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  1. Stanford Libraries' collections of literature in English include contemporary fiction and poetry, literary criticism, academic journals on literary studies, and digital resources related to English literature from the around the world.

    • Overview
    • The nature of Romanticism

    As a term to cover the most distinctive writers who flourished in the last years of the 18th century and the first decades of the 19th, “Romantic” is indispensable but also a little misleading: there was no self-styled “Romantic movement” at the time, and the great writers of the period did not call themselves Romantics. Not until August Wilhelm von Schlegel’s Vienna lectures of 1808–09 was a clear distinction established between the “organic,” “plastic” qualities of Romantic art and the “mechanical” character of Classicism.

    Many of the age’s foremost writers thought that something new was happening in the world’s affairs, nevertheless. William Blake’s affirmation in 1793 that “a new heaven is begun” was matched a generation later by Percy Bysshe Shelley’s “The world’s great age begins anew.” “These, these will give the world another heart, / And other pulses,” wrote John Keats, referring to Leigh Hunt and William Wordsworth. Fresh ideals came to the fore; in particular, the ideal of freedom, long cherished in England, was being extended to every range of human endeavour. As that ideal swept through Europe, it became natural to believe that the age of tyrants might soon end.

    The most notable feature of the poetry of the time is the new role of individual thought and personal feeling. Where the main trend of 18th-century poetics had been to praise the general, to see the poet as a spokesman of society addressing a cultivated and homogeneous audience and having as his end the conveyance of “truth,” the Romantics found the source of poetry in the particular, unique experience. Blake’s marginal comment on Sir Joshua Reynolds’s Discourses expresses the position with characteristic vehemence: “To Generalize is to be an Idiot. To Particularize is the alone Distinction of Merit.” The poet was seen as an individual distinguished from his fellows by the intensity of his perceptions, taking as his basic subject matter the workings of his own mind. Poetry was regarded as conveying its own truth; sincerity was the criterion by which it was to be judged.

    The emphasis on feeling—seen perhaps at its finest in the poems of Robert Burns—was in some ways a continuation of the earlier “cult of sensibility”; and it is worth remembering that Alexander Pope praised his father as having known no language but the language of the heart. But feeling had begun to receive particular emphasis and is found in most of the Romantic definitions of poetry. Wordsworth called poetry “the spontaneous overflow of powerful feeling,” and in 1833 John Stuart Mill defined poetry as “feeling itself, employing thought only as the medium of its utterance.” It followed that the best poetry was that in which the greatest intensity of feeling was expressed, and hence a new importance was attached to the lyric. Another key quality of Romantic writing was its shift from the mimetic, or imitative, assumptions of the Neoclassical era to a new stress on imagination. Samuel Taylor Coleridge saw the imagination as the supreme poetic quality, a quasi-divine creative force that made the poet a godlike being. Samuel Johnson had seen the components of poetry as “invention, imagination and judgement,” but Blake wrote: “One Power alone makes a Poet: Imagination, the Divine Vision.” The poets of this period accordingly placed great emphasis on the workings of the unconscious mind, on dreams and reveries, on the supernatural, and on the childlike or primitive view of the world, this last being regarded as valuable because its clarity and intensity had not been overlaid by the restrictions of civilized “reason.” Rousseau’s sentimental conception of the “noble savage” was often invoked, and often by those who were ignorant that the phrase is Dryden’s or that the type was adumbrated in the “poor Indian” of Pope’s An Essay on Man. A further sign of the diminished stress placed on judgment is the Romantic attitude to form: if poetry must be spontaneous, sincere, intense, it should be fashioned primarily according to the dictates of the creative imagination. Wordsworth advised a young poet, “You feel strongly; trust to those feelings, and your poem will take its shape and proportions as a tree does from the vital principle that actuates it.” This organic view of poetry is opposed to the classical theory of “genres,” each with its own linguistic decorum; and it led to the feeling that poetic sublimity was unattainable except in short passages.

    As a term to cover the most distinctive writers who flourished in the last years of the 18th century and the first decades of the 19th, “Romantic” is indispensable but also a little misleading: there was no self-styled “Romantic movement” at the time, and the great writers of the period did not call themselves Romantics. Not until August Wilhelm von Schlegel’s Vienna lectures of 1808–09 was a clear distinction established between the “organic,” “plastic” qualities of Romantic art and the “mechanical” character of Classicism.

    Many of the age’s foremost writers thought that something new was happening in the world’s affairs, nevertheless. William Blake’s affirmation in 1793 that “a new heaven is begun” was matched a generation later by Percy Bysshe Shelley’s “The world’s great age begins anew.” “These, these will give the world another heart, / And other pulses,” wrote John Keats, referring to Leigh Hunt and William Wordsworth. Fresh ideals came to the fore; in particular, the ideal of freedom, long cherished in England, was being extended to every range of human endeavour. As that ideal swept through Europe, it became natural to believe that the age of tyrants might soon end.

    The most notable feature of the poetry of the time is the new role of individual thought and personal feeling. Where the main trend of 18th-century poetics had been to praise the general, to see the poet as a spokesman of society addressing a cultivated and homogeneous audience and having as his end the conveyance of “truth,” the Romantics found the source of poetry in the particular, unique experience. Blake’s marginal comment on Sir Joshua Reynolds’s Discourses expresses the position with characteristic vehemence: “To Generalize is to be an Idiot. To Particularize is the alone Distinction of Merit.” The poet was seen as an individual distinguished from his fellows by the intensity of his perceptions, taking as his basic subject matter the workings of his own mind. Poetry was regarded as conveying its own truth; sincerity was the criterion by which it was to be judged.

    The emphasis on feeling—seen perhaps at its finest in the poems of Robert Burns—was in some ways a continuation of the earlier “cult of sensibility”; and it is worth remembering that Alexander Pope praised his father as having known no language but the language of the heart. But feeling had begun to receive particular emphasis and is found in most of the Romantic definitions of poetry. Wordsworth called poetry “the spontaneous overflow of powerful feeling,” and in 1833 John Stuart Mill defined poetry as “feeling itself, employing thought only as the medium of its utterance.” It followed that the best poetry was that in which the greatest intensity of feeling was expressed, and hence a new importance was attached to the lyric. Another key quality of Romantic writing was its shift from the mimetic, or imitative, assumptions of the Neoclassical era to a new stress on imagination. Samuel Taylor Coleridge saw the imagination as the supreme poetic quality, a quasi-divine creative force that made the poet a godlike being. Samuel Johnson had seen the components of poetry as “invention, imagination and judgement,” but Blake wrote: “One Power alone makes a Poet: Imagination, the Divine Vision.” The poets of this period accordingly placed great emphasis on the workings of the unconscious mind, on dreams and reveries, on the supernatural, and on the childlike or primitive view of the world, this last being regarded as valuable because its clarity and intensity had not been overlaid by the restrictions of civilized “reason.” Rousseau’s sentimental conception of the “noble savage” was often invoked, and often by those who were ignorant that the phrase is Dryden’s or that the type was adumbrated in the “poor Indian” of Pope’s An Essay on Man. A further sign of the diminished stress placed on judgment is the Romantic attitude to form: if poetry must be spontaneous, sincere, intense, it should be fashioned primarily according to the dictates of the creative imagination. Wordsworth advised a young poet, “You feel strongly; trust to those feelings, and your poem will take its shape and proportions as a tree does from the vital principle that actuates it.” This organic view of poetry is opposed to the classical theory of “genres,” each with its own linguistic decorum; and it led to the feeling that poetic sublimity was unattainable except in short passages.

  2. Emboldened by the era’s revolutionary spirit, Romantic poets invented new literary forms to match. Romantic poetry can argue radical ideas explicitly and vehemently (as in Percy Bysshe Shelley’s “England in 1819,” a sonnet in protest of Peterloo) or allegorically and ambivalently (as in William Blake’s “The Tyger,” from Songs of ...

  3. 11 de abr. de 2019 · Download chapter PDF. In this chapter, we: provide some definitions of ‘culture’. explore the relationship between culture and literature, and implications for language learning. look at some ways of using literature with students to illuminate cultural issues.

    • Jeneen Naji, Ganakumaran Subramaniam, Goodith White
    • 2019
  4. 14 de jul. de 2021 · Making Contemporary Connections to Literature. Students draw connections between social issues that the author explores in the text and their impact on our world today. Published: July 14, 2021.

  5. 9 de mar. de 2021 · How literature — yes, literature — can help you better connect with others. Mar 9, 2021 / Beth Ann Fennelly. Share This Idea. Pete Ryan. This post is part of TED’s “How to Be a Better Human” series, each of which contains a piece of helpful advice from people in the TED community; browse through all the posts here.

  6. In life, reading is an open transactive process, not a process of reading one text in isolation from life. Readers make multiple connections across texts, ideas, and experiences. These connections keep changing over time with each new experience and text.