American Romanticism: Figures, Tensions, Contexts 4219-SC119
The course presents an extended overview of American romanticism as a cultural episode rooted both in the international context of English-language literature, and in the local context of the theological tradition of New England. On the one hand, then, romanticism in the United States is shown to develop in response to the inspirations of Coleridge and Wordsworth, on the other, it is discussed as an aspect of a theological debate among the Congregationalist Trinitarians, Unitarians, and Transcendentalists. Moreover, social aspects of the Transcendentalists movement are considered: the abolitionist engagement of R.W. Emerson, H.D. Thoreau, and T. Parker, and the proto-feminist initiatives of M. Fuller and E. Peabody.
The beginnings of romanticism in America are associated with the critical essays published in the first decade of the 19th century in the Monthly Anthology and Boston Review (E.T. Dana, B. Welles). The early, abortive romantic strain was continued by R.H. Dana, Sr. as a critic for the North American Review and the poetry of W. Allston and W.C. Bryant, influenced respectively by Coleridge and Wordsworth. Coleridge’s influence persisted in the aesthetic theory and poetical practice of E.A. Poe, and the theological reflection of J. Marsh. Poe is presented as the main American propagator of romanticism in its “dark,” gothic kind, while Marsh is viewed as an unwilling precursor of the transcendentalist pantheism. The discussion of the specific US version of “dark” romanticism covers also the gothic fiction of R.H. Dana, Sr. and W. Allston.
Transcendentalism, with R.W. Emerson as its proper founder, is presented primarily as a product of the local New England theological debate, in which the Unitarian intellectual mainstream was challenged by the dissidents who gathered in the Transcendental Club in the fall of 1836. The philosophical and theological contexts of Transcendentalism are discussed in detail, including the inspirations of E. Swedenborg through S. Reed and the role of J. Marsh as the American editor and commentator of Coleridge. The main early texts of Emerson – Nature, “The American Scholar,” and the “Divinity School Address” – are analyzed as romantic manifestoes. Different attitudes to the idea of tradition are exemplified by the essays of Emerson (“History,” “Circles”) and R.H. Dana, Sr. (“The Past and the Present”). A “conservative” variety of romanticism is also identified in the selected tales by N. Hawthorne and selected essays by H. Bushnell.
Another significant romantic author is H.D. Thoreau. Fragments of A Week on the Concord and Merrimack Rivers, Walden, and “Ktaadn,” an essay included in the Maine Woods, are discussed as major examples of nature writing, while “Civil Disobedience” and “Walking” illustrate Thoreau’s political concerns and his philosophy of “wildness.” Finally, the activities of E. Peabody and M. Fuller are presented as contributions of women to the romantic movement. Fragments of Fuller’s Summer on the Lakes, Woman in the 19th Century and critical essays published in the New-York Tribune are considered as canonical romantic texts placed right next to the major achievements of Emerson, Poe, and Thoreau.
Finally, the early poetry of W. Whitman (the 1855 version of Leaves of Grass) is approached as a specific “illustration” of the Emersonian nationalist idea od poetry.
Type of course
elective courses
Mode
Prerequisites (description)
Learning outcomes
1. KNOWLEDGE
The student has a comprehensive and detailed knowledge of American romanticism, understands its connections with European romoanticism as well as diffferences between romanticism in the US and Europe, understands connections between theology and philosophy and romanticism in New England, differentiates between "dark romanticism" and the optimistic romanticism of Transcendentalists.
2. SKILLS
The student can analyze and interpret complex texts of culture, can set and complete research tasks, can apply specialist terminology in English.
3. SOCIAL COMPETENCE
The student understands the cultural diversity of today's world in reference to its origin, can properly plan and complete a research task.
Assessment criteria
Participation in class discussion (60%), term paper (40%)
Bibliography
The Transcendentalists. An Anthology, ed. Perry Miller
Lawrence Buell, Emerson
Peter Carafiol, Transcendent Reason
Eric W. Carlson, ed., The Recognition of Edgar Allan Poe
Conrad Cherry, Nature and Religious Imagination
Frederick Garber, Thoreau's Redemptive Imagination
Philip F. Gura, The Wisdom of Words. Language, Theology, and Literature in the New England Renaissance
Philip F. Gura, Joel Myerson, eds, Critical Essays on American Transcendentalism
Daniel Walker Howe, The Unitarian Conscience. Harvard Moral Philosophy, 1805-1861
Joel Myerson, ed. Critical Essays on Thoreau's Walden
William R. Hutchison, The Transcendentalist Ministers
Shawn Rosenheim, Stephen Rachman, eds. The American Face of Edgar Allan Poe
Merton R. Sealts, Alfred R. Ferguson, eds, Emerson's Nature: Origin, Growth, Meaning
Jeffrey Steele, Transfiguring America. Myth, Ideology, and Mourning in Margaret
Fuller's Writing
Laura Dassow Walls, Seeing New Worlds. Henry David Thoreau and Nineteenth-Century Natural Science
Additional information
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