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Diving deeper into the end of 18th Century... 

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Diving deeper into the end of 18th Century... 

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The wicked wit of Jane Austen - Iseult Gillespie

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What Jane Austen Can Teach Us About Our New Internet Selves | Julie Salmon Kelleher | TEDxWWU

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Jane Austen -- an 18th century woman for the 21st century | JoAnne Podis | TEDxUrsulineCollege

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William Wordsworth and Samuel Taylor Coleridge: how the Romantic Revolution started…

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William Wordsworth and Samuel Taylor Coleridge: how the Romantic Revolution started…

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Let's try the 'Suspension of Disbelief'! Different perceptions of the Natural world in 'The Rime of the Ancient Mariner'...

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Let's try the 'Suspension of Disbelief'! Different perceptions of the Natural world in 'The Rime of the Ancient Mariner'...

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Richard Burton reads S.T. Coleridge's 'The Rime of the ancient Mariner' - Upload 1/3

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William Wordsworth's 'democratic Idea' of Poetry!

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William Wordsworth's 'democratic Idea' of Poetry!

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Understanding Poetry in the Age of Poetry...

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Understanding Poetry in the Age of Poetry...

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Issues of the Industrial Revolution unveiled…

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Issues of the Industrial Revolution unveiled…

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Industrialisation led to a dramatic increase in child labour. Professor Emma Griffin explores the dangerous, exhausting work undertaken by children in factories and mines, and the literary responses of writers including Charles Dickens and Elizabeth Barrett Browning.

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👉🏻 https://www.litcharts.com/poetry/william-wordsworth/composed-upon-westminster-bridge-september-3-1802

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Composed upon Westminster Bridge, September 3,... | Poetry Foundation

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Earth has not anything to show more fair:

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I wandered lonely as a cloud

That floats on high o'er vales and hills,

When all at once I saw a crowd,

A host, of golden daffodils;

Beside the lake, beneath the trees,

Fluttering and dancing in the breeze.

Continuous as the stars that shine

And twinkle on the milky way,

They stretched in never-ending line

Along the margin of a bay:

Ten thousand saw I at a glance,

Tossing their heads in sprightly dance.

The waves beside them danced; but they

Out-did the sparkling waves in glee:

A poet could not but be gay,

In such a jocund company:

I gazed-and gazed-but little thought

What wealth the show to me had brought:

For oft, when on my couch I lie

In vacant or in pensive mood,

They flash upon that inward eye

Which is the bliss of solitude;

And then my heart with pleasure fills,

And dances with the daffodils.

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I Wandered Lonely as a Cloud by William Wordsworth | Poetry Foundation

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ROMANTICS AND NATURE: "ESCAPE TO THE COUNTRY"? (VIDEO)

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ROMANTICS AND NATURE: "ESCAPE TO THE COUNTRY"? (VIDEO)

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Introducing first generation Romantic Poets 

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Introducing first generation Romantic Poets 

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MEET THE FIRST GENERATION ROMANTIC POETS....

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MEET THE FIRST GENERATION ROMANTIC POETS....

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Discover William Blake’s revolutionary approach to life...

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Discover William Blake’s revolutionary approach to life...

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In Blake's London, the condition of the poor and their children was beginning to receive more attention from social reformers. Improvements in hygiene and medical knowledge had led to increased life expectancy, but the rise in the population, poor harvests and war created serious hardships. Orphans and the illegitimate children of the poor could be sold into apprenticeships that offered meagre prospects; young boys were used to sweep chimneys (by scrambling up as 'climbing-boys'); prostitution and dire housing conditions were continuing problems.Some philanthropic initiatives attempted to address these issues, but asylums and charity schools were often linked to the exploitative apprenticeship system. In 1788 David Porter tried to initiate legislation to protect apprentices, but the resultant bill was drastically diluted by the House of Lords. The cause was taken up by others, including the Society for the Bettering of the Condition of the Poor. Such moves were accompanied by a new drive to improve the education of the lower orders, initiated in the 1780s by the Sunday School movement. But even as these reforming movements gathered pace, children were beginning to be sent from London workhouses to labour in northern cotton mills. Blake's view of philanthropic responses to poverty was probably always ambivalent: the outbreak of the French Revolution in 1789 gave a new political urgency to his views. In London a range of new radical groups emerged, demanding major changes to the political system. The London Society for Constitutional Information, dormant since the 1780s, revived under the leadership of middle-class intellectuals; but many groups were formed or joined by working men. The London Corresponding Society ('LCS', formed January 1792, to provide links between radicals) drew most of its members from the artisan class. It helped to spread the influence of Paine's plain-speaking Rights of Man (Part I, 1791, Part II, 1792), which called for universal adult male suffrage and a redistribution of wealth through taxation. Followers of Thomas Spence, who demanded land nationalisation, were mostly journeyman and labourers.Blake was employed as an engraver by the Unitarian bookseller Joseph Johnson, who was associated with a group of prominent radicals including Paine, Mary Wollstonecraft (author of A Vindication of the Rights of Woman, 1792), and William Godwin (author of Political Justice, 1793). The revolution widened the range of voices asking for change, and led some radicals to adopt, as Blake did, 'prophetic' modes to envisage a turning point in history. But unlike many of these radicals, Blake saw recourse to law as a problem in itself. The social problems he saw around him seemed to require a radical action: a complete liberation from existing political systems, and a transformation of the sense of human potential....During this period of turmoil in London, Blake moved from Poland Street in Soho to Lambeth, in Autumn 1790 (he stayed until 1800). He lived in some comfort: his house was one of the largest in its row, accommodating a studio and a printing press on the ground floor. Here he received many important guests.Lambeth was still partly rural, but had its share of social problems. There were alms-houses, workshops of the Philanthropic Society, and an Asylum for orphaned girls; overcrowded housing and grim factories were beginning to appear. The nearby Albion flour mill was an example of the 'dark Satanic Mills' Blake would later condemn in his poem 'Jerusalem'. In Lambeth, helped by his wife Catherine, he produced some of his most daring illuminated works, including The Marriage of Heaven and Hell, Songs of Experience, America, Europe, and The Book of Urizen. The radicalism of such works was potentially dangerous to Blake. On 10 December 1792, a Lambeth group (affiliated to Reeves's Crown and Anchor Society) decided to ask every local householder to sign a declaration of loyalty. Blake risked being prosecuted for sedition, with possible imprisonment and ruin. His illuminated works were produced in small numbers, and while some were apparently on sale in Joseph Johnson's bookshop in St Paul's churchyard, most were probably sold privately....Main Source: BRITISH LIBRARY
Other Sources: https://www.sparknotes.com/poetry/blake/
https://www.gradesaver.com/songs-of-innocence-and-of-experience
https://www.youtube.com/watch?time_continue=178&v=Sk_geYnyuOk&feature=emb_logo

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The French Revolution inspired London radicals and reformers to increase their demands for change. Others called for moderation and stability, while the government tried to suppress radical activity... - Let's explore the historical and social background to William Blake's 'radical writings' (filmed on the South Bank of the River Thames, Vauxhall, London).

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The Voice of 'The Children of the Revolution'...

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The Voice of 'The Children of the Revolution'...

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The Children Who Built Victorian Britain

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Compare and Contrast: Voices of Children in Poetry...

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Compare and Contrast: Voices of Children in Poetry...

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Introducing the social background of the Victorian Age!

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Pre-Romantic Poetry as a source of inspiration...

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Pre-Romantic Poetry as a source of inspiration...

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2nd step - WORKSHEET - Social-Cultural Background to 19th Century's Literature: let's learn about 'the Children of the Revolution'...

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2nd step - WORKSHEET - Social-Cultural Background to 19th Century's Literature: let's learn about 'the Children of the Revolution'...

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WOMEN, ROMANTIC FICTION AND THE GOTHIC NOVEL

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WOMEN, ROMANTIC FICTION AND THE GOTHIC NOVEL

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USEFUL VOCABULARY

TO PLUNGE = to throw or cast
CHILLING = scary
TO CRAFT = to elaborate, to make with skill
TO BANISH = to force to leave, drive away
TO TAMPER = to alter improperly
PLIGHT = a distressing condition
EERIE = inspiring fear
ELOPEMENT = an act of running away with a lover
TORRENT = a stream

QUESTIONS

1. What were the effects of the eruption of Mont Tambora in 1815?

2. Who and where did Mary and Percy Shelley visit that summer?

3. What challenge did Lord Byron propose to his guests?

4. How old was Mary at that time?

5. What idea did the challenge spark in Mary?

6. Was Mary Shelley’s Frankenstein different from the monster of the popular imagination?

7. How could the plot of the book be summarized?

8. What was the book’s original title?

9. What Greek myth does it refer to?

10. What characterized the Romantic period?

11. Why was the Greek mythology important for the Romantics?

12. How did the Romantics perceive science and how did this attitude manifest in Frankenstein?

13. What are some of the qualities of gothic genre?

14. Did Mary Shelley’s gothic leanings have to do with her own biography?

15. Who were her parents?

16. Why was Mary’s relationship with her mother traumatic?

17. What was Mary’s own experience as a mother?

18. How is birth characterized in Frankenstein?

19. What is Frankenstein’s fatal flaw?

20. What does the story of Frankenstein say about the power of ideas?