By D. Johnston
Even though sleek English and Irish poetry arises from the various cultures, the poets themselves have shared, all through this century, an identical editors and publishers, competed for a similar prizes and been judged, ostensibly, through an analogous criteria. This booklet examines contexts for those exchanges over 4 a long time, tracing the lineage of Yeats and Hardy from their assembly in 1912 via WWI, the 30s, the 60s, and the 90s, to determine what affects and ideas are exchanged and the way poetic worth accrues.
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Extra info for The Poetic Economies of England and Ireland, 1912-2000
Station Island, 34). Yet, as Lucas puzzles, ‘The difficulty is that Hardy never offers any explanation for why the past is so different from the present’ (48). One cannot answer merely that this culture passed away with Hardy’s youth, for which it remains an analogue. Nor have we accounted fully by stating that Hardy had necessarily to turn away from this oral culture into the writer’s isolation, although his poems make much of the distinction between inscribing and intoning. Most significantly, the audience to whom Hardy would return through these poetic hauntings had disappeared, and he now faced the anonymous mass of urban readers who had been joined by migrants from Dorsetshire.
Although he might take paragraphs of his letters to discuss, say, the difference between form and stop as names for hares’ and rabbits’ nests, respectively (IV, 214), and yield paragraphs of a novel to a Wessex laborer who employs dialect, Hardy’s diction remains closer to his urban reader’s than to that of his past or region. In the poems, however, even those not ostensibly involved with folk, his mot juste will sometimes be drawn from that other time and place of rural Dorset. ’ Meaning ‘chivalrous undertaking,’ emprize is obsolete and nigh quainter than nearly.
Here, we believe, lies the root cause of the indifference and hostility toward literature. . (258) Charged with establishing a ‘general or national scheme’ (5) for the teaching of English, the committee followed Matthew Arnold in asserting that divisions between the imaginative and empirical worlds within ourselves are projected into or exacerbated by divisions between classes in society. For the solution to these divisions, as for its basic ideology, the Report turned to Arnold: ‘Matthew Arnold, using the word in its true sense, claimed that “culture unites classes”.