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    Victorian Period (1837-1901)

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    The Victorian period saw widespread social changes in England including industrialization, which led to both national prosperity but also significant poverty. Literature of the time reflected Victorian values of honesty, duty, and morality that emerged from Puritan roots. Major poets like Tennyson and Browning explored social issues through dramatic monologues, while novelists such as Dickens, the Brontë sisters, and others captured social realities through realistic characters and stories.

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    Victorian Period (1837-1901)

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    68 views16 pages
    The Victorian period saw widespread social changes in England including industrialization, which led to both national prosperity but also significant poverty. Literature of the time reflected Victorian values of honesty, duty, and morality that emerged from Puritan roots. Major poets like Tennyson and Browning explored social issues through dramatic monologues, while novelists such as Dickens, the Brontë sisters, and others captured social realities through realistic characters and stories.

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    The Victorian period saw widespread social changes in England including industrialization, which led to both national prosperity but also significant poverty. Literature of the time reflected Victorian values of honesty, duty, and morality that emerged from Puritan roots. Major poets like Tennyson and Browning explored social issues through dramatic monologues, while novelists such as Dickens, the Brontë sisters, and others captured social realities through realistic characters and stories.

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    68 views16 pages

    Victorian Period (1837-1901)

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    The Victorian period saw widespread social changes in England including industrialization, which led to both national prosperity but also significant poverty. Literature of the time reflected Victorian values of honesty, duty, and morality that emerged from Puritan roots. Major poets like Tennyson and Browning explored social issues through dramatic monologues, while novelists such as Dickens, the Brontë sisters, and others captured social realities through realistic characters and stories.

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    of 16

    VICTORIAN PERIOD (1837-1901)

    SOCIAL BACKGROUND (P.50)

    • England was the “workshop of the world.”


    • Widespread poverty and wretchedness among the working class.
    • Middle class people - national spirit of earnestness, respectability, modesty and
    domesticity.
    • Common sense and morality, which were ignored by the Romantic poets, again
    became the predominant preoccupation in literary works
    PURITAN MORALITY

    o Puritans: protestants seeking to purify the Church of England of the remnants of the Roman Catholic “popery”
    o belief in double predestination (preselected for heaven or hell)
    o known for their strict rules:
    o sacred Sunday
    o hymns not allowed (only psalms or paraphrases of scripture)
    o opposing violent sports/forms of leisure
    o condemning sexualization of theatre
    o condemning sexuality with exception of procreation - marital duties were important
    VICTORIAN VALUES

    o honesty
    o hard work
    o modesty
    o sense of duty towards the poor
    o sense of justice
    o sobriety
    o obedience
    o formality
    o etiquette
    THE VICTORIAN POETRY (P.50)

     Victorian poetry developed in the context of the novel. Poets sought new ways of telling stories in verse.

     All poets show the strong influence of the Romantics, but cannot sustain the confidence the Romantics felt in the power of the
    imagination.

     Dramatic monologue – the idea of creating a lyric poem in the voice of a speaker distinct from the poet's is the great
    achievement of Victorian poetry. Example “My Last Duchess” by Robert Browning
    DRAMATIC MONOLOGUE I

    “a form of poem in which a single character reveals her- or himself to the reader
    through a monologue addressed to an implied or actual listener. Frequently, in
    fact, the speaker will reveal more than they intended to, and it is the consequent
    opportunity for the reader to complete the meaning of what is said that has
    probably contributed most to the enduring popularity of the form.”Billy Mills, The Guardian
    Booksblog
    DRAMATIC MONOLOGUE II

    Characteristics:
    - No set structural (metrical, rhyme, stanzaic) requirements.
    - The monologue is written in the voice of an individual character
    (this allows for the possibility of an unreliable narrator)
    - Speaker uses a case-making, argumentative tone
    - There is an audience (or listener). This listener can be present, not present or even imagined, but the
    speaker talks to them regardless.
    - Reader partakes in the role of the silent listener

    - Browning is known as the father of the dramatic monologue (he referred to them as dramatic lyrics)
    - https://www.youtube.com/watch?v=53zCCVFN2yI
    VICTORIAN POETRY

     Lord Alfred Tennyson (1809 – 1892) (p.50-51)


     Interests: social questions and scientific development
     Poems reflect emotions, love of Medieval stories and nature
     Famous works: “The Lady of Shalott” (1830) and “The Lotos Eaters” (1832)

     Robert Browning (1812-1889)


     Realistic poetry
     Preferred city over country and mankind over nature
     Poet of ambiguous situations  especcially in dramatic monologue
     Famous work: “My last Duchess” (1842)
    MY LAST DUCHESS – ROBERT BROWNING

     - How do you imagine the character of the speaker?


     - What is meant with “I gave commands” in line 45
     - What two things did the Duchess do that the speaker disliked? Why did he take issue with them?
     - How does the speaker think about his last duchess? Give 3 examples from the poem to support your claim(s)
    THE VICTORIAN NOVEL (P.50)

     Read aloud, main form of entertainment (family appropriate topics)


     Some remnants of gothic tropes
     Realism → reflected society
     Protagonists sought fulfilment (of self & station in life)
     Settings were mainly 19th century England
     Character over action or plot (complex ethical choices)
     Natural vernacular
     S&Ms: society, manners, morals and money.
    CHARLES DICKENS (1812-1870)

     Happy childhood
     Father put in prison (debt)  young Charles got to work in a factory (traumatic)
     Literary career: office-boy  parliamentary reporter  author of sketches of London life  writing his more
    well-known works
     Popular in the UK and US, “literary rock-star”, people recognised him, he gave readings for an audience
    DICKENS – REPRESENTATIVE OF THE LITERATURE (PAGE 58-60)

     Social injustice
     Rich capitalists vs poor starving children and families
     Backdrop of industrialisation of Britain
     The pioneer of the episode (works came out in series)
     Developed the literary style of the cliffhanger.
    (SOME OF HIS) BIBLIOGRAPHY

     The Pickwick Papers


     Many poems
     Oliver Twist
     Articles
     Nicholas Nickleby
     Plays
     The Old Curiosity Shop
     Short stories
     David Copperfield
     Ghost stories
     A tale of two cities
     5 shorter Christmas novels (including Christmas
     Great Expectations
    Carol in 1843
     The Mystery of Edwin Drood
    BRONTË SISTERS

     Charlotte/Currer Bell (1816-1855)


     Jane Eyre (1847)
     Shirley (1849)
     Vilette (1853)
     The Professor (1857)

     Emily/Ellis Bell (1818-1848)


     Wuthering Heights (1847)

     Anne/Acton Bell (1820-1849)


     Agnes Grey (1847)
     The Tenant of WILDFELL HALL (1848)
    WUTHERING HEIGHTS

     Meets gothic conventions (such as a scary ghost, gloomy and desolated scenery)
     Love, revenge, violence, abuse, death

     Thug Notes: https://www.youtube.com/watch?v=2mt3sIWwUSw


    JANE EYRE

     Serious, modest protagonist


     High morals
     Crazy woman in the attic

     Thug notes: https://www.youtube.com/watch?v=lPlN_HIU55U

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