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Assalamualaikum. Bismillahirrahmanirrahim. Welcome |
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back to our hopefully beautiful journey into |
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English literature. Today we move, finally we move |
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from the Augustan literature, the neoclassicism |
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and the rules of the Quran to speak about one of |
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the most interesting, one of the most fascinating |
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literary movements in England. but also in Europe. |
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But our focus is English literature, so we're |
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going to be focusing on the romantic poets or |
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romanticism or romantic literature in England. So |
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far, we have been speaking about poetry in so many |
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ways. We've seen how, for example, that men |
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dominate poetry. Not because there's something |
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wrong with women, but because the way the society |
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was treating men and women, we have something |
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different here. We've seen how, for example, in |
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the Augustan Age, Those people, those poets, those |
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great poets like Dryden, Alexander Pope, and other |
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poets even like Milton, how they preferred to |
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follow a particular etiquette, a particular |
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decorum, particular rules in order to write |
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particular types of poetry? Before these people |
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were preaching what is called the Rules of |
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Decorum, we've seen something from Alexander Pope |
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from his poem Essay on Criticism, how he was |
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saying that poetry has to be methodized because |
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these rules were discovered from nature, and |
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that's why we have to follow them, to follow, to |
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imitate the great ancient poets in order to |
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produce poetry. Only John Donne probably was |
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writing different poetry. And we've seen how he |
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was hated. He was negatively framed in so many |
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ways. Now, we move to a group of people who were |
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really fed up with the classical or neoclassical |
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Augustan way of expressing yourself as a poet. And |
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this movement is called Romanticism, Romantic |
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Literature, or Romantic Poetry. This is a movement |
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that started in the late 18th century, actually |
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beginning from The French Revolution. Remember we |
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said this before about the 17th, 18th century, |
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there were like so many changes taking place. In |
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the 18th century, in a way or another, it was |
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called the Age of Revolutions. People wanted real |
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change, radical change. In America, we have the |
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American Revolution. In France, we have the French |
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Revolution, in addition to the Industrial |
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Revolution and the revolutions in all walks of |
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life. But England did not like to change radically |
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because After the Commonwealth and the |
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restoration, they realized that stability is the |
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best thing we could possibly have. However, some |
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people said, okay, if we can't do political and |
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social changes, real changes, at least we can do a |
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revolution in poetry, in literature, and this is |
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the romantic poets, basically William Wordsworth |
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and Coleridge. So as a movement, the beginnings, |
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go to more or less, again these dates are not |
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clear cut. It doesn't mean like this is the French |
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Revolution, the next day people wake up and they |
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find themselves writing different poetry. It's |
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gradual, it takes time sometimes. More or less. So |
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after the Age of Revolutions was sweeping all |
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across America and Europe, England had to do |
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something. It didn't do it in politics. It didn't |
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do it in other areas. It was literature. And this |
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is how I usually focus on this, how literature |
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changes lives. how literature changes societies, |
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how literature makes us different people, |
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hopefully better people, affects us, how it |
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influences us positively. And this is true because |
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literature addresses the heart and the mind in a |
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way or another. It's similar to watching a movie. |
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Sometimes you watch a movie and you weep, you cry, |
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you feel sorry for something or you decide to |
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change something about your behavior. And this is |
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the power of literature. So don't undermine the |
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fact that It was only a revolution in literature |
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in England. So we speak about the two major |
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romantic poets, William Wordsworth and his friend, |
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his best friend, he's also a romantic poet and |
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critic, Samuel Coleridge. So Wordsworth and |
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Coleridge. Together, they published a book they |
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called The Lyrical Ballads. They called it the |
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lyrical palace. And they were writing totally |
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radically different poetry from the Augustan |
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poetry. Remember, The Age of Reason, The Rules. |
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The satire where poetry was basically an elite |
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subject matter, elite, highly sophisticated |
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language, and it's generally about the court life, |
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about the king, the queen, battles, heroism. Here, |
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everything changed. We'll talk about this in more |
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details today and in the coming classes. When they |
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published this book, many people wanted to read |
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it, and they sold out. So they had to work on |
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another edition and they added a preface. You know |
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preface? An introduction to the second edition. |
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And this introduction is so significant. In Arabic |
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we know, where the introduction could be more |
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significant than the book itself in many ways. |
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Here the preface is so significant because William |
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Wordsworth and Coleridge together in a way or |
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another, they defined poetry. They gave us a |
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different definition of poetry. And they told us |
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poetry has to be one, two, three. I'll talk about |
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this in a bit. Okay, so it was later, the same |
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book was republished, but there was an extra |
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preface, introduction in which they defined poetry |
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and they told the people what they were doing. The |
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tenets, the fundamentals of Romanticism. Okay, now |
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one significant point. is the comparison between |
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the Romantics and the Neoclassicists or the |
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Augustans. When I say the Neoclassicists or the |
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Augustans or the Age of Reason, think of Dryden, |
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think of Samuel Johnson, and think of Alexander |
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Pope. You know, the couplets, the rules of |
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decorum, the subject matter that has to be a |
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particular issue. Some people say, The Romantics |
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were almost the very opposite of the Augustan Age. |
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This is true. But we have to be careful, again. |
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This is true, but we need to be careful because we |
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don't want to give the impression that the |
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romantics were writing poetry only to oppose and |
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contrast the Augustans. No. They had their own |
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idea of what poetry means. So what did they |
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change? Number one, what is poetry? In the past, |
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poetry was following the rules of decorum to speak |
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about an important issue in the society using |
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important, highly sophisticated language. But now, |
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for the romantics, poetry is an expression of |
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feelings. Poetry is the overflow, this is part of |
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the definition, the overflow of emotions, of |
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powerful emotions. |
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It's the spontaneous overflow of powerful emotion. |
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In a way, when you ask a romantic poet, why do you |
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write poetry? He's not going to tell you, I'm |
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writing poetry to teach and delight. I'm not |
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writing poetry to assert eternal providence and to |
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justify the means of God to man or something. I'm |
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not writing poetry to teach you how poetry is |
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methodized and how poetry is discovered in nature. |
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I'm not writing poetry to teach you that a little |
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learning is a dangerous thing. No. I'm writing |
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poetry to self-express myself. What is poetry? |
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Self-expression. And this is beautiful and new and |
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revolutionary and different. So why would you |
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write poetry? I don't care. In a way, it doesn't |
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mean that they didn't care about the audience. |
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They did. But more significant than teaching and |
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delighting first is to express yourself as an |
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individual. As an individual. So what is poetry? |
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It's emotions. It's feelings. It's expressing |
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powerful emotions and feelings. The overflow of |
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powerful emotions. |
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154 |
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What is the language of poetry? |
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For the romantics? Highly sophisticated language, |
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you know, embellished. We spoke about embellished, |
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highly embellished language where you sometimes |
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usually you need to check the dictionary to see |
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what a particular word means. Oh yeah. So the |
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romantics, for the romantics poetry was the common |
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Language, or the language of everyday man. |
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What does it mean everyday man? Like the language |
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we use normally as we speak. And not, no, no, no, |
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not slang. General, I don't even want to say |
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165 |
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colloquial. It's poetic still, but you don't go |
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166 |
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for the difficult words. One simple thing, when |
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167 |
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students sometimes come to me and say, I want to |
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write poetry. I write poetry. I want to learn how |
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to write English poetry. I always tell them, try |
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170 |
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to read something by William Blake. Try to read |
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171 |
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these poems by William Wordsworth because |
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172 |
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sometimes you would read the whole poem and you |
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173 |
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don't even use the dictionary once because you |
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174 |
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know all the words. It doesn't mean it's very |
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175 |
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easy, very simple, no, but they don't go for the |
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176 |
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difficult expressions, for the difficult language, |
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177 |
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the language that only people who go to |
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university, they understand. It's a language that |
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179 |
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if you say it to anyone, They will understand. |
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180 |
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We'll take examples in a bit. So poetry is |
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181 |
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different. The language of poetry is different. |
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The subject matter in |
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the past, remember, was about heroism, about God, |
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about Adam, about Eve, about the queen, the fairy |
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185 |
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queen, right? Yes. About paradise lost. So the |
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186 |
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subject matter has always been about generally |
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courtly life. And that's why we have courtly love |
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poetry about the king and the queen and even about |
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Adam and Eve and God and the creation. Mostly |
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issues according to the Augustan definition like |
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191 |
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something of importance to the society as a whole. |
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192 |
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But now for the romantics they said no. I can't |
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193 |
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fix the whole society. I can't make one poem |
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194 |
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change the whole society. I can't change one |
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195 |
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person at a time. I can't change an individual at |
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a time. So the subject matter is also taken from |
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00: |
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223 |
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For example, the sick rose, the daffodils, Lucy Gray. |
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224 |
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Who's Lucy Gray? She's not the fairy queen. She's |
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225 |
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an ordinary little girl. The chimney sweeper, |
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226 |
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little lamb, nature, simple people. And what does |
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227 |
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this mean? When you change the language, when you |
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228 |
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break the rules of decorum, you are certainly |
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229 |
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employing new poetic forms. I always like to liken |
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230 |
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John Donne to the romantics in the way he broke |
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231 |
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the rules, in the way he wanted to change so many |
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232 |
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things. But there are different issues. Those |
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233 |
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people were focusing more on feelings, emotions, |
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234 |
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powerful emotions, personal individual |
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235 |
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experiences. We have this in John Donne, but not |
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236 |
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in this particular way. And those people were |
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237 |
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fascinated with nature. Fascinated with nature. So |
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238 |
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like John Donne, the idea, the meaning is more |
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239 |
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important than the rule. And that's why we'll see |
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240 |
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new poetic forms. We'll see long lines, short |
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241 |
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|
lines. We'll see extra, many extra syllables here |
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242 |
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|
or there if this is necessary. So like John Donne, |
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243 |
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they would follow the rules unless the rule is |
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244 |
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hindering, is not helping the message, so they |
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245 |
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break the rule of the Koran. How did the |
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246 |
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mainstream predict poetry's move from the Quran? |
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247 |
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That's a very interesting question. When John |
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248 |
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Donne was writing poetry, it was the beginning of |
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249 |
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the Renaissance, the heyday of neoclassicism. |
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250 |
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People were writing poetry imitating horrors of |
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251 |
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people in the past. And John Donne was alone. So |
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252 |
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many people criticized him. But here this came, |
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253 |
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this movement naturally came at the end of an era |
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254 |
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where people in a way or another were tired of the |
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255 |
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same poetry, were fed up with the same poetry |
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256 |
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about the same subject matters. People wanted |
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257 |
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change, wanted things to be different. And now the |
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258 |
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|
romantics started doing this. So yeah, many people |
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259 |
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|
were like, oh wow, we like this, we want this. |
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260 |
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especially after the giants were no longer around. |
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261 |
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Dryden was dead. Alexander Pope, I think, was |
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262 |
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dead. They were nowhere to be seen. So sometimes |
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263 |
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|
you're lucky to be born in a particular age. |
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264 |
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|
Okay, so important features here. And then for the |
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265 |
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|
romantics, they focus on the heart, the emotions, |
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266 |
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|
the feelings. They care more about particular |
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267 |
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|
feelings rather than the mind and the intellect |
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268 |
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|
and the age of reason. The Augustan age is called |
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269 |
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|
the age of reason, where the mind is more |
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270 |
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|
important, more significant. The heart was |
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271 |
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|
dangerous, but now for the romantics, the mind is |
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272 |
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|
dangerous. Meaning feelings and imagination, the |
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273 |
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|
power of imagination, feelings and imagination are |
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274 |
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|
above reason and intellect. They were encouraging |
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275 |
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|
individual people to just depend, rely, express |
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276 |
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|
themselves, their feelings, rely more on their |
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277 |
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|
hearts, just release and free their imaginations. |
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278 |
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|
In the past, you didn't have the freedom to |
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279 |
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|
express yourself. And by the way, naturally, if |
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280 |
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|
you want to depend on imagination and feelings, |
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281 |
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|
naturally, you will break the rules, because |
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282 |
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|
sometimes the rules would limit your imagination, |
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283 |
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|
right? When I tell you, for example, write me a |
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284 |
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|
Shakespearean sonnet about a particular |
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285 |
|
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|
experience, you will find yourself tied up. But |
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286 |
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|
here, the experience, the feelings are more |
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287 |
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00:18:09,150 --> 00:18:11,450 |
|
important. So you break the rules in order to fit |
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288 |
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00:18:11,450 --> 00:18:16,210 |
|
your feelings. And nature was the source of |
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289 |
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00:18:16,210 --> 00:18:20,570 |
|
inspiration. Those people hated the city very |
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290 |
|
00:18:20,570 --> 00:18:24,470 |
|
much. Some people consider romantic poetry to be |
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291 |
|
00:18:24,470 --> 00:18:30,110 |
|
anti-city literature. Can you guess why? They |
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292 |
|
00:18:30,110 --> 00:18:33,230 |
|
hated the city. Remember Marvel? He didn't like |
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293 |
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00:18:33,230 --> 00:18:38,290 |
|
the city. They hated the city, but in principle, |
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294 |
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00:18:38,590 --> 00:18:41,150 |
|
Marvel was getting old and tired of politics, so |
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295 |
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|
he said, okay, I want to go to the countryside and |
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296 |
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00:18:43,430 --> 00:18:47,310 |
|
enjoy my life because the society is corrupt. When |
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297 |
|
00:18:47,310 --> 00:18:49,450 |
|
we speak about... Yes, please. Countryside |
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298 |
|
00:18:49,450 --> 00:18:52,890 |
|
symbolizes love, nature. Yeah, also purity, |
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|
299 |
|
00:18:53,930 --> 00:18:57,510 |
|
innocence. Symbolizes trading, maybe money and |
|
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|
300 |
|
00:18:57,510 --> 00:18:59,890 |
|
Europe. Money, corruption, but more than this, we |
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|
301 |
|
00:18:59,890 --> 00:19:03,810 |
|
have the Industrial Revolution. attracted a lot of |
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|
302 |
|
00:19:03,810 --> 00:19:06,070 |
|
people from the countryside and the villages to |
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303 |
|
00:19:06,070 --> 00:19:10,510 |
|
work in factories. So many people thought, OK, if |
|
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304 |
|
00:19:10,510 --> 00:19:14,070 |
|
I go to the city, to London, to work in the town, |
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305 |
|
00:19:14,190 --> 00:19:16,530 |
|
in the cities, in the factories, I will be rich. I |
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306 |
|
00:19:16,530 --> 00:19:18,710 |
|
will make a lot of money, and I'll be rich. I'll |
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307 |
|
00:19:18,710 --> 00:19:21,770 |
|
improve my life. So people were, in a way, moving |
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308 |
|
00:19:21,770 --> 00:19:25,940 |
|
in masses. But they ended up being slaves to |
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309 |
|
00:19:25,940 --> 00:19:29,320 |
|
capitalism, to factories. And the factories were |
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310 |
|
00:19:29,320 --> 00:19:33,720 |
|
polluting everything. London was one of the most |
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311 |
|
00:19:33,720 --> 00:19:36,640 |
|
polluted cities in the world. There was |
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312 |
|
00:19:36,640 --> 00:19:38,280 |
|
corruption, there was poverty, there was death, |
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313 |
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00:19:38,360 --> 00:19:41,820 |
|
there was disease. Only very few people, the |
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314 |
|
00:19:41,820 --> 00:19:44,700 |
|
owners, the rich people were getting richer, but |
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315 |
|
00:19:44,700 --> 00:19:47,480 |
|
the poor were still getting poorer. The ordinary |
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316 |
|
00:19:47,480 --> 00:19:51,500 |
|
people would only take the bare minimum just to |
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317 |
|
00:19:51,500 --> 00:19:56,460 |
|
keep themselves alive so that they can work. And |
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|
318 |
|
00:19:56,460 --> 00:19:59,020 |
|
this destroyed the relationships in the society. |
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319 |
|
00:19:59,840 --> 00:20:04,120 |
|
It depersonalized human beings. You are no longer |
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|
320 |
|
00:20:04,120 --> 00:20:06,600 |
|
a human being. You are no longer a name, a person |
|
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|
321 |
|
00:20:06,600 --> 00:20:09,860 |
|
with a story, with feelings and emotions. You are |
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322 |
|
00:20:09,860 --> 00:20:15,300 |
|
part of the machine. And that's why They said, OK, |
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323 |
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00:20:15,380 --> 00:20:17,940 |
|
nature is our mother. Let's go back to our |
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324 |
|
00:20:17,940 --> 00:20:21,380 |
|
innocence and purity. And this is, by the way, |
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325 |
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00:20:21,420 --> 00:20:24,260 |
|
criticized by many people. If there's a problem in |
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326 |
|
00:20:24,260 --> 00:20:28,420 |
|
your society, you escape. Do you escape? Do you |
|
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|
327 |
|
00:20:28,420 --> 00:20:31,080 |
|
escape? What do you do if there are a lot of |
|
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|
328 |
|
00:20:31,080 --> 00:20:35,360 |
|
problems in your society? You either face them or |
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|
329 |
|
00:20:35,360 --> 00:20:37,820 |
|
you just deal with them. Yeah, like you deal with |
|
|
|
330 |
|
00:20:37,820 --> 00:20:40,380 |
|
them or you run away. Now, the romantics, many of |
|
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|
331 |
|
00:20:40,380 --> 00:20:44,640 |
|
them were like, OK, let's go back to nature. They, |
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|
332 |
|
00:20:44,880 --> 00:20:47,160 |
|
that's why some people call them escapists. You |
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|
333 |
|
00:20:47,160 --> 00:20:50,540 |
|
know escape when you escape, oh sorry, I escaped. |
|
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|
334 |
|
00:20:51,000 --> 00:20:54,260 |
|
When you escape here, it's just you don't want to |
|
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|
335 |
|
00:20:54,260 --> 00:20:56,420 |
|
deal with the problems at all. |
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|
336 |
|
00:21:00,420 --> 00:21:03,580 |
|
So they are escapists, many of them. They just |
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|
337 |
|
00:21:03,580 --> 00:21:07,080 |
|
want to leave the trouble behind. But I don't |
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|
338 |
|
00:21:07,080 --> 00:21:10,630 |
|
think this is accurate because poetry itself is |
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|
339 |
|
00:21:10,630 --> 00:21:13,470 |
|
change. Poetry itself is a revolution. When you |
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|
340 |
|
00:21:13,470 --> 00:21:16,610 |
|
change individuals and people's ways of life and |
|
|
|
341 |
|
00:21:16,610 --> 00:21:21,530 |
|
thinking, I think you can do a lot to real life. |
|
|
|
342 |
|
00:21:21,990 --> 00:21:24,330 |
|
So the city was a source of corruption and vices |
|
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|
343 |
|
00:21:24,330 --> 00:21:29,890 |
|
and sins. Another feature, childhood is a source |
|
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|
344 |
|
00:21:29,890 --> 00:21:32,330 |
|
of innocence and inspiration. In the past, |
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|
345 |
|
00:21:32,790 --> 00:21:36,210 |
|
remember all the texts we read before this was |
|
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|
346 |
|
00:21:36,210 --> 00:21:41,690 |
|
about old people, adults. Children were nowhere to |
|
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|
347 |
|
00:21:41,690 --> 00:21:43,690 |
|
be seen because they were supposed to be |
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|
348 |
|
00:21:43,690 --> 00:21:46,710 |
|
controlled, to be educated, to be regulated. But |
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|
349 |
|
00:21:46,710 --> 00:21:48,950 |
|
for the romantics, actually William Wordsworth |
|
|
|
350 |
|
00:21:48,950 --> 00:21:55,190 |
|
says the child is the father of man. The child is |
|
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|
351 |
|
00:21:55,190 --> 00:21:58,870 |
|
the father of man. That's a paradox, right? Why? |
|
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|
352 |
|
00:22:00,770 --> 00:22:05,150 |
|
Is the child the father of man in real life? In |
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353 |
|
00:22:05,150 --> 00:22:08,490 |
|
real life, no, literally. But how can, |
|
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|
354 |
|
00:22:08,850 --> 00:22:11,030 |
|
metaphorically speaking, the child be the father |
|
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|
355 |
|
00:22:11,030 --> 00:22:11,690 |
|
of man? Please. |
|
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|
356 |
|
00:22:16,710 --> 00:22:21,070 |
|
Wow, this is an amazing idea. So our childhood |
|
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|
357 |
|
00:22:21,070 --> 00:22:24,510 |
|
influences the way we grow up, defines us as we |
|
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|
358 |
|
00:22:24,510 --> 00:22:27,170 |
|
grow up. Wow, that is an amazing idea. But what |
|
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|
359 |
|
00:22:27,170 --> 00:22:32,810 |
|
else? Can we learn from the kids? Do we learn from |
|
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|
360 |
|
00:22:32,810 --> 00:22:37,110 |
|
the babies? Do we change? I know a friend of mine |
|
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|
361 |
|
00:22:37,110 --> 00:22:43,170 |
|
was telling me some time ago that he only really |
|
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|
362 |
|
00:22:43,170 --> 00:22:46,150 |
|
started appreciating his parents when he had kids. |
|
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|
363 |
|
00:22:47,110 --> 00:22:51,470 |
|
He then realized that because kids teach us to be |
|
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|
364 |
|
00:22:51,470 --> 00:22:54,870 |
|
selfless, to give, to love, to care, to work hard. |
|
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|
365 |
|
00:22:55,700 --> 00:22:59,520 |
|
In many ways. So childhood was significant and a |
|
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|
366 |
|
00:22:59,520 --> 00:23:03,240 |
|
source of inspiration. So this is basically the |
|
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|
367 |
|
00:23:03,240 --> 00:23:07,240 |
|
major features. We'll come to them again and |
|
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|
368 |
|
00:23:07,240 --> 00:23:09,380 |
|
again, especially when we talk about individual |
|
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|
369 |
|
00:23:09,380 --> 00:23:13,640 |
|
poets. Any question before we move to William |
|
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|
370 |
|
00:23:13,640 --> 00:23:14,120 |
|
Blake? |
|
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|
371 |
|
00:23:16,780 --> 00:23:20,260 |
|
Everything is new, different type of language, |
|
|
|
372 |
|
00:23:20,560 --> 00:23:23,600 |
|
subject matters, structures, poetic forms, |
|
|
|
373 |
|
00:23:24,020 --> 00:23:27,760 |
|
inspirations, feelings, hearts, childhood, nature. |
|
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|
374 |
|
00:23:31,340 --> 00:23:37,380 |
|
Any questions? Okay. The first romantic poet is |
|
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|
375 |
|
00:23:37,380 --> 00:23:41,480 |
|
William Blake. Many people describe William Blake |
|
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|
376 |
|
00:23:41,480 --> 00:23:47,750 |
|
as a pre-romantic, because he was writing poetry |
|
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|
377 |
|
00:23:47,750 --> 00:23:53,710 |
|
this way before even William Wordsworth and Samuel |
|
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|
378 |
|
00:23:53,710 --> 00:23:59,350 |
|
Coleridge. Now, William Blake, he was born in |
|
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|
379 |
|
00:23:59,350 --> 00:24:01,650 |
|
London and he lived in London, and this will see |
|
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|
380 |
|
00:24:01,650 --> 00:24:04,490 |
|
the difference between him and the other poets who |
|
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|
381 |
|
00:24:04,490 --> 00:24:06,970 |
|
went to the countryside to live in the village, |
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|
382 |
|
00:24:07,570 --> 00:24:13,230 |
|
you know, among natural elements. Two things to |
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|
383 |
|
00:24:13,230 --> 00:24:17,150 |
|
focus here or to focus on. Number one, he has a |
|
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|
384 |
|
00:24:17,150 --> 00:24:20,710 |
|
particular individual view of the world. And this |
|
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|
385 |
|
00:24:20,710 --> 00:24:25,690 |
|
individuality is actually a romantic feature. It's |
|
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|
386 |
|
00:24:25,690 --> 00:24:28,390 |
|
no longer collective. You know the collective |
|
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|
387 |
|
00:24:28,390 --> 00:24:33,470 |
|
idea? of we must praise God, every individual is |
|
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|
388 |
|
00:24:33,470 --> 00:24:36,890 |
|
free to do whatever he or she wants to do, as long |
|
|
|
389 |
|
00:24:36,890 --> 00:24:40,630 |
|
as you're following your pure and innocent nature, |
|
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|
390 |
|
00:24:41,170 --> 00:24:46,020 |
|
your purity, your original pure status. And in his |
|
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|
391 |
|
00:24:46,020 --> 00:24:50,080 |
|
poetry, we'll see, for example, how this |
|
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|
392 |
|
00:24:50,080 --> 00:24:53,280 |
|
influences his styles and ideas and sensibilities. |
|
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|
393 |
|
00:24:53,720 --> 00:24:58,480 |
|
Everything he writes, in a way, contrasts with the |
|
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|
394 |
|
00:24:58,480 --> 00:25:01,020 |
|
order and control of the Augustans. Again, this is |
|
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|
395 |
|
00:25:01,020 --> 00:25:06,100 |
|
a romantic feature. You can say a romantic feature |
|
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|
396 |
|
00:25:06,100 --> 00:25:11,340 |
|
contrasts the order and control of the Augustans. |
|
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|
397 |
|
00:25:11,420 --> 00:25:16,120 |
|
Who are the Augustans? Remember? Like Dryden, like |
|
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|
398 |
|
00:25:16,120 --> 00:25:19,080 |
|
Samuel Johnson, Alexander Pope, the |
|
|
|
399 |
|
00:25:19,080 --> 00:25:25,880 |
|
neoclassicists. Another feature we'll see in a bit |
|
|
|
400 |
|
00:25:25,880 --> 00:25:28,720 |
|
for William Blake is symbolism. He uses a lot of |
|
|
|
401 |
|
00:25:28,720 --> 00:25:29,140 |
|
symbolism. |
|
|
|
402 |
|
00:25:32,200 --> 00:25:36,520 |
|
What is a symbol? Yeah, in English, how would you |
|
|
|
403 |
|
00:25:36,520 --> 00:25:41,510 |
|
define it? When you use something, to refer to |
|
|
|
404 |
|
00:25:41,510 --> 00:25:45,970 |
|
something else. To inspire a particular idea of |
|
|
|
405 |
|
00:25:45,970 --> 00:25:48,850 |
|
something else. Like how a rose inspires, |
|
|
|
406 |
|
00:25:49,570 --> 00:25:55,590 |
|
symbolizes what? Love, childhood, nature. Now some |
|
|
|
407 |
|
00:25:55,590 --> 00:25:58,910 |
|
of his symbols are clear to understand, easy to |
|
|
|
408 |
|
00:25:58,910 --> 00:26:00,690 |
|
understand. We'll see in a bit. But some of his |
|
|
|
409 |
|
00:26:00,690 --> 00:26:04,510 |
|
symbols are really very personal and not easy to |
|
|
|
410 |
|
00:26:04,510 --> 00:26:06,030 |
|
understand. It doesn't mean like we can't |
|
|
|
411 |
|
00:26:06,030 --> 00:26:09,450 |
|
understand it. It means we can't agree what it |
|
|
|
412 |
|
00:26:09,450 --> 00:26:14,590 |
|
means. We'll see this in a bit. He published two |
|
|
|
41 |
|
|
|
445 |
|
00:28:18,070 --> 00:28:20,590 |
|
experience. It's about power. Thank you. It's |
|
|
|
446 |
|
00:28:20,590 --> 00:28:24,590 |
|
about mystery. Thank you. And some of his symbols, |
|
|
|
447 |
|
00:28:24,950 --> 00:28:30,430 |
|
especially in his late poems, are really, again, I |
|
|
|
448 |
|
00:28:30,430 --> 00:28:32,610 |
|
don't want to say complex or difficult to |
|
|
|
449 |
|
00:28:32,610 --> 00:28:37,310 |
|
understand, but they don't easily reveal what they |
|
|
|
450 |
|
00:28:37,310 --> 00:28:40,450 |
|
indicate, in the sense that you could read a poem |
|
|
|
451 |
|
00:28:40,450 --> 00:28:42,230 |
|
and we could have ended up with 10 |
|
|
|
452 |
|
00:28:42,230 --> 00:28:46,070 |
|
interpretations. So what does the symbol refer to? |
|
|
|
453 |
|
00:28:46,830 --> 00:28:50,660 |
|
It's not clear. It refers to many things. It's |
|
|
|
454 |
|
00:28:50,660 --> 00:28:54,460 |
|
very personal. He uses symbols for the first time |
|
|
|
455 |
|
00:28:54,460 --> 00:28:58,600 |
|
that no one else has used them before. Two |
|
|
|
456 |
|
00:28:58,600 --> 00:29:04,240 |
|
examples here for symbolism. Number one, from the |
|
|
|
457 |
|
00:29:04,240 --> 00:29:07,380 |
|
lamb, how it symbolizes innocence. In |
|
|
|
458 |
|
00:29:07,380 --> 00:29:10,640 |
|
Christianity, it symbolizes Christ. You know, |
|
|
|
459 |
|
00:29:10,720 --> 00:29:14,840 |
|
Jesus Christ is usually like the shepherd, and we |
|
|
|
460 |
|
00:29:14,840 --> 00:29:18,850 |
|
are like, the people are like the lambs. Little |
|
|
|
461 |
|
00:29:18,850 --> 00:29:23,330 |
|
lamb, look at the poetry. These are difficult |
|
|
|
462 |
|
00:29:23,330 --> 00:29:28,930 |
|
words here. It's like poetry for the kids, but |
|
|
|
463 |
|
00:29:28,930 --> 00:29:32,430 |
|
it's also for us because it addresses this state |
|
|
|
464 |
|
00:29:32,430 --> 00:29:36,630 |
|
of innocence. Little lamb, who made the dust down? |
|
|
|
465 |
|
00:29:37,010 --> 00:29:40,370 |
|
Who created |
|
|
|
466 |
|
00:29:40,370 --> 00:29:44,760 |
|
you? Oh, little lamb. Notice the repetition of |
|
|
|
467 |
|
00:29:44,760 --> 00:29:47,580 |
|
the. We have never seen a repetition of the same |
|
|
|
468 |
|
00:29:47,580 --> 00:29:52,260 |
|
word in the previous poetry. Because I think in, |
|
|
|
469 |
|
00:29:52,420 --> 00:29:54,960 |
|
I'm not sure about English. In Arabic, when you |
|
|
|
470 |
|
00:29:54,960 --> 00:29:57,560 |
|
have a poem, you can't repeat the same word at the |
|
|
|
471 |
|
00:29:57,560 --> 00:30:01,900 |
|
end of the line, unless you count like seven |
|
|
|
472 |
|
00:30:01,900 --> 00:30:07,620 |
|
lines. So you say, you can't |
|
|
|
473 |
|
00:30:07,620 --> 00:30:13,560 |
|
repeat the word, until you go for seven more lines |
|
|
|
474 |
|
00:30:13,560 --> 00:30:16,100 |
|
and if it shows up again, it's okay. But before |
|
|
|
475 |
|
00:30:16,100 --> 00:30:19,360 |
|
that, it's a sign of weakness. In English, |
|
|
|
476 |
|
00:30:19,900 --> 00:30:22,200 |
|
definitely there's something similar here. But |
|
|
|
477 |
|
00:30:22,200 --> 00:30:26,320 |
|
here, it's just a couplet with the same word. And |
|
|
|
478 |
|
00:30:26,320 --> 00:30:28,760 |
|
this is why how a romantic poet doesn't care much |
|
|
|
479 |
|
00:30:28,760 --> 00:30:32,740 |
|
about the sophistication of the rules as long as |
|
|
|
480 |
|
00:30:32,740 --> 00:30:36,740 |
|
this conveys the message. And yes, this could be a |
|
|
|
481 |
|
00:30:36,740 --> 00:30:39,240 |
|
poem for kids, but it is about simplicity of life. |
|
|
|
482 |
|
00:30:39,320 --> 00:30:42,820 |
|
This is the lamb. Little lamb who made the dust |
|
|
|
483 |
|
00:30:42,820 --> 00:30:46,030 |
|
down, who made the... Even the language, even the |
|
|
|
484 |
|
00:30:46,030 --> 00:30:49,350 |
|
tone, the atmosphere. Very poetic and very |
|
|
|
485 |
|
00:30:49,350 --> 00:30:53,570 |
|
innocent in. However, when he talks about the |
|
|
|
486 |
|
00:30:53,570 --> 00:30:57,710 |
|
tiger as a symbol of experience. Can someone read? |
|
|
|
487 |
|
00:30:58,870 --> 00:31:02,990 |
|
Please. Tiger, tiger, burning bright in the forest |
|
|
|
488 |
|
00:31:02,990 --> 00:31:06,950 |
|
of the night. What immortal hand or eye could |
|
|
|
489 |
|
00:31:06,950 --> 00:31:13,630 |
|
frame thy fearful? Fearful. Symmetry. Someone |
|
|
|
490 |
|
00:31:13,630 --> 00:31:15,570 |
|
else, thank you. Hin, please. |
|
|
|
491 |
|
00:31:21,190 --> 00:31:25,750 |
|
Not immoral, |
|
|
|
492 |
|
00:31:25,930 --> 00:31:26,470 |
|
immortal. |
|
|
|
493 |
|
00:31:32,190 --> 00:31:38,370 |
|
Thy fearful, thy meaning your fearful symmetry. |
|
|
|
494 |
|
00:31:39,090 --> 00:31:44,160 |
|
Can you think of a better tone or atmosphere than |
|
|
|
495 |
|
00:31:44,160 --> 00:31:47,730 |
|
this because if you're saying tiger tiger it's |
|
|
|
496 |
|
00:31:47,730 --> 00:31:50,070 |
|
like saying little lamb who made thee but this is |
|
|
|
497 |
|
00:31:50,070 --> 00:31:53,870 |
|
a tiger here can you give it a try please yeah go |
|
|
|
498 |
|
00:31:53,870 --> 00:31:59,150 |
|
on very |
|
|
|
499 |
|
00:31:59,150 --> 00:32:05,150 |
|
good |
|
|
|
500 |
|
00:32:05,150 --> 00:32:08,210 |
|
so i think it's more like this tiger look at the |
|
|
|
501 |
|
00:32:08,210 --> 00:32:13,630 |
|
old writing here tiger tiger burning bright in the |
|
|
|
502 |
|
00:32:13,630 --> 00:32:18,000 |
|
forest of the night What immortal hand or eye |
|
|
|
503 |
|
00:32:18,000 --> 00:32:21,420 |
|
could frame thy fearful symmetry? Even the word |
|
|
|
504 |
|
00:32:21,420 --> 00:32:27,940 |
|
fearful here is part of the tone. The ta-ta, burn |
|
|
|
505 |
|
00:32:27,940 --> 00:32:31,060 |
|
it, taiga, taiga, burning bright. And even the |
|
|
|
506 |
|
00:32:31,060 --> 00:32:33,820 |
|
burning bright. Ta-ta. There is alliteration. |
|
|
|
507 |
|
00:32:33,920 --> 00:32:38,090 |
|
Thank you for seeing this. So he creates the |
|
|
|
508 |
|
00:32:38,090 --> 00:32:41,370 |
|
atmosphere of the whole poem changes, shifts from |
|
|
|
509 |
|
00:32:41,370 --> 00:32:44,430 |
|
innocence of the lamb to the seriousness, the |
|
|
|
510 |
|
00:32:44,430 --> 00:32:49,570 |
|
darkness, the complexity, the experience of the |
|
|
|
511 |
|
00:32:49,570 --> 00:32:53,530 |
|
tiger. If you count the syllables, can we count |
|
|
|
512 |
|
00:32:53,530 --> 00:32:58,110 |
|
the syllables together? Tiger, two, three, four, |
|
|
|
513 |
|
00:32:58,330 --> 00:33:03,570 |
|
five, six, seven, right? So seven syllables. One, |
|
|
|
514 |
|
00:33:03,690 --> 00:33:08,430 |
|
two, three, four, five, six. Seven syllables. One, |
|
|
|
515 |
|
00:33:08,590 --> 00:33:14,550 |
|
two, three, four, five, six, seven. Interesting. |
|
|
|
516 |
|
00:33:15,510 --> 00:33:22,590 |
|
One, two, three, four, five, six, seven. Symmetry. |
|
|
|
517 |
|
00:33:24,590 --> 00:33:29,570 |
|
Symmetry. Two. Symmetry. Two or three? Three. |
|
|
|
518 |
|
00:33:33,070 --> 00:33:33,870 |
|
Symmetry. |
|
|
|
519 |
|
00:33:37,540 --> 00:33:40,560 |
|
Vowel, vowel, vowel. You can take out this as a |
|
|
|
520 |
|
00:33:40,560 --> 00:33:43,580 |
|
schwa. You can remove the schwa and say it |
|
|
|
521 |
|
00:33:43,580 --> 00:33:47,480 |
|
symmetrically. But it's still going to do the same |
|
|
|
522 |
|
00:33:47,480 --> 00:33:52,860 |
|
thing. So this is A. Look at the rhyme scheme. A, |
|
|
|
523 |
|
00:33:52,920 --> 00:34:00,760 |
|
A. I think |
|
|
|
524 |
|
00:34:00,760 --> 00:34:05,260 |
|
it's B, B. But it is imperfect. |
|
|
|
525 |
|
00:34:08,840 --> 00:34:14,780 |
|
Symmetry is three. Even if you say symmetry, there |
|
|
|
526 |
|
00:34:14,780 --> 00:34:16,680 |
|
is something the poet is doing. Listen, in poetry, |
|
|
|
527 |
|
00:34:17,240 --> 00:34:19,220 |
|
in literature in general, poetry in particular, |
|
|
|
528 |
|
00:34:20,040 --> 00:34:24,100 |
|
the poet usually hides, indicates a message or an |
|
|
|
529 |
|
00:34:24,100 --> 00:34:26,880 |
|
idea where he or she creates something called |
|
|
|
530 |
|
00:34:26,880 --> 00:34:30,610 |
|
tension. You know tension, something that doesn't |
|
|
|
531 |
|
00:34:30,610 --> 00:34:32,490 |
|
fit, something that is different, something that |
|
|
|
532 |
|
00:34:32,490 --> 00:34:34,950 |
|
doesn't follow the norm, the pattern, the rules. |
|
|
|
533 |
|
00:34:35,590 --> 00:34:38,510 |
|
Listen, here we have seven, seven, eight. Why? Why |
|
|
|
534 |
|
00:34:38,510 --> 00:34:40,990 |
|
did he shift from seven, seven, eight? And we have |
|
|
|
535 |
|
00:34:40,990 --> 00:34:44,090 |
|
A, A, perfect rhyme, and then A, B, imperfect |
|
|
|
536 |
|
00:34:44,090 --> 00:34:48,370 |
|
rhyme. So we raise a question here. Why is the |
|
|
|
537 |
|
00:34:48,370 --> 00:34:51,730 |
|
poet doing this? What is he doing? Can someone |
|
|
|
538 |
|
00:34:51,730 --> 00:34:54,850 |
|
tell? Can you guess? Why is he adding an extra |
|
|
|
539 |
|
00:34:54,850 --> 00:35:00,060 |
|
syllable And why is there an imperfect rhyme here? |
|
|
|
540 |
|
00:35:00,740 --> 00:35:02,720 |
|
There is always a reason. |
|
|
|
541 |
|
00:35:05,820 --> 00:35:09,260 |
|
Okay, interesting suspense, like, Oh, what's going |
|
|
|
542 |
|
00:35:09,260 --> 00:35:12,540 |
|
on? Why is this extra here? Maybe we can't count |
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543 |
|
00:35:12,540 --> 00:35:14,880 |
|
the extra syllable as we read, but we definitely |
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|
544 |
|
00:35:14,880 --> 00:35:20,160 |
|
can feel the imperfect rhyme. I symmetry. Yes, |
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545 |
|
00:35:20,240 --> 00:35:25,900 |
|
more. Why? The question is again, why is there an |
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546 |
|
00:35:25,900 --> 00:35:29,380 |
|
extra syllable, and an imperfect rhyme here, |
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547 |
|
00:35:29,560 --> 00:35:34,580 |
|
Shayman. Very good, very interesting answer. He's |
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548 |
|
00:35:34,580 --> 00:35:37,660 |
|
not following the rules, simply. But he doesn't |
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549 |
|
00:35:37,660 --> 00:35:40,140 |
|
break the rules because he wants to break the |
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550 |
|
00:35:40,140 --> 00:35:45,160 |
|
rules. He wants to indicate something. He wants to |
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551 |
|
00:35:45,160 --> 00:35:48,740 |
|
tell us something. What is he telling us? That's |
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552 |
|
00:35:48,740 --> 00:35:51,220 |
|
my question, in a way or another. How? |
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553 |
|
00:36:01,530 --> 00:36:04,990 |
|
What does the tiger symbolize, in your opinion? |
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554 |
|
00:36:05,930 --> 00:36:10,590 |
|
Power. Power. Yes. Wow. What else? Nature. Nature. |
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555 |
|
00:36:11,290 --> 00:36:16,290 |
|
The dark side of nature. What else? The forest. |
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556 |
|
00:36:16,830 --> 00:36:20,310 |
|
The forest? Like, tiger, tiger. Seriously, look. |
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557 |
|
00:36:20,670 --> 00:36:25,470 |
|
When you go home today, Google image pictures of |
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558 |
|
00:36:25,470 --> 00:36:28,050 |
|
tigers. And look at them. They're really |
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559 |
|
00:36:28,050 --> 00:36:31,730 |
|
fascinating. Beautiful creatures. How everything |
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560 |
|
00:36:31,730 --> 00:36:36,670 |
|
is like a perfect painting. And indeed, when you |
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561 |
|
00:36:36,670 --> 00:36:39,750 |
|
look at it, it's perfect. And it's fearful. It |
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562 |
|
00:36:39,750 --> 00:36:46,490 |
|
creates this, whoa, whoa. So in my opinion, the |
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563 |
|
00:36:46,490 --> 00:36:51,090 |
|
tiger could symbolize the Industrial Revolution. |
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564 |
|
00:36:53,260 --> 00:36:56,380 |
|
or the machines, or the factories, or the city |
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565 |
|
00:36:56,380 --> 00:36:59,860 |
|
itself. The city sounds... When you look at the |
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566 |
|
00:36:59,860 --> 00:37:02,860 |
|
city from afar, maybe you hate a particular city, |
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567 |
|
00:37:02,960 --> 00:37:05,280 |
|
but you are in a plane and you look down, they all |
|
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568 |
|
00:37:05,280 --> 00:37:09,340 |
|
sound majestic, magisterial and beautiful. Why |
|
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|
569 |
|
00:37:09,340 --> 00:37:11,820 |
|
would the poet do this? The irony, I'm not sure if |
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|
570 |
|
00:37:11,820 --> 00:37:14,460 |
|
you paid attention to this, the irony is the word |
|
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|
571 |
|
00:37:14,460 --> 00:37:16,080 |
|
symmetry. What's symmetry? What does it mean in |
|
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|
572 |
|
00:37:16,080 --> 00:37:18,560 |
|
Arabic? Balance. Balance, like perfect, something |
|
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573 |
|
00:37:18,560 --> 00:37:23,390 |
|
perfect. And the word symmetry itself is not |
|
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|
574 |
|
00:37:23,390 --> 00:37:23,870 |
|
symmetrical. |
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|
575 |
|
00:37:26,590 --> 00:37:30,510 |
|
The word symmetry breaks the symmetry of the |
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|
576 |
|
00:37:30,510 --> 00:37:33,990 |
|
poetry. And that's in a way ironic. How does it |
|
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|
577 |
|
00:37:33,990 --> 00:37:38,430 |
|
break the symmetry? By the extra syllable and by |
|
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|
578 |
|
00:37:38,430 --> 00:37:42,300 |
|
the imperfect rhyme. In my opinion, I think The |
|
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|
579 |
|
00:37:42,300 --> 00:37:44,760 |
|
idea I have in mind is that the poet is saying |
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|
580 |
|
00:37:44,760 --> 00:37:47,560 |
|
that if this symbolizes life or the Industrial |
|
|
|
581 |
|
00:37:47,560 --> 00:37:51,400 |
|
Revolution, it looks perfect. But in reality, |
|
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|
582 |
|
00:37:52,040 --> 00:37:54,980 |
|
there is something missing. There is a problem |
|
|
|
583 |
|
00:37:54,980 --> 00:38:00,340 |
|
here. There is something lacking here. This is the |
|
|
|
584 |
|
00:38:00,340 --> 00:38:02,540 |
|
facade. This is just the appearance. But the |
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|
585 |
|
00:38:02,540 --> 00:38:08,160 |
|
essence and the reality, they are lacking. There |
|
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|
586 |
|
00:38:08,160 --> 00:38:13,340 |
|
is something missing here. How does he do it? by |
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|
587 |
|
00:38:13,340 --> 00:38:16,120 |
|
playing on the rules, playing on the number of |
|
|
|
588 |
|
00:38:16,120 --> 00:38:19,720 |
|
syllables and the number, the perfect rhyme, the |
|
|
|
589 |
|
00:38:19,720 --> 00:38:25,500 |
|
imperfect rhyme, yeah. One more example from our |
|
|
|
590 |
|
00:38:25,500 --> 00:38:28,460 |
|
friend William Blake. We actually have this one |
|
|
|
591 |
|
00:38:28,460 --> 00:38:31,340 |
|
and another one. So let's see quickly. This is a |
|
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|
592 |
|
00:38:31,340 --> 00:38:34,440 |
|
poem, sorry I didn't add this, I was in a rush. |
|
|
|
593 |
|
00:38:35,640 --> 00:38:37,460 |
|
The inverted commas, never forget the inverted |
|
|
|
594 |
|
00:38:37,460 --> 00:38:41,800 |
|
commas for the text. The Sick Rose. Look at the |
|
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|
595 |
|
00:38:41,800 --> 00:38:43,560 |
|
title of the poem. It's again and it's a very |
|
|
|
596 |
|
00:38:43,560 --> 00:38:46,480 |
|
short poem. This is the whole poem. It's no longer |
|
|
|
597 |
|
00:38:46,480 --> 00:38:48,680 |
|
a thousand lines, two hundred lines. It's no |
|
|
|
598 |
|
00:38:48,680 --> 00:38:51,860 |
|
longer about Adam and Eve and some synagogist and |
|
|
|
599 |
|
00:38:51,860 --> 00:38:56,920 |
|
a paradise lost. A Sick Rose. Can someone read |
|
|
|
600 |
|
00:38:56,920 --> 00:38:58,320 |
|
here, please? |
|
|
|
601 |
|
00:39:13,540 --> 00:39:19,680 |
|
Okay. What's going on here? Do you think there are |
|
|
|
602 |
|
00:39:19,680 --> 00:39:20,920 |
|
many difficult words here? |
|
|
|
603 |
|
00:39:25,520 --> 00:39:31,600 |
|
Which one? Crimson? It's a color, crimson like red |
|
|
|
604 |
|
00:39:31,600 --> 00:39:34,840 |
|
or pink or something like red. I think other than |
|
|
|
605 |
|
00:39:34,840 --> 00:39:37,660 |
|
this, if you don't know what howling is, and |
|
|
|
606 |
|
00:39:37,660 --> 00:39:40,220 |
|
listen, think of yourself as a native speaker. |
|
|
|
607 |
|
00:39:40,780 --> 00:39:43,340 |
|
Even if you are 13 or 14, you will be able to know |
|
|
|
608 |
|
00:39:43,340 --> 00:39:47,680 |
|
what crimson is. Storm and howling. So, oh rose, |
|
|
|
609 |
|
00:39:47,780 --> 00:39:50,400 |
|
there's a personification here. Thou means you |
|
|
|
610 |
|
00:39:50,400 --> 00:39:57,340 |
|
are, are, are here. Oh rose, thou art sick. The |
|
|
|
611 |
|
00:39:57,340 --> 00:40:00,800 |
|
invisible worm, so who are the people, who are the |
|
|
|
612 |
|
00:40:00,800 --> 00:40:04,320 |
|
characters in this text? Number one? Rows. Rows, |
|
|
|
613 |
|
00:40:04,420 --> 00:40:07,120 |
|
or the rows, because here he says the sick rose, |
|
|
|
614 |
|
00:40:07,400 --> 00:40:11,120 |
|
here he says rose. And then there is? A worm. A |
|
|
|
615 |
|
00:40:11,120 --> 00:40:15,460 |
|
worm. And this worm is? Invisible. Invisible. And |
|
|
|
616 |
|
00:40:15,460 --> 00:40:20,340 |
|
secrecy, darkness, generally not positive. The |
|
|
|
617 |
|
00:40:20,340 --> 00:40:27,620 |
|
invisible worm that flies might darkness, In the |
|
|
|
618 |
|
00:40:27,620 --> 00:40:33,040 |
|
storm, in the howling storm. Howling storm. Yeah, |
|
|
|
619 |
|
00:40:33,120 --> 00:40:38,660 |
|
the sound is there. Has found out thy bed, thy, |
|
|
|
620 |
|
00:40:39,080 --> 00:40:44,120 |
|
the rose's bed, your bed, of crimson joy, and his |
|
|
|
621 |
|
00:40:44,120 --> 00:40:52,880 |
|
refers to? His? The rose seemingly female. The |
|
|
|
622 |
|
00:40:52,880 --> 00:40:59,110 |
|
one, yes? So the rose is personified as a sick |
|
|
|
623 |
|
00:40:59,110 --> 00:41:05,770 |
|
human being and also the worm is personified as a |
|
|
|
624 |
|
00:41:05,770 --> 00:41:11,690 |
|
woman or a man? A man. His love. Love is good, |
|
|
|
625 |
|
00:41:11,790 --> 00:41:17,310 |
|
right? But this is not only secret, but also dark. |
|
|
|
626 |
|
00:41:17,390 --> 00:41:21,750 |
|
It's like a horrible person in secrecy at night, |
|
|
|
627 |
|
00:41:21,950 --> 00:41:24,590 |
|
in the storm, in the howling storm, invisibly |
|
|
|
628 |
|
00:41:24,590 --> 00:41:30,190 |
|
trying to take advantage of the rose, making it |
|
|
|
629 |
|
00:41:30,190 --> 00:41:37,390 |
|
sick. And his dark, secret love does thy life, |
|
|
|
630 |
|
00:41:37,450 --> 00:41:42,090 |
|
your life, destroy. That's the poem. What is it |
|
|
|
631 |
|
00:41:42,090 --> 00:41:45,690 |
|
about? What does the rose stand for? Can you |
|
|
|
632 |
|
00:41:45,690 --> 00:41:50,350 |
|
guess? Okay, could be about how life was |
|
|
|
667 |
|
00:43:51,050 --> 00:43:53,810 |
|
beautiful and how simple in its language. The |
|
|
|
668 |
|
00:43:53,810 --> 00:43:56,330 |
|
features are there. Simplicity, subject matter, |
|
|
|
669 |
|
00:43:56,870 --> 00:43:58,130 |
|
nature, imagination. |
|
|
|
670 |
|
00:44:00,670 --> 00:44:03,670 |
|
The symbolism, I don't think this is complex. |
|
|
|
671 |
|
00:44:03,910 --> 00:44:06,590 |
|
There are more complex than this. But yeah, there |
|
|
|
672 |
|
00:44:06,590 --> 00:44:09,810 |
|
is symbolism here. This is William, William Blake. |
|
|
|
673 |
|
00:44:10,230 --> 00:44:10,750 |
|
Individual. |
|
|
|
674 |
|
00:44:13,610 --> 00:44:17,110 |
|
Thank you. As Palestinians here, we could take |
|
|
|
675 |
|
00:44:17,110 --> 00:44:20,350 |
|
this as how colonizers and imperialists, how |
|
|
|
676 |
|
00:44:20,350 --> 00:44:24,390 |
|
occupiers come, take everything good, and destroy |
|
|
|
677 |
|
00:44:24,390 --> 00:44:28,330 |
|
our lives. Pretend to be good, in love, that we |
|
|
|
678 |
|
00:44:28,330 --> 00:44:31,690 |
|
care about you. Thank you. It could be many |
|
|
|
679 |
|
00:44:31,690 --> 00:44:35,010 |
|
things. Okay, in one minute, before I stop here, |
|
|
|
680 |
|
00:44:35,750 --> 00:44:46,990 |
|
can we see the rhyme scheme? Sek. Wam. B, C, I |
|
|
|
681 |
|
00:44:46,990 --> 00:44:49,190 |
|
think this is B but it's still not perfect because |
|
|
|
682 |
|
00:44:49,190 --> 00:44:54,130 |
|
this is torn, this is one, one, has found the eye |
|
|
|
683 |
|
00:44:54,130 --> 00:45:04,000 |
|
secret, bed of crimson joy, C, destroy, B. So one |
|
|
|
684 |
|
00:45:04,000 --> 00:45:06,180 |
|
imperfect, and the imperfect works with the one, |
|
|
|
685 |
|
00:45:06,260 --> 00:45:08,100 |
|
because the one is the imperfect that destroys |
|
|
|
686 |
|
00:45:08,100 --> 00:45:10,940 |
|
this perfection of the whole thing, disrupts it in |
|
|
|
687 |
|
00:45:10,940 --> 00:45:15,480 |
|
a way. If you count the, you're not required to do |
|
|
|
688 |
|
00:45:15,480 --> 00:45:18,160 |
|
this, but it's really cool if you start counting |
|
|
|
689 |
|
00:45:18,160 --> 00:45:22,960 |
|
the feet, how many feet we have, and the |
|
|
|
690 |
|
00:45:22,960 --> 00:45:24,760 |
|
syllables, because in my opinion, there is |
|
|
|
691 |
|
00:45:24,760 --> 00:45:27,480 |
|
something here. So if you say one, two, three, |
|
|
|
692 |
|
00:45:27,600 --> 00:45:33,660 |
|
four, five. One, two, three, four. And then one, |
|
|
|
693 |
|
00:45:33,800 --> 00:45:37,900 |
|
two, three, four, five, six. See? He doesn't have |
|
|
|
694 |
|
00:45:37,900 --> 00:45:40,260 |
|
to follow. Is this poetry? This is beautiful |
|
|
|
695 |
|
00:45:40,260 --> 00:45:43,210 |
|
poetry. But many people will say, no, no, no. This |
|
|
|
696 |
|
00:45:43,210 --> 00:45:44,650 |
|
is not poetry. It's not following the rules. You |
|
|
|
697 |
|
00:45:44,650 --> 00:45:47,410 |
|
have to go for 10 syllables or eight syllables, so |
|
|
|
698 |
|
00:45:47,410 --> 00:45:50,670 |
|
you have four feet or eight feet in a way or |
|
|
|
699 |
|
00:45:50,670 --> 00:45:55,450 |
|
another. I think if Alexander Pope or Samuel |
|
|
|
700 |
|
00:45:55,450 --> 00:45:57,610 |
|
Johnson or Dryden were alive, they would be |
|
|
|
701 |
|
00:45:57,610 --> 00:46:00,430 |
|
pulling their hair. They would be acting angry |
|
|
|
702 |
|
00:46:00,430 --> 00:46:04,130 |
|
like they reacted to John Donne. I wanted to have |
|
|
|
703 |
|
00:46:04,130 --> 00:46:06,590 |
|
time for this poem, but we can do it next class. |
|
|
|
704 |
|
00:46:07,470 --> 00:46:11,830 |
|
Blake's London. Thank you very much and please if |
|
|
|
705 |
|
00:46:11,830 --> 00:46:14,490 |
|
you have any questions, do ask. |
|
|