Alexander PopeAlexander Pope Team membersTeam members

蔡 波蔡 波 尚雯雯尚雯雯 许倍榕许倍榕

Biographical InformationBiographical Information

Given nameGiven name: Alexander: AlexanderFamily nameFamily name: Pope: PopeBirth dateBirth date: 21 May 1688: 21 May 1688Death dateDeath date: 30 May 1744: 30 May 1744NationalityNationality: English: EnglishFamily relationsFamily relations          father: Alexander Pope          father: Alexander Pope          mother: Edith Pope          mother: Edith Pope          sister: Magdalen Rackett          sister: Magdalen RackettLanguages:Languages:          English French Italian           English French Italian           Latin Greek                     Latin Greek          

Education: Education: Roman Catholic school at Twyford, near Winchester:Roman Catholic school at Twyford, near Winchester:School at Marylebone kept by Thomas DeaneSchool at Marylebone kept by Thomas DeaneSchool at Hyde Park Corner, kept by Thomas DeaneSchool at Hyde Park Corner, kept by Thomas Deane

ReligionReligion: Roman Catholic: Roman CatholicPoliticsPolitics: Tory: ToryPatronPatron: William Walsh: William WalshLiterary periodLiterary period: Augustan: AugustanResidencesResidences

     Lombard Street, London: 21 May 1688 to 1700     Lombard Street, London: 21 May 1688 to 1700     Binfield: 1700 to April 1716     Binfield: 1700 to April 1716     Mawson's Buildings, Chiswick: April 1716     Mawson's Buildings, Chiswick: April 1716     Twickenham: 1719 to 30 May 1744     Twickenham: 1719 to 30 May 1744

IllnessIllness: contracted a tubercular bone disease : contracted a tubercular bone disease Buried atBuried at: Twickenham Church: Twickenham Church

Historical BackgroundHistorical Background

Eighteenth-Century Literature Eighteenth-Century Literature The “Age of Reason” The “Age of Reason” Or the “Augustan Age”Or the “Augustan Age” Authors in this period gained inspiration from the greAuthors in this period gained inspiration from the gre

at writers of the past classical age and followed their at writers of the past classical age and followed their examples. examples.

This age put weight on society, seeing a person morThis age put weight on society, seeing a person more as a member of the society rather than an individue as a member of the society rather than an individual. al.

IndustrializationIndustrialization

Life & ExperienceLife & Experience

Born in the year of the Glorious revolutionBorn in the year of the Glorious revolution Parents were both Roman Catholics Parents were both Roman Catholics A new act of Parliament prohibited Catholics frA new act of Parliament prohibited Catholics fr

om living within ten miles of Londonom living within ten miles of London Between 1696 and 1700, tutored at home Between 1696 and 1700, tutored at home Enrolled in two Catholic schoolsEnrolled in two Catholic schools Was largely self-educatedWas largely self-educated His religion made it impossible to pursue a careHis religion made it impossible to pursue a care

er in lawer in law

At sixteen, has already written the his At sixteen, has already written the his PastoralsPastorals Du During his early period, first associated with Addisonring his early period, first associated with Addison

In 1713 became a member of the “Scriblerus Club” In 1713 became a member of the “Scriblerus Club” Spent nearly a decade translating Homer’s Greek iSpent nearly a decade translating Homer’s Greek i

nto English heroic couplets nto English heroic couplets Self-made and self-support by writingSelf-made and self-support by writing Numerous quarrels with other literary men which leNumerous quarrels with other literary men which le

ad to a big number of satiresad to a big number of satires Unmarried throughout his lifeUnmarried throughout his life Died at Twickenham on May 30, 1744Died at Twickenham on May 30, 1744

IllnessIllness

Circa 1705, contracted a tubercular bone Circa 1705, contracted a tubercular bone disease. Attacks of this disease recured disease. Attacks of this disease recured at intervals throughout what he would refat intervals throughout what he would refer to as "this long Disease, my Life." er to as "this long Disease, my Life."

It left him frail, prone to various other illneIt left him frail, prone to various other illnesses, humpbacked, and permanently stusses, humpbacked, and permanently stuntednted

PoliticsPolitics

Did not side definitely either with the Whigs or Did not side definitely either with the Whigs or with the Tories.with the Tories.

Familiar with the literary men of the WhigsFamiliar with the literary men of the Whigs In his descriptive poem“ Windsor Forest” , he mIn his descriptive poem“ Windsor Forest” , he m

ade political allusions meant to please the Toriade political allusions meant to please the Tories.es.

Important People in LifeImportant People in Life

Horace (65-8 B.C.)Horace (65-8 B.C.) Giovanni Boccaccio (1313 –1375) Giovanni Boccaccio (1313 –1375) Edmund Spenser (1552-1599) Edmund Spenser (1552-1599) John Dryden John Dryden (1631-1700)(1631-1700) Nicolas BoileauDespreauxNicolas BoileauDespreaux （（ 1636—1711636—171

11 ）） William Wycherley William Wycherley (1640-1716) (1640-1716) Jonathan Swift Jonathan Swift ((1667-17451667-1745))

Horace (Quintus Horatius Flaccus)Horace (Quintus Horatius Flaccus)(65 8 B.C.)(65 8 B.C.)

The leading Roman lyric poet,The leading Roman lyric poet, Provided autobiographical Provided autobiographical

information in his poetry. information in his poetry. MasterpiecesMasterpieces

The Art of Poetry The Art of Poetry Epistle to the PisosEpistle to the Pisos About personal inditing experience About personal inditing experience Established the theoretical basic of Established the theoretical basic of

classicismclassicism

The SatiresThe Satires (2 Books) (2 Books)

Giovanni Boccaccio Giovanni Boccaccio (1313 –1375) (1313 –1375)

Italian author and poet, Italian author and poet, Important Renaissance Important Renaissance humanist humanist Grounded in realityGrounded in reality Concerned with the Concerned with the MedievalMedieval virtuesvirtues of Chivalry, Piety and of Chivalry, Piety and Humilityan.Humilityan. Masterpieces:Masterpieces:

On Famous WomenOn Famous Women The DecameronThe Decameron Poems in the vernacular Poems in the vernacular

Edmund Spenser (1552-1599)Edmund Spenser (1552-1599) English poet English poet The first master to makeThe first master to make that language the natural that language the natural music of his poetic effusionsmusic of his poetic effusions

MasterpiecesMasterpieces : : Shepherd's CalendarShepherd's Calendar

A pastoral poem A pastoral poem An allegoryAn allegory Theme: love and religion Theme: love and religion

The Faery QueenThe Faery Queen Dedicated to Queen ElizabethDedicated to Queen Elizabeth Tied into King Arthur Tied into King Arthur The longest epic poemThe longest epic poem A dense allegoryA dense allegory

John Dryden John Dryden (1631-1700) (1631-1700) English poet, dramatist and critic English poet, dramatist and critic The most distinguished litetary The most distinguished litetary figure of the restoration periodfigure of the restoration period Exemplifies most of the mainExemplifies most of the main tendencies of the time tendencies of the time MasterpiecesMasterpieces

The Hinder and the PlabtherThe Hinder and the Plabther A didactic poemA didactic poem Supporting the Roman Church.Supporting the Roman Church.

All for LoveAll for Love Tragedy Tragedy Story of Antony and Cleopatra Story of Antony and Cleopatra

An Essay of Dramatic PoesyAn Essay of Dramatic Poesy Most famous prose compositionMost famous prose composition Established his positionEstablished his position

Nicolas BoileauDespreauxNicolas BoileauDespreaux

Famous French poet, Famous French poet,

esthetician and critic esthetician and critic Addresser of classicism Addresser of classicism Masterpiece:Masterpiece:

Ars PoeticaArs Poetica Embodied philosphy and esthetics Embodied philosphy and esthetics Praised as the classicalism corpus jurisPraised as the classicalism corpus juris

William Wycherley William Wycherley (1640-1716) (1640-1716)

PoetPoet Typical Restoration dramatist Typical Restoration dramatist One of the greatest mastersOne of the greatest masters of the comedy of reparteeof the comedy of repartee Masterpieces : Masterpieces :

The Country WifeThe Country Wife A comedy A comedy A product of the tolerant early RestorationA product of the tolerant early Restoration periodperiod

The Plain DealerThe Plain Dealer A Restoration comedy A Restoration comedy The most powerful of his four comedies The most powerful of his four comedies The satire and wit of Wycherley are everywhere The satire and wit of Wycherley are everywhere Coloured with Wycherley's individualityColoured with Wycherley's individuality

Jonathan Swift Jonathan Swift ((1667-17451667-1745))

Churchman, political writer Churchman, political writer and poet and satirist and poet and satirist Satires on political and Satires on political and religious corruptionreligious corruption Masterpieces:Masterpieces:

A Tale of a TubA Tale of a Tub In the form of a parable In the form of a parable Satires on corruption in religion Satires on corruption in religion

The Battle of the BooksThe Battle of the Books Attacked on pedantry in the literary world of the time Attacked on pedantry in the literary world of the time Satires on corruption in learningSatires on corruption in learning

Gulliver’s Travels Gulliver’s Travels About a specific set of political conflictsAbout a specific set of political conflicts

17111711 An An Essay on CriticiEssay on Criticismsm

17131713 Windsor ForestWindsor Forest 17141714 Rape of the LockRape of the Lock 1715-17201715-1720 Translated th Translated th

e e IliadIliad 1725-1726 1725-1726 Translated thTranslated th

e e OdysseyOdyssey 17281728 The DunciadThe Dunciad 1734 1734 AnAn Essay on Man Essay on Man 17351735 Epistle to Doctor ArEpistle to Doctor Ar

buthnotbuthnot

An Essay on CriticismAn Essay on Criticism One of his best worksOne of his best works A didactic poem in A didactic poem in heroic coupletsheroic couplets ( ( lines of ilines of i

ambic pentameter that rhyme in pairs (aa, bb, cambic pentameter that rhyme in pairs (aa, bb, cc)c)))

Exemplifies his talent in satire,Exemplifies his talent in satire, Contain some golden verses that stand the test Contain some golden verses that stand the test

of timeof time Linked “wit” to “nature” closelyLinked “wit” to “nature” closely Ridden with classical referencesRidden with classical references Indicating his status as a representative of the Indicating his status as a representative of the

Augustan AgeAugustan Age

Windsor ForestWindsor Forest Of great richness and complexityOf great richness and complexity Drawing on mythology, history and prophecyDrawing on mythology, history and prophecy Extending through time and space,Extending through time and space, Projecting a range of interconnected meanings Projecting a range of interconnected meanings

Rape of the LockRape of the Lock The heroic coupletThe heroic couplet Mock-epic poemMock-epic poem Mock the narcissistic inhabitants and their weekness---prMock the narcissistic inhabitants and their weekness---pr

ideide Composed originally to assuage the enmity between two Composed originally to assuage the enmity between two

families arising out of the “rape” of the “lock” families arising out of the “rape” of the “lock” Nymphs, sylphs and other mythological apparatuses Nymphs, sylphs and other mythological apparatuses Small details in a leisurely satirical pictures Small details in a leisurely satirical pictures Mild and somewhat diluted with humorMild and somewhat diluted with humor

The DunciadThe Dunciad

Written and recast and then enlargedWritten and recast and then enlarged Struggle against ignorance, barbarism,dullness Struggle against ignorance, barbarism,dullness

and emptinessand emptiness Personal attacks on personal enemiesPersonal attacks on personal enemies Not a powerful satireNot a powerful satire Gives in the spirit of the Enlightenment a broad Gives in the spirit of the Enlightenment a broad

satirical picture of the whole literary life in the 1satirical picture of the whole literary life in the 18th-century England8th-century England

AnAn Essay on ManEssay on Man Philosophical, in heroic coupletsPhilosophical, in heroic couplets Controversial, formative Controversial, formative The centerpiece of a proposed system of The centerpiece of a proposed system of

ethics was put forth in poetic formethics was put forth in poetic form An attempt to justify the way of God to MaAn attempt to justify the way of God to Ma

nn Consists of Consists of 44 epistles epistles Concluded that we must learn to accept oConcluded that we must learn to accept o

ur position ur position Warning: man is not the center of all thingWarning: man is not the center of all thing

ss

4 Epistles4 Epistles I : the nature of man and with his place in I : the nature of man and with his place in

the universethe universe II : man as an individual II : man as an individual III : man in relation to hunman society, polIII : man in relation to hunman society, pol

itical and social hieranchiesitical and social hieranchies IVIV : man’s pursuit of happiness in this wor : man’s pursuit of happiness in this wor

ldld

Epistle to Doctor ArbuthnotEpistle to Doctor Arbuthnot

ProloguePrologue A verse letter to John Arbuthnot -----A verse letter to John Arbuthnot -----PP

ope’s friend and physicianope’s friend and physician

Spells out Pope's satirical principles Spells out Pope's satirical principles — or, at least, how he'd like them to b— or, at least, how he'd like them to be interpretede interpreted

Essay on CriticismEssay on Criticism

Alexander Pope Alexander Pope

The theme or the main The theme or the main idea:idea:

Pope’s "Essay on Criticism" is a didactic poem in Pope’s "Essay on Criticism" is a didactic poem in heroic couplets. The poem commences with a heroic couplets. The poem commences with a discussion of the rules of taste which ought to govern discussion of the rules of taste which ought to govern poetry, and which enable a critic to make sound critical poetry, and which enable a critic to make sound critical judgments. In it Pope comments, too, upon the judgments. In it Pope comments, too, upon the authority which ought properly to be accorded to the authority which ought properly to be accorded to the classical authors who dealt with the subject; and classical authors who dealt with the subject; and concludes (in an apparent attempt to reconcile the concludes (in an apparent attempt to reconcile the opinions of the advocates and opponents of rules) that opinions of the advocates and opponents of rules) that the rules of the ancients are in fact identical with the the rules of the ancients are in fact identical with the rules of Nature: poetry and painting, that is, like religion rules of Nature: poetry and painting, that is, like religion and morality, actually reflect natural law. and morality, actually reflect natural law.

There are total 47 paragraphs in the wholThere are total 47 paragraphs in the whole poem: And here I choose 3 paragraphs e poem: And here I choose 3 paragraphs to share with you. to share with you.

'Tis hard to say, if greater Want of Skill'Tis hard to say, if greater Want of SkillAppear in Writing or in Judging ill,Appear in Writing or in Judging ill,But, of the two, less dang'rous is th' OffencBut, of the two, less dang'rous is th' Offence,e,To tire our Patience, than mis-lead our SensTo tire our Patience, than mis-lead our Sense:e:Some few in that, but Numbers err in this,Some few in that, but Numbers err in this,Ten Censure wrong for one who Writes amiTen Censure wrong for one who Writes amiss;ss;A Fool might once himself alone expose,A Fool might once himself alone expose,Now One in Verse makes many more in ProNow One in Verse makes many more in Prosese

Main idea: This is the first paragraph in Main idea: This is the first paragraph in the poem here pope criticize the bad the poem here pope criticize the bad writing in his time directly and criticize writing in his time directly and criticize some writers whose work classical rules. some writers whose work classical rules.

语言特点语言特点

the manner of speaking of this part is the manner of speaking of this part is sharp and peaceful. Especially in the last sharp and peaceful. Especially in the last two sentences, we can see what the two sentences, we can see what the author’s character is, speaking directly author’s character is, speaking directly without thinking too much without thinking too much

With our Judgments as our Watches, noneWith our Judgments as our Watches, noneGo just alike, yet each believes his own.Go just alike, yet each believes his own.In Poets as true Genius is but rare,In Poets as true Genius is but rare,True Taste as seldom is the Critick's Share;True Taste as seldom is the Critick's Share;Both must alike from Heav'n derive their LighBoth must alike from Heav'n derive their Light,t,These born to Judge, as well as those to WritThese born to Judge, as well as those to Write.e.Let such teach others who themselves excell,Let such teach others who themselves excell,

And censure freely who have written well.And censure freely who have written well.Authors are partial to their Wit, 'tis true,Authors are partial to their Wit, 'tis true,But are not Criticks to their Judgment too?But are not Criticks to their Judgment too?

Main ideaMain idea

This paragraph is a extender of the first This paragraph is a extender of the first part, but it is a development, not only in part, but it is a development, not only in contain but also in theme. It tells us that contain but also in theme. It tells us that how to be a real and good critical writer how to be a real and good critical writer with witness, instead of judging and with witness, instead of judging and writing things in a subjective way. writing things in a subjective way.

Notes: Notes: 如果想认真地进行外语写作，如果想认真地进行外语写作， PopePope 的的“论批评”就不可不读。以上选的是第一部分的“论批评”就不可不读。以上选的是第一部分的前前 1818 行。行。 PopePope 首先阐明，文学技巧的贫乏更首先阐明，文学技巧的贫乏更明显地体现在错误的评论和鉴赏方面，因为如果明显地体现在错误的评论和鉴赏方面，因为如果作品写的不好至多使读者厌烦，但歪曲的评论却作品写的不好至多使读者厌烦，但歪曲的评论却会使读者误入歧途；其实评论天才和写作天才同会使读者误入歧途；其实评论天才和写作天才同样难得，只有真正有才华的人才有资格教诲别人，样难得，只有真正有才华的人才有资格教诲别人，才能自由的品论他人的作品。这里才能自由的品论他人的作品。这里 popepope 意在说意在说明文学评论的重要性。明文学评论的重要性。

Now as you have know a little about Now as you have know a little about what is this poem like and what is it what is this poem like and what is it about, we can move on further, I would about, we can move on further, I would like to show you the most beautiful and like to show you the most beautiful and wonderful part of this poem.wonderful part of this poem.

Drink deep, or taste not the Pierian SDrink deep, or taste not the Pierian Spring:pring:There shallow Draughts intoxicate thThere shallow Draughts intoxicate the Brain,e Brain,And drinking largely sobers us again.And drinking largely sobers us again.

Fir'd at first Sight with what the MusFir'd at first Sight with what the Muse imparts,e imparts,In fearless Youth we tempt the HeighIn fearless Youth we tempt the Heights of Arts,ts of Arts,While from the bounded Level of our While from the bounded Level of our Mind,Mind,Short Views we take, nor see the lenShort Views we take, nor see the lengths behind,gths behind,But more advanc'd, behold with straBut more advanc'd, behold with strange Surprizenge SurprizeNew, distant Scenes of endless ScieNew, distant Scenes of endless Science rise!nce rise!So pleas'd at first, the towring Alps So pleas'd at first, the towring Alps we try,we try,Mount o'er the Vales, and seem to trMount o'er the Vales, and seem to tread the Sky;ead the Sky;Th' Eternal Snows appear already paTh' Eternal Snows appear already past,st,And the first Clouds and Mountains And the first Clouds and Mountains seem the last:seem the last:But those attain'd, we tremble to surBut those attain'd, we tremble to surveyveyThe growing Labours of the lengtheThe growing Labours of the lengthen'd Way,n'd Way,Th' increasing Prospect tires our waTh' increasing Prospect tires our wandering Eyes,ndering Eyes,Hills peep o'er Hills, and Alps on AlpHills peep o'er Hills, and Alps on Alps arise!s arise!

一知半解危害不浅一知半解危害不浅 彼埃利亚泉水如不痛饮就别只彼埃利亚泉水如不痛饮就别只

尝一点尝一点 浅酌只能使我们懵懂浅酌只能使我们懵懂 痛饮才能让我们清醒痛饮才能让我们清醒 一下子就激发于缪斯所传一下子就激发于缪斯所传 年少无畏的我们要翻越艺术的年少无畏的我们要翻越艺术的

高山 高山 然而我们的心灵受到束缚然而我们的心灵受到束缚 短视的我们看不到下面的长度短视的我们看不到下面的长度 然而意想不到的惊喜摆在前面然而意想不到的惊喜摆在前面 新的无尽的风景在远处显现新的无尽的风景在远处显现 如此愉悦首次如愿登上阿尔卑如此愉悦首次如愿登上阿尔卑

斯山斯山 谷连着山，仿佛漫步在云间谷连着山，仿佛漫步在云间 不化的积雪已经越过不化的积雪已经越过 最初的云朵和山峦似乎才刚刚最初的云朵和山峦似乎才刚刚

经过经过 俯瞰走过的路我们在颤抖俯瞰走过的路我们在颤抖 前面的路更加不好走前面的路更加不好走 前面不绝的美景迷离了我们的前面不绝的美景迷离了我们的

双眼双眼 山相连，阿尔卑斯漫无边山相连，阿尔卑斯漫无边

Pierian Spring:Pierian Spring: 诗泉诗泉 , , 诗才的泉源 诗才的泉源 Greek Mythology A spring in Macedonia, sGreek Mythology A spring in Macedonia, s

acred to the Muses. acred to the Muses. 【希腊神话】 比埃里亚圣泉：马其顿一个【希腊神话】 比埃里亚圣泉：马其顿一个奉献给缪斯的泉奉献给缪斯的泉

Here what kind of rhetoric did the author aHere what kind of rhetoric did the author applied? pplied?

借代 借代 MetonymyMetonymy 类比 类比 Analogy Analogy 比喻 比喻 figfigures of speech ures of speech

Muse:Muse: 缪斯是希腊神话中九位女神的通称。都是缪斯是希腊神话中九位女神的通称。都是

主神宙斯的女儿，她们分管文艺和科学。主神宙斯的女儿，她们分管文艺和科学。 Here with the background knowledge Here with the background knowledge

you may know what Muse imparts us?you may know what Muse imparts us? Article and science.Article and science. 文艺和科学 文艺和科学

In fearless Youth we tempt the Heights oIn fearless Youth we tempt the Heights of Arts,f Arts,

So pleas'd at first, the towring Alps we trSo pleas'd at first, the towring Alps we try,y,

what kind of rhetoric did the author applied?what kind of rhetoric did the author applied?

暗喻暗喻 (( 隐喻隐喻 ) Metaphor: the arts compares t) Metaphor: the arts compares to the mountain Alpso the mountain Alps

Mount o'er the Vales, and seem to treaMount o'er the Vales, and seem to tread the Sky;d the Sky;Th' Eternal Snows appear already past,Th' Eternal Snows appear already past,

And the first Clouds and Mountains seAnd the first Clouds and Mountains seem the lastem the last

So here the last two sentences the authoSo here the last two sentences the author appliedr applied 暗喻暗喻 (( 隐喻隐喻 ) Metaphor again an) Metaphor again and inspired the youth should work hard and inspired the youth should work hard and be careful not tire our wandering Eyes d be careful not tire our wandering Eyes by a little success by a little success

ImportanceImportance An outstanding enlightener, the greatest poet in tAn outstanding enlightener, the greatest poet in t

he first half of the 18th century he first half of the 18th century Brought Neo-classicism to its climaxBrought Neo-classicism to its climax A technician in English verse, second to ShakesA technician in English verse, second to Shakes

peare, Milton, equal to Wordsworth. peare, Milton, equal to Wordsworth. In writing heroic couplets, no one has been able In writing heroic couplets, no one has been able

to approach him.to approach him. As a representative of the Enlightenment, Pope As a representative of the Enlightenment, Pope

was one of the first to introduce rationalism to Enwas one of the first to introduce rationalism to England and strongly advocated neoclassicism, emgland and strongly advocated neoclassicism, emphasizing the works should be judged by classicphasizing the works should be judged by classical rule of order. al rule of order.

LimitationLimitation

Pope lacks lyrical giftPope lacks lyrical gift （缺乏抒情天赋）（缺乏抒情天赋） , , artificialartificial （造作） （造作） and obscureand obscure （晦涩）（晦涩） . . His satire is not always just. But Blake coHis satire is not always just. But Blake considered his works as elegant formalism nsidered his works as elegant formalism while Byron thought highly of him.while Byron thought highly of him.