EMAIL<\/strong><\/a>\u00a0|\u00a0SYLLABUS<\/strong><\/a>\u00a0|\u00a0POLICIES<\/strong><\/a>\u00a0| QUESTIONS<\/a><\/strong>\u00a0|\u00a0PRESENTATIONS<\/strong><\/a>\u00a0|\u00a0JOURNALS<\/strong><\/a>\u00a0|\u00a0PAPER<\/strong><\/a>\u00a0|\u00a0EXAM<\/strong><\/a><\/p>\n\n\n\n \u201cThe Eolian Harp\u201d<\/strong><\/p>\n\n\n\n 1. What is the poem\u2019s setting\u2014where are Samuel and Sara as he speaks? What is the relationship between the poem\u2019s setting and the speaker\u2019s initial state of mind?<\/p>\n\n\n\n 2. In the second verse paragraph (beginning \u201cAnd that simplest Lute\u2026,\u201d lines 13ff), what comparisons does Coleridge make between the action and sound of the lute and other things? What affinity between such action and the movements of his own imagination does he assert from lines 39-43?<\/p>\n\n\n\n 3. At the height of his musings, Coleridge praises \u201cthe one life within us and abroad\u201d (26), and later muses, \u201cAnd what if all of animated nature \/ Be but organic Harps diversly fram\u2019d, \/ That tremble into thought, as o\u2019er them sweeps \/ Plastic and vast, one intellectual breeze, \/ At once the Soul of each, and God of all?\u201d (44-48) What do such claims posit about the relationship between human beings and the natural world? How do they redefine and challenge Christian orthodoxy concerning God, the spirit, and nature? <\/p>\n\n\n\n 4. What influence does the now-silent Sara exercise over Coleridge\u2019s thoughts as the poem concludes? How does her influence differ from that of the Eolian Harp? In what sense have his musings not been \u201cguiltless\u201d (58), and what is the antidote, so to speak, for such thoughts?<\/p>\n\n\n\n \u201cThe Rime of the Ancient Mariner\u201d<\/strong><\/p>\n\n\n\n Part 1<\/strong><\/p>\n\n\n\n 5. The editor\u2019s note says that the Mariner uses hypnosis (\u201cmesmerism\u201d) to stop the Wedding Guest in his tracks. That clearly the case, but why might we suppose the Mariner has chosen this particular <\/em>person to hear his tale\u2014a man on his way to the wedding of his own \u201ckin\u201d (6)? What will he be missing when he misses the wedding?<\/p>\n\n\n\n 6. The Albatross appeared suddenly \u201cThorough the fog\u201d (64), says the Mariner, and was treated as a friendly spirit, a good omen. What unusual behavior does it exhibit, and what relationship does it begin to establish with the ship\u2019s crew? How does the tale affect the Mariner himself as he retells it? Why aren\u2019t we given an exact reason for the Mariner\u2019s deplorable act against the bird?<\/p>\n\n\n\n Part 2<\/strong><\/p>\n\n\n\n 7. How do the Mariner\u2019s fellow crewmen judge what has done in shooting the Albatross? What aspects does the seascape take on now that the Mariner has killed the bird\u2014what has happened to the natural world, and what agent seems to be bringing about the changes?<\/p>\n\n\n\n Part 3<\/strong><\/p>\n\n\n\n 8. The Mariner sees a ghost-ship and becomes the object of \u201cLife-in-Death\u2019s\u201d grim attentions. Why does Death get to strike down the other sailors, and why should \u201cLife-in-Death\u201d take particular interest in the Mariner who killed the Albatross?<\/p>\n\n\n\n Part 4<\/strong><\/p>\n\n\n\n 9. What are the effects of the curse that the crew, in dying, laid upon the Mariner? (Or we might say it\u2019s the curse that came upon the Mariner when he killed the Albatross.) This is the high point in the poem\u2014what descriptive techniques make this part so effective in making us see and feel what the Mariner tells us of?<\/p>\n\n\n\n 10. Why is the Mariner at first unable to pray? What leads him to bless the sea-snakes \u201cunaware\u201d (285) and find them beautiful, even though he had been resentful of every living thing around him not long before? Why is it vital that he be able to bless the sea-snakes?<\/p>\n\n\n\n Part 5<\/strong><\/p>\n\n\n\n 11. The Mariner tells how a troop of angelic spirits took possession of the dead crew and drove the ship onwards without the aid of a breeze. What is the Polar Spirit\u2019s involvement in this new turn of events\u2014how has this Spirit been intimately involved in what has happened up to now? In what sense does the nature of the Mariner\u2019s sin become still clearer in this section of the poem? Why must he still do penance after suffering so much?<\/p>\n\n\n\n Part 6<\/strong><\/p>\n\n\n\n 12. What important stage in the Mariner\u2019s return to awareness and human contact does this section recount? What does it signify that the dead men\u2019s curse finally lifts? Why is it appropriate that Mariner should see the seraphs (angelic spirits) visibly take their leave of the crew members\u2019 corpses?<\/p>\n\n\n\n Part 7<\/strong><\/p>\n\n\n\n 13. The Mariner has arrived home, but only as a wanderer who must retell his tale again and again to repulse the \u201cwoful agony\u201d (579) that comes upon him for his depraved killing of the Albatross. How might his sufferings be said to illustrate something about the way fallen humanity attains insight?<\/p>\n\n\n\n 14. Is the Mariner to some extent a poet-figure? If so, what might Coleridge be suggesting about the source and value of his own spellbinding, supernaturally charged poetry?<\/p>\n\n\n\n \u201cKubla Khan\u201d<\/strong><\/p>\n\n\n\n 15. How seriously do you take the story Coleridge affixes to this poem\u2014i.e. his claim that he was about to write down his complete vision when \u201ca person on business from Porlock\u201d (447) interrupted him? Why do you suppose he thought it advantageous to include such an explanation (almost an apology) for the poem itself? <\/p>\n\n\n\n 16. Again with regard to the prose explanation or preface, what extraordinary relationship between things, images, and words does this preface assert? How might this assertion shed light on what happens in the poem itself, if indeed it does?<\/p>\n\n\n\n 17. What allows the speaker to compose this poem in spite of the alleged interruption of his opium-and-Samuel Purchas-induced reverie? How does the enabling factor or power differ from memory?<\/p>\n\n\n\n 18. If you agree that Kubla Khan is a poet-figure, by what means does he compose his \u201cpoetry\u201d (his \u201cstately pleasure dome\u201d and its sublime surroundings)? What does this creative act do for him\u2014what knowledge or experience does it make possible?<\/p>\n\n\n\n 19. \u201cI would build that dome in air\u201d (46), declares the speaker\u2014why would another vision of \u201cA damsel with a dulcimer\u201d (37) allow him to build the dome? Why do you suppose he\u2019s apparently unable to revive such a vision? <\/p>\n\n\n\n 20. What does the speaker apparently mean by \u201cbuilding\u201d in the lines just referenced? Does he mean \u201cdescribing\u201d or something more than that? Explain.<\/p>\n\n\n\n 21. If the speaker were<\/em> to build \u201cthe dome of pleasure,\u201d what relationship would thereby be established between him and his audience? What would the \u201cbuilding\u201d do for that audience? How would they regard the poet? How might he regard himself?<\/p>\n\n\n\n 22. The speaker avows his failure\u2014but has he in fact failed? Or has he described\/built the dome in some sense or to some extent? What major point about the nature of imagination\u2014both the poet\u2019s and the listener or reader\u2019s\u2014might \u201cKubla Khan\u201d be understood to make? Another question might be, \u201chas he failed at something it would be possible to do under any circumstances, however favorable?\u201d<\/p>\n\n\n\n \u201cFrost at Midnight\u201d<\/strong><\/p>\n\n\n\n 23. From lines 1-43, how is the child (Samuel Coleridge in his early years) the \u201cfather of the man\u201d in this poem, to borrow a phrase from Wordsworth\u2014what marked the experience and character of Coleridge as a boy that still marks them now? How does the \u201cstranger\u201d and its fluttering establish a key connection between the younger and older Samuel Coleridge?<\/p>\n\n\n\n 24. In the third and fourth verse paragraphs (lines 44-74), Coleridge turns his attention to his seventeen-month-old son Hartley\u2014how will Hartley\u2019s relationship with nature be different than the one his father experienced as a boy (and, by inference, at present)? What \u201ceternal language\u201d (60) will Hartley be able to understand without painful effort?<\/p>\n\n\n\n 25. The final verse paragraph (65-74) references the \u201csecret ministry of Frost\u201d that will go to work if the temperature drops enough to prevent the raindrops from falling off the cottage eaves. What further connotations does this natural process bear\u2014what might we infer from Coleridge\u2019s description of it as a \u201csecret ministry\u201d? <\/p>\n\n\n\n 26. Why might the poet so emphatically describe the silentness<\/em> and reflectiveness<\/em> of the icicles that will form because of the cold? How might such references point towards an analogy between \u201cthe secret ministry of frost\u201d and the workings of the human imagination, or the powers of self-reflection?<\/p>\n\n\n\n \u201cDejection: an Ode\u201d<\/strong><\/p>\n\n\n\n 27. In the first stanza (lines 1-20), what is the weather as the speaker utters his lines? What hopes does the expectation of a storm raise in him?<\/p>\n\n\n\n 28. In the second stanza (lines 21-38), how does the speaker characterize his state of mind as he observes the \u201cwestern sky\u201d? What problem is this depressed state causing him as an observer of nature? How does this stanza itself (along with the third one, lines 39-46) both describe and demonstrate that problem?<\/p>\n\n\n\n 29. The fourth and fifth stanzas (lines 47-58, 59-75) further refine the third stanza\u2019s statement that he \u201cmay not hope from outward forms to win \/ The passion and the life, whose fountains are within\u201d (45-46). What is the \u201cJoy\u201d he describes in these stanzas, and what effects does it have on the person who is suffused with it? What is the ideal relationship between a human being and the natural world?<\/p>\n\n\n\n 30. In the sixth stanza (lines 76-93), how does the speaker describe the felicity of his former connection to nature, and how does he describe the process whereby that happy connection was lost? In what sense is philosophical reflection (including the poem he utters now) not helpful, and perhaps even harmful, to his spirits?<\/p>\n\n\n\n 31. In the seventh stanza (lines 94-109), the speaker bids his \u201cviper thoughts\u201d take their leave and turns his attentions to the stirring wind. What does he hear\u2014what is the wind \u201cup to,\u201d what \u201ctales\u201d does it tell? What progression, if any, in the speaker\u2019s psychological process does this stanza mark? Does listening to the harsh wind help him somehow? If so, in what sense does it help him?<\/p>\n\n\n\n 32. In the concluding eighth stanza (126-39), what wish does the speaker Coleridge make on behalf of his absent addressee, Sara Hutchinson? Meyer Abrams divides the Greater Romantic Lyric into three stages\u2014a description of the natural scene, an analysis of that scene and the problem it brings to mind for the speaker, and an emotional (\u201caffective\u201d) resolution of the problem. Does the speaker resolve his own problem in the current poem? One way to respond would be to compare the transaction between Coleridge and Sara in this poem with that between William Wordsworth and his sister Dorothy towards the end of the \u201cTintern Abbey\u201d ode.<\/p>\n\n\n\n Biographia Literaria,<\/em> from Chapter 4 (\u201cMr. Wordsworth\u2019s Earlier Poems,\u201d 474-76 and \u201cOn Fancy and Imagination,\u201d 476-77)<\/strong><\/p>\n\n\n\n 33. What aspects of Wordsworth\u2019s early poetry does Coleridge fault, and what qualities of \u201cgenius\u201d does he find in more mature works by that poet? In particular, what effect on the ordinary reader does Wordsworth have a special capacity to generate? On 476-77, how does Coleridge begin to define this special capacity or cast of mind?<\/p>\n\n\n\n Biographia Literaria,<\/em> from Chapter 13 (\u201cOf the Imagination,\u201d 477-78)<\/strong><\/p>\n\n\n\n 34. What is the \u201cprimary imagination,\u201d according to Coleridge? What affinity between divine creation and human perception does this definition advance, at least indirectly?<\/p>\n\n\n\n 35. The \u201csecondary imagination\u201d is the creative imagination of the artist. How does Coleridge describe the relationship of this power to the world of objects? How does this kind of imagination differ from \u201cfancy\u201d?<\/p>\n\n\n\n Biographia Literaria,<\/em> from Chapter 14 (\u201cOccasion of the Lyrical Ballads\u2026,<\/em> 478-83)<\/strong><\/p>\n\n\n\n 36. On 478-79, what respective tasks did Wordsworth and Coleridge set themselves in agreeing to collaborate on the poems that became Lyrical Ballads?<\/em> In what sense might those tasks be said to work towards a common goal?<\/p>\n\n\n\n 37. On 480-81, what definition of poetry (as opposed to a scientific treatise or ordinary prose) does Coleridge develop partly by way of distinguishing his own poetic theory from that of Wordsworth? On 481 top, what is Coleridge\u2019s final definition poetry?<\/p>\n\n\n\n 38. On 481 below the first paragraph, how does Coleridge elaborate on his definition\u2014what is the relationship of parts to parts in a \u201clegitimate<\/em> poem\u201d? How does a genuinely satisfactory poem engage the reader\u2019s attention with respect to its parts, and with respect to the whole? Why is the mind\u2019s progression in reading a poem best described as resembling \u201cthe motion of a serpent\u201d?<\/p>\n\n\n\n 39. On 482 middle to end, what specific effects does Coleridge suggest flow from the poet\u2019s imaginative efforts? Since he believes Wordsworth wields poetic imagination in the highest degree, how does that author\u2019s poetry achieve \u201cthe balance or reconciliation of opposite or discordant qualities\u201d? Alternately, how might it be said that his poetry \u201cblends and harmonizes the natural and the artificial\u201d without exalting art over nature?<\/p>\n\n\n\n 40. On 482-83, how does the quotation from John Davies\u2019 poem Nosce Teipsum<\/em> reinforce the claims Coleridge has been making in favor of imagination?<\/p>\n\n\n\n Biographia Literaria,<\/em> from Chapter 17 (\u201cExamination of the Tenets Peculiar to Mr. Wordsworth,\u201d 483, \u201cRustic Life\u2026,\u201d 483-84, and \u201cThe Language of Milton\u2026,\u201d 484-85)<\/strong><\/p>\n\n\n\n 41. According to Coleridge, why is Wordsworth\u2019s much-promoted \u201clow and rustic life\u201d inadequate as a source of the language most proper to poetry? What is wrong with Wordsworth\u2019s emphatic use of the word \u201creal\u201d to describe that language? And how is Wordsworth\u2019s faith in the effect of strong emotion upon language somewhat misplaced? <\/p>\n\n\n\n 42. On the whole, since he rejects the diction of simple country folk, what kind of language does Coleridge suggest ought to inform the best poetry? Why should the words of Richard Hooker, Francis Bacon, or Edmund Burke (or Milton, as in the subsection title) serve the purpose better?<\/p>\n\n\n\n From Lectures on Shakespeare<\/em> (\u201cFancy and Imagination in Shakespeare\u2019s Poetry,\u201d 485-87)<\/strong><\/p>\n\n\n\n 43. What special qualities does Coleridge attribute to Shakespeare\u2019s genius, and how do the passages he cites reinforce his earlier definition of \u201cfancy\u201d and \u201cimagination\u201d in Ch. 13? But in addition, what is special about Shakespeare even beyond what this discussion of genius can convey\u2014what ability does he have \u201cwhich belongs only to a great poet\u201d (487)?<\/p>\n\n\n\n From Lectures on Shakespeare<\/em> (\u201cMechanic vs. Organic Form,\u201d 487-88)<\/strong><\/p>\n\n\n\n 44. On 487-88, what relationship does Coleridge posit between the \u201cspirit of poetry\u201d and \u201crules\u201d? Where do \u201crules,\u201d properly understood, come from? Finally, in what sense is Coleridge rejecting neoclassical standards of value (like those of Voltaire) in judging Shakespeare\u2019s work?<\/p>\n\n\n\n 45. On 488, how does Coleridge describe \u201cmechanical form\u201d and \u201corganic form,\u201d respectively? As with rules, what is the true source of \u201cform\u201d in a work of art?<\/p>\n\n\n\n From The Statesman\u2019s Manual<\/em> (\u201cOn Symbol and Allegory,\u201d 488-90)<\/strong><\/p>\n\n\n\n 46. What is an \u201callegory\u201d? Give an example to fill in Coleridge\u2019s description on 489, paragraph 2.<\/p>\n\n\n\n 47. What is a symbol, according to Coleridge\u2014in what sense is the symbol a fundamental mode of language rather than a mere literary device or figure of speech? Since Coleridge\u2019s best example is Jesus\u2019 \u201cThe eye is the light of the body\u201d (Matthew<\/em> 6:22), how does that utterance drive home the point?<\/p>\n\n\n\n From The Statesman\u2019s Manual<\/em> (\u201cThe Satanic Hero,\u201d 490-91)<\/strong><\/p>\n\n\n\n 48. Coleridge doesn\u2019t share the younger romantics\u2019 admiration for Milton\u2019s rebel Satan; perhaps he would agree with Harold Bloom in The Anxiety of Influence<\/em> that Byron and Shelley engaged in a kind of \u201cstrong misreading\u201d of their great predecessor poet in order to clear a space for their own originality, their own stance as rebels. In Coleridge\u2019s view, what is the true \u201ccharacter\u201d of Milton\u2019s Satan?<\/p>\n\n\n\n Edition: <\/strong>Abrams, M. H. et al, eds. The Norton Anthology of English Literature. <\/em>8th ed. Vol. D. New York: Norton, 2006. ISBN Package 2 (Vols. DEF) 0-393-92834-9. <\/p>\n","protected":false},"excerpt":{"rendered":" SAMUEL TAYLOR COLERIDGE QUESTIONS \u201cThe Eolian Harp\u201d 1. What is the poem\u2019s setting\u2014where are Samuel and Sara as he speaks? What is the relationship between the poem\u2019s setting and the speaker\u2019s initial state of mind? 2. In the second verse paragraph (beginning \u201cAnd that simplest Lute\u2026,\u201d lines 13ff), what comparisons does Coleridge make between the […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_eb_attr":"","footnotes":""},"wf_page_folders":[43],"class_list":["post-482","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.ajdrake.com\/academic\/wp-json\/wp\/v2\/pages\/482","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.ajdrake.com\/academic\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.ajdrake.com\/academic\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.ajdrake.com\/academic\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ajdrake.com\/academic\/wp-json\/wp\/v2\/comments?post=482"}],"version-history":[{"count":2,"href":"https:\/\/www.ajdrake.com\/academic\/wp-json\/wp\/v2\/pages\/482\/revisions"}],"predecessor-version":[{"id":4676,"href":"https:\/\/www.ajdrake.com\/academic\/wp-json\/wp\/v2\/pages\/482\/revisions\/4676"}],"wp:attachment":[{"href":"https:\/\/www.ajdrake.com\/academic\/wp-json\/wp\/v2\/media?parent=482"}],"wp:term":[{"taxonomy":"wf_page_folders","embeddable":true,"href":"https:\/\/www.ajdrake.com\/academic\/wp-json\/wp\/v2\/wf_page_folders?post=482"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}