Monday, March 21, 2016
0321 Lecture Notes
Matthew Arnold // “Dover Beach” & “Function of Criticism” I. Matthew Arnold (1822-1888)
A. was the son of an education reformer, dad was a teacher at a very rich rugby school.
1. Father wanted the products of the rugby school to grow up to be good, concerned citizens.
B. Embodied his father’s system
1. Attends the Rugby school from age 6, is the product of his father’s teachings
2. very focused on his appearance while at Oxford. Decides to coast through college and just has fun.
C. was appointed Inspector of Schools
1. Is first just a personal secretary after college. Works his way up to eventually Inspector of Schools.
D. Published poetry until 1858
We also discuss several other topics like Is ultraviolet radiation lower in energy than visible light?
1. Very productive poet in the beginning of his career. in 1854 is given the position of Professor of Poetry at Oxford, and quickly stops writing
E. Turned to critical prose ater 1858
1. sees the Victorian middle class as unintellectual, uncultured, and not refined. He calls the philistines.
2. He dislikes them bc they set the tone for all of victorian society. He thinks this lowers the peoples aspirations. Don't forget about the age old question of How does the circulatory system affect thermoregulation?
3. Arnold is an Elitist- maybe liberal arts is not the best education for everyone? Are liberal arts only posed by those who are considered privileged?
II. Themes in Arnold’s work:
A. He defends culture against the philistines
B. Poetry should inspire, instruct, delight
Monday, March 21, 2016
C. He thinks his poems don’t do that
D. His speakers are isolated and alienated
E. But this isolation allows for disinterest
III. The Function of Criticism
A. Arnold proposed that poets just combine current ideas
B. Critics shape those ideas- the poet depends on what the critic does
C. Critics aspire to disinterestedness- the critic just studies the world, he does not try to intervene in it. This is why you can trust the critic and allow them to teach us.
1. only has influence indirectly.
IV. Dover Beach:
A. free verse // he links sound and sense
Wednesday, March 23, 2016
0323 Lecture Notes
The Man Who Would be King
I. The British Empire in Victorian Age:
A. Empire grows in two waves: 1600-1870; 1870-1900
1. First wave: (Anglophone)
a) coastal and based on trade Don't forget about the age old question of What are the three categories of cost of goods in the case of apparel products?
b) Ran by East India Company- a private monopoly
2. Second Wave: (Africa, India, southeast Asia)
a) occupation and rule If you want to learn more check out What is the meaning of smiling?
i. Did not start out with the mindset of colonizing into an empire, but rather with initial economic thoughts. Creating their own market.
B. Empire made new markets, extracted resources
C. Empire helps define Britishness against otherness
1. Edward Said’s Orientalism
D. “ The White Man’s Burden”: you ‘civilize’ the world, at gunpoint, against the will of the colonized because, uhhh, reasons.
II. The Man Who Would Be King
A. The newspaper office shows the limits of fact.
B. Spaces of empire are spaces of tall tales
C. Kafiristan is appealing because it’s unknown
1. The west knows nothing about it, that is why it is appealing to the men. Bc no-one knows what happens there, they have free reign to do what ever they want and no-one with know.
D. The whole imperial project is lunacy?
Problem Set #7
PLEASE PUT ANSWERS IN YOUR OWN WORDS! 1.The speaker of “Dover Beach” cries, “Ah, love, let us be true / To one another!” (29-30) just before announcing that “the world … Hath really neither joy, nor love” (30-33). How can these lines be read as something other than a contradiction? If you want to learn more check out What effect does a negative and stressful environment have on the onset of puberty?
Don't forget about the age old question of What are the 4 categories of friendships?
Sarcastic or maybe even hopeful?
2.In The Man Who Would be King, the narrator confronts Daniel Dravot, costumed as a priest and on horseback, ostensibly going to sell religious charms to the Amir. What does he find instead of whirligigs when he inspects Dravot’s merchandise? What might Kipling suggest about the project of imperialism by highlighting this substitution?
guns; Maybe, just as in this scene literally, religion is being used as a cover to grown an empire through force and military conquest.
3.How much information about Kafiristan can Carnehan, Dravot, and the narrator gather from the maps and the reference materials?
They gather no information.
4.What causes the collapse of Dravot and Carnehan’s empire?
They people if Kafiristan realized that they were neither god nor devil so they took back their village.