Approach to Literature week 3

Ø  Charles Dickens

Charles John Huffam Dickens (/ˈtʃɑːrlz ˈdɪkɪnz/; 7 February 1812 – 9 June 1870) was an English writer and social critic. He created some of the world's best-known fictional characters and is regarded as the greatest novelist of the Victorian era. His works enjoyed unprecedented popularity during his lifetime, and by the twentieth century critics and scholars had recognised him as a literary genius. His novels and short stories enjoy lasting popularity.

Born in Portsmouth, Dickens left school to work in a factory when his father was incarcerated in a debtors' prison. Despite his lack of formal education, he edited a weekly journal for 20 years, wrote 15 novels, five novellas, hundreds of short stories and non-fiction articles, lectured and performed extensively, was an indefatigable letter writer, and campaigned vigorously for children's rights, education, and other social reforms.

Dickens's literary success began with the 1836 serial publication of The Pickwick Papers. Within a few years he had become an international literary celebrity, famous for his humour, satire, and keen observation of character and society. His novels, most published in monthly or weekly instalments, pioneered the serial publication of narrative fiction, which became the dominant Victorian mode for novel publication. The instalment format allowed Dickens to evaluate his audience's reaction, and he often modified his plot and character development based on such feedback. For example, when his wife's chiropodist expressed distress at the way Miss Mowcher in David Copperfield seemed to reflect her disabilities, Dickens improved the character with positive features. His plots were carefully constructed, and he often wove elements from topical events into his narratives. Masses of the illiterate poor chipped in ha'pennies to have each new monthly episode read to them, opening up and inspiring a new class of readers.

Dickens was regarded as the literary colossus of his age. 

Ø   A Tale of Two Cities (London vs. Paris)

A Tale of Two Cities (1859) is a novel by Charles Dickens, set in London and Paris before and during the French Revolution. The novel depicts the plight of the French peasantry demoralized by the French aristocracy in the years leading up to the revolution, the corresponding brutality demonstrated by the revolutionaries toward the former aristocrats in the early years of the revolution, and many unflattering social parallels with life in London during the same period.

Ø  Charles Dickens' "Tale of Two Cities" starts with the words:

Chapter 1 - The Period

IT WAS the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way- in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only.

Ø  The Western canon

The Western canon is the body of books, music and art that scholars generally accept as the most important and influential in shaping Western culture. It includes works of fiction, non-fiction, poetry, drama, music, art and sculpture generally perceived as being of major artistic merit and representing the high culture of Europe. Philosopher John Searle suggests that the Western canon can be roughly defined as "a certain Western intellectual tradition that goes from, say, Socrates to Wittgenstein in philosophy, and from Homer to James Joyce in literature".

The canon of books, including Western literature and Western philosophy, has perhaps been most stable, although expanding to include more women and minorities, while the canons of music and the visual arts have greatly expanded to cover the Middle Ages and other periods, once largely overlooked. Some examples of newer media such as cinema have attained a precarious position in the canon.

In particular postmodern studies has argued that the body of scholarship is biased, because the main focus traditionally of the academic studies of history and Western culture, has only been on works produced by European men.

Ø  Pachelbel's Canon (卡農)

Pachelbel's Canon is the name commonly given to a canon by the German Baroque composer Johann Pachelbel in his Canon and Gigue for 3 violins and basso continuo.

Pachelbel's Canon, like Pachelbel's other works, although popular during his lifetime, soon went out of style, and remained in obscurity for centuries thereafter. A 1968 arrangement and recording of it by the Jean-François Paillard chamber orchestra became unexpectedly popular over the next decade, and in the 1970s the piece began to be recorded by many ensembles; by the early 1980s its presence as background music was deemed inescapable. From the 1970s to the early 2000s, elements of the piece, especially its chord progression, were used in a variety of pop music songs. Since the 1980s, it has also been used frequently in weddings and funeral ceremonies in the Western world.

The canon was originally scored for three violins and basso continuo and paired with a gigue. Both movements are in the key of D major. Although a true canon at the unison in three parts, it also has elements of a chaconne.

Ø  Educational perennialism

Educational perennialism is a normative educational philosophy. Perennialists believe that one should teach the things that are of everlasting pertinence to all people everywhere, and that the emphasis should be on principles, not facts. Since people are human, one should teach first about humans, rather than machines or techniques and liberal rather than vocational topics.

Although perennialism may appear similar to essentialism, perennialism focuses first on personal development, while essentialism focuses first on essential skills. Essentialist curricula thus tend to be much more vocational and fact-based, and far less liberal and principle-based. Both philosophies are typically considered to be teacher-centered, as opposed to student-centered philosophies of education such as progressivism. However, since the teachers associated with perennialism are in a sense the authors of the Western masterpieces themselves, these teachers may be open to student criticism through the associated Socratic method, which, if carried out as true dialogue, is a balance between students, including the teacher promoting the discussion.

Ø  Shall I compare thee to a summer’s day?

Shall I compare thee to a summer’s day?

Thou art more lovely and more temperate.

Rough winds do shake the darling buds of May,

And summer’s lease hath all too short a date.

Sometime too hot the eye of heaven shines,

And often is his gold complexion dimmed;

And every fair from fair sometime declines,

By chance, or nature’s changing course, untrimmed;

But thy eternal summer shall not fade,

Nor lose possession of that fair thou ow’st,

Nor shall death brag thou wand’rest in his shade,

When in eternal lines to Time thou grow’st.

     So long as men can breathe, or eyes can see,

     So long lives this, and this gives life to thee.