LITERATI

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Wednesday, 8 February 2017

ROMANTIC LITERATURE AND THE PERIOD OF ROMANTICISM


A GENERAL PRESENTATION OF THE RISE OF ROMANTIC LITERATURE AND THE PERIOD OF ROMANTICISM: FOCUS ON REPRESENTATIVE ROMANTIC MASTERPIECES
Romanticism is an intellectual, literary and artistic movement originating in the 18th c as a reaction to Neoclassicism. It was marked especially by sensibility and the use of autobiographical material, exaltation of the primitive and common man. It is term loosely applied to a movement in European literature (and other arts) during the last quarter of the 18th c and. It was marked by a rejection of the ideals and rules of classicism and neoclassicism streamline and by an affirmation of the need for a more subjective expression of passion and personal feelings. The Romantic period in Britain is usually taken to run between 1798, the year in which Coleridge and Wordsworth published the first edition of Lyrical Ballads, and 1832, when Sir 'Walter Scott died and the rise of Queen Elizabeth to power in 1837.The major British writers in this period were Samuel Taylor Coleridge, William Wordsworth, Walter Scott, Lord Byron, Percy Shelley, John Keats, Jane Austen, and de Quincey.
THE RISE OF ROMANTIC LITERATURE
Romanticism did not just spring out of nowhere but out of something. The following events led to the rise of romanticism:
THE AMERICAN WAR OF INDEPENDENCE (1776)
America was, for a long period, a British colony. George III ruled America in an unscrupulous manner and when Thomas Pain wrote Rights of Man and Common Sense the people of the thirteen colonies read eagerly, all proclaiming the dignity of common life, and all uttering the same passionate cry against every form of class or caste oppression. They realized that they needed liberty. This made them to take uproar in 1776 in the American war of Independence. This influence literature as the romantics wanted to go against all forms of Neoclassical streamlines. They sought a revolution in literature just as the Americans did for freedom.
THE INDUSTRIAL REVOLUTIONS

The changing landscape (the industrial revolution) of Britain brought about by the steam engine. This caused cities to expand. This expansion caused the depopulation of the countryside. In effect, there was mass exodus from rural areas to cities. This movement was because the mass went in search of jobs in the newly created factories. In the factories the poor condition of workers, the new class-conflicts and the pollution of the environment caused a reaction to urbanism and industrialization prompting poets to rediscover the beauty and value of nature. This rediscovery was the birth of romanticism.
THE FRENCH REVOLUTION (1789)
The state of political unrest finally came to an end in France. Napoleon Bonaparte was defeated. On the fourteen of July women marched in the streets on protests against Louis IV and his rule. The frightful uprising proclaimed the natural rights of man and the abolition of class distinctions started in France. Their revolutionary watchwords were liberty, equality and fraternity. The immediate action that led to the freedom of the French was the storming of the Bastille prison in France. This was called the spirit of the age. The sentence “France stands at the top of the golden hour and human nature seems born again” is a total sum of this revolution. These revolutionary ideas spread to the rest of continental Europe and suddenly governments started facing the same issues in their countries. It affected literary production as English poets like William Wordsworth went to France to study the revolution and he realized that all the previous rules that were laid in society ended and thus man could write literature that reflected the self. He concluded that poetry in particular had to be spontaneous. With these ideas romanticism started with the publication of the Lyrical Ballads by Wordsworth and Coleridge.
THE ROMANTIC PERIOD
Literature saw a change during this period. There was a shift in genre. It was chiefly an age of poetry.  There was a shift from the use of iambic pentameter to the use of free verse. The common man was praised in poetry. The age also saw an immerse emphasis placed on individualism and an interest on the supernatural. Wordsworth defined poetry as the “spontaneous overflow of powerful emotions recollected in perfect tranquility.”   This reflected the poetry of the time. The first work that marked the peak of the time was Wordsworth and Coleridge’s Lyrical Ballads. These two were early Romantic poets but not as early as William Blake who is also considered as one of the Romantics with his “Songs of Innocence” and Songs of Experience”. Coleridge must be credited for his long and impressive “Rime of the Ancient Mariner”. Coleridge and Wordsworth, however, understood romanticism in two entirely different ways: while Coleridge sought to make the supernatural real, Wordsworth sought to stir the imagination of readers through his down-to-earth characters taken from real life of the Lake District that largely inspired his production. This is reflected in "Lines Composed a Few Miles Above Tintern Abbey". But his life is reflected in his “prelude.” To Wordsworth, nature is “all in all”. He says “sweet is the lore which nature brings but our meddling intellect misshapes the beauteous forms of things.”
Also, some Romantics of the age are The "Second generation" of Romantic poets includes Lord Byron, the literary writer, who professed to despise the art that made him famous, wrote “Hours of Idle” It was a juvenile work that was ridiculed by The Edinburgh Review. Others include Percy Bysshe Shelley, Mary Shelley and John Keats. Byron, however, was still influenced by 18th-century satirists and was, perhaps the least 'romantic' of the three. This movement also saw the rise of female artist like Jane Austen and Mary Anne Radcliffe. Also, Walter Scott greatly contributed to the rise of the English novel during this period.
Lastly, modern literary magazines like Edinburg Review (1802), The Quarterly review (1808) and the Westminster Review were created. It assembled the works of poets of the age.


REPRESENTATIVE MASTERPIECES OF THE AGE
In 1798, two young poets, Samuel Taylor Coleridge (then 26) and William Wordsworth (then 28), both frustrated with the subject matter and style of poetry being produced in England, published a cooperative volume of poems titled Lyrical Ballads. It consisted of 23 poems, four by Coleridge, including “The Rime of the Ancient Mariner”, and 19 by Wordsworth (1770-1850), the best being “Tintern Abbey.” At its publication, Lyrical Ballads was bitterly attacked in the more periodicals. However, it sold well enough to call for a second printing in 1800. The 1800 edition contains the epoch making “Preface” written by Wordsworth.
"The Rime of the Ancient Mariner," which is Coleridge's masterpiece, and "Lines Written a Few Miles above Tintern Abbey,"  expresses Wordsworth's poetical creed, and which  it is one of the noblest and most significant of Romantic poems. Colerige’s “Rime of The Ancient Mariner” tells the story of a tragic ballad about the survival of one sailor through a series of supernatural events on his voyage through the south seas which involves the slaying of an albatross, the death of the rest of the crew, a visit from Death and his mate, Life-in-Death, and the eventual redemption of the Mariner.
On the other hand, Wordsworth’s “ Tintern Abbey’ expresses the ideas that in nature we can find comfort and solitude. He says in “Expostulation and Reply” “One impulse from a vernal wood/ may teach you more of man of all good and bad / than that sages can.” This expresses his idea of man leaving the artificial society to return to nature that does not fail man like man. In “Titern Abbey” he reflects on the interconnectedness that exists between nature and man. He imagines how his sister will pass through the same stages that he passed through.
Percy Bysshe Shelley’s “Ode to The West Wind” is also one of the masterpieces of this age. In the poem Shelley invokes the wind magically, describing its power and its role as both “destroyer and preserver,” the poet then takes a remarkable turn, transforming the wind into a metaphor “dead thoughts”, “withered leaves.” Here the spring season is a metaphor for a “spring” of human consciousness, imagination, liberty, or morality. Shelley wished that all this thinks happen to man. Shelley asks the wind to be his spirit, and in the same movement, his poetic faculty, which will play him like a musical instrument, the way the wind strums the leaves of the trees.
Another significant Romantic masterpiece is John Keats’ Ode to a Grecian Urn. In this lyric the poet explores exclusive inner feelings of man. Keats creates his own rhyme scheme. The poem is made up of three stanzas. When the speaker of the poem gazes at the Grecian urn, he meditates on the nature of truth and beauty. Each of the three scenes depicted on the urn moves him in a different way, and he describes them in detail, marveling at their artistry. In the first stanza of the poem, the speaker starts describing an ancient Grecian urn. It depicts three scenes: a wild party, the playing of instruments, and a ritual slaughter. The second, third and fourth stanzas are an explanation of the scene in detail, envying all the beautiful figures. The party scene is of particular interest to the speaker. It is a scene where several amorous men chase after women. In the final stanza, the speaker states that if the urn could speak for itself, it would declare, "Beauty is truth, and truth beauty.”
Further, another masterpiece of this era is Sir Walter Scott’s Ivanhoe, a depiction of Saxon and Norman characters. It is one of the earliest novels. His immense contribution to the rise of the English novel cannot be undermined. Some rightly think that the most popular novelist of the era was Sir Walter Scott, whose grand historical romances inspired a generation of painters, composers, and writers throughout Europe. His most remembered work, Ivanhoe, continues to be studied to this day.
Jane Austen’s Pride and Prejudice and Sense and Sensibility are masterpieces of the era which are written by a woman. Her novels center on the life of the landed gentry, seen from a woman's point of view. They also focus on practical social issues, especially marriage, partners in life, with love being above at the top of everything. Her most important and popular novel is Pride and Prejudice. In it Jane Austen creates the ultimate hero and heroine in Darcy and Elizabeth, who must overcome their own stubborn pride and the prejudices they have toward each other, in order to come to a middle ground, where they finally realize their love for one another . In her novels, Jane Austen brings to light the hardships women faced, who usually did not inherit money, could not work and where their only chance in life depended on the man they married. Her works generally are seen as 'realist' and not romantic in the artistic sense.
Lastly, William Blake, poet, painter and printmaker is usually included among the English romanticists, though his visionary work and masterpiece, songs of innocence and songs of experience is much different from those of the others discussed above.

Interesting analysis made by the prolific writer Nkemngong John Nkengasong

Interesting analysis made by the prolific writer Nkemngong John Nkengasong
Fact-checking with Prof. Jean-Emmanuel Pondi on the Anglophone Problem

In a write-up titled “IS THERE AN "ANGLOPHONE PROBLEM" IN CAMEROON OR COULD THIS BE A MERE FANTASY?” posted on his Facebook page on 22 December, Professor Jean-Emmanuel Pondi, the venerated professor posed as an arbiter of the current political crises in the country in which Anglophone Cameroonians are legitimately claiming their right to federation after over 5 decades of a checkered experience in a union with French Cameroon. I congratulate the esteemed Professor for expressing his views on the burning issue, in his attempt to educate the public and to proffer solutions. However, in penning his ideas, he was either deliberately cynical about the Anglophone problem as it is the stock-in-trade with people of his kind or he in earnest put in his intellectual best in examining the problem. Either ways, the write-up is appallingly perfidious and more likely to spur national disintegration. A quick fact check of some of the concerns the Professor raised (in order of appearance) will illustrate this view and possibly alert Cameroonians who look up to him as an opinion leader and who may become victims of crude intellectual chauvinism:
1. “These debates do focus on an issue which, in turn, divides public opinion, arouses passions which were thought to be forgotten, and rekindles antagonisms, believed to have been dealt with in the past.”
To say that the passions “were thought to have been forgotten” and “antagonisms, believed to have been dealt with” is FALSE! Here the Professor is either being hypocritical or duplicitous on a serious problem affecting the nation. The Anglophone problem has been a critical political issue all these years. The AAC 1 and 2, the arbitrary arrests, detention and torture of SCNC leaders and sympathizers, the consistent appeals by Anglophone teachers’ syndicates and the common law lawyers, and the proliferation of Anglophone protest literature could never have escaped the notice of an acclaimed political scientist living in the same country. Also, the professor never explained how the antagonisms “have been dealt with in the past” and by who.
2. “On the other hand, the second group of Cameroonians who feel concerned with this debate is mainly comprised of Anglophones, including a minority of francophones who back their views.”
The statement “a minority of francophones” who back Anglophone views is FALSE! A majority of Francophones are in support of Anglophones. If there is a referendum in this country today to sample whether Francophone Cameroonians would prefer the Anglophone or francophone culture, francophones will overwhelmingly want Anglophone culture. Proof is that more and more francophones are sending their children to Anglophone schools to learn not just the English language but to acquire the cherished Anglophone culture. Proof is also that the Professor himself pursued his graduate studies in universities with Anglophone cultural background which means he found something terribly wrong with his colonial base.
3. “This explains the conviction of some Anglophones who generally sympathize with the SCNC secessionist ideology, that francophones are bent on swallowing up their Anglo-Saxon culture and language.”
By using the expression “swallowing up their anglosaxon culture and language” the Professor is being escapist. And again, such a claim is FALSE! Metaphorical as the expression may sound it does not reveal the real frustrations of Anglophone Cameroonians which are caused by assimilation, a colony colonizing another, subjugation, and humiliation amongst others. “swallowing up” is a cheap cliché.
4. “The violent protest orchestrated by a minority of Anglophones, can be seen as a result of feeling as Second Class citizens in Cameroon.”
Here is where the true test of objectivity can be sampled. Who orchestrated the violence? We have all been following up the crises and except for misjudgment which I think the Professor is most likely to be victim of, perpetrators of violence were those who brutalized, maimed, shot and killed peaceful protesters. The Anglophone lawyers started a peaceful protest march reprimanding the subjugation of the Anglophone legal system in favour of the francophone legal system. They were brutalized, wounded, their garments seized and torn (what could never be expected of any country in its right senses), the teachers staged a sit-in strike and other oppressed Anglophone Cameroonians took advantage to express similar grievances of marginalization and assimilation in a pacific protest and again they were brutalized, maimed, abducted and murdered by the military. The students of the University of Buea marched peacefully to their vice chancellor to lay their grievances but at the request of the administration, these students were arrested, brutalized, maimed, raped, and incarcerated? Therefore, stating that the violent protest was orchestrated by a minority of Anglophones is totally FALSE!
5. “The mere fact that our own brothers feel ill at ease to the point of expressing their frustrations publicly on mass media and elsewhere, is in and of itself a real problem.”
This is FALSE and it illustrates the falsehoods with which the Professor addresses the matter. He reduces the problem to “our own brothers feel ill at ease…expressing their frustrations publicly”. This again is a clear mark of cynicism that infuriates rather than soothe. If on the other hand, he is sincere that he doesn’t know what the Anglophone problem is all about, let him read the article on the following web page:
http://www.tandfonline.com/doi/abs/
10.1080/17449855.2010.542068?journalCod
e=rjpw20
6. “….it is safer for the French-speaking demographic majority, to do everything to understand the twists and turns, the nature and depth of the frustrations experienced by a group of Cameroonians whose historic past is uniquely different.”
For once, the professor makes an objective statement “Cameroonians whose historic past is uniquely different” admitting that there is a huge cultural difference between Anglophone Cameroon (if at all it is the group Cameroonians he is referring to) and Francophone Cameroon. This is TRUE! He overtly contradicts some of his academic peers who are of the opinion that all Anglophones should be churned in a French colonial mould to define what they call “national unity”.
7. “It is worth recalling that Resolution 1352 (XIV) of the UN General Assembly of 16th October 1959 as regards the Plebiscite provided TWO alternatives for the populations under British administration attached to Nigeria: either to link with Nigeria or to join francophone Cameroon.”
The Professor did not state that the major term of the union consisted in the formation of a two-state federation which guaranteed the rights of the minority Anglophone peoples. This is the condition that has long been thwarted without the consent of the UN. To think that joining the French Cameroon was a life bond or that there can never be a third option is totally FALSE! Why doesn’t the Professor think that because the terms of the union have been abrogated a third option is possible? In providing the two alternatives did the UN insist that joining Nigeria or French Cameroon was a life bond? History makes and unmakes and Mr. Professor should know this better than anyone else.
8. “Introduce the teaching of English to francophones and French to anglophones as from the age of five to free young Cameroonians of linguistic imprisonment and make them open to the stimulating horizons offered by all the cultures of their common heritage: Cameroon.”
This implies that the teaching of English as early as the age of 5 is not being done already. This is FALSE. I am surprised that the Professor should bring this up. Isn’t teaching both languages from the kindergarten already a national policy? Besides, the average educated Anglophone speaks at least 3 languages including English, Pidgin, an indigenous language and French. It is therefore, not certain what he meant here by “linguistic imprisonment”. Whatever the case, it is the state to release itself from linguistic imprisonment by ensuring that all political speeches are rendered in both languages, that all administrators, the military, national security, etc are well versed in both languages.
9. “Renovate and upgrade the Reunification Monument located in Yaounde.”
That renovating or upgrading the reunification monument can be a solution to this problem is FALSE! The Professor could be more serious in proposing a lasting solution to a severe political crisis which requires going back to drawing board of the federation as it was crafted in 1961 and to see where we have gone wrong since then and try to mend things. What have monuments got to do with a people who are complaining of marginalization by their Francophone compatriots? This is dismally ridiculous! A big, big joke when the unity of our dear fatherland is at stake!
10. “Recall also that the official languages that we speak and defend so passionately today are not a choice made by our Cameroonian ancestors. Indeed, before the 14th November 1884, NOBODY in Cameroon spoke French or English. That is an irrefutable fact.”
This implies that the Anglophone problem is a problem of language. This is again FALSE! Anglophone Cameroonians are defending a history, a heritage and a culture which emerged from their being under the control of the British, values which are being systematically eroded by the francophone administration, values which are paradoxically very highly cherished by the francophone compatriots. Anglophone are protesting against marginalization, subjugation, assimilation by their francophone brothers not language! Also, the statement “before the 14th November 1884, NOBODY in Cameroon spoke French or English” is ridiculously FALSE. Before 1884 Cameroon did not exist as a defined polity, consequently, the issue of speaking English or French does not even arise. The emphatic “irrefutable fact” is irrefutably irrelevant.
11. “To conclude, what concrete proposals?”
The Professor in his conclusion, takes the reader to a number of perfidious, insidious, insipid and irritating “fairytales” he considered “proposals. He talks of renovating monuments, reviewing curricular, introducing the teaching of English, identifying civil and religious institutions and some other phantasmagoria the esteemed Professor is desperately uncertain about. If this is what he calls “concrete proposals” they are completely, totally, absolutely FALSE, a veritable scorn for science.
These are just the few of the irregularities I found in the write-up which are apparently an affront to the frank dialogue and objectivity Anglophones are soliciting. If we genuinely love humanity, then it is important for genuine intellectuals to be truly intellectually honest.
Nkemngong Nkengasong