted The past, too, offered exotic surprises. Many
(in lines later included in his long autobiographi- Romantic writers bypassed the familiar, sunlit eras
cal narrative poem The Prelude), “Bliss was it in of Greece and Rome for darker, more mysterious
that dawn to be alive, / But to be young was very periods. In particular, the medieval “Dark Ages”
heaven!” When these ideals seemed betrayed by appealed to them. The Romantics were inspired
the bloody excesses of the Reign of Terror, both by the same qualities of the Middle Ages that the
AP P ROACH I NG Have students
men slipped into conservative views. The next Enlightenment thinkers despised—Gothic wild-
look at the painting of Shelley generation of Romantics, such as Percy Bysshe ness, age-old ritual, and strange beliefs. Beginning
and describe it. Ask students Shelley (see page 808), who had been inspired by in 1765 with Horace Walpole’s The Castle of
Wordsworth’s and Coleridge’s youthful political Otranto, writers used imaginary medieval settings,
which themes they recognize radicalism, felt betrayed and continued to support including weird landscapes and haunted castles, to
in the art from earlier Romantic revolt both at home and abroad. create a new literary form, the gothic novel.
periods and predict whether
these themes influenced later The Spirit of Nationalism
Romantics. The Romantic interest in folk culture had important “Much have I traveled in the realms
political as well as literary consequences. Many
English Romantics, whose education had been
of gold . . .”
steeped in the classics, were particularly stirred by —John Keats
the struggles of the Greek people to win indepen-
Political History S dence from Turkish rule. The Romantic poet George
“On First Looking into Chapman’s Homer”
Reign of Terror The period of Gordon, Lord Byron (see page 800), donated money
to the Greek cause, founded an artillery unit, and
the French Revolution between The Poetic Quest
died en route to fight beside the Greeks.
September 5, 1793, and July 27, It is not surprising that in an age so conscious
1794, is known as the Reign of of its own rebellion, Romantic poets above all
Terror. During this time, a small reflected on their role in culture. Many poets in
subgroup of the government used
extremely harsh punishments to 676 U N IT 4 THE TRI UMP H OF ROMANTI C I S M
eliminate anyone it suspected of Vocabulary Practice

being an enemy of the revolution.
0664_0678_U4UO_877981.indd Sec1:676 12/12/07 4:03:29 PM
It is estimated that hundreds of SPIRAL Context Clues Remind students word does not mean. Have students use
thousands were arrested and thou- REVIEW
to decode meaning in text using context clues to figure out words they
sands executed during the Terror. three different types of context do not know on page 676 and identify
clues: definition, inference, and contrast. the type of clue in each case. Ask them
Definition clues give the meaning in the to choose a word and write three new
text. Inference clues are implied and sentences for it that include each type of
enable readers to infer meaning from context clue to its definition.
the context. Contrast clues show what a
676
UNIT FOUR
Teach
Percy Bysshe Shelley, 1845.
Reading Check
Joseph Severn. Oil on canvas.
Keats-Shelley Memorial
Answer: Shelley believed that
House, Rome. periods of revolution stimulate
the imaginative power in human
beings. Because poets possess
this power to a high degree, their
works are the truest reflection of
the spirit of these times.
Literary Element 2
this period, most notably Wordsworth and life, he traveled far in his imagination. Some of
Shelley, wrote manifestos declaring the supremacy his most famous sonnets are about the ability of Symbol Remind students that a
of poetry. Others wrote poems that seem to be books to transport him to the magical realms of symbol is something that exists on
allegories of the grand poetic quest for beauty and the imagination. Sublime thoughts demand sub-
truth that guided many Romantic poets. One of lime forms of expression, Romantic poets thought.
a literal level within a work but also
the poets who sought to capture exuberance and They were thrilled to take on this challenge. represents something beyond itself
beauty was John Keats (see page 824). In his brief on a figurative level. Ask: How
do trumpets work as a symbol
from A Defense of Poetry by Percy Bysshe Shelley in this excerpt by Shelley?
(Trumpets here are symbols for
The most unfailing herald, companion, and follower sound the depths of human nature with a compre- poets; this symbol suggests poets
of the awakening of a great people to work a benefi- hensive and all-penetrating spirit, and they are them-
cial change in opinion or institution, is Poetry. At such selves perhaps the most sincerely astonished at its
can be heard and understood by
periods there is an accumulation of the power of manifestations, for it is less their spirit than the spirit many and can inspire many.)
communicating and receiving intense and impas- of the age. Poets are the hierophants [interpreters] of
sioned conceptions respecting man and nature. The an unapprehended inspiration, the mirrors of the
persons in whom this power resides, may often, as gigantic shadows which futurity casts upon the pres-
far as regards many portions of their nature, have lit- ent, the words which express what they understand
tle apparent correspondence with that spirit of good not; the trumpets which sing to battle, and feel not
of which they are the ministers. But even whilst they what they inspire: the influence which is moved not,
deny and abjure, they are yet compelled to serve, the but moves. Poets are the unacknowledged legislators
2
Power which is seated on the throne of their own of the World.
soul. It is impossible to read the compositions of the
most celebrated writers of the present day without
being startled with the electric life which burns within
their words. They measure the circumference and
Reading Check
Analyze Cause and Effect In Shelley’s view, what
links poetry with revolution? S
Joseph Severn (1793–1879)
I NTROD UC TI ON 677
is best known for his friendship
Approaching Level with John Keats. He was by
0664_0678_U4UO_877981.indd Sec1:677 12/12/07 4:03:57 PM Keats’s side at his death and is
buried beside him in a cemetery
Emerging Remind students that force speaks through the poet? (the in Rome. Ask: What symbols
an argument is persuasive writing in spirit of the age, the force of life, in the painting identify it as a
which logic or reason is used to try to the future of humanity) What does he Romantic work of art?
influence the reader. Help students mean by the last sentence? (Poets rule
break down the elements of Shelley’s the world.) Have students discuss whether
argument. Ask: How does Shelley they think Shelley has proven his argument
describe the poet? (as an unknowing and whether they agree with him.
instrument of something larger) What
677
WRAP—UP
UNIT FOUR
Assess
Legacy of the Period Legacy of the Period Cultural and Literary Links
Refer students to the second Many of Romanticism’s core values, such as the • Largely ignored in his own time, William Blake
spiritual power of nature, the importance of the has had a great influence on modern writers,
paragraph, about childhood. imagination, and the dignity of the artist, have particularly poets, including William Butler
Ask: How would you describe become a permanent part of our civilization. Yeats, Theodore Roethke, and Allen Ginsberg.
our society’s view of children Today’s environmental movements and creative
• The gothic novel and the historical novel,
arts programs are part of Romanticism’s legacy.
today? (Students may say that our types of fiction that remain very popular today,
society views children as innocent The Romantics helped change the way our civili- made their first appearance during the
zation regards children. Previously, children were Romantic period.
but curious about the world.) seen simply as immature adults. Romantics such as
• Often cited as the first science fiction novel,
Rousseau, Blake, and Wordsworth, however,
Mary Shelley’s Frankenstein helped establish the
attached a central importance to what they saw as
image of the brilliant, but mad, scientist that is
the unique experiences of childhood.
still a feature of popular culture. As an artificial
Romanticism also shaped our vision of the medi- human made from flesh (not machinery, like a
eval period. Since the Renaissance, most people robot), Frankenstein’s monster is perhaps the
Cultural and Literary had viewed the Middle Ages as a time of “Gothic” first android in literature.
Links barbarism, but the Romantics saw the medieval
past as a glamorous era of knights and ladies, fair-
As students read the unit, invite ies and wizards, dragons and quests.
them to think about how Romantic When it spread to the United States, European
authors have influenced their Romanticism helped influence American litera- Literature Online
favorite modern authors. ture, inspiring writers such as Ralph Waldo Unit Resources For additional skills practice, go to
Emerson, Henry David Thoreau, Edgar Allan Poe, glencoe.com and enter QuickPass code GLB9817u4.
Nathaniel Hawthorne, and Herman Melville.
Activities Choose one of the following activities to

explore and develop as you read this unit.
Activities
1. Follow Up Go back to the Looking Ahead sec- 4. Take Notes Use this organizer to explore your
1. Follow Up Encourage students tion on page 665 and answer the questions. personal responses to the selections in this unit.
to support their answers with
2. Contrast Literary Periods Neoclassicists
specific details from the unit believed in traditions and reason. Romantics BOUND BOOK
introduction. believed in imagination and emotion. Hold a
debate on which of these philosophies is a better
2. Contrast Literary Periods guide to life.
Make sure the panels are made
3. Build Visual Literacy Create a collage or pre-
up of students who initially hold sentation of the different ways in which Victor
differing views. Frankenstein and his monster have been portrayed
in popular culture.
3. Build Visual Literacy Ideally,
students will use a variety of
visual media for their collages. 678 U N IT 4 THE TRI UMP H OF ROMANTI C I S M
Writing Practice
0664_0678_U4UO_877981.indd 678 3/4/08 4:18:17 PM
Personal Reflections own. Most students will probably find a

Have students make and label SPIRAL Ask students to think about whether mixture of Romantic and other traits within
REVIEW
the Bound Book as shown. Then they are more Romantic types themselves. Students should conclude their
have them use it to organize or Enlightenment thinkers. Have essays by stating whether their personal
information they learn about them write a personal essay on aspects philosophy seems more influenced by
each literary genre. of Romantic and Enlightenment phi- the Romantic or Enlightenment worldview.
losophies that they recognize in their own They may conclude that the two philoso-
attitudes and beliefs. They may structure phies have equal influence.
their essays by pointing out aspects of
the two philosophies and comparing
them to experiences or beliefs of their
678
PA RT 1 UNIT FOUR
The Stirrings of Romanticism

PA R T 1
Analyze and
Extend
Reading Strategy 1
Make Connections Ask:
How do you interpret the phrase
“Eternity in an hour”? (Students
may point out that there are
moments in life, such as falling in
love, when all that is and all that
could be seem present at once.)
S
Answer: Some students may
say that the subject matter and
portrayal are fairly conventional.
Others may note that the sharp
outlines of the figures, the bright
colors, and the daily-life subject
matter seem unconventional
compared to paintings from
Autumn Leaves, 1856. Sir John Everett Millais. Manchester Art Gallery, UK.
the English Renaissance or the
Millais was a founding member of an art movement known as the Pre-Raphaelite
Brotherhood. The Pre-Raphaelites rebelled against the conventional painting styles of the time. Enlightenment.
Does this painting seem unconventional? Explain why or why not.
Sir John Everett Millais
(1829–1896) was the youngest
“To see a World in a Grain of Sand, student ever to enter the Royal
And a Heaven in a Wild Flower, Academy. His nickname was
Hold Infinity in the palm of your hand, “The Child.” He was just eleven
And Eternity in an hour.” 1 years old, and other students
were envious of his talent. His
—William Blake, “Auguries of Innocence” early technique included painting
landscapes outdoors and later
679
adding figures in the studio.
English Learners
Ask: What stirrings of
0679_U4P1_877981.indd 679 12/12/07 3:49:32 PM
Romanticism do you observe
in the art? (Students might point
Beginning Point out the rhyming words come to words that are spelled the same out the prominence of nature
flower and hour. Ask: Can you think but have a different pronunciation, such and the emphasis on childhood.)
of other words that have the –ower as grower or blower.) Remind students
spelling? (Students may think of tower that one of the challenges of English is that
or shower; let them continue until they pronunciations can change.
For additional support for English

Learners, See Unit 4 Teaching Resources
Book, p. 19.
679
Before You Read Before You Read
Elegy Written in a
Focus Country Churchyard
Bellringer Options Meet Thomas Gray and stayed on to
become a resident
(1716–1771) scholar.
Literature Launchers:
The Secluded Poet
Pre-Reading Videos DVD,
I
shall be but a shrimp of an author,” Thomas Gray led a quiet life,
Selection Launcher Gray noted late in his life, reflecting on the maintaining close relation-
small number of works he had published. If ships with only a handful of
Selection Focus measured only by quantity, Gray’s output of poetry people. Among them was his mother, whom he
Transparency 33 was indeed small. He allowed only thirteen of his often visited in the village of Stoke Poges, where
Daily Language Practice poems to be published during his lifetime. Gray’s she moved after his father’s death. Gray came to
reputation as an author was more secure than he love the natural beauty of the village and the quiet
Transparency 53 imagined, however, for if he wrote little, he also life of its people. In its peaceful surroundings he
Or write the word success on the wrote remarkably well. His “Elegy Written in a worked on two of his best poems: a sonnet on the
Country Churchyard” remains one of the best-
board and invite students to death of his friend Richard West and “Elegy
loved poems in the English language. Written in a Country Churchyard,” which took
define it in their own words. him nine years to complete. Gray did not plan to
Ask: What makes a person publish the elegy, but he had little choice in the
successful? Compile a class list “[‘Elegy Written in a Country matter. He showed it to Walpole, who shared it
with friends, and an imperfect copy of the poem
of qualities on the board. Then Churchyard’] abounds with images made its way to the editor of a popular periodical.
work with students to rank the When Gray learned that the Magazine of Magazines
that find a mirror in every mind, and
markers of success. Ask students planned to print the poem without his permission,
to think about how Thomas Gray
with sentiments to which every bosom he quickly published an accurate version. Gray’s
returns an echo.” “Elegy Written in a Country Churchyard” came
looks at ambition and success as out in February 1751 to almost immediate acclaim.
they read his poem. —Samuel Johnson, “The Life of Gray” Because he felt that a gentleman should not accept
payment for writing poetry, he let his publisher
keep all the profits.
A Good Education Gray was born in 1716 in
A Perfectionist at Work At the age of forty-one,
London to a doting mother and a violent, uncaring
Gray was offered the position of poet laureate of
father. His mother wanted to provide her only son
England, but he turned down the honor. A perfec-
(the sole survivor of twelve children) with a good
Interactive Read and Write tionist, Gray wrote very slowly and feared that as
education and a stable life away from his father.
poet laureate he would have to produce works at
Other options for teaching this She sent him at the age of eight to study at Eton,
a rate that would compromise his standards. Gray
selection can be found in a prestigious boarding school. There, Gray formed
died at Cambridge at the age of fifty-five, after a
enduring friendships with Richard West, the son
• Interactive Read and Write for long illness. He was buried in Stoke Poges next
of a prominent lawyer, and Horace Walpole, the
EL Students, pp. 165–180 to his mother.
wealthy son of a powerful English politician.
• Interactive Read and Write for
After Eton, Gray attended Cambridge University,
Approaching-Level Students, Literature Online
but interrupted his studies for two years to tour
pp. 165–180 Europe with Walpole. Gray returned to Cambridge Author Search For more about Thomas Gray, go to
glencoe.com and enter QuickPass code GLB9817u4.
• Interactive Read and Write for at the age of twenty-five to complete his studies
On-Level Students, pp. 165–180
Selection Skills
0680_0681_U4P1_877981.indd 680 3/4/08 4:19:21 PM
Literary Elements Writing Skills/Grammar

• Epitaph (SE pp. 681, 686, Elegy Written in a • Apply Imagery (SE p. 688)
687) Country Churchyard • Subject-Verb Agreement
(TE p. 684)
Reading Skills Vocabulary Skills

• Interpret Imagery • Academic Vocabulary
(SE pp. 681, 682, 685, (SE p. 688)
688)
680
Literature and Reading Preview
Learning Objectives
Before You Read
For pages 680–688
Focus
Connect to the Poem In studying this text, you will
focus on the following
How would you like to be remembered? Make a list of the objectives:
achievements, favorite quotations, personality traits, activities, or Literary Study: Analyzing
talents that you would want mentioned in an elegy about you. epitaph. Summary
Reading: Interpreting
Build Background imagery. In the cemetery of a village church,
Gray’s “Elegy” shows the influence of two types of poetry Writing: Applying imagery in the poet reflects on the people
popular in the 1700s. One type is the elegy, a poem that a poem.
laments a death or some other great loss. The other is “land-
buried there and the fleeting
scape poetry,” in which a speaker’s natural surroundings evoke nature of life.
melancholy musings on life and death. Gray’s “Elegy” belongs
to a subdivision of this type—“graveyard poetry,” in which the
evocative scene is set in a cemetery. Vocabulary
Vocabulary
Set Purposes for Reading Analogies Analogies can
pomp (pomp) n. splendid or
Big Idea The Stirrings of Romanticism be based on many types of
dignified display; p. 683 The
As you read, ask yourself, Which elements in the poem pomp of the graduation ceremony relationships. For example, they
emphasize emotion, the imagination, and nature? emphasized its significance. can bring together a trait and a
inevitable (i nev ə tə bəl) adj. person or thing. Ask students to
Literary Element Epitaph
incapable of being avoided or think about the four adjectives in
Gray’s poem ends with an epitaph—a brief statement, often prevented; certain; p. 683 the vocabulary box. Ask: What
inscribed on a gravestone, that commemorates a dead person. Realizing that defeat was inevitable,
As you read the poem, ask yourself, How does the epitaph things are inevitable? What kind
the candidate conceded the election.
relate to the rest of the poem? of person is genial, uncouth, or
genial (jē nē əl) adj. giving
warmth and comfort; pleasant or
kindred? Have students use their
Reading Strategy Interpret Imagery
cheerful; p. 684 The genial host answers to write analogies for each
Imagery includes all the word pictures that writers create to enthusiastically greeted his guests. adjective. (genial : host of a party
evoke emotional responses. In creating imagery, writers use
sensory details that appeal to sight, hearing, touch, taste, and uncouth (un koo th) adj. crude; : : uncouth : person late to a
smell. When you interpret imagery, you analyze these word lacking polish, culture, or refine- party)
pictures and determine the kinds of emotional responses the ment; p. 685 The uncouth couple
images evoke. As you read, ask yourself, What feelings do chatted during the performance.
these images suggest? kindred (kin drid) adj. like;
allied; similar; p. 685 Wanting
Tip: Taking Notes Use a chart to make associations between desperately to win, the athletes
images, the senses to which they appeal, and the feelings they shared kindred emotions.
suggest. For additional vocabulary practice,
see Unit 4 Teaching Resources
Appeals to Emotional Book, p. 26.
Image (line)
Sense of... Response
THOMAS GRAY 681
English Learners
0680_0681_U4P1_877981.indd 681 3/4/08 4:20:34 PM
Intermediate English learners may Guide small groups of students in setting Model the exercise by reading the first
approach the poem with anxiety because up a note page with thirty-two lines. On stanza aloud and then offering a simple,
of its length. Explain to students that each each line, have students write the main one-sentence summary such as The work
of the thirty-two four-line stanzas of the idea of each stanza in order. Tell students day has ended and night is falling.
poem contains an idea, a scene, or an that when they have finished the poem,
event. Rather than trying to comprehend they will have created a summary that they
the whole poem, students can work on a can review.
single stanza at a time.
681
Teach Stoke Poges Church,
1864. Jasper Francis
Cropsey. Oil on board,
11.75 x 19 in.
Johnny van Haeften
Reading Strategy 1 Gallery, London.
The
Interpret Imagery Answer: “graveyard poets” strove
to evoke emotion with
The tolling of the curfew bell, the scenes set in
sound of the herd of cows returning churchyards. What
emotions does this
to the barn, the weary plowman image evoke?
on his way home from working in
the fields, and the solitary darkness
surrounding the speaker create a
mood of melancholy.
ENGLISH LEAR N ERS Encourage stu-
dents to picture the scene in their
minds as you describe it. Say: A
bell rings; cows walk through
the meadow, mooing; a farmer
stumbles home as darkness falls.
Then ask: What feelings come to
mind when you imagine these
events? (Answers will vary.) Thomas Gray
For additional practice using the

The curfew tolls the knell of parting day,
reading skill or strategy, see Unit 4 The lowing° herd wind slowly o’er the lea,° 2 lowing: the sound a cow makes.
Teaching Resources Book, p. 27. The plowman homeward plods his weary way, lea: meadow.
And leaves the world to darkness and to me.
5 Now fades the glimmering landscape on the sight,

And all the air a solemn stillness holds,
Writer’s Technique S Save where the beetle wheels his droning flight,
Alliteration/Assonance Explain And drowsy tinklings lull the distant folds;
that alliteration (the repetition of
Save that from yonder ivy-mantled tower
consonant sounds at the beginning 10 The moping owl does to the moon complain
of words) and assonance (the rep- Of such, as wandering near her secret bower,° 11 bower: a shelter of leafy
etition of the same or similar vowel Molest her ancient solitary reign. branches.
sounds within nearby words)

enhance the sounds of the words
and underscore the ideas that Interpret Imagery What mood does the cluster of images in the
relate to them. Ask: How does 1 first stanza create?
Gray use these sound devices in

lines 5–8? (He uses alliteration to 682 U N IT 4 THE TRI UMP H OF ROMANTI C I S M
emphasize “solemn stillness”; he Reading Practice

uses assonance to draw attention 0682_0686_U4P1_877981.indd 682 3/4/08 4:22:05 PM
to “beetle wheels.”) SPIRAL Focus on Questions burial monuments bring a person back to
PARTNERS REVIEW
One way to trace the life? No.) Now have students continue to
progress of an argument is read and answer questions as they
to ask and answer questions while encounter them in lines 43–44 and
reading. In this work, Gray has provided 85–88. Have students work with a partner
S some of the questions. Have students to ask and answer other questions that
Answer: Some students will say look ahead to lines 41–42. Ask them to capture the poem’s argument.
the image evokes calm; others restate the question in their own words
might suggest melancholy. and then suggest an answer. (Can fancy
682
Beneath those rugged elms, that yew tree’s shade,
Where heaves the turf in many a moldering heap, Teach
15 Each in his narrow cell forever laid,
The rude° forefathers of the hamlet sleep. 16 rude: uncultured; unrefined.
Literary Element 2
The breezy call of incense-breathing Morn,
The swallow twittering from the straw-built shed, Repetition/Theme Point out
The cock’s shrill clarion° or the echoing horn,° 19 clarion: a crowing sound. the repeated “no more” in lines
echoing horn: a hunter’s horn.
20 No more shall rouse them from their lowly bed. 20–21. Ask: What main idea is
2 the speaker advancing through
For them no more the blazing hearth shall burn,
Or busy housewife ply her evening care; this repetition? (He is making
No children run to lisp their sire’s return, it clear that death is a definite
Or climb his knees the envied kiss to share. separation from life—that at the
end of life, people put aside all
25 Oft did the harvest to their sickle yield, that they enjoyed or did [or might
Their furrow oft the stubborn glebe° has broke; 26 glebe: soil.
How jocund° did they drive their team afield! 27 jocund (joʼ kənd): cheerfully;
have done].)
How bowed the woods beneath their sturdy stroke! lightheartedly. AP P ROACH I NG If students are
having difficulty, focus their
Let not Ambition mock their useful toil, attention on the events listed in
30 Their homely joys, and destiny obscure;° 30 obscure: undistinguished.
Nor Grandeur hear with a disdainful smile
these lines. Point out that these
The short and simple annals° of the poor. 32 annals: descriptive accounts or events make up daily life.
histories. Ask: Why might the poet list
The boast of heraldry,° the pomp of power, 33 heraldry: Here, heraldry means these events, rather than major
And all that beauty, all that wealth e’er gave, “nobility.”
events such as weddings, to
35 Awaits alike the inevitable hour.
express death’s finality? (Possible
The paths of glory lead but to the grave.
answer: The repetitious events of
Nor you, ye proud, impute° to these the fault, 37 impute: attribute. daily life, which are more common
If Memory o’er their tomb no trophies° raise, 38 trophies: memorials to military than major events, are what shall
Where through the long-drawn aisle and fretted vault° heroes, usually depicting arms taken
from the enemy. be “no more” when death comes.)
40 The pealing anthem swells the note of praise. 39 fretted vault: an arched church
ceiling adorned with carving in
Can storied urn° or animated° bust decorative patterns.
41 storied urn: a funeral urn
Back to its mansion call the fleeting breath? depicting the life of the deceased
and often inscribed with a legend.
animated: lifelike.
Big Idea 3
The Stirrings of Romanticism How does this stanza reflect the
emergence of Romanticism? 3
The Stirrings of
Vocabulary Romanticism Answer: The
pomp (pomp) n. splendid or dignified display Romantic sensibility was attuned
inevitable (i nevə tə bəl) adj. incapable of being avoided or to nature and the simple life.
prevented; certain
Its writers evinced sympathy for
humble country folk whose lives
THOMAS GRAY 683
are untainted by “Ambition” and
English Learners “Grandeur.”
0682_0686_U4P1_877981.indd 683 3/4/08 4:22:20 PM ENGLISH LEAR N ERS Remind
students that use of the word
Intermediate In the United States, the increase their understanding of the elegy. Romantic here does not mean
word country creates strong mental images Ask students to begin a concept map for “romantic love.” Explain that the
of varying ideas. Some people think of the word country. Have them build on the term describes a view of life that
their nation and feel patriotism; some think images Gray describes as they read, adding prizes simple living, innocence, and
of a type of music; some may think of an details about the setting, people, and ideas the beauty of nature.
agrarian stereotype. None of these mean- the poet expresses.
ings are what Gray had in mind. Have Eng-
lish learners focus on Gray’s meaning to
683
Teach Can Honor’s voice provoke° the silent dust,
Or Flattery soothe the dull cold ear of Death?
43 provoke: bring to life.
45 Perhaps in this neglected spot is laid

Big Idea 1 Some heart once pregnant with celestial fire;
Hands that the rod of empire might have swayed,
The Stirrings of Or waked to ecstasy the living lyre.
Romanticism Answer:
Another tenet of Romanticism is But Knowledge to their eyes her ample page
the belief that all human beings 50 Rich with the spoils of time did ne’er unroll;
Chill Penury° repressed their noble rage, 51 Penury (penʼ yə rē): extreme
are endowed with imagination And froze the genial current of the soul. poverty.
and creative potential. The speaker
laments the fact that the creative Full many a gem of purest ray serene,
potential of many poor people The dark unfathomed° caves of ocean bear: 54 unfathomed: not measured;
Full many a flower is born to blush unseen, unplumbed.
is unappreciated, unfulfilled, and 55
And waste its sweetness on the desert air.
relegated to obscurity.
ENGLISH LEAR N ERS Say: Gray Some village Hampden,° that with dauntless breast 57 Hampden: a reference to John
says that beautiful gems may The little tyrant of his fields withstood; Hampden (1594–1643), an English
Parliamentary leader who opposed
exist and beautiful flowers may Some mute inglorious Milton° here may rest, Charles I over unfair taxation.
60 Some Cromwell° guiltless of his country’s blood. 59 Milton: a reference to the poet
bloom where no one sees John Milton (1608–1674).
them. Ask: How are these The applause of listening senates to command,
60 Cromwell: a reference to Oliver
Cromwell (1599–1658), an English
gems and flowers like a talented The threats of pain and ruin to despise, statesman and general who was
responsible for much bloodshed.
but poor person living in a small To scatter plenty o’er a smiling land,
village? (Like the gems’ and And read their history in a nation’s eyes,
flowers’ beauty, this person’s
65 Their lot forbade: nor circumscribed° alone 65 circumscribed: limited;
splendid talent will not be noticed Their growing virtues, but their crimes confined; restricted.
by many people.) Forbade to wade through slaughter to a throne,
And shut the gates of mercy on mankind,
The struggling pangs of conscious truth to hide,

70 To quench the blushes of ingenuous° shame, 70 ingenuous: innocent; naive.
Or heap the shrine of Luxury and Pride
With incense kindled at the Muse’s flame.° 72 incense kindled at the Muse’s
flame: Here, incense means
“praise,” and the Muse stands for a
poet or poetry, so this phrase means
“poetic praise.”
The Stirrings of Romanticism What aspect of Romanticism’s

1 philosophy about the poor is evident in this stanza?
Vocabulary
genial (jēnē əl) adj. giving warmth and comfort; pleasant or
cheerful
Grammar Practice
0682_0686_U4P1_877981.indd 684 12/12/07 3:56:01 PM
SPIRAL
REVIEW
Subject-Verb Agreement Ask number. Have students identify the sub-
students to identify the subject ject and select the correct verb below.
of the sentence in lines 45–46. 1. The people in this country parish
(heart) Ask if anyone thought spot was (lives/live) simply.
the subject. Point out that spot is the 2. For all people, the hours upon earth
object of the preposition in and that the (comes/come) to an inevitable end.
subject of a sentence never appears
within a prepositional phrase. Verbs must
agree with their subjects in person and
684
Far from the madding° crowd’s ignoble strife,
Their sober wishes never learned to stray;
73 madding: acting as if mad;
frenzied. Teach
75 Along the cool sequestered° vale of life 75 sequestered: sheltered;
They kept the noiseless tenor° of their way. secluded.
76 tenor: course; direction. Reading Strategy 2
Yet even these bones from insult to protect
Some frail memorial still erected nigh, Draw Conclusions Draw
With uncouth rhymes and shapeless sculpture decked, attention to lines 81–84. Ask:
80 Implores the passing tribute of a sigh. What kind of inscriptions might
the tombstone engraver use?
Their name, their years, spelt by the unlettered Muse,° 81 unlettered Muse: uneducated
poet (Gray is referring to the Why? (The “holy text” would refer
The place of fame and elegy supply:
And many a holy text around she strews, 2 tombstone engraver). to the Bible. Verses, proverbs, and
That teach the rustic moralist to die. other quotations on the tombs
would offer people lessons about
85 For who to dumb Forgetfulness a prey, death.)
This pleasing anxious being e’er resigned,
Left the warm precincts of the cheerful day,
Nor cast one longing lingering look behind?
On some fond breast the parting soul relies,

90 Some pious drops the closing eye requires;
Even from the tomb the voice of Nature cries,
Even in our ashes live their wonted° fires. 92 wonted: customary; usual. Reading Strategy 3
For thee, who mindful of the unhonored dead Interpret Imagery Answer:
Dost in these lines their artless tale relate; The two images contrasted in this
95 If chance, by lonely contemplation led, stanza are the “madding crowd’s
Some kindred spirit shall inquire thy fate,
ignoble strife” and the “noiseless
Haply° some hoary-headed swain° may say, 97 Haply: perhaps.
tenor” of village life. The speaker
“Oft have we seen him at the peep of dawn hoary-headed swain: white-haired is praising the quiet, sheltered life
countryman.
Brushing with hasty steps the dews away of the country and disdaining the
100 To meet the sun upon the upland lawn. frenetic, crowded life of the city.
“There at the foot of yonder nodding beech
That wreathes its old fantastic roots so high,
His listless° length at noontide would he stretch
And pore upon the brook that babbles by. 103 listless: lacking in energy;
Literary History S
sluggish.
A Phrase Lives On In 1874,
the Englishman Thomas Hardy
Interpret Imagery What two images are contrasted in this
stanza? 3 published a novel titled Far from
the Madding Crowd. This title was
Vocabulary
taken from Gray’s poem. Like the
−− ) adj. crude; lacking polish, culture,
uncouth (un kooth
or refinement
poem, Hardy’s novel was set in the
kindred (kindrid) adj. like; allied; similar countryside.
THOMAS GRAY 685
Advanced Learners
0682_0686_U4P1_877981.indd 685 3/4/08 4:22:33 PM
Citizenship Remind students that the rituals). Point out that most cultures
dead are remembered in many ways. have special customs for honoring the
Invite pairs to research ways in which deceased. Students might also consider
the dead are commemorated today—not monuments, commemorative stamps or
only the famous, but also average people coins, or musical tributes. Have students
like those of Stoke Poges. Suggest that share their research with the class.
students begin their research by thinking
about elements of funeral or memorial
services (such as eulogies, poems, or
685
Teach 105 “Hard by yon wood, now smiling as in scorn,
Muttering his wayward° fancies he would rove, 106 wayward: irregular;
unpredictable; erratic.
Now drooping, woeful wan, like one forlorn,
Or crazed with care, or crossed in hopeless love.
Literary Element 1
“One morn I missed him on the customed hill,
Personification Point out that 110 Along the heath° and near his favorite tree; 110 heath: a stretch of land
Gray makes fortune, fame, science, Another came; nor yet beside the rill° covered with heather or wild shrubs.
111 rill: a small stream or brook.
melancholy, and misery seem Nor up the lawn nor at the wood was he;
human by capitalizing their names
“The next with dirges° due in sad array 113 dirges: songs of mourning.
and suggesting they are capable of Slow through the churchway path we saw him borne.
human activity. Ask: How does 115 Approach and read (for thou canst read) the lay,° 115 lay: poem.
this personification affect your Graved on the stone beneath yon aged thorn.”° 116 thorn: a hawthorn, a thorny
understanding of the speaker’s tree with white or pink flowers.
ideas? (Students may say that The Epitaph

personification helps them visualize Here rests his head upon the lap of Earth
the concepts being discussed or A youth to Fortune and to Fame unknown.
makes Gray’s points more force- Fair Science frowned not on his humble birth,
ful.) Encourage students to look 120 And Melancholy marked him for her own.
back through the poem to find
Large was his bounty, and his soul sincere,
other examples of personification.
Heaven did a recompense as largely send:
He gave to Misery all he had, a tear; 1
He gained from Heaven (’twas all he wished) a friend.
125 No farther seek his merits to disclose,

Or draw his frailties from their dread abode
Literary Element 2 (There they alike in trembling hope repose),
The bosom of his Father and his God.
Epitaph Answer: Gray
identifies with the poor, obscure
rustics mentioned earlier in the
poem. He also asserts that he
was born with a melancholy
personality.
ENGLISH LEAR N ERS Remind
students of these facts about Gray:
he lived quietly, never married, had
only a few friends, and published
only thirteen poems. Ask: In what
ways does the epitaph describe
Gray? (The epitaph describes a Epitaph Some critics maintain that Gray wrote his own epitaph at
man who was unknown but sin- 2 the end of the poem. If so, what do these lines tell you about Gray?
cere in his work and who had and

wanted only one dear friend.) 686 U N IT 4 THE TRI UMP H OF ROMANTI C I S M
Vocabulary Practice
Progress Check 0682_0686_U4P1_877981.indd 686 12/12/07 3:56:26 PM
SPIRAL
REVIEW
Changes in Language Write on Call on volunteers to share dictionary
Can students understand the board these words from the definitions of these words as they were
epitaph? elegy: knell, lowing, lea, save, folds, used in Gray’s time. Then challenge
If No ➔ See Unit 4 Teaching cell, hamlet, hearth, ply, sickle, furrow, students to write original sentences using
Resources Book, p. 26. glebe, and jocund. Explain that these terms these words with their eighteenth-century
are not widely used today. Words such as definitions.
cell have acquired a very different meaning.
To check students’ understanding
of the selection, see Unit 4
Teaching Resources Book, p. 30.
686
After You Read After You Read
Respond and Think Critically
6. (a)What does the person described in the epitaph
Assess
Respond and Interpret
1. (a)What emotions did you experience while
have in common with the other people described 1. (a) Sadness or consolation
in the elegy? (b)What evidence can you find in the
reading Gray’s elegy? (b)What lines or images (b) Students’ answers will vary.
poem that Gray described himself in the epitaph?
prompted these emotions?
2. (a) The dead no longer feel
7. (a)Do you find Gray’s elegy to be sad, hopeful,
2. (a)In lines 17–28, what sights, sounds, and feelings
or both? (b)Some critics have called Gray’s elegy the breeze, hear the swallows,
does the speaker say the dead have left behind?
overly sentimental. Do you agree with this criti- rise to the crowing cock, enjoy
(b)What do these images have in common?
cism? Explain. the fire, or interact with their
3. (a)In lines 45–64, what does the speaker speculate
Connect families. (b) The world of the
some of the country people might have become
if they had been able to fulfill their potential? English countryside
8. Big Idea The Stirrings of Romanticism
(b)What kept them from fulfilling their potential?
How does “Elegy Written in a Country 3. (a) Political or military leaders,
4. (a)Summarize the speaker’s feelings about the Churchyard” demonstrate that writers at this poets, musicians, or orators
dead. (b)How does the speaker hope readers will time were beginning to focus on emotion, (b) They were poor and
feel about the people buried in the churchyard? imagination, and nature rather than on reason,
uneducated.
science, and classical literature? Use details from
Analyze and Evaluate the poem to support your answer. 4. (a) The speaker expresses
5. In your opinion, what is the main theme of this
9. Connect to Today If you were to rewrite regret that the dead rustics had
poem? Use specific lines or phrases to support few opportunities. (b) He hopes
the elegy for modern American readers, what
your answer.
famous people would you choose to take the readers will share his affection
place of Hampden, Milton, and Cromwell?
and sympathy.
Explain your choices.
5. Wasted human potential (lines
45–64), the democracy of
Literary Element Epitaph Review: Elegy
death (lines 29–44), and the
An epitaph may describe the merits and accom- As you learned on page 438, an elegy is a poem
plishments of a person who has died, or it may mourning the death of an individual or lamenting
spiritual peace of the poor
take the form of an appeal from the dead to those a tragic event. In the eighteenth century, the so-called (lines 73–76)
who pass by the grave. A number of writers have graveyard school of English poets wrote elegies that 6. (a) He is not famous or fortunate.
composed their own epitaphs. were general reflections on death and immortality
(b) In lines 93–96, the speaker
and combined somber imagery of human imperma-
1. What form does the epitaph at the end of the addresses himself and refers to
nence with philosophical speculation.
poem take?
the poem he is writing. In lines
Group Activity Meet with a small group and
2. Assuming that Gray has written his own epitaph, 98–116, the speaker imagines a
discuss the following questions:
how does he choose to be remembered?
speech about himself narrated by
1. What characteristics make Gray’s elegy an exam-
ple of the graveyard-school poetry? “some hoary-headed swain,” who
2. What does Gray’s “Elegy” mourn? Does it just
introduces the epitaph.
lament the loss of one individual, or does it go 7. (a) Students’ answers will vary.
beyond this? Cite evidence from the poem to (b) Students’ answers will vary.
support your response.
8. Gray writes a highly emotional
elegy that laments the loss
THOMAS GRAY 687 of human life. Gray also uses
imagination to speculate upon
the lives of the people buried in
0687_0688_U4P1_877981.indd 687 12/12/07 3:57:22 PM
the churchyard. Finally, images
Literary Element Review: Elegy drawn from nature are an inte-
1. The setting, the melancholy gral part of the poem.
1. The epitaph primarily describes the imagery, the obsession with
9. Make sure that students
character and personality of the dead death, and the philosophical
justify their choices.
person. speculations mark Gray’s poem
2. Gray wishes to be remembered as as an example of the Graveyard
a melancholy youth who failed to School.
achieve fame and fortune but was 2. Students may say that the elegy
kind and blessed by Heaven with a also mourns wasted human
friend. potential.
687
After You Read Reading Strategy Interpret Imagery Write with Style
In his elegy, Gray often uses contrasting imagery.
Assess For example, the “madding crowd’s ignoble strife”

contrasts with the “noiseless tenor” of the village
Apply Imagery
Assignment Stark images lend power to the epi-
(lines 73–76).
taph that ends Thomas Grey’s poem “Elegy Written
Reading Strategy 1. Identify an example of contrasting imagery
in a Country Churchyard.” Write an epitaph of your
in lines 105–108.
own that commemorates a famous person, or one
2. How does Gray’s use of contrasting images that you would like to appear on your own grave-
1. In this stanza, Gray contrasts contribute to the meaning of the poem? stone. Use vivid imagery to convey your ideas.
the man’s “smiling as in scorn”
Vocabulary Practice Get Ideas First, brainstorm or write in your
with his “drooping, woeful wan” journal to find a subject for your epitaph. Then
appearance. Practice with Analogies Choose the word make a word web or list to identify the characteris-
that best completes each analogy. tics you want to highlight. Finally, visualize and jot
2. Gray’s use of contrasting imagery
1. obligatory : necessary :: certain : down images that capture those characteristics. You
helps to memorialize the com- may also want to research famous epitaphs for
a. uncouth c. genial
mon people as opposed to the inspiration.
b. pomp d. inevitable
famous and fortunate. Give It Structure Reread the last sixteen lines of
2. cold : hostile :: warm :
a. kindred c. inevitable Gray’s poem to remind yourself of the form and
Vocabulary b. genial d. uncouth purpose of an epitaph. Structure your epitaph
around a central focus—for instance, something
3. simplicity : plainness :: magnificence :
1. d 2. b 3. a 4. c 5. b important, striking, or unusual about your subject—
a. pomp c. uncouth in order to establish an overall impression.
b. genial d. kindred
Look at Language Choose concrete, specific
Academic Vocabulary 4. rare : common :: refined : words and images to express the person’s unique
a. genial c. uncouth qualities. Even if your poem is only a few lines
Students might respond that many b. kindred d. pomp long, it should show variety, express your personal
minority and ethnic groups are 5. restless : serene :: unlike : voice, and maintain readers’ interest.
minimized today. a. inevitable c. pomp EXAMPLE:
b. kindred d. uncouth
butterfly flown
Write with Style Academic Vocabulary

In “Elegy Written in a Country Churchyard”
Here lies a departed person.
Who flitted through life’s glorious garden.
Taking with her a shining light.
Students’ epitaphs should focus Gray writes about people whose importance
on a central idea or image. They society has minimized.
should use vivid sensory details Minimize is an academic word that can be
and express a strong voice. applied to many everyday situations. For
example, a campaign manager might try to
minimize his candidate’s faults.
For additional assessment, To further explore this word, answer the fol-
see Assessment Resources, lowing question: Are any groups of people
pp. 173–174. minimized today in American society? Literature Online
For more on academic vocabulary, see pages Selection Resources For Selection Quizzes, eFlashcards,
56 and R81. and Reading-Writing Connection activities, go to
Writing Practice
0687_0688_U4P1_877981.indd 688 3/4/08 4:23:23 PM
SPIRAL
REVIEW
Vivid Images After students have • When I think about how this person
used a word web to identify the speaks, what I most remember is .
characteristics they want to include • When I think of what this person has
in their epitaph, have them use these accomplished, I am most impressed
starter sentences to generate specific, by .
interesting details for images. They should • When I think of this person, I feel .
generate more than one response to each
question.
• When I think about how this person
looks, what I most notice is .
688
Burns’s Poetry Focus
Meet Robert Burns Bellringer Options
(1759–1796)
Transparency 54
S
cottish author Robert Burns was famous
both for his songwriting and his poetry. Or play an association game with
Still celebrated as a Scottish national hero,
he wrote simple lyrics that continue to capture the
students. Name a holiday or other
imagination of readers around the world. He had event and ask them to think of
a keen ear for the speech of his native land, and There, he played the role expected of him—that a song that they identify with it.
in his work he employed its characteristic sound of a gifted but uncultured rustic. For example, for Independence
to impart a fresh vitality to English literature.
Labor of Love In 1788 Burns left Edinburgh Day, students might say “The Star
and settled on a farm in Ellisland, Dumfriesshire. Spangled Banner.” End the game
When his friend James Johnson planned to com-
“My heart’s in the Highlands, my pile a definitive anthology of Scottish folk songs,
with New Year’s Eve. When students
heart is not here, he asked Burns to help him, and Burns jumped at name “Auld Lang Syne,” ask them
My heart’s in the Highlands a-chasing the chance. He threw himself wholeheartedly into to think about why this song is
the project and for the next three years roamed appropriate in marking the passage
the deer.” the countryside collecting, editing, and writing
lyrics for many old Scottish tunes, thus preserving of time. Tell students they will be
—Robert Burns the rhythms and accents of his native tongue. reading this poem and others by
Considering this work to be a labor of love, he Robert Burns.
declined payment, even refusing to allow his name
Peasant-Poet Burns was born on a farm in south- to appear in the collection. In doing so, he created
western Scotland to poor, uneducated peasants. As difficulties for scholars, who have found it almost
a boy, he worked on the farm and attended school impossible to determine where some of the original
infrequently. Whatever education Burns obtained folk songs leave off and Burns’s contributions
came mainly from reading. His favorite writers begin.
were Shakespeare and Pope. Burns’s mother, uned-
ucated but imaginative, taught him the ballads, Sadly enough, Burns’s devotion to his country and
legends, and songs of the Scottish peasants. These to the peasant life was the cause of his early death.
songs inspired him to write poetry of his own. He had developed a heart disease from strenuous
work on his father’s farm as a boy, and he finally
After the death of his father, Burns quickly succumbed to it at the age of thirty-seven. But
developed his gift for expressing emotions of love, Burns the poet lives on in spirit when every year
friendship, and amusement in verse. He also on New Year’s Eve people join hands and sing his
attempted to keep the family farm going but beautiful song “Auld Lang Syne.”
failed. Soon, however, his fortunes changed for
the better. At the age of twenty-seven, he pub-
lished Poems, Chiefly in the Scottish Dialect, a work Literature Online
that enjoyed immediate success with simple farm-
Author Search For more about Robert Burns, go to
ers and sophisticated critics alike. Burns then tem- glencoe.com and enter QuickPass code GLB9817u4.
porarily gave up farming and moved to Edinburgh.
ROBERT BURNS 689
Selection Skills
0689_0690_U4P1_877981.indd 689 3/4/08 4:24:40 PM

• Dialect (SE pp. 690, 691, To a Mouse / • Write a Poem (SE p. 694)
694) Auld Lang Syne

• Monitor Comprehension • Synonyms (TE p. 690)
(SE pp. 690, 692, 694)
689
Before You Read Literature and Reading Preview
Learning Objectives
For pages 689–694
Focus
Connect to the Poems In studying these texts, you
How important are the people and events from your past? objectives:
Discuss this question with a partner. Consider whether it is Literary Study: Analyzing
Summary better to reflect on the past or to look toward the future. dialect.
Reading: Monitoring
The poems by Burns included here Build Background comprehension by
Robert Burns’s poetry flourished during a time when the English- paraphrasing.
reflect the language and rhythms
controlled British government was trying to subdue Scottish Writing: Writing a poem.
of traditional Scottish folk songs. patriotism by depriving Scots of civil liberties. Burns’s Poems,
“To a Mouse” recognizes the bond Chiefly in the Scottish Dialect did much to restore a sense of
between humans and animals; pride in his fellow Scots, and later his preservation of traditional
Scottish songs raised Burns to the status of folk hero. His work
“Auld Lang Syne” celebrates the
reflects his deep connection to Scottish peasant life and nature.
past alive in memory.
Set Purposes for Reading
For summaries in languages other
Big Idea The Stirrings of Romanticism
than English, see Unit 4 Teaching As you read, ask yourself, How do Burns’s poems reflect the
Resources Book, pp. 32–37. importance of feelings, imagination, and sensitivity to nature?
Literary Element Dialect

A dialect is a variety of language that is characteristic of a parti-
Vocabulary cular region or group of people. Burns wrote many poems in Vocabulary
Lowland Scots, a dialect of English. In this dialect, an apostro- dominion (də min yən) n. con-
Synonyms Remind students phe often indicates missing letters: for example, the apostrophe trol or the exercise of control;
that when they read a poem in tim’rous stands for the letter o in the word timorous. As you p. 691 Gandhi spearheaded a
read, ask yourself, What makes this language distinctive?
written in dialect, they will often movement to put an end to
England’s dominion over India.
use synonyms as they paraphrase Reading Strategy Monitor Comprehension
the poem’s content. Write lines bleak (blēk) adj. cold; harsh;
Monitoring your comprehension means thinking about
raw; p. 692 The bleak wind
8, 23, and 38 of “To a Mouse” whether you are understanding what you read. Reading and
howled through the chinks in the
on the board. Ask students to understanding Burns’s dialect is like breaking a code. First, read
doors and window frames.
each poem silently, using the side notes for help. Then read
practice paraphrasing these lines, each poem aloud, listening to its sounds and rhythms. Check foresight (fôr sı̄t´) n. prepara-
substituting a synonym for each your understanding by paraphrasing each stanza—restating it in tion or concern for the future;
vocabulary word. Then compare your own words. As you read, ask yourself, Am I understanding p. 692 His grandfather’s foresight
students’ paraphrases. the meaning of this poem? in saving money helped pay for
Randall’s education.
Tip: Taking Notes Use a chart to record difficult passages and
your paraphrases of them. Tip: Word Usage When you encoun-
ter new words, it might help you to
Passage Paraphrase answer a specific question about the
word—for example, What was a situa-
“Should auld acquaintance Should we forget our
tion in which I wish I had shown
For additional vocabulary practice, be forgot” old friends? more foresight than I did?
Book, p. 40.
Reading Practice
SPIRAL 0689_0690_U4P1_877981.indd 690 3/9/08 10:10:14 AM
REVIEW PARTNERS
Read Aloud To prepare Have students listen as you read aloud Students may feel shy about reading
students to read and the first stanza of “Auld Lang Syne.” aloud at first, so encourage them to play
paraphrase Burns’ poems, ask: Do you Then ask: What words in these lines with the language and not worry about
usually read a poem silently or aloud? sound like words you know, even if mistakes.
(Responses will vary.) Explain that reading their printed form looks odd? (auld =
a poem aloud helps readers understand old, min’ = mind) Then ask students to
the poem’s content, especially when the practice reading the poem to each other
poem is written in dialect. in pairs.
690
Teach
Literary Element 1
Dialect Answer: I would be
very unwilling to run after and
chase you wielding a dangerous
tool!
Literary Element 2
Robert Burns Dialect Answer: Burns uses

Town Mouse and Country Mouse, from Aesop’s Fables.
Standard English to draw attention
Edward Julius Detmold (1883–1957). Private collection. to this particular stanza, emphasiz-
This illustration comes from a collection ing that human interference with
of fables—tales in which animals are often richly
On Turning Her Up in Her Nest characterized. Do either of the mice in this image nature has caused animals to be
with the Plow, November, 1785 reflect Burns’s description? Explain. suspicious of people.
Wee, sleekit,° cow’rin’, tim’rous beastie, 1 sleekit: sleek.
O, what a panic’s in thy breastie! For additional literary element
Thou need na start awa sae hasty practice, see Unit 4 Teaching
Wi’ bickering brattle!° 4 bickering brattle: the sudden Resources Book, p. 38.
5 I wad be laith° to rin an’ chase thee sounds of a scamper.
5 wad be laith: would be loath, or
Wi’ murd’ring pattle!° reluctant.
6 pattle: a plowstaff (small paddle
I’m truly sorry man’s dominion or spade with a long handle, used to
clean a plow).
Has broken Nature’s social union
An’ justifies that ill opinion S
10 Which makes thee startle Answer: Some students may say
At me, thy poor, earthborn companion that the gray mouse at the bottom
An’ fellow mortal!
of the image fits the descrip-
I doubt na, whiles,° but thou may thieve; 13 whiles: sometimes. tion of “wee, sleekit, cow’rin,
What then? poor beastie, thou maun° live! 14 maun: must. tim’rous,” because it is huddled
beneath the plant and very small.
Other students might say that
Dialect How would you restate this sentence in Standard English? 1
neither mouse fits the descrip-
Dialect Why do you think Burns mainly uses Standard English
2 tion, because they have not been
and not Scottish dialect in this stanza?
disturbed by a human.
Vocabulary Edward Julius Detmold
dominion (də minyən) n. control or the exercise (1883–1957) and his twin
of control
brother, Maurice, began drawing
plants and animals at early ages
ROBERT BURNS 691
under the tutelage of their uncle.
English Learners Their work shows influences of
DI F F ER ENTIATED I N STR U CTION
0691_0693_U4P1_877981.indd 691 3/4/08 4:26:02 PM Japanese-style illustration. Among
other successes, they are credited
Intermediate Remind students that another. Encourage students to look for with watercolor illustrations for
rereading a passage or verse will help them ways to improve their fluency. Suggest that Rudyard Kipling’s Jungle Book.
develop fluency. It will also help them partners listen for cadence, expression, tone,
recognize and appreciate any rhetorical and pronunciation.
or literary devices that the poet has used.
Have students work with a partner to take
turns rereading stanzas of the poem to one
691
Teach 15 A daimen-icker in a thrave°
’S a sma’ request:
15 daimen-icker in a thrave: an
occasional ear of corn in a bundle.
I’ll get a blessin’ wi’ the lave° 17 lave: remainder.

An’ never miss ’t!
Reading Strategy 1
Thy wee-bit housie, too, in ruin!
Monitor Comprehension 20 Its silly wa’s° the win’s are strewin’! 20 silly wa’s: weak walls.
Answer: You had to work hard An’ naething, now, to big° a new ane 21 big: build.
to make a home out of that small O’ foggage° green! 22 foggage: moss.
pile of leaves and stubble! Now, An’ bleak December’s winds ensuin’,
Baith snell° an’ keen! 24 snell: bitter; severe.
despite all your hard work, you are
turned out of house and home. 25 Thou saw the fields laid bare an’ waste,
ENGLISH LEAR N ERS Guide English An’ weary winter comin’ fast,
learners to rewrite these lines, mak- An’ cozie here, beneath the blast,
Thou thought to dwell,
ing these substitutions, before they
Till crash! the cruel coulter° past 29 coulter: a plowshare (blade
attempt the paraphrase: stubble 30 Out through thy cell. attached to a plow).
for stibble, your for thee, many for
mony, you’re for thou’s, without for That wee bit heap o’ leaves an’ stibble° 31 stibble: stubble.
but, and shelter for hald. Has cost thee mony a weary nibble!
Now thou’s turned out, for a’ thy trouble,
But° house or hald,° 34 But: without. hald: an obsolete
35 To thole° the winter’s sleety dribble form of hold, meaning “shelter.”
35 thole: endure.
An’ cranreuch° cauld! 36 cranreuch: frost.
But, Mousie, thou art no thy lane° 37 no thy lane: not alone.
For additional practice using the In proving foresight may be vain:
reading skill or strategy, see Unit 4 The best laid schemes o’ mice an’ men
Teaching Resources Book, p. 39. 40 Gang aft a-gley° 40 Gang aft a-gley: go often awry;
An’ lea’e° us nought but grief an’ pain turn out badly.
41 lea’e: leave.
For promised joy.
Still thou art blest, compared wi’ me!

The present only toucheth thee:
45 But, och! I backward cast my e’e
On prospects drear!
An’ foward, tho’ I canna see,
I guess an’ fear!
Monitor Comprehension How would you paraphrase these

1 lines?
Vocabulary
bleak (blēk) adj. cold; harsh; raw
foresight (fôr´sɪ̄t´) n. preparation or concern for
the future
Reading Practice
0691_0693_U4P1_877981.indd 692 12/12/07 4:13:06 PM
SPIRAL
REVIEW
Paraphrase Burns’s poetry Assign students to small groups and have
presents an excellent opportunity group members divide the stanzas in
to work on paraphrasing in groups each poem on an equitable basis. Using
since his use of dialect is challenging even the side notes as a guide for dialect, each
to proficient English speakers. Remind student should paraphrase in modern
students that to paraphrase means to English the lines for which he or she is
restate something in your own words. responsible.
692
Teach
Big Idea 2
Robert Burns The Stirrings of
Romanticism Answer: This
Should auld acquaintance be forgot, stanza implies that friendships and
And never brought to min’?
personal relationships, which are
Should auld acquaintance be forgot,
And auld lang syne?1 based on emotional attachment,
are worth cherishing and
5 For auld lang syne, my dear. celebrating.
For auld lang syne,
We’ll tak a cup o’ kindness yet,
For auld lang syne.
We twa hae run about the braes,2

Literary History S
10 And pu’d the gowans3 fine; Auld Lang Syne The song “Auld
But we’ve wander’d mony a weary foot Lang Syne” uses the words of
Sin’ auld lang syne. Burns’s poem which appeared in
James Johnson’s publication Scots
We twa hae paidled i’ the burn,4
From morning sun till dine; Musical Museum (1787–1803).
15 But seas between us braid hae roar’d5 According to Burns, the words
Sin’ auld lang syne. were not entirely of his composi-
tion but were taken down by him
And there’s a hand, my trusty fiere,6 “from an old man’s singing.”
And gie’s a hand o’ thine;
And we’ll tak a right guid-willie waught,7
20 For auld lang syne.
And surely ye’ll be your pint-stowp,8 Progress Check

And surely I’ll be mine;
And we’ll tak a cup o’ kindness yet Can students understand
For auld lang syne. dialect?
If No ➔ See Unit 4 Teaching
1. Auld lang syne means “old long ago.”
2. Braes are hills. Resources Book, p. 49.
3. Pu’d the gowans means “pulled the daisies.”
4. Hae paidled i’ the burn means “have paddled in the stream.”
5. Braid hae roar’d means “broad have roared.”
6. Fiere means “friend.”
7. Tak a right guid-willie waught means “take a good drink.”
8. Ye’ll be your pint-stowp means “you’ll pay for your pint.” of the selection, see Unit 4 Teach-
ing Resources Book, p. 41.
The Stirrings of Romanticism How does this stanza suggest
the importance of human relationships and emotions? 2
ROBERT BURNS 693
Approaching Level
0691_0693_U4P1_877981.indd 693 12/12/07 4:13:29 PM
Emerging To help students understand (old times, what they did while children, The left side lists the childhood memories
this poem, describe the event and what has happened since they last met) that the speaker recalls (running in the
setting that prompt the speaker’s Then have students complete a T-chart hills, etc.). The right side lists what has hap-
words. Say: Two childhood friends as they read the poem to help them pened to the friends since they last met
meet in a tavern or inn. They are understand the events that the speaker (crossing the sea, etc.).
surprised to see each other after so mentions in each stanza.
many years. Ask: What might these old
running in the hills weary wandering
friends talk about?
693
Assess Respond and Think Critically

5. (a)What lesson does the mouse’s experience
1. Students’ responses will vary. 1. Which lines from the poems did you find most
teach, according to the speaker? (b)What is
ironic, or unexpected, about the ideas in the
2. (a) The speaker accidentally memorable? Why?
last stanza of the poem?
destroys the mouse’s nest. (b) 2. (a)What has the speaker done to the mouse in
The speaker regrets it because “To a Mouse”? (b)What reasons does the Connect
speaker give for regretting what has happened?
his action broke “nature’s social 6. Big Idea The Stirrings of Romanticism
union,” justified the animal’s fear 3. (a)Whom does the speaker address in “Auld Why do you think Burns’s poems appealed so
Lang Syne”? (b)What is the speaker’s attitude much to Scottish peasants?
of people, destroyed the results
toward friendship and old times?
of its hard work, and left it unpro- 7. Connect to Today “Auld Lang Syne” is still
Analyze and Evaluate sung on New Year’s Eve by many people. Do
tected as winter approaches. people still share Burns’s attitudes about friend-
3. (a) The speaker addresses a 4. What does the second stanza in “To a Mouse”
ship, as well? Support your answer.
seem to suggest about the speaker’s view of
cherished person, called “my the relationship between nature and human
dear” and “my trusty fiere.” (b) beings? Explain.
Friendship is an important value,
and old times are worth recall- Literary Element Dialect Reading Strategy Monitor Comprehension
ing fondly. Dialects may differ in pronunciation, grammar, Efficient readers monitor their comprehension
4. There is a bond between vocabulary, and spelling from standard forms of by having mental conversations with themselves as
humans and animals. Each language. they read. They notice when something does not
make sense, and they apply strategies to aid com-
must struggle to survive. 1. Use Standard English to reword several stanzas
from the poems. Which version of each stanza prehension, such as paraphrasing, that are appro-
5. (a) Planning and hard work do you prefer? Why? priate to the work and their own learning style.
cannot guarantee success. (b) Review the chart you created as you read these
2. Why do you think Burns chose to write these poems, and then answer the following questions.
The human intellect is a disad- poems in his native dialect, Lowland Scots,
vantage since it brings pain. rather than in Standard English? 1. How would you paraphrase lines 19–20 of “To
a Mouse”?
6. Burns is sympathetic to the Writing 2. How does paraphrasing specific lines and stan-
smallest creature and use dia- zas help you to understand them better?
Write a Poem Using Burns’s “Auld Lang Syne”
lect as a vehicle for literature. as a model, write your own poem celebrating Vocabulary Practice
7. Answers will vary. friends and events of your past. Try to incorpo-
rate the same songlike rhyme scheme that Practice with Word Usage Respond to these
appears in Burns’s poem. You may also wish to statements to help you explore the meanings
Writing include a chorus that repeats throughout your

poem, making it more of a song.
of vocabulary words in the poems.
1. Name some people who hold dominion
Students’ poems should describe over you.
events or people from the past. Literature Online
2. Give an example of bleak weather.
The poems should use some Selection Resources For Selection Quizzes, eFlashcards,
3. Think of a time when your foresight served
and Reading-Writing Connection activities, go to
kind of rhyme scheme, similar to glencoe.com and enter QuickPass code GLB9817u4. you well.
Burns’s poem.
Literary Element
1. Students’ paraphrasing should 0694_U4P1_877981.indd 694 3/4/08 4:26:52 PM
Reading Strategy Vocabulary

accurately restate the main idea
in each stanza. 1. Your small house is in ruins, the weak 1. Students might mention parents,
2. Students may say that Burns walls crumbling. teachers, coaches, and anyone else
sought to preserve his Scottish 2. Paraphrasing is a way to retell in a who restricts their behavior.
culture. logical order using clear language. 2. Students should mention harsh
weather conditions, like a blizzard or
dry, parching heat.
3. Students should mention a time
when they thought something out
ahead of time.
694
from A Vindication
of the Rights of Woman Focus
Meet Mary Wollstonecraft
Bellringer Options
(1759–1797)
W
hen Mary Wollstonecraft wrote A
Vindication of the Rights of Woman, she Selection Launcher
became the mother of the feminist a world in which women would not be limited to
movement and launched a struggle that would menial labor or relegated to the dependent roles of Selection Focus
continue for more than two centuries. Through wife, companion, or governess. Despite her radical Transparency 34
her writing, Wollstonecraft exposed injustices, determination “to loudly demand Justice for one
half of the human race,” the work was well Daily Language Practice
challenged a society dominated by white, upper-
class males, and promoted social improvement. received. Transparency 55
Awakening to Social Injustice Wollstonecraft Or write the word education on
was born in London to a violent, alcoholic father the board and invite students to
who squandered the family’s fortune. Her child- “[I]t is a farce to call any being
give reasons why it’s important.
hood was filled with anxiety and fear, and she virtuous whose virtues do not result
quickly realized the subservient role of women: Create a web with students’
her mother was abused and submissive, and her from the exercise of its own reason. ideas. Point out that throughout
brother was well educated, while she was not. This was Rousseau’s opinion respecting history, education has been the
Wollstonecraft resented her family and the
inequalities that existed between the sexes. men: I extend it to women.” avenue to a better life for many
—Mary Wollstonecraft people. Ask: What should a
Controversial Writer With limited opportunities
to support herself and her family, Wollstonecraft good education include?
tried the few professions available to middle-class Tell students to look for Mary
women—governess, lady’s companion, and educa- A Troubled Life Although neither Wollstonecraft Wollstonecraft’s ideas on this
tor. While a governess, Wollstonecraft wrote her nor William Godwin believed in marriage, their
first novel, Mary: A Fiction. The novel is a cul- bond was strong. However, their life together was
subject as they read the selection.
tural critique of a patriarchal and aristocratic cut short when Wollstonecraft died just eleven days
society. It was published by Joseph Johnson, who after giving birth to her daughter Mary, who would
later hired Wollstonecraft to be a reviewer for his become Mary Shelley, author of Frankenstein.
journal Analytical Review and introduced her to Godwin was devastated by Wollstonecraft’s death
the political theorist William Godwin, whom and decided to publish her unfinished novel, in
Wollstonecraft later married. which she documented “the misery and oppression,
At the Analytical Review, Wollstonecraft continued peculiar to women, that arise out of the partial laws
to write educational tracts, believing that through and customs of society.” Since then, her writings
education women would become an integral part have been praised for their influence on the
of society. She published her first controversial women’s rights movement.
work, A Vindication of the Rights of Men, anony-
mously in 1790, and she continued her work on Literature Online
education and politics with the publication of A Author Search For more about Mary Wollstonecraft, go
Vindication of the Rights of Woman in 1792. She to glencoe.com and enter QuickPass code GLB9817u4.
called for a “revolution in female manners” and for
MARY WOLLSTONECRAFT 695
Selection Skills
0695_0696_U4P1_877981.indd 695 3/4/08 4:28:25 PM

• Thesis (SE pp. 696, 697, 699, 701, from A Vindication of • Persuasive Essay (SE p. 704)
703) the Rights of Woman • Intervening Expressions (TE p. 698)
• Allusion (SE p. 703)

• Evaluate Argument (SE pp. 696, • Denotation/Connotation
697, 699, 701, 703) (SE p. 703)
695
Learning Objectives
For pages 695–704
Connect to the Essay In studying this text, you will
Focus Has the women’s rights movement achieved true, full equality
since Wollstonecraft’s time? With a small group, discuss whether
objectives:
Literary Study: Analyzing
Summary discrimination against women still exists, and in what ways. thesis.
Reading: Evaluating
The author states her thesis that Build Background argument.
The English were divided on the French Revolution that broke
societal neglect of women’s educa-
out in 1789. The British statesman and orator Edmund Burke
tion has made them weak. She defended the aristocracy in Reflections on the Revolution in
contends that women should France. Wollstonecraft disagreed in A Vindication of the Rights
develop those abilities that are con- of Men, citing the social and economic inequality in England. In
the essay, she mentioned the rights of women—a subject she Vocabulary
sidered signs of noble character in
developed in A Vindication of the Rights of Woman. indignation (in´ dig nā shən)
men. The author then refutes those
n. anger aroused by something
who believe the purpose of female Set Purposes for Reading unjust or mean; p. 697 We felt
education should be to render them Big Idea The Stirrings of Romanticism indignation at our unfair treatment.
pleasing. This cultivation of “artifi- As you read, ask yourself, How does Wollstonecraft challenge rational (rash ən əl) adj. able
cial graces,” she argues, eventually the values of her time and call for change? to reason; sensible; p. 697 The
makes women servile or bitter. speaker remained rational, though
Literary Element Thesis angry, throughout the debate.
The thesis of a persuasive essay is the statement of the prop- faculty (fak əl tē) n. capacity
osition to be proved. A thesis may be stated directly or implied of the mind; ability; aptitude;
than English, see Unit 4 Teaching
and is usually expressed toward the beginning of the essay. p. 700 Kathleen possessed the fac-
Resources Book, pp. 43–48. The writer must then present convincing evidence, such as ulty to solve difficult math problems.
facts, reasons, and well-supported opinions. As you read, ask
yourself, What thesis is Wollstonecraft trying to prove? congenial (kən jēn yəl) adj.
compatible; agreeable; p. 700
Vocabulary Reading Strategy Evaluate Argument The congenial couple loved and
respected each other.
Persuasion Have students Argument is a type of writing in which logic and reason are
used to persuade the reader. Evaluating argument means condescend (kon´ di send) v. to
brainstorm political and social lower oneself; p. 701 She wouldn’t
judging an argument and the credibility of the writer on the
conditions about which they have basis of how well he or she establishes authority and supports condescend to cheat on a test.
strong opinions. Ask them to choose a thesis with convincing evidence. As you read, ask yourself,
a topic and write a persuasive letter Am I convinced by this argument?
to the editor about it, using at least
Tip: Taking Notes Use a chart like the one below to record the
three of the vocabulary words. reasoning behind Wollstonecraft’s argument. Determine whether
Encourage students to include her reasons are credible.
specific examples.
Argument Support Credibility
696 U N IT 4 THE TRI UMP H OF ROMANTI S I C M
Reading Practice
SPIRAL 0695_0696_U4P1_877981.indd 696 3/9/08 10:12:22 AM
SMALL GROUP REVIEW
Prereading Divide Have a representative of each group
the class into groups of report its findings to the class. (Students
three. Have the groups discuss what they should discuss women’s limited educa-
know about women’s social, political, tional and job opportunities, economic
and economic circumstances in British or reliance on men, and inability to vote.)
American society through the eighteenth
century. Encourage them to recall fiction
and nonfiction they have read as well as
films and other images they have seen.
They may also research on the Internet.
696
Teach
Reading Strategy 1
Evaluate Argument
Answer: She states she has
read several books on educa-
tion and observed the conduct of
parents and the management of
Mary Wollstonecraft
schools. Her personal experience
helps to establish her credibility.
ENGLISH LEAR N ERS For English
planted in too rich a soil, strength and useful-
ness are sacrificed to beauty, and the flaunting learners, write on the board:
After considering the historic page and viewing
leaves, after having pleased a fastidious eye, patiently observed the conduct
the living world with anxious solicitude,1 the
fade, disregarded on the stalk, long before the of parents. Ask: Do you see
season when they ought to have arrived at
most melancholy emotions of sorrowful indig- any English-Spanish cognates?
maturity. One cause of this barren blooming
nation have depressed my spirits, and I have
I attribute to a false system of education, gath- (patient, paciente; observe, obser-
sighed when obliged to confess that either var; conduct, conducta) What
ered from the books written on this subject by
nature has made a great difference between
man and man or that the civilization which
men who, considering females rather as women does the phrase mean? (carefully
has hitherto taken place in the world has been
than human creatures, have been more anxious watched the actions of parents)
to make them alluring mistresses than affec-
very partial. I have turned over various books
tionate wives and rational mothers, and the
written on the subject of education and
understanding of the sex has been so bubbled2 For additional practice using the
patiently observed the conduct of parents and
by this specious homage3 that the civilized reading skill or strategy, see Unit 4
the management of schools, but what has been
women of the present century, with a few Teaching Resources Book, p. 50.
the result?—a profound conviction that the
exceptions, are only anxious to inspire love
neglected education of my fellow creatures is
when they ought to cherish a nobler ambition
the grand source of the misery I deplore and
and by their abilities and virtues exact
that women, in particular, are rendered weak
and wretched by a variety of concurring causes,
respect. . . . Reading Strategy 2
originating from one hasty conclusion. The
conduct and manners of women, in fact, evi-
Evaluate Argument
dently prove that their minds are not in a
2. Here, bubbled means “fooled” or “deceived.” Answer: The cause of women’s
3. Specious homage means “deceptively attractive honor or
healthy state, for like the flowers which are respect.”
wretched state is the false system
of education established by men.
Evaluate Argument What cause-and-effect relationship
The statement is plausible since
1. Solicitude is care or concern. does Wollstonecraft develop here? Do you find it plausible?
2
Evaluate Argument How does Wollstonecraft immedi-
Explain. men controlled educational policy.
1 ately attempt to establish her credibility? Is her attempt
Thesis Summarize Wollstonecraft’s thesis in this
convincing?
paragraph. 3 Literary Element 3
Vocabulary
Vocabulary
indignation (iń dig nā shən) n. anger aroused by
rational (rash ən əl) adj. able to reason; sensible
Thesis Answer: Women have
something unjust or mean
become “weak and wretched”
because they are trained to be
attractive and pleasing to men
English Learners instead of being educated to
0697_0701_U4P1_877981.indd 697 12/12/07 4:17:49 PM develop their higher faculties and
“exact respect.”
Intermediate Suggest that English subordinating conjunction, such as since AP P ROACH I NG Have approaching-
learners use the following strategies to or when, it signals a dependent clause, level students reread the second,
help them identify the main clause. Have and the main clause will appear later in third, and fourth sentences and
students identify the first word in each the sentence. In compound sentences, the summarize the main idea of each.
clause. Explain that a noun, a pronoun, word and precedes a second main clause.
or an article signals the introduction of
the main clause. Dependent clauses that Readability Scores
elaborate may follow. If the first word is a Dale-Chall: 11.4
DRP: 69
Lexile: 1740
697
Teach Yet, because I am a woman, I would
not lead my readers to suppose that I
mean violently to agitate4 the contested
question respecting the quality or inferi-
ority of the sex, but as the subject lies in
S my way, and I cannot pass it over with-
out subjecting the main tendency of my
Answer: She might think that they reasoning to misconstruction, I shall stop
have been taught social graces, but a moment to deliver, in a few words, my
society has allowed the better part opinion. In the government of the physi-
cal world, it is observable that the female
of their intelligence to atrophy.
in point of strength is, in general, infe-
The painter and graphic artist rior to the male. This is the law of
James Jacques Joseph Tissot nature, and it does not appear to be sus-
(1836–1902) began his career pended or abrogated5 in favor of woman.
in his native France. In 1871 he A degree of physical superiority cannot,
therefore, be denied—and it is a noble
emigrated to England, where he prerogative! But not content with this
lived an opulent lifestyle. Here natural preeminence,6 men endeavor
he developed a passion for painting to sink us still lower merely to render
the costumes of elegant women. us alluring objects for a moment, and
These paintings found their way women, intoxicated by the adoration
which men, under the influence of their
into works devoted to the history of senses, pay them, do not seek to obtain
fashion. Recently, they have become a durable interest in their hearts or to
recognized as masterpieces. become the friends of the fellow crea-
tures who find amusement in their
society.
I am aware of an obvious inference:7 The Woman of Fashion, 1883–1885. James Jacques Joseph Tissot. Oil
from every quarter have I heard exclama- on canvas, 148.3 x 103 cm. Private collection.
Interactive Read and Write Tissot made a living documenting the stylish upper
tions against masculine women, but
Other options for teaching this where are they to be found? If by this class of the Victorian era in images like this one. What might
Wollstonecraft think of the women pictured? Why?
selection can be found in appellation8 men mean to inveigh against
9
• Interactive Read and Write for their ardor in hunting, shooting, and ment of those talents and virtues, the exercise
EL Students pp. 181–196 gaming, I shall most cordially join in the cry; of which ennobles the human character, and
• Interactive Read and Write for but if it be against the imitation of manly vir- which raise females in the scale of animal
Approaching-Level Students, tues, or, more properly speaking, the attain- being, when they are comprehensively termed
pp. 181–196 mankind; all those who view them with a phil-
• Interactive Read and Write for 4. Wollstonecraft uses agitate to mean “discuss, debate, or osophic eye must, I should think, wish with
On-Level Students, pp. 181–196 push forward as a question to be settled.” me, that they may every day grow more and
5. Abrogated means “abolished.” more masculine. . . .
6. Here, superiority, prerogative, and preeminence are
My own sex, I hope, will excuse me if I treat
synonymous.
7. An inference is a conclusion based on something known them like rational creatures instead of flatter-
or assumed. ing their fascinating graces and viewing them
8. An appellation is a name or description; here, it refers to as if they were in a state of perpetual child-
the word masculine in the previous sentence. hood, unable to stand alone. I earnestly wish
9. Inveigh against their ardor means “to speak vehemently
against women’s enthusiasm.”
to point out in what true dignity and human
Grammar Practice
0697_0701_U4P1_877981.indd 698 12/12/07 4:18:14 PM
SPIRAL
PARTNERS REVIEW
Intervening Wollstonecraft, as well as her daughter,
Expressions Write the Mary Shelley, is widely admired for her
following expressions on the board: as literary accomplishments. Have students
well as, in addition to, plus, and together write four sentences using each of the
with. Explain that the number of a intervening expressions given. Then have
subject is not affected by such expres- students exchange papers with a partner
sions. These expressions do not create to check for correct usage and subject-
a compound subject. For example: Mary verb agreement.
698
happiness consists—I wish to persuade women
to endeavor to acquire strength, both of mind
proved that in aiming to accomplish them,
without cultivating their understandings, they Teach
and body, and to convince them that the soft are taken out of their sphere of duties and
phrases, susceptibility of heart, delicacy of sen- made ridiculous and useless when the short-
timent,10 and refinement of taste are almost lived bloom of beauty is over, I presume that Literary Element 1
synonymous with epithets11 of weakness and rational men will excuse me for endeavoring to
that those beings who are only the objects of persuade them to become more masculine and Thesis Answer: This
pity and that kind of love which has been respectable. deduction is a conclusion that
termed its sister will soon become objects of Indeed, the word masculine is only a bug- goes beyond the thesis. It follows
contempt. . . . bear.15 There is little reason to fear that women that if women are trained to
The education of women has, of late, been will acquire too much courage or fortitude, for
more attended to than formerly; yet they are their apparent inferiority with respect to bodily be alluring companions at the
still reckoned a frivolous sex and ridiculed or strength must render them, in some degree, expense of a quality education
pitied by the writers who endeavor by satire dependent on men in the various relations of that develops intellect, they
or instruction to improve them. It is acknowl- life, but why should it be increased by preju- become dehumanized (“insignifi-
edged that they spend many of the first years of dices that give a sex to virtue and confound cant objects of desire”) and fit only
their lives in acquiring a smattering of accom- simple truths with sensual reveries?16 . . .
plishments; meanwhile, strength of body and to be “mere propagators of fools.”
mind are sacrificed to libertine12 notions of ENGLISH LEAR N ERS Paraphrase
beauty, to the desire of establishing them- Wollstonecraft’s statement for Eng-
selves—the only way women can rise in the . . . Youth is the season for love in both sexes, lish learners. Say: Wollstonecraft
world—by marriage. And this desire making but in those days of thoughtless enjoyment,
mere animals of them, when they marry, they
says that women are nothing
provision should be made for the more impor-
act as such children may be expected to act: more than pretty mothers of
tant years of life when reflection takes place of
they dress; they paint, and nickname God’s sensation. But Rousseau,17 and most of the foolish children. Is that the
creatures. Surely these weak beings are only fit male writers who have followed his steps, have author’s main argument?
for a seraglio!13 Can they be expected to gov- warmly inculcated18 that the whole tendency Explain. (No, her argument is that
ern a family with judgment or take care of the of female education ought to be directed to one women suffer because of their
poor babes whom they bring into the world? point: to render them pleasing.
If then it can be fairly deduced from the poor education.)
Let me reason with the supporters of this
present conduct of the sex, from the prevalent opinion who have any knowledge of human
fondness for pleasure which takes place of
ambition and those nobler passions that open
nature, do they imagine that marriage can
eradicate19 the habitude of life? The woman
Reading Strategy 2
and enlarge the soul, that the instruction who has only been taught to please will soon
which women have hitherto received has only find that her charms are oblique sunbeams and
2 Evaluate Argument
tended, with the constitution of civil society, that they cannot have much effect on her hus- Answer: The reference, which
to render them insignificant objects of desire— shows that she is aware of other
mere propagators14 of fools!—if it can be intellectuals’ thoughts and writings
15. A bugbear is an object of needless fear. on the topic, gives her credibility
16. Reveries are daydreams.
10. Sentiment refers to emotion or feelings. 17. Rousseau is Jean-Jacques Rousseau (1712–1778), a as a knowledgeable source. It
11. Epithets are descriptive words. French philosopher who believed humanity is essentially also gives her an opportunity to
12. Libertine means “morally unrestrained.” good but is corrupted by society.
13. A seraglio (si ral yō) is a harem. 18. Inculcated means “taught” or “frequently repeated.” recognize the opposition and to
14. Propagators are those who produce offspring. 19. Eradicate means “get rid of.” refute its arguments.
Thesis Is this deduction merely a restatement of the the- Evaluate Argument Why does Wollstonecraft refer to
1 sis, or is it a further conclusion based on the reasons and Rousseau? How does the reference help to develop her 3 Literary Element 3
evidence used to support the thesis? Explain. credibility and argument?
MARY WOLLSTONECRAFT 699 Metaphor Help students

recognize how Wollstonecraft
English Learners Approaching Level uses metaphors to enliven her
0697_0701_U4P1_877981.indd 699 DI F F ER ENTIATED I N STR UCTION 12/12/07 4:18:29 PM writing. Ask: What metaphor
does she use when speaking
PARTNERS
Beginning Help students see Emerging Lead students in discussing of a woman’s charms? (“oblique
the relationships among words the text on these pages and how different sunbeams”)
with common origins. Pair students with text formats support comprehension. Draw
strong English speakers to write sentences students’ attention to the bottom notes,
using the different forms of these words: the visual, caption, and vocabulary note.
human: humanity, humane submit: sub- Remind students to use such text support
mission, submissiveness genial: congenial, when they read.
geniality
699
Teach band’s heart when they are seen every day,
when the summer is passed and gone. Will she
The worthy Dr. Gregory23 fell into a similar
error. I respect his heart but entirely disapprove
then have sufficient native energy to look into of his celebrated legacy to his daughters. . . .
herself for comfort and cultivate her dormant20 He actually recommends dissimulation24 and
Big Idea 1 faculties? Or is it not more rational to expect advises an innocent girl to give the lie to her
that she will try to please other men, and in feelings and not dance with spirit, when gaiety
The Stirrings of the emotions raised by the expectation of new of heart would make her feet eloquent without
Romanticism Answer: conquests, endeavor to forget the mortification making her gestures immodest. In the name of
Wollstonecraft states that women her love or pride has received? When the hus- truth and common sense, why should not one
should first be concerned with self- band ceases to be a lover—and the time will woman acknowledge that she can take more
inevitably come—her desire of pleasing will exercise than another or, in other words, that
respect. She believes that women then grow languid21 or become a spring of she has a sound constitution. And why, to
are the equals of men and should bitterness, and love, perhaps the most evanes- damp innocent vivacity, is she darkly to be
not rely on men to make them cent22 of all passions, gives place to jealousy or told that men will draw conclusions which she
happy. These opinions reflect the vanity. little thinks of? Let the libertine draw what
reassessment and criticism of I now speak of women who are restrained by inference he pleases, but I hope that no sensi-
principle or prejudice. Such women, though ble mother will restrain the natural frankness
traditional values, such as male they would shrink from an intrigue with real of youth by instilling such indecent cautions.
dominance, that characterized the abhorrence, yet, nevertheless, wish to be con- Out of the abundance of the heart, the mouth
Romantic movement. vinced by the homage of gallantry that they are speaketh, and a wiser than Solomon25 hath
ENGLISH LEAR N ERS Tell English cruelly neglected by their husbands, or days said that the heart should be made clean and
and weeks are spent in dreaming of the happi- not trivial ceremonies observed, which it is not
learners who speak Spanish to ness enjoyed by congenial souls till their health very difficult to fulfill with scrupulous exact-
find as many cognates as they can is undermined and their spirits broken by dis- ness when vice reigns in the heart.
in the sentence that begins “But content. How then can the great art of pleas- Women ought to endeavor to purify their
whether she be….” (respectable, ing be such a necessary study? It is only useful heart, but can they do so when their unculti-
respetable; infirmity, enfermedad; to a mistress; the chaste wife and serious vated understandings make them entirely
mother should only consider her power to dependent on their senses for employment and
neglect, negligencia; subject,
please as the polish of her virtues, and the amusement, when no noble pursuit sets them
sujeto) Have them write the Eng- affection of her husband as one of the comforts above the little vanities of the day or enables
lish word, the Spanish word, and that render her talk less difficult and her life them to curb the wild emotions that agitate a
the definition. Then, ask them to happier. But whether she be loved or neglected, reed over which every passing breeze has
share their findings with a partner. her first wish should be to make herself respect- power? To gain the affections of a virtuous
able and not to rely for all her happiness on a man, is affectation necessary? Nature has given
being subject to like infirmities with herself. woman a weaker frame than man, but to
ensure her husband’s affections, must a wife,
who by the exercise of her mind and body
20. Dormant means “in a state of rest or inactivity.” whilst she was discharging the duties of a
21. Languid means “faint” or “weak.” daughter, wife, and mother, has allowed her
22. Evanescent means “likely to vanish.” constitution to retain its natural strength, and
The Stirrings of Romanticism How does this statement
her nerves a healthy tone, is she, I say, to
1 reflect Romanticism’s criticism of traditional values?
23. Dr. Gregory is John Gregory (1724—1773), a Scottish

Vocabulary
physician who wrote the book A Father’s Legacy to His
faculty (fak əl tē) n. capacity of the mind; ability; Daughters.
aptitude 24. Dissimulation is pretense.
congenial (kən jēn yəl) adj. compatible; agreeable 25. Solomon, king of Israel during the tenth century .., was
known for his wisdom.
Reading Practice
0697_0701_U4P1_877981.indd 700 12/12/07 4:18:47 PM
SPIRAL
PARTNERS REVIEW
Skim Point out that this Have students work with partners to scan
selection is composed of the text and draw inferences about the
two excerpts from a longer work. Explain nature, subject, and organization of the
that skimming, or glancing quickly over work before they begin reading.
the excerpts and noting headings and
organizational pattern, can be a helpful
previewing strategy.
700
condescend to use art and feign a sickly deli-
cacy in order to secure her husband’s affection?
my soul and gave me sufficient strength of
mind to dare to exert my own reason, till, Teach
Weakness may excite tenderness and gratify becoming dependent only on him for the
the arrogant pride of man, but the lordly support of my virtue, I view with indignation
caresses of a protector will not gratify a noble the mistaken notions that enslave my sex. Reading Strategy 2
mind that pants for, and deserves to be I love man as my fellow; but his scepter, real
respected. Fondness is a poor substitute for or usurped, extends not to me, unless the Evaluate Argument
friendship! . . . reason of an individual demands my homage; Answer: Most students will agree
If all the faculties of woman’s mind are only and even then the submission is to reason, and that it is an effective refutation
to be cultivated as they respect her dependence not to man. In fact, the conduct of an account- because Wollstonecraft has cited
on man; if, when a husband be obtained, she able being must be regulated by the operations
have arrived at her goal, and meanly proud, of its own reason, or on what foundation rests reasons and evidence to show
rests satisfied with such a paltry crown, let her the throne of God? that gratifying “the arrogant pride
grovel contentedly, scarcely raised by her It appears to me necessary to dwell on these of man” will not satisfy women’s
employments above the animal kingdom; but, obvious truths because females have been needs, nor will it be conducive to
if, struggling for the prize of her high calling, insulated, as it were, and while they have been harmonious relationships, which
she look beyond the present scene, let her cul- stripped of the virtues that should clothe
tivate her understanding without stopping to humanity, they have been decked with artifi- should be based on the friendship
consider what character the husband may have cial graces that enable them to exercise a of equal partners.
whom she is destined to marry. Let her only short-lived tyranny. Love, in their bosoms,
determine, without being too anxious about taking place of every nobler passion, their sole
present happiness, to acquire the qualities that ambition is to be fair, to raise emotion instead Literary Element 3
ennoble a rational being, and a rough inelegant of inspiring respect; and this ignoble desire,
husband may shock her taste without destroy- like the servility in absolute monarchies, Thesis Answer: Wollstonecraft
ing her peace of mind. She will not model her destroys all strength of character. Liberty is the is making an analogy between
soul to suit the frailties of her companion, but mother of virtue, and if women be, by their male dominance and absolute
to bear with them: his character may be a trial, very constitution, slaves, and not allowed to monarchy. Most students will
but not an impediment to virtue. . . . breathe the sharp invigorating air of freedom,
agree that it is a valid analogy
These may be termed Utopian26 dreams. they must ever languish like exotics27 and be
Thanks to that Being who impressed them on reckoned beautiful flaws in nature. m because both institutions victimize
people through the tyrannical use
26. Utopian means “impossibly ideal.” of power.
Evaluate Argument Is this statement an effective refuta-
2 tion of the views of Rousseau and Dr. Gregory? Explain.
27. Languish like exotics means “to grow weak or droop like
plants out of their natural environment.”
Vocabulary Thesis What analogy is Wollstonecraft using here to of the selection, see Unit 4 Teach-
condescend (kon´ di send) v. to lower oneself
support her thesis? In your opinion, is it a valid analogy? 3 ing Resources Book, p. 54.
Explain.
Advanced Learners
0697_0701_U4P1_877981.indd 701 12/12/07 4:19:02 PM
College In A Vindication of the Rights Ask students to read about this subject in
of Woman, Wollstonecraft focuses newspapers, magazines, or journals. Have
on the effects of unequal educational students report to the class on places
opportunities for women 200 years ago. where obtaining a college education is a
Remind students that there are still places problem for women. Students should look
in the world where women receive an for the causes of this situation and the
inferior education. efforts to correct it.
701

6. (a)What superiority does Wollstonecraft concede
to men? (b)Why does she claim that this one
1. Answers will vary. 1. Do you think you would have found
difference does not make one sex worthier than
Wollstonecraft’s arguments convincing if you had
2. (a) Both cannot “stand alone.” the other? Does her admission of this difference
lived during the late eighteenth century? Explain.
(b) Women had few rights. weaken or strengthen her argument? Explain.
2. (a)What comparisons does Wollstonecraft make
3. (a) Artificial graces gain women between women and children? (b)What do Connect
brief control at the expense of these comparisons reveal about women’s status?
7. Big Idea The Stirrings of Romanticism
lifelong respect. (b) Enforced 3. (a)Summarize the ideas Wollstonecraft presents (a)How does Wollstonecraft’s essay challenge
obedience is not virtuous in the last paragraph. (b)What do you think she the values of British society during her time
behavior. means by “Liberty is the mother of virtue”? period? (b)How does her essay predict change?
4. (a) Forceful, authoritative, Analyze and Evaluate 8. Connect to the Author Consider what you
know of Wollstonecraft from the biography on
and at times sarcastic (b) Her 4. (a)How would you describe Wollstonecraft’s
page 695. Why might she have felt particularly
forceful tone is compelling and tone? (b)Is her tone likely to persuade readers
strongly about the education of women, or their
persuasive. to adopt her point of view? Explain.
roles in society?
5. Fondness implies superiority 5. In describing the relationship between men and
women, Wollstonecraft says, “Fondness is a
and friendship implies equality. poor substitute for friendship!” Do you agree?
6. (a) Physical strength
(b) Men and women are
equal in intelligence, courage,
and determination. This Daily Life & Culture
one concession strengthens
her argument because Women’s Roles in Society Educational opportunities were determined
Eighteenth-century British society was divided by the station and rank a child was born into.
acknowledging the opposition Lower-class girls were the least educated group
along class and gender lines. Women were not
is a rhetorical advantage. allowed to vote, own property, or receive an in England. While some attended Christian
7. (a) Her writing challenges equal education. With few career options— charity schools, little time was spent on lessons.
The girls spun, sewed, and wove instead. When
traditional male and female teacher, seamstress, governess, or lady’s
the girls were old enough, they usually worked
companion—marriage was the primary goal for
roles. (b) It predicts the full-time as maids and seamstresses.
most upper-class women. Marriage was a legal
women’s rights movement. and economic contract, and for most women
Group Activity Discuss these questions with
8. Answers will vary. Most students it was the only means of social advancement.
your classmates.
will say that Wollstonecraft’s Most aristocratic women did not attend school
but were taught by their governess to be 1. Do you think Wollstonecraft was justified in
exposure to education and docile, fashionable, moral, and marriageable. writing A Vindication of the Rights of Woman?
educated people taught her the Daily studies might include Shakespearean son- Explain.
value of being well-informed nets, singing and playing the harpsichord, and 2. How do women’s roles differ today? How
and independent, and she manners and morality. have these differences affected modern life?
sought to give that opportunity
to other women.
For additional assessment,

see Assessment Resources, 0702_0704_U4P1_877981.indd 702 12/12/07 4:19:58 PM
pp. 177–178. right to vote and own property, and

Daily Life & Culture they can hold any job they are qualified
1. Most students will respond that she for. However, women sometimes get
was justified in writing her essay paid less than men for the same job,
because women suffered discrimina- and they are still the primary caregivers
tion and were deprived of important in most families. Today, most marriages
civil rights. are usually made for love rather than
economic gain, mothers are better
2. Today, most women in the United prepared to educate their children, and
States have the same educational society has benefited from the contri-
opportunities as men, they have the butions of women.
702
Literary Element Thesis Reading Strategy Evaluate Argument
After You Read
A well-crafted thesis alone is not enough to per- In addition to establishing her credibility,
suade readers. In order to be convincing, the writer
must present compelling evidence, such as facts,
Wollstonecraft builds her arguments logically so
that the reader is led to the same conclusion she Assess
statistics, examples, and expert opinions, to support has reached. One type of reasoning she uses
the thesis. effectively is cause and effect.
1. What is the thesis of A Vindication of the Rights
Literary Element
1. (a)What makes Wollstonecraft qualified to write
of Woman? on the topic of women’s rights? (b)How does
she establish her credibility? 1. The thesis is that, because of
2. How does Wollstonecraft support her thesis?
Give specific examples from the essay.
educational neglect, women
2. According to Wollstonecraft, what is the main
cause of the “weak and wretched” state of have not been prepared for the
Review: Allusion women in late-eighteenth-century society? equal status that is the basis of
a healthy relationship between
As you learned on page 512, an allusion is an indi-
rect reference to a well-known person, place, or event the sexes.
from history, music, art, or another literary work. Vocabulary Practice
2. She supports her thesis with
Understanding allusions can be essential to interpret- Practice with Denotation and reasons, evidence, and logic.
ing a work of literature. In her essay, Wollstonecraft Connotation Each of the vocabulary words is
alludes to Sir Thomas More’s book Utopia. Make sure that students choose
listed with a word that has a similar denotation.
Partner Activity Work with a partner and use the Choose the word that has the stronger cogent examples from the essay.
Internet to research information on Thomas More’s connotation.
Utopia. Look up the meaning of the title, where the 1. indignation annoyance Review: Allusion
word originated, and how it is used today. Then
determine why Wollstonecraft would say that her 2. rational wise Utopia is a place of ideal
ideas “may be termed Utopian dreams.” 3. faculty talent
perfection, especially in laws,
government, and social conditions.
4. congenial loving
The word comes from the Greek,
5. condescend humiliate
meaning “nowhere.” It refers to an
Academic Vocabulary ideal society that never could exist.
Wollstonecraft alludes to Utopia
In Wollstonecraft’s time, the structure and when referring to her dreams of
mores of society prohibited women from equality for women. She fears that
reaching their full potential.
most people will never consider
Prohibited is an academic word. According to
gender equality to be a realistic
Wollstonecraft, men in the eighteenth century
prohibited women from being anything but possibility, so her vision of an equal
mistresses, wives, and mothers. society may be deemed a fantasy.
Young Woman Sewing by Lamplight, 1825. To further explore the meaning of this word,
Georg Friedrich Kersting. Oil on canvas,
answer the following question: Has someone
40.3 x 34.2 cm. Private collection.
ever prohibited you from doing something?
Progress Check
Literature Online Explain.
Can students identify thesis?
Selection Resources For Selection Quizzes, eFlashcards, For more on academic vocabulary, see pages
and Reading-Writing Connection activities, go to 56 and R81. If No ➔ See Unit 4 Teaching
Resources Book, p. 49.

Reading Strategy
0702_0704_U4P1_877981.indd 703 3/4/08 4:30:33 PM
Vocabulary Academic Vocabulary

Vocabulary 1. (a) She has firsthand knowledge
of what it is like to be a woman
1. Indignation has the stronger Students should describe a time when and to suffer disadvantages
connotation. they were prevented or barred from because of her sex. She has
2. Wise has the stronger connotation. doing something. also done extensive reading and
3. Talent has the stronger connotation. research on the topic. (b) She
4. Loving has the stronger connotation. establishes her credibility by
exhibiting her learning, experi-
5. Humiliate has the stronger
ence, and intellectual power.
connotation.
2. The lack of education available
to women
703
After You Read Learning Objectives
Respond Through Writing In this assignment, you will

Assess Persuasive Essay

objectives:
Writing: Writing a persuasive
essay.
Grammar: Understanding
Respond Through Argue a Position Wollstonecraft argued powerfully for the educa-
italics and underscoring.
Writing tion of women over two and a half centuries ago. Do you think that her
argument is still relevant today? Explain why or why not, using persuasive
Use these criteria when evaluating techniques and evidence from the selection to support your opinion.
students’ writing:
• Does the writer paraphrase the Understanding the Task Argument is a type of writing which uses
thesis accurately? logic, reason, and other persuasive techniques to influence readers.
• Does the writer summarize the Prewrite With a classmate, create an outline of the major points in Grammar Tip
introduction and Chapter 2, Wollstonecraft’s argument and the evidence she provides to support
Italics or Underscore
providing enough supporting them. Discuss each point, indicating whether you think it applies to wom-
en today and explaining why or why not. You may also want to consult In supporting your argu-
detail? ments, you will need to
outside sources, such as current educational statistics, for further ideas.
• Does the conclusion summarize Summarize your position in a thesis statement that will become the basis
quote from both primary
and secondary sources
the writer’s interpretation of the for your persuasive essay.
and cite them correctly.
thesis and offer insight into the Wollstonecraft: Point of education to make women “pleasing” Use italics or underscor-
work? Now: Absolutely not—women have equal educational opportunities to- ing to indicate the titles of
day and aim to compete with, rather than please, men. books, plays, and long
A student who meets all of these poems.
criteria should receive the equiva- Draft Organize your arguments logically, either beginning or ending with You can also italicize or
your strongest point. Include facts, statistics, quotations from experts and
lent of a 4-point response. underscore words or
solid reasoning to support your claims and use persuasive techniques phrases you want to
A student who fully meets two or such as appeals to emotion or logic. strongly emphasize, but
partially meets three of these crite- You should also try to address any counterarguments your readers might
this type of emphasis
ria should receive the equivalent of should be used sparingly.
have. Statements like the following will help you strengthen your own
a 3-point response. point by rebutting a different one: As Wollstonecraft ironically
states in A Vindication of
A student who fully meets one or While some readers will say________________________ , I believe the Rights of Woman, “My
partially meets two of these criteria ________________________ because ________________________ . own sex, I hope, will
should receive the equivalent of a excuse me if I treat them
Revise Ask a peer reader to evaluate your argument, looking out for like rational creatures
2-point response. statements that are not logically explained or adequately supported. instead of flattering their
Check to see that you have acknowledged your sources wherever fascinating graces . . . .”
A student who partially meets one necessary. Lastly, evaluate your essay against the Writing Workshop
of these criteria should receive the checklist on page 652.
equivalent of a 1-point response.
Edit and Proofread Proofread your paper, correcting any errors in spell-
ing, grammar, and punctuation. Use the Grammar Tip in the side column to
help you with using italics or underscoring.
Writing Practice
PARTNERS 0702_0704_U4P1_877981.indd 704 3/4/08 4:31:18 PM
Thesis Remind students that Ask: Which sentence contains an statement on the topic of crime and to
a thesis statement presents an opinion? (the second sentence) What list three sorts of details that would sup-
author’s central argument. Explain that sorts of details could the author port their claim. Have them exchange
the statement should communicate include to support the thesis? (Possible papers with a partner and evaluate each
an opinion or point of view. Write the responses: doctors’ opinions, statistics other’s work.
following sentences on the board: about snacks in schools, case studies)
• Obesity is increasing among children What differing arguments could be
in the United States. made about the same topic? (Possible
• The best way to reduce childhood responses: Children should exercise;
obesity is to remove high-calorie snacks parents should serve more nutritious
from schools. meals.) Ask students to draft a thesis
704
Learning Objectives Vocabulary Workshop
Vocabulary Workshop In this workshop, you will
focus on the following Word Origins and Word Parts
objectives.
Greek and Latin Roots, Prefixes, Vocabulary:
Understanding word origins.
and Suffixes Understanding word parts.
Focus
Literature Connection Almost a third of the words in this sentence Write on the board in
from A Vindication of the Rights of Woman are derived from Latin: 3 columns:
“My own sex, I hope, will excuse me if I treat them like rational
creatures instead of flattering their fascinating graces and view- Prefixes
ing them as if they were in a state of perpetual childhood, unable anti- (opposite; opposing)
to stand alone.”
geo- (Earth)
—Mary Wollstonecraft, from A Vindication of the Rights of Woman
Prefixes and Suffixes hyper- (excessive)
Examples include rational (from ratio, “reason”), fascinating (from fasci- micro- (small)
A prefix is a word part that
num, “witchcraft”), viewing (from videre, “to see”), and perpetual (from
is inserted at the beginning neo- (new, recent)
perpetuus, “continuous”). Many English words trace their origins to Latin or
of a word root or a base
Greek, so knowing a few common word parts can help you determine Roots
word to create a new
the meanings of unfamiliar words. meaning; a suffix is added anthrop- (human)
Prefixes and suffixes are word parts that are added to base words to the end. Unlike a base
word, a root cannot stand
-chron- (time)
(which can stand alone) or to word roots (bases from which words are
alone. -dem- (people)
derived but which are not complete words). Prefixes are inserted at the
beginning, and suffixes at the end, of base words or word roots. For -path- (feeling, suffering)
Test-Taking Tip
example, the word excuse is made up of the Latin prefix ex- (“from”)
and the root causa (“cause”). The following chart contains some com- When you find an unfamiliar
Suffixes
mon Greek and Latin prefixes, roots, and suffixes, and their meanings. word in a reading passage, -ism (theory of)
break it into its word parts. -ism (forms nouns)
Then think of words you
Prefixes Roots Suffixes -gram (written or drawn)
know that contain the same
auto- self, same bio life -ate cause to be word parts. Identifying -logy (theory, study)
contra- against dic(t) say -cide killing familiar roots can be -meter (measure)
especially helpful.
dis- opposite gen birth, race -graph writing
Say: One way new words are
im- / in- not phono sound -ible inclined to, capable of created is by combining prefixes,
re- back, again scrib write -ion state, condition word roots, and suffixes. Ask
students to make up new words
using the prefixes, roots, and
Practice Using a dictionary and the chart above, find the origin of the suffixes on the board. Ask them to
word parts in, and the definition of, each of the following words. Notice give a definition of the word based
how the Greek or Latin word parts contribute to the English meaning. Literature Online on the meanings of the word parts.
1. phonograph 4. contradiction Vocabulary For more vocabu-
2. autobiography 5. distensible lary practice, go to glencoe.com
Teach
and enter QuickPass code
3. genocide GLB9817u4.
VO C ABUL ARY WO RKS HOP 705 Base Words Prefixes and suffixes
can be added to both base words
and root words. Base words
0705_U4VW_877981.indd 705 3/9/08 10:13:11 AM
can stand alone, but root words
Assess 4. Lat. prefix contra-; root dict; suffix -ion
(a contrary assertion)
cannot. Ask students to suggest
base words and then prefixes and
Practice 5. Lat. prefix dis-; root tens; suffix -ible; suffixes that can be attached to
1. Gr. root phono; suffix -graph (able to be expanded) create new words. (For example,
(recorded sound) part/partly)
2. Gr. prefix auto-; root bio; suffix -graph
(story of one’s own life) For additional vocabulary practice,
3. Gr. root gen; Lat. suffix -cide see Glencoe Interactive Vocabulary
(killing of an entire group) CD-ROM.
705
Learning Objectives
For pages 706–712

In studying this text, you will
objectives:
Focus Reading:
Analyzing informational text.
Raising Their
VOICES
Identifying problem and
solution.
Summary
The article examines specific issues
that Arabic women face, such as
women in education and govern-
ment and the rise of feminism. Set a Purpose for Reading
Arabic feminists are now taking As you read, ask yourself, How are
the roles of women changing in
Savvy, optimistic and ambitious, a new generation of
chances to raise awareness about the Middle East? Arab women is speaking out, forging its own brand of
equal rights issues. feminism—and slowly reshaping Arab society.
Preview the Article
D
By JEFF CHU
1. Read the subheads, or the
headlines between paragraphs.
than English, see Unit 4 Teaching What clues do these subheads OZENS OF MEN SCURRY AROUND A SUBURBAN CAIRO
Resources Book, pp. 56–61. give you about the content of art gallery, carrying out the rapid-fire orders
the article? issued by a tall, imposing woman in black jeans
and a cream cashmere sweater. “Everyone out
Teach
2. What do you already know
about feminism? How can you of the way!” barks director Inas El Degheidi,
apply your prior knowledge to scanning the set to make sure everything is in place for the
the article? next scene in Women in Search of Freedom, her film about the
Reading Strategy 1 harsh lives of female migrant workers. Even in a cosmopolitan
Reading Strategy Identify city like Cairo, most Arab men aren’t used to being bossed
Identify Problem and Problem and Solution around by a woman, but El Degheidi’s confrontational style
Solution Say: A writer may does not faze her crew; they “are used to my way by now,” she
When you identify problems and
present a problem and then solutions while reading, you exam-
says. So are audiences: The veteran Egyptian filmmaker is
provide solutions. For example, a ine issues the writer presents and
known for training her camera on problems that male-
writer may explain the problem evaluate how these issues might
dominated Arab society tries to keep under wraps—marital
be resolved. As you read, think infidelity and a legal system that’s tougher on women accused of
of automobile accidents involving
about the gender-inequality prob- adultery than on men. “Issues need to be brought to the surface,”
teenagers and then propose the director says, “to create a healthy social dialogue.”
lems discussed in “Raising Their
solutions to this problem. Have Voices” and ask yourself, How are
Provocative? You bet. El region, these women are using
students look for examples of Arab women attempting to solve Degheidi, 46, belongs to a rising their growing prominence to push
problem-and-solution relationships these problems? You may want to generation of Arab women who for women’s rights, and overcoming
use a chart or another graphic
in this article as they read. are challenging the conservatism real obstacles in the process. In
organizer to record your ideas. and sexism of the Middle East, Jordan, Queen Rania is lobbying
AP P ROACH I NG Ask approaching-
where some 90% of the population for a progressive agenda—and
level students to name two rights is Muslim and females are rarely upsetting traditionalists. In the
that American women have that treated as equals. Across the tiny oil-rich nation of Qatar,
Arab women have to fight for.
706 U N IT 4
Reading Practice
0706_0712_U4TIM_877981.indd 706 3/4/08 4:46:45 PM
SPIRAL
REVIEW
Recognize Adjectives Point confrontational, veteran, Egyptian, male-
out to students that adjectives help dominated, marital, legal, healthy, social)
For an audio recording of this make informational text more effec- Have a volunteer read aloud the para-
selection, use Listening Library tive by adding vivid details and color that graph without the adjectives. Ask: Do
Audio CD-ROM. strengthen description. Ask: Which adjec- you know as much as you did before?
tives do you find in the first paragraph? (No, the adjectives are necessary for
(Suburban, Cairo, art, rapid-fire, tall, impos- description.)
Readability Scores ing, black, cream, cashmere, next, harsh,
Dale-Chall: 9.5 female, migrant, cosmopolitan, Arab,
DRP: 66
Lexile: 1140
706
Informational Text
HISTORY
EL Degheidi’s films are
informed by the “residue”
Teach
of past discrimination.
Big Idea 2
The Stirrings of
Romanticism Ask: What
do present-day Muslim women
have in common with writers
from the Romantic period? (They
want to break away from the
rigidity and repression of Islam
as it is practiced today, just as the
writers from the Romantic period
found the emphasis on reason
during the Enlightenment period
to be narrow and restrictive.)
Barry Iverson
S
Inas El Degheidi is Egypt’s most
Sheika Mouza, the wife of the “This discrimination must have women at an economic forum established female director-producer.
country’s king, has become the left some residue,” including a without wearing a head scarf, Her film Sorry for the Law is about
architect of an educational deep curiosity about relations leading Saudi Arabia’s top cleric to
expansion that’s giving women between men and women. But condemn her “shameful behavior.” a legal loophole that pardons men
new choices. And all over the probing society’s fault lines can be The topic of her speech: pursuing who kill their adulterous wives while
Arab world, smart, ambitious, hazardous to one’s health. Some of change while preserving core women get life in jail or a death
effective women in all fields— El Degheidi’s films have earned values. “To progress,” Olayan said,
politics, business, arts, sports—are her death threats from Islamic “we have no choice but to embrace
sentence for the same crime.
helping to claim a larger role for militants. “There are people now change.” Throughout the Arab
women in all walks of life. who want to hush any loud voice world, legions of young women are
with a different opinion,” doing just that, studying at
Daring to Speak Out El Degheidi says. universities (more than half of
El Degheidi is one of eight Especially if the voice belongs undergraduates in Kuwait, Saudi
children from a conservative, to a woman. In January 2004, Arabia, and Qatar are female), and
middle-class family. She and her Lubna Olayan, Saudi Arabia’s preparing for a society in which it’s
sisters “were restricted in all our
comings and goings,” she says.
best-known businesswoman, spoke
before an audience of men and
normal for women to be called
“doctor” or “entrepreneur” in
2
RAI S I NG THE I R VOI C E S 707
English Learners
0706_0712_U4TIM_877981.indd 707 12/12/07 4:23:46 PM
Intermediate Explain to students that it in its context? (a large number) Next,

is helpful to look for context clues when have students find the word entrepreneur
reading. Say: Context clues are the in the same paragraph. Ask: Can you
surrounding words that can help you tell what the word means in its context?
figure out the meaning of unfamiliar (a person who organizes a business) If
words. Have students find the word legions students cannot gather the meanings from
in the second paragraph on page 707. context clues, then have them look up the
Ask: Can you tell what the word means definitions in a standard dictionary.
707
Informational Text
Teach
Reading Strategy 1
Identify Problem and
Solution Point out to students
that writers use different ways to
organize problems and solutions.
Say: Try stopping after reading
each subsection of the article
to review the problems and
solutions the writer has
presented.
S
Diana Moukalled was born in Saudi
Arabia and raised in a conservative HEAD-ON Moukalled, who tackles topics such as Afghan refugees, says many Arabs “don’t want to face problems that
environment. She moved to Beirut need to be dealt with.”
to attend the Lebanese University, Ayman Mroueh
which she credits with reshaping
her life as she worked on her addition to—and sometim es The steps may seem small, but in her husband and promotes the
instead of—“wife” and “mother.” these conservative cultures, they cause of microfinance—small
journalism degree. But they don’t see change as an are important. In 2002, when loans for entrepreneurial women
abandonment of duty. Rather, it Bahrain held its first election in who would otherwise be unable to
means choice. The right to choose, over 25 years, Sheika Sabeeka, the obtain credit. Her mother-in-law
say, whether to wear a veil in King’s wife, led a campaign to made just a handful of appearances
public is as much a part of a encourage women to vote. When during the 30-year rule of the
woman’s emancipation as the right Morocco’s King Mohammed VI current President’s father, Hafez. 1
to vote. The veil is no barrier to wed Salma Bennani that year, he
hijab-wearing leaders like Sheika gave her the title “Princess.” Before Women in Government 2
Mouza; not wearing one is likewise that, spouses of Morocco’s kings Women are also a growing presence
no obstacle to Queen Rania. had rarely been seen, let alone in the official ranks of government.
One sign of change is the honored with titles. And the King In 2003, after the people of Qatar
growing public role being taken by has also spoken out on women’s approved a constitution giving
the wives of Arab leaders. (No rights. Syrian President Bashar women the right to vote and run
Arab country is ruled by a woman.) Assad’s wife, Asma, travels with for office, the Persian Gulf state
Reading Practice
0706_0712_U4TIM_877981.indd 708 12/12/07 4:24:15 PM
SPIRAL
REVIEW SMALL GROUP
Read Shorter Segments points in each section. Each member of

and Paraphrase the group should contribute ideas for the
Suggest that students break up their summary. After ten minutes, form new
reading into smaller parts of at least one groups with a member of each of the
paragraph in length. Then have them four sections. Have each member share
paraphrase the main idea or central action his/her summary of a section with the rest
of each part. of the group.
Then, divide the class into three groups.
Assign each group a section of the essay
that has been covered so far. Have each
group write a summary of the main
708
Informational Text
region’s parliamentary seats (the Education: “The Bones

global average is nearly 16%). The of the Body”
United Arab Emirates and Kuwait Morocco’s Nadia Yassine is a
bar women from voting or running mother of four, grandmother of
Teach
for parliament. Morocco has the one, and the daughter of
highest rate of female fundamentalist leader Sheik
representation—women hold 35 Abdel-Salam Yassine. As
of the 325 seats in the Chamber of spokeswoman for his Justice and
Representatives—and reserves Charity Party, she is perhaps the Reading Strategy 2
30 seats for women. That the half- most visible fundamentalist
female electorate only voted five feminist in the Arab world.
women into at-large seats shows Her hair tucked under a tight Supporting Details Point out
how hard it is to crack a male-run head scarf and her body cloaked in to students that writers use topic
system. “Women in the Arab world a flowing robe, Yassine, 45, hardly sentences to make general state-
are still operating in male- fits the West’s image of a feminist—
ments and they then support these
dominated societies with stale but neither she nor her more liberal
traditions,” says Haifa al Kaylani. counterparts claim to be Western- statements in the paragraph. Have
She is the founder of the Arab style feminists. “I adapted my students identify the topic sentence
International Women’s Forum, a feminism from Islam, not Western in the first paragraph of the section
networking group. Says Khader: culture,” she says. Her inspiration
“Women’s [political] participation comes partly from Islam’s history.
“Women in Government”, and
and equal rights are still not Muhammad was “a true feminist,” choose two supporting points in
accepted by some extremist groups she says. His favorite wife, Aisha, a each paragraph.
and religious interpretations.” revered Islamic-law expert, led an
Some governments have defied army into battle. Discrimination (Topic sentence: Women are also
such dissenters, expanding women’s “is a homegrown malady,” Yassine a growing presence in the official
SELF-ESTEEM Yassine urges women legal rights. Egyptian President says. “We can find solutions derived ranks of government. Supporting
Hosni Mubarak, for example, has from our own culture, our own
to be “more positive and proactive.”
details: In 2003 Qatar gave
ruled that children born to value system.”
Egyptian mothers would be Perhaps the most potent women the right to vote and
considered Egyptian; previously, solution is education. “We have to elected its first female cabinet
Etienne Boyer/SIPA only fathers passed on citizenship. unveil the Arab woman’s mind,” member. Tunisia’s cabinet has six
Moroccan lawmakers have says Egyptian activist Nawal El
Saadawi. Though half of Arab women; Jordan’s has three.)
got its first female Cabinet member. approved King Mohammed VI’s
Tunisia’s Cabinet has six women; reforms of the country’s personal- women still cannot read and 4 ENGLISH LEAR N ERS For English
Jordan’s has three. But “patriarchy status code. Women were given million girls are not in school, learners, read the quote from
is still there,” says Jordan’s Asma the right to ask for divorce, the education rates have risen rapidly
across the region. In Bahrain, Haifa al Kaylani. Ask: What are
Khader, a women’s-rights activist minimum marriage age for girls
and high government official. rose from 15 to 18, and polygamy Jordan, Lebanon, the United Arab the “stale traditions” that pre-
Women hold less than 6% of the was strictly limited. Emirates, and the Palestinian vent women from attaining
equal rights in the Arab world?
(Extremist groups and religious
The lives of Arab women are still interpretations prevent women
from attaining equal rights.)
not what they should be.
—DIANA MOUKALLED, editor, Future TV international news
Approaching Level
S
Nadia Yassine is the spokeswoman
0706_0712_U4TIM_877981.indd 709 3/4/08 4:37:10 PM
for her father’s party, a populist

Established Tell students that the king of in Bahrain; king in Morocco; president in
Islamic organization that challenges
Qatar is sometimes called the emir. Each Syria; president in Egypt; crown prince in
the authority of the king.
Muslim country’s ruler has a name, either Saudi Arabia)
designating a monarchy or an elected offi- Have students use print or Internet
cial, although the election may never occur. resources to research information on one
Have students look through the article and of the Muslim rulers noted in this article.
write down the titles of the rulers of the
countries mentioned. (king in Qatar; king
709
Informational Text
territories, enrollment rates for skepticism. Architect Nadia

girls and boys are equal among Bakhurji recalls how hard it was to
primary-school-age children. In a win funding for her Riyadh firm.
2003 values survey, Saudi women Men doubted her trustworthiness,
Teach
ranked learning third, behind only purely due to her gender. “One
faith and family in importance. In man said, ‘Don’t you have a
Qatar, where Sheika Mouza, the husband? A male figure we can
second of the ruler’s three wives, deal with? Between you and me,
Reading Strategy 1 has led a drive to build a world-
class educational system, including
what if we don’t get our money
back?’” she says. “They don’t have
branches of Cornell University’s as much faith in you because
Summarize Remind students medical school and Texas A&M’s you’re a woman.” She pressed on,
that a summary is a short restate- petrochemical college, more than thinking of her mother, who wed
ment of the main idea and sup- 70% of undergrads are women. at 14 and never realized her dream
In Kuwait, the numbers are of entering politics. “The best she
porting details of a selection. about the same—and girls’ desire could do was to concentrate on
Have students summarize the to perform is so strong that “if we her children,” Bakhurji says. “She
experiences of Nadia Bakhurji in left admission to grades, we would boosted me. She told me, ‘You’re a
Saudi Arabia. have almost 100% girls,” says star.’ ” Her persistence paid off in
Fayzah al-Kharafi, a chemistry 1996, when she won the backing
professor at Kuwait University. of billionaire investor Prince
Al-Kharafi, 57, knows how Alwaleed bin Talal bin Abdulaziz
education can break down al Saud. His willingness to bet on
Cultural History S barriers. A trailblazer in Arab a business woman shows an
The wife of the king of Qatar, Sheika higher education, she has racked openness that Bakhurji, 36, hopes
up impressive firsts at K.U.—first will soon be the norm. Her
Mouza, has been in a position to woman to get a scientific Ph.D. generation “will have a knock-on
be a role model for other Muslim there; first female science effect” on her son’s, she says. “The
women. Her husband routinely professor; and, in 1993, first next generation is going to be far
violates a traditional Islamic tenet woman to lead an Arab-world more accustomed to seeing their
university when she was named mothers as work-oriented and
by appearing regularly in public president. She gave up that job in high achievers.” 1
with her. 2002 because she missed the
classroom, where she says she can Getting the Message Out We need to
have a bigger role in pushing Role models matter, agrees Nawal
students to pursue academic El Moutawakel, who was the only teach people
excellence. “Education is the woman on Morocco’s Olympic
For activities related to this bones of the body,” she says. “We team in 1984, when she won the that they can
selection, see Unit 4 Teaching cannot live without it. It gives 400-meter hurdles and became the
Resources Book, pp. 62–63. more opportunities. Women are first Arab woman to strike Games speak out, that
prepared for all jobs in society.” gold. Now an International
But once they have diplomas, Olympic Committee member, she they have a
can they get those jobs? In Saudi notes that “it’s becoming something
Arabia, women make up 55% of very usual” for Arab women to choice.
undergraduates, but only 15% of have a medal-winning presence in
the labor force. Those who venture the male-dominated sports world.
—ASSILAH AL HARTHY,
beyond traditional working- El Moutawakel, 41, says her executive, Oman’s national
women’s sectors like health care success—and that of athletes who oil firm
and education are greeted by male have followed her—has opened
Assessment Practice
0706_0712_U4TIM_877981.indd 710 12/12/07 4:25:22 PM
Practice Short Response Questions included. Write on the board: Give

SPIRAL
REVIEW
Point out that short-response two examples of how Muslim feminists
questions often do not have just are using media. Write your answers
one correct answer. Stress that using 3 to 5 lines for each. (the films of
an answer to a short response ques- Inas El Degheidi; Diana Moukalled is edi-
tion is generally judged by its insightful- tor of Future TV’s international news.)
ness and the quality of textual evidence
710
Informational Text
Teach
Reading Strategy 2
Identify Problem and
Solution Ask: How might
role models help solve the
problems discussed in the
article? (If oppressed women
see that other women have
overcome prejudice to achieve
goals, they are more likely to
have hope and try to achieve
their own goals.)
Barry Iverson
ROYAL PREROGATIVE Mouza has used her power to transform education in Qatar.
doors and minds even for those especially when women have not work of journalists such as Diana
who will never set foot on an had a real voice in society for so Moukalled. She is the editor of
Olympic track. She points to the many generations. Says Assilah al- Lebanon-based Future TV’s
Run for Fun, a 10-km race she Harthy, the first female executive international news, and the Arab
organizes in Casablanca each May, with Oman’s national oil firm: world’s only female roving reporter.
as one symbol of the larger public “We need to teach people that “The media has a great role to play
space now becoming available to they can speak out, that they have in putting the spotlight on issues,
women. In 2003, 12,000 women— a choice. People may not providing a platform for women,
“all sizes, all ages, all dress codes, understand the first time or the and educating people,” says
Olympic champions, members of second time, but they will start Moukalled, 33, producer of about
parliament, grandmothers”—took asking, ‘Why, where, when?’ ” 30 hour-long documentaries. Her
part. “We don’t exclude men; they 2 It helps if they hear others work is sometimes shelved; pro-
come to help,” says El Moutawakel, speaking out. The Arab media— Saddam Hussein sentiments in the
laughing. “But I want to push for more influential than ever, due in region killed a show about Iraq’s
women to understand the part to the growing use of satellite Kurds, made before the Iraq war
importance of participation.” dishes, jokingly called the national started in 2003. “We all know
It’s not always easy to get that flower in several countries—has there is censorship,” she says. “But
message to the ordinary citizen, broadened debate through the so many have made it on air,
English Learners
0706_0712_U4TIM_877981.indd 711 3/4/08 4:48:05 PM
Intermediate Many English learners may in their country of origin. If they need help
be able to relate the oppression of women beginning the conversation, prompt them
mentioned in this article to how women are with a question. Ask: Are women treated
treated in their native countries. Likewise, fairly in your native country? (Answers will
many of them may also be familiar with vary). Encourage English learners to ask
female role models and feminist activists questions about how their knowledge and
who fight against oppression. Have students experiences relate to those of the Muslim
begin a conversation about the role of women in this article.
women in foreign countries by telling of
what they know of how women are treated
711
After You Read
Informational Text
stirring discussions about important the women of the Arab world themselves in a foreign country
issues.” respond: We are not in the West. and seek strength from each other.
Assess That women are viewing,

reading, and talking is itself
“We’ve always heard from the
West, ‘Broaden your horizons!’
The journey of today’s Arab
women is much the same. Some
progress. “The lives of Arab women And we have,” says Sheika Hanadi may be conservative, others more
1. Summaries will vary but should are still not what they should be,” al-Thani, who heads an investment liberal, but as they progress,
include the main ideas and Moukalled says, “[but] things are company for women in Qatar. venturing into territory that’s
moving forward.” Calls for change “Now it’s time for us to tell the foreign to many in their society,
most important details from the
are getting louder. In January 2004, West, ‘You think outside your box.’ they’ll need unity to succeed. El
article. 300 Saudi women signed a petition Be patient, be more understanding Degheidi, for one, is sure who will
2. Students may be surprised to to Saudi Arabia’s Crown Prince of the context.” “We are moving succeed. “Don’t be afraid to break
demanding reform, including more in the right direction,” says al- barriers,” she says to her Arab
learn about these differences. women in government and the Harthy. “But we can’t go too fast. sisters. “You will be the winner in
3. (a) Marital infidelity and a relaxation of restrictions on their Change is not easy to take.” the end.”
legal system that is tougher daily lives. Though the petition It’s easier when many move
was mostly ignored by the country’s together—a theme in El Degheidi’s
on women than on men rulers, the petition was a big step. film. Women in Search of Freedom
(b) They are challenging the The changes may not be fast or focuses on three women from
conservatism and sexism in radical by Western standards. But different Arab lands who find
Arabic society.
4. (a) She has received death
threats. (b) Still hostile to
women who step out of their
Respond and Interpret Analyze and Evaluate
traditional roles
1. Write a brief summary of the main ideas in this 6. (a)Why does Nadia Yassine say her feminism is
5. (a) Sheika Sabeeka, the wife of article before you answer the following questions. “from Islam, not Western culture”? (b)How might
the king of Bahrain, led a cam- For help with writing a summary, see page 435. Islamic feminism differ from Western feminism?
paign to encourage women to 2. How did you respond to the differences in gen- 7. (a)What is the ratio of women undergraduates
vote. (b) King Mohammed VI der equality in Arab society? to women in the labor force in Saudi Arabia?
(b)What might account for this discrepancy?
of Morocco gave his wife the 3. (a)What problems in Arab society does filmmaker
title of “Princess” and has Inas El Degheidi attempt to bring out into the 8. (a)How has the journalist Diana Moukalled used
open? (b)What is different about the new gener- the media to call attention to the fight for wom-
spoken out in favor of women’s
ation of Arab women? en’s rights? (b)How does censorship affect her
rights; President Hosni Mubarak work?
4. (a)What response has El Degheidi’s work
of Egypt has ruled that children
received? (b)What does this imply about the atti- Connect
born to Egyptian mothers would tude that some people in Arab societies have
9. How does the role of women in late-eighteenth-
be considered Egyptian; Saudi toward feminists and women’s issues?
century English society compare with the role of
investor Prince Alwaleed bin 5. (a)What is one example of an attempt by an women in Arab societies today?
Talal bin Abdulaziz al Saud Arab leader’s wife to effect change in society and
decided to back business- politics? (b)Name three male Arab leaders men-
tioned in the article who are sympathetic to
woman Nadia Bakhurji.
women’s rights. What have they done to improve
6. (a) She does not want to adopt the status of women?
Western culture. (b) Western
feminism has advanced to
a greater degree and Arabic
women are still struggling for
basic rights.
7. (a) Women comprise 55 0706_0712_U4TIM_877981.indd 712 12/14/07 8:22:16 AM
percent of undergraduates but 9. Arranged marriages, the lack of voting

For additional assessment, see Assess-
only 15 percent of the work rights, and limited career opportunities ment Resources, pp. 179–180.
force. (b) Discrimination in for women in late eighteenth-century
hiring English society created obstacles similar
to those faced by women in Arabic
8. (a) She produces documentaries
societies today.
that give women a platform.
(b) Censorship exists, causing
her documentaries to be shelved
sometimes.
712
Learning Objectives Grammar Workshop
Grammar Workshop In this workshop, you will
focus on the following Dangling Modifiers
objectives:
Dangling Modifiers Grammar:
Understanding how to correct
Literature Connection In Jeff Chu’s summary of advances in the Arab

women’s movement, a verbal phrase adds information to his conclusion.
dangling modifiers.
Understanding how to use
commas with introductory
Focus
“Some may be conservative, others more liberal, but as they phrases and clauses. Write this sentence on the
progress, venturing into territory that’s foreign to many in their board: Running out of the
society, they’ll need unity to succeed.” room, the dishes in the cabinet
—Jeff Chu, from “Raising Their Voices” rattled. Discuss why this sentence
The modifier venturing into territory that’s foreign to many in their is confusing.
society adds information about progress being made. The connection
between the modifier and its referent, they, is clear. To use a modifier that Remind students that the
has no clear referent—a dangling modifier—would confuse readers. sequence of words in a sentence
determines the meaning of the
Problem Dangling modifier
Dangling Modifiers sentence.
Based on this article, I can see dramatic changes
A dangling modifier is one
in Arab society.
that has no referent; it does
Based on this article has no referent. It modifies, or is

connected to, no word or phrase in the sentence.
not logically modify any word
in the sentence. Teach
Tip
Question: What is based on this article? Answer: Nothing. Dangling Modifiers
To avoid dangling modifiers,
Solution 1 Change the participle to a preposition. think about the meaning. A dangling modifier is a phrase
From this article, I can see dramatic changes in Arab Make sure each phrase that does not modify a specific
modifies a word close to it. element in a sentence or that
society.
Commas with modifies an unintended element.
Solution 2 Make the phrase part of the main clause.
Introductory Phrases It is sometimes a participial phrase
My seeing dramatic changes in Arab society is based A comma should be used to
on this article. that contains a participle and any
set off an introductory
participial phrase from the modifiers necessary to complete its
Solution 3 Rewrite the sentence to make the referent clear.
rest of the sentence. The meaning.
Since reading this article, I can see dramatic punctuation will help to
changes in Arab society. prevent misreading.
Assess
Revise Rewrite the following sentences to correct any dangling
modifiers. If a sentence needs no revision, write correct. Possible answers:
1. Hanging on every word, the lecture was clearly well accepted.
1. Hanging on every word, the
Literature Online
2. Her hair tucked under a scarf, she hardly fits the image of a feminist. audience clearly showed that
Grammar For more grammar
3. What is your opinion of the issue, judging by the article? practice, go to glencoe.com the lecture was well accepted.
and enter QuickPass code
4. Expanding women’s rights, the audience showed little enthusiasm. GLB9817u4. 2. Correct.
3. Correct.
GRAMMAR WO RKSHOP 713 4. The audience showed little
Approaching Level enthusiasm for expanding
women’s rights.
0713_U4GW_877981.indd 713 3/9/08 10:14:18 AM
Established Misplaced and dangling • High School Sweethearts Reunite after For additional grammar practice,
modifiers often create confusion and Twenty Years at Supermarket see Unit 4 Teaching Resources
Book, p. 65.
factual errors in newspaper headlines. Ask students to share their examples
Have students look through a newspaper with the class. Ask volunteers to explain
for headlines that are ambiguous. how the misplaced or dangling modifier
Examples: changes the meaning of each sentence.
• Frightened Horse Injures Rancher with
Shotgun
• Workers Refuse to Return to Work after
Death
713
Focus Blake’s Poetry
Bellringer Options Meet William Blake “I have very little

of Mr. Blake’s
(1757–1827) time,” she
Selection Focus once told a
Transparency 35 friend,
P
oet, artist, and mystic—William Blake was
light-
Daily Language Practice not content with the prevailing neoclassical
heartedly.
values of his day. His interest in the super-
Transparency 57 natural and his imaginative experimentation “He is
Or ask: What do we usually classify him as pre-Romantic. Blake was defiantly always in
unique, and some of his contemporaries consid- Paradise.”
mean when we say someone The couple was befriended by a group of progressive
ered him insane. As William Wordsworth said of
is innocent? (free of guilt) the unworldly Blake, “There is something in the artists who admired Blake’s fervent imagination and
What signs or symbols suggest madness of this man which interests me more helped him publish his first book of poems when he
was twenty-six. Soon after, Blake started his own
innocence? (Answers will vary. than the sanity of Lord Byron and Walter Scott.”
print shop, taking his younger brother, Richard, as
Some may suggest lambs or his apprentice.
infant children.) Point out that A Creative Fervor The late 1780s and early
innocence was a major theme “Poetry fettered fetters the human 1790s found Blake at the peak of his creative pow-
in the poetry of William Blake, race. Nations are destroyed, or ers. He discovered a new method of relief etching
flourish, in proportion as their poetry, on copperplates, which he called “illuminated
and encourage students to keep printing.” Blake, with the help of Catherine, used
this idea in mind as they read his painting, and music are destroyed or this technique to beautifully illustrate and hand-
works. flourish!” paint nearly all of his books. Unfortunately, this
method was so complex and time-consuming that
—William Blake relatively few copies of his work were produced;
the surviving originals are ranked among the art
treasures of the world. In 1794 Blake published a
Strange and Humble Beginnings Blake grew up volume of lyric poems called Songs of Innocence
in London, surrounded by the grit and poverty of and Experience. Blake described this work as
the new industrial age. From early childhood, Blake “shewing the two contrary states of the human
spoke of having religious visions of angels and soul.” As he grew older, Blake became more and
prophets; these visions would continue throughout more caught up in his mystical faith and visions of
his life. When, at age ten, he expressed a desire to a heavenly world. His later work demonstrates his
become a painter, his parents sent him to a drawing ever-deepening reflections on God, humankind,
school. At the age of fifteen, Blake was apprenticed and the power of the imagination. As he famously
to an engraver—an artisan who cuts or carves wrote, “If the doors of perception were cleansed
designs into wood blocks or metal sheets from every thing would appear to man as it is, infinite.”
which prints can be made.
When he was twenty-five, Blake married Catherine
Literature Online
Boucher, an uneducated woman whom he later
taught to read and trained as an engraver. She Author Search For more about William Blake, go to
accepted his eccentric lifestyle and intense spirituality.
Selection Skills
0714_0715_U4P1_877981.indd 714 3/4/08 4:52:33 PM
Literary Elements Listening/Speaking/

• Symbol (SE pp. 715–719; A Poison Tree, The Viewing Skills
TE p. 716) Lamb, The Tyger • Analyze Art
(SE pp. 716–718)
Reading Skills Writing Skills/Grammar

• Visualize (SE pp. 715–719) Vocabulary Skills • Write a Poem (SE p. 719)
• Academic Vocabulary
(SE p. 719)
714
Learning Objectives
Before You Read
For pages 714–724
Focus
Are there drawbacks to innocence? to knowledge? Write a jour- objectives:
nal entry about a time when you had to change your old per- Literary Study:
ception of the world. Analyzing symbol.
Analyzing stanza.
Summary
Build Background Reading: William Blake was a visionary
Blake first wrote Songs of Innocence and then added Songs of Visualizing.
who wrote poems that ring with
Experience as a counterpoint and complement. Subsequently, Analyzing historical context.
both volumes were published as one book. As these titles sug- Writing: Writing a poem.
an intensely personal mysticism.
gest, Blake views the universe in contrasts. The poems in In “A Poison Tree,” the speaker
Songs of Innocence examine good, passivity, and reason; those nurtures his wrath against a foe,
in the companion volume explore evil, violence, and emotion. and it grows into a tree bearing evil
Set Purposes for Reading fruit. In “The Lamb,” the speaker
portrays the lamb as a symbol
Big Idea The Stirrings of Romanticism
of innocence and goodness. In
As you read, ask yourself, How does Blake favor imagination
“The Tyger,” the speaker ponders
over deductive reasoning?
the forces that created evil in the
Literary Element Symbol world.
A symbol is a person, an animal, a place, an object, or an
event within a text that exists on a literal level but also repre-
sents something on a figurative level. A symbol may have For summaries in languages other
multiple layers of meanings or associations. The meaning of than English, see Unit 4 Teaching
any symbol is determined by its textual surroundings. As you Resources Book, pp. 66–71.
read, ask yourself, What else might this detail represent?
Child laborers at the Alioin towel mill, England.
Reading Strategy Visualize
To visualize is to use your imagination to form pictures of set-
tings, characters, and action. To help youself visualize, pay close
attention to sensory details and descriptions, along with your
responses to them. As you read these poems, ask yourself,
How are my visualizations similar to or different from Blake’s
own engraved illustrations of his poems?
Tip: Comparing and Contrasting Use Venn diagrams like the

one below to compare the images, colors, and sensory details of
your visualizations with those in Blake’s engravings.
Sensory Common Absent from

Details Elements Visualization
WILLIAM BLAKE 715
Approaching Level
0714_0715_U4P1_877981.indd 715 3/4/08 4:54:03 PM
Established Have students narrate a

sequence of events in which they gained
knowledge through lost innocence.
Ask: What did you know at the begin-
ning? What did you know while you
were learning? What did you know at
the end once you had learned some-
thing new? (Answers will vary.)
715
Teach
Literary Element 1
Symbol Answer: The reference
is to a poisoned tree that symbol-
izes the speaker’s hidden anger.
AP P ROACH I NG Have approaching-
level students write a paragraph
identifying and describing how
“A Poison Tree” explores a loss of
innocence as in Genesis.
William Blake
I was angry with my friend;

I told my wrath, my wrath did end.
I was angry with my foe;
Literary Element 2 I told it not, my wrath did grow.
Symbol Answer: The apple, 5 And I watered it in fears,

the tree, and the garden allude to Night and morning with my tears;
the Garden of Eden and the origin And I sunnèd1 it with smiles,
of Original Sin, when Adam and And with soft deceitful wiles.
Eve partook of the forbidden fruit. A Poison Tree, Plate 49 from Songs of Innocence and
And it grew both day and night,
Experience. c. 1815–1826. William Blake. Etching, ink, and
watercolor. Fitzwilliam Museum, University of Cambridge. 10 Till it bore an apple bright.
This page comes from the Songs of Experience And my foe beheld it shine,
and was painted by Blake himself. Why might he have chosen And he knew that it was mine,
this image to accompany the poem?
And into my garden stole

Possible answer: Blake might When the night had veiled the pole;2
have meant for this image to 15 In the morning glad I see
call attention to the effects of the My foe outstretched beneath the tree.
“poison tree,” since it shows the
“foe outstretched.”
1. The accent on the e shows that the word sunnèd is
pronounced as two syllables.
2. Pole means “sky” or “heavens.”
For an audio recording of this 1 Symbol What symbol is alluded to in this line?
selection, use Listening Library
Audio CD-ROM. Symbol How are the poison tree and the apple
2 connected?
Literary Element Practice

Identify Symbols Remind
0716_0718_U4P1_877981.indd 716
SPIRAL Have them list the symbols in the left 3/4/08 4:58:21 PM
REVIEW
students that the symbols in Blake’s column and their meaning, or meanings,
poems exist on both literal and in the right column. Remind students to
figurative levels. Have students create a look for textual clues in Blake’s poems to
chart to list the poems’ symbols and their determine the meanings of the symbols.
meanings.
Symbol Meanings
716
Teach
Reading Strategy 3
Visualize Answer: Most stu-
dents are likely to see calmness in
the stream, serene landscape, and
peaceably grazing sheep.
AP P ROACH I NG To help approach-
ing-level students visualize the
setting of “The Lamb,” have them
choose adjectives to describe it.
William Blake Ask: What adjectives do you
associate with “The Lamb”?
(calm, peaceful, serene, pastoral,
L i ttle Lamb, who made thee?

Dost thou know who made thee?
agricultural)

Gave thee life and bid thee feed
By the stream and o’er the mead;1 reading skill or strategy, see Unit 4
5 Gave thee clothing of delight, Teaching Resources Book, p. 73.
Softest clothing, woolly bright;
Gave thee such a tender voice,
The Shepherd, 1789. William Blake. Etching, ink, and watercolor.
Making all the vales rejoice! The Huntington Library, Art Collections, and Botanical Gardens,
Little Lamb, who made thee? San Marino, CA.
10 Dost thou know who made thee? Note that this image contains a different poem,
also from Songs of Innocence. Does this image convey a similar
Little Lamb, I’ll tell thee, mood to that of Blake’s poem “The Lamb”? Explain why or Possible answers: Most
Little Lamb, I’ll tell thee! why not. students will say the image creates
He2 is callèd by thy name, much the same mood as Blake’s
For he calls himself a Lamb. poem, since it looks peaceful
15 He is meek and he is mild; and pastoral, and is full of lambs.
He became a little child.
I a child and thou a lamb,
Some students may say that the
We are callèd by his name. shepherd seems to be the focus of
Little Lamb, God bless thee! the image, whereas the lamb itself
20 Little Lamb, God bless thee! is the focus of Blake’s poem.
The idyllic setting and simple
1. Here, mead means “meadow.” images, combined with the words
2. He refers to Jesus Christ.
of the poem, convey Blake’s vision
Visualize How do you picture this scene? Do you see it as of an idealized, pastoral England
calm or as turbulent? 3
that existed before the ravages of
the Industrial Revolution.
WILLIAM BLAKE 717
English Learners
0716_0718_U4P1_877981.indd 717 3/4/08 4:58:30 PM
Intermediate Discuss the lamb’s used symbolically in advertisements or by

symbolism. Ask Can anyone think of corporations. (Examples: the lion, used by
an animal that is used as a symbol in a film company; the bull, used by a finan-
American culture? Think of images that cial management company) Ask students
appear on public buildings, on money, from other cultures for parallel instances or
or on official documents. (The eagle different interpretations of animal symbol-
is the most common animal symbol, ism in other parts of the world.
representing the strength and nobility of
the United States.) Discuss other animals
717
Teach The Tyger, 1794–1795. William Blake. Etching, ink, and
watercolor. The Huntington Library, Art Collections, and
Botanical Gardens, San Marino, CA.
Blake painted the page for “The Tyger” himself.
Reading Strategy 1 How does the illustration compare to Blake’s description?
Visualize Answer: The tiger

gives off a bright but sinister light
in the dark forests of the night. It is
T yger! Tyger! burning bright
In the forests of the night,
both attractive and menacing. What immortal hand or eye
Could frame thy fearful symmetry?1
ENGLISH LEAR N ERS Have English
learners rewrite the first and second 5 In what distant deeps2 or skies
stanzas of “The Tyger” using familiar Burnt the fire of thine eyes?
words and traditional spellings. On what wings dare he aspire?
What the hand dare seize the fire?
Big Idea 2 And what shoulder, and what art,

10 Could twist the sinews of thy heart?
The Stirrings of And when thy heart began to beat,
What dread hand? and what dread feet?
Romanticism Answer: The
image of the anvil, like the What the hammer? what the chain?
hammer, chain, and furnace in In what furnace was thy brain?
stanza 4, associates the tiger with 15 What the anvil? what dread grasp
the “deadly terrors” of factories Dare its deadly terrors clasp?
and mechanization. Blake felt that
When the stars threw down their spears
industrialization was a powerful And watered heaven with their tears,
threat both to individuals and to Did he smile his work to see?
the pastoral English ideal. 20 Did he who made the Lamb make thee?
Tyger! Tyger! burning bright

In the forests of the night,
What immortal hand or eye
Dare frame thy fearful symmetry?
Possible answers: Most students
will say that Blake’s depiction of a
tiger—”fearful symmetry,” “burning
bright,” “sinews of thy heart”—is 1. In this context, symmetry means “well-proportioned form.”
2. Deeps means “ocean” or “abyss.”
much darker and more fierce than
the image of a tiger that accom- Visualize How does the description in the first four lines
1
create a striking image?
panies it. They may also note that
the forest is painted much brighter The Stirrings of Romanticism How do these lines
William Blake
and calmer than the “forests of the reflect Blake’s concerns about the industrialization of
society?
2
night” described in the poem.
Vocabulary Practice
Progress Check 0716_0718_U4P1_877981.indd 718 3/4/08 4:58:38 PM
Multiple-Meaning Words Direct meanings of a word simultaneously is

Can students interpret called ambiguity. Discuss how it enriches
attention to the word frame, in line 4. Ask
symbol? the possible meanings of the poem.
a volunteer to look it up in a standard dic-
If No ➔ See Unit 4 Teaching tionary and read out the definitions. Focus Have students repeat this process with the
Resources Book, p. 72. on the fact that frame could mean either word art in line 9. Encourage a range of
“to enclose,” as in framing a picture, or interpretations.
“to build,” as in framing a house. Explain
To check students’ understanding that this technique of using two or more
718
Assess
1. (a)Briefly summarize what happens to the 4. (a)At the end of “A Poison Tree,” how does the 1. (a) Revealing his feelings to a
speaker’s anger with a friend and a foe in “A speaker feel? (b)Do you think it is appropriate friend releases his anger; hiding
Poison Tree.” (b)Why, in your opinion, does the for the speaker to feel this way? Explain. his feelings from a foe deepens
speaker deal with his anger in this way?
5. (a)How is “The Tyger” similar to “The Lamb”? it. (b) The speaker may trust
2. (a)According to the speaker, what three things How are the poems different? (b)What is his friend, but not his foe, to be
has the lamb been given? (c)What do these gained by reading these poems together?
lines reveal about the speaker’s attitude toward understanding.
the lamb? Connect 2. (a) Life, clothing, and a tender
3. (a)In “The Tyger,” what question does the 6. Big Idea The Stirrings of Romanticism voice (b) The speaker is caring.
speaker ask in lines 1–5 and in lines 21–24? How do these poems embody a shift toward
imagination and individualism? 3. (a) He wonders who could
How do these questions differ? (b)From these
questions, what can you infer about the speak- 7. Connect to the Author Blake was strongly
have created the tiger. Dare
er’s attitude toward the tiger? influenced by religion and spirituality. How does replaces could in line 24. (b)
this influence come out in his poetry? The speaker respects the tiger’s
magnificence but is afraid of its
Literary Element Symbol Reading Strategy Visualize savage power.
One key to understanding symbols is to think asso- Visualizing may help you comprehend the actions 4. (a) “Glad” (b) It is normal to feel
ciatively. In Blake’s poems, note how imagery and or mannerisms of a character and a speaker’s atti- glad when an enemy disappears.
tone are used to narrow and eliminate some asso- tude toward what he or she is describing.
ciations in order to specifically define the symbols. 5. (a) They both ask the same
1. Which images or actions were easiest to visual-
1. (a)What ideas do you associate with a tree and ize in “A Poison Tree”? Explain.
basic question: Who made you?
an apple? (b)In “A Poison Tree,” what do you The power that made the lamb
2. What images from “The Tyger” helped you
think the apple and the tree symbolize?
understand the speaker’s attitude? was benevolent, but the one
2. (a)What ideas or characteristics do you associ- that fashioned the tiger was
ate with a lamb and a tiger? (b)What do you sinister. (b) The contrasts help
think the lamb and the tiger symbolize?
Academic Vocabulary the reader better understand
Writing Blake’s message is implicit: it is clear although their meanings.
Write a Poem Using Blake’s poems as a model, he does not state it outright. 6. Each appeals to the reader’s
write a poem in which you use a symbol or sym- Implicit is an academic word often used in lit- feelings, and each involves an
bols as a way of expressing a deeper message.
erary criticism. The meaning of “A Poison Tree” element of mystery.
Before you begin, you may wish to brainstorm
is implicit—the poet does not state it directly.
about some commonly symbolic items—for 7. Answers will vary but students
example, the dawn often symbolizes birth or Use context clues to figure out the meaning
should note Blake’s frequent
youth, while sunsets symbolize old age or death. of the word implicit in the italicized sentence
above. Use a dictionary to check your guess. references to a creator in his
Literature Online poetry, and the use of Biblical
For more on academic vocabulary, see pages
Selection Resources For Selection Quizzes, eFlashcards,
56 and R81. references.
Literary Element
WILLIAM BLAKE 719
1. (a) The Garden of Eden. (b)
0719_U4P1_877981.indd 719 4/22/08 4:45:38 PM
The speaker’s anger
Reading Strategy 2. (a) Lambs with gentleness and
Writing tigers with violence (b) The
Students’ poems should use a symbol 1. Students may mention the “apple lamb is the innocence of chil-
in order to express a greater theme or bright,” the tree, or the slain foe. dren; the tiger is the rapacious
message. You may wish to hold a brief 2. Students may mention the stars nature of adults.
class discussion on what makes a symbol throwing down their spears and
before students begin to write. watering heaven with their tears.
Academic Vocabulary
Vocabulary
Implicit means “implied or indirectly
stated.”
719
Before You Read
Before You Read
Focus Literary Element Stanza
A stanza is a group of lines forming a unit in a
Reading Strategy Analyze Historical
Context
poem. A stanza in a poem is similar to a para- Analyzing historical context involves gathering
graph in prose. Some of the most common types background information and exploring social
Bellringer Options of stanzas are the couplet, or two-line stanza; the forces that influenced the writing of a literary
tercet, which has three lines; and the quatrain, work. As you read these poems, use your back-
Daily Language Practice which has four. As you read these poems, note ground knowledge of the Industrial Revolution to
Transparency 117 how Blake uses the quatrain and the natural better understand the context in which these
breaks at the end of stanzas to transition from poems were written.
Or ask: How do you think the one concept or thought to another.
Industrial Revolution changed
England during Blake’s time?
Explain that with the advent of
the steam engine, the cotton
gin, and other inventions, the
factory system emerged. London
became an industrial center with
no laws to protect workers,
women, or children.
William Blake
I wander thro’ each charter’dº street, 1 charter’d: here, the meaning is
Near where the charter’d Thames does flow, “controlled.”
And mark in every face I meet

Marks of weakness, marks of woe.
5 In every cry of every Man,

In every Infant’s cry of fear,
In every voice, in every ban,º 7 ban: a legal prohibition, a public
Teach The mind-forg’d manaclesº I hear. curse, or a marriage announcement.

8 manacles: shackles.
How the Chimney-sweeper’s cry

10 Every black’ning Church appalls;
Reading Strategy 1 And the haplessº Soldier’s sigh 11 hapless: unfortunate; deserving
Runs in blood down Palace walls. pity.
Analyze Historical Context
Answer: The faces’ “weakness” But most thro’ midnight streets I hear
and “woe” evoke a scene of hope- How the youthful Harlot’sº curse 14 Harlot’s: prostitute’s.
lessness and death. 15 Blasts the new born Infant’s tear,

And blights with plagues the Marriage hearse.
For additional practice using the Analyze Historical Context What does this suggest to you
reading skill or strategy, see Unit 4 1 about the conditions in London at the time?
Selection Skills
0720_U4P1_877981.indd 720 12/12/07 4:39:35 PM
London, The Chimney

Literary Elements Listening/Speaking/Viewing Skills
Sweeper from Songs
• Stanza (SE pp. 720–724) • Analyze Art (SE pp. 721, 722)
of Innocence, The
Chimney Sweeper from
Songs of Experience

• Analyze Historical Context Vocabulary Skills
• Expository Essay (SE p. 725)
(SE pp. 720–724) • Academic Vocabulary
• Analyze Theme (TE p. 722) (SE p. 724)
720
Teach
Reading Strategy 2
William Blake Answer: His father sold him while
W hen my mother died I was very young,

And my father sold me while yet my tongue
he was still very young (lines 2–3).
Explain that such was the poverty in
London that thousands of little boys
Could scarcely cry “’weep! ’weep! ’weep! ’weep!”1 were sold off by parents (here a
So your chimneys I sweep, & in soot I sleep. widower) unable to support them.
5 There’s little Tom Dacre, who cried when his head,
Say: After many years, largely in
That curl’d like a lamb’s back, was shav’d: so I said response to the writings of Blake
“Hush, Tom! never mind it, for when your head’s bare and Dickens, Parliament passed
You know that the soot cannot spoil your white hair.” child-protection laws that ended
such practices.
And so he was quiet, & that very night,
10 As Tom was a-sleeping, he had such a sight!—
That thousands of sweepers, Dick, Joe, Ned, & Jack, Big Idea 3
Were all of them lock’d up in coffins of black.
The Stirrings of
And by came an Angel who had a bright key,
And he open’d the coffins & set them all free;
Romanticism Answer: In
15 Then down a green plain leaping, laughing, they run, their dreams, the soot-blackened
And wash in a river, and shine in the Sun. little boys “wash in a river,” leave
their tools (“bags”) behind, and
Then naked & white, all their bags left behind, ascend into heaven.
They rise upon clouds and sport in the wind;
And the Angel told Tom, if he’d be a good boy,
20 He’d have God for his father, & never want joy. learners read lines 17–18 again,
The Chimney Sweeper, plate 7 (Bentley 12) stopping at each comma. Ask:
from Songs of Innocence and of Experience And so Tom awoke; and we rose in the dark, What details do you see in your
1789–94. William Blake. Raised etching. Yale And got with our bags & our brushes to work.
Center for British Art, Paul Mellon Collection, imagination? (Student responses
Tho’ the morning was cold, Tom was happy & warm;
New Haven, CT.
So if all do their duty they need not fear harm. will vary but may include the
Blake’s Songs of Innocence
warm sun, shouts of joy, blue sky,
addressed the rosy world view of an innocent
child. Does this image suit the content and and soft breezes.)
1. “’Weep . . . ‘weep” is the child’s attempt to call out “Sweep!” as a chimney
tone of Blake’s poem? Explain why or why not.
sweeper would.
Analyze Historical Context Why does the speaker of the poem work
as a chimney sweeper? 2
The Stirrings of Romanticism What role does the imagination play in
3 Possible answer: Yes, the
these lines?
calligraphy and swirling art seems
WILLIAM BLAKE 721
whimsical and childlike.
English Learners
0721_0722_U4P1_877981.indd 721 12/12/07 4:40:19 PM
Intermediate Have students create under “Sad Images.” Angel, bright, free
a two-column chart with heads “Happy and laughing should go under “Happy
Images” and “Sad Images.” Ask English Images.” Ask: Which column shows
learners to read the poem and find words what the chimney sweepers really
or phrases that are happy and sad and put feel? Have students write sentences that
them in the appropriate column. Words describe the sweepers’ true feelings.
like died, cry, coffins, and black should go
721
Teach
Reading Strategy 1
Answer: He mentions the church
(“God & his Priest”) and the crown William Blake
(“& King”). The speaker views
them both as oppressive forces
“who make up a heaven of our
misery.”
A
Explain that Blake is criticizing
the church’s compliance with the
little black thing among the snow,
social injustices wrought by the Crying “’weep! ’weep!” in notes of woe!
government, such as the unre- “Where are thy father & mother? say?”
stricted use of children as a source “They are both gone up to the church to pray.
of unpaid, unprotected labor.
5 “Because I was happy upon the heath,
AP P ROACH I NG For approach-
And smil’d among the winter’s snow,
ing-level students, ask: What They clothed me in the clothes of death,
word choices does the speaker And taught me to sing the notes of woe.
make in the first two lines to
emphasize the misery of the “And because I am happy & dance & sing,
10 They think they have done me no injury,
chimney sweeper? (little, crying, And are gone to praise God & his Priest & King,
weep, woe) What word choices Who make up a heaven of our misery.”
does the speaker make in the
last stanza to emphasize the
hypocrisy of societal institutions?
(praise God & his Priest & King,
heaven of our misery)
The Chimney Sweeper, Plate 37 from Songs of
Analyze Historical Context What social institutions is the Innocence and of Experience, c. 1815–26. William
1 speaker commenting upon in these lines? How does the speaker Blake. Etching, ink and watercolor. Fitzwilliam
view these institutions? Museum, University of Cambridge, England.
S Songs of Experience was meant to

stand in contrast to Songs of Innocence. In what
Answer: This image gives a ways does this image contrast with the illustration
on page 721? Explain.
harsher depiction of life for a
chimney sweeper, while the image
on page 721 is more whimsical
and innocent. This image matches
better with experience; the other
image matches better with 722 U N IT 4 THE TRI UMP H OF ROMANTI C I S M
innocence.
Reading Practice
0721_0722_U4P1_877981.indd 722 12/12/07 4:40:44 PM
SPIRAL
REVIEW
Analyze Theme The Chimney sent him off to be a chimney sweeper
To check students’ understanding Sweeper analyzes child labor with the line “they clothed me in clothes
of the selection, see Unit 4 through a child who was sold to be of death”, stanza 3 mentions that the
Teaching Resources Book, p. 84. a chimney sweeper. Have students sum- parents go on with their regular routines
marize each stanza and identify the view and that heaven is seen as made up of
of the child laborer using textual evidence. misery.)
(Stanza 1 acknowledges that the child has
been abandoned by his parents, stanza 2
grimly emphasizes that the child’s parents
722
5. (a)In “The Chimney Sweeper” from Songs of
Assess
1. (a)What does the speaker in “London” claim
Innocence, what two settings are contrasted? 1. (a) “Mind-forg’d manacles”
(b)In “The Chimney Sweeper” from Songs of
to hear in “every voice, in every ban”? (b)What (b) The chimney sweeper, the
Experience, what is the predominant setting?
specific people does the speaker mention? soldier, the prostitute, and the
(c)What do the settings of both poems suggest
2. (a)At the end of “The Chimney Sweeper” from about the relationship between youth and infant
Songs of Innocence, why is Tom “happy”? experience? 2. (a) The angel told him that if
(b)What is the message of this poem?
Connect he is “a good boy,” he will go to
3. (a)In “The Chimney Sweeper” from Songs of
heaven. (b) That earthly life is a
Experience, how is the child clothed and what 6. Big Idea The Stirrings of Romanticism
is the child taught to sing? (b)What does this What elements of Romanticism are most living hell for children like Tom
imply about innocence? evident in these poems? Explain. Dacre
Analyze and Evaluate 7. Connect to Today Are people in modern soci- 3. (a) Clothed “in the clothes of
ety as concerned with the idea of “innocence” death” and taught to sing “the
4. (a)In the last stanza of “London,” what effect
as some were in Blake’s time? Explain, using
does the “youthful Harlot’s curse” have on the notes of woe” (b) Innocence is
examples from recent history or culture.
newborn child? (b)What does this symbolize? a source of danger for children.
4. (a) Drowns out the Infant’s cry
(b) That innocence is withered
by brutal experiences
5. (a) Urban reality and a dream
world (b) The snowfilled heath
Daily Life & Culture (c) That youth and innocence
Chimney Sweeps and Child Labor facilities. These inspections resulted in the must give way to experience
The Industrial Revolution in Great Britain dur- Factory Act of 1847, which limited the number 6. A preference for imagination
of hours children could work. Subsequent acts
ing the middle part of the eighteenth century
followed throughout the nineteenth century, as and feeling, a concern for
fundamentally altered familial and societal
did greater interest in reforming societal ills. By individual lives, the use of
structures. New large-scale manufacturing tech-
niques and tools required a large urban labor the start of the twentieth century, child labor simple, everyday language,
force. Tragically, children were regularly forced had all but vanished in Britain. and the idea that modern,
into dangerous, unhealthy, and cruel environ-
Group Activity Discuss these questions with a industrialized society has
ments, for little or no pay. Like the chimney
group of classmates. destroyed innocence
sweeps depicted in Blake’s poems, these chil-
dren were nearly always from poor families. 1. Why might parents allow their children to 7. Answers will vary. Students
In fact, many of them were orphans. be subjected to harsh factory conditions? should cite a recent historical
As a result of the alarming conditions in the
2. Does Blake’s depiction of London seem or cultural development that
accurate? Explain. illustrates modern society’s
factories, mines, and mills, an act was passed in
1833 that provided for the inspection of these attitude toward the idea of
innocence.
WILLIAM BLAKE 723
0723_0725_U4P1_877981.indd 723 3/4/08 5:00:23 PM
Daily Life & Culture

1. Students might suggest that financial
need forced the parents to subject
their children to these conditions.
2. In leading this discussion, you might
want to have volunteers look up
encyclopedia articles on the Industrial
Revolution in England, the factory
system, the history of child labor, and
other such topics.
723
After You Read Literary Element Stanza Reading Strategy Analyze Historical
A stanza is a unified group of lines within a larger Context
Assess poem. A stanza serves a similar function to a para-
graph in prose. Blake often writes in quatrains,
Writers are influenced by their environments,
cultures, and experiences. Some writers, such as
which are one of the most commonly occurring Blake, choose to overtly tackle the social issues and
stanzas in English lyric poetry. Think about how problems of their day. Often, in order to analyze
Literary Element each quatrain forms a self-contained idea while historical context, you must bring your own knowl-
simultaneously adding to the poem as a whole. edge of historical events to bear on a text. If you
1. The first two stanzas introduce 1. In “London,” what is the connection between have trouble answering these questions, reread the
the setting and the fact that the the first two stanzas and the last two stanzas? biography on page 714 and Build Background on
speaker hears cries of woe; page 715, as well as the Unit Four introduction.
2. Describe what happens in each stanza of “The
the last two describe the Chimney Sweeper” from Songs of Innocence. 1. How does Blake characterize the urban environ-
specific cries. ment of London?
2. The speaker reveals that his 2. Cite several instances from these poems that
Review: Meter
illustrate Blake’s concern for the poor and
father sold him into the As you learned on page 423, meter is the regular destitute.
trade; the speaker comforts pattern of stressed and unstressed syllables that
3. (a)According to the poems, how were children
Tom Dacre after his head is gives a line of poetry a predictable rhythm. The
sometimes treated during this era? (b)Does this
shaved; Tom dreams that the basic unit of meter is the foot. A foot usually con-
treatment differ from that in our own time?
tains one stressed syllable (marked ‘) and one or
sweepers are locked in coffins; more unstressed syllables (marked ˘).
Explain.
an angel releases the sweepers
Partner Activity Meet with another classmate and
who clean themselves and try to determine the meter in “London” and in both
Academic Vocabulary
frolic; the sweepers rise upon “Chimney Sweeper” poems. First, read each stanza In his poems, Blake describes the widespread
clouds, and Tom is promised aloud and try to figure out where the stresses fall. suffering of the lower classes.
heaven if he is good; Tom Remember that the meter of a poem is not always
Widespread is an academic word. Words that
regular. Then, on a separate sheet of paper, rewrite
awakes and goes to work the stanza, marking stressed and unstressed syllables.
are similar in meaning are prevalent and
contented. common.
Finally, referring to your scansion, label the meter,
using the appropriate terminology. For a list of terms To further explore the meaning of this word,
used to describe the different types of meter, refer to answer the following question: Why were
Review: Meter the Literary Terms Handbook, page R10. unhealthy working conditions such a
In the first stanza of “London,” widespread problem in Blake’s time?
the first three lines are written in For more on academic vocabulary, see pages
iambic tetrameter; the fourth line 56 and R81.
is written in trochaic tetrameter
with the final foot missing an
Literature Online
unstressed syllable.
Selection Resources For Selection Quizzes, eFlash-
cards, and Reading-Writing Connection activities, go to
Progress Check
Can students interpret the A View in Regent’s Park in 1831, from The Progress
use of a stanza? of Steam. Henry Thomas Alken. City of Westminster
Archive Centre, London.
Resources Book, p. 82. 724 U N IT 4 THE TRI UMP H OF ROMANTI C I S M
0723_0725_U4P1_877981.indd 724 3/4/08 5:01:04 PM
Reading Strategy 3. (a) Children were sold into labor and Academic Vocabulary
mistreated.
Conditions were widespread because
1. London is filled with pain, fear, (b) Yes, child-labor laws make this
many people were unemployed. Also,
and misery. type of institutionalized cruelty rare.
working conditions were not regulated
2. Responses will vary. In “The by the government such as they are
Chimney Sweeper” from Songs today.
of Innocence, the child speaker
relates that Tom’s head is
shaved by his cruel overseer so
it won’t collect soot.
724
Learning Objectives
After You Read
Expository Essay
objectives:
Literary Study: Analyzing Assess
theme.
Writing: Writing an expository
Analyze Theme In his poems, William Blake depicts the harsh condi-
essay. Respond
tions of eighteenth-century England. Write a response to literature in which Through Writing
you analyze how the ambiguities and nuances of his theme are supported
by stylistic devices such as diction, tone, repetition, and rhythm. Students’ expository essays should:
Understanding the Task Nuance refers to the subtle distinctions that Grammar Tip • analyze the ambiguities and
distinguish and individualize a text. Diction is the unique choice of words In-Text Quotations nuances of the theme of harsh
that creates an author’s recognizable voice. Tone is an author’s attitude When quoting a passage, conditions in 18th-century
toward his or her subject. Elements such as word choice, sentence struc- enclose it in quotation England
ture, figures of speech, and punctuation help create tone. marks, copying it exactly
as it appears in the origi-
• analyze Blake’s stylistic devices
Prewrite First, reread the poems and state the themes in your own nal. Use ellipses (. . .) to and identify how these devices
words. Then make a chart listing the stylistic elements you find. Identify indicate omitted words or support the theme
each element—rhyme, rhythm, diction, or tone—and indicate how it phrases and slashes (/) to
helps support the subtleties and double meanings of Blake’s theme. indicate line breaks. • support interpretations and
The lines “They clothed
explanations with details from
Draft A good way to structure your essay is to begin by identifying the the text
me in the clothes of
overall theme of the poems and discussing its layers of meaning, or
complexities. Support your interpretation and explanations with quota-
death, / And taught me • reflect accurate use of spelling,
to sing the notes of woe”
tions and other details from the text. Then focus on individual aspects of
emphasize the sweepers’ grammar, and punctuation
the theme, showing how each stylistic element helps convey that idea.
suffering.
A student who meets all of these
Blake’s use of rhyme in these poems creates an inescapable pulse that criteria should receive the equiva-
helps readers actually feel the children’s bondage and hopelessness. For lent of a 4-point response.
example, the regular abab rhyme scheme in “London” mimics the repeti-
tive rhythm of the young chimney sweepers’ lives. A student who fully meets two or
partially meets three of these crite-
Use statements like the following to clarify the contribution of specific
aspects of Blake’s style: ria should receive the equivalent of
The author uses _______________ , _______________ , and a 3-point response.
_______________ to represent ______________.
A student who fully meets one or
Revise Skim Blake’s poems once again, making sure you have accurate- partially meets two of these criteria
ly identified his style and interpreted his theme. Finally, review the Writing
should receive the equivalent of a
Workshop checklists on pages 852 and 972. Evaluate your essay on the
basis of those checklists, making any necessary changes. 2-point response.
Edit and Proofread Proofread your paper, correcting any errors in A student who partially meets one
spelling, grammar, and punctuation. Use the Grammar Tip in the side of these criteria should receive the
column to help you with in-text quotations.
WILLIAM BLAKE 725
0723_0725_U4P1_877981.indd 725 3/4/08 5:01:48 PM
For additional assessment, see Assessment To create custom assessments online, go to

Resources, pp. 183–184. Progress Reporter Online Assessment.
To create custom assessments using soft-

ware, use ExamView Assessment Suite.
725
Focus from Pride and Prejudice
Bellringer Options Meet Jane Austen

(1775–1817)
Transparency 59
A
clergyman’s daughter, Jane Austen never
Or have students discuss their traveled beyond her middle-class circle of
family and acquaintances, typical of
favorite sitcoms and how they England’s villages. The lives of these small-town
satirize the behavior of the residents became the inspiration for Austen’s most
characters. Ask: What human memorable works.
flaws, social customs, and atti-
tudes do these shows mock?
As they read, tell students to look “3 or 4 families in a country village is Marriage and Manners In an age when genteel
the very thing to work on.” young women could not seek gainful employ-
for the ways in which Jane Aus- ment, marriage meant financial security. The
ten uses humor to poke fun at —Jane Austen, on novel writing pressure to marry was strong, and Austen exam-
her characters in this excerpt from ines that pressure throughout her work with a
witty and satirical eye. Although Austen never
her novel Pride and Prejudice. married, she is believed to have had a brief
Family Life Jane Austen was born in 1775 to a
minister, George Austen, and his wife, Cassandra. engagement in 1802 with a twenty-one-year-old
Although the Austens had a comfortable income, suitor from her village, until she broke the
they were not considered rich, especially since engagement a day after it was formed. Little is
there were seven children in the family. While not known about these aspects of Austen’s life, as her
always able to provide financially for their chil- sister Cassandra was fiercely protective of her
dren, Austen’s parents encouraged Jane and her and destroyed many of Austen’s private letters
siblings to have a passion for learning. Her father and correspondence once the author died.
owned a library of over five hundred books, and While Austen’s novels were popular with the pub-
Austen later wrote that her family were “great lic and many of her fellow authors, it was only
novel readers, and not ashamed of being so.” after her death that she received critical acclaim.
Austen began writing at an early age to entertain Sir Walter Scott wrote in his journal, in an entry
her family, reading her satirical sketches aloud. dated March 14, 1826, “Also read again, and for
By the time she was twenty, she had written an the third time at least, Miss Austen’s very finely
early version of her novel Sense and Sensibility and written novel of Pride and Prejudice. That young
soon afterward began the manuscripts that eventu- lady had a talent for describing the involvement
ally became Pride and Prejudice and Northanger and feelings and characters of ordinary life which
Abbey. Years later, she revised and expanded these is to me the most wonderful I ever met with.”
manuscripts, which were well received when they
were published. During the remainder of her brief
life, she wrote three more novels—Mansfield Park, Literature Online
Emma, and Persuasion. Author Search For more about Jane Austen, go to
Selection Skills
0726_0727_U4P1_877981.indd 726 3/4/08 5:03:05 PM

• Dialogue (SE pp. 727–735) • Apply Dialogue (SE p. 736)
• Point of View (SE p. 735) from Pride and Prejudice • Describe Characters (TE p. 730)
Reading Skills Listening/Speaking/Viewing Skills

• Analyze Characterization Vocabulary Skills • Analyze Art (SE p. 728; TE p. 730)
(SE pp. 727–736) • Word Origins (SE p. 736)
• Academic Vocabulary (SE p. 736)
726
Learning Objectives
Before You Read
For pages 726–736
Focus
Connect to the Novel In studying this text, you will
How important is marriage in modern societies—your own cul- objectives:
ture and other cultures? Discuss these questions in a group. Literary Study: Analyzing
Build Background
dialogue. Summary
Reading: Analyzing
In eighteenth-century England, property and other finances characterization. A wealthy, single man, Mr. Bingley
usually belonged to the husband or father. For this reason, it Writing: Applying dialogue. moves into a small English village,
was often necessary for middle-class daughters to marry into
wealth. After the death of a father, a family’s estate would go
causing a stir among marriage-
to another male relative instead of the wife or their daughters. minded mothers who view him
as a potential husband for their
Set Purposes for Reading daughters. Mrs. Bennet, with her
Vocabulary
Big Idea The Stirrings of Romanticism five eligible daughters, is elated
hypocritical (hip´ ə krit i kəl)
As you read, ask yourself, Which characters show attitudes of adj. pretending to believe one thing when he seems to favor her eldest,
Romanticism—such as valuing individualism and feeling over but doing the opposite; p. 730 It is Jane. Bingley’s friend, the wealthier
reason—and which preserve Enlightenment attitudes, valuing hypocritical to urge others to recycle Mr. Darcy, is introduced as arrogant
reason and self-control? when you don’t do the same.
and prideful and a contrast to the
Literary Element Dialogue acquaintance (ə kwānt əns) n. agreeable Mr. Bingley.
the state of being familiar with;
Dialogue is conversation between characters in a literary work. p. 730 I did not know Mary well; I
Through dialogue, a writer reveals the feelings, thoughts, and had only just made her acquaintance.
intentions of characters, sets up conflicts, and moves the plot For summaries in languages other
forward. As you read, ask yourself, How does the dialogue in emphatic (em fat ik) adj. with than English, see Unit 4 Teaching
Pride and Prejudice reveal the relationships between characters? strong emphasis; p. 731 My mother Resources Book, pp. 86–91.
was emphatic about having us call
Reading Strategy Analyze Characterization home if we were going to stay out late.
When you analyze characterization, you look critically at how
the thoughts, actions, and motives of a character are revealed. Vocabulary
In direct characterization, the author tells something outright
about a character’s personality. In indirect characterization, Identify Part of Speech
the author suggests traits by presenting a character’s words,
Say: Changing the suffix of a word
thoughts, actions, or appearance, as well as the reactions of
other characters. As you read, ask yourself, How is Austen changes its part of speech. Have
telling me about these characters? students use a dictionary to identify
the root words of hypocritical,
Tip: Taking Notes Create a chart like the one shown below to
acquaintance, and emphatic. Then
analyze characters.
have them write one word from
definition synonyms the same root and identify its part
of speech.
Character
antonyms sentence/image
For additional vocabulary practice,

JANE AUSTEN 727
Approaching Level Book, p. 94.

0726_0727_U4P1_877981.indd 727 3/4/08 5:04:04 PM
Emerging Tell students that the selec- One column should be labeled “Romanti-
tion contrasts the following character cism” and the other “Enlightenment.” Have
types: those with Romantic attitudes of students identify characters that fit each
individualism and emotion and those with type and list them in the columns as they
Enlightenment attitudes of social structure read. Then have them explain their choices
and self-control. Have students create a in a class discussion.
two-column chart to list the characters that
fit each type.
727
Teach Promenade. Constant-Emile Troyon. Oil on
canvas. Courtesy of Thomas Brod and Patrick
Pilkington. Private collection.
In Austen’s time, the paths
Literary Element 1 through gardens were often used as social

meeting-places for friends. What can you infer
about the women in this painting?
Dialogue Answer: Mr. Bennet
has a sharp wit; Mrs. Bennet is
not intelligent enough to notice
Mr. Bennet’s banter.
AP P ROACH I NG If approaching-level
students have difficulty understand-
ing the structure of nineteenth
century society regarding marriage,
tell them about the practice of
“arranging” for young people to
meet. Have students read the first
chapter and ask: What does
Mrs. Bennet want Mr. Bennet to
Jane Austen
do? (Call on Mr. Bingley to arrange
a time for him to visit and meet
the Bennet girls)
“You want to tell me, and I have no objec-
Chapter 1 tion to hearing it.”
This was invitation enough.
“Why, my dear, you must know, Mrs. Long
It is a truth universally acknowledged that a says that Netherfield is taken by a young man of
single man in possession of a good fortune must large fortune from the north of England; that he
For additional literary element
be in want of a wife. came down on Monday in a chaise and four1 to
However little known the feelings or views see the place, and was so much delighted with
practice, see Unit 4 Teaching
of such a man may be on his first entering a it that he agreed with Mr. Morris immediately;
neighborhood, this truth is so well fixed in the that he is to take possession before Michaelmas,2
minds of the surrounding families that he is and some of his servants are to be in the house
considered as the rightful property of some one by the end of next week.”
or other of their daughters. “What is his name?”
“My dear Mr. Bennet,” said his lady to him “Bingley.”
S one day, “have you heard that Netherfield Park
is let at last?”
“Is he married or single?”
Answer: Students may infer Mr. Bennet replied that he had not.
from the women’s close body “But it is,” returned she; “for Mrs. Long has 1. A chaise and four is an elegant coach drawn by four
horses.
language that they are friends or just been here, and she told me all about it.” 2. Michaelmas (mikəl məs) is September 29, the feast of the
relative. They may also infer that Mr. Bennet made no answer. archangel Michael, which is celebrated mainly in England.
“Do not you want to know who has taken
the women live in a rural location Dialogue What does this dialogue reveal about the rela-
and are wealthy or well-off, based
it?” cried his wife impatiently.
tionship between Mr. and Mrs. Bennet? 1
on the elaborate garden and the
seemingly-expensive clothing. 728 U N IT 4 THE TRI UMP H OF ROMANTI C I S M
Vocabulary Practice
0728_0734_U4P1_877981.indd 728 12/12/07 4:46:14 PM
Multiple-Meaning Words Direct ing of mean here. Next direct students’

Readability Scores students’ attention to the word mean in attention to the word reserve earlier in the
Dale-Chall: 6.8 the description of Mrs. Bennet on p. 729. same paragraph. Have them look up the
DRP: 53 Point out that mean has multiple mean- various meanings of this word. Tell them to
Lexile: 910 use context clues to decide which defini-
ings. Break students into groups and have
them discuss which context clues in the tion matches the word’s use in this case.
passage help them understand the mean-
728
“Oh! Single, my dear, to be sure! A single
man of large fortune; four or five thousand a
hearty consent to his marrying whichever he
chooses of the girls, though I must throw in a Teach
year.3 What a fine thing for our girls!” good word for my little Lizzy.”
“How so? How can it affect them?” “I desire you will do no such thing. Lizzy is
“My dear Mr. Bennet,” replied his wife, “how not a bit better than the others; and I am sure Reading Strategy 2
can you be so tiresome! You must know that I she is not half so handsome as Jane, nor half so
am thinking of his marrying one of them.” good-humored as Lydia. But you are always giv- Analyze Characterization
“Is that his design in settling here?” ing her the preference.” Answer: What Mrs. Bennet says
“Design! Nonsense, how can you talk so! “They have none of them much to recom- reveals her concern with finding
But it is very likely that he may fall in love mend them,” replied he; “they are all silly and husbands for her daughters.
with one of them, and therefore you must visit ignorant like other girls, but Lizzy has some-
him as soon as he comes.” thing more of quickness than her sisters.”
“I see no occasion for that. You and the girls “Mr. Bennet, how can you abuse your own Reading Strategy 3
may go, or you may send them by themselves, children in such a way? You take delight in
which perhaps will be still better, for as you are vexing me. You have no compassion on my Analyze Characterization
as handsome as any of them, Mr. Bingley might poor nerves.”
like you the best of the party.” “You mistake me, my dear. I have a high
Answer: Austen tells what other
“My dear, you flatter me. I certainly have had respect for your nerves. They are my old characters think of her. Lizzy is her
my share of beauty, but I do not pretend to be friends. I have heard you mention them with father’s favorite because she is
anything extraordinary now. When a woman consideration these twenty years at least.” “quick” and her mother compares
has five grown-up daughters, she ought to give “Ah! You do not know what I suffer.” her unfavorably to her sisters.
over thinking of her own beauty.” “But I hope you will get over it, and live to
ADVANCED For advanced stu-
“In such cases, a woman has not often much see many young men of four thousand a year
beauty to think of.” come into the neighborhood.” dents, ask: What do the parents’
“But, my dear, you must indeed go and “It will be no use to us if twenty such should opinions of their children reveal
see Mr. Bingley when he comes in the neigh- come, since you will not visit them.” about their characters? (Mr. Ben-
borhood.” “Depend upon it, my dear, that when there
net values Lizzy’s intelligence
“It is more than I engage for,4 I assure you.” are twenty, I will visit them all.”
“But consider your daughters. Only think Mr. Bennet was so odd a mixture of quick because of his own. Mrs. Bennet is
what an establishment it would be for one of parts, sarcastic humor, reserve, and caprice, more shallow and values beauty
them. Sir William and Lady Lucas are deter- that the experience of three and twenty years and easygoing temperament
mined to go, merely on that account, for in had been insufficient to make his wife under- most.)
general you know they visit no newcomers. stand his character. Her mind was less difficult
Indeed you must go, for it will be impossible for to develop. She was a woman of mean6 under-
us to visit him if you do not.” standing, little information, and uncertain tem- Big Idea 4
“You are overscrupulous5 surely. I dare say per. When she was discontented, she fancied
Mr. Bingley will be very glad to see you; and I herself nervous. The business of her life was to The Stirrings of
will send a few lines by you to assure him of my get her daughters married; its solace was visit- Romanticism Answer: His
ing and news.
wit and sarcasm connect to
3. A yearly income of four or five thousand pounds was then Enlightenment values, but his
a fairly large sum of money, probably acquired from land 6. Mean means “low” or “poor.”
holdings and investments. capriciousness is closer to Roman-
Analyze Characterization How does Austen character- ticism’s emphasis on individuality.
4. Engage for means “plan to undertake.”
5. Overscrupulous means “too concerned about social ize Lizzie as she introduces her? 3
niceties.” ENGLISH LEAR N ERS Have English
The Stirrings of Romanticism Does this description learners read the last paragraph on
2
Analyze Characterization How does Austen reveal Mrs. make Mr. Bennet seem like part of the Romantic age or of 4 this page and restate in their own
Bennet’s character? the Enlightenment? Explain.
words the comparison of Mr. and
JANE AUSTEN 729 Mrs. Bennet. (Possible answer: Mr.
English Learners Bennet is smart, sarcastic, quiet,
and acts quickly. Mrs. Bennet is
0728_0734_U4P1_877981.indd 729 12/12/07 4:46:35 PM
simple-minded, not very smart, and
emotional. She can be nervous,
Intermediate Students from other
social, and gossipy.)
cultures may wish to compare courtship
and marriage customs described in this
story with those from their native cultures.
Encourage these students to describe the
courtship and marriage customs of their
cultures to the class.
729
Teach Chapter 2
Literary Element 1
Mr. Bennet was among the earliest of those
Dialogue Answer: The who waited on Mr. Bingley. He had always
intended to visit him, though to the last
exchange introduces Elizabeth,
always assuring his wife that he should not
advances the plot by mentioning go; and till the evening after the visit was
the upcoming dance, and shows paid, she had no knowledge of it. It was
that Mrs. Bennet sees getting her then disclosed in the following manner.
daughters married as a cutthroat Observing his second daughter employed in
trimming a hat, he suddenly addressed her
competition. with, “I hope Mr. Bingley will like it, Lizzy.”
“We are not in a way to know what Mr.
Bingley likes,” said her mother resentfully,
Reading Strategy 2 “since we are not to visit.”
“But you forget, Mama,” said Elizabeth,
Analyze Characterization “that we shall meet him at the assemblies,7
Answer: Austen reveals and that Mrs. Long has promised to intro-
Three Gentlemen Greeting Each Other. Richard Dighton
Mrs. Bennet’s character both by duce him.”
(1795-1880). Watercolor and ink wash over pencil. Private
directly stating that she scolded “I do not believe Mrs. Long will do any such collection. Bonhams, London.
thing. She has two nieces of her own. She is a
her daughter because of her own selfish, hypocritical woman, and I have no
frustration and by reporting her opinion of her.” “I do not cough for my own amusement,”
energetic, scolding words. “No more have I,” said Mr. Bennet; “and I replied Kitty fretfully.
am glad to find that you do not depend on her “When is your next ball to be, Lizzy?”
serving you.” “Tomorrow fortnight.”8
Mrs. Bennet deigned not to make any reply; “Aye, so it is,” cried her mother, “and Mrs.
but unable to contain herself, began scolding Long does not come back till the day before;
S one of her daughters. so, it will be impossible for her to introduce
Constant Troyon was a French “Don’t keep coughing so, Kitty, for heaven’s him, for she will not know him herself.”
painter of the Barbizon School sake! Have a little compassion on my nerves. “Then, my dear, you may have the advantage
You tear them to pieces.” of your friend, and introduce Mr. Bingley to her.”
of Art in the 1840s. Most of “Impossible, Mr. Bennet, impossible, when I
“Kitty has no discretion in her coughs,” said
his paintings involved animals, her father; “she times them ill.” am not acquainted with him myself; how can
such as bulls, horses, or cattle. you be so teasing?”
Although he lived and painted “I honor your circumspection. A fortnight’s
during the Romantic Period, this 7. Assemblies are public dances. acquaintance is certainly very little. One can-
not know what a man really is by the end of a
painting features elements of 1 Dialogue What purpose does this dialogue serve?
fortnight. But if we do not venture, somebody
the Enlightenment. Ask: What
Analyze Characterization Is this passage an example of
elements of the Enlightenment 2 direct or indirect characterization, or both? Explain. 8. Tomorrow fortnight means “two weeks from tomorrow.”
are shown in this painting? (The
Vocabulary
formal dress of the men and the Vocabulary
hypocritical (hiṕ ə krit i kəl) adj. pretending to acquaintance (ə kwānt əns) n. the state of being
formal greetings, such as extending familiar with
believe one thing but doing the opposite
a hand or taking off one’s hat, are
shown.)
Writing Practice
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SPIRAL
PARTNERS REVIEW
Describe Characters indirect evidence from the characters’ own
To help students increase words and actions and from how other
their ability to recognize character traits, characters react to them. Students may
have them analyze the five Bennet sisters: work in pairs to write a few sentences
Lizzy, Jane, Mary, Lydia, and Kitty. Tell describing each sister and citing evidence
students to base their analyses on direct from the text to back up their descriptions.
evidence from the narrator’s words and
730
else will; and after all, Mrs. Long and her
nieces must stand their chance; and therefore,
“What an excellent father you have, girls,”
said she, when the door was shut. “I do not Teach
as she will think it an act of kindness, if you know how you will ever make him amends
decline the office, I will take it on myself.” for his kindness; or me either, for that mat-
The girls stared at their father. Mrs. Bennet ter. At our time of life it is not so pleasant, I Reading Strategy 3
said only, “Nonsense, nonsense!” can tell you, to be making new acquain-
“What can be the meaning of that emphatic tances everyday; but for your sakes, we would Analyze Characterization
exclamation?” cried he. “Do you consider the do anything. Lydia, my love, though you are Answer: The direct description
forms of introduction, and the stress that is laid the youngest, I dare say Mr. Bingley will confirms what readers might infer
on them, as nonsense? I cannot quite agree dance with you at the next ball.” from his dialogue—that he toys
with you there. What say you, Mary, for you are “Oh!” said Lydia stoutly, “I am not afraid;
a young lady of deep reflection, I know, and for though I am the youngest, I’m the tallest.”
with his family with the hope of
read great books, and make extracts.” The rest of the evening was spent in conjec- surprising them. It also confirms
Mary wished to say something very sensible, turing how soon he would return Mr. Bennet’s that he enjoys teasing them.
but knew not how. visit, and determining when they should ask
“While Mary is adjusting her ideas,” he him to dinner.
continued, “let us return to Mr. Bingley.” Big Idea 4
“I am sick of Mr. Bingley,” cried his wife.
“I am sorry to hear that; but why did not The Stirrings of
you tell me so before? If I had known as Chapter 3 Romanticism Answer: Lady
much this morning, I certainly would not Lucas is delighted with external,
have called on him. It is very unlucky; but as
I have actually paid the visit, we cannot Not all that Mrs. Bennet, however, with the superficial qualities relating to
escape the acquaintance now.” assistance of her five daughters, could ask on Mr. Bingley’s appearance and
The astonishment of the ladies was just what the subject was sufficient to draw from her manners. The focus on individual
husband any satisfactory description of
he wished—that of Mrs. Bennet perhaps sur- particulars and the lack of any
passing the rest—though when the first tumult Mr. Bingley. They attacked him in various
ways—with barefaced questions, ingenious mention of his reasonableness is
of joy was over, she began to declare that it was
what she had expected all the while. suppositions, and distant surmises—but he characteristic of the Romantic Age.
“How good it was in you, my dear Mr. eluded the skill of them all; and they were at On the other hand, his concern
Bennet! But I knew I should persuade you at last obliged to accept the secondhand intel- with good manners and sociability
ligence of their neighbor Lady Lucas. Her
last. I was sure you loved your girls too well to reflects Enlightenment attitudes.
neglect such an acquaintance. Well, how report was highly favorable. Sir William had
pleased I am! And it is such a good joke, too, been delighted with him. He was quite
that you should have gone this morning, and young, wonderfully handsome, extremely
never said a word about it till now.” agreeable, and to crown the whole, he meant
“Now, Kitty, you may cough as much as to be at the next assembly with a large party. Cultural History S
you choose,” said Mr. Bennet; and, as he Nothing could be more delightful! To be Romanticism Romanticism is
spoke, he left the room, fatigued with the fond of dancing was a certain step toward said to have begun formally when
raptures of his wife. falling in love; and very lively hopes of
Mr. Bingley’s heart were entertained. poets William Wordsworth and
“If I can but see one of my daughters happily Samuel Taylor Coleridge published
Analyze Characterization How does this description of settled at Netherfield,” said Mrs. Bennet to her their collection, The Lyrical Ballads,
3 Mr. Bennet’s intent help you understand his character? in 1798.
Vocabulary The Stirrings of Romanticism Does this description of

emphatic (em fat ik) adj. with strong emphasis
Mr. Bingley make him seem to fit the Romantic Age or the
Enlightenment? Explain.
4
JANE AUSTEN 731
English Learners
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Intermediate Have English language Advanced As they read, have Eng-

learners use the vocabulary word on this lish learners make a list of vocabulary
page to orally describe a character or an words that may be new or unfamiliar
action in the story. to them, such as deigned, fortnight, or
circumspection. Have students use a
dictionary to look up the definition of each
word and use it in a sentence.
731
Teach husband, “and all the others equally well mar-
ried, I shall have nothing to wish for.”
women, with an air of decided fashion. His
brother-in-law, Mr. Hurst, merely looked the
In a few days Mr. Bingley returned Mr. gentleman; but his friend Mr. Darcy soon drew
Bennet’s visit, and sat about ten minutes with the attention of the room by his fine, tall per-
Reading Strategy 1 him in his library. He had entertained hopes of son, handsome features, noble mien—and the
being admitted to a sight of the young ladies, report which was in general circulation within
Analyze Characterization of whose beauty he had heard much; but he five minutes after his entrance of his having ten
Answer: Mrs. Bennet’s concerns saw only the father. The ladies were somewhat thousand a year. The gentlemen pronounced
may further reveal her self-absorp- more fortunate, for they had the advantage of him to be a fine figure of a man, the ladies
tion, wanting Mr. Bingley to stay in ascertaining from an upper window that he declared he was much handsomer than Mr.
wore a blue coat and rode a black horse. Bingley, and he was looked at with great admira-
the neighborhood so he will fall in An invitation to dinner was soon afterward tion for about half the evening, till his manners
love with one of her daughters. dispatched, and already had Mrs. Bennet gave a disgust which turned the tide of his popu-
planned the courses that were to do credit to larity; for he was discovered to be proud, to be
her housekeeping, when an answer arrived above his company, and above being pleased;
Big Idea 2 which deferred it all. Mr. Bingley was obliged and not all his large estate in Derbyshire11 could
to be in town9 the following day, and conse- then save him from having a most forbidding,
The Stirrings of quently unable to accept the honor of their disagreeable countenance, and being unworthy
Romanticism Answer: His invitation, etc. Mrs. Bennet was quite discon- to be compared with his friend.
unconcern for sociable behavior certed. She could not imagine what business he Mr. Bingley had soon made himself
and conventional manners sug- could have in town so soon after his arrival in acquainted with all the principal people in the
Hertfordshire;10 and she began to fear that he room; he was lively and unreserved, danced
gests that he may be a brooding
might be always flying about from one place to every dance, was angry that the ball closed so
man of dark moods, a character another, and never settled at Netherfield as he early, and talked of giving one himself at
often depicted in the Romantic ought to be. Lady Lucas quieted her fears a lit- Netherfield. Such amiable qualities must speak
Age. tle by starting the idea of his being gone to for themselves. What a contrast between him
London only to get a large party for the ball, and his friend! Mr. Darcy danced only once
and a report soon followed that Mr. Bingley with Mrs. Hurst and once with Miss Bingley,
was to bring twelve ladies and seven gentlemen declined being introduced to any other lady,
with him to the assembly. The girls grieved and spent the rest of the evening in walking
over such a number of ladies; but were com- about the room, speaking occasionally to one
forted the day before the ball by hearing that, of his own party. His character was decided. He
instead of twelve, he had brought only six with was the proudest, most disagreeable man in the
him from London, his five sisters and a cousin. world, and everybody hoped that he would
And when the party entered the assembly never come there again. Among the most vio-
room, it consisted of only five altogether; Mr. lent against him was Mrs. Bennet, whose dis-
Bingley, his two sisters, the husband of the like of his general behavior was sharpened into
eldest, and another young man. particular resentment by his having slighted
Mr. Bingley was good-looking and gentle- one of her daughters.
man-like; he had a pleasant countenance, and Elizabeth Bennet had been obliged by the
easy, unaffected manners. His sisters were fine scarcity of gentlemen to sit down for two
9. In town means “in London” here.

10. Hertfordshire (härt fərd shər) is an English county just 11. Derbyshire (där bi shər) is a county in north-central
north of London. England.
Analyze Characterization What does this description of The Stirrings of Romanticism Does Mr. Darcy seem to
1 Mrs. Bennet’s concerns add to her characterization? be part of the Romantic age or the Enlightenment? Explain. 2

0728_0734_U4P1_877981.indd 732 12/12/07 4:47:28 PM
SPIRAL
REVIEW
Character Foil Point out to Have students write a character analysis
students the line on this page, of either Mr. Darcy or Mr. Bingley based
“What a contrast between him and on the qualities the character does not
his friend!” in reference to the differences hold in comparison to the character’s foil.
between Mr. Bingley and Mr. Darcy.
Remind students that a character foil is a
device an author uses to show traits by
contrasting characters: Ask: Does Mr.
Darcy serve as a foil for Mr. Bingley?
(Students should recognize that these
characters are foils.)
732
dances; and during part of
that time, Mr. Darcy had Teach
been standing near enough
for her to overhear a con-
versation between him and Literary Element 3
Mr. Bingley, who came
from the dance for a few Dialogue Ask: What is
minutes to press his friend revealed through the exchange
to join it. between Mr. Bingley and
“Come, Darcy,” said he, Mr. Darcy? (Darcy is proud;
“I must have you dance. I
hate to see you standing Bingley is jovial and is happy
about by yourself in this to be at the ball.)
stupid manner. You had
much better dance.”
“I certainly shall not. Literary Element 4
You know how I detest it,
unless I am particularly Dialogue Answer: He knows
acquainted with my part- his own tastes and refuses to
ner. At such an assembly as adapt to social pressures. His insis-
this, it would be insupport- tence on following his individual
able. Your sisters are
preference is a characteristic of
engaged, and there is not
another woman in the Romanticism.
room whom it would not ENGLISH LEAR N ERS For English
3 be a punishment to me to learners, ask: How does the
stand up with.”
author show the differences
“I would not be so fas-
tidious as you are,” cried between Mr. Bingley and Mr.
Bingley, “for a kingdom! Darcy? (by describing and con-
Upon my honor, I never trasting their appearance and
Two Women Reading in an Interior. Jean Georges Ferry. Gavin
met with so many pleasant girls in my life as behavior) Have students restate
Graham Gallery, London.
I have this evening; and there are several of
the characteristics of each man in
them you see uncommonly pretty.”
“You are dancing with the only handsome “Which do you mean?” and turning round, their own words.
girl in the room,” said Mr. Darcy, looking at he looked for a moment at Elizabeth, till catch-
the eldest Miss Bennet. ing her eye, he withdrew his own and coldly
“Oh! She is the most beautiful creature I said, “She is tolerable; but not handsome
ever beheld! But there is one of her sisters sit- enough to tempt me; and I am in no humor at
ting down just behind you, who is very pretty, present to give consequence to young ladies
and I dare say, very agreeable. Do let me ask who are slighted by other men. You had better
my partner to introduce you.” return to your partner and enjoy her smiles, for
you are wasting your time with me.”
Mr. Bingley followed his advice. Mr. Darcy
walked off; and Elizabeth remained with no
very cordial feelings toward him. She told the
4 Dialogue What does this dialogue reveal about
Mr. Darcy’s character?
JANE AUSTEN 733
Advanced Learners
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Respond to Literature Encourage • a letter to Jane Austen reflecting their

students to read Pride and Prejudice or response to the novel
another of Jane Austen’s novels and make • songs, poems, or any other creative
an oral presentation to the class in one of response you find acceptable.
the following forms:
• a critical review of the novel
• a dramatization of a scene from the
novel
• drawings of scenes from the novel
733
Teach story, however, with great spirit among her
friends; for she had a lively, playful disposition,
at all: indeed, nobody can, you know; and he
seemed quite struck with Jane as she was going
which delighted in anything ridiculous. down the dance. So, he inquired who she was,
The evening altogether passed off pleasantly and got introduced, and asked her for the two
Reading Strategy 1 to the whole family. Mrs. Bennet had seen next. Then, the two third he danced with Miss
her eldest daughter much admired by the King, and the two fourth with Maria Lucas,
Analyze Characterization Netherfield party. Mr. Bingley had danced with and the two fifth with Jane again, and the two
Answer: Her actions show that her twice, and she had been distinguished by sixth with Lizzy, and the Boulanger—”12
she is self-sufficient and that she his sisters. Jane was as much gratified by this as “If he had had any compassion for me,” cried
has a sense of humor. Rather her mother could be, though in a quieter way. her husband impatiently, “he would not have
Elizabeth felt Jane’s pleasure. Mary had heard danced half so much! For God’s sake, say no
than taking offense at Mr. Darcy’s herself mentioned to Miss Bingley as the most more of his partners. Oh, that he had sprained
rudeness, she laughs at the accomplished girl in the neighborhood; and his ankle in the first dance!”
incident. Catherine and Lydia had been fortunate “Oh! My dear,” continued Mrs. Bennet,
enough to be never without partners, which “I am quite delighted with him. He is so exces-
was all that they had yet learned to care for at sively handsome! And his sisters are charming
a ball. They returned therefore in good spirits women. I never in my life saw anything more
Literary History S to Longbourn, the village where they lived, elegant than their dresses. I dare say the lace
and of which they were the principal inhabit- upon Mrs. Hurst’s gown—”
Reason and Emotion Jane ants. They found Mr. Bennet still up. With a Here she was interrupted again. Mr. Bennet
Austen’s novels show elements of book he was regardless of time, and on the protested against any description of finery. She
Neoclassicism in their emphasis present occasion he had a good deal of curios- was therefore obliged to seek another branch of
on reason and acceptance of the ity as to the event of an evening which had the subject, and related, with much bitterness
rigid social hierarchy of the time. raised such splendid expectations. He had of spirit and some exaggeration, the shocking
rather hoped that all his wife’s views on the rudeness of Mr. Darcy.
In her novels, Austen often quoted stranger would be disappointed, but he soon “But I can assure you,” she added, “that
her favorite writer, Samuel Johnson, found that he had a very different story to hear. Lizzy does not lose much by not suiting his
whose rationality and wit epitomize “Oh, my dear Mr. Bennet”—as she entered fancy; for he is a most disagreeable, horrid man,
the Enlightenment. Austen’s novels the room—“we have had a most delightful not at all worth pleasing. So high and so con-
also show elements of an emerging evening, a most excellent ball. I wish you had ceited that there was no enduring him! He
been there. Jane was so admired, nothing could walked here, and he walked there, fancying
Romanticism: a love of natural be like it. Everybody said how well she looked, himself so very great! Not handsome enough
beauty and a respect for the place and Mr. Bingley thought her quite beautiful, to dance with! I wish you had been there, my
of emotion in life. and danced with her twice. Only think of that, dear, to have given him one of your set-downs.13
my dear; he actually danced with her twice; I quite detest the man.” m
and she was the only creature in the room that
he asked a second time. First of all, he asked
Miss Lucas. I was so vexed to see him stand up
with her; but, however, he did not admire her
of the selection, see Unit 4 12. When a gentleman asked a lady to dance, the couple
Teaching Resources Book, p. 96. danced a two-dance set, except in the case of more
complex or exhausting dances, such as the Boulanger
oo län zhā). The two third is the third two-dance set,
(b¯¯¯
Analyze Characterization How does this paragraph
1 contribute to the characterization of Elizabeth?
the two fourth is the fourth, and so on.
13. Set-downs means “snubbing remarks” or “rebuffs.”
Reading Practice
0728_0734_U4P1_877981.indd 734 12/12/07 4:48:05 PM
SPIRAL
REVIEW
Make Predictions After students Encourage interested students to read
have completed the selection, ask the entire novel and report on whether
them to make predictions about their predictions were confirmed or
the following: needed to be revised. If available, you
• Which characters are likely to have a might show a film version of Pride and
romance? Explain why you think so. Prejudice to the class.
• Which character or characters are
most likely to change during the
course of the novel? How and why
might the person or persons change?
734
Assess
1. Which character do you find most interesting? 6. (a)Identify the narrator’s tone, or attitude toward 1. Encourage discussion of what
Why? the subject. (b)Toward which character(s) does makes a character interesting.
she seem most sympathetic?
2. (a)According to the opening paragraph, what 2. (a) A single man with a good
“truth” is “universally acknowledged”? (b)What 7. (a)Which character seems to most display the income must want a wife.
is Austen implying about society here? trait of pride? (b)Which most displays preju-
(b) Austen is lightly mocking the
dice? Explain.
3. (a)Who has rented Netherfield Park? (b)Why mercenary nature of society.
is this important to Mrs. Bennet? Connect 3. (a) Mr. Bingley (b) She hopes
4. (a)Summarize the reasons that Bingley draws 8. Big Idea The Stirrings of Romanticism he will marry one of her
approval at the local assembly. (b)Why does Which character exemplifies most strongly the
Darcy first attract the attention of the room? daughters.
values of the Romantic era? Explain.
5. (a)What girl does Bingley show a preference 4. (a) He is attractive, friendly, rich,
9. Connect to Today In what ways does the
for? Why? (b)What might this reveal about dance in this excerpt compare to modern
and enjoys parties. (b) He is far
Bingley’s character? parties? In what ways does it differ? richer and more handsome than
Bingley.
Literary Element Dialogue Review: Point of View 5. (a) Jane Bennet because she is
Jane Austen was the first major British writer to As you learned on page 266, point of view is the prettiest (b) Bingley seems to
make extensive use of both action and dialogue in relationship of the narrator to the story. In the judge women on appearance,
fiction. Austen’s dialogue is also realistic, in keeping third-person omniscient, or all-knowing, point of which might indicate his
with her characters’ backgrounds and traits. For view, the narrator is not a character in the story but
shallowness.
example, Mr. Bennet is intentionally witty, and Mrs. someone who stands outside the story and com-
Bennet is not witty at all, though she often makes ments on the action. A third-person omniscient nar- 6. (a) Ironic (b) Mr. Bennet and
us laugh. rator knows everything about the characters and Elizabeth
events and may reveal details that the characters
1. Identify three remarks or actions by Mr. Bennet 7. (a) Mr. Darcy (b) Mrs. Bennet
themselves could not reveal.
that support the direct statements made about shows prejudice in favor
him at the close of Chapter 1. Group Activity With a group of classmates, reread
this excerpt, recording specific instances where the
of Mr. Bingley and against
2. What do we learn about Bingley’s and Darcy’s Mr. Darcy and Mrs. Long.
narrator’s omniscience is shown, and determining
personalities in Chapter 3? What specific actions
the significance of each in the story. Use a chart 8. Mr. Darcy, since he follows his
and lines of dialogue are revealing?
like the one below.
impulses in spite of the social
situation.
Examples Significance
9. Possible answers: The dance
might resemble a modern party
in that people gather for music,
dancing, and often hoping to
meet a partner or make new
acquaintances. It differs in the
format (defined dances, rigid
JANE AUSTEN 735 customs) and the types of
people invited (both parents
and their children).
0735_0736_U4P1_877981.indd 735 12/20/07 9:00:41 AM
Literary Element
Review: Point of View
1. Students’ answers may vary but should 2. Bingley is jovial and enjoys dancing Sample response:
show that Mr. Bennet is clever and and socializing. Darcy is somewhat Example: “It is a truth universally
enjoys mocking others. surly and does not enjoy either dancing acknowledged that a single man in
or socializing. The conversation that possession of a good fortune must
ensues when Bingley tries to convince be in want of a wife.”
Darcy to dance reveals their individual
Significance: The narrator is able
personalities.
to reveal the opinions of the com-
munity while mocking them at the
same time.
735
After You Read Reading Strategy Analyze Write with Style
Characterization
Assess Sometimes a narrator directly reveals details about
a character; other times these character traits are Apply Dialogue
implied. For example, Austen explicitly states that Assignment As you’ve seen in Pride and Prejudice,
Mrs. Bennet is “a woman of mean understanding.” realistic dialogue can reveal much about characters,
Reading Strategy However, Mrs. Bennet’s actions also imply that she the relationships among them, and the action that
is a foolish person, without explicitly stating it. takes place. Recreate the dialogue from a social
1. Darcy is aloof and proud. 1. What do we learn about each main character’s event or party you recently attended. What does it
Bingley is agreeable and personality in this excerpt? reveal about the event and the people there?
sociable, if somewhat shallow. 2. How does the author reveal these character Get Ideas Once you decide on the event you will
traits directly and indirectly? describe, think about the characters you want to
Mr. Bennet has a sharp wit focus on and the main idea you want to get across.
and enjoys mocking others. Vocabulary Practice Make a chart or outline listing this information
Mrs. Bennet is foolish and overly along with specific dialogue you want to include.
Practice with Word Origins Create a word
emotional. Elizabeth Bennet is map, like the one below, for each of these Event Sura’s party
intelligent and self-confident vocabulary words from the selection. Use a
People involved
and has a good sense of humor. dictionary for help.
Jane is beautiful. Main ideas
hypocritical acquaintance emphatic
2. Students should point out EXAMPLE:
specific examples of dialogue, Definition: happy; Etymology: Medieval Give It Structure Keep in mind that the purpose
actions, and description. joyful Latin jovialis means of your writing is not just to report people’s conver-
“of Jupiter,” a planet sations, but to use them to disclose the speakers’
thought to exert personalities and the situation they’re involved in.
Progress Check positive forces Omit statements that don’t contribute to this pur-
pose. Avoid including too much background infor-
Can students analyze jovial mation—your dialogue should be what creates a
characterization? sense of the overall scene.
Look at Language Use strong action verbs to
If No ➔ See Unit 4 Teaching Sample Sentence: He
report people’s words and describe their attitudes
was in a jovial mood,
Resources Book, p. 93. joking with everyone.
and emotions. “He said” and “she said” quickly
become boring for readers.
EXAMPLE:
Academic Vocabulary
Write with Style Mr. and Mrs. Bennet are straightforward with
“I wouldn’t have believed it myself if I hadn’t seen
it with my own eyes,” Elena said whispered.
each other because they know each other well. “No way,” gasped Dana.
Students’ dialogue should develop
Straightforward is an academic word that “Yes, way,” she answered shot back. “Evan just
both character and plot details. appears in everyday usage. People who say turned his back on Sura, galloped off, and started
Remind students that dialogue what they mean are often called straightfor- hitting on Lauren.”
often serves as a way to heighten ward. Explore this word’s meaning by complet-
tension and reveal some kind of ing the following sentence: I like it when Literature Online
people are straightforward about Selection Resources For Selection Quizzes, eFlashcards,
conflict. ___________________. and Reading-Writing Connection activities, go to
For grammar practice, see Unit 4

0735_0736_U4P1_877981.indd 736 3/4/08 5:05:03 PM
Vocabulary Practice
Sample Word Maps Sentence: It would be hypocritical for Sentence: The Bennet sisters and Mr.
hypocritical Mrs. Bennet to complain about anyone Bingley are acquaintances.
Definition: characterized by actions contra- judging her. emphatic
dicting personal beliefs. acquaintance Definition: strongly expressive
Etymology: The adjective form of Middle Definition: a person known to someone Etymology: Greek emphatikós means
English ipocrite, Latin hypocrita, and Greek but not as a close friend “indicative, forceful.”
hypokrits meaning “a stage actor or one Etymology: Middle English aquienten Sentence: Mr. Darcy gave an emphatic
who pretends to be who they are not.” meaning familiar, known and the suffix response, saying he detests dancing, to
-ance, which forms the noun from a verb. Mr. Bingley.
736
PA RT 2 UNIT FOUR
PA R T 2
Nature and the Imagination Analyzing and

Extending
Reading Strategy 1
Interpret Meaning Direct
students to read the quotation from
Wordsworth. Ask: What does this
quotation reveal about the origin
of poetry? (Poetry originates when
someone recalls powerful feelings
in a state of calmness.)
S
Answer: Most students will say
that the details of the image—the
bard’s wild gestures and swirling
clothing, the rushing water and
dramatic cliffs and mountains—go
The Bard, c.1817. John Martin. Oil on canvas, 50 x 39.96 in. Yale Center
well with Wordsworth’s descrip-
for British Art, Paul Mellon Collection, New Haven, CT. tion of poetry as “spontaneous
John Martin was known for his dramatic paintings of historical and overflow of powerful feelings.”
biblical scenes. Here, he depicts a bard reciting his poetry to an audience. Does the
image fit Wordsworth’s description of poetry? Explain why or why not. John Martin’s (1789–1854)
inspiration for this painting was a
“Poetry is the spontaneous overflow of powerful feelings: it takes its
poem by the popular poet Thomas
origin from emotion recollected in tranquility.” Gray. In the poem, Gray describes
—William Wordsworth, preface to Lyrical Ballads 1 King Edward I’s conquest of Wales.
Edward ordered all the bards to be
slaughtered in an attempt to root
737
out the cultural and national pride
English Learners Approaching Level of the conquered people.
0737_U4P2_877981.indd 737 DI F F ER ENTIATED I N STR UCTION 12/12/07 4:51:12 PM
Beginning Ask: What definition can Established Read aloud the quotation
you give for spontaneous based on from Wordsworth. Ask: How would For additional support for English
the context? (natural, momentary, and you say this in your own words? (Quiet Learners, see Unit 4 Teaching Re-
unplanned) Ask: What might tranquil- reflection about moments of passion leads sources Book, p. 99.
ity be the opposite of in this context? to poetry.)
(Powerful feelings)
737
Focus Wordsworth’s Poetry
Bellringer Options Meet William Wordsworth disillusioned by the increasing violence in France,
and disappointed by the poor critical response to
(1770–1850) his volumes of poetry An Evening Walk and
Literature Launchers: Descriptive Sketches. Lacking a purpose for his future,
Pre-Reading Videos DVD, he teetered on the brink of mental collapse.
W
illiam Wordsworth was a true literary
Selection Launcher pioneer. He defied the conventions of Literary Acclaim When Wordsworth was in his
his time by insisting that poetry should mid-twenties, however, his fortunes changed. He
Selection Focus express deep feelings about everyday experiences. inherited money from a friend, was given a cottage
Transparency 36 In the process, he influenced a generation of poets in the Lake District, and was reunited with his sis-
and helped revolutionize English poetry. ter, Dorothy, who was his dear friend and confidant.
Passion for Nature Wordsworth was born in Soon afterward, he met Samuel Taylor Coleridge,
Transparency 60 and this meeting resulted in what is probably the
England’s Lake District, a land of breathtaking
Or say: Think about a favorite scenery. Early in life, he suffered two tragedies: the most significant friendship in all of English litera-
ture. With the companionship and support of his
childhood place that you have sudden death of his mother when he was eight and
sister and his friend, Wordsworth began to devote
the death of his father about five years later. The
not seen in a while. It might be orphaned Wordsworth children were separated. himself to writing poetry. He soon established his
a hideaway where you went William and his brothers boarded with a couple reputation as a leading young poet with a slim vol-
to be alone, a friend’s or a near the school the boys attended, and their sister, ume of poems entitled Lyrical Ballads, first published
Dorothy, lived with relatives. Though Wordsworth in 1798. That book, which includes Wordsworth’s
relative’s home, or a neighbor- poem “Lines Composed a Few Miles Above Tintern
grieved over the loss of his parents, he came to love
hood where you once lived. school, the people of the Lake District, and the Abbey” and Coleridge’s The Rime of the Ancient
Ask: Do you think your special land. The passion he developed for poetry, for sim- Mariner, became the cornerstone of English
Romanticism.
childhood place would look ple country living, and for the natural world was
to influence him for the rest of his life. Wordsworth con-
the same today as it did then?
tinued to write
Would you feel the same way throughout his long
about it now if you were there? “Come forth into the light of things, life, which he spent
in the Lake District
Let Nature be your Teacher.” with his sister and his
—William Wordsworth wife, Mary. His mas-
terpiece, The Prelude,
a long autobiographi-
cal poem, was pub-
Rebel in France Wordsworth furthered his educa- lished after his death.
tion at Cambridge University, graduating at the age
of twenty-one. While visiting France, he became
caught up in the spirit of the French Revolution,
which he viewed as a struggle for social justice. He
also fell in love with a French woman named
Annette Vallon. Though he wanted to stay with Literature Online
her, lack of money forced him to return to England. Author Search For more about William Wordsworth,
The next few years were difficult ones for go to glencoe.com and enter QuickPass code GLB9817u4.
Wordsworth. He felt guilty about leaving Vallon,
Selection Skills
0738_0739_U4P2_877981.indd 738 3/4/08 5:07:01 PM
Literary Elements The World.../It Is a Listening/Speaking/Viewing

• Enjambment (SE pp. 739, Beauteous.../My Heart Leaps Skills
741, 743) • View the Art (SE pp. 740,742)
Up/Composed Upon...
Reading Skills
• Identify Genre Writing Skills/Grammar
(SE pp. 739, 742, 743) • Write an Essay (SE p. 743)
Vocabulary Skills
• Text Structure (TE p. 740) • Word Origins (SE p. 743)
• Word Order (TE p. 742)
738
Learning Objectives
Before You Read
For pages 738–751
Focus
What are the benefits of appreciating nature? Freewrite about objectives:
an experience you’ve had in nature, and why it was significant. Literary Study:
Build Background
Analyzing enjambment.
Analyzing diction.
Summary
In 1800 Wordsworth added a preface to Lyrical Ballads to Reading: “The World Is Too Much with Us”
explain his new approach to poetry. Wordsworth’s innovative Identifying genre.
laments how caught up people
ideas clashed with those of his predecessors Swift, Pope, and Analyzing sensory details.
Johnson, the giants of Neoclassicism. Wordsworth suggested that Writing: Writing an essay.
get in consumerism. In “It Is a
poetry springs from the “spontaneous overflow of powerful feel- Beauteous Evening, Calm and
ings” the poet “recollect[s] in tranquility.” He felt the language of Free,” the speaker walks by the
poetry should be simple and natural. sea with a young girl and feels the
Set Purposes for Reading presence of God. “My Heart Leaps
Vocabulary
Up” expresses the speaker’s wish
Big Idea Nature and the Imagination sordid (sôr did) adj. filthy; self- that his reverence for nature will
As you read, ask yourself, What do these poems suggest about ish; greedy; mean; p. 740 Putting
stay with him always. “Composed
the relationship between humans and the natural world? himself before others, he used any
means to achieve his sordid goals. Upon Westminster Bridge” portrays
Literary Element Enjambment
piety (pı̄ ə tē) n. devoutness;
London on a silent morning.
Enjambment is the continuation of a sentence in a poem reverence; p. 741 With heartfelt
from one line to the next. Wordsworth often uses enjambment piety, he bowed his head upon
in his poetry. As you read, ask yourself, Where does the poet use For summaries in languages other
entering the cathedral.
this technique? than English, see Unit 4 Teaching
secluded (si kloo did) adj. shut
Resources Book, pp. 100-105.
Reading Strategy Identify Genre: Romantic off from others; undisturbed;
Poetry p. 744 By hiding in a secluded
thicket, the fox eluded the hunters.
In Wordsworth’s view, Romantic poetry differed from Vocabulary
Neoclassical poetry in its emphasis on spontaneity and its use repose (ri pōz) v. to lie at rest;
of simple language. As you read, ask yourself, How does this rest from work or toil; p. 744 Word Origins Have students
poem fit in with what I know about Romanticism? Worn out from work, the farmer
reposed for a while under a shady look up the Latin root of each
Tip: Taking Notes Use a web diagram to list examples of tree. vocabulary word in a dictionary.
Romantic traits in Wordsworth’s poems. Then ask them to compare the
meaning of the Latin root with the
Spontaneity vocabulary word’s definition.
Romantic
Poetry
Powerful Simple For additional context, see Glencoe

Feelings Language
Interactive Vocabulary CD-ROM.
WILLIAM WO RDSWO RTH 739
English Learners
0738_0739_U4P2_877981.indd 739 3/4/08 5:07:52 PM
PARTNERS
Intermediate Have students pictures. Then have them write predictions
preview the reading by looking at about the content of the poems. As they
the title of each poem and the associated read, ask students to confirm and revise
pictures. Invite students to work in pairs their predictions.
to describe orally what they see in the
739
Teach
Literary Element 1
Enjambment Ask: What does
Wordsworth achieve by using
enjambment in lines 9–11? (By
beginning a new sentence with
an interjection—”Great God!—in The Dissolute Household, 1668. Jan Steen. Oil on
canvas. Victoria and Albert Museum, London.
the middle of a line, Wordsworth
The word dissolute suggests a
emphasizes the speaker’s high person or place lacking in restraint, and even in
emotion. The enjambment here morals. What impression does this image create
of a “dissolute” life? Is it a positive one, or a
also helps the poem to keep its negative one?
rhyme scheme; “be” rhymes with
“lea” two lines later.)
Big Idea 2
Nature and the Imagination
Answer: The speaker equates this William Wordsworth
inability with a diseased emotional The world is too much with us; late and soon,
life and an alienation caused by the Getting and spending, we lay waste our powers;
preoccupation with money. Little we see in Nature that is ours;
We have given our hearts away, a sordid boon!º 4 boon: gift.
5 This Sea that bares her bosom to the moon;
The winds that will be howling at all hours,
And are up-gathered now like sleeping flowers;
For this, for everything, we are out of tune;
It moves us not.—Great God! I’d rather be
10 A Paganº suckled in a creedº outworn; 1 10 Pagan: a believer in the ancient
So might I, standing on this pleasant lea,º Greek or Roman gods of mythology.
creed: a statement of faith or
S Have glimpses that would make me less forlorn;
Have sight of Proteusº rising from the sea;
principles.
11 lea (lē): meadow.
Answer: Students may note the Or hear old Tritonº blow his wreathèd horn. 13 Proteus (pro˄ tē əs): in Greek
clothing and playing cards scattered mythology, a prophet who rose from
the sea and assumed different forms.
around, the woman sleeping at the 14 Triton (trı̄t ən): the son of the
sea god Neptune, who makes the
table, the children unattended in a Nature and the Imagination Why is the inability to be moved sound of the ocean by blowing
corner, and the dog getting into the 2 by nature tragic to the speaker? through his conch-shell horn.
food. Some students will feel the

Vocabulary
painting creates a negative image
sordid (sôr did) adj. filthy; selfish; greedy; mean
of a “dissolute” life, while others
might note that the room seems
cheerful and full of music and think
it has a positive mood. Reading Practice
This slice-of-life family scene is a SPIRAL
0740_0742_U4P2_877981.indd 740
SMALL GROUP REVIEW 3/4/08 5:08:48 PM
typical subject for Dutch painter Analyze Text Structure situation. The last six lines, or sestet, sug-
Jan Steen. He often portrayed lively, and Paraphrase Explain gest a resolution.
chaotic family groupings. In fact, that this poem and the next (“It Is a Have students work in small groups to
the Dutch have a saying based on Beauteous Evening, Calm and Free”) are paraphrase the problem described in the
his work: a Jan Steen household examples of a Petrarchan, or Italian, son- octave and the resolution in the sestet.
(een huishouden van Jan Steen) net. In a Petrarchan sonnet, the first eight
is a bustling, messy home. lines, or octave, describe a problem or
740
Teach
Big Idea 3
William Wordsworth Ask: How does the child’s
relationship to nature differ
It is a beauteous evening, calm and free,
from the speaker’s? (Unlike the
The holy time is quiet as a Nun
Breathless with adoration; the broad sun adult, the child does not reflect
Is sinking down in its tranquility; on nature’s mysteries. Adults are
5 The gentleness of heaven broods o’er the Sea: rarely able to experience nature
Listen! the mighty Being is awake, with such blessed simplicity.)
And doth with his eternal motion make
ENGLISH LEAR N ERS Make sure
A sound like thunder—everlastingly.
Dear Child!º dear Girl! that walkest with me here, 9 Dear Child: Caroline, Wordsworth’s daughter English learners understand the
10 If thou appear untouched by solemn thought, with Annette Vallon.
phrase “untouched by solemn
Thy nature is not therefore less divine: thought.” Then have them para-
Thou liest in Abraham’s bosomº all the year, 3 12 Abraham’s bosom: According to a Jewish
tradition, souls on their way to heaven rest with phrase lines 9–11.
And worship’st at the Temple’s inner shrine,
Abraham, the father of the Hebrew people.
God being with thee when we know it not.
Reading Strategy 4
Identify Genre: Romantic
William Wordsworth Poetry Ask: What does line
7 in My Heart Leaps Up mean?
My heart leaps up when I behold How does it exemplify the
A rainbow in the sky:
philosophy of Romantic poetry?
So was it when my life began;
So is it now I am a man; (Line 7 means that the child is
5 So be it when I shall grow old, wiser than the adult he or she later
Or let me die! becomes. Children are symbols
The Child is father of the Man; 4 of Romantic values: spontaneity,
And I could wish my days to be
closeness to nature, expression of
Bound each to each by natural piety.
powerful feelings.)
Enjambment What does Wordsworth achieve by using

enjambment in lines 1 and 2? 5 For additional practice using the
reading skill or strategy, see Unit 4
Vocabulary Teaching Resources Book, p. 107.
piety (pı̄ ə tē) n. devoutness; reverence

Literary Element 5
Approaching Level
0740_0742_U4P2_877981.indd 741 12/14/07 9:39:54 AM
Enjambment Answer: The
use of enjambment emphasizes
Emerging Students can improve read- the object of the speaker’s emo-
ing fluency by reading one poem aloud tion (a rainbow), the first words in
in four ways: by lines, to emphasize the the next line, and creates a rhyme
rhyme scheme; by sentences, to focus on with “old” in line 5.
the poem’s phrasing and sentence structure;
by expressing the poem’s emotion; and by
combining the qualities of all these methods.
741
Teach
Reading Strategy 1
Identify Genre: Romantic
Poetry Answer: This poem
conveys tranquility, as the speaker
gazes at London in the early
morning light. The mighty city is
beautiful as it seems to sleep.
AP P ROACH I NG Have approaching- A View of Westminster with the Royal Barge and Other Shipping. Joseph Nicholls. Oil on
canvas, 61 x 111.7 cm. Private collection.
level students scan the poem for The city, or borough, of Westminster, contains many of the most important buildings and
words that describe the speaker’s institutions in London, including Buckingham Palace. Is this importance reflected in Nicholls’s painting?
emotions.
William Wordsworth
S
Answer: Students should use Earth has not anything to show more fair:
details from the painting to support Dull would he be of soul who could pass by
A sight so touching in its majesty:
their opinions.
This City now doth, like a garment, wear
This view looks west across 5 The beauty of the morning; silent, bare,
London’s Westminster Bridge to Ships, towers, domes, theaters, and temples lie
Westminster Abbey and Palace, Open unto the fields, and to the sky;
All bright and glittering in the smokeless air.
where all but two of England’s
Never did sun more beautifully steep
monarchs have been crowned 10 In his first splendor, valley, rock, or hill;
since 1066. The Royal Barge Ne’er saw I, never felt, a calm so deep!
was the monarch’s main form of The river glideth at his own sweet will:
transportation for journeys of any Dear God! the very houses seem asleep;
And all that mighty heart is lying still!
length—an analogue to Air Force
One, the airplane used today by
presidents of the United States.
Identify Genre: Romantic Poetry What emotion does

1 this poem convey?

of the selection, see Unit 4 Teach-
ing Resources Book, p. 109. Reading Practice
0740_0742_U4P2_877981.indd 742 12/12/07 4:53:47 PM
SPIRAL
REVIEW
Word Order Point out that paraphrase its meaning in conversational
Wordsworth often uses unusual English. Discuss why the poet might have
word order in his poems (e.g. “Earth chosen to write in this way. (Wordsworth
has not anything to show . . .” in the first was probably trying to help readers picture
line). Reread the poem line by line with each image afresh and to emphasize
students, and have volunteers identify certain thoughts, feelings, and images in
examples of unusual word order. Have the poem.)
students “unscramble” each example and
742
Assess
1. Which poem did you like best? Why? 5. What is the theme, or main idea about life, in 1. Preferences will vary.
“The World Is Too Much with Us”? 2. (a) “Getting and spending,”
2. (a)According to line 2 of “The World Is Too
Much with Us,” with what activities are people 6. Restate the paradox in line 7 of “My Heart thereby losing touch with nature
preoccupied? How does this change lives? Leaps Up.” In what sense does that statement (b) It is a tragic loss.
(b)What does the speaker think of this change? seem contradictory? In what sense is it true?
3. (a) A rainbow (b) Light, color,
3. (a)In “My Heart Leaps Up,” what natural phenom- Connect
enon does the speaker admire? (b)What qualities
brightness, hope, union with
are usually associated with this phenomenon? 7. Big Idea Nature and the Imagination How heaven, and good fortune
does Wordsworth view the relationship between
4. (a)In “Composed Upon Westminster Bridge,” humans and the natural world? Explain. 4. (a) In the early morning
when does the speaker describe London? (b) The city glitters in the rising
(b)Why is that time of day significant? 8. Connect to Today Consider Wordsworth’s
message in “The World Is Too Much With Us.” sun, unobscured by smoke from
Does it apply to modern society? Explain. chimneys and factories
5. Losing touch with nature leaves
Literary Element Enjambment Reading Strategy Identify Genre: people spiritually bankrupt.
Poets may use enjambed lines to emphasize rhym- Romantic Poetry 6. The statement is paradoxical
ing words or to create a conversational tone, break- Review the web diagram you made as you read. because a child cannot be the
ing lines where people would pause in conversation.
1. What elements in these poems reflect father of an adult. The statement
1. What lines of “The World Is Too Much with Us” Wordsworth’s idea that poetry springs from “the is true in that childhood experi-
are enjambed? What rhymes are emphasized? spontaneous overflow of powerful feelings”?
ences profoundly influence an
2. What purposes do the three examples of 2. To what extent is the language in these poems
enjambment in the first eight lines of “It Is a
adult’s mature attitudes.
simple and natural?
Beauteous Evening, Calm and Free” serve? 7. Nature is a divine realm and the
Vocabulary Practice true home of human beings.
Writing
Practice with Word Origins Create a word 8. Students should support their
Write an Essay “Composed Upon Westminster map for each of these vocabulary words from
Bridge” describes a place the poet found beautiful opinions using examples.
the selection. Use a dictionary for help.
and impressive. Write a brief essay describing a
location that inspires such feelings for you. Use sordid piety
elements of Romanticism, such as strong emotion EXAMPLE: Vocabulary Practice
and simple language, in your essay. Definition: facts that Etymology: Latin
sordid; Definition: filthy; selfish;
are recalled or memoria means
retained in the mind “remembering” greedy; Etymology: Latin sordidus
means “dirty” or “foul”; Possible
memories
sentence: His sordid means for
Literature Online
rigging the election were discov-
Selection Resources For Selection Quizzes, eFlash- Sample Sentence: The poem’s speaker relates
cards, and Reading-Writing Connection activities, go to childhood memories. ered, and he was taken out of the
glencoe.com and enter QuickPass code GLB9817u4. running.
piety; Definition: devoutness;
WILLIAM WO RDSWO RTH 743 reverence; Etymology: Latin pietas
means “dutifulness” ; Possible
sentence: The worshippers
0743_U4P2_877981.indd 743 3/4/08 5:09:59 PM
showed piety by covering their
Literary Element Reading Strategy heads in the temple.
1. Lines 1, 6, 9, and 11; the rhymes 1. Word choices such as A pagan,
soon/boon, ours/flowers, and be/lea Listen! Dear Child! Or let me die! Writing
2. To fit the Petrarchan sonnet form Dear God!
Students’ essays should use
2. Wordsworth often uses simple words emotion, simple language and
Progress Check of one or two syllables, as in “The other elements of Romanticism to
world is too much with us; late and describe a specific location.
Can students recognize
soon.”
enjambment?
743
Focus Literary Element Diction
An author’s diction is his or her word choice—
Reading Strategy Analyze Sensory
Details
the use of particular words to convey specific In creating effective images, writers use sensory
Summary meanings. Diction is particularly important in details, or descriptions that appeal to one or more
poetry, which uses language more economically of the five senses: sight, hearing, touch, taste, and
In “Lines Composed a Few than most prose does. As you read, ask yourself, smell. Like diction and sentence structure, sensory
Miles Above Tintern Abbey,” What effect does Wordsworth’s diction have on details influence the tone and meaning of a literary
the speaker looks out over a the poem? work. As you read, ask yourself, How do these
familiar and beautiful vista and details contribute to this poem’s meaning?
meditates on his life, aging, the

joys of nature, solitude, and the
companionship of his beloved
sister.
Teach
William Wordsworth
Reading Strategy 1
Analyze Sensory Details
Answer: “Waters, rolling,”
“mountain springs,” “soft inland ive years have past; five summers, with the length
murmur,” “steep and lofty cliffs,” Of five long winters! and again I hear
“wild secluded scene,” and “the These waters, rolling from their mountain springs
With a soft inland murmur. Once again
quiet of the sky”
5 Do I behold these steep and lofty cliffs,
That on a wild secluded scene impress
Thoughts of more deep seclusion; and connect
The landscape with the quiet of the sky.
Literary History S The day is come when I again repose
Romantic poets criticized the
stiff, formal diction of 18th-cen-
Analyze Sensory Details This poem was inspired by Wordsworth’s
tury poetry. To Wordsworth, plain two visits to the ruins of a medieval abbey located in an area of Wales
speech and vivid emotion were 1 known for its striking beauty. Which details in the first eight lines help
you visualize the scene?
paramount. In turn, their use of
simple, conversational language Vocabulary
was attacked. did) adj. shut off from others; undisturbed
secluded (si kloo
repose (ri pōz) v. to lie at rest; rest from work or toil
Selection Skills
0744_0749_U4P2_877981.indd 744 12/12/07 4:55:25 PM
Literary Elements Listening/Speaking/Viewing

• Diction (SE pp. 744, 747, 749, Lines Composed a Few Skills
751)
Miles Above Tintern Abbey • View the Art (SE p. 745)
• Mood (TE p. 746)

• Analyze Sensory Details • Expository Essay (SE p. 752)
(SE pp. 744, 751) Vocabulary Skills • Ellipses (SE p. 752)
• Antonyms (SE p. 751) • Describe a Setting (TE p. 748)
• Academic Vocabulary (SE p. 751)
744
Teach
Literary Element 2
Interior of Tintern Abbey.

Diction Answer: The season
Thomas Girtin. is late spring or early summer.
Watercolor on paper.
Private collection.
Tintern For additional literary element
Abbey was constructed
in 1131, as a monastery
practice, see Unit 4 Teaching Re-
and church. To which sources Book, p. 117.
lines in Wordsworth’s
poem does this image
most closely
correspond? Explain.
Big Idea 3
10 Here, under this dark sycamore, and view Nature and the Imagination
These plots of cottage ground, these orchard tufts, Answer: The speaker is com-
Which at this season, with their unripe fruits, forted by the beauty of Tintern
Are clad in one green hue, and lose themselves
’Mid groves and copses.1 Once again I see
Abbey, which lingers in his mem-
15 These hedgerows,2 hardly hedgerows, little lines ory and imagination.
Of sportive wood run wild; these pastoral farms, AP P ROACH I NG Have approach-
Green to the very door; and wreaths of smoke ing-level students list the images
Sent up, in silence, from among the trees!
described in lines 1–20. Point
With some uncertain notice, as might seem
20 Of vagrant dwellers in the houseless woods, out that “These beauteous forms”
Or of some hermit’s cave, where by his fire refers back to these images.
The hermit sits alone.
These beauteous forms,

Through a long absence, have not been to me
As is a landscape to a blind man’s eye;
25 But oft, in lonely rooms, and ’mid the din
Of towns and cities, I have owed to them
In hours of weariness, sensations sweet, S
Answer: Students should explain
1. Copses are thick, dense growths of small trees or bushes.
2. Hedgerows are rows of bushes, shrubs, or trees that serve how the lines they have chosen
as fences or boundaries. correspond with the mood or
Diction What does the phrase “unripe fruits” suggest about the time details of the image.
of year? 2
Nature and the Imagination What comforts the speaker while he is
in the city? 3
Interactive Read and Write
WILLIAM WO RDSWO RTH 745 Other options for teaching this
selection can be found in
English Learners Approaching Level
0744_0749_U4P2_877981.indd 745 DI F F ER ENTIATED I N STR UCTION 12/12/07 4:55:45 PM EL Students pp. 197-206
Beginning Support students’ efforts to Established Students can use the Internet Approaching-Level Students,
read the poem by helping with its unusually to learn more about the Romantic move- pp. 197-206
long sentences. Have students find the end ment. A good place to start is: http://www. • Interactive Read and Write for
of the first sentence in the second section (in historyguide.org/intellect/lecture16a. On-Level Students, pp. 197-206
line 35). Review the sentence with students, html. Allow time for students to share their
helping them to understand and paraphrase findings.
each line.
745
Teach Felt in the blood, and felt along the heart;
And passing even into my purer mind,
30 With tranquil restoration—feelings, too,
Of unremembered pleasure: such, perhaps,
Reading Strategy 1 As have no slight or trivial influence
On that best portion of a good man’s life,
Paraphrase Paraphrasing His little, nameless, unremembered, acts
unusual figures of speech may 35 Of kindness and of love. Nor less, I trust,
help students make sense of the To them I may have owed another gift,
poem. Ask: How would you Of aspect more sublime; that blessed mood,
In which the burthen3 of the mystery,
paraphrase “the fever of the
In which the heavy and the weary weight
world”? (the hectic pace of daily 40 Of all this unintelligible4 world,
life) Guide students in clarifying Is lightened—that serene and blessed mood,
other phrases. In which the affections gently lead us on—
Until, the breath of this corporeal5 frame
And even the motion of our human blood
45 Almost suspended, we are laid asleep
In body, and become a living soul;
While with an eye made quiet by the power
Of harmony, and the deep power of joy,
Big Idea 2 We see into the life of things.
If this
Nature and the Imagination 50 Be but a vain belief, yet, oh! how oft—
Answer: The lines suggest a mys- In darkness and amid the many shapes
tical union with nature. The speaker Of joyless daylight; when the fretful stir
believes that when people open Unprofitable, and the fever of the world, 1
Have hung upon the beatings of my heart—
themselves to nature’s influence,
55 How oft, in spirit, have I turned to thee,
they can “see into the life of things” O sylvan Wye!6 thou wanderer through the woods,
in a meditative way. How often has my spirit turned to thee!
ENGLISH LEAR N ERS Check Eng-
And now, with gleams of half-extinguished thought,
lish learners understanding of
With many recognitions dim and faint,
the phrase “an eye made quiet.” 60 And somewhat of a sad perplexity,
Ask: What do joy and harmony The picture of the mind revives again;
do to the eye? (make it still) What While here I stand, not only with the sense
happens when our eye is quiet? Of present pleasure, but with pleasing thoughts
That in this moment there is life and food
(We see into the life of things.)
3. Burthen is a variant form of burden.

4. Unintelligible means “incapable of being understood.”
5. Corporeal means “bodily.”
6. Sylvan means “wooded”; the Wye is the river along whose banks
Wordsworth walked during his visits.
Nature and the Imagination What type of relationship with nature

2 do these lines suggest?

0744_0749_U4P2_877981.indd 746 3/4/08 5:10:27 PM
SPIRAL
REVIEW
Mood Remind students that
mood is the feeling that the poem
creates in the reader. Have each
student choose one word from the poem tranquil
that helps set the mood, such as tranquil
or lightened, and use it as the center of
a word web. Have students add mood
words to their webs as they read through
the poem.
746
65 For future years. And so I dare to hope,
Though changed, no doubt, from what I was when first Teach
I came among these hills; when like a roe7
I bounded o’er the mountains, by the sides
Of the deep rivers, and the lonely streams, Literary Element 3
70 Wherever nature led—more like a man
Flying from something that he dreads than one Diction Ask: What do lines
Who sought the thing he loved. For nature then 75–76 mean? Why might the
(The coarser pleasures of my boyish days, speaker express this thought in
And their glad animal movements all gone by) this way? (This means he does
To me was all in all—I cannot paint
75
What then I was. The sounding cataract8
3 not have access to the person he
Haunted me like a passion; the tall rock, was when younger. He probably
The mountain, and the deep and gloomy wood, means to help the reader to pic-
Their colors and their forms, were then to me ture what he was then, even while
80 An appetite; a feeling and a love, claiming he himself cannot.)
That had no need of a remoter charm,
By thought supplied, nor any interest ENGLISH LEAR N ERS If English
Unborrowed from the eye. That time is past, learners have difficulty understand-
And all its aching joys are now no more, ing the poet’s unusual syntax,
85 And all its dizzy raptures. Not for this guide them in restructuring and
Faint9 I, nor mourn nor murmur; other gifts
Have followed; for such loss, I would believe,
clarifying the sentence without the
Abundant recompense.10 For I have learned line break: I cannot paint (“show
To look on nature, not as in the hour you,” or “describe”) what I was
90 Of thoughtless youth; but hearing oftentimes then (“in the past,” “when I was
The still, sad music of humanity, young”).
Nor harsh nor grating, though of ample power
To chasten and subdue. And I have felt
A presence that disturbs me with the joy
95 Of elevated thoughts; a sense sublime
Of something far more deeply interfused,
Whose dwelling is the light of setting suns, Literary Element 4
And the round ocean and the living air,
And the blue sky, and in the mind of man; Diction Answer: The speaker’s
100 A motion and a spirit, that impels
earlier reaction was like that of a
All thinking things, all objects of all thought,
wild, instinctive creature.
7. A roe is a small Eurasian deer found in lightly forested regions.

8. A cataract is a waterfall.
9. Here, faint means “to lose heart; become depressed.” Literary Element 5
10. Recompense is compensation or repayment.
Diction What do the words roe and bounded suggest about the Diction Answer: This image,
speaker’s former reaction to nature? 4 which reflects the speaker’s
mature response to nature, is
Diction How does this image contrast with the image of “the sounding
cataract” in line 76? 5 meditative and quiet; the image
of “the sounding cataract,” which
WILLIAM WO RDSWO RTH 747 reflects the speaker’s youthful
English Learners Approaching Level response, is thunderous and
energetic.
0744_0749_U4P2_877981.indd 747 DI F F ER ENTIATED I N STR UCTION 12/12/07 4:56:18 PM
PARTNERS
Intermediate Help English Emerging After approaching-level stu-
learners with summarizing. Model dents have completed a guided reading of
careful rereading and summarizing of page 747, have them take turns reading
groups of lines. Then have students work aloud the lines of the poem to improve
with partners to write a one-paragraph reading fluency. Ask them to aim for
summary of the page. smooth and evenly paced reading.
747
Teach
Big Idea 1
Answer: Just as an anchor keeps
a ship from drifting, so nature
keeps the speaker from straying
off course. Nature is a moral
compass that points the way to
truth and virtue in a confusing
world.
Tintern Abbey, 1794.

S Joseph Mallord William
Turner. Tate Gallery,
Tintern Abbey is the beautiful, London.
ivy-covered ruins of a medieval

monastery in a remote valley in
And rolls through all things. Therefore am I still
south Wales. Founded in 1131, the A lover of the meadows and the woods
monastery was rebuilt and added And mountains; and of all that we behold
to until about 1300. In the 1300s, 105 From this green earth; of all the mighty world
the Black Death swept through Of eye and ear—both what they half create,
And what perceive; well pleased to recognize
Europe, causing great hardship and
In nature and the language of the sense,
probably ending the heyday of this The anchor of my purest thoughts, the nurse,
beautiful monastery. In 1536 King 110 The guide, the guardian of my heart, and soul
Henry VIII ordered the immediate Of all my moral being.
closing of all monasteries in
Nor perchance,
England.
If I were not thus taught, should I the more
Suffer my genial spirits11 to decay;
For thou art with me here upon the banks
115 Of this fair river; thou my dearest Friend,12
My dear, dear Friend, and in thy voice I catch
The language of my former heart and read
My former pleasures in the shooting lights
11. Suffer my genial spirits means “allow my vital energies.”

12. My dearest Friend refers to Wordsworth’s sister, Dorothy, who
accompanied him on this walking tour.
1 Nature and the Imagination What does nature mean to the speaker?
Writing Practice
0744_0749_U4P2_877981.indd 748 12/12/07 4:56:32 PM
Describe a Setting Point out that passage and illustrate it with one or more
this poem, like much of Wordsworth’s images—drawings, paintings, or collages.
work, has a strong sense of place. The Invite students to present their work to
landscape is a canvas for the speaker’s small groups.
thoughts, memories, observations,
and emotions. Have students create
presentations about places they feel
strongly about. They should write a short
748
120
Of thy wild eyes. Oh! yet a little while
May I behold in thee what I was once, Teach
My dear, dear Sister! and this prayer I make,
Knowing that Nature never did betray
The heart that loved her; ’tis her privilege, Literary Element 2
Through all the years of this our life, to lead
125 From joy to joy; for she can so inform13 Diction Answer: Phrases
The mind that is within us, so impress such as “evil tongues,” “rash
With quietness and beauty, and so feed judgments,” and the “sneers of
With lofty thoughts, that neither evil tongues,
selfish men” suggest the spiritual
Rash judgments, nor the sneers of selfish men,
130 Nor greetings where no kindness is, nor all damage that life in the city inflicts.
The dreary intercourse of daily life, AP P ROACH I NG To help approach-
Shall e’er prevail against us, or disturb ing-level students understand the
Our cheerful faith, that all which we behold
Is full of blessings. Therefore let the moon
meaning of “rash judgments,” “evil
135 Shine on thee in thy solitary walk; tongues,” and “greetings where
And let the misty mountain winds be free no kindness is,” have them offer
To blow against thee: and, in after years, examples of each. For example, a
When these wild ecstasies shall be matured rash judgment might be judging
Into a sober pleasure; when thy mind
140 Shall be a mansion for all lovely forms, someone by their appearance.
Thy memory be as a dwelling place
For all sweet sounds and harmonies; oh! then,
If solitude, or fear, or pain, or grief,
Should be thy portion, with what healing thoughts
145 Of tender joy wilt thou remember me,
And these my exhortations! Nor, perchance—
If I should be where I no more can hear Big Idea 3
Thy voice, nor catch from thy wild eyes these gleams
Of past existence—wilt thou then forget Nature and the Imagination
150 That on the banks of this delightful stream
Answer: The speaker says that
We stood together; and that I, so long
A worshipper of Nature, hither came his sister will recognize that this
Unwearied in that service; rather say beautiful scene can be appreciated
With warmer love—oh! with far deeper zeal not only for itself but also for its
155 Of holier love. Nor wilt thou then forget ability to connect people who share
That after many wanderings, many years
Of absence, these steep woods and lofty cliffs,
its beauty in memory. Their visit to
And this green pastoral landscape, were to me Tintern Abbey has strengthened
More dear, both for themselves and for thy sake! their familial bond.
13. Here, inform means “to inspire.”
Diction What does the diction in this passage suggest about city life?
2
Nature and the Imagination What does the speaker suggest about
the relationship between humans and nature in lines 155–159? 3
Approaching Level
0744_0749_U4P2_877981.indd 749 12/12/07 4:56:49 PM
PARTNERS
Established Assign partners and evoked in the poet. On the third card, have
distribute three index cards to them describe the emotions that the scene
each pair. On the first card, have partners now evokes in him. Ask students reading
identify details that Wordsworth uses to above grade level to write a fourth card,
describe the landscape near Tintern Abbey. stating the theme, or main message, of the
On the second card, have them describe poem and explaining how each section
the emotions that the scene formerly helps develop that message.
749

1. Students’ answers will vary. 1. Which lines of this poem did you find most 5. Is this poem about nature, about human nature,
2. (a) A wooded hillside above the meaningful? Which lines would you like to or about both? Explain your opinion, citing lines
clarify or ask questions about? from the poem to support your ideas.
ruins of an abbey surrounded
by cottages. Sights include 2. (a)Describe the setting of the poem. What 6. In what ways is this poem like prose? What
sights and sounds does the speaker mention elements are “poetic”?
cliffs, the sky, orchards, groves,
in lines 1–22? (b)What is the speaker’s attitude
hedgerows, and chimney toward the sights and sounds around him? Connect
smoke. The speaker hears 7. Big Idea Nature and the Imagination
3. (a)How many years have passed since the
the soft murmuring of an speaker’s first visit to the countryside overlook- Compare “Lines Composed a Few Miles Above
inland stream. (b) He feels ing Tintern Abbey? (b)Why has the speaker Tintern Abbey” with “It Is a Beauteous Evening,
appreciation, wonder, and so often “returned in spirit” to these powerful Calm and Free.” Consider Wordsworth’s attitude
scenes since his first visit? toward nature and the enjoyment of nature.
affection. What similarities do you see in these poems?
3. (a) Five (b) The memory has 4. (a)In what ways has the speaker changed since
his first visit? How does he look upon nature 8. Connect to the Author Reread the biography
offered solace amid the din and now? (b)How does the speaker feel about the on page 738. In what ways is Wordsworth’s
confusion of city life. changes he sees in himself since his first visit? attachment to his sister reflected in this poem?
4. (a) He no longer flees a world
he dreads. He now has a
deeper appreciation of the bond
between nature and humanity.
(b) He feels that his maturity Primary Source Quotation
and wisdom are adequate Evaluating a Literary Rebel “If Mr. Wordsworth, instead of confining himself
compensation for the lost ardor Francis Jeffrey, a literary critic, expressed these almost entirely to the society of . . . cottagers and
of youth. opinions about Wordsworth’s poetry in articles little children . . . had condescended to mingle a
published in the Edinburgh Review in 1807 and little more with the people that were to read and
5. The poem is about the natural 1814. As you read, note this critic’s reaction to judge [his book], we cannot help thinking that its
world, human nature, and the Wordsworth’s poetry and Romanticism. texture might have been considerably improved.”
connections between them.
6. The sentence structure, “With Mr. Wordsworth and his friends, it is Group Activity Discuss the following questions
plain that their peculiarities of diction are things with your classmates. Cite evidence from
vocabulary, and conversational
of choice, and not of accident. They write as Wordsworth’s poems for support.
tone are like prose. Poetic they do, upon principle and system; and it 1. What is Jeffrey’s evaluation of Wordsworth’s
elements include meter, evidently costs them much pains to keep down diction?
alliteration, personification, and to the standard which they have proposed for
2. What criticism does Jeffrey level at
themselves.”
imagery. Wordsworth in the last quotation? How
7. The speaker also worships the might Wordsworth have responded?
divinity reflected in nature.
8. The joy Wordsworth seems
to feel from being there with 750 U N IT 4 THE TRI UMP H OF ROMANTI C I S M
his sister seems to reflect their
close attachment; Wordsworth
says he sees his old self in 0750_0752_U4P2_877981.indd 750 12/20/07 9:49:09 AM
her, and wishes that she will Primary Source Quotation that if Jeffrey spent more time in the
remember him fondly always. country, he might respond better to
1. Wordsworth’s diction is intentional, not Romantic poetry.
accidental, and its quality is poor.
For additional assessment, 2. Jeffrey criticizes Wordsworth for
see Assessment Resources, spending his time in rural isolation,
pp. 189–190. suggesting that if he associated more
freely with his urban readers his poetry
might improve. Wordsworth might reply
750
Literary Element Diction Reading Strategy Analyze Sensory
After You Read
Through his diction, or word choice, Wordsworth Details
rebelled against the strict demands of Neo-
classicism. Instead of using “poetic” language, he
By using sensory details, Wordsworth creates
images, or word pictures, that evoke emotional
Assess
tried to use simple and natural language, which responses in the reader. Review the examples of
reflected the speech patterns of ordinary people. sensory details that you noted while reading the
poems, and then answer the following questions.
Literary Element
1. In “Tintern Abbey,” does Wordsworth fulfill his
intention to write poetry “in a selection of lan- 1. To which senses do most of the sensory details
guage really spoken” by people? Explain.
1. The language of this poem is
in “Tintern Abbey” appeal? Identify images that
appeal to the sense of touch.
very similar to the language of
2. How does the diction in this poem reflect
Wordsworth’s aesthetic principles and reinforce
the people of the period.
2. Which sensory details evoke negative emotions
his ideas? about life in London? 2. Wordsworth uses simple
3. How does the use of sensory details reinforce
language, which creates a
Review: Lyric Poetry the theme of this poem? Cite examples to conversational tone. The tone
As you learned on page 441, lyric poetry
support your opinion. reinforces Wordsworth’s message
expresses a speaker’s personal thoughts and feel- that an appreciation of nature,
ings. Lyric poems are usually short and musical, though deepened by mature
and they emphasize the experience of emotion.
Vocabulary Practice thought, is an activity that comes
Partner Activity With a partner, answer these
Practice with Antonyms With a partner, mainly from the heart. His word
questions:
match each boldfaced vocabulary word below choices reflect his belief that
1. Review the four with an antonym. You will not use all the poetry should spring from the
poems by Wordsworth answer choices. Use a dictionary or thesaurus spontaneous overflow of power-
that precede “Lines to check your answers.
Composed a Few ful feelings, reveal the power of
1. secluded a. crowded
Miles Above Tintern nature’s beauty, and reflect the
Abbey.” In what ways 2. repose b. isolated speech of common people.
are these poems
c. toil
examples of lyric
poetry? d. curious Review: Lyric Poetry
2. (a)In what way is 1. All four are short poems that
Academic Vocabulary
“Lines Composed a . musically express the speaker’s
Few Miles Above Tintern Abbey” a lyric poem? In “Tintern Abbey,” Wordsworth highlights the
persistence of memory.
powerful feelings.
(b)What is the verse form of this poem?
Highlight is an academic word. In the poem,
2. (a) It resembles the other four
Wordsworth also highlights the wonders of poems in its subject matter and
nature. its expression of deep emotion.
To further explore the meaning of this word, (b) Blank verse, or unrhymed
complete the following sentence: Some other iambic pentameter
themes that Wordsworth highlights in his
Literature Online poetry are ____________________________.
Selection Resources For Selection Quizzes, eFlash- For more on academic vocabulary, see pages Reading Strategy
56 and R81.
1. Most of the sensory details
WILLIAM WO RDSWO RTH 751 appeal to sight or hearing.
Examples of details that appeal
to touch include “felt in the
0750_0752_U4P2_877981.indd 751 3/4/08 5:11:06 PM
blood,” “weary weight,” and “the
Vocabulary Practice Progress Check misty mountain winds.”
1. a 2. c 2. Details include “lonely rooms,”
Can students analyze sensory
“the din of towns and cities,”
details?
“the sneers of selfish men,” and
Academic Vocabulary If No ➔ See Unit 4 Teaching “the dreary intercourse of daily
Resources Book, p. 118. life.”
Possible answer: Some other themes
that Wordsworth highlights in his poetry 3. The sensory details support the
are the presence of mortality and the theme that an appreciation of
holiness of human affection. nature sustains people and
connects them, whereas urban
society is draining and alienating.
751
After You Read Learning Objectives

Assess Expository Essay

objectives:
Writing: Writing an expository
essay.
Grammar: Understanding
Respond Through ellipses.
Analyze Diction The essence of poetry is precise and evocative
Writing choice of language. Wordsworth revolutionized the literary form by using
the power of words to reveal the emotional depth of everyday experi-
Use these criteria in evaluating ences. Analyze the style of Wordsworth’s poem, focusing on his use of
student essays: diction to create ambiguity and nuance.
Grammar Tip
• It identifies and accurately cites
Ellipses
Wordsworth’s diction. Prewrite Reread “Lines Composed a Few Miles Above Tintern Abbey,”
When writing about litera-
• The contribution of the diction to jotting down words or phrases that contribute to the poem’s message
ture, you often will need to
and emotional effect. Then craft a controlling statement for your essay
Wordsworth’s message is clearly that summarizes your analysis of Wordsworth’s style.
quote from the text to sup-
explained. port your points. Delete
Draft Keeping your controlling statement in mind, create an informal words or lines from the
• Ellipses are used to show outline of the information you will include. One effective way to clarify text that don’t contribute
omission of words, phrases, or the nuances of Wordsworth’s diction is to analyze the poem’s language to your point and replace
them with ellipses—
whole lines in quotations. stanza by stanza. Note effective instances of word choice or voice,
spaced dots that indicate
followed by the effects they have on the poem or on the reader.
missing information.
A student who meets all of these
Wordsworth’s everyday language and concrete, sensory images help us Use three spaced dots to
criteria should receive the equiva- see our familiar world with new eyes. indicate text omitted
lent of a 3-point response. within a sentence.
I. Stanza 1—repetition in “five years . . . five summers . . . five long
A student who fully meets two of winters” stresses familiarity and return Wordsworth contrasts the
these criteria should receive the beauty of “These hedgerows
II. Stanza 2—“little, nameless, unremembered, acts / Of kindness
equivalent of a 2-point response. . . . these pastoral farms /
and of love” focuses us on the small things we tend to forget: Green to the very door”
A student who partially meets one ambiguity—most easily forgotten is most important to remember with “the din / Of towns
of these criteria should receive the Use statements like the following to identify and interpret Wordsworth’s
and cities.”
equivalent of a 1-point response. stylistic devices:
The poet uses _____________, _____________, and _____________ to

represent _____________.
Revise Consult the Writing Workshop checklist on page 972 to evalu-

ate how well you’ve met the standards for an analytic essay. Make sure
you’ve identified Wordsworth’s significant ideas and elements of diction
and that you have provided adequate support for your statements by cit-
ing and explaining lines from the poem.
Edit and Proofread Proofread your paper, correcting any errors in

spelling, grammar, and punctuation. Use the Grammar Tip in the side
column to help you with ellipses.
Writing Practice
0750_0752_U4P2_877981.indd 752 3/4/08 5:15:36 PM
PARTNERS
Revise and Review Have stu- review their essays. Have them exchange
dents revise their essays analyz- papers, noting any additional corrections
ing Wordsworth’s use of diction. Remind as they read. When they finish, have part-
them to correct spelling and grammar and ners return the papers and review them
to check that they have supported their together. Encourage students to discuss
statements with evidence from the text. the suggestions made by their partners.
Then have students work with a partner to
752
from The Journals
of Dorothy Wordsworth Focus
Meet Dorothy Wordsworth Bellringer Options
(1771–1855)
T
he depth of Dorothy Wordsworth’s devotion
Three Writers, One Soul Dorothy Wordsworth
to her brother William, the great Romantic
was born on Christmas Day. When she was six years Selection Launcher
poet, and of his devotion to her can be illus-
trated by a striking entry in one of Dorothy’s jour- old, her mother died, and Dorothy was separated Selection Focus
nals that describes the events surrounding William’s from her brothers and sent to live with relatives Transparency 37
marriage to his childhood sweetheart, Mary because it was thought that an all-male household
Hutchinson. On the night before he was to be mar- was not a fit place to raise a young girl. Many years Daily Language Practice
ried, William entrusted Dorothy with the wedding later, Dorothy was reunited with her brother Transparency 61
ring, presumably for safekeeping. On the morning William. Dorothy and William enjoyed a deep friend-
ship with the poet Samuel Taylor Coleridge, with Or say: Think about a place that
of the wedding she returned it to him. Recalling
that moment in her journal, she wrote, “I gave him whom they walked and talked daily for a number of captured your imagination or
the wedding ring—with how deep a blessing! I took years. The three were so close that Dorothy once made you feel especially alive.
it from my forefinger where I had worn it the whole described the trio as “three persons with one soul.”
Ask: What sights and sounds did
of the night before—he slipped it again onto my Observer of Nature Although Dorothy wrote
finger, and blessed me fervently.” Modern readers you notice? What did you think
some poetry, her best writing is found in her journals
might view this revelation as odd, and apparently and letters. Her Alfoxden Journal, 1798 and The about while you were there?
so did the editors of the first edition of Dorothy’s Grasmere Journals, 1800–1803 offer a remarkably Use these questions to lead a
journals, who chose to omit it when the journals
were published after her death. In fact, however,
detailed and rich view of English cottage life in the discussion about places that have
first part of the nineteenth century and provide
Mary was Dorothy’s oldest friend. Neither woman valuable insights into her relationship with her captured imagination. Prompt
was jealous of the other. After William married, brother and her influence on his poetry. Dorothy’s volunteers to include vivid sensory
Dorothy lived with him and his wife and helped journal writing (which, according to her, she pursued details in their oral descriptions.
them raise their children. “because I shall give William pleasure by it”) shows
her to be a keen observer of nature and of the
people around her. One biographer has called her
“We walked to Rydale. It was very “probably . . . the most distinguished of English writ-
ers who never wrote a line for the general public.”
pleasant—Grasmere lake a beautiful
Later Years When Dorothy Wordsworth was in
image of stillness, clear as glass, her mid-sixties, she fell seriously ill with arterio-
reflecting all things. . . . The church sclerosis. She became an invalid, and the disease
apparently affected her mind. She remained in this
and buildings, how quiet they were!” debilitated state for more than twenty years until
—Dorothy Wordsworth her death at the age of eighty-three.
from The Grasmere Journals
Literature Online
Author Search For more about Dorothy Wordsworth,
go to glencoe.com and enter QuickPass code GLB9817u4.
DO ROTHY WO RDSWO RTH 753
Selection Skills
0753_0754_U4P2_877981.indd 753 3/4/08 5:16:39 PM

• Historical Journal from The Journals of • Write a Journal Entry
(SE pp. 754-756) Dorothy Wordsworth (SE p. 756)

• Analyze Mood (SE pp. 754-756) • Academic Vocabulary
• Make Predictions (TE p. 754) (SE p. 756)
753
Learning Objectives
For pages 753–756
Focus
Connect to the Journal In studying this text, you will
Have you ever come across a scene in nature so extraordinary objectives:
that you wanted to share it with someone? Create a word web Literary Study: Analyzing a
Summary using details from the scene and your reactions to them. historical journal.
Reading: Analyzing mood.
This entry from Dorothy Build Background
Writing: Writing a journal
Wordsworth’s journal describes a In 1799 William and Dorothy Wordsworth settled in the village entry.
of Grasmere. From 1800 to 1803, Dorothy recorded descrip-
walk with her brother William on a tions of village life in and around Grasmere. William Wordsworth
stormy spring day. She details their often turned to Dorothy’s journals for inspiration as well as for
observations of the countryside— details for his poems. The journal entry you are about to read
various plants, wind and rough inspired William to write the poem “I Wandered Lonely as a
Cloud,” the first stanza of which is reprinted on the next page.
waters, and a mass of daffodils
along the shore. Set Purposes for Reading
Big Idea Nature and the Imagination
For summaries in languages other As you read, ask yourself, How do Dorothy Wordsworth’s
than English, see Unit 4 Teaching observations reflect the Romantics’ admiration for nature,
Resources Book, pp. 122–127. and nature’s effect on the imagination?
Literary Element Historical Journal

A historical journal is a record of events kept by a participant
Vocabulary or witness in those events. Journals provide interesting details
about daily lives and can be an important source of historical
Synonyms Write the follow- information. As you read, ask yourself, What does this journal
ing words and definitions on the entry reveal about Dorothy’s relationship to William and her
board: beautiful, toss (“to be influence on his poetry?
thrown around”), reel (“to sway”),
Reading Strategy Analyze Mood
change. Have students use a
Mood is the emotional quality of a literary work. A writer’s style
thesaurus to find two synonyms for and choice of language, as well as subject matter and setting,
each word. Write their responses contribute to a work’s mood. Analyzing mood means discover-
on the board. Say: Describe the ing how these components work together. As you read, ask
mood each word creates based yourself, How does Wordsworth create mood in this passage?
on its sound and associations. Tip: Taking Notes Use a chart like this one to record examples
of Wordsworth’s style that contribute to the mood of the journal.
Description
Example Style Element
of Mood
“Wind seized personification violent
Readability Scores our breath” weather
Dale-Chall: 6.5
DRP: 57 754 U N IT 4 THE TRI UMP H OF ROMANTI C I S M
Lexile: 980
Reading Practice
0753_0754_U4P2_877981.indd 754 3/9/08 10:18:30 AM
Interactive Read and Write SPIRAL

REVIEW
Make Predictions Remind in which they predict the theme, style,
Other options for teaching this students that the ideals of Roman- tone, and other aspects of the selection.
selection can be found in ticism include imagination, indi- (Students’ predictions may incorporate
• Interactive Read and Write for vidual expression, and a strong interest in Dorothy Wordsworth’s references to nature
EL Students pp. 207–212 nature. Have students read the first and and William Wordsworth’s imaginative
• Interactive Read and Write for last sentences of the selection as well language.)
Approaching-Level Students, as the stanza from William Wordsworth’s
pp. 207–212 poem. Ask them to write several sentences
754
Teach
Literary Element 1
Journal Answer: Dorothy
Wordsworth is scrupulous in
Dorothy Wordsworth recording specific details of the
setting. Her brother William turned
THURSDAY, APRIL 15. It was a threatening the lake had floated the seeds ashore and that the
these details into vivid images for
misty morning—but mild. We [Dorothy and little colony had so sprung up. But as we went
William] set off after dinner from Eusemere. along there were more and yet more, and at last his poem.
Mrs. Clarkson went a short under the boughs of the
way with us but turned trees, we saw that there was
back. The wind was furi- a long belt of them along Reading Strategy 2
ous, and we thought we the shore, about the breadth
must have returned. We I wandered lonely as a cloud of a country turnpike road. Analyze Mood Answer: The
first rested in the large I never saw daffodils so personification of the daffodils as
boathouse, then under a That floats on high o’er vales and hills, beautiful. They grew among reeling, dancing, and laughing
furze bush opposite Mr. the mossy stones about and creates a light and joyful mood.
Clarkson’s; saw the plough When all at once I saw a crowd, about them; some rested
going in the field. The their heads upon these ENGLISH LEAR N ERS Ask English
A host of golden daffodils,
wind seized our breath; the stones as on a pillow for learners which words describe the
lake was rough. There was Beside the lake, beneath the trees, weariness, and the rest daffodils as though they were peo-
a boat by itself floating in tossed and reeled and
Fluttering and dancing in the breeze. ple. (rested their heads, weariness,
the middle of the bay danced and seemed as if
below Water Millock. We danced, laughed)
—William Wordsworth they verily laughed with
rested again in the Water the wind that blew upon
Millock lane. The haw- them over the lake. They
thorns are black and green, looked so gay, ever glanc-
the birches here and there ing, ever changing. This
greenish, but there is yet Teaching Resources Book, p. 129.
wind blew directly over the
more of purple to be seen on the twigs. We got lake to them. There was here and there a little
over into a field to avoid some cows—people knot and a few stragglers a few yards higher up,
working, a few primroses by the roadside wood- but they were so few as not to disturb the simplic-
sorrel flowers, the anemone, scentless violets, ity and unity and life of that one busy highway. Big Idea 3
strawberries, and that starry yellow flower which We rested again and again. The bays were stormy,
Mrs. C. calls pile wort. When we were in the and we heard the waves at different distances and Nature and the Imagination
woods beyond Gowbarrow Park, we saw a few in the middle of the water like the sea. m Answer: Dorothy Wordsworth
daffodils1 close to the waterside. We fancied that compares the daffodils to a group
Analyze Mood What mood is created by this of travelers proceeding down a
personification of the daffodils? 2
1. The daffodil, also called the trumpet narcissus, has a highway, undisturbed by the few
brilliant yellow flower with a trumpet-shaped central crown.
Nature and the Imagination The Romantics valued stragglers that are not part of the
Historical Journal How might the details in this para- the unity and simplicity of nature. What principle of group. On a symbolic level, the
1 graph have inspired William Wordsworth to write “I Romanticism is illustrated here by Wordsworth’s imaginative 3
Wandered Lonely as a Cloud”? treatment of nature?
“highway” of daffodils represents
the Romantic principle of the
DO ROTHY WO RDSWO RTH 755 “simplicity and unity” of nature.
0755_U4P2_877981.indd 755 DI F F ER ENTIATED I N STR UCTION 12/12/07 5:06:25 PM
PARTNERS
Intermediate English learners Established Have students compare
may have difficulty with the names descriptions of the daffodils in this To check students’ understanding
of the various plants that the writer observes. journal entry with the first stanza from
ing Resources Book, p. 131.
Write this list on the board: furze bush, William Wordsworth’s poem included
hawthorns, birches, sorrel, anemones, pile here. Say: The poet Wordsworth wrote
wort, daffodils, moss. For each word, have his poem after his sister wrote this
partners look up its meaning in a dictionary entry. What literary debt does he owe
and find images of it on the Internet. his sister?
755

5. Identify several sensory images in the journal
Respond and Think 1. What aspect or detail of this journal entry did
entry and evaluate how well each one helps
you imagine what the author is describing.
Critically you find most interesting? Explain.
1. Responses will vary. 2. (a)Describe the journey the Wordsworths take. Connect
(b)What weather conditions do they encounter
2. (a) They walk down to the 6. Big Idea Nature and the Imagination The
and what stops do they make?
lake, along a lane, into a Romantics often found spiritual strength in the
3. (a)What kinds of observations does the author natural world. What indications of this do you
field, and into the woods. find in Dorothy Wordsworth’s journal?
record in this entry? (b)What do these observa-
(b) Encountering threatening tions suggest about her attitude toward nature?
7. Connect to Today Do you think that technology
weather, they stop at the has made people today less likely to appreciate
boathouse, under a bush, in Analyze and Evaluate
the natural world in the same way Dorothy and
4. (a)What human qualities does the author give to
the lane, and in the woods. William Wordsworth did? Explain.
the daffodils? (b)How does this use of personi-
3. (a) She describes the weather, fication help the reader visualize the daffodils?
the plant life, and the lake.
(b) She is a keen observer and Literary Element Journal Reading Strategy Analyze Mood
lover of nature. Journals provide a glimpse into what life was like Mood, the emotional quality of a literary work,
4. (a) “Rested their heads,” “tossed during a certain time period. encompasses both tone, the attitude a writer takes
and reeled and danced,” “laug- 1. What does the entry reveal about the time and toward the subject, and atmosphere, which refers
to the physical qualities of the work’s setting.
hed,” and “glancing” (b) It helps place in which Dorothy and William lived?
the reader visualize the move- 2. What does the journal entry suggest about 1. What mood is conveyed in the journal entry
and what details help convey this mood?
ment of the daffodils in the wind. Dorothy Wordsworth’s values and outlook on life?
Use details from the entry to support your ideas. 2. How does the first line of William Wordsworth’s
5. “The wind was furious,” “seized
poem alter the mood of Dorothy’s journal entry?
our breath.” Evaluations will vary. Writing
6. Students may say that technology Write a Journal Entry Dorothy Wordsworth’s Academic Vocabulary
distances people from enjoying journal entry attempts to recreate the atmosphere,
or mood, of her day spent with William. Freewrite Dorothy Wordsworth’s work serves as a com-
the natural world because they plement to the work of her brother, William.
a journal entry in which you think back to a day
have distractions that make it you spent with someone important to you. Include Complement is an academic word. In everyday
easier to stay indoors. details that help you recapture the mood of that usage, someone might say that a cup of coffee
7. She finds harmony and energy day, in addition to specific events. was the perfect complement to dessert.
in the scene with the daffodils. To further explore the meaning of this word,
answer the following question: How do you
and your friends serve as complements to
Literary Element Literature Online one another?
Selection Resources For Selection Quizzes, eFlash- For more on academic vocabulary, see pages
1. Thursday, April 15, amidst a cards, and Reading-Writing Connection activities, go to
56 and R81.
rural, agricultural environment.
2. That she appreciated nature and
simple pleasures
Progress Check 0756_U4P2_877981.indd 756 3/4/08 5:18:27 PM
Reading Strategy Academic Vocabulary

Can students analyze a
journal? 1. The mood is happy and cheerful. My friends and I serve as complements
Dorothy’s delighted response to to each other because we help make up
If No ➔ See Unit 4 Teaching for each other’s weaknesses.
the sight of the daffodils and her
description of them convey the
happy mood.
2. William transforms the nature walk Writing
from a shared experience to a solitary Students’ journals should include
one, thus interjecting a mood of specific details to recreate the mood
Romantic melancholy. of specific moment.
756
Kubla Khan and
The Rime of the Ancient Mariner Focus
Meet Samuel Taylor Coleridge Bellringer Options
(1772–1834)
A Turning Point When
Selection Focus
Coleridge was twenty-five, Transparency 38
T
ales such as Robinson Crusoe and the
Arabian Nights enthralled young Samuel he met the poet William Wordsworth. Daily Language Practice
Taylor Coleridge, and from an early age, he They became good friends, and Wordsworth and
felt drawn to the worlds of fantasy and the exotic. his sister Dorothy moved to Somerset to be near Transparency 62
A Lonely and Friendless Youth Coleridge was
Coleridge. The two poets spent endless hours in Or display art by Surrealists, such
each other’s company and soon began their
born at Ottery St. Mary, Devonshire. His father as Salvador Dalí, René Magritte, or
famous collaboration on Lyrical Ballads, which was
was the village vicar, an unworldly but popular fig-
published in 1798 and included Coleridge’s The Max Ernst. Ask: How do these
ure. He died when Coleridge was only nine years
Rime of the Ancient Mariner. For Coleridge, this artists capture the logic and
old. Lonely and friendless, Coleridge retreated
into books and his own vivid imagination where
period was the happiest of his life. imagery of dreams? How might
he nurtured dreams of a better future for himself. a writer use language to achieve
He spent much time alone outdoors, and once, a similar goal? Encourage students
after running away after a fight and collapsing on “Not the poem which we have read, to share their own definitions of
a riverbank, spent the night there and almost froze
to death. As a result, he contracted a painful case but that to which we return, with the “dream logic” and tell how it is
of rheumatism that plagued him for the rest of his greatest pleasure, possesses the genuine different from the logic of the real
life. At the time, opium was a standard medical
power, and claims the name of world. Have students read to dis-
treatment for such a condition, and in the course
of easing his persistent attacks, Coleridge grew to essential poetry.” cover how Coleridge captured his
depend on the drug and lamented his addiction. own dreams in a poetic fragment.
“Yet to my fellow men,” he wrote, “I may say that —Samuel Taylor Coleridge
I was seduced into the accursed Habit ignorantly.”
While at Cambridge University, Coleridge became Poet and Critic By his early thirties, Coleridge
inspired by the democratic ideals of the French had turned most of his attention to writing prose
Revolution. Along with several friends, including essays and treatises on literary and religious sub-
the poet Robert Southey, he joined in a movement jects. Despite illness, depression, and drug addic-
to establish an ideal community in the United tion, Coleridge produced an extraordinary body of
States that would be removed from war and intoler- work. He became the greatest literary critic of his
ance and would give all citizens an equal voice in age, known particularly for his perceptive commen-
the government. Coleridge, Southey, and others tary on the plays of Shakespeare and his Biographia
planned to set up their community by the Literaria, a spiritual autobiography and a brilliant
Susquehanna River in Pennsylvania. However, the exposition of the romantic ideals of art and life.
utopian group disintegrated, and Coleridge moved
with his wife, Sarah (Southey’s wife’s sister), and
their new baby back to England to live in a small Literature Online
village in Somerset.
Author Search For more about Samuel Taylor Coleridge,
go to glencoe.com and enter QuickPass code GLB9817u4.
SAMUEL TAYLO R COLERIDGE 757
Selection Skills
0757_0758_U4P2_877981.indd 757 3/4/08 5:20:36 PM

• Alliteration (SE pp. 758, Viewing Skills
759, 761) Kubla Khan • View the Art (SE p. 759;
TE p. 758)
Reading Skills
• Analyze Cause and Effect Writing Skills/Grammar
(SE p. 758, 760, 761) Vocabulary Skills • Write a Poem (SE p. 761)
• Prereading (TE p. 758) • Academic Vocabulary
(SE p. 761)
757
Learning Objectives
For pages 757–761
Focus
Connect to the Poem In studying this text, you will
Why are we excited and frightened by the unknown? With objectives:
a group, discuss an experience you’ve had with confronting Literary Study: Analyzing
Summary something new and unfamiliar. alliteration.
Reading: Analyzing cause-
The speaker describes Kubla Build Background and-effect relationships.
Khan’s extravagant and mysterious At the time when Coleridge wrote “Kubla Khan,” he was reading Writing: Writing a poem.
a travel book called Purchas His Pilgrimage. He fell asleep after
pleasure dome, built in a surreal reading a passage relating how Kublai Khan, the founder of the
world that juxtaposes sun and ice, Mongol dynasty, built a palace amid a tropical paradise. According
demons and paradise. to Coleridge, during his nap, he literally dreamed up three hun-
dred lines of poetry. On waking, he began writing the poem but
was interrupted. After returning to his work, he couldn’t remem-
For summaries in languages other ber the rest, and the poem remains an unfinished fragment.
The Romantics were fascinated with the realm of dreams and
Teach nightmares, visions and creative madness. As you read, ask

yourself, What role do dreams and visions play in “Kubla Khan”?
Literary Element Alliteration

Alliteration is a literary device in which a sound is repeated at
S the beginning of words or stressed syllables—for example,
“meandering with a mazy motion.” As you read, ask yourself,
Cambuluc means “residence of the What examples of alliteration can I find?
Khan.” This city was located on the
land of modern-day Beijing. Ancient Reading Strategy Analyze Cause-and-Effect
maps often combined pictorial Relationships
representations of cities with geo- A cause is an action that makes something happen; an effect
is the result of that action. In a complicated poem such as
graphic information. Ask: How “Kubla Kahn,” pay attention to ways in which events unfold in
does this map help you locate each stanza to determine cause-and-effect relationships. As Map showing Cambuluc, the capital of Kublai
and envision the capital of Kubla you read, ask yourself, How do the events relate to each other? Khan’s Mongol Empire. British Museum, London.
Khan’s empire? (The landforms

Tip: Noting Causes and Effects Use a chart to record the
help you understand its location;
causes and effects you discover as you read.
the picture helps you imagine
some of the architecture and Cause Effect
beauty of the city.) • Kubla Khan issued a • Walls and towers were
decree. built.
Reading Practice
0757_0758_U4P2_877981.indd 758 3/9/08 10:19:43 AM
SPIRAL
REVIEW
Preread Have students look at for these lines. Have students brainstorm
the illustrations that accompany a list of questions they have about the
the poem and read the captions. poem based on what they have seen and
Tell students to read lines 1–5 silently read. Write the questions on the board.
and then aloud, noting both the content Tell students to keep their questions in
and the rhythm of the lines. Make sure mind as they read and note the way in
students have also read the margin notes which the poem answers them.
758
Kublai Khan, in an elephant
sedan, and his following on
a big game and bird hunt,
Teach
c. 1412. Studio of the Boucicaut
Master. Illumination.
Kublai (or
Literary Element 1
Kubla) Khan was a grandson
of Genghis Khan and sought to Alliteration Answer:
make China a center of world
power. In what way does this
Examples of alliteration include:
image match the description in “Kubla Khan”; “dome decree”;
Coleridge’s poem? How does it
differ?
“river, ran”; “measureless to man”;
“sunless sea.”
learners repeat the alliterative
words dome, decree and river,
Samuel Taylor Coleridge ran several times. Allow them to
In Xanadu° did Kubla Khan

A stately pleasure dome decree:°
1 Xanadu (za nə doo —´): perhaps
an altered form of Xamdu (also
Shang-tu), a residence of Kublai Khan
practice reading lines 1–5 slowly,
focusing on the consonant sounds.
Where Alph,° the sacred river, ran (1215—1294), a grandson of Genghis
Through caverns measureless to man Khan who conquered China and
5 Down to a sunless sea. became the first khan, or ruler, of the
Mongol dynasty.
So twice five miles of fertile ground 2 decree: order. (Kubla Khan
With walls and towers were girdled round: ordered that a pleasure dome be
built.)
And there were gardens bright with sinuous rills,°
Where blossomed many an incense-bearing tree;
3 Alph: an imaginary river, perhaps
named for the Greek river Alpheus.
S
10 And here were forests ancient as the hills, 8 sinuous rills: winding streams. Answer: The details in the image
Enfolding sunny spots of greenery. show a rich life full of pomp and
But oh! that deep romantic chasm which slanted considerable comfort for the ruler,
Down the green hill athwart a cedarn cover!° 13 athwart a cedarn cover: across as does the poem. However,
A savage place! as holy and enchanted a covering of cedars. the image does not contain the
15 As e’er beneath a waning moon was haunted elements of nature and contrast-
By woman wailing for her demon lover! ing environments that Coleridge
And from this chasm, with ceaseless turmoil seething,
As if this earth in fast thick pants were breathing, describes.
A mighty fountain momently° was forced: 19 momently: from moment to Between about 1400 and 1430,
20 Amid whose swift half-intermitted° burst moment.
20 intermitted: interrupted.
the Boucicaut Master was the head
Huge fragments vaulted like rebounding hail, of a studio of highly-skilled manu-
Or chaffy grain beneath the thresher’s flail:
And ’mid these dancing rocks at once and ever
script artists in Paris. These painters
It flung up momently the sacred river. were commissioned by the King of
25 Five miles meandering with a mazy motion France and by noble and wealthy
Through wood and dale the sacred river ran, families to create glorious, illus-
trated texts. Ask: Which aspects
Alliteration Identify five examples of alliteration in lines 1–5 of this poem.
1 of this depiction of Kubla Khan’s
hunting party seem realistic and
SAMUEL TAYLO R COLERIDGE 759 which seem fantastic? (Many
details of weaponry, landscape,
English Learners
and gesture seem realistic.
0759_0760_U4P2_877981.indd 759 12/12/07 5:09:49 PM
However, the elephants and the
clothing seem highly idealized and
Beginning In addition to appreciating the Intermediate Remind students that
possibly fantastic.)
poet’s use of alliteration, oral reading will adjectives usually precede the noun they
help students focus on the imagery. Remind modify: “stately pleasure dome” (line 2).
students to read slowly and clearly and not However, poets sometimes reverse this
to emphasize the rhythm or alliteration. order for emphasis or rhythm: “caverns For an audio recording of this
Students should use punctuation to guide measureless” (line 4). Have students selection, use Listening Library
their pauses. identify adjectives in the poem and the Audio CD-ROM.
nouns they modify.
759
Teach Kublai Khan with Marco Polo
in Peking, 1375. Bibliothèque
Reading Strategy 1 Nationale, Paris.
Analyze Cause-and-Effect
Relationships Answer: The
speaker thinks of the “mingled
measure / From the fountain and
the caves.” In other words, he
makes an imaginative leap from Then reached the caverns measureless to man,
one song to another. And sank in tumult to a lifeless ocean:
And ’mid this tumult Kubla heard from far
30 Ancestral voices prophesying war!
For additional practice using the The shadow of the dome of pleasure
reading skill or strategy, see Unit 4 Floated midway on the waves;
Teaching Resources Book, p. 140. Where was heard the mingled measure° 33 measure: tune or melody;
From the fountain and the caves. rhythmic sound.
35 It was a miracle of rare device,° 35 device: design.
A sunny pleasure dome with caves of ice!
Big Idea 2
A damsel with a dulcimer° 37 dulcimer (dul sə mər): a
Nature and the Imagination In a vision once I saw: stringed musical instrument.
Answer: The speaker feels that It was an Abyssinian° maid, 39 Abyssinian: from the country of
if he could only remember the 40 And on her dulcimer she played, Abyssinia (now called Ethiopia) in
East Africa.
music he could rebuild the pleasure Singing of Mount Abora.° 41 Mount Abora: probably a
Could I revive within me reference to Mount Amara in
dome. Thus, it is interaction with Ethiopia.
Her symphony and song,
the creative or imaginative arts that To such a deep delight ’twould win me,
would empower the speaker to 45 That with music loud and long,
create. I would build that dome in air,
That sunny dome! those caves of ice!
AP P ROACH I NG Ask approaching-
And all who heard should see them there,
level students to think of a song And all should cry, Beware! Beware!
that conjures up a strong mental 50 His flashing eyes, his floating hair!
image for them or that causes Weave a circle round him thrice,
them to relive an experience they And close your eyes with holy dread,
For he° on honeydew hath fed, 53 The words his, him, and he in
have had. Have them discuss the lines 50–53 all refer to the speaker
And drunk the milk of Paradise.
way a song can cause them to cre- of the poem.
ate something in their imagination.

Analyze Cause-and-Effect Relationships What causes the speaker
1 to have this vision?
Progress Check Nature and the Imagination How does this passage indicate the
2 power of the imagination?
Can students analyze
alliteration?
If No ➔ Unit 4 Teaching Reading Practice
SPIRAL
0759_0760_U4P2_877981.indd 760 12/12/07 5:10:04 PM
PARTNERS REVIEW
Compare and Contrast Ask partners to create two-column charts
To check students’ understanding Have students work headed “Natural” and “Fantastic.” In the
of the selection, see Unit 4 Teach- together to identify natural and fantastic first column, they should list elements
ing Resources Book, p. 141. elements in the poem. Remind students from the poem that correspond to the real
that in this comparison, fantastic is not a world; in the second column, elements that
synonym for “great.” Instead, it refers to are magical or supernatural. Each student
settings or events that differ significantly can use the chart to write a compare-and-
from the world in which we live. contrast paragraph.
760
speaker think that people would be filled with
Assess
“holy dread” upon seeing him? 1. Answers will vary.
1. How did you respond to the place described?
6. What does Coleridge’s use of contrasting images 2. (a) It is a compound with
2. (a)Describe the pleasure dome and its setting
contribute to your understanding of the poem?
in lines 1–11. (b)How would you describe the gardens, streams, and woods
mood of the first stanza? Connect enclosed by walls (b) Mysterious
3. (a)Identify images from stanza 1 that suggest 7. Big Idea Nature and the Imagination What and magical
the pleasure dome is beautiful and bright. characteristics of “Kubla Khan” strike you as
(b)Identify images from stanza 2 that suggest dreamlike? Explain.
3. (a) “Gardens bright with sinuous
the surroundings are dark and dangerous. rills”; blossoming “incense-
8. Connect to the Author Consider what you
4. (a)What do the “voices” in line 30 predict? know about Coleridge’s life from the biography bearing” trees; “sunny spots of
(b)How is this at odds with the description on page 757. Why might he have found the greenery” (b) “Savage place”;
of the pleasure dome from the first stanza? images in “Kubla Khan” to be so appealing? “chasm, with ceaseless turmoil
Analyze and Evaluate seething”; “earth in fast thick
5. (a)What can you infer about the speaker’s char- pants were breathing”; “Huge
acter from lines 49–54? (b)Why might the fragments vaulted”; “sank in
tumult to a lifeless ocean”
Literary Element Alliteration Reading Strategy Analyze Cause-and- 4. (a) The coming of war (b) It
Poets often use alliteration to emphasize certain Effect Relationships contrasts with the peace and
words, to create a musical quality, to help establish the A cause is an event that results in an effect. order of the pleasure dome.
prevailing mood of a poem, or to reinforce meaning. Analyzing causes and effects in literature can help
you remember and understand what is happening.
5. (a) He craves artistic fulfillment.
1. Explain the cumulative effect of the alliterative
words in lines 15–16. (b) They would be in awe of his
1. What are the effects of the mighty fountain that
2. (a)Point out all the instances of alliteration in erupts from the chasm? poetic powers.
lines 42–46. (b)Why do you think Coleridge 2. What would happen if the speaker could 6. The images suggest that the
uses this device in these lines? remember the damsel’s song? poem describes a fantasy.
Writing Academic Vocabulary 7. Coleridge struggled with
Using Coleridge’s “Kubla Khan” as a model, write “Kubla Khan” is predominantly a description
extremes of emotion, suffering,
a poem describing your own vision of a “stately of the great palace Xanadu. and addiction; the conflicting
pleasure dome.” Incorporate alliteration where
Predominantly is an academic word. Some more
images of the poem may have
appropriate, and employ a consistent rhyme appealed to his inner conflict;
familiar words that are similar in meaning to pre-
scheme like the one in Coleridge’s poem.
dominantly are mainly, principally, and primarily. he may also have found the
To further explore the meaning of this word, idea of an escape from worldly
answer the following question: Who figures troubles appealing, given his
Literature Online predominantly in your life, and why? illness and addiction.
Selection Resources For Selection Quizzes, eFlash- For more on academic vocabulary, see pages 8. Answers will vary.
56 and R81.
For additional assessment, see As-

SAMUEL TAYLO R COLERIDGE 761 sessment Resources, pp. 193–194.
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Literary Element Reading Strategy Academic Vocabulary

Vocabulary
1. “Waning,” “woman,” and “wailing” 1. It flings up rock fragments; it forces Students might answer that friends,
create a musical effect that suggests up the sacred river; it creates a parents, classmates, teachers, or team-
a plaintive song. tumult containing war-prophesying mates figure predominantly in their lives.
2. (a) “symphony and song,” “deep voices.
delight,” “loud and long” (b) To add 2. The speaker would be able to re- Writing
to the poem’s musicality create the pleasure dome. Students’ poems should incorporate
alliteration, develop the main idea, and
use a consistent rhyme scheme.
761
Focus
Learning Objectives
The Rime of the Ancient For pages 762–786

Mariner focus on the following
Bellringer Options Connect to the Poem

objectives:
Literary Study:
Have you ever learned a valuable life lesson by experiencing Analyzing narrative poetry.
Daily Language Practice Connecting literature to art.
hardship or encountering difficulty? Write a journal entry
Transparency 63 Reading: Monitoring
recounting the experience and what it taught you.
comprehension by
Or discuss stories and storytellers
summarizing.
with the class. Ask: Can you Build Background
think of any examples of The Rime of the Ancient Mariner is a tale of a sea voyage to
distant places, with crime, death, and inhuman suffering as
people telling personal stories parts of the ghastly adventure. Coleridge’s friend and fellow
because they feel that they poet William Wordsworth suggested several memorable details,
must share their tales? What including the shooting of the albatross and the ship’s naviga- Vocabulary
compels them to speak? tion by dead men. dismal (diz məl) adj. dark and
(Examples might include situ- gloomy; p. 766 It was a dismal
Set Purposes for Reading afternoon, and I was glad I could
ations in which a witness has stay indoors, where it was warm
observed something criminal and bright.
As you read, ask yourself, In what ways does the mariner
and feels compelled to tell
interact with both the fantastic and the ordinary? penance (pen əns) n. an act of
the authorities.) Explain that self-punishment to show repen-
a character in this poem feels Literary Element Narrative Poetry tance for a sin; p. 778 In the
compelled to share a story. Narrative poetry is verse that tells a story. Narrative poems Greek tragedy, Oedipus puts out his
have characters, settings, and narrators. Many narrative poems own eyes as penance for having
also have literary elements such as figurative language and dia- killed his father.
logue. A narrative poem may be written in any verse form and impart (im pärt) v. to give;
may be rhymed or unrhymed. As you read, ask yourself, What donate; p. 781 Uncle Simon loves
narrative elements can I find? to impart little bits of wisdom to all
of us at family dinners.
Reading Strategy Monitor Comprehension
When you monitor comprehension, you stop periodically to
check your understanding of a selection. At each stopping
point, you should be able to recall and summarize key events,
characters, and ideas. As you read, ask yourself, Am I keeping
track of what has happened so far?
Tip: Summarizing Summarizing what happens in each part of

the poem will help you to understand its plot. Coleridge has
helped by putting a brief summary in marginal glosses. You
should incorporate Coleridge’s notes into your own summary.
As you read, write a summary for each of the seven parts.
Selection Skills
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Literary Elements Reading Skills

• Narrative Poetry (SE pp. 762–785) The Rime of the • Monitor Comprehension (SE pp.
• Ballad Stanza (SE p. 785) Ancient Mariner 762–786)
• Rhyme Scheme (TE p. 766) • Use Text Structure (TE p. 764)
• Personification (TE p. 770) • Contrast (TE p. 776)
• Character (TE p. 784)
Vocabulary Skills
• Context Clues (SE p. 786) Listening/Speaking/Viewing Skills
Writing Skills/Grammar • Academic Vocabulary • View the Art (SE pp. 765, 773, 781;
• Connect to Art (SE p. 786) (SE p. 786) TE pp. 770, 778)
• Hypertext Links (TE p. 780) • Connotations (TE p. 782) • Perform a Dialogue (TE p. 778)
762
Before You Read
Focus
Summary
The Ancient Mariner stops a
Wedding Guest and tells him
Samuel Taylor Coleridge a tale of his supernatural and
spiritual journey of redemption.
The Mariner describes his killing
of an albatross and the terrifying
ordeals that followed, including the
deaths of the other crew members,
mystical visitations, and emotional
and physical anguish. The Mariner
is released from his torments only
after accepting the fact that all of
nature is beautiful and worthy of
love. The Wedding Guest, initially a
reluctant listener, awakens the next
day “a sadder and wiser man.”

Vocabulary
Make a Vivid Impression
Tell students that using varied
and colorful words in their writing
allows them to make a strong and
vivid impression on the reader. Ask
them to choose a duller synonym
for each vocabulary word (i.e.,
dark for dismal; punishment for
penance; give for impart). Have
students write a new example
sentence for each vocabulary word
English Learners and then rewrite it using the duller
0763_0784_U4P2_877981.indd 763 12/12/07 5:12:24 PM synonym. Ask students to compare
PARTNERS the two sentences in terms of the
Intermediate Allow students from it. Tell students to tell a partner about impression they make on the reader.
to connect to the poem through the experience and what was learned. The
an oral activity. Explain that in this poem, partner should ask questions to help clarify
a character learns something important his or her understanding of the story.
about life after experiencing great suffering.
Ask students to think of a difficult experi-
ence they have had and what they learned
763
Teach ARGUMENT
How a Ship, having passed the Equator, was driven
by storms to the cold Country towards the South Pole;
Literary Element 1 and how from thence she made her course to the tropical
Latitude of the Great Pacific Ocean; and of the strange
Narrative Poetry Answer:
The Mariner addresses the Wed- things that befell; and in what manner the Ancient Mariner
ding Guest outside the bride- came back to his own Country.
groom’s home as the wedding
feast is about to begin.
ENGLISH LEAR N ERS Point out kin
and din. Ask English learners to use
context clues to guess the mean-
ings of the words. Have them con- It is an ancient Mariner,
firm their guesses by looking the And he stoppeth one of three.
words up in a dictionary. Point out “By thy long gray beard and glittering eye, An ancient Mariner meeteth three
Now wherefore stopp’st thou me? Gallants bidden to a wedding feast
also that wherefore does not mean and detaineth one.
“where.” If students are not able 5 “The Bridegroom’s doors are opened wide,
to guess that it means “why,” have And I am next of kin;
them look it up in the dictionary. The guests are met, the feast is set:
May’st hear the merry din.”
He holds him with his skinny hand,

10 “There was a ship,” quoth he.
“Hold off! unhand me, graybeard loon!”
Eftsoons1 his hand dropped he.
Big Idea 2 He holds him with his glittering eye—
The Wedding Guest stood still,
Nature and the Imagination 15 And listens like a three years’ child: The Wedding Guest is spellbound
Answer: The Mariner’s “glittering The Mariner hath his will. by the eye of the old seafaring man
and constrained to hear his tale.
eye” exerts magical power over
the Guest, who must stay and lis- The Wedding Guest sat on a stone:
ten in spite of his desire to attend He cannot choose but hear;
And thus spake on that ancient man,
the wedding feast.
20 The bright-eyed Mariner.
1. Eftsoons means “at once.”
Narrative Poetry To whom does the Mariner address his tale?

1 What is the setting of their meeting?
2 Nature and the Imagination What elements of the supernatural

are at work in this stanza?
Writer’s Technique S
Coleridge’s Marginal Notes 764 U N IT 4 THE TRI UMP H OF ROMANTI C I S M
The Rime of the Ancient Mari- Reading Practice
ner was first published in 1798.
Coleridge added his “gloss,” the
0763_0784_U4P2_877981.indd 764 12/12/07 5:12:45 PM
SPIRALUse Text Structure Suggest that • division into seven parts

marginal notes that summarize the REVIEW
plot, when the poem was reprinted

students identify these text features • marginal notes that summarize events
in Coleridge’s poem:
in Sibylline Leaves in 1817. In addi- Suggest that students preview each part
tion to providing helpful guidance, • an initial argument that summarizes the of the poem by first reading Coleridge’s
these notes also mirror the appear- plot of the narrative poem marginal notes, which summarize the
ance of the marginal notes printed • mostly four-line stanzas in which the events. These notes will provide consider-
in early Bibles, providing another second and fourth lines rhyme able support for all students as they read.
link to writing from earlier eras.
764
Teach
Literary Element 3
Mariner recounts story to
wedding guest, 1875.
Narrative Poetry Ask: How
Gustave Doré. Engraving. does this stanza emphasize the
Doré was story-within-a-story structure
one of the most of this narrative poem? (The
successful illustrators of
his time, in part because Wedding Guest interrupts the
of the expressive nature Ancient Mariner’s tale because
of his work. How does the
body language of the
he hears music and wants to join
Mariner and the Wedding the wedding party. The Wedding
Guest reflect their
emotions? Explain.
Guest’s story opens and closes
the poem, thus framing the story;
within that narrative, the Mariner
“The ship was cheered, the harbor cleared,
Merrily did we drop tells his tale.)
Below the kirk,2 below the hill,
Below the lighthouse top.
25 “The Sun came up upon the left, The Mariner tells how the ship sailed
southward with a good wind and fair
S
Out of the sea came he!
weather, till it reached the Line. [The Answer: The Mariner stares
And he shone bright, and on the right line is the equator.]
Went down into the sea. forcefully and uses his hand to
keep his listener seated. The
“Higher and higher every day, Wedding Guest sits somewhat
Till over the mast at noon3—” passively, compelled to listen.
30
The Wedding Guest here beat his breast,
3
However, he does not look directly
For he heard the loud bassoon.
at the Mariner, suggesting that the
The bride hath paced into the hall, The Wedding Guest heareth the stranger’s tale has not yet capti-
Red as a rose is she; bridal music; but the Mariner con- vated him.
tinueth his tale.
35 Nodding their heads before her goes Paul Gustave Doré (1832–1883)
The merry minstrelsy.4
was one of the most renowned
The Wedding Guest he beat his breast, and prolific French illustrators
Yet he cannot choose but hear; of the nineteenth century. Cop-
And thus spake on that ancient man, ies of his original illustrations of
40 The bright-eyed Mariner. The Rime of the Ancient Mariner
accompany the text. Several of the
2. Kirk is Scottish for church. illustrations reflect his interest in
3. In this line, Coleridge is saying the sun’s position indicates that the
ship has reached the equator.
religious works.
4. A minstrelsy is a group of musicians.

e.t. archive
English Learners Approaching Level For an audio recording of this
DI F F ER ENTIATED I N STR UCTION DI F F ER ENTIATED I N STR UCTION
0763_0784_U4P2_877981.indd 765 12/12/07 5:12:59 PM
Audio CD-ROM.
Beginning Explain the following archaic Established Ask students to create a

forms: foldable in which to summarize the main
• Thou is the subject form of “you.” events in each of the poem’s seven parts.
• Thee is the object form of “you.” Students can fold a sheet of paper into eight
parts and label seven parts from 1 to 7.
• The verb ending –st indicates the
Students can use the remaining section to
second person.
make general observations about the poem.
• The verb endings –th or –eth indicate
the third person.
765
Teach “And now the Storm Blast came, and he
Was tyrannous and strong:
The ship driven by a storm toward
the South Pole.
He struck with his o’ertaking wings,

And chased us south along.
Big Idea 1
45 “With sloping masts and dipping prow,5
Nature and the Imagination As who pursued with yell and blow
Answer: The Storm Blast is a Still treads the shadow of his foe,
personification of a natural force; And forward bends his head,
the speaker imagines this force as The ship drove fast, loud roared the blast,
50 And southward aye6 we fled.
striking and chasing the ship. Thus,
the speaker imbues this force with “And now there came both mist and snow,
consciousness, imposing his own And it grew wondrous cold:
creative energies on the natural And ice, mast-high, came floating by,
world. As green as emerald.
55 “And through the drifts the snowy clifts7 The land of ice, and of fearful
Big Idea 2 Did send a dismal sheen: sounds, where no living thing was to
be seen.
Nor shapes of men nor beasts we ken8—
Nature and the Imagination The ice was all between.
Answer: These images prompt “The ice was here, the ice was there,
readers to experience the ice as a 60 The ice was all around:
living, conscious menace. It cracked and growled, and roared and howled,
Like noises in a swound!9
“At length did cross an Albatross, Till a great sea bird, called the
Cultural History S Thorough the fog it came; Albatross, came through the snow-
fog, and was received with great joy
65 As if it had been a Christian soul,
The Albatross Sailors considered We hailed it in God’s name.
and hospitality.
these large, white seabirds as good

omens, perhaps because of their
habit of following ships. A single 5. A mast is a vertical pole that supports a ship’s sails, and the prow
is the forward part of a ship’s hull.
albatross might trail a ship for days 6. Aye means “always.”
or even weeks. Other names for 7. Clifts means “crevices.”
8. Ken means “saw; identified.”
albatrosses include Gooney birds 9. A swound is a swoon or fainting fit.
and mollymawks. Ask: Why might
Nature and the Imagination How does the use of personifica-
sailors have developed supersti- 1 tion here reflect the Romantic idea that the imagination is a force
tions about different animals? within the individual that reacts to the natural world?
(Life at sea was often dangerous, Nature and the Imagination What is the effect of this
so sailors might have developed 2 personification?
superstitions to help them cope
Vocabulary
with stressful conditions.)
dismal (diz məl) adj. dark and gloomy

0763_0784_U4P2_877981.indd 766 12/12/07 5:13:15 PM
SPIRAL
REVIEW
Rhyme Scheme Ask students • True rhymes repeat the same stressed
to identify the rhyme scheme that vowel sounds and any succeeding
recurs in the four-line stanzas of the sounds: came and name.
poem (abcb). Students might scan ahead • Slant rhymes are approximate rhymes
to see that some of the poem’s stanzas that repeat only a vowel or a consonant
contain more lines and thus vary this sound: thus and Albatross.
scheme. Encourage students to classify • Internal rhyme occurs within a line of
the rhymes they find: poetry: day and play in line 89.
766
“It ate the food it ne’er had eat,
And round and round it flew. Teach
The ice did split with a thunder-fit;
70 The helmsman steered us through!
Reading Strategy 3
“And a good south wind sprung up behind; And lo! the Albatross proveth a bird
The Albatross did follow, of good omen, and followeth the Monitor Comprehension
ship as it returned northward
And every day, for food or play, through fog and floating ice. Answer: The Mariner reveals that
Came to the mariners’ hollo! he killed an albatross befriended
by the crew. The Guest interrupts
75 “In mist or cloud, on mast or shroud,10
It perched for vespers11 nine; the Mariner to ask why he looks
Whiles all the night, through fog-smoke white, haunted.
Glimmered the white Moonshine.” AP P ROACH I NG Have approaching-
level students read the Wedding
“God save thee, ancient Mariner! The ancient Mariner inhospitably
80 From the fiends that plague thee thus!— killeth the pious bird of good omen. Guest’s interruption aloud with
Why look’st thou so?”12—“With my crossbow appropriate expression. Ask them
I shot the Albatross.” to visualize and orally describe
what the Wedding Guest must see
in the ancient Mariner’s face.
“The Sun now rose upon the right:13

Out of the sea came he,
85 Still hid in mist, and on the left
Went down into the sea.
“And the good south wind still blew behind,

But no sweet bird did follow,
Nor any day for food or play
90 Came to the mariners’ hollo!
“And I had done a hellish thing, His shipmates cry out against the
Literary Element 4
And it would work ’em woe: ancient Mariner for killing the bird of
good luck.
For all averred,14 I had killed the bird
That made the breeze to blow. Narrative Poetry Answer:
The Mariner offers no explanation
10. A shroud is a rope that supports the mast of a ship. for his action.
11. Here, vespers means “evenings.”
12. The words “God . . . so?” are spoken by the Wedding Guest. ENGLISH LEAR N ERS Point out
13. This line indicates that the ship is heading north.
14. Averred means “asserted; affirmed.”
the word hellish in line 91. Have
English learners discuss the mean-
Monitor Comprehension What happens in this last stanza? Why
does the Guest interrupt the Mariner? 3 ing and connotations of the word,
which are similar in both languages
Narrative Poetry Does the Mariner offer any motivation for (relating to hell, evil, deserving of
what he has done? Explain. 4
damnation).

Intermediate Point out that Coleridge Emerging Remind students not to

often uses masculine or feminine pronouns emphasize the rhythm as they read the
to refer to inanimate objects. For example, poem because doing so can impede
he uses the pronouns he and his to refer comprehension. Give students the
to the Storm Blast in lines 41–44. Suggest following tips:
that students pause when they read a • use punctuation to guide comprehension
pronoun to identify the noun it replaces. • rhythm and rhyme should not dominate
the reading
767
Teach The albatross is shot by arrow,
1875. Gustave Doré. Engraving.
Cultural History S
The Doldrums The Mariner’s
description of the becalmed ship
suggests an area near the Equator
in parts of the Atlantic and Pacific 95 ‘Ah, wretch!’ said they, ‘the bird to slay,
Oceans known as the Doldrums. That made the breeze to blow!’
Weather in the Doldrums is char-
acterized by calm and light shifting “Nor dim nor red, like God’s own head, But when the fog cleared off, they
The glorious Sun uprist:15 justify the same, and thus make
winds. When a ship is becalmed, Then all averred, I had killed the bird
themselves accomplices in the
crime.
its crew depletes its precious stores 100 That brought the fog and mist.
of food and water without making ‘ ’Twas right,’ said they, ‘such birds to slay,
progress toward its destination. That bring the fog and mist.’
Fresh water was especially impor-
“The fair breeze blew, the white foam flew, The fair breeze continues; the ship
tant on an ocean voyage because The furrow16 followed free; enters the Pacific Ocean and sails
the salinity of ocean water made it 105 We were the first that ever burst
northward, even till it reaches the
Line.
undrinkable and caused sickness. Into that silent sea.
“Down dropped the breeze, the sails dropped down, The ship hath been suddenly
becalmed.
’Twas sad as sad could be;
And we did speak only to break
110 The silence of the sea!
“All in a hot and copper sky,

The bloody Sun, at noon,
Right up above the mast did stand,
No bigger than the Moon.
115 “Day after day, day after day,

We stuck, nor breath nor motion;
As idle as a painted ship
Upon a painted ocean.
“Water, water, everywhere, And the Albatross begins to be

120 And all the boards did shrink; avenged.
Water, water, everywhere,

Nor any drop to drink.
15. Uprist means “arose.”

16. The furrow is the ship’s wake.
Listening and Speaking Practice

0763_0784_U4P2_877981.indd 768 12/12/07 5:13:52 PM
Share Ideas Encourage students to tial events as concisely as possible. Remind

compare their summaries of key events students that an effective summary should
in the poem. Allow each student to read omit less important details. As students
a summary aloud. After several have been share their ideas, remind them to avoid
read, have students identify the strengths generalizations and support their construc-
and weaknesses of each summary and tive criticisms with examples.
create one version that captures the essen-
768
“The very deep did rot: O Christ!
That ever this should be! Teach
125 Yea, slimy things did crawl with legs
Upon the slimy sea.
Big Idea 1
“About, about, in reel and rout17 1
The death-fires18 danced at night; Nature and the Imagination
The water, like a witch’s oils, Ask: How do lines 125-130
130 Burned green and blue and white. demonstrate the Mariner’s
imagination at work? (He
“And some in dreams assurèd were A Spirit had followed them; one of
the invisible inhabitants of this imagines that the strange sea
Of the Spirit that plagued us so;
Nine fathom deep he had followed us
planet, neither departed souls nor
angels. . . . They are very numerous,
creatures and phosphorescent
From the land of mist and snow. and there is no climate or element lights on the water are the lights
without one or more.
that supposedly hover over dead
135 “And every tongue, through utter drought, bodies. In despair and a state of
Was withered at the root;
dehydration, the Mariner and the
We could not speak, no more than if
We had been choked with soot. crew are hallucinating.)
“Ah! well a-day! what evil looks The shipmates, in their sore distress,
140 Had I from old and young! would fain throw the whole guilt on Reading Strategy 2
the ancient Mariner: in sign whereof
Instead of the cross, the Albatross they hang the dead sea bird round
About my neck was hung. his neck. Monitor Comprehension
Answer: Out of distress and the
desire to punish the Mariner, the
crew hangs the albatross around
“There passed a weary time. Each throat his neck as a symbol of his guilt.
Was parched, and glazed each eye.
145 A weary time! a weary time!
How glazed each weary eye,
When looking westward, I beheld The ancient Mariner beholdeth a
sign in the element afar off.
Literary History S
A something in the sky.
Symbolism The symbolic
“At first it seemed a little speck, meaning of the Albatross lends
150 And then it seemed a mist; itself to various interpretations.
It moved and moved, and took at last One basic interpretation involves
A certain shape, I wist.19
religious tradition. The devout
sometimes wore a cross on a rope
or a chain as a sign of their Chris-
17. In reel and rout means “in riotous, whirling movements.”
tian faith. The Albatross, a sign of
18. Death-fires are luminous glowings supposedly seen over
dead bodies. the Mariner’s wanton act of vio-
19. Wist means “knew.” lence, symbolizes his social and reli-
Monitor Comprehension Why would the Mariner’s shipmates gious isolation. Based on the image
hang the albatross around his neck? 2
of this huge bird draped around the
Mariner’s neck, the word albatross
has come to mean any oppressive
English Learners Approaching Level or overwhelming burden.
Intermediate Encourage students to Emerging Suggest that students create

memorize the famous lines describing the a 5-Ws chart. Ask them to pause as they
ship’s terrible condition (lines 115–122). read to classify incidents in the appropriate
Allow students to rehearse these lines columns: Who, What, When, Where, Why.
in order to practice their pronunciation.
You may wish to have native speakers of
English first model standard pronunciation.
769
Teach Cursed ship is sent to the
equator where crew perish,
1875. Gustave Doré.
Engraving.
S
Gustave Doré’s artistic ability with
woodcut prints led to the popu-
larity of folio-size, or large-scale,
illustrated books in Europe. His flair
for dramatic portrayals is evident
in his interpretation of the crew’s
demise. Ask: Why do you think
Doré decided not to picture the “A speck, a mist, a shape, I wist!
Mariner in this illustration? (He And still it neared and neared:
might have wanted to emphasize 155 As if it dodged a water sprite,
It plunged and tacked and veered.
the crew’s terrible fate without
focusing on the Mariner’s reaction “With throats unslaked,20 with black lips baked, At its nearer approach, it seemeth
to it.) We could nor laugh nor wail;
him to be a ship; and at a dear
ransom he freeth his speech from
Through utter drought all dumb we stood! the bonds of thirst.
160 I bit my arm, I sucked the blood,
And cried, ‘A sail! a sail!’
“With throats unslaked, with black lips baked,

Agape21 they heard me call:
Gramercy!22 they for joy did grin, A flash of joy;
165 And all at once their breath drew in,
As they were drinking all.
“See! see! (I cried) she tacks no more! And horror follows. For can it be a
ship that comes onward without
Hither to work us weal;23 wind or tide?
Without a breeze, without a tide,
170 She steadies with upright keel!
“The western wave was all aflame.

The day was well nigh done!
Almost upon the western wave
Rested the broad bright Sun;
20. Unslaked means “unrelieved of thirst.”

21. Agape means “with mouths open in wonder.”
22. Gramercy is an exclamation of surprise or sudden feeling similar
to “Have mercy on us!”
23. Work us weal means “do us good; benefit us.”

0763_0784_U4P2_877981.indd 770 12/14/07 9:50:13 AM
SPIRAL
REVIEW
Personification Remind stu- stride comes the dark”; the specter ship is
dents that personification is a figure heard to “whisper.”)
of speech in which an animal, an Ask: How does Coleridge’s use of
object, a force of nature, or an idea is personification add to his depiction
given human qualities. Have students of the fantastic in this poem? (Personi-
find an example of personification in lines fication makes all elements of the world
199–203. (“The stars rush out”; “At one seem alive.)
770
175 When that strange shape drove suddenly
Betwixt us and the Sun. Teach
“And straight24 the Sun was flecked with bars,
(Heaven’s Mother send us grace!) It seemeth him but the skeleton of a
ship.
Big Idea 1
As if through a dungeon grate he peered
180 With broad and burning face. Nature and the Imagination
“Alas! (thought I, and my heart beat loud) Answer: It is a skeleton ship
How fast she nears and nears! with sails and ribs that one can
Are those her sails that glance in the Sun, see through; the ship moves even
Like restless gossameres?25
though there is no tide or wind.
185 “Are those her ribs through which the Sun
Did peer, as through a grate? And its ribs are seen as bars on the
And is that Woman all her crew? face of the setting Sun. The Specter- Reading Strategy 2
Woman and her Death mate, and
Is that a Death? and are there two? no other on board the skeleton ship.
Is Death that woman’s mate? Monitor Comprehension
Answer: Life-in-Death wins the
190 “Her lips were red, her looks were free,
dice game and the Mariner, who
Her locks were yellow as gold: Like vessel, like crew!
Her skin was as white as leprosy, will live.
The Nightmare Life-in-Death was she, ENGLISH LEAR N ERS For English
Who thicks man’s blood with cold. learners, ask: Who is the she in
195 “The naked hulk alongside came, “How fast she nears and nears”?
And the twain were casting dice; Death and Life-in-Death have diced (line 182) (the ship) Explain that
‘The game is done! I’ve won! I’ve won!’ for the ship’s crew, and she (the
latter) winneth the ancient Mariner. in English, ships are commonly
Quoth she, and whistles thrice.
referred to as she. Ask students
“The Sun’s rim dips; the stars rush out: what her refers to in lines 183 and
200 At one stride comes the dark; No twilight within the courts of the 185.
With far-heard whisper, o’er the sea, Sun.
Off shot the specter bark.26
“We listened and looked sideways up!
Fear at my heart, as at a cup, At the rising of the Moon,
205 My lifeblood seemed to sip!
The stars were dim, and thick the night,
The steersman’s face by his lamp gleamed white;
24. Here, straight means “immediately.”

25. Gossameres (or gossamers) are fine films of cobwebs.
26. Specter bark means “ghost ship.”
Nature and the Imagination How does the strange ship repre-
sent the supernatural? 1
Monitor Comprehension What happens in this stanza?
2

Intermediate Make sure that students Established Ask students to find three sentences using conventional word order.
recognize that Coleridge’s capitalization of examples of phrases with inverted word Remind them to pay attention to the verb
nouns is an artistic choice. For example, his order in lines 195–202 (The naked hulk forms they are using.
capitalization of the word Sun suggests that alongside came; Quoth she; Off shot
it is a proper noun or a character’s name. the specter bark). Have them restate the
Similarly, Death is capitalized because it
appears as an actual character in the poem.
771
Teach From the sails the dew did drip—
Till clomb27 above the eastern bar
210 The hornèd Moon,28 with one bright star
Within the nether29 tip.
Reading Strategy 1
“One after one, by the star-dogged Moon,30 One after another,
Monitor Comprehension Too quick for groan or sigh,
Answer: The Mariner’s ship- Each turned his face with a ghastly pang,
mates fall down dead because 215 And cursed me with his eye.
Life-in-Death has won only the “Four times fifty living men, His shipmates drop down dead.
Mariner. The other members of (And I heard nor sigh nor groan)
the crew are Death’s prize. With heavy thump, a lifeless lump,
They dropped down one by one.
Literary Element 2 220 “The souls did from their bodies fly— But Life-in-Death begins her work
They fled to bliss or woe! on the ancient Mariner.
Narrative Poetry Answer: And every soul, it passed me by,

This image recalls the Mariner’s Like the whiz of my crossbow!”
shooting of the albatross with
his crossbow. It suggests that the
horrible events to befall the ship “I fear thee, ancient Mariner! The Wedding Guest feareth that a
result from the Mariner’s arbitrary 225 I fear thy skinny hand! Spirit is talking to him;
decision to shoot the seabird. And thou art long, and lank, and brown,
As is the ribbed sea-sand.
ENGLISH LEAR N ERS Explain to
English learners that onomato- “I fear thee and thy glittering eye,
poeia means words whose spoken And thy skinny hand, so brown.”—
sounds resemble the sounds they 230 “Fear not, fear not, thou Wedding Guest! But the ancient Mariner assureth
This body dropped not down. him of his bodily life, and
describe. Have students read line “Alone, alone, all, all alone,
proceedeth to relate his horrible
penance.
223 aloud, focusing on the word Alone on a wide, wide sea!
whiz. Ask why they think Coleridge
chose to use this word.
27. Clomb means “climbed.”

28. A hornèd Moon is a crescent moon.
29. Nether means “lower.”
30. Sailors believed that a star-dogged Moon was a sign of
impending evil.
Monitor Comprehension What happens to the Mariner’s ship-

Reading Strategy 3 1 mates and why?
Monitor Comprehension 2
Narrative Poetry What image does this line recall? What does
this suggest?
Answer: The Wedding Guest is
frightened because he thinks the
3 Monitor Comprehension Why is the Wedding Guest frightened?
Mariner might be a ghost.
Grammar Practice
Cultural History S 0763_0784_U4P2_877981.indd 772 12/12/07 5:14:59 PM
Christian Afterlife Point out Inverted Order Remind students that in lines 209–210 (“Til clomb above the
that the phrase “bliss or woe” in most sentences the subject precedes eastern bar / The horned Moon”), and
alludes to the Christian belief in the verb. Explain that poets and other ask them to say the sentence in normal
the afterlife. After the dead are writers sometimes put the verb before the word order. (The horned Moon clomb
judged according to their deeds in subject to fit a specific meter, draw atten- above the eastern bar.) Ask students to
this life, they enter the “bliss” of tion to a specific word, or create variety. identify other examples of inverted word
heaven or suffer the ”woe” of hell. Have students identify the inverted order order in this poem.
772
235
And never a saint took pity on
My soul in agony. Teach
“The many men, so beautiful!
And they all dead did lie: Reading Strategy 4
And a thousand thousand slimy things
Lived on; and so did I. Monitor Comprehension
Answer: The Mariner has looked
240 “I looked upon the rotting sea, at the dead bodies of the crew. He
And drew my eyes away; has tried to pray but could not.
I looked upon the rotting deck,
And there the dead men lay.
“I looked to heaven, and tried to pray;

245 But or31 ever a prayer had gushed, S
A wicked whisper came, and made Death and Life play dice on skeleton Answer: Most students will
My heart as dry as dust. ship, 1875. Gustave Doré. Engraving. agree that the engraving captures
Do you think this the mood of the scene. They
“I closed my lids, and kept them close, engraving captures the mood and
And the balls like pulses beat; atmosphere of the scene in the poem? should point to details such as
250 For the sky and the sea, and the sea and the sky Why or why not? the posture of Death, the appar-
Lay like a load on my weary eye, He despiseth the creatures of the ent disarray of the ship’s ropes
calm.
And the dead were at my feet. and equipment, and the facial
And envieth that they should live, expressions of the two figures.
“The cold sweat melted from their limbs, and so many lie dead.
Nor rot nor reek did they:
This depiction of Death and Life-
255 The look with which they looked on me
But the curse liveth for him in the
eye of the dead men.
in-Death illustrates Doré’s passion
Had never passed away. for portraying grotesque figures,
a penchant that appealed to the
“An orphan’s curse would drag to hell Romantic fascination with the
A spirit from on high;
bizarre.
But oh! more horrible than that
260 Is the curse in a dead man’s eye!
Seven days, seven nights, I saw that curse, In his loneliness and fixedness he
yearneth towards the journeying
And yet I could not die. Moon, and the stars that still sojourn
. . . ; and everywhere the blue sky
“The moving Moon went up the sky, belongs to them, and is their
appointed rest, and their native
And nowhere did abide: country and their own natural
265 Softly she was going up, homes, which they enter
And a star or two beside— unannounced, as lords that are
certainly expected, and yet there is a
silent joy at their arrival.
31. Here, or means “before.”
Monitor Comprehension What has the Mariner seen for the last
seven days and seven nights and what has he tried to do? Look
back at line 244.
4

Intermediate Encourage English learners Emerging Students may need help iden-
to recognize words that are repeated and tifying shifts in speaker. For example, Part
use a dictionary to make sure they know III ends with lines spoken by the Mariner,
their meanings. For example, students but Part IV begins with lines spoken by the
should be able to define fear, soul, slimy, Wedding Guest. Emphasize that refer-
and rotting. Suggest that students compile ring to the marginal notes may help them
a glossary to help them learn unfamiliar detect a change in speaker.
terms.
773
Teach “Her beams bemocked the sultry main,32
Like April hoarfrost33 spread;
But where the ship’s huge shadow lay,
270 The charmèd water burned alway34
Literary Element 1 A still and awful red. By the light of the Moon, he
beholdeth God’s creatures of the
Narrative Poetry “Beyond the shadow of the ship,
great calm.
Answer: He blesses the sea crea- I watched the water snakes:

tures “unaware,” thereby acknowl- They moved in tracks of shining white,
275 And when they reared, the elfish light
edging the beauty of all God’s
Fell off in hoary35 flakes.
creatures; this is the first step in the
process of the Mariner’s redemption. “Within the shadow of the ship
ADVANCED Ask advanced students I watched their rich attire:
Blue, glossy green, and velvet black,
to reflect on what this develop-
280 They coiled and swam; and every track Their beauty and their happiness.
ment says about Coleridge’s view Was a flash of golden fire.
of human nature. Ask: Would this
transformed Mariner have shot “O happy living things! no tongue He blesseth them in his heart.
the albatross? (likely answer: no) Their beauty might declare:

Why did he shoot the albatross A spring of love gushed from my heart,
285 And I blessed them unaware: The spell begins to break.
before his enlightenment? (possi- Sure my kind saint took pity on me,
ble answer: he did not recognize it And I blessed them unaware.
as part of nature’s perfection) Do
you think the Mariner symbol- “The selfsame moment I could pray;
And from my neck so free
izes humanity? (Answers will vary. 290 The Albatross fell off, and sank
Have students support their ideas Like lead into the sea.”
with examples from the poem.)
Literary Element 2 “Oh sleep! it is a gentle thing,

Beloved from pole to pole!
Narrative Poetry Answer: To Mary Queen the praise be given! By grace of the holy Mother, the
The Mariner was unable to die or to 295 She sent the gentle sleep from Heaven ancient Mariner is refreshed with
sleep. However, he now sinks into a That slid into my soul. rain.
deep and soothing sleep, sent as a

blessing from the Virgin Mary.
32. This line means “Her moonbeams mocked the hot sea.”
33. Hoarfrost is frost, especially the white coating it forms on surfaces.
34. Alway means “all along.”
35. Hoary means “white.”
Writer’s Technique S Narrative Poetry How does the Mariner’s action contribute
Imagery Coleridge repeats some 1 unwittingly to his salvation?
images to create a unified world and

suggest parallels between events. In
2 Narrative Poetry How has the Mariner’s situation changed?
lines 290–291, he describes how 774 U N IT 4 THE TRI UMP H OF ROMANTI C I S M

the Albatross finally fell from the
Mariner’s neck and “sank/Like lead Research Practice
into the sea.” Ask: How does 0763_0784_U4P2_877981.indd 774 12/12/07 5:15:31 PM
Coleridge repeat this image in Electronic Texts Point out that many or background information, but the ability
these lines? (Like the albatross, classic works are available electronically to search a text makes some questions
the ship also sinks like lead.) on the Internet. Encourage students to much easier to answer using an e-
Why might he have decided to use a search engine to locate an e-text text. Ask: Coleridge describes sleep as
repeat this image? (The sinking of this poem and compare and contrast gentle in lines 292 and 295. What else
of the Albatross and the skeletal the print version with the online version. does he describe as gentle later in the
ship mark different stages in the Most online e-texts lack additional notes poem? (The weather in line 431)
Mariner’s spiritual journey from sin
toward redemption.)
774
“The silly36 buckets on the deck,
That had so long remained, Teach
I dreamed that they were filled with dew;
300 And when I awoke, it rained.
“My lips were wet, my throat was cold, Cultural History S

My garments all were dank;
Sure I had drunken in my dreams,
Mary Queen Point out that Mary
And still my body drank. Queen refers to the Virgin Mary,
not to a living queen. Although
305 “I moved, and could not feel my limbs: the exact time of the events in the
I was so light—almost poem is not given, the Mariner
I thought that I had died in sleep,
states that his crew was the first
And was a blessèd ghost.
to enter the Pacific Ocean. Since
“And soon I heard a roaring wind: He heareth sounds and seeth Magellan was acknowledged as the
310 It did not come anear; strange sights and commotions in first European to enter the Pacific
the sky and the element.
But with its sound it shook the sails in 1520, Coleridge implies that the
That were so thin and sere.37 poem’s events take place before
that date.
“The upper air burst into life!
And a hundred fire-flags sheen,38
315 To and fro they were hurried about!
And to and fro, and in and out,
The wan39 stars danced between.
“And the coming wind did roar more loud,

And the sails did sigh like sedge;40
320 And the rain poured down from one black cloud;
The Moon was at its edge.
“The thick black cloud was cleft,41 and still

The Moon was at its side:
Like waters shot from some high crag,
325 The lightning fell with never a jag,
A river steep and wide.
“The loud wind never reached the ship, The bodies of the ship’s crew are
Yet now the ship moved on! inspired, and the ship moves on;
[Inspired means “breathed life into”
or “animated by divine or
supernatural influence.”]
36. Here, silly means “useless.”

37. Sere means “worn.”
38. Fire-flags may refer to the aurora australis, or southern lights.
Sheen means “shone.”
39. Wan means “faint” or “dull” (compared with the fire-flags).
40. Sedge is marsh grass.
41. Cleft means “split.”

PARTNERS PARTNERS
Beginning Suggest that students Established Have approaching-
use a dictionary or work with a level students work in pairs to
partner to find synonyms for unfamiliar confirm their comprehension of the
words in the poem. You might suggest stanzas on this spread. Tell each partner to
these examples: abide (line 264)—live; write five factual questions about what
attire (line 278)—clothing. Encourage takes place in these stanzas. Help students
students to use synonyms when summa- make sure they are using correct word
rizing or paraphrasing. order and verb forms in their questions.
Have partners answer each other’s
questions.
775
Teach 330
Beneath the lightning and the Moon
The dead men gave a groan.
“They groaned, they stirred, they all uprose,

Big Idea 1 Nor spake, nor moved their eyes;
It had been strange, even in a dream,
Nature and the Imagination To have seen those dead men rise.
Answer: Blessed spirits inhabit 335 “The helmsman steered, the ship moved on;
the corpses of the crew members. Yet never a breeze up-blew;
The mariners all ’gan work the ropes,
Where they were wont42 to do;
They raised their limbs like lifeless tools—
Writer’s Technique S 340 We were a ghastly crew.
Theme The events in the plot of “The body of my brother’s son
The Rime of the Ancient Mariner Stood by me, knee to knee:
work on two levels. One involves a The body and I pulled at one rope,
physical journey from a familiar But he said nought to me.”
environment to wild, remote 345 “I fear thee, ancient Mariner!”
regions of the globe and back. “Be calm, thou Wedding Guest!
The other, a spiritual journey, ’Twas not those souls that fled in pain, But not by the souls of the men, nor
takes the Mariner from inno- Which to their corses43 came again, by demons of earth or middle air,
but by a blessed troop of angelic
cence to the brink of damnation But a troop of spirits blessed: spirits, sent down by the invocation
of the guardian saint.
and then back toward a state of 350 “For when it dawned—they dropped their arms,
redemption. Say: The crew’s And clustered round the mast;
bodies do not return to life but Sweet sounds rose slowly through their mouths,
And from their bodies passed.
are inhabited by spirits. Ask:
How does this detail relate to “Around, around, flew each sweet sound,
both the Mariner’s physical and 355 Then darted to the Sun;
spiritual journeys? (It relates Slowly the sounds came back again,
Now mixed, now one by one.
to his physical journey because
the crew can now sail the boat; “Sometimes a-dropping from the sky
it relates to his spiritual journey I heard the skylark sing;
because he is now accompanied 360 Sometimes all little birds that are,
How they seemed to fill the sea and air
by blessed spirits.) With their sweet jargoning!44
42. Wont means “accustomed.”

43. Corses are corpses.
44. Jargoning means “warbling.”
Nature and the Imagination What is the Mariner’s explanation

1 for the crew’s revival?
Reading Practice
0763_0784_U4P2_877981.indd 776 12/12/07 5:15:59 PM
SPIRAL
REVIEW
Contrast Have students improve contrasts between the language and the
their comprehension by finding imagery. (The imagery of the becalmed
meaningful contrasts among the ship is hot and tortured. The imagery of
events in this poem. For example, stu- the ship restored to motion is sweet and
dents might contrast the becalmed ship in musical.) Suggest that students choose
lines 111–138 with the ship returned to two other events from the poem to con-
motion by the spirit crew in lines 350– trast, jotting down their ideas in a chart.
388. Encourage students to draw direct
776
“And now ’twas like all instruments,
Now like a lonely flute; Teach
365 And now it is an angel’s song,
That makes the heavens be mute.
Literary Element 2
“It ceased; yet still the sails made on
A pleasant noise till noon, Narrative Poetry Ask: How
A noise like of a hidden brook does the ship seem to function as
370 In the leafy month of June,
That to the sleeping woods all night a character in this section? (The
Singeth a quiet tune. ship, guided by the Spirit, seems
to have a mind of its own. It starts,
“Till noon we quietly sailed on,
stops, and heaves unpredictably,
Yet never a breeze did breathe:
375 Slowly and smoothly went the ship, ignoring the rules of the natural
Moved onward from beneath. The lonesome Spirit from the South
world.)
Pole carries on the ship as far as the AP P ROACH I NG Have approach-
“Under the keel nine fathom deep, 2 Line, in obedience to the angelic
From the land of mist and snow, troop, but still requireth vengeance. ing-level students focus on lines
The Spirit slid: and it was he 373–388. Ask them to summarize
380 That made the ship to go. the action described in each stanza.
The sails at noon left off their tune,
And the ship stood still also.
“The Sun, right up above the mast, Reading Strategy 3

Had fixed her to the ocean:
385 But in a minute she ’gan stir, Monitor Comprehension
With a short uneasy motion— Answer: The Mariner sleeps and
Backwards and forwards half her length rain falls. The Mariner awakens but
With a short uneasy motion.
thinks he has died. Wind shakes
“Then like a pawing horse let go, the sails, the southern lights appear
390 She made a sudden bound: in the sky, and a storm comes. As
It flung the blood into my head,
the ship moves, the dead crew rise
And I fell down in a swound. The Polar Spirit’s fellow demons, the
invisible inhabitants of the element, up and take their posts around the
“How long in that same fit I lay, take part in his wrong; and two of
them relate, one to the other, that
ship. The Mariner works near the
I have not to declare; penance long and heavy for the silent body of his brother’s son.
395 But ere my living life returned, ancient Mariner hath been accorded
I heard, and in my soul discerned to the Polar Spirit, who returneth The Wedding Guest interrupts to
Two voices in the air.
southward. repeat his fear of the Mariner. The
Mariner explains that good spirits
“ ‘Is it he?’ quoth one, ‘Is this the man?
have inhabited the bodies of the
By him who died on cross,
400 With his cruel bow he laid full low dead crew and they sing sweet
The harmless Albatross. and lovely songs.
Monitor Comprehension Summarize what has happened so far learners, ask: What clues let you
in Part V. 3 know when the Wedding Guest
is speaking? (quotation marks, the
SAMUEL TAYLO R COLERIDGE 777 person addressing the Mariner, the
English Learners Approaching Level Mariner responding afterward)
PARTNERS
Intermediate Point out that Coleridge Emerging Visual learners may
uses the word blessèd in line 308 and have difficulty interpreting the
blessed in line 349. Both words have the rapidly changing imagery of the poem.
same meaning but different pronuncia- Encourage partners to read the poem stanza
tions. The diacritic in blessèd indicates that by stanza, pausing after each one to
the word should be pronounced as two visualize and describe the images presented.
syllables. He uses different versions of the Suggest that students draw quick sketches
word to preserve meter. to identify the positions of the characters.
777
Teach “ ‘The Spirit who bideth by himself
In the land of mist and snow,
He loved the bird that loved the man
405 Who shot him with his bow.’
Vocabulary 1
“The other was a softer voice,
Related Words The word As soft as honeydew:
penance shares a root with both Quoth he, ‘The man hath penance done, 1
penitent (expressing regret for And penance more will do.’ ”
sins or actions committed) and
penitentiary (a prison). Ask:
What is the relationship between
penance and a penitentiary? FIRST VOICE The Mariner hath been cast into a
(Penance is an act of self-punish- 410 “ ‘But tell me, tell me! speak again,
trance; for the angelic power
causeth the vessel to drive
ment because of sorrow for sin; a Thy soft response renewing— northward faster than human life
could endure.
penitentiary is a place where What makes that ship drive on so fast?
criminals are punished by an What is the ocean doing?’
authorized power, such as a SECOND VOICE
government.) “ ‘Still as a slave before his lord,
415 The ocean hath no blast;45
His great bright eye most silently
Up to the Moon is cast— The supernatural motion is retarded;
the Mariner awakes, and his
penance begins anew.
Literary Element 2 “ ‘If he may know which way to go;
For she guides him smooth or grim.
See, brother, see! how graciously
Narrative Poetry Answer: 420
She looketh down on him.’
FIRST VOICE and SECOND VOICE
are two spirits discussing the FIRST VOICE
Mariner’s fate. They are important “ ‘But why drives on that ship so fast,
to the narration because they Without or wave or wind?’
know and disclose information the SECOND VOICE
Mariner could not otherwise know. “ ‘The air is cut away before,
AP P ROACH I NG For approaching- 425 And closes from behind.’
level students, ask: Who are the
voices talking about? (the Mari-
ner) What kind of information are 45. Blast means “wind.”
they revealing? (They are explain- Narrative Poetry Who are these voices and why are they
ing what is happening and why.) 2 important?
Vocabulary
penance (pen əns) n. an act of self-punishment to show
repentance for a sin
S Angels remove the curse, 1875. Gustave Doré. Engraving.
The art world treasures Doré’s 778 U N IT 4 THE TRI UMP H OF ROMANTI C I S M
illustrations of literary classics.
Other works he illustrated include
Dante’s Divine Comedy, Milton’s 0763_0784_U4P2_877981.indd 778
PARTNERS
12/12/07 5:16:28 PM
Paradise Lost, Cervantes’ Don

Perform a Dialogue Ask Suggest that students first rehearse using
partners to prepare oral readings their own paraphrases of the dialogue in
Quixote and the Bible.
of the dialogue between the two spirits in order to understand the basic meaning of
Part VI. Share these guidelines for present- the scene before practicing with the poetic
ing a dialogue: language of the text.
• Use stresses and pauses to build
suspense and to convey an atmosphere
of tension or mystery when appropriate.
• Vary volume, pitch, and tone.
• Use facial expressions and gestures to
help convey meaning.
778
“ ‘Fly, brother, fly! more high, more high!
Or we shall be belated:46 Teach
For slow and slow that ship will go,
When the Mariner’s trance is abated.’
Big Idea 3
430 “I woke, and we were sailing on
As in a gentle weather: Nature and the Imagination
’Twas night, calm night, the moon was high; Say: Through-out the poem,
The dead men stood together. the Sun and the Moon are
portrayed as characters. The Sun
“All stood together on the deck, is depicted as masculine and
435 For a charnel-dungeon47 fitter:
All fixed on me their stony eyes,
is associated with punishment
That in the Moon did glitter. 3 and harsh reality; the Moon
is portrayed as feminine and
“The pang, the curse, with which they died, is associated with mercy
Had never passed away: and imagination. Ask: What
440 I could not draw my eyes from theirs,
does this contrast suggest?
Nor turn them up to pray.
(Reality and the imagination are
“And now this spell was snapped: once more The curse is finally expiated. complementary aspects of human
I viewed the ocean green, [Expiated means “paid for” or experience)
“made amends for.”]
And looked far forth, yet little saw
445 Of what had else been seen—
Literary Element 4
“Like one, that on a lonesome road
Doth walk in fear and dread, Narrative Poetry
And having once turned round walks on, Answer: The spell is broken, and
And turns no more his head; the Mariner now sees clearly.
450 Because he knows, a frightful fiend Ask: How does the Mariner’s
Doth close behind him tread.
current view of the ocean con-
“But soon there breathed a wind on me, trast with earlier imagery? (The
Nor sound nor motion made: ocean now is a peaceful green
Its path was not upon the sea, color; earlier it had been depicted
455 In ripple or in shade. as molten hot, tumultuous, at
times dark, and always mysterious.
“It raised my hair, it fanned my cheek
Like a meadow-gale of spring— Even when the ship was calm and
It mingled strangely with my fears, motionless before, the ocean was
Yet it felt like a welcoming. never tranquil.)
46. Belated means “made late.”

47. A charnel-dungeon is a burial vault.
Narrative Poetry How do these lines signal a new phase of the

story? 4

0763_0784_U4P2_877981.indd 779 DI F F ER ENTIATED I N STR UCTION
12/20/07 9:56:00 AM
Intermediate Remind English learners Guide students to read aloud lines Established Remind students to read for
that the Mariner is telling his story to the 426–433 and adjust their voice to reflect complete sentences and to pause at the
Wedding Guest. Within that story, he pres- the change in speech. end of a line only if they come upon a mark
ents the exact words of these two Voices. of punctuation. Coleridge’s sentences could
The single quotation mark indicates that a be written as prose with traditional punctua-
speech is quoted within another speech. tion, with the exception of the capitalization
Point out that in line 430, the Mariner of words at the beginning of each line.
resumes his own words.
779
Teach 460 “Swiftly, swiftly flew the ship,
Yet she sailed softly too:
Sweetly, sweetly blew the breeze—
On me alone it blew.
Literary Element 1
“Oh! dream of joy! is this indeed And the ancient Mariner beholdeth
Narrative Poetry Answer: 465 The lighthouse top I see? his native country.
They are angels or blessed spirits, Is this the hill? is this the kirk?
Is this mine own countree?
who inhabited the bodies of the
dead crew members to man the “We drifted o’er the harbor bar,48
ship on its voyage home. And I with sobs did pray—
470 O let me be awake, my God!
Or let me sleep alway.
“The harbor bay was clear as glass,

Cultural History S So smoothly it was strewn!
And on the bay the moonlight lay,
Angels of the First Order 475 And the shadow of the Moon.
In the Christian tradition, there are
nine orders, or ranks, of celestial “The rock shone bright, the kirk no less,
beings. The seraphim (plural of That stands above the rock:
The moonlight steeped in silentness
seraph) are the highest. They stand The steady weathercock.
by God’s throne and reflect God’s
love with such intensity that they 480 “And the bay was white with silent light, The angelic spirits leave the dead
Till, rising from the same, bodies,
seem to burn with it. The color Full many shapes, that shadows were,
crimson in lines 483 and 485 may In crimson colors came.
symbolically suggest seraphim.
“A little distance from the prow
485 Those crimson shadows were:
I turned my eyes upon the deck—
Oh, Christ! what saw I there!
“Each corse lay flat, lifeless and flat,

And, by the holy rood!49
490 A man all light, a seraph50 man, And appear in their own forms of
On every corse there stood. light.
“This seraph band, each waved his hand:

It was a heavenly sight!
They stood as signals to the land,
495 Each one a lovely light;
48. A harbor bar is a bank of sand across the mouth of a harbor,

obstructing navigation.
49. The holy rood is the cross symbolizing the Christian faith.
50. A seraph is an angel of the highest rank.
1 Narrative Poetry Who are these characters?
Writing Practice
0763_0784_U4P2_877981.indd 780 12/12/07 5:17:00 PM
Hypertext Links the Ancient Mariner. Have them list at

SMALL GROUP least twenty hypertext links they might
Remind students that texts on the include. For example, students might
Internet often include hypertext suggest highlighting the first occurrence of
links, which are highlighted or underlined the word seraph in line 490 and linking it
words and phrases that enable readers to to a text explaining the Christian tradition
access related information, such as of the nine orders of angels.
definitions, explanations, or relevant Web
sites. Have teams suggest how they might
create an online version of The Rime of
780
“This seraph band, each waved his hand,
No voice did they impart— 2 Teach
No voice; but oh! the silence sank
Like music on my heart.
Vocabulary 2
500 “But soon I heard the dash of oars,
I heard the Pilot’s51 cheer; Multiple Meanings Point
My head was turned perforce52 away, out that the verb impart has two
And I saw a boat appear. common definitions: “to give” and
“to communicate information.”
“The Pilot and the Pilot’s boy,
505 I heard them coming fast: Ask students to give examples of
Dear Lord in Heaven! it was a joy sentences using each definition.
The dead men could not blast. (For example: The sun imparted a
feeling of warmth. The messenger
“I saw a third—I heard his voice: imparted important information.)
It is the Hermit good! The Hermit of the wood
510 He singeth loud his godly hymns
That he makes in the wood.
He’ll shrieve53 my soul, he’ll wash away
The Albatross’s blood.”
Reading Strategy 3
Monitor Comprehension
“This Hermit good lives in that wood
515 Which slopes down to the sea.
Answer: The Mariner thinks the
How loudly his sweet voice he rears! Hermit will hear the Mariner’s
He loves to talk with mariners confession and absolve him from
That come from a far countree. his sin.
AP P ROACH I NG Direct approach-
“He kneels at morn, and noon, and eve—
520 He hath a cushion plump: ing-level students’ attention to lines
It is the moss that wholly hides 511–512. Ask: Does the Mari-
The rotted old oak stump. ner want the Hermit to literally
wash the Albatross’s blood off
“The skiff 54 boat neared: I heard them talk,
him? (no) To what is the Alba-
tross’s blood being compared
51. A pilot is a person who steers ships in and out of a harbor.
52. Perforce means “of necessity.”
in this metaphor? (the Mariner’s
53. To shrieve is to hear confession and grant forgiveness. guilt over killing the bird)
54. A skiff is a small seagoing boat, used for sailing or rowing.
Monitor Comprehension What role does the Mariner think the

3 Hermit will play? Hermit saves the Mariner, 1875. Gustave Doré.
Engraving.
Vocabulary
Doré’s work was often admired for its
impart (im pärt) v. to give; donate fanciful, outrageous qualities. Are these qualities
present in this image? Explain.
781
SAMUEL TAYLO R COLERIDGE
S
English Learners Advanced Learners Answer: The posture of the
0763_0784_U4P2_877981.indd 781 DI F F ER ENTIATED I N STR UCTION 12/12/07 5:17:16 PM mariner on the ship, the pile of
skeletons at his side, the wild
Beginning Explain that crimson (line Compare Texts Ask students to explore waves and the ominous figure of
483) is a deep, rich, red color. Suggest parallels between Shakespeare’s Macbeth the Hermit in a boat, along with
that students compile a word list of colors and Coleridge’s Mariner. You might suggest the bold, dark clouds, are all fanci-
related to primary (red, yellow, blue) and the following prompts: What happens ful and dramatic details that fit
secondary (orange, green, purple) colors. when each character tries to pray? Why well with the Romantic aesthetic.
For example, other colors related to red was each unable to sleep?
include pink, scarlet, burgundy, maroon,
and magenta.
781
Teach 525
‘Why, this is strange, I trow!55
Where are those lights so many and fair,
That signal made but now?’
Big Idea 1 “ ‘Strange, by my faith!’ the Hermit said— Approacheth the ship with wonder.
‘And they answered not our cheer!56
Nature and the Imagination The planks looked warped! and see those sails,
Answer: The images echo the 530 How thin they are and sere!
horror of the events at sea. The I never saw aught57 like to them,
Unless perchance it were
hermit mentions skeletons of leaves
and a wolf eating its own young. “ ‘Brown skeletons of leaves that lag
ENGLISH LEAR N ERS Point out the My forest brook along;
word owlet in line 536. Ask English 535 When the ivy tod58 is heavy with snow,
And the owlet whoops to the wolf below,
learners to divide the word into root That eats the she-wolf’s young.’
and affix and tell you what they
think it means (probably, a kind of “ ‘Dear Lord! it hath a fiendish look—
owl). Have students look up owlet (The Pilot made reply)
540 I am a-feared’—‘Push on, push on!’
in the dictionary and tell what
Said the Hermit cheerily.
they think the affix (-let) means
(an animal’s young). Ask students “The boat came closer to the ship,
what piglet means. But I nor spake nor stirred;
The boat came close beneath the ship,
545 And straight59 a sound was heard.
“Under the water it rumbled on, The ship suddenly sinketh.

Still louder and more dread:
It reached the ship, it split the bay;
The ship went down like lead.
550 “Stunned by that loud and dreadful sound,

Which sky and ocean smote,60 The ancient Mariner is saved in the
Like one that hath been seven days drowned Pilot’s boat.
My body lay afloat;

But swift as dreams, myself I found
555 Within the Pilot’s boat.
55. Trow means “suppose” or “believe.”

56. Here, cheer means “shout of welcome.”
57. Aught means “anything.”
58. An ivy tod is a bush of ivy.
59. Here, straight means “immediately.”
60. Smote means “struck.”
Nature and the Imagination How are the images from nature
1 in this stanza similar to other images you have already encoun-
tered in the poem?
Vocabulary Practice
0763_0784_U4P2_877981.indd 782 12/12/07 5:17:30 PM
Connotations Remind students that a synonyms the writer might have chosen.
word’s connotations are implied meanings For example, in line 584, the Mariner refers
that go beyond its denotation. Ask students to his “ghastly tale.” Coleridge might have
to look for examples of weighted language selected many synonyms, such as terrible
that Coleridge uses and to identify the or frightening. However, the word ghastly
connotations that make each word effec- carries an additional connotation of ghostli-
tive. One useful strategy is to consider ness, suggesting a supernatural tale.
782
“Upon the whirl, where sank the ship,
The boat spun round and round; Teach
And all was still, save that the hill
Was telling of the sound.
Literary Element 2
560 “I moved my lips—the Pilot shrieked
And fell down in a fit; Narrative Poetry
The holy Hermit raised his eyes,
And prayed where he did sit.
Answer: The Pilot shrieks and
falls down in a fit, the Hermit
“I took the oars: the Pilot’s boy, prays, and the boy goes crazy.
565 Who now doth crazy go,
The Mariner’s appearance is so
Laughed loud and long, and all the while
His eyes went to and fro. frightening that these characters
‘Ha! ha!’ quoth he, ‘full plain I see, are horror-struck when he moves
The Devil knows how to row.’ his lips.
570 “And now, all in my own countree,
I stood on the firm land! Reading Strategy 3
The Hermit stepped forth from the boat,
And scarcely he could stand.
Review Answer: From time to
“ ‘O shrieve me, shrieve me, holy man!’ time, the Mariner is wracked with
575 The Hermit crossed his brow.61 The ancient Mariner earnestly agony until he tells his story. He
‘Say quick,’ quoth he, ‘I bid thee say— entreateth the Hermit to shrieve
him; and the penance of life falls on is given powers to recognize his
What manner of man art thou?’ him. listener and to hold him spell-
“Forthwith this frame of mine was wrenched bound. The Wedding Guest must
With a woeful agony, learn the lesson about love that
580 Which forced me to begin my tale;
And then it left me free. the Mariner’s tale teaches.
“Since then, at an uncertain hour,

That agony returns: And ever and anon throughout his
And till my ghastly tale is told, future life an agony constraineth
him to travel from land to land,
585 This heart within me burns.
“I pass, like night, from land to land;
I have strange power of speech;
That moment that his face I see,
I know the man that must hear me:
590 To him my tale I teach.
61. Crossed his brow means “made the sign of the cross on his
forehead.”
Narrative Poetry How do those in the boat react to the

Mariner’s movement? Why do you think they react this way? 2
Reviewing Why must the Mariner tell his tale and why must the
Wedding Guest listen? 3

Intermediate Point out that when the Emerging Help students recognize the
word shrieve first appears in line 512, it is connection between the ship’s appearance
defined in the footnotes. Remind students and the angelic lights. Ask: How does
that the word shrieve in line 574 means the boat change when the angelic lights
“to hear confession and grant forgiveness.” vanish? (It becomes warped and dry.)
Suggest that students review the footnotes What other ship does it resemble? (The
to compile a glossary of religious terms. ship of Death and Life-in-Death)
783
Teach “What loud uproar bursts from that door!
The wedding guests are there:
But in the garden bower the bride
And bridemaids singing are:
Big Idea 1 595 And hark the little vesper bell,
Which biddeth me to prayer!
Answer: God created all life, “O Wedding Guest! this soul hath been
Alone on a wide, wide sea:
large and small, and people So lonely ’twas, that God himself
should therefore love and respect 600 Scarce seemèd there to be.
all life.
Point out lines 612–613, which “O sweeter than the marriage feast,
’Tis sweeter far to me,
sum up the Mariner’s message. Ask To walk together to the kirk
students to restate “He prayeth well, With a goodly company!—
who loveth well” in contemporary
605 “To walk together to the kirk,
English. Point out that prayeth and
And all together pray,
loveth are archaic forms of prays While each to his great Father bends,
and loves. Old men, and babes, and loving friends Albatross from cover binder. Sangorski and
And youths and maidens gay! Sutcliffe, London.
Literary Element 2 610 “Farewell, farewell! but this I tell And to teach, by his own example,
love and reverence to all things that
To thee, thou Wedding Guest!
God made and loveth.
Narrative Poetry He prayeth well, who loveth well
Both man and bird and beast.
Answer: Instead of attending
the wedding feast, he goes home “He prayeth best, who loveth best
stunned. The next day he is sadder, 615 All things both great and small;
but wiser. For the dear God who loveth us,
He made and loveth all.”
The Mariner, whose eye is bright,

Whose beard with age is hoar,
620 Is gone: and now the Wedding Guest
Turned from the bridegroom’s door.
He went like one that hath been stunned,

Cultural History S And is of sense forlorn:62
Absolution Christian tradition A sadder and a wiser man,
625 He rose the morrow morn.
holds that sincere confession
brings about absolution, or forgive-
62. Of sense forlorn means “stripped of his senses.”
ness of sins. Absolution requires
Nature and the Imagination How does nature inform the moral
that the sinner do penance first. 1 of the Mariner’s tale?
The Mariner’s penance is to repeat
his tale to others who need to hear Narrative Poetry According to the last stanza, what does the
his story and learn its lesson.
2 Wedding Guest do now? How has he been changed by his experience?

0763_0784_U4P2_877981.indd 784 12/12/07 5:17:54 PM
SPIRAL Character Point out that a while the Wedding Guest was changed by
ing Resources Book, p. 152. REVIEW
dynamic character is one who encountering the Mariner and hearing his
changes or grows during the course tale. Students might write a prose scene in
of a literary work. Have students contrast which the Wedding Guest explains to the
two dynamic characters in this narrative: bridal couple why he failed to appear at
the Mariner and the Wedding Guest. Have the wedding.
students describe how the Mariner was
changed by physical and spiritual events,
784
Assess
1. (a) Students’ responses will vary.
1. (a)What images remain in your mind from this 6. (a)Do you think the Mariner is responsible for
poem? Explain. (b)What still puzzles you about what happens to the ship? Why or why not?
(b) Make sure students write
this poem? Write your answer in the form of a (b)Do you think the Mariner’s punishment fits their answers in the form of a
question. his crime? Explain. question.
2. (a)What sin or crime does the Mariner say he 7. Coleridge added the side notes to help the 2. (a) He kills the albatross.
has committed? (b)What happens to the ship reader better follow the plot. Do you think they (b) The ship is becalmed.
after this deed? (c)How do the Mariner’s fellow are helpful? Why or why not?
(c) They hang the dead bird
crewmen single him out for punishment?
Connect around the Mariner’s neck.
3. (a)Who is aboard the skeleton ship in Part III
and what are they doing? (b)What is the result 8. Big Idea Nature and the Imagination How 3. (a) The specters, Death and
of their activity? does this poem exemplify Romantic ideas about Life-in-Death, gamble for the
nature and the imagination? crew. (b) Life-in-Death wins
4. (a)What comparison does the Mariner make
between himself, the water snakes, and the 9. Connect to the Author Coleridge once wrote the Mariner, and Death claims
dead men in lines 236–239? (b)How does his that a reader must put aside his or her under-
the rest of the crew.
view of these water snakes change at the end standing of reality and accept the writer’s world.
of Part IV in lines 272–291? In what ways does this fit in with Coleridge’s 4. (a) He sees the dead men as
use of Romantic themes and devices? beautiful and himself and the
5. (a)In Part IV what happens when the Mariner
prays? (b)In lines 402–409 what does the water snakes as repugnant.
lonesome Polar Spirit decide and why? (b) He sees the water snakes
as strangely beautiful and
Literary Element Narrative Poetry Review: Ballad Stanza recognizes that they are God’s
Traditionally, there are three main types of narrative As you learned on page 200, a literary ballad is creatures.
poetry: the epic, the romance, and the ballad. Epic written in imitation of folk ballads. The writer may 5. (a) The albatross falls from his
poems, like Beowulf (page 22), are long poems employ a ballad stanza and rhyme scheme, as neck into the sea. (b) The Polar
written in a formal style, often tracing the story of a well as archaic diction to achieve this effect.
noble and courageous hero. Romances are similar
Spirit loved the albatross and has
Partner Activity With a classmate, talk about decided that the Mariner must
to epics and often recount the exploits of heroic
Coleridge’s use of the elements of folk ballads in The
knights. Sir Gawain and the Green Knight (page
Rime of the Ancient Mariner. Construct a chart and
do more penance.
164) is one example. The ballad is a shorter narra-
cite at least one example for each bullet. 6. (a) His evil deed is the reason
tive poem that is written in the form of a song.
the spirits respond as they do.
1. Explain Coleridge’s use of a frame story to pre- Ballad Element Example (b) Answers will vary.
sent the tale of the Mariner’s adventure.
• Quatrains of alternating 4 7. Answers will vary.
2. (a)How would you characterize the Mariner? and 3 stressed syllables
(b)Why do you think Coleridge wrote this poem • Rhyme scheme of abcb
8. It is a tale with a moral express-
in the ballad form?
• Iambic meter
ing the sacredness of nature.
3. (a)What incident sparks the conflict of the story? • Repeated lines or refrains 9. Coleridge’s use of dramatic,
(b)What incident serves as the climax? exaggerated, and emotional
elements in his work creates a
SAMUEL TAYLO R COLERIDGE 785 fictional world that often looks
like the real world, but is more
intense and operates differently.
0785_0786_U4P2_877981.indd 785 12/12/07 5:19:26 PM
He is asking his readers to appre-
3. (a) The Mariner’s killing of the albatross
Literary Element ciate that world and its fantastical
(b) The Mariner’s unconscious blessing
ways. A reader who refused to
1. The frame story provides an of the sea creatures
accept Death and Life-in-Death
opportunity for the Mariner to playing dice for men’s souls
do penance by telling his tale. Progress Check would not be able to appreciate
2. (a) The Mariner is brave, but Coleridge’s poem.
frightening and tragic. (b) The Can students analyze narrative
Mariner is a wandering bard, which poetry?
Review: Ballad Stanza
suits the ballad form. If No ➔ See Unit 4 Teaching Students’ answers will vary.
Resources Book, p. 149. Make sure charts are thoroughly
completed.
785
After You Read Reading Strategy Monitor Connect to Art
Comprehension
Assess Summarizing the main ideas, supporting details,
actions, and plot of a literary work as you review
Assignment Choose several of the Gustave Doré
engravings that accompany the poem and analyze
their contribution to its events, theme, and mood.
that work will aid your understanding of it.
Create one or two sketches of your own to present
Reading Strategy 1. Summarize each of the seven parts of The with your analysis.
Rime of the Ancient Mariner.
Investigate Reread The Rime of the Ancient
1. Evaluate students’ summaries 2. Write a summary of the whole poem in two Mariner, paying close attention to the engravings.
on their accuracy, completeness, or three sentences. Discuss your ideas with a partner. Then think about
the points you want to make and how to present
and concision.
them—either following the chronology of the poem
2. While on a voyage, the Mariner or in order of importance to the theme.
violates nature by killing an Vocabulary Practice Create Sketch, draw, or paint a scene, or create
albatross. As a result, the ship a collage that summarizes your reaction to reading
Practice with Context Clues Identify the
is trapped in the doldrums, and Coleridge’s poem and viewing Doré’s art. Use col-
context clues in the following sentences that
ors, textures, and subjects that reflect your emo-
the other crew members die. help you determine the meaning of each bold-
tional response.
When the Mariner blesses God’s faced vocabulary word.
Report Document any ideas you take from outside
creatures, spirits sail the ship 1. The morning had been dismal, but the sky
sources, using correct bibliographic and citation
home, and the Mariner begins cleared and the afternoon was sunny and
style. Refer to specific elements of the poem and
bright.
his penance of roaming the engravings and incorporate your own artwork into
world and telling his tale. 2. The Mariner had to do penance for killing your presentation, explaining how it supports your
the albatross by suffering on the ship. statements and illuminates your reaction to them.
3. My mother imparted her bread recipe to EXAMPLE

Vocabulary Practice me, and now I make the bread myself.
1. The context suggests that Academic Vocabulary

“sunny and bright” is the oppo-
site of dismal, so dismal must The Mariner’s killing of the albatross is crucial
mean “dark” or “gloomy.” to Coleridge’s narrative.
2. The context suggests that Crucial is an academic word. More familiar

words that are similar in meaning are critical,
penance means “punishment.” essential, and important.
3. The context suggest that
To further explore the meaning of this word,
imparted means “gave.” write and answer questions about the crucial
elements of The Rime of the Ancient Mariner.
EXAMPLE:
Academic Vocabulary Question: Why did the whole crew drop dead?
We—and those around us—are doomed to suffer the
consequences of our actions.
Students’ questions should focus Answer: Death and Life-in-Death gambled for
the crew. Literature Online
on the most important elements
of the poem. For more on academic vocabulary, see pages Selection Resources For Selection Quizzes, eFlashcards,
56 and R81. and Reading-Writing Connection activities, go to
For additional assessment, see 786 U N IT 4 THE TRI UMP H OF ROMANTI C I S M

Assessment Resources,
pp. 195–196.
0785_0786_U4P2_877981.indd 786 3/4/08 5:24:54 PM
Connect to Art To create custom assessments

online, go to Progress Reporter
Students’ visual representations should Online Assessment.
reveal direct connections to the poem
and include analysis of the engravings
appearing with the selection.
To create custom assessments

using software, use ExamView
Assessment Suite.
786
Historical Perspective
on The Rime of the Ancient Mariner Learning Objectives
Historical Perspective
Informational Text
For pages 787–790
objectives:
Literary Study: Making
Focus
connections across literature.
Reading: Evaluating historical
Summary
influences.
In 1591, the English ship Desire,
Bruce Chatwin captained by John Davis, sailed
through the Strait of Magellan
and into the Atlantic after a storm.
Needing food, the sailors killed
twenty thousand penguins and
dried, salted, and stored fourteen
Hawthornden Prize Winner thousand of them in the hold.
After several Indian attacks, Davis
Set a Purpose for Reading
As you read, ask yourself, What was the historical
basis for Coleridge’s Rime of the Ancient Mariner?
O n October 30th 1593,1 the ship Desire, of
120 tons, limping home to England, dropped
headed back to Europe. The crew
and ship became infected with
worms bred in the dead penguins.
anchor in the river at Port Desire, this being
Build Background her fourth visit since Thomas Cavendish2 When the ship drifted into port in
In 1591 a British fleet under the command of named the place in her, his flagship’s, honor, Ireland, only five men were alive
Thomas Cavendish sailed from Plymouth, England, seven years before. and healthy enough to move. This
on a voyage to the Pacific Ocean. The trip would end The captain was now John Davis, a Devon
in disaster. As a result of bad weather, ill luck, and a
journey is one possible source of
man, the most skilled navigator of his genera-
series of miscalculations, many in the fleet’s crew inspiration for Coleridge’s The Rime
tion. Behind him were three Arctic voyages in
were lost. This disaster may have provided some of
search of the North-West Passage. Before him of the Ancient Mariner.
the inspiration for Samuel Taylor Coleridge’s The Rime
were two books of seamanship and six fatal cuts
of the Ancient Mariner. The following selection, from
of a Japanese pirate’s sword.
Bruce Chatwin’s prize-winning book In Patagonia, For summaries in languages other
Davis had sailed on Cavendish’s Second
describes the circumstances surrounding the disaster. than English, see Unit 4 Teaching
Voyage “intended for the South Sea.” The fleet
left Plymouth on August 26th 1591, the Captain- Resources Book, pp. 154–159.
Reading Strategy
General in the galleon Leicester; the other ships
Evaluate Historical Influences were the Roebuck, the Desire, the Daintie, and
Evaluating historical influences involves gathering the Black Pinnace, the last so named for having For an audio recording of this
and examining the background information related to carried the corpse of Sir Philip Sydney.3
the writing of a literary work. As you read, take notes selection, use Listening Library
on the parallels between the historical events and Audio CD-ROM.
the events in Coleridge’s poem. Use a two-column 1. Although Chatwin cites the year 1593, 1592 is more likely
chart like the one below. based on the chronology of the voyage.
2. Thomas Cavendish (1555–1592) was a famed explorer
Literary Work Historical Events who led the third circumnavigation of the globe. Readability Scores
3. A pinnace is a small sailing ship. Sir Philip Sydney
Ancient Mariner’s voyage Voyage of the Desire (1554–1586) was an Elizabethan poet, courtier, and Dale-Chall: 7.0
soldier. DRP: 60
Lexile: 1050
BRUCE CHATWIN 787
Approaching Level
0787_0790_U4P2_877981.indd 787 3/4/08 5:26:54 PM
Emerging Read aloud the last two mean in these two sentences? (Chatwin
sentences in the second paragraph. Explain uses behind to mean “in his past.” He uses
that, in this case, before means “in front before to mean “still ahead in his life.”)
of” and not “earlier than.” Ask: What is
the author using behind and before to
787
Informational Text
Historical Perspective Cavendish was puffed up with early success, blew the two ships in among some undiscov-
hating his officers and crew. On the coast of ered islands, now known as the Falklands.
on Informational Text Brazil, he stopped to sack4 the town of Santos. A This time, they passed the Strait and out into
gale scattered the ships off the Patagonian coast, the Pacific. In a storm off Cape Pilar, the Desire
Teach
but they met up, as arranged, at Port Desire. lost the Pinnace, which went down with all
The fleet entered the Magellan Strait5 with hands. Davis was alone at the helm, praying for
the southern winter already begun. A sailor’s a speedy end, when the sun broke through the 2
frostbitten nose fell off when he blew it. clouds. He took bearings, fixed his position, and
Reading Strategy 1 Beyond Cape Froward, they ran into north- so regained the calmer water of the Strait.
westerly gales and sheltered in a tight cove He sailed back to Port Desire, the crew scur-
Evaluate Historical with the wind howling over their mastheads. vied and mutinous and the lice lying in their
Influences Ask: When did Reluctantly, flesh, “clusters of
Cavendish agreed lice as big as peason,
Cavendish agree to return? to revictual6 in yea, and some as big
(In the spring) And about Brazil and return as beanes.” He
when did he make this agree- the following repaired the ship as
ment? (Around May 20th) spring. best he could. The
AP P ROACH I NG Help approach- 1 On the night of men lived off eggs,
May 20th, off Port gulls, baby seals,
ing-level students understand Desire, the scurvy grass and the
that the seasons in the southern Captain-General fish called pejerrey.
hemisphere are reversed from changed tack7 On this diet they
those in the northern hemisphere. without warning. were restored to
At dawn, the health.
Ask: On May 20th, what is the
Desire and the Ten miles down
season in the southern hemi- Black Pinnace were the coast, there was
sphere? (fall) In the ships’ location alone on the sea. an island, the origi-
at the time, when would “the Davis made for nal Penguin Island,
following spring” begin? (around port, thinking his where the sailors
commander would clubbed twenty
September)
join him as before, thousand birds to
but Cavendish set death. They had no
Big Idea 2 course for Brazil and thence to St. Helena.8 One natural enemies and were unafraid of their
day he lay down in his cabin and died, perhaps murderers. John Davis ordered the penguins
Nature and the Imagination of apoplexy,9 cursing Davis for desertion: “This dried and salted and stowed fourteen thousand
villain that hath been the death of me.” in the hold.
Ask: How did the sailors and Davis disliked the man but was no traitor. On November 11th a war-party of Tehuelche
captain of the Desire view the The worst of the winter over, he went south Indians10 attacked “throwing dust in the ayre,
forces of nature? (To them, nature again to look for the Captain-General. Gales leaping and running like brute beasts, having
was controlled by God, and God vizzards on their faces like dogs’ faces, or else 3
used the forces of nature to punish their faces are dogs’ faces indeed.” Nine men
4. Here, sack means “pillage.” died in the skirmish, among them the chief
them.) How does this compare 5. The Magellan Strait connects the Atlantic and Pacific mutineers, Parker and Smith. Their deaths were
to Coleridge’s view? (Coleridge oceans near the southern tip of South America.
seen as the just judgment of God.
6. Revictual means to “resupply with food.”
also saw nature as an instrument 7. Here, tack means “course.”
of God, but he saw God as using 8. St. Helena, first discovered in 1502, was a British island
colony and port of call off the southwestern coast of Africa. 10. The Tehuelche Indians were a nomadic group that
nature to redeem the Mariner.) 9. Apoplexy is a stroke. inhabited Patagonia.

Vocabulary 3
Reading Practice
Context Clues Ask: What 0787_0790_U4P2_877981.indd 788 12/12/07 5:25:33 PM
do you think vizzard means? SPIRAL Tone Throughout the selection, this may be, “One day he lay down in his
REVIEW
(a mask) What words around Chatwin describes some horren- cabin and died… .” Discuss with students
vizzard helped you figure this dous events and circumstances. whether this low-key style of reporting just
out? “on their faces like dogs’ But he does so in a simple, straightfor- the facts serves to downplay the horrors
faces” ward manner. “A sailor’s frostbitten nose being described or to accentuate them.
fell off when he blew it,” is horrible, but
Chatwin reports it as a simple statement
of fact. The most extreme example of
788
Informational Text
The Desire sailed at nightfall on Historical Perspective
December 22nd and set course for
Brazil where the Captain hoped to
on Informational Text
provision with cassava11 flour. On
Teach
January 30th he made land at the
Isle of Plasencia, off Rio de Janeiro.
The men foraged for fruit and veg-
etables in gardens belonging to the
Indians. Reading Strategy 4
Six days later, the coopers12 went
with a landing party to gather hoops Evaluate Historical
for barrels. The day was hot and the Influences Ask: Why did
men were bathing, unguarded,
when a mob of Indians and
Davis have no choice about
Portuguese attacked. The Captain sailing when he saw the ships
sent a boat crew ashore and they coming out of Rio harbor?
found the thirteen men, faces (Based on the Cavendish’s earlier
upturned to heaven, laid in a rank sacking of Santos and the attack
with a cross set by them.
John Davis saw pinnaces sailing
by the Portuguese and Indians, it’s
out of Rio harbor. He made for clear that the people of Brazil are
4 open sea. He had no other choice. enemies of the English.)
He had eight casks of water and AP P ROACH I NG For approaching-
they were fouled.
level students, ask: what hap-
As they came up to the Equator,
the penguins took their revenge. In pened immediately before he
them bred a “loathsome worme” made this decision? (He saw
about an inch long. The worms ate pinnaces sailing out of the harbor
everything, iron only excepted— at Rio de Janeiro.) What would
clothes, bedding, boots, hats,
Map of the Magellan Straits, from Cosmographie Universelle, 1555.
have happened if he had stayed
leather lashings, and live human
flesh. The worms gnawed through Guillaume Le Testu. Watercolor on paper. Ministry of Defense, Service where he was? (The ships would
Historique de l’Armee de Terre, France.
the ship’s side and threatened to sink have attacked the Desire.)
her. The more worms the men killed, ing mad and the ship howled with the groans
the more they multiplied. and curses of the dying. Only Davis and a ship’s
Around the Tropic of Cancer, the crew came boy were in health, of the seventy-six who left
down with scurvy. Their ankles swelled and Plymouth. By the end there were five men who Cultural History
their chests, and their parts swelled so horribly could move and work the ship.
that “they could neither stand nor lie nor go.” And so, lost and wandering on the sea, with
Scurvy Scurvy was a disease that
The Captain could scarcely speak for sorrow. topsails and spritsails torn, the rotten hulk plagued sailors for centuries. Its
Again he prayed for a speedy end. He asked the drifted, rather than sailed, into the harbor of symptoms included fatigue, loose
men to be patient; to give thanks to God and Berehaven on Bantry Bay13 on June 11th 1593. teeth, joint pain, and, eventually,
accept his chastisement. But the men were rag- The smell disgusted the people of that quiet death. The disease, which is caused
fishing village. . . .
by a lack of vitamin C, ceased to
11. Cassava is a tuber—the bulky, underground stem of a be a problem when ships began
plant—that can be dried and milled into flour. stocking fruit for the sailors.
12. Coopers repair and build wooden barrels or casks. 13. Bantry Bay is in southwest Ireland.
BRUCE CHATWIN 789
English Learners For activities related to this

0787_0790_U4P2_877981.indd 789 3/4/08 5:27:35 PM selection, see Unit 4 Teaching
Resources Book, pp. 154–162.
Advanced English learners may be English learners to research one of these
unfamiliar with the different locations locations, using a variety of print and online
mentioned in this selection. Have them resources. After researching, have them
identify the different places mentioned give a brief oral presentation on general
on this page. (Ise of Plasencia, Rio de and historical information about the loca-
Janeiro, Tropic of Cancer, Berehaven, tion of their choosing.
Bantry Bay, and Plymouth, England) Tell
789
Informational Text
Historical Perspective “The Southern Voyage of John Davis” appeared In The Road to Xanadu, the American scholar
in Hakluyt’s14 edition of 1600. Two centuries John Livingston Lowes traced the Mariner’s vic-
on Informational Text passed and another Devon man, Samuel Taylor tim to a “disconsolate Black Albitross” shot by
Coleridge, set down the 625 controversial lines one Hatley, the mate of Captain George
Assess
of The Ancient Mariner, with its hammering Shelvocke’s privateer in the eighteenth century.
repetitions and story of crime, wandering, and Wordsworth had a copy of this voyage and
expiation.15 showed it to Coleridge when the two men tried
1. Students’ summaries should John Davis and the Mariner have these in to write the poem together. . . .
common: a voyage to the Black South, the mur- Lowes demonstrated how the voyages in
outline the series of events
der of a bird or birds, the nemesis which follows, Hakluyt and Purchas16 fuelled Coleridge’s
on the Desire. the drift through the tropics, the rotting ship, imagination. “The mighty great roaring of ice”
2. The killing of the penguins the curses of dying men. Lines 236–9 are partic- that John Davis witnessed on an earlier voyage
ularly resonant of the Elizabethan voyage: off Greenland reappears in line 61: “It cracked
3. (a) Cavendish accused Davis of
and growled and roared and howled.” But he did
desertion. Because the Captain- The many men so beautiful! not, apparently, consider the likelihood that
General “changed tack without And they all dead did lie: Davis’s voyage to the Strait gave Coleridge the
warning,” the Desire and the And a thousand, thousand slimy things backbone for his poem. m
Black Pinnace were left alone, Lived on and so did I.
stranded from their fleet.
16. Samuel Purchas (1577–1626) chronicled British nautical
(b) Because Cavendish disliked discoveries, continuing the work of Hakluyt. His work
14. Richard Hakluyt (1552–1616) was a British geographer
his crew and officers, he was and chronicler of British exploration. The second edition was a favorite of Coleridge’s.
predisposed to judge them of his nautical record was completed and released
between 1598 and 1600.
unfairly. 15. Expiation is the act of making atonement.
4. (a) They killed the penguins for
food. (b) They needed a larger
number in order to provide
enough food for their long Respond and Think Critically
voyage.
5. Students’ answers will vary. Respond and Interpret Analyze and Evaluate
1. Write a brief summary of the main ideas in this 5. On the basis of the descriptions in this passage,
6. (a) Some students will argue
excerpt before you answer the following ques- do you agree with Chatwin that the killing of the
that Davis was only attempting tions. For help writing a summary, see page 435. penguins provided Coleridge’s inspiration for the
to help the crew accept their killing of the albatross? Explain.
2. In your opinion, what aspects of this account
fate; others will argue that he most resemble the events in Coleridge’s poem? 6. (a)Why do you think Davis told the crew to
too believed they were being Explain. accept God’s “chastisement”? (b)In what ways
punished for their sins. 3. (a)As he died, what did Cavendish accuse
does Davis’s notion of divine punishment echo
the themes of Coleridge’s poem?
(b) Supernatural punishment for Davis of? Describe the events that led to the
a crime against the natural world accusation. (b)Why do you think Cavendish Connect
came to this conclusion?
is at the heart of Coleridge’s 7. Refer to the chart you made while reading. Do
poem and Davis’s notion of 4. (a)For what reason did the crew kill the penguins you believe that these events gave Coleridge “the
on Penguin Island? (b)Why do you think they backbone for his poem,” as Chatwin claims? Sup-
“chastisement.”
needed so many penguins? port your opinion with evidence from this selection
7. Most students will argue that and from The Rime of the Ancient Mariner.
there is a clear link between the
historical events and Coleridge’s
poem.
Writing Practice
0787_0790_U4P2_877981.indd 790 12/12/07 5:23:37 PM
For additional assessment, see
Assessment Resources, Journal Entry assessment of students’ journal entry
pp. 197–198. SPIRALHave students write a journal entry on the accuracy of the facts retold, the
REVIEW
for Davis or one of his crewmem- reasonableness of students’ conclusions
bers. The entry should describe and whether the facts stated support the
events of the Desire’s journey from the conclusions, and correct grammar and
point of view of the sailor. Base your mechanics.
790
from the Introduction to
Frankenstein Focus
Meet Mary Shelley about many of the
Bellringer Options
same things, includ-
(1797–1851) ing literature and
languages. They Selection Focus
often read together, Transparency 39
T
he daughter of two celebrated writers and
usually the classics,
social thinkers, Mary Shelley might have
sharing their Daily Language Practice
been destined for literary stardom even if she
had never met and married the great Romantic poet responses at length. Transparency 64
Percy Bysshe Shelley. No one could have predicted, In 1816 the couple traveled to Switzerland and Or say: Take a few minutes to
however, that at age eighteen, she would write lived near Lord Byron—who at the time was a describe one of your favorite
Frankenstein, a novel that in its day far outstripped celebrity. It was during this time that Mary
the popularity of her famous husband’s poetry. daydreams. Be sure to include
Shelley began writing the book that became one
Mary Shelley was the daughter of the radical of the best-known gothic novels of all time. a description of your role in the
philosopher William Godwin and Mary Published anonymously two years later, daydream. Ask: When are you
Wollstonecraft Godwin, whose well-known Frankenstein; or, The Modern Prometheus tells the most likely to daydream?
writings included one of England’s first treatises on story of a “mad” scientist, Victor Frankenstein,
women’s rights. Nevertheless, Shelley’s childhood who gives life to a creature made from parts of
was not a happy one. Her mother died from com- corpses. Although Frankenstein’s “monster” is sen-
plications following Mary’s birth; her father then sitive and kind, his appearance arouses hatred and
married a woman with a family of her own and lit- fear, dooming him to misery. The novel was an
tle time for her stepdaughter. However, Shelley instant hit, and Britain was buzzing with specula-
did get to meet many British intellectuals of the tions (all wrong) about its author. Mary Shelley
day. Young admirers of William Godwin’s writings was pleased with its success, but her happiness was
often gathered at the philosopher’s home; one of short-lived: in 1822 her husband died.
these literary lights was Percy Bysshe Shelley, the New Mission Mary Shelley devoted much of the
man who was to become her husband in 1816. rest of her life to establishing her late husband’s
reputation as one of the great English poets. Her
efforts were successful. A complete collection of
“Nothing contributes so much to Shelley’s works, painstakingly edited by his widow,
was published in 1847, and Shelley’s poetry began
tranquilize the mind as a steady to receive the critical acclaim that it now enjoys.
purpose—a point on which the soul Mary Shelley continued to write to support her-
self. Her later works, however, never matched
may fix its intellectual eye.” Frankenstein in originality of conception or emo-
—Mary Shelley tional power. That masterpiece remains popular
with readers to this day—a testament to the over-
whelming power and scope of her imagination.
Literary Life The Shelleys’ life together was
romantic but troubled. Only one of their children Literature Online
survived past infancy, Mary Shelley suffered a Author Search For more about Mary Shelley, go to
breakdown, and her husband was sometimes glencoe.com and enter QuickPass code GLB9817u4.
unfaithful. Still, the Shelleys were passionate
MARY SHELLEY 791
Selection Skills
0791_0792_U4P2_877981.indd 791 3/4/08 5:28:29 PM
Literary Elements Listening/Speaking/Viewing Skills

• Gothic Novel (SE pp. 792–798) from The Introduction • Analyze Art (SE pp. 794, 796)
to Frankenstein • View the Movie (TE p. 796)

• Activate Prior Knowledge Vocabulary Skills • Write a Story (SE p. 798)
(SE pp. 792–798) • Word Usage (SE p. 798)
• Preread (TE p. 792) • Synonyms (TE p. 792)
791
Learning Objectives
For pages 791–798
Focus
Connect to the Essay In studying this text, you will
What moments of creative inspiration have you experienced? objectives:
Freewrite for a few minutes about one such moment, and Literary Study: Analyzing a
Summary what might have triggered it. gothic novel.
Reading: Activating prior
While vacationing in Switzerland in Build Background knowledge.
In 1831, when the novel Frankenstein was being prepared for a
1816, the Shelleys and two friends Writing: Writing a story.
new edition, the publishers asked Mary Shelley to write an intro-
spent many hours discussing the duction that answered the question so many still asked: How
nature of life. The four decided could a young woman of eighteen have created a novel so far
to try their hands at writing ghost removed from her own experience? Mary Shelley’s introduction
offers fascinating insights into the genesis of a literary work.
stories. As she lay in bed one night, Vocabulary
Mary Shelley was kept awake by Set Purposes for Reading
incite (in sı̄t) v. to urge or pro-
recurring thoughts of a scientist Big Idea Nature and the Imagination voke; p. 794 The angry speaker
who creates life in a laboratory— As you read, ask yourself, What is the importance of nature nearly incited a riot.
with disastrous consequences. She and the imagination to this Romantic writer? dispatch (di spatch) v. to send off
developed the plot outline into the or away with speed; p. 795 I dis-
Literary Element Gothic Novel
novel that has become a classic of patched him to the store for extra milk.
Mary Shelley’s Frankenstein is a gothic novel. A gothic novel
horror fiction. illustrious (i lus trē əs) adj.
has a gloomy, ominous setting and elements of mystery, horror,
famous and distinguished; p. 795
or the supernatural. Gothic novels sparked a fascination with
The illustrious author gave a series
not only gothic writing but gothic painting and architecture as
For summaries in languages other of lectures about her life and work.
well. As you read the introduction to Frankenstein, ask yourself,
than English, see Unit 4 Teaching What elements of Gothic style does Shelley use to describe her relinquish (ri ling kwish) v. to
Resources Book, pp. 163–168. writing experience? give up; put aside; abandon;
p. 795 Jamal’s grandfather decided
Reading Strategy Activate Prior Knowledge to relinquish his driving privileges.
You derive meaning from a literary work by relating what you
Vocabulary read to what you already know. To understand this selection,
transient (tran shənt) adj. last-
ing only a brief time; temporary;
draw upon your prior knowledge about the act of writing, the
p. 797 Because of the cool climate,
Synonyms Say: When creative process, and the story of Frankenstein. As you read,
that region has only a transient
you are reading a text with ask yourself, How might this relate to something I know?
growing season.
new words, it is helpful to Tip: Taking Notes In a chart like the one below, record the con-
know synonyms for them. The nections you make between your prior knowledge and the
synonym can help you figure out events the author describes.
the meaning of a sentence. Ask
students to write a sentence using Event Prior Knowledge
each of the vocabulary words. Shelley struggled I, too, sometimes
Then have them trade papers with to find an idea for have writer’s block.
a ghost story.
a partner. Students should rewrite
each other’s sentences, substituting
synonyms for the vocabulary words.
Reading Practice
0791_0792_U4P2_877981.indd 792 3/9/08 10:22:21 AM
SMALL GROUP
Preread Remind students that what they have previewed. Invite students
For additional vocabulary practice, the selection is about Shelley’s to share one of their predictions with the
see Unit 4 Teaching Resources inspirations for Frankenstein. Before they class. Ask: What led to your prediction?
Book, p. 171. read the selection, have them preview it (Students should make specific refer-
by reading the first paragraph and the first ences to the selection.) As students read,
sentence of each paragraph that follows. have them check to see whether their
Ask them to write three predictions about predictions were accurate.
792
Teach
Reading Strategy 1
Activate Prior Knowledge
Answer: Publishers might believe
that an author’s testimony will
enhance a new edition of a novel,
enticing readers to purchase the
book. Ask: What makes you curi-
Mary Shelley ous about an author’s ideas and
inspirations? (Responses will vary.)
ENGLISH LEAR N ERS Write the
following questions on the board
T he publishers of the Standard Novels, in

selecting Frankenstein for one of their series,
castles in the air—the indulging in waking
dreams—the following up trains of thought,
and have English learners work
with a partner in answering them.
What is your favorite book or
expressed a wish that I should furnish them which had for their subject the formation of a
with some account of the origin of the story. I succession of imaginary incidents. My dreams story? Why? What would you like
am the more willing to comply because I shall were at once more fantastic and agreeable than to know about its author?
thus give a general answer to the question so my writings. In the latter I was a close imita-
very frequently asked me—how I, then a tor—rather doing as others had done than put-
young girl, came to think of and to dilate1 ting down the suggestions of my own mind.
upon so very hideous an idea. What I wrote was intended at least for one other
It is true that I am very averse to bringing eye—my childhood’s companion and friend; but
myself forward in print, but as my account will my dreams were all my own. I accounted for
only appear as an appendage2 to a former pro- them to nobody; they were my refuge when For additional practice using the
duction, and as it will be confined to such top- annoyed—my dearest pleasure when free. reading skill or strategy, see Unit 4
ics as have connection with my authorship I lived principally in the country as a girl and Teaching Resources Book, p. 170.
alone, I can scarcely accuse myself of a personal passed a considerable time in Scotland. I made
intrusion. occasional visits to the more picturesque parts,
It is not singular that, as the daughter of two but my habitual residence was on the blank and
persons of distinguished literary celebrity, I dreary northern shores of the Tay, near Dundee. Big Idea 2
should very early in life have thought of writ- Blank and dreary on retrospection, I call them;
ing. As a child I scribbled, and my favorite pas- they were not so to me then. They were the Nature and the Imagination
time during the hours given me for recreation aerie3 of freedom and the pleasant region where Ask: How does nature play a
was to “write stories.” Still, I had a dearer plea- unheeded I could commune with the creatures
role in Mary Shelley’s life as a
sure than this, which was the formation of of my fancy. I wrote then, but in a most com- 2
monplace style. It was beneath the trees of the child? (She grew up in a rural
1. Here, dilate means “speak or write at length.” grounds belonging to our house, or on the bleak environment and spent many hours
2. An appendage is an addition or accompaniment. sides of the woodless mountains near, that my outdoors in Scotland, writing stories
Activate Prior Knowledge Why might publishers ask and indulging in daydreams.)
1 authors to describe the origin of their stories?
3. An aerie is a nest or retreat.
MARY SHELLEY 793
Approaching Level
0793_0797_U4P2_877981.indd 793 12/12/07 5:29:06 PM For an audio recording of this
SMALL GROUP
Audio CD-ROM.
Emerging Because this selection identify its main ideas. Finally, have them
contains challenging vocabulary, write summaries of the paragraphs. Model
complex sentence structures, and lengthy summarizing the first paragraph: Publishers
paragraphs, summarizing may be a useful asked Shelley to write an introduction to Readability Scores
tool for less-proficient readers. Divide Frankenstein. They wanted her to explain Dale-Chall: 10.5
students into small groups. Have them how a young girl could write a horror story. DRP: 63
pause after reading each paragraph and Lexile: 1210
793
Teach
Big Idea 1
Answer: As a child, Shelley
spent much time alone in nature
using her imagination to create
characters and stories.
Reading Strategy 2
Castle. Victor Hugo (1802–1885). British Museum, London.
Activate Prior Knowledge Shelley felt that her environment inspired her to write the story of Frankenstein. How would you
Answer: Because both of Mary describe the atmosphere in this painting? How does it compare with the setting in which Shelley found herself?
Shelley’s parents were creative
thinkers and gifted writers, her true compositions, the airy flights of my imagi- write, not so much with the idea that I could
nation, were born and fostered. I did not make produce anything worthy of notice, but that he
husband expected her to achieve myself the heroine of my tales. Life appeared might himself judge how far I possessed the
literary success. to me too commonplace an affair as regarded promise of better things hereafter. Still I did
myself. I could not figure to myself that roman- nothing. Traveling, and the cares of a family,
tic woes or wonderful events would ever be my occupied my time; and study, in the way of read-
Big Idea 3 lot; but I was not confined to my own identity, ing or improving my ideas in communication
and I could people the hours with creations far with his far more cultivated mind, was all of lit-
Nature and the Imagination more interesting to me at that age than my erary employment that engaged my attention.
Answer: Nature stimulated own sensations. In the summer of 1816, we visited
Byron’s imagination, inspiring him After this my life became busier, and reality Switzerland and became the neighbors of Lord
to write poetry about the beauty stood in place of fiction. My husband, however, Byron.4 At first we spent our pleasant hours on
was from the first very anxious that I should the lake or wandering on its shores; and Lord
of his surroundings.
prove myself worthy of my parentage and Byron, who was writing the third canto5 of
enroll myself on the page of fame. He was for- Childe Harold,6 was the only one among us who
ever inciting me to obtain literary reputation, put his thoughts upon paper. These, as he
which even on my own part I cared for then, brought them successively to us, clothed in all
S though since I have become infinitely indiffer- the light and harmony of poetry, seemed to
ent to it. At this time he desired that I should stamp as divine the glories of heaven and earth,
Victor Hugo (1802–1885) is whose influences we partook with him.
better known as a writer than a
painter. He is famous for writing 1 Nature and the Imagination In what ways was Shelley’s
childhood conducive to her future career as a novelist?
4. George Gordon, Lord Byron (1788–1824), was an English
The Hunchback of Notre Dame
Romantic poet.
and Les Misérables, both of which 2 Activate Prior Knowledge Why did Mary Shelley’s hus- 5. A canto is a division of a long poem.
band have such high expectations of her?
are famous gothic works. 6. Childe Harold’s Pilgrimage is one of Byron’s best-known
poems.
Answer: The atmosphere is bleak Vocabulary
and dreary, even menacing. The incite (in sı̄t) v. to urge or provoke
Nature and the Imagination Why was nature important
to Lord Byron?
3
setting is similar in its mountains
and shoreline. 794 U N IT 4 THE TRI UMP H OF ROMANTI C I S M
v
Reading Practice
0793_0797_U4P2_877981.indd 794 12/12/07 5:29:24 PM
Activate Prior Knowledge The students start from a similar and accurate
premise of Frankenstein has gained knowledge base, ask students to share
significant cross-cultural recognition what they know about the story. Clarify
through film and television. However, for students the differences between
characterization and plot events in some adaptations and the text of the novel. You
of the adaptations differ significantly might suggest that students search the
from those in the novel. To ensure that Internet for a plot summary.
794
But it proved a wet, ungenial summer, and
incessant rain often confined us for days to the
language than to invent the machinery of a
story, commenced one founded on the experi- Teach
house. Some volumes of ghost stories translated ences of his early life. Poor Polidori had some
from the German into French fell into our terrible idea about a skull-headed lady who was
hands. There was the History of the Inconstant so punished for peeping through a keyhole— Literary Element 4
Lover, who, when he thought to clasp the bride what to see I forget: something very shocking
to whom he had pledged his vows, found him- and wrong, of course; but when she was Gothic Novel Answer:
self in the arms of the pale ghost of her whom reduced to a worse condition than the Students might mention the spooky
he had deserted. There was the tale of the sin- renowned Tom of Coventry,10 he did not castle, the eerie moonlight, the
ful founder of his race whose miserable doom it know what to do with her and was obliged to
was to bestow the kiss of death on all the dispatch her to the tomb of the Capulets,11
ghostly knight, and the kiss of death.
younger sons of his fated house, just when they the only place for which she was fitted. The AP P ROACH I NG Have approach-
reached the age of promise. illustrious poets also, annoyed by the platitude12 ing-level students reread the first
His gigantic, shadowy form, of prose, speedily relinquished their unconge- paragraph on this page to answer
clothed like the ghost in nial task.
Hamlet, in complete armor, I busied myself to think of a story—a story to the following questions. Ask: Who
but with the beaver up, was rival those which had excited us to this gives the kiss of death? (a father)
seen at midnight, by the task. One which would speak to the mysterious What does he look like? (He is
Visual Vocabulary moon’s fitful beams, to fears of our nature and awaken thrilling
In a suit of armor,
large and wears armor.) When
advance slowly along the horror—one to make the reader dread to look
a beaver is a does he walk? (at night) Who
moveable piece
gloomy avenue. The shape round, to curdle the blood, and quicken the
was lost beneath the shadow beatings of the heart. If I did not accomplish receives the kiss of death?
on the helmet
that protects the of the castle walls; but soon these things, my ghost story would be unwor- (his sons)
face. a gate swung back, a step thy of its name. I thought and pondered—
was heard, the door of the vainly. I felt that blank incapability of
chamber opened, and he advanced to the invention which is the greatest misery of Reading Strategy 5
couch of the blooming youths, cradled in authorship, when dull Nothing replies to our
healthy sleep. Eternal sorrow sat upon his face anxious invocations.13 “Have you thought of Activate Prior Knowledge
as he bent down and kissed the forehead of the a story?” I was asked each morning, and each Answer: Students may say
boys, who from that hour withered like flowers morning I was forced to reply with a mortifying that writer’s block is so frustrat-
snapped upon the stalk. I have not seen these negative.
stories since then, but their incidents are as ing because it cuts the writer
fresh in my mind as if I had read them yesterday. off from his or her creativity.
“We will each write a ghost story,” said Lord 10. According to legend, Tom of Coventry (Peeping Tom) lost Invite students to share their own
Byron, and his proposition was acceded7 to. his eyes as punishment for looking at Lady Godiva when
experiences with overcoming
she rode naked through Coventry.
There were four of us.8 The noble author9
11. The tomb of the Capulets is the setting of Romeo’s and writer’s block.
began a tale, a fragment of which he printed at Juliet’s deaths in Shakespeare’s play.
the end of his poem of Mazeppa. Shelley, more 12. Platitude means “lack of originality; dullness; triteness.”
ENGLISH LEAR N ERS Ask English
apt to embody ideas and sentiments in the 13. Invocations are prayers or appeals to a higher power. learners what it means to block
radiance of brilliant imagery and in the music a play in soccer. Ask: What do
Activate Prior Knowledge What makes writer’s block so
of the most melodious verse that adorns our frustrating? 5 you think writer’s block means?
Vocabulary
(being stopped from writing)
7. Acceded means “consented.”
8. The four of us consisted of the Shelleys, Byron, and John
dispatch (di spatch) v. to send off or away with
Polidori, Byron’s personal physician.
speed
9. The noble author refers to Byron.
illustrious (i lus trē əs) adj. famous and distinguished
Gothic Novel What elements in these stories are charac- Literary History S
4
relinquish (ri ling kwish) v. to give up; put aside;
teristic of gothic novels? abandon
Autobiography In addition to
Mary Shelley’s gothic inspirations,
MARY SHELLEY 795
there are parallels between
English Learners Frankenstein and Shelley’s own
0793_0797_U4P2_877981.indd 795 12/12/07 5:29:41 PM life. Shelley’s first daughter died
shortly after birth, and Shelley
Intermediate Explain to students that sentence. (I haven’t read these stories in dreamed she brought the child
even though this selection is nonfiction, years, but I remember them very clearly.) back to life. She wrote the book—
Mary Shelley still uses figurative language When students come upon difficult words the action of which spans nine
and descriptive details to create and and phrases, encourage them to stop and months—during a later pregnancy.
enhance her imagery. Direct students’ rephrase the ideas in their own words. One of the novel’s important
attention to the highlighted text at the figures, Margaret Walton Saville,
bottom of the first column on this page. even shares the author’s initials.
Read the entire sentence aloud to students.
Then work with them to paraphrase the
795
Teach story of Columbus and his egg.15
Invention consists in the capacity of
seizing on the capabilities of a subject
and in the power of molding and
Literary Element 1 fashioning ideas suggested to it.
Many and long were the conversa-
Gothic Novel Direct students tions between Lord Byron and
attention to the paragraph that Shelley, to which I was a devout but
describes Lord Byron and Shelley’s nearly silent listener. During one of
these, various philosophical doctrines
conversation. Ask: What specific
were discussed, and among others the
gothic elements that Lord Byron nature of the principle of life, and
and Shelley discussed influence whether there was any probability of
Shelley’s novel Frankenstein? its ever being discovered and commu-
(Students should mention the nicated. They talked of the experi-
experiments of Dr. Darwin and ments of Dr. Darwin16 (I speak not of
what the doctor really did or said that
a corpse being brought to life he did, but, as more to my purpose, of
1
through galvanism.) what was then spoken of as having
ENGLISH LEAR N ERS Remind Eng- been done by him), who preserved a
lish learners to utilize the footnotes piece of vermicelli17 in a glass case
till by some extraordinary means it
as context clues to determine the began to move with voluntary
meaning of unknown words. To motion. Not thus, after all, would life
check their comprehension, ask: be given. Perhaps a corpse would be
what does galvanize mean? (to Illustration from Frankenstein by Mary Shelley. Theodor M.
reanimated; galvanism18 had given
stimulate muscle tissue by using von Holst. Engraving. Private collection. token of such things: perhaps the component
Theodor M. von Holst was known for his parts of a creature might be manufactured,
electricity) depictions of bold, nightmarish scenes. What aspects of the brought together, and endued with vital warmth.
Gothic style are reflected in this engraving? Night waned upon this talk, and even the
witching hour had gone by before we retired to
Everything must have a beginning, to speak in rest. When I placed my head on my pillow, I
Sanchean phrase,14 and that beginning must be
did not sleep, nor could I be said to think. My
linked to something that went before. The
imagination, unbidden, possessed and guided
Hindus give the world an elephant to support it,
me, gifting the successive images that arose in
S but they make the elephant stand upon a tor-
my mind with a vividness far beyond the usual
toise. Invention, it must be humbly admitted,
Answer: Students may note does not consist in creating out of void, but out
that the gloomy coloration of the of chaos; the materials must, in the first place, be 15. In response to claims that others could have discovered
engraving, the use of shadows, afforded: it can give form to dark, shapeless sub- the New World before him, Columbus challenged guests
at a banquet to make an egg stand on end. When
the mysterious cloaked figure, the stances but cannot bring into being the sub-
stance itself. In all matters of discovery and nobody could do it, he tapped one end of the egg flat
man’s horrified expression, and the and stood it on the table, bolstering his claim that the
invention, even of those that appertain to the
skeleton all contribute to an overall imagination, we are continually reminded of the
others could only follow his lead.
16. Erasmus Darwin was a physician and scientist and the
Gothic style or mood. grandfather of the famous naturalist Charles Darwin.
17. Vermicelli (vuŕmə chel ē) is a long, slender noodle
14. Sanchean phrase refers to the character Sancho Panza thinner than spaghetti.
in Cervantes’s Don Quixote, who often uses proverbs to 18. Galvanism refers to the use of electricity to stimulate
express common sense. muscle tissue.
Viewing Practice
0793_0797_U4P2_877981.indd 796 3/4/08 5:29:51 PM
SPIRAL
SMALL GROUP REVIEW
View the Movie Obtain might jot down particular points and ideas
a copy of the 1931 film as they watch. After students have viewed
Frankenstein from the library or a video the film, divide them into small groups to
store. Play the film for the class. Tell discuss the gothic elements of the film.
students to keep in mind their knowledge Have a spokesperson from each group
of the gothic tradition and the elements report the main points of their discussion
that distinguish a gothic work. Students to the class.
796
bounds of reverie. I saw—with shut eyes, but
acute mental vision—I saw the pale student of
and white high Alps were beyond. I could not so
easily get rid of my hideous phantom; still it Teach
unhallowed arts kneeling beside the thing he haunted me. I must try to think of something
had put together. I saw the hideous phantasm19 else. I recurred to my ghost story—my tiresome,
of a man stretched out, and then, on the unlucky ghost story! Oh! If I could only contrive Literary Element 2
working of some powerful engine, show signs of one which would frighten my reader as I myself
life and stir with an uneasy, half-vital motion. had been frightened that night! Gothic Novel Answer: The
Frightful must it be, for Swift as light and as cheering was the idea cold, dreary night and the strange
supremely frightful would be that broke in upon me. “I have found it! What waking dream with a hideous
the effect of any human terrified me will terrify others; and I need only creature contribute to a mood of
endeavor to mock the stu- describe the specter which had haunted my
pendous mechanism of the midnight pillow.” On the morrow I announced
foreboding.
Creator of the world. His that I had thought of a story. I began that day ENGLISH LEAR N ERS For English
Visual Vocabulary
success would terrify the art- with the words “It was on a dreary night of learners, write the following words
A parquet (pär ist; he would rush away from November,” making only a transcript of the on the board: unhallowed, odious,
ka) floor is made his odious handiwork, grim terrors of my waking dream.
of wooden pieces, horror-stricken. He would
horrid, ghastly. Have them find
At first I thought but of a few pages, of a
often of different
hope that, left to itself, the short tale, but Shelley urged me to develop the and reread the sentence that con-
colors, worked
into a geometric
slight spark of life which he idea at greater length. I certainly did not owe tains each word and use context
pattern or mosaic. had communicated would the suggestion of one incident, nor scarcely of clues to guess the word’s mean-
fade, that this thing which one train of feeling, to my husband, and yet ing. Then, have them look up the
had received such imperfect but for his incitement, it would never have
animation would subside into dead matter, and
definitions in a dictionary.
taken the form in which it was presented to
he might sleep in the belief that the silence of the world. From this declaration I must except
the grave would quench forever the transient the preface. As far as I can recollect, it was
existence of the hideous corpse which he had entirely written by him. Reading Strategy 3
looked upon as the cradle of life. He sleeps; but And now, once again, I bid my hideous
he is awakened; he opens his eyes; behold, the progeny 20 go forth and prosper. I have an Activate Prior Knowledge
horrid thing stands at his bedside, opening his affection for it, for it was the offspring of Answer: Shelley overcame her
curtains and looking on him with yellow, happy days, when death and grief were but writer’s block by closing her eyes
watery, but speculative eyes. words,21 which found no true echo in my and surrendering herself to her
I opened mine in terror. The idea so pos- heart. Its several pages speak of many a walk,
sessed my mind that a thrill of fear ran through
imagination. She then transformed
many a drive, and many a conversation, when
me, and I wished to exchange the ghastly I was not alone; and my companion22 was one her dream into a horror story.
image of my fancy for the realities around. I see who, in this world, I shall never see more. But
them still: the very room, the dark parquet, the this is for myself; my readers have nothing to
closed shutters with the moonlight struggling do with these associations. . . . m
through, and the sense I had that the glassy lake
20. Progeny means “offspring”—in this case, the product of a

19. A phantasm is an image or illusion. creative effort. Language History S
21. When death . . . words is Shelley’s reference to a time
Frankenstein As a result of the
2 Gothic Novel Which details in this passage create an
ominous mood?
before the deaths of her husband and two of her
children. 1931 film, Frankenstein entered
22. Shelley’s companion was her husband, who died in a
boating accident in 1822.
the language in a curiously
Vocabulary
altered way. In the novel, Victor
transient (tran shənt) adj. lasting only a brief time; Activate Prior Knowledge How did Shelley overcome
temporary her writer’s block? 3 Frankenstein is the scientist who
creates the creature. Shelley did not
MARY SHELLEY 797 give the creature a name. In popu-
Advanced Learners lar usage, Frankenstein became
associated with the creature. The
0793_0797_U4P2_877981.indd 797 12/12/07 5:30:17 PM
term is most frequently used to
describe a monster, especially one
Read and Review the Novel Have brief plot summary and their evaluations
that destroys its creator.
advanced students obtain copies of the of and opinions about the novel supported
novel Frankenstein from the library or a with evidence from the text. Provide time
bookstore. Students might even find an for students to share their reviews with the
e-text online. Allow students time to read rest of the class.
the novel and write a review of it. If neces- of the selection, see Unit 4
sary, provide examples of book reviews Teaching Resources Book, p. 174.
from the New York Times, the New Yorker,
or another appropriate source. Remind
students that the review should include a
797

5. Shelley was not alone when she conceived of
1. Answers will vary. and wrote Frankenstein. What part did other
1. What insights or ideas about the writing process
writers play in her success?
2. (a) She complies with the did this selection give you?
publishers’ request and 2. (a)Why does Shelley write this account of her sto- Connect
answers the often asked ry’s origin even though she claims to be “averse to 6. Big Idea Nature and the Imagination How
bringing myself forward in print”? (b)What does does Shelley suggest that imagination is more
question. (b) She is flexible this contradiction tell you about her personality? important than reason?
and accommodating.
3. (a)Describe the events leading up to Shelley’s 7. Connect to Today Shelley sought to appeal to
3. (a) She listened to discussions idea for the plot of Frankenstein. (b)Do these “the mysterious fears of our nature and awaken
on the nature of life, Dr. Darwin’s factors support her theories about invention? thrilling horror.” What books or movies have you
experiments, and galvanism. read or seen that meet this description?
Analyze and Evaluate
(b) These factors support her 4. Do you agree with Shelley’s assessment of what
theory that invention involves is needed for invention? Why or why not?
re-arranging basic ideas or
elements rather than creating Literary Element Gothic Novel Reading Strategy Activate Prior
something out of nothing. The trappings of gothic fiction include haunted cas- Knowledge
4. Most students will agree that tles, clanking chains, mysterious graveyards, and rest- Review the chart you made as you read, and
less spirits. Originally the term gothic novel referred answer the following questions.
writers have creative ideas
only to works with a medieval atmosphere or set-
in their minds that must be ting. Gradually, however, its meaning expanded to 1. What prior knowledge helped you the most in
understanding this selection?
drawn out. refer to any work that featured terror or gloom.
2. Which aspects of the selection do you wish
5. Their conversations helped her 1. Describe the gothic elements of Shelley’s
waking dream that inspired Frankenstein. you’d known more about before reading it?
conceive the plot and theme.
Her husband urged her to 2. In your opinion, what accounts for the popular-
ity of gothic novels today?
develop the tale into a novel.
Writing Vocabulary Practice
6. Shelley generates Frankenstein
not by using her reason but by Practice with Usage Respond to these state-
Write a Story Shelley created her novel
ments to help you explore the meanings of
letting her imagination brood Frankenstein from a single striking mental image.
Brainstorm some of the key elements of gothic boldfaced vocabulary words from the selection.
upon a conversation.
fiction. Write down anything particularly vivid that 1. Give an example from a movie in which a
7. Answers will vary. occurs to you. Then choose one thing you’ve character incited an action.
noted and build a short story around it. Include
details that reinforce the gloomy, mysterious 2. How might an illustrious person act?
Reading Strategy atmosphere common to gothic novels. 3. Identify a time when you had to relinquish
something important to you.
Literature Online
1. Answers will vary. Students 4. Name an item you might dispatch.
prior knowledge of the popular and Reading-Writing Connection activities, go to
5. Explain how the four seasons are transient.
“monster” image of Franken- glencoe.com and enter QuickPass code GLB9817u4.
stein may have helped most.

2. Answers will vary. Students’ 798 U N IT 4 THE TRI UMP H OF ROMANTI C I S M
responses should reflect parts

of the selection that they wish
0798_U4P2_877981.indd 798 3/4/08 5:30:26 PM
they had more background Literary Element Vocabulary Practice
information on.
1. Elements include “unhallowed arts,” a Students’ sentences will vary.
phantasm, and reference to a grave.
Progress Check
2. The excitement and fear they provoke Writing
Can students identify
Students’ stories should incorporate
elements of a gothic novel?
For additional assessment, see Assess- gothic elements to create a mysterious
If No ➔ See Unit 4 Teaching ment Resources, pp. 199–200. atmosphere.
798
P A RT 3 UNIT FOUR
PA R T 3
The Quest for Truth and Beauty Analyze and
Extend
Reading Strategy 1
Make Connections Have
students read the title and
the quotation. Ask: Where
does Keats find truth? (In the
imagination’s apprehension of
beauty) What do we take to
be reliable sources of truth
today? (Students may have many
different ideas ranging from media
to intuition.)
S
Answer: Students may say that
the woman represents the power
La Belle Dame Sans Merci, 1893. John Williams Waterhouse. Oil on canvas, of the heart or of beauty—her
44.09 x 31.89 in. Hessisches Landesmuseum, Darnstadt, Germany.
dress is decorated with a heart,
The Romantic period, as its name suggests, changed society’s view of love and other human
emotions. How does Waterhouse’s painting hint at the power of what Keats called “the heart’s affections”? and she has ensnared the knight
with her hair.
“I am certain of nothing but the holiness of the heart’s affections and the John William Waterhouse
truth of imagination—what the imagination seizes as beauty must be truth— (1849–1917) was known for his
paintings of femmes fatales—
whether it existed before or not.” 1
women of great seductive charm
—John Keats who lead men into compromising
or dangerous situations—and the
799
painting here is one celebrated
Approaching Level
John William Waterhouse/Hessisches Landesmuseum, Darmstadt, Germany/Bridgeman Art Library
example. Waterhouse was a

0799_U4P3_877981.indd 799 12/12/07 5:31:54 PM member of the Royal Academy.
Established Ask volunteers to read the humans have the capacity to bring into
quotation from Keats aloud. Ask: What being that which they imagine? How
does Keats imply with the phrase might this be so? (Some students may For additional support for English
“whether it existed before or not”? (Keats point out that works of literature, art, and Learners, see Unit 4 Teaching
implies that a person with a great capacity music come from visions that their creators
to imagine beauty may in that act create form in their imaginations.)
truth.) Would you agree with Keats that
799
Focus Byron’s Poetry
Bellringer Options Meet George Gordon,

Lord Byron
Selection Focus
Transparency 40 (1788–1824)
G
Daily Language Practice eorge Gordon, Lord Byron—aristocrat,
Transparency 65 poet, member of Parliament, athlete, “Be thou the rainbow to the
Or explain that an important expatriate, and freedom fighter—was storms of life,
perhaps the most colorful figure of his day.
element in Romanticism is an The evening beam that smiles the
Descended from two noble but flamboyant and
appreciation of the beauty and clouds away,
violent families, Byron inherited his title and a
truth found in nature. Say: What large estate at the age of ten, when his great-uncle, And tints to-morrow with
emotions does the power of known as the “Wicked Lord,” died. Byron had been
born with a clubfoot, and the physical suffering and prophetic ray!”
nature inspire in you?
acute embarrassment it caused him profoundly —Lord Byron, The Bride of Abydos
Tell students to think about the affected his temperament. “No action of Lord
power of a storm or another force Byron’s life—scarce a line he has written—but was
of nature and to jot down adjec- influenced by his personal defect,” Mary Shelley notoriety. Personal scandals plagued him as he
wrote. To compensate for this impairment, Byron pursued a self-indulgent lifestyle with many love
tives that describe their reactions succeeded in becoming a masterful swimmer, affairs.
to this phenomenon. As they horseman, boxer, cricket player, and fencer.
Poet in Exile At twenty-eight, Byron exiled
read “Apostrophe to the Ocean,” Literary Celebrity As a student at Cambridge himself from England, never to return. He briefly
have them compare their reac- University, Byron was known for his lavish life- lived in Switzerland, where he spent time with the
tions with the speaker’s. style and flamboyant behavior; he even kept a Shelleys, and then settled in Italy. There, he com-
tame bear as a pet. After graduating from posed Don Juan, a verse satire that describes the
Cambridge, he embarked upon an adventurous adventures of a licentious, though naive, young
journey, traveling on horseback across Portugal man. Byron died of fever shortly after his thirty-
and Spain and on to distant lands that few sixth birthday, having exhausted his energies
Englishmen had visited, including Asia Minor training Greek troops fighting for independence
(present-day Turkey) and mountainous Albania. from the Turks. His efforts in support of the Greek
While traveling, he worked his adventures into independence movement made him a national
his poetry, including the first part of his long poem hero in Greece. Byron influenced a host of emi-
Childe Harold’s Pilgrimage, which made him the nent writers, including Goethe in Germany,
toast of London society at age twenty-four. In his Balzac in France, Pushkin and Dostoevsky in
own words, “I awoke one morning and found Russia, and Hawthorne, Melville, and Poe in the
myself famous.” As a member of the House of United States.
Lords, he championed liberal political causes.
Soon, however, this extraordinarily handsome Literature Online
poet—with brown curly hair, fine features, and
Author Search For more about Lord Byron, go to
intensely brilliant eyes—saw his fame turn to glencoe.com and enter QuickPass code GLB9817u4.
Selection Skills
0800_0801_U4P3_877981.indd 800 3/4/08 5:31:22 PM
Listening/Speaking/Viewing
Literary Elements She Walks in Beauty, Skills
• Juxtoposition (SE pp. 801–805) Apostrophe to the Ocean • Analyze Art (SE p. 802)
• Sounds and Emotions (TE p. 804)

• Analyze Figurative Language Vocabulary Skills • Write an Essay (SE p. 805)
(SE pp. 801–805) • Analogies (SE pp. 801, • Pronoun Antecedent Agree-
805) ment (TE p. 802)
800
Learning Objectives
Before You Read
For pages 800–805
Focus
What makes you admire something or someone? Create a list objectives:
of qualities that trigger your admiration. Literary Study: Analyzing
Build Background
juxtaposition. Summary
Reading: Analyzing figurative
In medieval times, childe referred to a candidate for knight- language. In these two poems, Byron
hood. Byron applied that title to the hero of Childe Harold’s Writing: Writing an essay. displays his mastery by matching
Pilgrimage to suggest the character’s inner nobility and his
quest for meaning. Byron described Childe Harold as “the wan-
“sound to sense.” “She Walks
dering outlaw of his own dark mind.” “She Walks in Beauty,” a in Beauty” describes both the
lyric poem originally written for music, was inspired by the sight physical and spiritual beauty of an
of the beautiful Lady Wilmot Horton, who appeared at a party admired woman. “Apostrophe to
dressed in a black gown covered with bits of sparkling material.
Vocabulary Preview
the Ocean” from Childe Harold’s
spurn (spurn) v. to reject or drive
Set Purposes for Reading off; p. 803 Members of Congress Pilgrimage examines the idea
Big Idea The Quest for Truth and Beauty spurned the unqualified nominee. that nature is more powerful than
arbiter (är bə tər) n. a judge; humans.
As you read, ask yourself, How do these poems reflect
Romantic ideals of beauty? p. 804 Public opinion is the final arbi-
ter in a debate between two candidates.
Literary Element Juxtaposition mar (mär) v. to spoil or damage; For summaries in languages other
p. 804 The walls of that building than English, see Unit 4 Teaching
Juxtaposition refers to the placing of two or more distinct ele-
were marred with graffiti. Resources Book, pp. 178–183.
ments of a literary work—for example, words, phrases, images,
lines, or passages—next to or close to one another. For exam-
Tip: Analogies Analogies are com-
ple, in line 7 of “Apostrophe to the Ocean,” Byron uses this
parisons based on relationships
technique to contrast the speaker’s future and his past: “From
all I may be, or have been before.” As you read, ask yourself,
between words and ideas. To complete Vocabulary
an analogy, decide on the relationship
What effect does this technique have on the poems?
between the first pair of words. Then Analogies Write on the board:
Reading Strategy Analyze Figurative Language apply that relationship to the second mar:damage:: spurn:reject Say:
pair. Some common relationships
When you analyze figurative language, you examine lan- include synonyms, antonyms, parts/ To understand an analogy, find
guage that is not meant to be interpreted literally but is used wholes, and objects/characteristics. the relationship that the first
for descriptive effect, often to suggest ideas. First, identify fig- pair shares with the second. Mar
ures of speech, or specific devices of figurative language such
as metaphor, simile, and personification. As you read, ask your-
means “to damage,” and spurn
self, What does each device contribute to the work? means “to reject.” Have students
compose their own analogies for
Tip: Identifying Figurative Language Use a chart to record each vocabulary word.
examples of figurative language and to describe their function.
Example Type Function

“like a drop of simile suggests the
rain”(line 16, insignificance
“Apostrophe”) of humans For additional vocabulary practice,
GE O RGE GO RD ON, L O RD BYRON 801 Book, p. 186.
English Learners
0800_0801_U4P3_877981.indd 801 3/4/08 5:31:59 PM
For additional context, see
PARTNERS Glencoe Interactive Vocabulary
Beginning Have students read Intermediate Say: The first line of CD-ROM.
“She Walks in Beauty” aloud to a Byron’s poem “She walks in beauty, like
partner. Ask them to practice any parts of the night” is a simile. Explain that a sim-
the poem that cause particular difficulty. ile is a comparison between two unlike
things. What two things is the speaker
comparing? (The speaker compares the
woman’s beauty to a beautiful night.)
801
Teach
Reading Strategy 1
Analyze Figurative
Language Answer: The
speaker suggests that the woman
is celestial and naturally beautiful.
learners, ask: Cloudless uses the
The Florentine Girl (The Artist’s Daughter), c. 1827.
suffix –less to mean that there Henry Howard. Oil on canvas, 965 x 610 mm.
are no clouds. What is another Tate Gallery, London.
The word “Florentine” in this painting’s
example of a word that uses title refers to the woman’s clothing, which is a style that
the suffix –less? (thoughtless, was popular in Florence, Italy, at the time. Is this painting
a good accompaniment to Byron’s poem? Explain.
painless)
She walks in beauty, like the night

Of cloudless climes1 and starry skies;
And all that’s best of dark and bright
For additional practice using the Meet in her aspect2 and her eyes:
reading skill or strategy, see Unit 4 5 Thus mellowed to that tender light
Teaching Resources Book, p. 185. Which heaven to gaudy day denies.
One shade the more, one ray the less,

Had half impaired the nameless grace
Which waves in every raven tress,
10 Or softly lightens o’er her face;
S Where thoughts serenely sweet express
Answer: Some students may say How pure, how dear their dwelling place.
the painting is a good companion George Gordon, Lord Byron
to the poem because the woman And on that cheek, and o’er that brow,
So soft, so calm, yet eloquent,
is beautiful, has both dark features 15 The smiles that win, the tints that glow,
(eyes) and light features (skin), But tell of days in goodness spent,
and shares a hair color and hair A mind at peace with all below,
style with the subject of the poem; A heart whose love is innocent!
others may say the woman in the
poem sounds more energetic or 1. Here, climes means “climates” or “atmospheres.”
exotic than the stationary, serene 2. Here, aspect means “appearance” or “face.”
subject of the painting. Analyze Figurative Language What does the speaker
Henry Howard (1769–1847) was
1 suggest about the woman by using this simile?
an English portrait painter whose

work can be seen in the National
Portrait Gallery and the Tate Gallery Grammar Practice
in London. This painting of the 0802_0804_U4P3_877981.indd 802 3/6/08 4:02:32 PM
artist’s daughter was first exhibited SPIRAL

REVIEW
Pronoun-Antecedent Agree- • They both gained fame through their
in 1827. The title The Florentine ment Say: An antecedent is a poetry. (They)
Girl reflects the fact that the noun or pronoun that a pronoun • Childe Harold’s Pilgrimage, with its
subject is dressed in the style of a refers to or replaces. A pronoun must exotic settings, captivated readers.
woman from Florence, Italy. agree with its antecedent in number (Childe Harold’s Pilgrimage)
(singular or plural), gender (masculine,
feminine, or neuter) and person (first,
second, or third). Write the follow-
For an audio recording of this ing sentences on the board and have
selection, use Listening Library students identify the antecedents of the
Audio CD-ROM.
underscored pronouns:
802
Teach
Literary Element 2
Juxtaposition Ask: In lines
24–25, what is the effect of jux-
George Gordon, Lord Byron taposing thy playful spray with
the words shivering and howl-
ing? (Byron contrasts the terrified
There is a pleasure in the pathless woods; human perspective to the indiffer-
There is a rapture on the lonely shore; ent view of the ocean.)
There is society, where none intrudes,
By the deep sea, and music in its roar.
5 I love not man the less, but nature more,
From these our interviews, in which I steal° 6 steal: depart quietly.
From all I may be, or have been before,
To mingle with the universe, and feel ENGLISH LEAR N ERS For English
What I can ne’er express, yet cannot all conceal. learners, ask: What is Byron
describing in lines 24–25? (a
10 Roll on, thou deep and dark blue ocean—roll! shipwrecked sailor being tossed by
Ten thousand fleets sweep over thee in vain;
Man marks the earth with ruin—his control waves)
Stops with the shore. Upon the watery plain
The wrecks are all thy deed, nor doth remain
15 A shadow of man’s ravage, save his own,
Reading Strategy 3
When, for a moment, like a drop of rain,
He sinks into thy depths with bubbling groan, Analyze Figurative
Without a grave, unknelled,° uncoffined, and unknown. 18 unknelled: without the ringing Language Answer: The
of church bells. speaker uses personification to con-
His steps are not upon thy paths—thy fields vey the great power and majesty of
20 Are not a spoil for him—thou dost arise
the ocean and the intimacy of his
And shake him from thee; the vile strength he wields
For earth’s destruction thou dost all despise, relationship with it.
Spurning him from thy bosom to the skies,
And send’st him, shivering in thy playful spray
25 And howling, to his gods, where haply° lies 2 25 haply: perhaps.
His petty hope in some near port or bay,
And dashest him again to earth—there let him lay.
Analyze Figurative Language What does the personification in this passage

reveal about the ocean and the speaker? 3
Vocabulary
spurn (spurn) v. to reject or drive off
GE O RGE GO RD ON, L O RD BYRON 803
Advanced Learners
0802_0804_U4P3_877981.indd 803 12/20/07 11:34:59 AM
SMALL GROUP
Apostrophe Review the literary Byron’s use of apostrophe reinforces the

device of apostrophe in which the theme of this excerpt. Then ask them
speaker addresses an inanimate object, a individually to write a paragraph supporting
person who is absent or dead, or an their point of view on Byron’s use of
abstract concept. Say: Writers can use apostrophe.
apostrophe to express many emotions,
including love, fear, or contempt, but
apostrophe generally conveys a tone of
intimacy. Ask advanced students to lead a
discussion in small groups on whether
803
Teach The armaments which thunderstrike the walls
Of rock-built cities, bidding nations quake
30 And monarchs tremble in their capitals,
The oak leviathans,° whose huge ribs make 31 leviathans: large ships.
Literary Element 1 Their clay° creator the vain title take 32 clay: human.
Of lord of thee and arbiter of war—
Juxtaposition Answer: The These are thy toys, and as the snowy flake,
speaker suggests that impressive 35 They melt into thy yeast° of waves, which mar 35 yeast: the foam or froth of
human weapons and massive Alike the Armada’s pride or spoils of Trafalgar.° troubled waters.
36 Armada…Trafalgar: A Spanish
feats of engineering are insignifi- Thy shores are empires, changed in all save thee—
fleet (armada) that sailed against
England in 1588 was destroyed, as
cant and insubstantial compared Assyria, Greece, Rome, Carthage,° what are they? were most of the French ships
to the ocean’s power. Thy waters washed them power while they were free, captured by Lord Nelson at the
Spanish cape of Trafalgar in 1805.
40 And many a tyrant since; their shores obey
AP P ROACH I NG For approaching- 38 Assyria, Greece, Rome,
The stranger, slave, or savage; their decay Carthage: powerful ancient empires.
level students ask: When Byron Has dried up realms to deserts—not so thou,
uses ribs in line 31, what does Unchangeable, save to thy wild waves’ play.
he mean? (the structural frame of Time writes no wrinkle on thine azure° brow; 44 azure: sky blue.
a ship’s hull) 45 Such as creation’s dawn beheld, thou rollest now.
Thou glorious mirror, where the Almighty’s form

Glasses itself° in tempests; in all time, 47 Glasses itself: reflects.
Calm or convulsed—in breeze, or gale, or storm,
Icing the pole, or in the torrid clime° 49 torrid clime: the intensely hot
50 Dark-heaving—boundless, endless, and sublime— area near the equator.
The image of eternity—the throne
To check students’ understanding Of the Invisible; even from out thy slime
of the selection, see Unit 4 The monsters of the deep are made; each zone° 53 zone: a climatic region of the
Teaching Resources Book, p. 187. Obeys thee; thou goest forth, dread, fathomless, alone. earth.
55 And I have loved thee, Ocean! and my joy

Of youthful sports was on thy breast to be
Borne, like thy bubbles, onward: from a boy
I wantoned° with thy breakers°—they to me 58 wantoned: frolicked.
Were a delight—and if the freshening sea breakers: large waves.
60 Made them a terror, ’twas a pleasing fear,
For I was as it were a child of thee,
And trusted to thy billows far and near,
And laid my hand upon thy mane—as I do here.
Juxtaposition What does the speaker suggest about the ocean’s power by
1 juxtaposing the phrases “oak leviathans” and “huge ribs” (line 31) with “thy
toys” and “the snowy flake”?
Vocabulary
arbiter (är bə tər) n. a judge
mar (mär) v. to spoil or damage
Listening Practice
0802_0804_U4P3_877981.indd 804 3/4/08 5:32:32 PM
SPIRAL
REVIEW
Sounds and Emotions Poets note how the sounds make them feel as
and writers describe not only visual they listen. Then ask students to write a
aspects of their subjects but audible reflective response in which they convey
aspects as well. For example, in “Apostro- the emotional impact of the sounds.
phe to the Ocean,” Byron uses the phrase
“music in its roar” to describe the ocean.
Have students listen to a recording of
sounds of the ocean, a storm, or an event
such as a parade or a battle. Have them
804
Assess
1. What new ideas about nature and beauty did 5. What images in “She Walks in Beauty” best 1. Students’ answers will vary.
these poems suggest to you? communicate to you the woman’s beauty?
2. (a) Gentleness, calmness,
2. (a)What qualities besides beauty does the 6. Byron wrote Childe Harold’s Pilgrimage in thoughtfulness, and innocence
woman in “She Walks in Beauty” have? Spenserian stanzas, a verse form named after
(b)What can you infer about the speaker’s Edmund Spenser. (a)What is the rhyme scheme (b) The speaker feels admira-
feelings toward her? of each stanza? (b)What effects does Byron tion, love, and protectiveness.
achieve with the longer ninth line of each stanza? 3. (a) The ocean is powerful, and
3. (a)In lines 1–36 of “Apostrophe to the Ocean,”
how does the speaker portray the relationship Connect humans are weak. (b) Humans
between the ocean and human beings?
7. Big Idea The Quest for Truth and Beauty can never master nature.
(b)What do these lines suggest about the ability
In “She Walks in Beauty,” what is the main idea 4. He is disillusioned by people
of human beings to master nature?
that Byron conveys about physical beauty?
4. From the contrast presented in lines 37–54 of but believes the ocean is divine.
8. Connect to the Author Byron was a frequent
“Apostrophe to the Ocean,” what can you infer 5. Some students may choose
traveler throughout his life. In what ways do his
about the speaker’s views on humans and the
ocean?
poems reflect this? images that indicate the
woman’s physical beauty, while
others may choose images that
Literary Element Juxtaposition Reading Strategy Analyze Figurative
Language describe her personal goodness.
By using juxtaposition, poets can create unex-
pected pairings and stunning contrasts. 6. (a) ababbcbcc (b) The longer,
When you analyze the figurative language in a
1. In lines 17–18 of “She Walks in Beauty,” why poem, you can often detect the work’s tone. ninth line (six stresses as
does the speaker juxtapose phrases about the 1. In the last line of “Apostrophe to the Ocean,” what opposed to five) stretches out
subject’s mind and heart? does the word mane suggest about the ocean? the poet’s concluding thought in
2. What examples of juxtaposition in “Apostrophe 2. How would you contrast the tone of each stanza, mimicking move-
to the Ocean” did you find most effective? “Apostrophe to the Ocean” with that of “She ment of the ocean’s waves.
Walks in Beauty”?
Writing 7. External appearance reflects the
Write an Essay Byron’s poems contain striking
character of the soul.
and descriptive figurative language. Choose one
Vocabulary Practice
8. Byron’s poetry makes vivid ref-
simile, metaphor, personification, or other figure erences to various geographic
of speech from “She Walks in Beauty” and one Practice with Analogies Choose the word
from “Apostrophe to the Ocean.” Write a brief that best completes each analogy.
formations and exotic locations
essay in which you analyze the meaning of each that suggest a familiarity with
1. spurn : snub :: obscure :
figure of speech and the effect it has upon the
a. conceal b. upset c. display
large parts of the world.
rest of the poem or passage in which it appears.
2. arbiter : judge :: error :
Literature Online a. correction b. disclaimer c. blunder Writing
Selection Resources For Selection Quizzes, eFlashcards, 3. mar : repair :: insult : Students’ essays should analyze
a. offend b. extol c. denigrate
glencoe.com and enter QuickPass code GLB9817u4. the meaning of a figure of speech
from each poem and the effect the
GE O RGE GO RD ON, L O RD BYRON 805 literary device has on the rest of
the poem.
0805_U4P3_877981.indd 805 3/4/08 5:34:50 PM

For additional selection assess-
Literary Element Reading Strategy ment, see Assessment Resources,
1. Mane evokes the image of a lion and pp. 201–202.
1. They emphasize the beauty of natural
innocence. its associations of power and royalty.
2. The use of “unknelled, uncoffined, 2. The tone of “Apostrophe to the
and unknown.” Ocean” is awestruck; that of “She Progress Check
Walks in Beauty” is tender.
Can students understand
juxtaposition?
Vocabulary Practice If No ➔ See Unit 4 Teaching
1. a 2. c 3. b Resources Book, p. 184.
805
Learning Objectives Literary History
Literary History For pages 806–807
The Byronic Hero

objective:
Focus Literary Study: Connecting to
G
the literature.
eorge Gordon, Lord Byron was only thirty-six when he
died. His brief life was marked by bold adventure, lascivious
scandal, and artistic accomplishment. His work and lifestyle
profoundly influenced the culture of his time.
Bellringer Options When Byron published the first two cantos of Childe Harold’s Pilgrimage in 1
Daily Language Practice 1812, he became famous overnight. The speaker of this long poem is an
unconventional outsider, a moody, passionate, mysterious wanderer. In
Transparency 66 short, he is a Byronic hero—an antihero, alienated and rebellious. Byron
Or ask: Can you think of any himself embodied many of these traits, and the archetype that he created
present-day style setters? Who has become ingrained in literature and popular culture.
is emulated in dress, speech,
writing, or activities? (Stu-
“Mad—bad—and dangerous to
dents may mention athletes,
celebrities, or political figures.)
know.”
—Lady Caroline Lamb, on Lord Byron
Are there any qualities that
these people share? Do they
share characteristics of the Characteristics of the Byronic Hero
Byronic hero? (They may Literary critics have defined the Byronic hero in
be iconoclasts, going against various ways, but most agree on the archetype’s
conventions.) essential characteristics.
Rebellion The Byronic hero is a rebel, an
individualist who questions and rejects society’s
laws, conventions, and morality. As the model,
Byron might have looked to figures like Napoleon
Bonaparte, the mysterious commoner who became
emperor of France and whose genius was to transform
it into a great European power.
Alienation The Byronic hero disdains society and
Teach social conventions. He rejects the assumption that
people of wealth, rank, and privilege deserve
Manfred on the Jungfrau, 1840–1861. Ford Madox Brown.
Oil on canvas. Manchester Art Gallery, England.
advantages in life solely because of their ancestry.

He is often an outcast or outlaw who supports the
Literary Element 1 democratic ideals of a meritocracy.
sinister. One of Byron’s characters, Manfred, carries
an air of melancholy that grows out of a mysterious,
Poetry Forms Tell students Gloom The Byronic hero is darkly handsome, “half-maddening sin.” Byronic heroes often have
melancholy, moody, and mysterious. He can never unexplained pasts that intensify their air of mystery
that a canto is a major division of a be happy, even when good things happen. He is and hint at great sorrow.
long poem. difficult to portray because the reader must
Boldness The Byronic hero is arrogant and defiant.
sympathize with him, yet he must be somewhat
Byron’s heroes are effective, almost superhuman

S Reading Practice
Manfred was the first play Lord
0806_0807_U4P3_877981.indd 806 3/4/08 5:35:43 PM
Byron wrote. It was highly success- SPIRAL Characterization Remind look through this selection and find exam-
REVIEW
ful and was translated into students that two methods are ples of direct characterization and indirect
German at least 18 times during used to reveal characters’ personali- characterization of the Byronic hero.
the nineteenth century. ties: direct characterization is an author’s
description of a character’s personality;
indirect characterization is a suggestion
of traits by means of a character’s words,
For an audio recording of this
actions, or appearance. Ask students to
For activities related to this selection,
Audio CD-ROM. see Unit 4 Teaching Resources Book,
pp. 189–190.
806
leaders who overcome obstacles and formidable,
even supernatural, opponents. This confidence
regular feature of romance novels, comic books, and
detective stories. He has also found his way to the Literary History
helps endear the Byronic hero to the reader. big screen. In spaghetti westerns, Clint Eastwood
famously portrayed nameless, roving gunslingers
Danger The Byronic hero is ultimately self-
who embodied the archetype of the Byronic hero.
destructive and, unlike traditional heroes, unlikely
Teach
Perhaps the best-known pop-culture example,
to live happily ever after. That is his charm and his
though, is James Dean’s lead role in Rebel Without
tragedy. Appealing as he may be to the various
2 women who cross his path, he cannot be faithful
a Cause.
to them. He is either incapable of such fidelity, or
his wandering destiny keeps him from lasting Big Idea 2
attachments.
The Quest for Truth and
The Legacy of the Byronic Hero Beauty Remind students that
Besides the dark, brooding characters that he
the Romantics sought out the
created, Byron himself left a lasting impact on deepest, most intense human
European culture. His style and persona mirrored the experiences by falling in love, writ-
tastes of the day—his portrait in Albanian dress (see ing poetry, and fighting for causes
page 800) shows the era’s fascination with the exotic.
The famed Russian poet Alexander Pushkin, an they believed in. Ask: How does
enthusiastic admirer of Byron, had himself painted in the Byronic hero embody the
a similarly exotic costume. As if they were making a spirit of the Romantics? (He
pilgrimage, artists followed in Byron’s footsteps,
traveling throughout Europe, the Middle East, and
or she doesn’t follow conven-
North Africa and painting exotic street scenes and tion; rather, he or she is fiercely
portraits of Arab chieftains and commoners. independent, passionate, and
Composers have immortalized several Byronic rebellious.)
heroes as well. Hector Berlioz’s Harold in Italy grew
out of Byron’s first major work, Childe Harold’s
Pilgrimage. Inspired by the Byronic hero Manfred,
Robert Schumann wrote a Manfred Overture, and Lord Byron Reposing in the House of a Fisherman Having
Swum the Hellespont, nineteenth century. Sir William Allan.
Assess
Peter Ilich Tchaikovsky wrote a Manfred Symphony.
Roy Miles Fine Paintings, London. 1. The Byronic hero’s ability to act
Still, the most significant effect of the Byronic hero as an effective leader and his
has been in literature. Many nineteenth-century
novels feature brooding, mysterious characters, such Literature Online sense of chivalry are tradition-
as Mr. Rochester in Charlotte Brontë’s Jane Eyre Literature and Reading For more about Byron and ally heroic traits. Byronic heroes
and Heathcliff in Emily Brontë’s Wuthering Heights. the Byronic hero, go to glencoe.com and enter QuickPass differ from traditional heroes by
code GLB9817u4.
In modern times, the Byronic hero has been a
being rebellious and moody and
by choosing to be outsiders.
2. Students’ answers will vary
Respond and Think Critically but may refer to the attraction
1. In what ways is the Byronic hero similar to and 3. Choose a contemporary character from a comic many people feel to rebellious
different from the traditional hero? book, movie, novel, story, or play and discuss how outsiders.
that character exemplifies the Byronic hero.
2. Why do you think the Byronic hero has endured 3. Students may mention a variety
in literature, movies, and art? 4. How did the Byronic hero influence the cultures of
Russia and Western Europe?
of rebellious, moody, arrogant,
or self-destructive characters.
LITERARY HISTO RY 807 4. Byron’s creation of the anti-hero
English Learners or Byronic hero manifested itself
0806_0807_U4P3_877981.indd 807 4/22/08 4:54:35 PM
in artists’ work and in famous
literary characters in the cultures
Beginning Ask English learners whether Advanced Ask students to generate two of Russia and Western Europe.
Byronic heroes are found in their particular questions to help clarify their understand-
cultures. If so, have students share poems ing of the characteristics of the Byronic
or stories featuring a Byronic hero with the hero. (What characteristics does the Byro-
class. nic hero share with a villain? How does
the Byronic hero differ from a villain?)
Have students ask each other their ques-
tions until all have been answered.
807
Focus Shelley’s Poetry
Bellringer Options Meet Percy Bysshe Shelley

(1792–1822)
Selection Focus
M
Transparency 41 any of our modern stereotypes of poets are
Daily Language Practice derived from the life and character of
Percy Shelley. He died young; he was polit-
Transparency 67 ically radical and indifferent to the social norms of result, the couple had to fend for themselves with
Or read this quotation by Shelley his age; he was passionate and often intemperate; little money. After moving from place to place,
and in his poems, he celebrated nature’s transcen- they went to Dublin, Ireland.
aloud: “Poetry turns all things
dence while embracing its inherent gloom. Emerging Poet By 1813 Shelley had returned to
to loveliness … it strips the veil
London, where he published his first major work,
of familiarity from the world Queen Mab, a prophetic poem that condemns war,
and lays bare the naked and “Poets are the unacknowledged the monarchy, and the church. That same year
sleeping beauty.” Ask: What Harriet gave birth to their first of two children.
legislators of the World.” Shelley, though, was soon to fall in love with
does the quotation mean? Do Mary Godwin, the daughter of his mentor, radical
—Percy Bysshe Shelley
you agree that the poet’s job is philosopher William Godwin, and author Mary
to reveal hidden beauty in the Wollstonecraft. Just before his twenty-second
birthday, Shelley left for Europe with Mary. They
world? (Answers will vary.) “Mad Shelley” Born in 1792, Shelley was the son spent the summer of 1816 on the shores of Lake
Have students, as they read, of a country squire and an heir to a wealthy estate. Geneva, in Switzerland, where Shelley met and
He was the oldest child in a family mostly of girls. befriended George Gordon, Lord Byron. After two
consider Shelley’s Romantic view He was adored by his sisters and indulged by his years of traveling and writing, they returned to
of poetry. father, who was unsure how to manage his unruly England. Soon after their return, Harriet drowned
son. At age ten, when he attended Syon House herself. Percy and Mary were then married.
Academy, however, he was often ridiculed. When
he switched to Eton at twelve, the boys there In 1818, seeking a more healthful climate, relief
treated him worse, calling him “Mad Shelley” and from his creditors, and increased proximity to
playing practical jokes on him. Shelley retreated Lord Byron, Shelley moved his household to Italy.
into fantasy, writing gothic poems and melodramatic In Italy, Shelley wrote some of his best poetry and
romances. He also began to gravitate toward politi- essays. Yet, tragedy loomed. He and Mary lost two
cal literature that opposed hypocrisy and injustice. of their own children, and Mary suffered a severe
nervous breakdown. Then, just prior to his thirtieth
At eighteen, Shelley entered University College, birthday, Shelley drowned in a boating accident.
Oxford, where he met his lifelong friend and biog- “You were all brutally mistaken about Shelley,”
rapher Thomas Hogg. The two were expelled only wrote his grief-stricken friend Lord Byron. “[He
six months later, however, after they circulated was] the best and least selfish man I ever knew.”
and refused to admit authorship of the pamphlet
The Necessity of Atheism. Shelley then traveled to
London, where he met, and eventually eloped Literature Online
with, Harriet Westbrook. Both Shelley’s family Author Search For more about Percy Bysshe Shelley,
and Harriet’s were opposed to the marriage. As a go to glencoe.com and enter QuickPass code GLB9817u4.
Selection Skills
0808_0809_U4P3_877981.indd 808 3/4/08 5:39:40 PM

• Irony (SE pp. 802–811) Ozymandias Viewing Skills
• Imagery (SE p. 811) • Analyze Art (SE p. 810)

• Draw Conclusions Vocabulary Skills • Research and Report
About Meaning • Academic Vocabulary (SE p. 812)
(SE pp. 802–812) (SE p. 812)
808
Learning Objectives
Before You Read
For pages 808–822
Focus
Connect to the Poem In studying these texts, you
What do you feel is the most enduring kind of contribution a objectives:
person can make? With a small group of classmates, discuss Literary Study:
what makes a person’s legacy pass the test of time. Analyzing irony.
Analyzing diction.
Summary
Build Background Reading: The speaker quotes a traveler
“Ozymandias” is a Greek form of the name of Ramses II, the Drawing conclusions about
who described the ancient ruin
pharaoh who ruled Egypt during the thirteenth century .. meaning.
Much of our knowledge of Ramses is derived from the large- Recognizing author’s purpose. of a monument to Ozymandias,
scale monuments built to glorify his reign. Research: Reporting on an Egyptian pharaoh. The statue
literary criticism.
Shelley wrote “Ode to the West Wind” in 1819, in a forest
is inscribed with the king’s order
beside the Arno River near Florence, Italy. “To a Skylark” cele- to behold his great works. All that
brates the European skylark, a small bird that sings only in flight, remains, however, is the crumbled
often when it is too high to be seen. ruin in the desert.
Vocabulary Preview
dirge (durj) n. a song sung in For summaries in languages other
Big Idea The Quest for Truth and Beauty
grief; a mournful hymn; p. 814
As you read, ask yourself, How does Shelley present Romantic
During the ceremony, a dirge was
ideas about beauty, nature, and political radicalism? Resources Book, pp. 191–196.
sung in honor of the missing soldiers.
Literary Element Irony cleave (klēv) v. to tear or rip; to
split something apart; p. 815 It
Irony takes several forms, all arising from a contrast between
appearance and reality. In verbal irony, words that appear to
was quite easy for the axe to cleave Vocabulary
the soft wood.
mean one thing actually mean the opposite. In situational irony,
the outcome of a situation is the opposite of what one expected. tumult (too məlt) n. disorder; Application Discuss present-
Dramatic irony exists when the audience or reader knows some- an uproar; p. 816 After the show, day actions or situations that apply
thing that a character does not know. As you read “Ozymandias,” there was a great tumult outside the to each word’s definition. Once
ask yourself, What purpose is irony serving in the poem? theater. students are comfortable using the
satiety (sə tı̄ ə tē) n. a feeling words, ask them what the meaning
Reading Strategy Draw Conclusions About of weariness or even dislike of
Meaning and use of these words suggests
something caused by satisfying
A conclusion is a general statement based on a number of an appetite or desire for it in about Shelley’s outlook on life.
specific examples. In a work of literature, these specific exam- excess; p. 819 Diners suffered
ples are literary elements, rhetorical devices, and main ideas. satiety after the enormous meal.
By analyzing the specifics, a reader can draw a valid conclusion
about the meaning of the literary work. As you read, ask your-
self, What statement can I make about what I’ve read?
For additional context, see
Tip: Taking Notes Note specific examples in the poem that Glencoe Interactive Vocabulary
might aid you in drawing a conclusion about its meaning. Write
CD-ROM.
down each example, describe it, and then label the line in which
it appears. After recording your examples, draw a conclusion
about the poem’s meaning.
For an audio recording of this
PERCY BYSSHE SHELLEY 809 selection, use Listening Library
Audio CD-ROM.
Approaching Level
0808_0809_U4P3_877981.indd 809 3/15/08 1:41:38 PM
Emerging Approaching-level students are one quarter short. This is situational

may need additional support to under- irony.
stand irony and its role in “Ozymandias.” Ask students to write their own examples
Tell them that situational irony is when of ironic situations involving a powerful
the outcome of a situation is the opposite person, such as a leader or famous histori-
of expectations. Say: Imagine you are cal figure.
on your way to the movie theater and
you see a quarter lying on the ground,
but you don’t pick it up. When you go
to pay for the movie, you find that you
809
Teach
Literary Element 1
Irony Answer: There are
none of Ozymandias’s works left,
so reality differs from his expecta-
tion. This irony suggests that the
poem’s theme concerns the arro-
gance of power and the imperma-
nence of human achievements.
Reading Strategy 2
Memnonium, Thebes, from David Roberts in Egypt and Nubia, 1848. L. Haghe. Color lithograph.
Institute of Civil Engineers.
Draw Conclusions About Many of the Egyptian monuments sketched by Roberts have since been
Meaning Ask: What conclu- destroyed. Does this image capture the idea or feel of Shelley’s poem? Explain.
sion can you draw about the
ruler whose broken statue lies in
the desert? (The ruler was
arrogant.) What words in the
poem led you to this conclusion?
(frown, wrinkled lip, sneer of cold Percy Bysshe Shelley
command, and the inscription)
I met a traveler from an antique land

Who said: Two vast and trunkless legs of stone
Stand in the desert . . . Near them, on the sand,
Half sunk, a shattered visage1 lies, whose frown, 1. A visage is a face.
5 And wrinkled lip, and sneer of cold command, 2
Tell that its sculptor well those passions read
Which yet survive, stamped on these lifeless things,
S The hand2 that mocked3 them, and the heart4 that fed: 2. Here, hand refers to the
Answer: Answers will vary. And on the pedestal these words appear: hand of the sculptor.
3. Mocked means “imitated”
10 “My name is Ozymandias, king of kings:
Some may say that the images of Look on my works, ye Mighty, and despair!”
or “derided.”
4. Heart refers to the heart of
destroyed buildings and statues Nothing beside remains. Round the decay Ozymandias.
that were clearly once grand cap- Of that colossal wreck, boundless and bare
ture Shelley’s idea of a once-great The lone and level sands stretch far away.
man now forgotten.
Through his vast collection of Irony What is ironic about the statue’s inscription? What does the irony
sketches, Scottish artist David 1 suggest about the theme of the poem?
Roberts (1796–1864) portrayed

Egypt as a living country with a
MARY EVANS/INS. OF CIVIL ENGINEERS
majestic past. He sketched nearly

every antiquarian site, including 0810_U4P3_877981.indd 810 12/12/07 5:39:31 PM
many temples that have since Hyperbole and Understatement Point out that hyperbole and understate-
been destroyed. The lithographs of Explain that understatement is the oppo- ment are often used for ironic effect.
these sketches by Louis Haghe are site of hyperbole, or overstatement. Then Ask: How are lines 12–14 understated?
still considered a landmark in color write this on the board: (They describe the wasteland in plain
printing. Words of a Hungry Man terms without comment.)
Hyperbole: I could eat a horse.
Understatement: I could stand a nibble.
810
Assess
1. What is your opinion of Ozymandias? Give 5. (a)In your opinion, for what purposes did 1. Responses will reflect personal
reasons for your answer. Shelley write this poem? (b)How successful attitudes and beliefs about the
was he? Explain. vanity of Ozymandias’s claims.
2. (a)At the start of the poem, what does the
traveler describe? (b)What specific details help 6. (a)Why do you think Shelley uses “a traveler 2. (a) The ruins of an ancient
you visualize what is being described? from an antique land” as the storyteller within
statue (b) “Vast and trunkless
the poem? (b)What is the effect of having both
3. (a)What words appear on the legs”; “half sunk”; “shattered vis-
a speaker and a storyteller? Explain.
pedestal? (b)What do these words suggest
age”; “sneer of cold command”
about Ozymandias’s personality and character? Connect
3. (a) “My name is Ozymandias,
4. (a)How does the traveler describe the area
7. Big Idea The Quest for Truth and Beauty king of kings:/Look on my
surrounding the ruins? (b)What does this
How are Shelley’s political radicalism and
description suggest about the nature of power works, ye Mighty, and despair!”
Romantic ideals evident in this poem? Explain.
and fame? (b) Ozymandias was arrogant.
8. Connect to Today Name a modern monu-
ment or tribute, and consider whether it will 4. (a) As a vast, barren wasteland
continue to be meaningful in the distant future. (b) Fame is a fleeting illusion.
Explain your opinion.
5. (a) To instruct or persuade read-
ers that power and fame are
Literary Element Irony Review: Imagery fleeting (b) Students’ answers
Irony can be used in many different ways in a liter- Imagery is the “word pictures” writers create with should be supported with
ary work. It can be used to support the theme or sensory details—details that appeal to sight, smell, evidence from the poem.
main idea. It can add humor, increase suspense, hearing, touch, or taste. Choose an image from
or create a surprise. In “Ozymandias,” there are “Ozymandias” that strikes you as particularly vivid, 6. (a) The storyteller adds to the
several different examples of irony that help and sketch your interpretation of the image on a exotic setting and makes the
advance the poem’s theme. separate sheet of paper. Share your sketch with a description seem authentic.
partner, explaining which sensory details helped
1. Find examples of irony in “Ozymandias.” What (b) Students’ answers will vary.
you form the image in your mind.
type of irony is illustrated by each example?
7. Shelley’s belief in the transience
Explain.
of glory and the foolish vanity of
2. How does the irony support the theme of the
the powerful informs his radical-
poem?
ism. His use of the device of the
traveler, the exotic setting, and
the ancient ruins suggest his
Romanticism.
8. Students should provide current
Literature Online
examples of monuments or
tributes and explain why these
glencoe.com and enter QuickPass code GLB9817u4. monuments will or will not
endure.
PERCY BYSSHE SHELLEY 811
0811_0812_U4P3_877981.indd 811 3/4/08 5:40:59 PM
Literary Element Progress Check

1. Possible answers: “passions Can students identify irony?
… survive”—verbal; “Look If No ➔ See Unit 4 Teaching
on … despair”—dramatic Resources Book, p. 197.
2. Irony develops the theme that all is
vanity.
Review
Students should incorporate specific
details from the poem in their sketches.
811
After You Read Reading Strategy Draw Conclusions Research and Report
About Meaning
Reading Strategy Much of the evidence needed to draw accurate Literary Criticism
conclusions about a literary work is not explicitly Assignment The scholar and literary critic Donald
1. Fame and power do not last. stated. Therefore, it is often necessary for the H. Reiman has stated that Shelley “dedicated his
reader to infer the meaning from various elements efforts to the destruction of tyranny in all its forms.”
2. Students’ answers will vary.
within the work. Write a short essay indicating whether you find evi-
Some may cite images, such
1. What do you think is the meaning of the poem dence of this philosophy in “Ozymandias.” Share
as, “sneer of cold command,” your conclusions with the class.
“Ozymandias”?
“decay of that colossal wreck,”
2. In support of your opinion, list three specific Prepare Reread the poem, looking for evidence
“lone and level sands stretch examples from the poem. either supporting or refuting Reiman’s observation.
far away,” or the inscription “My Then craft a thesis statement that expresses your
name is Ozymandias, king of main idea. Be sure to cite passages from the poem
Academic Vocabulary accurately, enclosing them in quotation marks and
kings: look on my works, ye
In the poem, Shelley contrasts the image of separating lines with a slash (/).
Mighty, and despair!”
what was once a grand statue with the decay Report Present your essay to the class, using a
in which it now lies. tone of voice and gestures suited to the serious,
Progress Check Contrast is an academic word. To create irony, scholarly nature of the subject. Demonstrate how
Shelley contrasts reality with what a character the lines you quote from the poem logically sup-
Can students draw thinks an outcome will be. port your thesis. Referring often to the text of the
poem will lend your argument strength.
conclusions about meaning? To further explore the meaning of this word,
answer the following question: What kind of a EXAMPLE:
If No ➔ See Unit 4 Teaching room would contrast with the room you’re in The phrase “sneer of cold command” suggests
Resources Book, p. 198. right now? ________________ and ________________.
For more on academic vocabulary, see pages Speak slowly and clearly, frequently looking at vari-
56 and R81. ous members of the audience. Vary the pace and
volume of your voice to stress evidence that sup-
For additional assessment, ports your thesis
see Assessment Resources,
pp. 203–204. Evaluate Write a paragraph evaluating the effec-
tiveness of your report.
To create custom assessments

online, go to Progress Reporter
Online Assessment.
To create assessment using soft-

ware, use ExamView Assessment
Suite.
0811_0812_U4P3_877981.indd 812 12/20/07 11:38:15 AM
Academic Vocabulary Writing

Answers will vary. Students’ essays should: argue whether
or not critic Reiman’s statement of
Shelley’s philosophy is found in the
poem, include a clearly stated thesis
statement, support opinions with
direct quotes from the poem, and be
presented to the class using appropriate
tone of voice and gestures.
812
Before You Read
Before You Read
Literary Element Diction
Diction is an author’s word choice, or the use of
Reading Strategy Recognize Author’s
Purpose
Focus
appropriate words to convey a particular meaning.
Diction is particularly important in poetry, which
To recognize an author’s purpose means to
recognize an author’s intent. An author typically
Summary
uses language more economically than most prose writes to accomplish one or more of the following
does. As you read “Ode to the West Wind” and “To
In “Ode to the West Wind,” the
purposes: to persuade, to instruct, to inform or
a Skylark” pay attention to Shelley’s use of diction. explain, to entertain, to describe, or to tell a story. speaker describes the effect of the
west wind on the land, sky, and
sea. He expresses his envy and
desire to be as free as the wind.
“To a Skylark” exalts the skylark’s
beautiful spirit, praising its “profuse
strains of unpremeditated art.” The
speaker asks the skylark to bestow
on him its art and “gladness.”
Percy Bysshe Shelley For summaries in languages other

Teach
1
wild West Wind, thou breath of Autumn’s being,
Thou, from whose unseen presence the leaves dead
Are driven, like ghosts from an enchanter fleeing,
Literary Element 1
Yellow and black and pale and hectic red,° 4 hectic red: red like the flushed
5 Pestilence-stricken multitudes: O Thou,

cheeks of someone who has
tuberculosis.
Diction Answer: More like
Who chariotest° to their dark wintry bed 6 chariotest: convey in a chariot. everyday speech
ENGLISH LEAR N ERS Encourage
The wingèd seeds, where they lie cold and low,
Each like a corpse within its grave, until English Learners to connect azure
Thine azure° sister of the Spring° shall blow 9 azure: sky blue. with azul, the Spanish word for
sister of the Spring: the south wind.
“blue.” Ask: What visual image
does the word create for you?
(Answers will vary.)
Diction If Shelley had used “sky blue” instead of “azure,” would line
9 sound more formal or more like everyday speech? 1
Selection Skills
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• Diction (SE pp. 813–822) Ode to the West Wind, Viewing Skills
• Rhyme Scheme (SE p. 822) To a Skylark • Analyze Art (SE p. 817;
TE pp. 815, 820)

• Recognize Author’s Pur- Vocabulary Skills • Write a Review (SE p. 823)
pose (SE pp. 813–822) • Synonyms (SE p. 822) • Point of View (SE p. 823)
• Academic Vocabulary • Use Pronouns (TE p. 820)
(SE p. 822)
813
Teach 10 Her clarion° o’er the dreaming earth and fill
(Driving sweet buds like flocks to feed in air)
10 clarion: trumpet call.
With living hues and odors plain and hill:
Literary Element 1 Wild Spirit, which art moving everywhere;

Destroyer and preserver; hear, oh, hear!
Diction Answer: Students
may say that it creates an ener-
getic tone. 2
15 Thou on whose stream, ’mid the steep sky’s commotion,
ENGLISH LEAR N ERS Remind Eng-
Loose clouds like Earth’s decaying leaves are shed,
lish learners that the purpose of Shook from the tangled boughs of Heaven and Ocean,° 17 the tangled boughs of Heaven
imagery is to create “word pic- and Ocean: a metaphor for the way
in which clouds are formed by a
tures”—detailed language that con- Angels° of rain and lightning: there are spread suspension of water (Ocean) in air
veys the author’s feelings or ideas. On the blue surface of thine aery surge, (Heaven).
20 Like the bright hair uplifted from the head 18 Angels: messengers.
Have them work with partners to
locate two examples of powerful Of some fierce Maenad,° even from the dim verge 21 Maenad (mē nad): in Greek
imagery on this page. Discuss what Of the horizon to the zenith’s height, mythology, a female worshiper of
these images add to the poem. The locks of the approaching storm. Thou dirge Dionysus, the god of wine and wild
revelry.
Of the dying year, to which this closing night

For additional literary element 25 Will be the dome of a vast sepulchre,° 25 sepulchre (sep əl kər): tomb.
practice, see Unit 4 Teaching Vaulted with all thy congregated might
Of vapors, from whose solid atmosphere
Black rain and fire and hail will burst: oh, hear!
Literary History S 3
Thou who didst waken from his summer dreams
Odes Traditionally, odes are long 30 The blue Mediterranean where he lay
lyric poems that have had serious Lulled by the coil of his crystalline streams,
subjects, lofty sound diction, and
elaborate structure. The best early Beside a pumice° isle in Baiae’s bay,° 32 pumice (pum is): a light,
And saw in sleep old palaces and towers
odes are credited to the Greek poet porous volcanic rock.
Baiae’s (bı̄ ēz) bay: a small
Quivering within the wave’s intenser day,
Pindar (522–443 ..), whose work seaport in a volcanic area near
Naples, Italy, which had been a
publicly praised notable citizens such 35 All overgrown with azure moss and flowers tourist resort in ancient Roman
as victorious Olympic athletes. Later, So sweet the sense faints picturing them! Thou times. Shelley had taken a boat trip
there in 1818 and observed its
the Roman poet Horace (65–8 ..) For whose path the Atlantic’s level powers underwater ruins.
wrote odes on love, friendship, and
the art of poetry. As the form evolved 1 Diction What tone does this metaphor help create?
in England, the irregular ode arose
with its varying rhyme scheme and Vocabulary
stanzas. The modern Romantic ode dirge (durj) n. a song sung in grief; a mournful hymn
evolved from these various forms.

Reading Practice
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SPIRAL
SMALL GROUP REVIEW
Identify Main Idea and Maenad’s hair, the wind’s sounding like
Supporting Details a funeral song, and the wind’s vapors
Help students identify the main idea in vaulting the dome of night).
section 2 of Shelley’s poem (that the Then divide students into four groups.
West Wind transforms the sky) and the Have each group identify the main idea
supporting details (the wind’s driving and the supporting details in one of the
storm clouds across the sky like leaves other sections of the poem.
and spreading rain and lightning like
814
Teach
Literary Element 2
Diction Answer: The word
oozy creates a sensory image that
suggests both the texture of sea-
weed and its wavery appearance
in the water. In addition, it echoes
the vowel sound of “blooms.”
S
Like other Romantics, J. M. W. Turner
(1775–1851) was fascinated
by the power of nature and the
mystery of the sea. In this seascape,
he captures the turbulence of the
snowstorm, the upwelling waves,
and the ferocious wind.
Snow Storm at Sea, 1842. Joseph Mallord William Turner. Oil on canvas, 91½ x 122 cm. Ask: How does Turner’s visual
Tate Gallery, London.
portrayal of the wind compare
with Shelley’s written portrayal?
(Accept all reasonable responses.)
Cleave themselves into chasms, while far below
The sea-blooms and the oozy woods which wear
40 The sapless foliage of the ocean, know
Thy voice and suddenly grow grey with fear

And tremble and despoil themselves:° oh, hear! 39–42 The sea-blooms . . .
despoil themselves: the vegetation
at the bottom of the sea changes
with the seasons. (Here, despoil, in
the sense of “undress,” refers to a
loss of vegetation.)
Diction Why might Shelley have chosen the word oozy? 2

Vocabulary
cleave (klēv) v. to tear or rip; to split something apart
English Learners Advanced Learners

Tate Gallery, London/SuperStock

SMALL GROUP
Intermediate Point out that Terza Rima Explain that terza rima is a
the West Wind is associated verse form of interlocking three-line stan-
with the yearly cycle of decay and new zas called tercets. The first and third lines
growth. Many cultures have traditions that of the first tercet rhyme; the second line
celebrate the seasonal cycle. Form cross- provides the rhyme for the first and third
cultural groups and have them compare lines of the next tercet, and so on. Have
Shelley’s description of the West Wind with students research and present to the class
motifs from other cultural traditions. the origins of terza rima.
815
Teach 4
If I were a dead leaf thou mightest bear;
If I were a swift cloud to fly with thee;
A wave to pant beneath thy power and share
Reading Strategy 1 45
The impulse° of thy strength, only less free 46 impulse: a sudden force that
Recognize Author’s Than thou, O Uncontrollable! If even causes motion, such as a push.
Purpose Answer: They I were as in my boyhood and could be
suggest that Shelley’s purpose is to
praise the power of the West Wind The comrade of thy wanderings over Heaven,
and to ask for spiritual rebirth. 50 As then, when to outstrip thy skiey speed
Scarce seemed a vision, I would ne’er have striven
Ask: In the next stanza, what
does Shelley ask of the wind? As thus with thee in prayer in my sore need.
(He asks the west wind to spread Oh, lift me as a wave, a leaf, a cloud!
its words among people, as it I fall upon the thorns of life! I bleed!
spreads sparks and hot ashes
55 A heavy weight of hours has chained and bowed
from a fireplace.) One too like thee: tameless and swift and proud.
AP P ROACH I NG If approaching-level
students have difficulty under-
standing the author’s purpose, 5
re-read section 5 aloud and call Make me thy lyre,° even as the forest is: 57 lyre (lı̄r): a harp—in this case
What if my leaves are falling like its own! probably an Aeolian harp, a stringed
on students to paraphrase each The tumult of thy mighty harmonies
instrument that produces musical
sounds when the wind passes over
line. Make sure students see its strings.
that Shelley compares his poetry 60 Will take from both a deep, autumnal tone,
to the leaves he has described Sweet, though in sadness. Be thou, Spirit fierce,
throughout this poem. My spirit! Be thou me, impetuous one!
Drive my dead thoughts over the universe

Like withered leaves to quicken a new birth!
65 And by the incantation° of this verse, 65 incantation: a ritual recitation
or chanting, usually of a magic
charm or spell.
Scatter, as from an unextinguished hearth
Ashes and sparks, my words among mankind!
Be through my lips to unawakened Earth
The trumpet of a prophecy! O Wind,

70 If Winter comes, can Spring be far behind?
Recognize Author’s Purpose What do these lines suggest about

1 Shelley’s purpose for writing this poem?
Vocabulary
məlt) n. disorder; an uproar
tumult (too
Reading Practice
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SPIRAL
REVIEW
Set a Purpose Have students a phrase, line, or stanza that they think
recall characteristics of Roman- illustrates characteristics of Romantic
tic poetry. Ask a volunteer to list poetry. Afterward, have students compare
responses on the board. Focus on the fol- notes and elaborate on the reasons for
lowing: subjects drawn from common life, their choices.
celebration of beauty in nature, expression
of spontaneous feelings, and emphasis on
the poet’s personal responses to the sub-
ject. As they read sections 4 and 5, have
students note whenever they encounter
816
Teach
Reading Strategy 2
Recognize Author’s
Purpose Remind students that
odes are songs of praise. Point out
that the title To a Skylark is typical
of odes, which are written “to” a
part of nature, “to” a quality like
love, or “to” an absent person.
Ask: What qualities of the
skylark might Shelley admire?
(Skylarks fly high and sing lovely,
spontaneous songs.)
Wheatfield with Lark, 1888. Vincent van Gogh. Oil on canvas. Rijksmuseum, Amsterdam.
Van Gogh used strong, visible brushstrokes to give his paintings texture
and color. What do you first notice in this image?
Literary Element 3
Diction Answer: The repeated
‘s’ sound and the repetition of sing
and soar create a musical effect.
2
Percy Bysshe Shelley

S
Answer: Many students will say
Hail to thee, blithe° Spirit! 1 blithe: carefree; lighthearted. they notice the movement of the
Bird thou never wert, wheat, or that they notice the bird
That from Heaven, or near it, first, because of its stark contrast
Pourest thy full heart with the rest of Van Gogh’s sky.
5 In profuse° strains of unpremeditated° art. 5 profuse: plentiful; given freely or
abundantly.
unpremeditated: done without plan
Higher still and higher or forethought.
From the earth thou springest
Like a cloud of fire;
The blue deep thou wingest,
10 And singing still dost soar, and soaring ever singest.
Diction How does the diction in these lines affect their sound? 3

PARTNERS
Intermediate Have students AAVE For approaching-level students who tongues at the bottom of their two front
work in pairs to find examples of use African American Vernacular English teeth and blow outward. Approaching-level
thee, thou and thy. Compare these words (AAVE), practice the th sounds in thee, students who use AAVE should try pro-
to the Spanish words vosotros and vuestro, blithe, and thou. Have students place their nouncing these words using this method.
which are no longer used in Latin America.
Then have them read aloud, substituting
modern pronouns for the archaic ones.
817
Teach In the golden lightning
Of the sunken sun,
O’er which clouds are bright’ning,
Thou dost float and run—
Big Idea 1 15 Like an unbodied joy whose race is just begun.
The Quest for Truth and The pale purple even° 16 even: evening.
Beauty Answer: The speaker Melts around thy flight;
knows that the skylark exists even Like a star of Heaven,
though he cannot see it. This fits the In the broad daylight
20 Thou art unseen, but yet I hear thy shrill delight,
Romantic’s sense of absolute truth
and elusive beauty. Keen° as are the arrows 21 Keen: sharp.
ADVANCED For advanced students, Of that silver sphere,° 22 silver sphere: the planet Venus,
ask: In stanza 5, what is like the Whose intense lamp narrows also called the morning star because
it is visible just before or at sunrise.
In the white dawn clear
skylark, unseen but felt? (Venus)
25 Until we hardly see—we feel that it is there.
What is the author’s purpose
in making such a comparison? All the earth and air
(Although the speaker cannot With thy voice is loud,
always see Venus and the skylark, As, when night is bare,
From one lonely cloud
he feels that they are there.)
30 The moon rains out her beams, and Heaven is overflowed.
What thou art we know not;

What is most like thee?
From rainbow clouds there flow not
Drops so bright to see
35 As from thy presence showers a rain of melody.
Cultural History S Like a poet hidden

In the light of thought,
A Song Not Heard As he said Singing hymns unbidden,
in “Ode to the West Wind,” Shelley Till the world is wrought
wanted to be “the trumpet of a 40 To sympathy with hopes and fears it heeded not:
prophecy.” Shelley saw himself as
Like a high-born maiden
voicing ideas that would change
In a palace tower,
the world, yet he did not enjoy Soothing her love-laden
popular success in his lifetime. By Soul in secret hour
1819, when he wrote this poem, 45 With music sweet as love, which overflows her bower:° 45 bower: a private room or
bedroom.
he may have realized that he was
“singing hymns unbidden” to a
world that “heeded not”.
The Quest for Truth and Beauty How does Shelley’s description
1 of the skylark in this line mimic the Romantic quest for truth and
beauty?
Reading Practice
SPIRAL 0817_0820_U4P3_877981.indd 818 12/12/07 5:43:01 PM
PARTNERS REVIEW
Monitor Comprehen- and list the things to which the skylark is
sion Remind students that compared. Suggest they look for a com-
unbodied
similes are comparisons that use the words mon thread that unites the nouns. joy
like or as. Have partners create a web like Skylark
the one here. As they read, they should
pause each time they encounter a simile
818
Like a glowworm golden
In a dell° of dew, 47 dell: a small, deep valley. Teach
Scattering unbeholden
Its aerial hue
50 Among the flowers and grass, which screen it from the view! Literary Element 2
Like a rose embowered Diction Answer: Panted is a
In its own green leaves, charged word that can have con-
By warm winds deflowered, notations suggesting rapid breath-
Till the scent it gives
ing. Here, it is used to strengthen
55 Makes faint with too much sweet those heavy-wingèd thieves:
the sense of “rapture so divine.”
Sound of vernal° showers 56 vernal: occurring in the spring. Ask: What ideas do panted and
On the twinkling grass, rapture suggest? (The words
Rain-awakened flowers,
suggest the throes of passion.)
All that ever was
60 Joyous and clear and fresh, thy music doth surpass:
Teach us, Sprite or Bird,

What sweet thoughts are thine: Writer’s Technique S
I have never heard Poetic Structure Remind stu-
Praise of love or wine
65 That panted forth a flood of rapture so divine.
dents of the invocation structure
in “Ode to the West Wind.” Then
Chorus Hymeneal,° 66 Chorus Hymeneal ask them to identify the structural
Or triumphal chant, (hı̄´ mə nē əl): a wedding song—
named for Hymen, the Greek god of change in line 61. (After spending
Matched with thine would be all marriage. 60 lines praising the skylark, the
But an empty vaunt,° 69 vaunt: boast.
70 A thing wherein we feel there is some hidden want. speaker now begins to make a
request.) Point out that Shelley
What objects are the fountains° 71 fountains: sources. underscores this shift in two
Of thy happy strain?° 72 strain: melody. subtle ways. First, he breaks a
What fields or waves or mountains?
meter pattern he uses to begin
What shapes of sky or plain?
75 What love of thine own kind? What ignorance of pain? stanzas. Instead of opening with
a six-syllable line that ends in an
With thy clear keen joyance° 76 joyance: rejoicing; delight. unstressed syllable, Shelley shaves
Languor° cannot be: 77 Languor (lang gər): a lack of off that last syllable. Second, he
Shadow of annoyance energy or spirit; weariness.
uses the word sprite, which means
Never came near thee:
80 Thou lovest—but ne’er knew love’s sad satiety. “a supernatural being.” This word
echoes in both sound and mean-
ing the phrase “blithe spirit” in the
Diction How does the word panted affect the connotation of this line? 2 poem’s first line.
Vocabulary
satiety (sə tı̄ ə tē) n. a feeling of weariness or even dislike of
something caused by satisfying an appetite or desire for it in excess

Beginning Explain that when the suf- Established Be sure that approach-
fix –ance is added to a word, the word ing-level students understand that the
becomes a noun. Direct students’ atten- speaker uses four similes to compare the
tion to the words ignorance (line 75) and skylark. Ask: In lines 46–50, to what
annoyance (line 78). Ask pairs to define does the speaker compare the skylark?
and identify the part of speech of each of (a golden glowworm) What comparison
the base words. does the speaker make in lines 51–55?
(The skylark is compared with a rose cov-
ered with green leaves.)
819
Teach Waking or asleep,
Thou of death must deem° 82 deem: think, believe, or judge.
Things more true and deep
Than we mortals dream,
Reading Strategy 1 85 Or how could thy notes flow in such a crystal stream?
Recognize Author’s Pur- We look before and after,

pose Answer: Shelley’s beliefs And pine for what is not:
that the natural world is transcen- Our sincerest laughter
dent and that nature is the best With some pain is fraught;
90 Our sweetest songs are those that tell of saddest thought.
poet suggest his Romanticism.
He uses the poem to praise the Yet if we could scorn
power of nature to inspire. Hate and pride and fear;
If we were things born
Not to shed a tear,
95 I know not how thy joy we ever should come near.
S Better than all measures
Mark Catesby (1682–1749) was Of delightful sound,
an English artist and naturalist who Better than all treasures
made two extended journeys to That in books are found,
100 Thy skill to poet were, thou scorner of the ground!
the American colonies and the
Caribbean to draw the wildlife he Teach me half the gladness
found there. His efforts resulted in That thy brain must know,
The Natural History of Carolina, Such harmonious madness
Florida and the Bahama Islands From my lips would flow
105 The world should listen then—as I am listening now.
(1731–1747) which includes
220 hand-colored etchings.
Ask: How does the lark in this
painting compare with the way
Shelley describes the lark in
the poem? (Students may note Recognize Author’s Purpose In what ways do lines 101–104 suggest
that the lark in the painting is
1 both Shelley’s Romanticism and his purpose for writing this poem?
more static than the lark Shelley

describes.)

The Large Lark, 1731-1743. Mark Catesby.
Academy of Natural Sciences of Philadelphia, PA.
Grammar Practice
Academy of Natural Sciences of Philadelphia/CORBIS
0817_0820_U4P3_877981.indd 820 12/12/07 5:43:37 PM
SPIRAL
REVIEW
Use Pronouns Have students • If Shelley’s Poems is on the bookshelf,
identify the pronouns in lines you can find it.
81–85. Then ask them to name • Shelley mastered complex rhyme
the antecedent of each pronoun. Remind schemes, and this is apparent in his
them that a pronoun cannot refer to more poetry.
than one antecedent. Have students
rewrite these sentences to make the pro-
noun reference clear:
820
Assess
1. Which of these poems more effectively invokes 5. (a)What effect does Shelley create with his 1. Students’ answers will reflect
the natural world? Explain. use of apostrophe in “Ode to the West Wind”? individual perceptions.
(b)Do you think this technique makes the
2. (a)Sections 1–3 of “Ode to the West Wind” 2. (a) Earth, sky, and sea (b) The
poem more powerful? Explain.
describe how the wind affects three aspects of west wind is a force that domi-
nature. What are those aspects? (b)What do 6. In “To a Skylark,” what effect does the rhyme
nates nature as a destroyer and
these descriptions reveal about the speaker’s scheme create?
view of the West Wind? preserver.
Connect 3. (a) Examples should reflect an
3. (a)In lines 1–30 of “To a Skylark,” what words
or images help you imagine the skylark’s flight 7. Big Idea The Quest for Truth and Beauty understanding of imagery and
and song? (b)Describe the speaker’s attitude What ideas about truth and beauty do these sensory details. (b) Attitudes
toward the skylark. poems convey?
include affection, admiration,
4. (a)To what people or things does the speaker 8. Connect to the Author Reread the biography worship, and awe.
compare the skylark in lines 31–60? (b)What of Shelley on page 808. What aspects of his
qualities of the skylark do these comparisons personality do you find reflected in “Ode to the 4. (a) A rainbow, a poet, a high-
suggest? West Wind” and “To a Skylark”? Explain, using born maiden, a glowworm, a
quotations from the poems. rose, and spring rain (b) Beauty
unites all of these images.
5. (a) The apostrophe creates a
dramatic relationship between
the speaker and the wind,
You’re the Critic: Different Viewpoints
making the poem seem prayer-
Are Shelley’s Ideas Juvenile? “[W]hen he is in full flight . . . his poetry is like. (b) Most will agree that it
T. S. Eliot was one of the most important twen- marvelous in its innocence and loveliness . . . increases the poem’s power.
tieth-century poets and critics. J. B. Priestley was as if it belonged to—and is indeed celebrating—
a popular twentieth-century British novelist, some future Golden Age. . . . What any 6. The ababb scheme creates a
dramatist, and essayist. As you read these two generous youth, preferably in rebellion against strong stop at the end of each
excerpts, try to determine your position on the tyranny and injustice, imagines for a few stanza.
issues they raise. minutes . . . goes soaring and glittering and
singing through volume after volume of Shelley.” 7. Natural beauty, embodied in the
“Shelley’s views I positively dislike. . . . When —J. B. Priestley skylark’s song, is divine.
the doctrine, theory, belief, or ‘view of life’ 8. Many students will say the
presented in a poem is one which the mind of the Group Activity Discuss the following questions
reader can accept as coherent, mature, and with classmates. Refer to the excerpts and cite poems highlight Shelley’s ten-
founded on the facts of experience, it interposes evidence from Shelley’s poems for support. dency to think in emotional
no obstacle to the reader’s enjoyment. . . . When 1. (a)Why does Eliot argue that Shelley’s views extremes and melodramatic
it is one which the reader rejects as childish or prevent enjoyment of the poems? (b)How
feeble, it may, for a reader of well-developed ways. Some might note that
might Priestley respond to Eliot’s criticism?
mind, set up an almost complete check.” they show his understanding of
—T. S. Eliot 2. With which critic do you agree more? Explain.
the close relationship between
life, beauty, death, and gloom.
0821_0823_U4P3_877981.indd 821 12/12/07 5:44:13 PM
that the ideas are “innocent,” he would

You’re the Critic insist that they sing and soar in Shelley’s
greatest lines.
1. (a) Eliot claims that Shelley’s presenta-
tion of “childish” ideas impedes the 2. Students’ answers will vary. Make sure
reader’s enjoyment of the earlier poet’s that students support their positions
work. (b) While Priestley might agree with evidence from the poems.
821
After You Read Literary Element Diction Reading Strategy Recognize Author’s
The diction used by a poet is closely connected to Purpose
Assess the mood that is created in the poem. For example,
writers who choose plain, unadorned, straightforward
Often, a poet’s purpose is directly related to the
theme of a poem. To determine the theme, pay
language may create an unromantic, matter-of-fact close attention to main ideas, supporting details,
mood. Writers who use florid, dense language or a rhetorical strategies, and literary elements.
Literary Element great deal of figurative or connotative language will
create a far different tone in their writing. In poetry, 1. What do you think Shelley’s purpose was for
diction creates the rhymes, rhythms, and other writing each of these poems?
1. (a) The diction is formal, elegant,
sound devices that can contribute to the mood. 2. What is the theme, or message about life, of
and forceful. (b) The diction cre-
1. (a)How would you describe the diction in “Ode each poem? How does the theme of each
ates an elevated and lush mood. relate to Shelley’s purpose? Explain.
to the West Wind” and “To a Skylark”? (b)In
2. The rhythm and rhyme reinforce your opinion, what effect does the diction have
the elevated diction and thus on the mood of each poem? Vocabulary Practice
enhance the mood. 2. In each poem, how does Shelley’s use of Practice with Synonyms Match each bold-
rhythm and rhyme affect the mood? faced vocabulary word below with a synonym.
Use a dictionary to check your answers. You
Review: Rhyme Scheme will not use all of the answer choices.
Discussions should focus on the Review: Rhyme Scheme 1. dirge a. commotion d. lament
interlocking sequence of terza rima As you learned on page 256, the rhyme scheme
2. cleave b. funeral e. bravery
of a poem is the pattern that is formed in a stanza
and on the rhyming couplet that
by the rhymes at the end of each line. “Ode to 3. tumult c. fullness f. split
ends each of the sonnet sections the West Wind” is written in the terza rima form. 4. satiety
of the poem. Be sure students see Shelley borrowed this poetic form from Dante and
that the second line of each tercet other Italian literary sources. Academic Vocabulary
provides the rhyme for the first and Partner Activity Meet with another classmate Shelley drafted his first poems and romances
third lines of the following tercet. and explore the rhyme scheme of terza rima. The when he was still a student.
rhyme scheme is designated by assigning a differ-
ent letter of the alphabet to each new rhyme. Draft is a word that can have several different
meanings. It is important to draft an essay and
Reading Strategy Make a note of any other patterns or poetic forms
then make revisions before handing itin.
that you notice.
Using context clues, determine the meaning of
1. His purpose was to inform and drafted in each sentence:
to inspire by praising the power
1. Thomas Jefferson drafted the Declaration
of art and nature. of Independence; it was then modified by
2. The theme of both of these other committee members.
poems is that art and nature 2. When he was twenty, my father was drafted
have the power to change the by the military and sent to fight in Vietnam.
world. This theme is directly For more on academic vocabulary, see pages
related to Shelley’s purpose for 56 and R81.
writing: to impress upon his
reader the power of art and Literature Online
nature. Selection Resources For Selection Quizzes, eFlashcards,
Progress Check 822 U N IT 4 THE TRI UMP H OF ROMANTI C I S M
Can students recognize the

author’s purpose? 0821_0823_U4P3_877981.indd 822 3/4/08 5:42:45 PM
Vocabulary Practice Academic Vocabulary

1. d 2. f 3. a 4. c 1. wrote 2. called to serve
For additional vocabulary practice, see For additional context, see Glencoe
Unit 4 Teaching Resources Book, p. 209. Interactive Vocabulary CD-ROM.
822
Learning Objectives
After You Read
Review
objective:
Writing: Writing a review. Assess
Respond
Writing Task Although Shelley is a highly regarded poet whose works
have withstood the test of time, some readers find his writing to be Through Writing
overly sentimental. Write a review of Shelley’s poems to be posted on a Grammar Tip
Students’ reviews should: reflect
literary Web site about Shelley or poetry in general, stating whether or Point of View
not you agree with this view. Support your opinion with examples from
whether they agree or disagree
In persuasive writing, your
the poem, focusing specifically on the poet’s diction and rhyme scheme. that Shelley’s writing is overly
arguments should be clear.
To avoid confusing your sentimental, provide support for
Understanding the Task A review is a critical evaluation of a work audience, maintain a con- their opinions with references to
sistent point of view, or the poems, focus primarily on the
of art, based on specific standards and supported with details from the
perspective on your sub-
work, expert opinions, and logical explanations. poet’s use of diction and rhyme
ject, by using pronouns in
Prewrite Reread Shelley’s poems and, if possible, one or two critical essays a consistent person. scheme, and use persuasive
about his work. Decide on a definition of sentimental and make a word web During drafting, decide if devices, such as logical and
listing its components and ways they do or do not apply to Shelley’s poems. you want the point of view emotional appeals.
used in your argument to
sentimental A student who meets all of these
be first (I, me), second
(you), or third (he/she, criteria should receive the equiva-
romantic nostalgic overly emotional him/her) person, and use lent of a 4-point response.
the appropriate pronouns
throughout.
A student who fully meets two or
If even / I were as partially meets three of these crite-
in my boyhood I found the rhyme scheme
of “Ode to the West Wind” ria should receive the equivalent of
Draft Support your opinion about Shelley’s sentimentality with relevant to be annoying and intru- a 3-point response.
quotations from the poems. Use rhetorical and persuasive devices, such sive. The end rhyme in
A student who fully meets one or
as appeals to authority or emotion, to give your argument more weight. every other line got you me
into a lighthearted sing-song partially meets two of these criteria
Consider differing points of view and objections your readers might have
and address them logically, explaining clearly why your perspective is cor- rhythm that contrasted with should receive the equivalent of a
rect. Use statements like the following to respond to such opposition:
Shelley’s serious message. 2-point response.
Some might object that _____________________, but my response A student who partially meets one
would be _____________________. of these criteria should receive the
Revise Reread your review, checking to make sure your position is
logically developed. Be sure you have named your sources whenever
necessary. Evaluate the essay with the Writing Workshop checklists on For additional assessment,
pages 972 and 1322. see Assessment Resources,
Edit and Proofread Proofread your paper, correcting any errors in pp. 205–206.
spelling, grammar, and punctuation. Use the Grammar Tip in the side
column to help you with point of view.
Approaching Level
0821_0823_U4P3_877981.indd 823 3/4/08 5:43:24 PM
Emerging Say: Order of importance is the second most important, and so on.
one of the ways you can present argu- Encourage students to include supporting
ments in persuasive writing. Ask students details with each argument, and tell them
who are struggling to create a list of their they may follow this hierarchy in their
arguments to rank their arguments, with review.
the most important coming first, and then
823
Focus Keats’s Poetry
Bellringer Options Meet John Keats Chapman’s lively

translation of Homer,
(1795–1821) Keats produced his
Daily Language Practice first major poem:
M
Transparency 68 ortality,” wrote John Keats, “weighs “On First Looking into
heavily on me like unwilling sleep.” Keats Chapman’s Homer.”
Or read aloud the displayed Leigh Hunt, a political
wrote these words at age twenty-one,
quotation on the student page. soon after launching his poetic career. Within five radical, successful author, and friend of Keats’s, pub-
Say: Keats knew from a young years, he was dead. To say he made the most of lished the poem and others by Keats in his journal,
his time would be an understatement. No other the Examiner. With Hunt’s help, Keats found a pub-
age what he wanted to accom- lisher for his first book when he was only twenty-
poet—not even Chaucer, Shakespeare, or Milton—
plish. What do you want to progressed so far by the age of twenty-five. one. It sold poorly and received mixed reviews.
accomplish in your lifetime? In the summer of 1818, Keats embarked on a walk-
ing tour of the northern British Isles. After slogging
“O for ten years, that I may for days in pouring rain, he came down with the
first symptoms of tuberculosis and returned to
overwhelm Myself in poesy; so I may London. There he found that his brother Tom was
do the deed That my own soul has to gravely ill with the disease. Keats became Tom’s
devoted caregiver until Tom died that December.
itself decreed.” About the same time, Keats met and fell in love
—John Keats, from “Sleep and Poetry” with Fanny Brawne. They became engaged, but
their relationship was tormented by Keats’s illness,
poverty, and strict devotion to his work.
Young Keats Keats was affected by death at an 1819 came to be known as Keats’s Great Year as a
early age. When he was eight, his father died after poet. Despite physical and emotional strain, Keats
falling from a horse; when he was fourteen, his wrote the greatest works of his career: The Eve of
mother died of tuberculosis. He took no special St. Agnes, “La Belle Dame sans Merci,” the great
interest in literature until he was fifteen. With the odes, and Lamia, among others. Within five years
encouragement of his mentor, Charles Cowden after he had begun writing poetry, Keats was a mas-
Clarke, Keats immersed himself in reading. ter. Nonetheless, time was running out. By the fall,
Keats’s tuberculosis made it impossible for him to
No sooner had Keats awakened to literature sustain his creative momentum. In a desperate
than he was pulled out of school by his practical- attempt to prolong his life, he sailed the next
minded guardian and apprenticed to the pharma- September for Italy. Just six months later, he died
cist-surgeon Thomas Hammond, with whom Keats in Rome and was buried there. At his request, his
studied medicine. Keats continued to read and marker bears no name—just this epitaph: “Here lies
study with Clarke, however, and at age twenty- one whose name was writ in water.”
one Keats abandoned medicine for poetry.
The Soul’s Decree Up to that time, Keats had Literature Online
written few poems—and certainly none of artistic
Author Search For more about John Keats, go to
importance. Then, after spending an entire night
with Clarke reading from the poet George
Selection Skills
0824_0825_U4P3_877981.indd 824 3/4/08 5:44:31 PM
Literary Elements La Belle Dame Sans Listening/Speaking/

• Form (SE pp. 825, 827, Merci/When I Have Viewing Skills
829) • Analyze Art (SE p. 826;
Fears That I May TE p. 828)
Cease To Be

• Apply Background Knowledge Vocabulary Skills • Write an Internal Monologue
(SE pp. 825, 828, 829) • Context Clues (SE p. 829) (SE p. 829)
824
Learning Objectives
Before You Read
For pages 824–829
Focus
Do you ever worry that life is too short for you to fulfill all your objectives:
aspirations? Freewrite for a few minutes about whether worries Literary Study: Analyzing
about time could help or hinder you in achieving your goals. form. Summary
Reading: Applying
Build Background background knowledge. “La Belle Dame sans Merci” is a
Keats’s letters reveal his evolving struggle with the problem of evil Writing: Writing an interior ballad about a knight who has
and suffering in the world and show his refusal to be comforted monologue.
by religious absolutes or abstract philosophy. In a letter from
succumbed to a beautiful woman
1817, he used the term “negative capability” to describe the who has no pity on him. He is
necessity of the poet to be objective by restraining the urge to enchanted by her and will not
define and control his or her subject. In such instances, said leave the eerie place even “Though
Keats, “Beauty overcomes every other consideration.”
Vocabulary Preview the sedge is wither’d from the
Set Purposes for Reading loitering (loi tər ing) adj. lake,/And no birds sing.”
standing or lingering idly about a “When I Have Fears That I May
Big Idea The Quest for Truth and Beauty
place; p. 827 The shop owner did
As you read, ask yourself, How do the poems reflect the not like people loitering around his
Cease to Be” is a sonnet about the
Romantic ideals of truth and beauty? entrance if they were not going to things the speaker might never live
buy anything. to experience.
Literary Element Form
glean (glēn) v. to collect slowly
Form is the structure that governs a literary genre. “La Belle
and carefully; gather crops left
Dame sans Merci” (“The Beautiful Woman Without Pity”) is a
on a field after reaping; p. 828 For summaries in languages other
ballad (see page 200). “When I Have Fears That I May Cease than English, see Unit 4 Teaching
Although he sometimes thought his
to Be” is a Shakespearean sonnet (see page 243). As you Resources, pp. 213–218.
coursework was irrelevant, Jared
read each poem, ask yourself, What clues can I find to this
had gleaned more useful knowledge
poem’s form?
than he realized.
Reading Strategy Apply Background Knowledge teeming (tē ming) adj. full; at Vocabulary
When you apply background knowledge, you use what you the point of overflowing; p. 828
already know about an author to help you understand his or The teeming river was in danger of Context Have students use
her writing. As you read, ask yourself, How does the informa- flooding the town.
magazines, newspapers, and
tion about Keats that I have read affect my reading?
Internet sources to find sentences
Tip: Drawing Conclusions Use a graphic organizer to draw containing the vocabulary words.
conclusions based on your background knowledge. Ask them to explain for each
example why the vocabulary word
Passage: Background: Conclusion:
“When I have When still Despite his is appropriate in its context.
fears that I may young, Keats youth, it is
cease to be / knew he didn’t understandable
Before my pen have long to that Keats was
has gleaned live. His father, obsessed with
my teeming mother, and the subject of
brain” brother died mortality.
during his
lifetime.
JOHN KEATS 825
English Learners
0824_0825_U4P3_877981.indd 825 3/4/08 5:45:06 PM
Intermediate Have students prepare Advanced Say: Keats is famous for (Answers “La Belle Dame sans Merci”:
a one-paragraph summary of either “La the intense emotion conveyed by his “haggard,” “woe-begone,” and “lulled”;
Belle Dame sans Merci” or “When I Have language. Have students identify three “When I Have Fears That I May Cease To
Fears That I May Cease to Be.” Then have words or phrases in each poem that seem Be”: “fears,” “relish,” “cease,” and
students exchange summaries with other especially effective in conveying a mood. “nothingness” )
students to discuss the meaning of the
poems.
825
Teach
S
Answer: Some students may
note that the woman seems to be
about to abandon the knight or
leave him behind.
John Keats
Walter Crane (1845–1915) is
best known for his paintings of
literary scenes, including a series
of drawings depicting scenes
from Tennyson’s “The Lady of
Shalott.” Ask: How would you
describe the woman in the
painting? (Possible response: She
is beautiful and enchanting. She
seems powerful and linked with
nature.) What effect does she
seem to have on the knight?
(Possible response: She has some-
how stripped him of his power.)
La Belle Dame Sans Merci, 1865. Walter Crane. Private collection.

Keats’s poem and this painting share a name with a fourteenth-century French poem
about a rejected suitor. What in this image suggests that the beautiful lady is “sans merci”—without
mercy?

0826_0828_U4P3_877981.indd 826 3/4/08 5:45:34 PM
SPIRAL
PARTNERS REVIEW
Oral Performance to use varying tone, pitch, volume, and
Divide students into pairs. speed to highlight emotions. Allow stu-
One student should take dents time to present their oral perfor-
the role of the person interrogating the mances to the class. As students listen,
knight, and the other student should take have them record comments about the
the role of the knight as he responds to reading. Remind listeners to provide con-
the inquiry. Allow students time to practice structive comments for their classmates.
their oral readings. Encourage students
826
O what can ail thee, knight-at-arms,
Alone and palely loitering?
25 She found me roots of relish sweet,
And honey wild, and manna dew,5 Teach
The sedge1 has wither’d from the lake, And sure in language strange she said
And no birds sing. “I love thee true.”
Literary Element 1
5 O what can ail thee, knight-at-arms, She took me to her elfin grot,6
So haggard, and so woe-begone? 30 And there she wept and sigh’d full sore, Form Answer: The stanza is
The squirrel’s granary2 is full, And there I shut her wild wild eyes a quatrain, and only the second
And the harvest’s done. With kisses four. and fourth lines rhyme. Also, the
first and third lines are iambic
I see a lily on thy brow, And there she lulled me asleep,
10 With anguish moist and fever dew, And there I dream’d—Ah! woe betide! with four stressed syllables. The
And on thy cheeks a fading rose 35 The latest7 dream I ever dream’d stanza deviates from the tradi-
Fast withereth too. On the cold hill side. tional form in that the second line
has four stressed syllables instead
I met a lady in the meads,3 I saw pale kings and princes too, of three and the fourth line is not
Full beautiful—a fairy’s child, Pale warriors, death-pale were they all;
15 Her hair was long, her foot was light, They cried, “La Belle Dame sans Merci iambic. Say: Paraphrase the
And her eyes were wild. 40 Hath thee in thrall!”8 description given in these lines.
(I see your brow is moist and you
I made a garland for her head, I saw their starved lips in the gloam,9 have lost all color in your face.)
And bracelets too, and fragrant zone;4 With horrid warning gaped wide,
She look’d at me as she did love, And I awoke, and found me here,
20 And made sweet moan. On the cold hill’s side. For additional literary element
practice, see Unit 4 Teaching
I set her on my pacing steed, 45 And this is why I sojourn10 here, Resources Book, p. 219.
And nothing else saw all day long, Alone and palely loitering,
For sidelong would she bend and sing Though the sedge is wither’d from the lake,
A fairy’s song. And no birds sing.
Big Idea 2
The Quest for Truth and
Beauty Answer: The knight
“sojourns” and “loiters” by the
1. Sedge refers to reedy, grasslike plants often found on wet 5. Manna dew is the sweet juice from the European ash tree
ground or in water. and certain other plants. According to Exodus 16:13–36, lakeside because he has been
2. A granary is a place for storing grain. manna is also the food that God miraculously provided
entranced by a beautiful, elusive
3. Meads means “meadowlands.” for the Israelites.
4. Zone is an old-fashioned term for a belt or girdle. 6. Grot means “cave” or “grotto.” lady he fell in love with. His love
Form What makes lines 9–12 a ballad stanza? How does
7. Latest here means “last.” is tragic because his quest for
1 it deviate from the traditional ballad form?
8. In thrall means “enslaved.”
9. Gloam means “twilight.” beauty has led to his enslavement.
10. A sojourn is a visit or temporary stay. Keats is stressing the Romantic
Vocabulary
The Quest for Truth and Beauty How does the plight idea that the search for beauty, in
loitering (loi tər ing) adj. standing or lingering idly
about a place
of the knight-at-arms reflect the Romantic quest for
beauty?
2 art and in life, can be intoxicating
and obsessive.
AP P ROACH I NG For approaching-
level students, ask: How does
JOHN KEATS 827 the knight learn the true nature
of his situation? (Former lovers
Approaching Level
of the lady appear to him in a
0826_0828_U4P3_877981.indd 827 12/12/07 5:48:42 PM
dream.)
Emerging Tell approaching-level students to identify the main events of a stanza and
before they read that the poem is a nar- place a summary of the action in the proper
rative ballad. The major part of “La Belle place on the time line. (The main action of
Dame sans Merci” is told in a flashback, the flashback begins in the fourth stanza.
describing things that happened in the past All events following precede the action in
as if they are happening now. One way to the first three stanzas, namely the speaker
clarify content is to reorder the events on asking the knight what happened.)
a timeline. Have students pause frequently
827
Teach
Reading Strategy 1
Apply Background
Knowledge Answer: The
speaker is afraid of dying before
he has fulfilled his romantic rela-
tionship with the woman he loves.
Students should point out that
Keats’s fatal illness and difficult
relationship with Fanny Brawne
might help explain this fear.
On Hounslow Heath, exhibited 1770. Richard Wilson. Oil on canvas, 425 x 527 cm.
For additional practice using the Tate Gallery, London.
When I have fears that I may cease to be
Before my pen has gleaned my teeming brain,
Before high-piled books, in charactery,1
Hold like rich garners2 the full-ripened grain;
5 When I behold, upon the night’s starred face,
S Huge cloudy symbols of a high romance,
While a successful portrait painter, And think that I may never live to trace
Their shadows, with the magic hand of chance;
Welsh artist Richard Wilson
And when I feel, fair creature of an hour,
(1713–1782) gained fame 10 That I shall never look upon thee more,
through his landscape paintings, Never have relish in the fairy power
which exerted a strong influence Of unreflecting love—then on the shore
on subsequent landscape Of the wide world I stand alone, and think
painting in England. On Hounslow Till love and fame to nothingness do sink.
Heath exemplifies a new type of
1. Charactery means “characters” or “symbols”—in other words, letters
landscape view, designed to bring of the alphabet.
a vision of a rural idyll into the city John Keats 2. Garners are storehouses for grain.
dweller’s home. Apply Background Knowledge What is the speaker afraid of

1 losing here? How does your background knowledge help you
interpret these lines?
Vocabulary
glean (glēn) v. to collect slowly and carefully; gather crops left
on a field after reaping
teeming (tē ming) adj. full; at the point of overflowing
Writing Practice
Tate Gallery, London/Art Resource, NY
0826_0828_U4P3_877981.indd 828 12/12/07 5:49:12 PM
SPIRAL
REVIEW
Reflective Journal Entry Say: In themselves. In their journals, ask them not
his poem, Keats makes it clear only to define their goal and explain its sig-
that his major goal in life is to nificance to them, but also to consider how
achieve success as a writer. This goal this goal makes them feel—apprehensive?
causes him anxiety because he is afraid Determined? After they have written their
he will die before attaining it. Have journals, have a discussion comparing their
students write a brief reflective journal viewpoints to that of Keats’s poem.
entry about a major goal that they have for
828
5. (a)What happens to the speaker’s fears in
Assess
1. (a)Which poem did you prefer? (b)What did
“When I Have Fears . . .”? (b)What tone is 1. Responses will vary.
established in the concluding couplet?
this poem leave you thinking or wondering? 2. (a) What ails the knight and
2. (a)In “La Belle Dame sans Merci,” what does Connect why he is alone (b) The knight
the speaker ask the knight-at-arms in the first
6. Big Idea The Quest for Truth and Beauty is lethargic and despondent—
two stanzas? (b)How does the time of year
(a)How does “La Belle Dame sans Merci” exem- emotions associated with winter.
reflect the knight’s physical and emotional state?
plify the Romantic quest for beauty? (b)How
3. (a) He will die before he can
3. (a)Summarize the speaker’s main fears in “When does “When I Have Fears . . .” exemplify the
I Have Fears . . .” (b)What do these fears reveal Romantic quest for truth? fulfill his potential, experience
about the speaker’s values and goals? love, and know the joy of com-
7. Connect to the Author Reread Keats’s epi-
taph on page 824. In what ways does this dem- mitment. (b) He values fame
Analyze and Evaluate
onstrate the same feelings seen in his poems? and love.
4. How do you interpret the knight’s dream in
In your opinion, is the epitaph true?
“La Belle Dame sans Merci”? 4. He appears to be under the
power of the enchantress.
Literary Element Form Reading Strategy Apply Background 5. (a) They lead to the conclusion
The forms of “La Belle Dame sans Merci” and Knowledge that love and fame will disap-
“When I Have Fears . . .” contribute to the meaning Use your background knowledge about Keats to pear. (b) Despair
of the poems. answer the following questions. 6. (a) The knight risks enchant-
1. (a)How is the ballad form appropriate to the 1. How does the sonnet “When I Have Fears . . .” ment by pursuing beauty.
subject and theme of “La Belle Dame sans illustrate Keats’s principle of negative capability? (b) The speaker arrives at truth:
Merci”? (b)How do the first and last stanzas
contribute to the poem? 2. What aspect of Keats’s life is it possible to see in that the certainty of death
“La Belle Dame sans Merci”? makes all endeavors futile.
2. (a)In “When I Have Fears . . .,” what is the focus
of each quatrain? (b)How does the final cou- Vocabulary Practice 7. Keats’s epitaph suggested that
plet resolve the issues in the three quatrains? he felt both his life and his fame
Practice with Context Clues Look back at
pages 827–828 to find context clues for the were fleeting. Students may say
Writing
vocabulary words below. Record your findings that his brief life and constant
Write an Internal Monologue Write an internal in a chart like the one here. poverty were an illustration of
monologue from the perspective of the speaker in
“La Belle Dame sans Merci.” What does he or she loitering glean teeming this; others may say that his
think about the knight-at-arms’s story? Does the EXAMPLE: enduring fame after his death
speaker have sympathy for the suffering knight, or shows the epitaph to be false.
find him mostly foolish? Include the speaker’s Word: loitering
reactions to other details.
Literature Online
Textual Clues: The knight is “sojourning” on the hill,
seemingly unsure of what to do next.
Literary Element
Meaning: standing or lingering idly about a place 1. (a) It suits the Romantic subject.
glencoe.com and enter QuickPass code GLB9817u4. (b) The call and response effect
gives the narrative closure.
JOHN KEATS 829 2. (a) First quatrain: a lament
that he will not fulfill his literary
0829_U4P3_877981.indd 829 3/4/08 5:46:07 PM
potential. Second: a lament that
mortality will keep him from
Reading Strategy Vocabulary Practice writing a romance. Third: regret
Word: glean that death will end his relation-
1. Keats does not minimize his fears by Textual Clues: The speaker wants to ship. (b) The speaker consigns
“reaching after fact and reason.” “stand alone, and think,” to carefully fame and love to oblivion.
2. Keats is the knight on a quest. collect knowledge for his writing.
Meaning: to collect carefully
For additional assessment, see Assess- Word: teeming
ment Resources, pp. 207–208. Textual Clues: The speaker fears that
there is too much in the world to write
down before he dies.
Meaning: full
829
Focus
Learning Objectives
Ode on a Grecian Urn For pages 830–834

Summary Connect to the Poem focus on the following
objectives:
How can you capture a moment in time? In a journal entry, try
In “Ode on a Grecian Urn,” Keats to capture the current moment in as much detail as possible. Literary Study: Analyzing an
ode.
contrasts the relative permanence
of art with the brevity of human life.
Build Background Reading: Analyzing
The artistic tradition of ancient Greek painted pottery can parallelism.
be traced to the city of Corinth in the seventh century .. In Research: Connecting
Athens, pottery painters began to include narrative scenes literature to science and
For summaries in languages other math.
based on Greek mythology. In Keats’s day, excavations in the
Mediterranean region uncovered many Greek urns, sparking
interest throughout Europe in all things classical. “Ode on a
Grecian Urn” may have been inspired by such an urn.
Set Purposes for Reading Vocabulary Preview

Vocabulary
Big Idea The Quest for Truth and Beauty deities (dē ə tēz) n. gods or
Word Origins Have students As you read, ask yourself, How does Keats find the Romantic
goddesses; divinities; p. 831 The
streets downtown are named after
use a dictionary to find the etymol- ideals of truth and beauty in the Grecian urn?
ancient Greek and Roman deities.
ogy of the following words: dei- Literary Element Ode desolate (des ə lit) adj. destitute
ties, desolate, sylvan, sacrifice. of inhabitants; deserted; p. 832
An ode is a long, serious lyric poem that is elevated in tone
For each word, ask them to find and style. Some odes celebrate a person, quality, or object; After the hurricane, John returned
another word that shares its root. others are private meditations. Nearly all feature apostrophe, a to find his hometown desolate.
(deities: Latin deus (god), deism; figure of speech in which an idea, inanimate object, or absent
person is directly addressed. As you read, ask yourself, How
desolate: Latin solus (alone),
does Keats address the Grecian urn and the figures on it?
isolate; sylvan: Latin silva (forest),
Pennsylvania; sacrifice: Latin sacer Reading Strategy Analyze Parallelism
(holy), sacred) Parallelism is the repetition of words, phrases, or sentences
that have the same grammatical form. Parallelism in a poem
can help create rhythm, call attention to an idea, or balance
different ideas. As you read, ask yourself, How does parallelism
help Keats express the themes or images in his poem?
Tip: Taking Notes Use a chart to note instances of parallelism.
Example Effect
Ah happy, happy emphasizes the
boughs!” (line 21) and mood of the
“more happy, happy figures on the urn
love!” (line 25)
Selection Skills
0830_U4P3_877981.indd 830 3/9/08 10:25:48 AM
Literary Elements Vocabulary Skills

• Ode (SE pp. 830–833) Ode on a Grecian Urn • Word Origins (SE p. 834)
• Rhetorical Devices (SE p. 833) • Academic Vocabulary
(SE p. 834)
Study Skills/Research/Assessment Reading Skills

• Internet Connection (SE p. 834) • Analyze Parallelism
• Research Artifacts (TE p. 832) (SE p. 830–834)
830
Teach
Literary Element 1
Ode Answer: “Thou” refers to
the urn. Keats uses apostrophe,
a figure of speech in which the
speaker directly addresses an
inanimate object.
ADVANCED For advanced students,
John Keats ask: Why do you think Keats
chose to address a poem to a
1
Thou still unravished bride of quietness, Grecian urn? (Answers will vary.
Thou foster child of silence and slow time, Students may note that these urns,
Sylvan° historian, who canst thus express 3 Sylvan: of the woods. like poems, tell stories; also, that
A flowery tale more sweetly than our rhyme: the urn serves as a reminder of
5 What leaf-fringed legend haunts about° thy shape 5 haunts about: surrounds.
the ancient origins of art.)
Of deities or mortals, or of both,
In Tempe° or the dales of Arcady?° 7 Tempe: a beautiful valley in
What men or gods are these? What maidens loath?° Arcadia. Arcady: Arcadia, a
Reading Strategy 2
mountainous region in Greece,
What mad pursuit? What struggle to escape? traditionally considered an ideal
10 What pipes and timbrels?° What wild ecstasy? rustic landscape.
Analyze Parallelism
8 loath: reluctant.
2
10 timbrels: ancient percussion Answer: Lines 11–29 contain
instruments similar to tambourines.
Heard melodies are sweet, but those unheard parallelism with the repetition
Are sweeter; therefore, ye soft pipes, play on; of the grammatical structure:
Not to the sensual° ear, but, more endeared, 13 sensual: physical; bodily. adjective, noun, verb, predicate
Pipe to the spirit ditties° of no tone: 14 ditties: short, simple songs.
adjective. These lines emphasize
15 Fair youth, beneath the trees, thou canst not leave
Thy song, nor ever can those trees be bare; imagination over reality.
Bold Lover, never, never canst thou kiss,
Though winning near the goal—yet, do not grieve;
She cannot fade, though thou hast not thy bliss,
20 Forever wilt thou love, and she be fair! S
The urn is identified as an Attic
Ode To whom does “Thou” refer? What figure of speech common to odes is Keats hydria from Vulci. The word Attic
using in the first two lines of the poem? 1 refers to its Grecian origin. A hydria is
Analyze Parallelism What lines are parallel in this part of stanza 2? What is their a type of vase that was used to carry
effect on the meaning of the stanza? 2 water. Vulci was an Etruscan city
Vocabulary
located about 50 miles northwest of
deities (dē ə tēz) n. gods or goddesses; divinities Women carrying water, 6th century .. Rome. Notice the images of hydrias
Black figure Attic hydria from Vulci. in the painting on this hydria.
JOHN KEATS 831
Approaching Level
Museo Nazionale di Villa Giulia, Rome, Italy/Nimatallah/Art Resource, NY

0831_0832_U4P3_877981.indd 831 12/12/07 5:52:06 PM Interactive Read and Write
Other options for teaching this
AAVE The use of the verb to be after includes forms of to be, such as is and selection can be found in
interrogatives like who or what can be are, in questions beginning with who • Interactive Read and Write for
an issue for approaching-level students or what. For each of the examples, have EL Students, pp. 213–222
who use African American Vernacular students write three sentences following • Interactive Read and Write for
English (AAVE). Write the following ques- the same pattern. Approaching-Level Students,
pp. 213–222
tions on the board: Who are these men?
What is this mad pursuit? What are these • Interactive Read and Write for
pipes? Say: Standard American English
831
Teach
Big Idea 1
The Quest for Truth and 3
Ah, happy, happy boughs! that cannot shed
Beauty Answer: Romantic Your leaves, nor ever bid the Spring adieu;
idealists did not believe that truth And, happy melodist, unwearied,
or beauty could be discovered and Forever piping songs forever new;
appreciated through analysis. 25 More happy love! more happy, happy love!
Instead, they believed in a grand Forever warm and still to be enjoyed,
Forever panting, and forever young;
synthesis uniting truth and beauty
All breathing human passion far above,
in an eternal, transcendental That leaves a heart high-sorrowful and cloyed,° 29 cloyed: oversatisfied; burdened
realm. For Keats and other 30 A burning forehead, and a parching tongue. by excess.
Romantics, great art was a vehicle

for reaching a transcendental 4
state that is perfect, timeless, and Who are these coming to the sacrifice?
To what green altar, O mysterious priest,
immune to the disappointments Lead’st thou that heifer lowing at the skies,
and decay of the natural world. And all her silken flanks with garlands dressed?
35 What little town by river or seashore,
Or mountain-built with peaceful citadel,° 36 citadel: fortress.
To check students’ understanding Is emptied of this folk, this pious morn?
of the selection, see Unit 4 And, little town, thy streets forevermore
Teaching Resources Book, p. 233. Will silent be; and not a soul to tell
40 Why thou art desolate, can e’er return.
5
O Attic° shape! Fair attitude! with brede° 41 Attic: in the simple, graceful
Of marble men and maidens overwrought,° style characteristic of Attica, the
region of Greece where Athens was
With forest branches and the trodden weed; located. brede: an interwoven or
Thou, silent form, dost tease us out of thought braided design.
45 As doth eternity: Cold Pastoral!° 42 overwrought: decorated.
45 Pastoral: a work depicting the
When old age shall this generation waste, life of shepherds, or simple rural life
Thou shalt remain, in midst of other woe in general.
Than ours, a friend to man, to whom thou say’st,
“Beauty is truth, truth beauty”—that is all
50 Ye know on earth, and all ye need to know.
The Quest for Truth and Beauty How does Keats’s equation of truth and beauty
1 represent a principle of Romantic idealism?
Vocabulary
desolate (des ə lit) adj. destitute of inhabitants; deserted
Research Practice
0831_0832_U4P3_877981.indd 832 12/12/07 5:53:19 PM
SPIRAL
REVIEW
Research Artifacts Explain to ums’ Web sites or the print resources
students that Grecian urns are cul- to learn more about the urns and the
tural artifacts from ancient Greece. decorative artwork. Have students write
The artwork on the urns tells much brief essays about what they learned of
about the lives and beliefs of the ancient ancient Greece from their research on
Greeks. Have students conduct research this particular art form. Allow students to
on ancient Greek urns. Suggest muse- present their essays to the class.
832
Assess
1. What images of the Grecian urn do you find 5. An oxymoron is a figure of speech in which 1. Responses will vary.
most striking? Explain. contradictory ideas are combined for effect, as 2. (a) “Unravished bride of quiet-
in the phrase “wise fool.” Explain the oxymoron
2. (a)What metaphors does the speaker use to ness,” “foster child of silence
in the final stanza. What is its effect?
describe the urn in lines 1–3? (b)What do the and slow time,” and “Sylvan
metaphors reveal about the speaker’s view of Connect historian” (b) He admires its
the urn?
6. Big Idea The Quest for Truth and Beauty beauty.
3. Why might an “unheard” melody be sweeter How have later artists and thinkers reacted to
than a “heard melody” (see lines 11–12)? the Romantic idealism of Keats’s identification
3. It is perfect music in the “mind’s
of truth with beauty? ear,” as opposed to audible
4. (a)What people and things does the speaker
address in the second and third stanzas? 7. Connect to the Author Why do you think
music that is often imperfect.
(b)Why does the speaker envy them? Cite Keats found comfort and solace by contemplat- 4. (a) Fair youth, a bold lover, a
evidence from the poem. ing the figures painted on the urn? What can melodist, pipes, and boughs
you infer about Keats’s views concerning the
(b) Time does not affect them.
purpose of art?
5. Pastoral suggests a warm country
Literary Element Ode Review: Rhetorical Devices scene. Cold means “lacking
emotion.” The images on the
A Horatian ode, named for the Roman poet In addition to parallelism, poets often use rhetorical
Horace, has a regular pattern of stanzas and a devices, such as exclamation and rhetorical ques-
urn depict love and religion.
rhyme scheme. “Ode on a Grecian Urn” is consid- tions, to enhance the meaning or emotional quali- However, the painted figures are
ered a Horatian ode. Keats believed that the poet ties of their poems. With a partner, complete a chart “cold” because they are not living
should subordinate his own identity in order to of the other rhetorical devices Keats uses in “Ode beings. The effect is to contrast
enable the ode’s subject to emerge fully. He called on a Grecian Urn,” and their effects. You may want
this quality “negative capability.” to use the chart below as a model.
art and human experience.
1. (a)What are the structure and rhyme scheme of
6. Realist and Naturalist writers
“Ode on a Grecian Urn”? (b)How does Keats
Example Device Effect denied that truth is always
create variations on the form? “What men or gods rhetorical question emphasizes the beautiful.
are these?” (line 8) speaker’s thoughts
2. How does Keats achieve negative capability in about the figures 7. The figures belong to an imag-
“Ode on a Grecian Urn”? on the urn
ined world beyond time and
death. The purpose of art is to
raise humans above transient
pleasures and concentrate their
attention on ideal beauty.
Literature Online
For additional assessment,
and Reading-Writing Connection activities, go to see Assessment Resources,
glencoe.com and enter QuickPass code GLB9817u4. pp. 209–210.
JOHN KEATS 833
0833_0834_U4P3_877981.indd 833 4/22/08 5:02:15 PM
Literary Element Progress Check Review: Rhetorical Devices

Students’ charts should identify rhetorical
1. (a) The structure consists of five Can students identify an ode? devices that Keats uses in the ode as
sections of ten lines each. The first If No ➔ See Unit 4 Teaching well as the effect caused by those
four lines rhyme abab. The last six Resources Book, p. 230. devices.
rhyme cdecde or a variation of that
pattern. (b) The rhyme scheme
of the last six lines of each stanza
varies.
2. Keats explores his theme without
referring to himself.
833
After You Read Reading Strategy Parallelism Internet Connection
In poetry, rhetorical devices such as parallelism
Assess can enhance the lyric quality and the sound of a

poem, especially when it is read aloud.
Connect to Science and Math
Assignment Keats discovered the essence of
1. Explain the use of parallelism in stanza 3 and truth and beauty in an ancient Grecian urn.
Reading Strategy describe its effect. Scientists use more qualitative methods to examine
and learn from the past. Report on the techniques
2. Review the chart of examples you filled in as
archaeologists use to determine the age of artifacts
1. Forever emphasizes the eternal you read. Which examples were the most effec-
such as ancient pottery.
state of the figures painted on tive at expressing one of Keats’s ideas, and why?
Investigate Develop questions to guide your
the urn. research and look for answers on the Internet.
Vocabulary Practice
2. Students should provide correct Check the reliability of the Web site before using
examples of parallelism and Practice with Word Origins Create a word the information. The site should be sponsored by
map, like the one below, for each of these a reputable organization (.edu and .gov sites are
explain why they are effective.
vocabulary words from the selection. Use a usually reliable sources). The author should be a
dictionary for help. recognized authority, and the information should
have been recently updated. Bookmark each Web
Vocabulary Practice deities desolate
site you use in case you have to return to it.
EXAMPLE:
Make an outline to organize the material you
Etymology of deities: Latin deus gather, quoting material accurately and citing the
Definition: sweet Etymology: Latin
means “god” music or song melodia means “song” source of each fact or opinion. Look up any unfa-
Etymology of desolate: Latin solus miliar technical terms in the dictionary and include
the definitions in your report.
means “alone” melody
EXAMPLE:
Sample sentences will vary.
Methods of Dating Ancient Artifacts
Sample Sentence: While I. Potassium-argon
hiking in the woods, we II. Radiocarbon
Academic Vocabulary stopped to listen to a
bird’s lovely melody. Create To avoid plagiarizing, restate material in
your own words and indicate the source of each
The context suggests that derived
fact in the body of your report. Compile a complete
means “originated from.” Academic Vocabulary bibliography of your sources in appropriate MLA
Keats derived the epigram “Beauty is truth, truth style at the end. Include visual aids, such as charts,
Internet Connection beauty” from his meditation on a Grecian urn. computer graphics, photographs or sketches of arti-
facts or equipment, to give your report depth and
Derive is an academic word. For example, a interest. If possible, create a PowerPoint presenta-
Students’ reports should be based
chemist might derive a new drug from the tion or a slide show incorporating your visual aids.
on independent research. Stu- bark of a tree.
dents should have written outlines Report Present your material in a logical
Using context clues, try to figure out the sequence, integrating information from various
to support their reasoning and meaning of derived in the following sentence: sources logically and seamlessly. Include the defini-
conclusion as well as an MLA style The modern word poem is derived from the tions of technical terms your audience may not be
bibliography. ancient Greek word poema. familiar with. If you are using PowerPoint or another
For more on academic vocabulary, see pages computer program, be sure that it ties in logically
56 and R81. with what you are saying.
Reading Practice
0833_0834_U4P3_877981.indd 834 3/4/08 5:48:13 PM
SPIRAL
REVIEW
Theme Say: The main argument idea? (His interpretation of the scene; the or Greek statues have survived because
of Keats’s poem depends on the emphasis on the eternity of the figures; they speak to successive generations.
idea that works of art have the “beauty is truth, truth beauty.”) Do you Or they may use Keats’s poem itself
same meaning to audiences in different agree with Keats’s argument? Why or as an example of an artwork that has
historical periods. Ask: What claims why not? (Answers will vary. Students changed in meaning from the time of its
does Keats make that depend on this may believe that works like the Odyssey composition.)
834
Comparing Literature
Learning Objectives
For pages 835–845 Across Time and Place
Across Time and Place In studying these texts, you
Focus
objectives:
Literary Study:
Compare Literature about Nature Comparing themes.
The cyclical nature of the seasons inspires the three works compared Reading: Analyzing sound
here—an English Romantic poem, a series of Japanese haiku, and a mem- devices.
oir by a contemporary American writer. Together, they show an awareness Writing: Writing a poem. Bellringer Options
of how a few small details in nature can lead to broader reflections on life.
Selection Focus
To Autumn by John Keats .................................................poem ................... 836 Transparency 42
Haiku for Four Seasons by Matsuo Basho-............. haiku ................... 840 Daily Language Practice
Transparency 69
Untying the Knot, from Pilgrim at Tinker Creek
Or display pictures of landscapes
by Annie Dillard ..................................................... reflective narrative ................... 842
that reflect distinct differences
between spring, summer, fall, and
CO M PAR E T H E Big Idea The Quest for Truth winter. Challenge students to think
and Beauty about the seasons and write down
three specific details about each.
Poets from around the world have conveyed a sense of rapture
and ecstasy in exploring natural beauty. They have found tran-
The details might appeal to one or
scendent power in small details, often drawing connections more of the five senses, or they
between humanity and the weather, the animal kingdom, and might involve the thoughts, feel-
physical landscapes. As you read, ask yourself, How do the ings, or moods prompted by the
authors of these selections derive human significance from
nature?
season.
CO M PAR E Nature Imagery

Garden in May, 1895. Maria Oakley Downing.
Scenes from nature can focus on the energetic and colorful, or Oil on canvas, 23 5/8 x 32 1/2 in.
the bleak and unforgiving. As you read, ask yourself, How do the Smithsonian American Art Museum,
images, or word pictures, that describe concrete sensory details in Washington, DC.
nature also function as springboards to larger meanings in these
selections by Keats, Basho-, and Dillard?
Connect to the
CO M PAR E Literary Traditions Reading Selections
Nature has been the theme and inspiration for works throughout
history. Review some of the details most
It provides a dramatic backdrop to evaluate the place of humans
Literature Online
commonly provided by students
in the world. As civilization becomes more technological and urban, writ- in the Bellringer activity. Discuss
ers continue to explore the way nature coexists and contrasts with these Author Search For more
about John Keats, Matsuo Basho, whether and how one or more
developments. As you read, ask yourself, How do the authors of these and Annie Dillard, go to
selections find inspiration in nature? glencoe.com and enter
of them might lead to broader
QuickPass code GLB9817u4. reflections on life.
C OMPARI NG L I TE RATURE 835
Selection Skills
0835_U4CL_877981.indd 835 3/4/08 5:49:19 PM

• Imagery (SE pp. 836, 838, Viewing Skills
Comparing Literature • Oral Presentation
839)
(SE p. 845)

• Analyze Sound Devices Vocabulary Skills • Write a Poem (SE p. 839)
(SE pp. 836, 838, 839) • Word Usage (SE p. 839) • Quickwrite (SE pp. 841, 844)
• Etymology (TE p. 836) • Compare Imagery (SE p. 845)
835
Before You Read
Before You Read
To Autumn
Focus Connect to the Poem
Summary Do certain seasons inspire certain moods? Freewrite for a few
minutes about the way you might feel during the first few days
The poem opens with images of of spring after a long, cold winter.
ripening fruit and late-blooming Build Background

flowers that describe early autumn Keats wrote “To Autumn” in September 1819, after a walk
before the harvest. Keats then on which he saw fields of stubble that looked “warm” to him.
presents several images suggesting
that autumn is the season for har-
vesting nature’s plenty. The last line Big Idea The Quest for Truth and Beauty
of the poem evokes the approach As you read, ask yourself, How does this poem reflect the
of winter. Romantic focus on the beauty of the natural world? Vocabulary Preview
Literary Element Imagery conspiring (kən spı̄ ring) adj.

For summaries in languages other planning or plotting secretly;
than English, see Unit 4 Teaching Writers create imagery, or word pictures, to evoke an emo-
p. 837 Maria saw her brothers whis-
tional response in readers. As you read “To Autumn,” ask your-
Resources Book, pp. 237–241. pering behind the shed, and she knew
self, What vivid images and sensory details does Keats present?
they were conspiring against her.
Reading Strategy Analyze Sound Devices furrow (fur ō) n. a long, narrow
Vocabulary When you analyze sound devices, you examine devices trench in the ground made by a
that appeal to the ear in order to better understand a poem. plow; rut, groove, or wrinkle;
Etymology Have students Assonance is a sound device in which a vowel sound is p. 838 When my father is in a seri-
repeated. Consonance is a repetition of consonant sounds,
ous mood, a deep furrow lines his
look up the etymology of each forehead.
typically at the end of nonrhyming words. Alliteration is a
vocabulary word in a dictionary.
repetition of consonant sounds at the beginnings of words.
Ask: Which word has changed Onomatopoeia is the use of a word or phrase to imitate or
the most over time? (furrow) suggest the sound of what it describes. As you read, ask your-
self, What different effects does Keats employ in the poem?
Tip: Determining Patterns Organize your findings in a chart.
Sound Device Examples
Assonance line 7: “the hazel shells”
Consonance
Alliteration
Onomatopoeia
Reading Practice
0836_U4P3_877981.indd 836 3/10/08 2:46:59 PM
Preread Have students scan the

SPIRAL
REVIEW
into three similar stanzas. Then have stu-
three selections they will read, and dents compare the titles of the selections.
note the form of each. Have them Ask: Are any of these titles similar?
make observations about genre based on (“To Autumn” and “Haiku for Four Sea-
how each selection looks on the page. For sons” both have to do with seasons.)
example, “To Autumn” is a poem divided
836
Teach
Reading Strategy 1
Clarify Meaning Explain to
students that o’er-brimmed means
“overfilled.” Ask: In this line,
what does their refer to? (the
bees) What are the “cells”? (the
chambers in the honeycomb)
What does clammy mean? (cool
and damp)
An Autumn Lane. Edward W. Waite. Burlington Paintings, London.
Like Keats in his ode “To Autumn,” Waite incorporates color,
texture, and light in his visual portrayal of autumn. What is the mood of this
image? What details contribute to that mood?

John Keats
1
Season of mists and mellow fruitfulness, S
Close bosom-friend of the maturing sun;
Conspiring with him how to load and bless Answer: Most students will say
With fruit the vines that round the thatch-eaves run; that the mood is peaceful, warm,
5 To bend with apples the mossed cottage-trees, and comforting. The bright colors,
And fill all fruit with ripeness to the core; combined with the two figures in
To swell the gourd, and plump the hazel shells
With a sweet kernel; to set budding more, the distance, the image of a home
And still more, later flowers for the bees, on the left, and the bright, calm
10 Until they think warm days will never cease, sky contribute to this mood.
For Summer has o’er-brimmed their clammy cells. 1 Have students compare Edward
Waite’s An Autumn Lane with
Vocabulary
Keats’s poem. Ask: In your opin-
conspiring (kən spı̄ ring) adj. planning or plotting secretly
ion, are the artists celebrating
the season or lamenting it? Do
JOHN KEATS 837
the figures in the painting rep-
English Learners
Fine Art Photographic Library, London/Art Resource, NY
resent desolation, or a oneness

0837_0838_U4CL_877981.indd 837 12/12/07 5:56:20 PM with nature? Have students rate
autumn among all the seasons for
Advanced The first stanza is one incom- how to do their homework, to study their beauty. Encourage them to provide
plete sentence. Its structure is “Season notes, to set out food for her pets.” There reasons for their rankings, using
of mists, conspiring with [the sun] how is no verb here. Point out to students that Keats’s claims as a gauge.
to load and bless [vines], to bend [trees] changing conspiring to conspires would
and fill [fruit], to swell [gourd] and plump make a complete sentence.
[shells], to set budding [flowers], until Have students form a similar incomplete
[bees] think [warm days will never cease], sentence of their own. For an audio recording of this
for Summer has o’er-brimmed [cells].” A selection, use Listening Library
Audio CD-ROM.
similar sentence might be “Teenaged girl,
friend of my sister, discussing with her
837
Comparing Literature 2
Who hath not seen thee oft amid thy store?
Sometimes whoever seeks abroad may find
Teach 15
Thee sitting careless on a granary1 floor,
Thy hair soft-lifted by the winnowing2 wind;
Or on a half-reaped furrow sound asleep,
Literary Element 1 Drowsed with the fume of poppies, while thy hook3
Spares the next swath4 and all its twinèd flowers:
Imagery Answer: Keats And sometimes like a gleaner5 thou dost keep
personifies autumn as a worker, 20 Steady thy laden head across a brook;
Or by a cider-press, with patient look,
sleeping on a half-reaped row. Thou watchest the last oozings, hours by hours.
He appeals to the senses of sight
(“hook” and “the next swath with
all its twinèd flowers”) and smell 3
(“fume of poppies”). Where are the songs of Spring? Ay, where are they?
Think not of them, thou hast thy music, too—
25 While barred6 clouds bloom the soft-dying day,
learners read lines 15–19 one line And touch the stubble-plains with rosy hue;
at a time, identifying what sense Then in a wailful choir the small gnats mourn
or senses the imagery in each Among the river sallows,7 borne aloft
Or sinking as the light wind lives or dies;
line appeals to. Clarify any words
30 And full-grown lambs loud bleat from hilly bourn;8
or phrases students have trouble Hedge crickets sing; and now with treble soft
understanding. The redbreast whistles from a garden croft,9
And gathering swallows twitter in the skies.
Reading Strategy 2
1. A granary is a storehouse for grain.
Analyze Sound Devices 2. Winnowing is a process of separating wheat grain from chaff, or husks, by
Answer: The word oozings is blowing away the chaff, which is lighter.
3. A hook is a curved blade used to cut grain.
onomatopoeic, as it mimics the 4. A swath is a row or area of grain to be cut.
sound of something dripping 5. A gleaner is one who gathers grain left in the field by the reapers.
6. Barred means “streaked.”
slowly. The sound and repetition 7. Sallows are low-growing willow trees.
of hours combined with oozings 8. Bourn means “region.”
9. A croft is a small piece of enclosed land, often near a house.
suggests the slow, dripping action
of the cider press described in the Imagery What image does Keats use here to describe autumn? Which senses
line above. 1 does he appeal to?
Analyze Sound Devices How do the sound devices in these lines contribute
2 to the poem?
Vocabulary
furrow (fur ō) n. a long, narrow trench in the ground made by a plow;
rut, groove, or wrinkle

0837_0838_U4CL_877981.indd 838 12/12/07 5:56:42 PM
SPIRAL
REVIEW
Sounds of Poetry Remind addition to the sound devices mentioned
students that, unlike most prose, in the Reading Strategy feature on page
poetry depends on the sounds 836, have students discuss the effects
of words as well as the meanings and of meter, word order, and rhyme on the
emotions expressed by the words. Have a listener.
student read the second stanza aloud. In
838

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UNIT FOUR

Unit Introduction Skills

The Triumph of Focus

Reading Strategy 1 1750 1790

• Explain that James Watt’s inven- Bishop Percy publishes

Cultural History S 1750 1790

Resources and References “Mary.” Encyclopædia Britannica. 2006.

10 80 10 0 0000 0000 0000 trends they perceive in the events

Teach The Cost of Gentility

Omnibus By 1829 London’s

In the late 1700s, manufacturing began to assume

2 industrial towns began to spread over England’s Reading Check

C Flatford Mill, 1817. John

For pages 664–678

PREVIEW Big Ideas of The Triumph of Romanticism

from Proverbs of Hell from

The Child and the Common Man

674 U N IT 4 THE TRI UMP H OF ROMANTI C I S M

SPIRALConstruct a Graphic Romantics disagreed Romantics believed

eliminate anyone it suspected of Vocabulary Practice

Activities Choose one of the following activities to

Personal Reﬂections own. Most students will probably ﬁnd a

The Stirrings of Romanticism

For additional support for English

Literary Elements Writing Skills/Grammar

Reading Skills Vocabulary Skills

THOMAS GRAY 681

For additional practice using the

And leaves the world to darkness and to me.

5 Now fades the glimmering landscape on the sight,

sounds within nearby words)

Gray use these sound devices in

emphasize “solemn stillness”; he Reading Practice

45 Perhaps in this neglected spot is laid

The struggling pangs of conscious truth to hide,

The Stirrings of Romanticism What aspect of Romanticism’s

684 U N IT 4 THE TRI UMP H OF ROMANTI C I S M

On some fond breast the parting soul relies,

THOMAS GRAY 685

ideas? (Students may say that The Epitaph

125 No farther seek his merits to disclose,

cere in his work and who had and

Assess For example, the “madding crowd’s ignoble strife”

Write with Style Academic Vocabulary

688 U N IT 4 THE TRI UMP H OF ROMANTI C I S M

ROBERT BURNS 689

Literary Elements Writing Skills/Grammar

Reading Skills Vocabulary Skills

For pages 689–694

Literary Element Dialect

690 U N IT 4 THE TRI UMP H OF ROMANTI C I S M

Robert Burns Dialect Answer: Burns uses

I’ll get a blessin’ wi’ the lave° 17 lave: remainder.

Still thou art blest, compared wi’ me!

Monitor Comprehension How would you paraphrase these

692 U N IT 4 THE TRI UMP H OF ROMANTI C I S M

We twa hae run about the braes,2

And surely ye’ll be your pint-stowp,8 Progress Check

ROBERT BURNS 693

Assess Respond and Think Critically

Writing include a chorus that repeats throughout your

Reading Strategy Vocabulary

MARY WOLLSTONECRAFT 695

Literary Elements Writing Skills/Grammar