Romanticism in poetry.doc

CharacteristicsofRomanticliteratureinEnglishhistoryTheRomanticperiodisanageofpoetryBlakeWordsworthColeridgeByronShelley&KeatsarethemajorRomanticpoets.Theystartedarebellionagainsttheneoclassical（新古典主义）literaturewhichwaslaterregardedasthepoeticrevolution.Wordsworth&Coleridgewerethemajorrepresentativesofthismovement.Theyexplorednewtheories&innovatednewtechniquesinpoetrywriting.Theysawpoetryasahealingenergy：theybelievedthatpoetrycouldpurifybothindividualsouls&thesociety.Thenaturalworldcomestotheforefront（前列）ofthepoeticimagination.Natureisnotonlythemajorsourceofpoeticimagerybutalsoprovidesthedominantsubjectmatter.Wordsworthistheclosesttonature.“师”之概念大体是从先秦时期的“师长、师傅、先生”而来。其中“师傅”更早则意指春秋时国君的老师。《说文解字》中有注曰：“师教人以道者之称也”。“师”之含义现在泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师”的原意并非由“老”而形容“师”。“老”在旧语义中也是一种尊称隐喻年长且学识渊博者。“老”“师”连用最初见于《史记》有“荀卿最为老师”之说法。慢慢“老师”之说也不再有年龄的限制老少皆可适用。只是司马迁笔下的“老师”当然不是今日意义上的“教师”其只是“老”和“师”的复合构词所表达的含义多指对知识渊博者的一种尊称虽能从其身上学以“道”但其不一定是知识的传播者。今天看来“教师”的必要条件不光是拥有知识更重于传播知识。Toescapefromaworldthathadbecameexcessivelyrationalaswellasexcessivelymaterialistic&uglytheRomanticswouldturntoothertimes&placeswherethequalitiestheyvaluedcouldbeconvincinglydescribed.Romanticsalsotendtobenationalisticdefendingthegreatpoets&dramatistsoftheirownnationalheritageagainsttheadvocatesofclassicalruleswhotendedtoglorifyRome&rationalItalian&Frenchneoclassicalartassuperiortothenativetraditions.TotheRomanticspoetryshouldbefreefromallrules.Theywouldturntothehumblepeople（平民）&theireverydaylifeforsubjectsRomanticwritersarealwaysseekingfortheAbsolutetheIdealthroughthetranscendence（超越）oftheactual.Theyhavealsomadeboldexperimentsinpoeticlanguagedesign&constructedavarietyofformsonoriginalprinciplesofstructure&style.一般说来“教师”概念之形成经历了十分漫长的历史。杨士勋（唐初学者四门博士）《春秋谷梁传疏》曰：