Alquin blz 12-26

• Engels
• Middelbare school
• vwo
• Leerjaar 6

RECAP 

James II

King Charles I

King Charles II

Oliver Cromwell

William + Mary

1685-1688

Puritan

Catholic

Protestant

1649-1658

1660-1685

co-regency

beheaded

• 1a The Dutch fleet is considerably larger than that of the English (90 to 60)
  
• b The outcome of the battles varied somewhat: the English had the upper hand in the early stages, despite having fewer vessels; then the Dutch proceeded chasing after the English.
• 2 He divided his fleet into 2 squadrons comprising 40 and 30 vessels.
  
• 3a Cheerful (mightily pleased)
  
• b Lines 34 to 35: the account he did give him of the fight and the success it ended with.
  
• c Incorrect. Lines 36 to 37: …… the Duke did give way again and again.

Answers to the assignments on Pepys

• 4 Line 46 (all are doubtful of the success)
• 5 Depressed. News arrived of heavy losses 
• 6 News of the fleet’s successes had been expected.
  
• 7 That the Dutch fleet had been chased, and half its vessels (including several flagships) sunk.
  
• 8 Everyone was jubilant (rejoyces over head and ears in this good news). Pepys quoted that even a church service was interrupted. 
• 9 His eye for female beauty!
  
• 10 Compact style; businesslike, almost journalistic.

Answers to the assignments on Pepys

Answers to Internet assignments on Pepys

1 Four

2a 1652 to 1654

b 1665 to 1667

c 1672 to 1674

d 1780 to 1784

3 Economic power

4 Raid on the Medway. In June 1667, De Ruyter and his fleet sailed up the Thames and the Medway.

The fleet broke a barricade (at Chatham) and returned to Holland with the English flagship as spoils.

• Grew up as a Puritan
  
• Converted to the Anglican Church when Charles II became king
  
• Married above his social status
  
• Poet Laureate
  
• Wrote poetry and plays (at first comedies, later tragedies)
  
• Converted to Catholicism when James II ascended the throne
  
• Focussed on satirical poetry later in life and became very influential
  

John Dryden 1631 - 1700

What is satire?

• Originates as a literary form (dates back to Ancient Greece)
  
• Exaggerates tendencies 
  
• Aims to make people laugh, but also to let them think
  
• > Form of protest > Humor as a weapon
  
• Seen as an enlightened form of sarcasm
  
• Has many forms: subtle or blatant / serious or silly
  

How does satire work?

• Literal satire: looks/feels/seems realistic, but...
  
• little things are exaggerated to show their ridiculousness

( Fight Club, Married with Children)

• Unrealistic satire: fantastic places + unrealistic settings 
  
• > metaphors for world we live in   (Animal Farm, Gulliver’s Travels, books by Terry Pratchett)
  

Examples of Satire: 

Homework Wednesday 07/09

Study pages 12-17

Do questions on pages 15 and 18

•  Satire

• Absolom represents the Duke of Monmouth, the illegitimite son of Charles II
• Achitophel, a priest who leads Absolom astray, represents the Earl of Shaftesbury
  
• David represents Charles II

• Heroic Couplets

Absolom and Achitophel (1681)

Heroic couplets: 

•  A pair of rhyming lines, ten syllables (usually in iambic pentameter), forming an entity.

• Good night, good night. Parting is such sweet sorrow        That I shall say good night till it be morrow
• Romeo and Juliet

St Cecilia

‘A Song for St. Cecilia’s Day’ 1-15

The poem begins with a reference to the “Heavenly harmony.” According to Dryden, this harmony, supervised by God, lies in the whole universe. The universal frame began with this harmony when “Nature” was nothing but a “heap of jarring atoms.” God bound them in order and formed this earth. By the reference to “Heavenly harmony,” it seems Dryden is alluding to the Newtonian model of the universe.

He personifies nature and says nature could not heave her head higher after its creation. Then suddenly, she heard a “tuneful voice” from heaven. The sound raised her from her immobile state like a dead person.

According to the speaker, this music eventuated the seasonal cycle on earth. Through all the compass of the musical notes, the earth revolved and the “diapason” closed “full in man.” Diapason means a grand swelling burst of harmony. In other words, it means the entire range of something. Here, the reference is made to the complete compass of the heavenly music.

‘A Song for St. Cecilia’s Day’ 16-24

In the second stanza, the poet refers to the power of music. 

He says music can raise and quell extreme passion. 

When Jubal struck the corded shell, his brethren stood around him wondering about his composition. On their faces, there was an awe-inspiring look. It seems to the speaker that they were worshiping that “celestial sound” coming from Jubal’s shell.

A Song for St. Cecilia’s Day’ 25-32

By the line, “Excites us to arms,” Dryden presents the imagery of soldiers getting ready for a battle.

The clangor of the trumpet also imitates the mood of anger. It is often used to give “mortal alarms.” 

While the beating of a “thundering drum” cries and harks the arrival of enemy forces. Hearing the sound, the soldiers cry out, “Charge, charge, ’tis too late to retreat.” 

In this way, the third stanza revolves around the musical instruments. Their sounds heighten the mood of the poem.

A Song for St. Cecilia’s Day’ 33-36

The fourth stanza of ‘A Song for St. Cecilia’s Day’ zooms in to the sound of the flute. 

The soft sound of the flute appears to be imitating a complaining voice. In the dying notes of it, the listeners can imagine the woes of hopeless lovers. According to the speaker, their dirge is whispered by the “warbling lute.” 

A Song for St. Cecilia’s Day’ 37-41

Hearing the sound of the flute, the “sharp violins” proclaim their jealous pangs. It seems to the speaker the violin is desperate to express the player’s fury and frantic indignation. 

When the speaker hears its sound, the sound reflects the musician’s depth of pain and height of passion for the fair, disdainful dame. 

A Song for St. Cecilia’s Day’ 42-47

 In this stanza, the focus is on St. Cecilia’s musical instrument, the organ.

According to him, the human voice cannot reach the height of the sacred organ’s praise. None can teach this art to a human being unless the user has some divine inspiration or a heavenly spirit. The reference is to Saint Cecilia who was inspired by heaven.

Her notes inspired holy love in humans. Not only that, her composition rose higher to heaven and mended the choirs above. In this way, Dryden refers to the healing and constructive qualities of music, especially of Cecilia’s music.

A Song for St. Cecilia’s Day’ 48-54

Orpheus: a musician, poet, and prophet in Greek mythology. He could play the lute in such a manner that made the savage race of Greece obey and respect him. His music could inspire not only humans, but nature also responds to it. The trees got uprooted from their place. According to Dryden, he was the “Sequacious of the lyre.” It means that he perfected the lyre.

Cecilia raised the wonder higher than Orpheus. When she gave her vocal breath to her organ, it reached heaven. An angel heard her music and he straightly appeared, mistaking earth for heaven. Such was the magnificence of Cecilia’s composition.

The last section titled the “Grand Chorus” was meant for sung by all the singers. Dryden says from the power of Cecilia’s sacred lays the spheres began to move. Her music had the power to infuse life into all the inanimate objects. Hearing her organ, they came into life and sang the great creator’s praise. They sang for all the blessed angels residing in heaven.

When the last and dreadful hour (a metaphorical reference to death) came, the crumbling pageant shall devour the creation. The trumpet shall be heard in heaven. Those who have died will come to life and the living die. Along with that, her music will untune the sky. 

Music which created this universe, has the power of destroying it too. In the scheme of creation, this universe is merely a passing shadow. Music will one day end this passing shadow, this pageant. This is the reason that at the end of the poem, the poet calls the universe as the crumbling pageant. This would happen on the day of final judgment or the Doom’s day.

It is written in the Bible that Angel Gabriel, will appear with his trumpet on the final day of judgment and blow his trumpet. Gabriel conveys his message through his music that all living beings shall die and that the dead shall come out of their graves and stand before God, who will pronounce his judgment according to the record of good and bad deeds performed by each one of us during our life time.

Answers to the assignments on Dryden’s Absolom and Achitophel

1. 1 Line 564: chemist, fiddler, statesman and buffoon
2.   Line 565: painting, rhyming and drinking
   
3. 2 Lines 561 and 570 (lines 569 to 572 in fact)
   
4. 3 While the lines appear to express appreciation, the final negative words alter the sentiment to one of satire.
   
5. 4 Zimri had not noticed that his wasting money and clowning around would make a beggar of him.
   
6. 5 Line 577: he laughed himself from court.
   
7. 6 He cannot even play the villain well, as he is too foolish and weak.
   
8. 7 Precisely the opposite! Achitophel is portrayed as a stupid intriguer in the remainder of the poem.
   
9. 8 Lines 577 to 578 explain that he is not even capable of leading a political group; leadership is set aside for others, while he remains a servile follower.
   
10. 9 The crucial element is that there is a great deal of humour in Dryden’s satires.
    

Answers to the assignments on Dryden’s Ode to St Cecilia’s Day

• 1a Irregular b Irregular c Irregular
  
• 2 The creation of the world
  
• 3 lines 8 and 9, when all the elements (line 8) fall into place.
  
• 4 He had stretched strings over a shell, and discovered that he could make exquisite sounds by striking them.
  
• 5 Celestial (line 20) and God (line 21)
  
• 6 Rather comical: they considered the sounds so beautiful, that they thought something divine must have been concealed in the shell.
  
• 7 Zither (Een citer, zither is een snaarinstrument dat voornamelijk bestaat uit een klankbodem (boog, buis, plank, frame) die bespannen is met een of meer snaren.
• 8a Trumpet and drums
  
• b War
  
• 9 The word imitates the sound that the instrument makes
  
• 10 Flute, lute and violin
  

• 11 They are all connected to love, generally in a negative sense: desperate love, jealousy, despair.
  
• 12 The organ inspires divine emotions, which surpass worldly feelings. In fact, this stanza goes so far as to claim that the organ would improve the quality of the heavenly choir!
  
• 13 The wild animals
  
• 14 The story of Orpheus (that he could even make trees walk) is surpassed by that of Cecilia, whose glorious voice could even persuade the divine angels that they were in heaven.
  
• 15 The problem is that the word organ has two meanings, namely a musical instrument and means of communicating. And it might mean either in this particular line. While Dryden may be referring to the musical instrument, he already did so in the previous stanza. He may therefore also be referring to her human voice.
  
• 16 The end of the world. The day of reckoning.
  
• 17 Music heralds (aankondigen) the apocalypse.(een situatie te beschrijven waarin de wereld lijkt onder te gaan.)

• Age of Enlightenment
  
• Reason
  
• Every person is naturally reasonable and good
  
• Equality: leading to revolutions
  
• Industrial revolution
  
• Rise of the middle class
  
• Parliament more powerful than the king
  
• Improved printing techniques: production and distribution of journals and pamphlets
  
• Rise of the novel
  

The eighteenth century

The Eighteenth Century 

The Neo-Classical Period / The Age of Reason

• Neo-Classical: classical influence > absolute authority
• Result: "good art" > imitation of the classics

• Reason: rational and balanced judgement, based on     knowledge, no personal emotions
• Result: "good art" > strict rules regarding form and content

The Eighteenth Century 

• Britain: becomes the world's leading economic power

• wealth based on colonies and trade
• tea, silks and spices (India)
• Industrial Revolution (introduction of steam engine)

Triangular trade

• slaves
  
• Plantation crops (sugar, cotton and tobacco)
  
• Manufactured goods

Changes in society

• move from country to cities
• new social class: middle class (nouveau riche) 
• the family and the home became important > mother had a key role in upbringing of children
• daughters had to marry rich and powerful men to advance family's social status
• new underclass developed: poor people 

the Time of Wigs and Revolutions

1700 - 1800

The 18th century is an age of both reason and mindless violence, of freedom and slavery, and of unimaginable wealth and desperate poverty. 

The transatlantic slave trade grows and so does opposition to it. 

European philosophers reach new conclusions on all sorts of topics including economic, religious, social and political issues. 

These developments are together called the Enlightenment.

These developments are together called the Enlightenment.

Typical Aspects:

-the Enlightenment

-slavery and abolitionism

-the American Revolution

-the French Revolution

The 18th Century

Word Duty

KEY WORDS

Enlightenment: movement of thinkers striving to end the world of dark ideas such as ignorance, 

irrationality, intolerance and inequality.

Rational optimism: the belief that a rational way of thinking and ideas could bring about 

progress, making life better for mankind 

Basic human rights: a right that every person has and which has to be respected, even by kings. 

Atheist: someone who does not believe in the existence of any God.

Deist: Someone who believes in a God that created the universe according to natural laws, but does not interfere with humans.

Trias Politica: the idea that the power of the state should be divided into three different parts 

Free market economy: economic system with little or no government interference allowing competition between sellers, while the amount of buyers dictates the size of the market.

Salon: meetings where members of the upper class would meet and have scientists and philosophers speak about their work and ideas 

Encyclopedie (encyclopedia): a collection of knowledge on as many subjects as possible

Different from the Scientific Revolution 

During the Scientific Revolution, scientists tried to use scientific methods to explain the working of the world, nature, the universe.

This was revolutionary, but it was mainly applied to sciences. Ordinary people did not see any changes to their lives.

The Enlightenment continued to evolve from these new scientific views, theories and methods. The difference here is that 18th century thinkers used the methods of the Scientific Revolution, but they tried to apply them on other topics, such as politics, economy, religion and social issues.

They believed that if they, like the scientists before them, could find strict “natural laws” to explain the workings of the economy, or politics, that they could “enlighten” the world;  solve all problems and make the world a better place.

A Philosopher giving a Lecture on the Orrery, in which a lamp is put in the place of the sun, 1764-66, Joseph Wright of Derby, Derby Museums,

1a Which description best describes the term "revolution"?

1. a sudden change
2. a gradual change
3. a violent event
4. a political struggle

This positive outlook on life 

is called rational optimism. 

The philosophers also thought that every person has basic human rights, which had to be respected, even by kings. 

A bookseller in London in 1750. Because of the explosion of intellectual activity, publishing was ‘booming business’ these days. Drawing by an unknown artist.

Enlightenment and Religion

Enlightenment philosophers were generally opposed to the Catholic Church and organized religion in general. Especially in France, the center of the European Enlightenment, the Catholic Church was seen as an oppressor -- along with the nobility -- of individual freedom and reason because of its rules and insistence on being the only source of truth.

Yet enlightenment thinkers were not true atheists, (= people who do not believe in any God). Rather, most were deists -- they believed in a God that created the universe that is governed by natural laws. These laws made it unnecessary for God to further meddle in human affairs. 

The Declaration of Independence of the United States of America, in 1776.

The founders of the the declaration, Thomas Jefferson and Benjamin Franklin, were both deists

Spreading the Enlightenment

 The use of the printing press made it possible to create the first mass media. Newspapers and pamphlets were quite popular, especially in the cities. The Enlightenment ideas were also discussed in public meeting places like coffeehouses and salons.

These salon meetings were meant for the upper class. People would host these meetings in the salons of their houses and invite scientists and philosophers to speak about their ideas and works. 

madame Geoffrin

a statue of Voltaire, who was in exile at that moment.

Baron de Montesquieu, whose idea of the Separation of Power (Trias Politica) is still being used in modern western democracies.

Denis Diderot (1713 - 1784). Painting by Louis-Michel van Loo (1767)

Encyclopedia, or a Systematic Dictionary of the Sciences, Arts, and Crafts) was a general encyclopedia published in France between 1751 and 1772, with later supplements, revised editions, and translations. It had many writers, known as the Encyclopédistes. It was edited by Denis Diderot and, until 1759, co-edited by Jean le Rond d'Alembert.

4a. The Enlightenment movement was in favour of:

1. ignorance
2. rationality
3. intolerance
4. inequality

4b. The Enlightenment philosophers aimed to bring about progress in the world by:

1. religious ideas
2. revolution
3. rational ideas
4. spontaneous ideas

Voltaire

• wrote more than two thousand books and pamphlets on all sorts of topics
• was very critical towards the catholic church and the French king.
• because of this he was put in prison and later exiled from France
• his ideas were important in the French Revolution

website

John Locke

• He believed that "all people are created equal"
• All people have natural rights that nobody can take away, like: life, freedom and the right to own property
• He was against absolutism. He believed that a government is a social contract between the government and the people. And if a ruler is a bad ruler, the people have the right to overthrow him.

website

Montesquieu

• He is famous for his theory of the Separation of Powers (Trias Politica):
• The power of the state should never be in the hands of one person.
• therefore power should be split up into three seperate parts, being:
• the legislative (making laws), executive (carrying out the laws) and judicial (providing independent judgement) branch.
• his ideas are still used in most constitutions all over the world.

website

Adam Smith

• Scottish economist. Wrote the book "Wealth of Nations"
• Believed that the economy works best if there is Free Trade.
• A government should not interfere in the economy.
• He was against mercantilism.

website

• Influenced by the Low Countries
  
• Development of printing press
  
• Beginning of 18th century: The Review (Daniel Defoe), The Tatler and The Spectator (Steele and Addison)
  
• Broadsheet refers to the lay-out of the paper.
  
• The Times and The Observer (still important newspapers) first appeared in the last decade of the 18th century.
  

Broadsheet (newspaper)

Addison & Steele Answers to the assignments on Sir Roger de Coverley

• 1a A friend who is staying with Sir Roger for a while
  
• b While his name is not actually mentioned, it is probably Mr Spectator. We know very little about this character. What we do learn from this excerpt is that he is contemplative by nature, does not enjoy (strange) company much, and is a keen observer.
  
• c His anonymity and observations might well persuade the Spectator’s readers to readily identify with him.
  
• 2 He is described as highly empathic. He therefore ensures that neither he, nor the servants or other guests do anything which his guest would not like. Examples:
  
• • Guest’s mood is taken into consideration
  
• • Guest may retire and rise whenever he wishes
  
• • Guest may dine whenever he wishes
  
• • Guest need not be ‘entertaining’
  
• • Guest should not be annoyed by other guests
  
• • Other guests should not gaze at the guest
  
• 3 The servants do not want to leave at all; they stay as long as they can.
  
• 4 Care, respect and love. Dog and horse. 
• 5a They are moved to tears.
  
• b He inquires as to everyone’s health, before posing questions regarding his own business. This indicates his concern for the staff.