English 245 with Dr. Gary Gutchess
Tompkins-Cortland Community College

 

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Lessons

1. Classical Britain

2. Beowulf 1

3. Beowulf 2

4. Middle Ages

5. Romance

6. Sir Gawain

7. Malory

8. Chaucer's Miller

9. Wife of Bath

10. Religious Protest

11. Biblical Drama

12. Play of Mankind

13. Early Modern Period

14. Thomas More

15. Philip Sidney

16. Print Culture

17. Walter Raleigh

18. Twelfth Night 1

19. Twelfth Night  2

20. Civil War

21. An Age of Irreverence

22. Aphra Behn

23. Reading Papers

24. Gulliver

25. Rape of the Lock

26. School for Scandal

27. New God

28. Revolution

Final Exam

 

 

 

   *** 21. An Age of Irreverence ***

READINGS FOR THIS LESSON

The Restoration and Eighteenth Century
 
Vol. 1C, pages 2121-2144 and 2174-2193
  from
Longman 3rd ed.

"Restoration and 18th Century" and  "The Royal Society"

Hooke's Micrographia is available online at
http://www.gutenberg.org/etext/15491

Aubrey's Brief Lives ia also available at
http://books.google.com/books?vid=OCLC01434589

 

 

NOTES AND COMMENTARY
Adapted by Dr. G from David Damrosch, et al., Teaching British Literature (New York: Longman, 2003)

Mrs. Abington by Joshua ReynoldsThat Hot Cover
If the Renaissance is "early modern," then the Restoration to Eighteenth-Century era is more modern. It used to be called "the Enlightenment" or "Age of Reason" or "Neo-Classical Age," in reference to the notion that serious thinking emerged or re-emerged at this time from past "middle" ages that had been based on faith or superstition. It was a great age of discovery and science, and yet this new period was by no means an entirely serious time.

I might call it the Age of Irreverence. Some reverent things happened (the development of Methodism and natural religion, for example), and it was thought at this time that the new science would lead to real knowledge of God's plan for the universe. Nevertheless, the questioning of authority begun with the printing press in the Renaissance reached its full flower in the 18th century. Results included an overhaul of religion and government, the economy and work, technology and science, fashion and art.

Our textbook catches the spirit of this refined and deliciously scandalous time with its cover portrait, Reynolds' "Mrs. Abington as Miss Prue," showing the famous actress
both elegantly and provocatively posed.  Most telling about this period are the pictures, as captured in the frontispiece of the book. (How does it differ from the earlier frontispieces? what does it show and suggest about the culture it depicts?) Have a look at the century-spanning portraits of women that punctuate the general introduction. (What changes do they trace?) See above all Hogarth's A Rake’s Progress, which tracks one fop's demise through the culture's eight most central places (home, salon, tavern, square, church, gambling den, Newgate, Bedlam). Compare this progression to the medieval stations of the cross!

As the textbook introduction (volume 1C) points out, people in this period began to think of the past as ignorant, unpleasant and uninspiring times. Change began to be seen as progress rather than decay. Free thinking and tolerance came into vogue, and the personal quest for pleasure, wealth and political freedom lost much of its stigma. The new age saw the introduction of the industrial revolution and world trade, the construction of coffeehouses and public transportation, the rise of scientific method and banking, the decline of the monarchy and Anglicanism, and the burgeoning of novels, satires, diaries, and self-expression in general.  It was the time of the Glorious Revolution and the American Revolution.

Most significantly, the social class system was transformed. In the middle ages, society had consisted of "the three estates": those who fought (the aristocracy or landed gentry), those who prayed (the church), and those who worked (the peasants). This had come down from the ancient British culture of warriors, Druids and commons observed by Caesar. By the Restoration, however, society was less organized by division of labor than by money. The new orders were upper class, middle class, and lower class, as described in general by wealth--a system more rigid than ours today but much more fluid than the ages that went before it. Slavery was questioned and finally in 1772 declared contrary to English law. All in all, the age of irreverence is a world that is much less foreign to us.

The New Science
The microscope of Robert HookeIrreverence begins with the belief that we can learn more from nature than from our forefathers and mothers, even the great sagacious ones who lived in ancient Israel, Greece or Rome. Experimental method accorded new centrality to the data supplied by the senses. The fellows of the Royal Society, observes Sprat at one point in his History, feel surest when inquiring into “things” that can “be brought within their own touch and sight.” They feel less secure about evidence for which they are “forced to trust the reports of others.”

How can a writer, a maker of mere "reports," engage readers' senses? One obvious answer appears in Hooke’s
Micrographia, where our eyes take in directly the drawn-up data—even as the data, obtained by means of microscope, alert us to the inadequacy of human vision heretofore. A somewhat more subtle answer appears in Aubrey's Brief Lives, biographies that deal so abundantly in things touched, smelled, tasted, counted (it is worthwhile, perhaps, to compile a quick catalog: Bacon’s aversion to neat’s leather, his strong beer, his snowstuffed goose . . .). Sprat himself returns repeatedly to the ideal (to be savagely mocked by satirist Jonathan Swift) that words can attain the “nakedness,” specificity, and palpability of things. Throughout this period, writers of various kinds sought to close the gap between their report and the thing itself.

Another literary question is also intrinsic to the Society’s agenda. In phrases key to this "Perspectives" section of our anthology, Sprat emphasizes the importance of incompletion in the Fellows’ work: “their purpose was to heap up a mixed mass of experiments, without digesting them into any perfect model,” and to present their reports “not as complete schemes of opinions, but as bare, unfinished histories” (2127). How does each of these writers in the writing itself--its structure, diction, style--attempt to convey the sense of a heap, a mixed mass, an unfinished history, an unsolved puzzle? In what ways—and for what reasons—do the writers complicate this agenda by insinuating order, hypothesis, point, and rhetorical flourish in their prose?

Thomas Sprat and the Royal Society
A theologian hired to defend the Royal Society's scientific project from religious attacks, Sprat writes in a style at odds with his message. He is at his most ornately rhetorical when denouncing ornate rhetoric. His scornful rejections of “this vicious abundance of phrase, this trick of metaphors, this volubility of tongue,” and of “all the amplifications, digressions, and swellings of style,” are both instances of the Ciceronian tricolon (or three-parter), that amplification and swelling of style that had long afforded writers and orators the kind of prefabricated grandeur that putatively prompts Sprat’s rage. Sprat is conscious that he is trapped by the ways in which he is accustomed to write: “The style in which [this history] is written,” he confesses in his preface, “is larger and more contentious than becomes that purity and shortness which are the chief beauties of historical writings.” For this fault he blames the Society’s detractors. So severe are their attacks, Sprat argues, that he must use all the rhetorical resources available to him.

In Philosophical Transactions (a scientific journal established in 1665 and still published today) the newly developing genre of the periodical provided a near-perfect implementation of the “mixed mass” and the “unfinished history.” The table of contents for each number blazoned an ostentatious variety of topics. In the matter of “the monstrous calf,” erroneous observations in the first number are comfortably corrected in the second. Boyle’s conjectures about ambergris, though erroneous in themselves, fulfill flawlessly the Society’s agenda for inquiry: its proud dependence on information gathered by merchants and “mechanicks” engaged with the real world; its use of a manuscript “journal” (another mode of periodical) in which the data are recorded fresh, at the time and place of their first gathering.

Robert Hooke
Rhetorically, Hooke sustains a continual traffic between small things and great: he presents (in the first dedication) a “small present” to a great king; apologizes (in the second) for his own “faults” before an “illustrious assembly.” Yet he makes clear, throughout his text that the microscope’s minutiae have much to teach us about Creation and about the “true philosophy” in which Hooke and his colleagues are engaged. Hooke repeatedly confesses his subordinate social status (real enough at the Royal Society), which probably made it seem to his aristocratic bosses that they were the discoverers, and yet they were often annoyed that Hooke went off on his own priorities. One discovery they were making is that the world of science belongs to those who do it.

Hooke’s preface highlights the double status of the human senses in the Society’s agenda: the senses are all-important, and they are woefully inadequate. New instruments must be used to extend their reach and refine their grasp. Hooke promptly remakes this point, with subtle visual force, by showing us a printed period (or full stop) many times magnified in the book’s first illustrative plate. In the text that accompanies the picture (indeed in every text we read) we have beheld numberless periods of ordinary size. The plate inducts us deftly into the book’s central revelation: that the things we have looked at all our days, we have not fully seen. We are alerted both to the insufficiency of our senses, and (as Hooke emphasizes) to the inferiority, the imperfection, of works of “art” (human artifice) in contrast with works of nature. Once having seen the magnified period in the plate, we cannot look at the periods on the page in quite the same way again, and so we advance a little way into that collaborative process of skeptical inquiry which the Society so prized. Hooke draws us thither again and again by inviting us to do our own “work” on the plates he presents, as at the end of the commentary on the flea.


Hooke’s depiction of the flea seems to have produced the most shock and fascination of any of his plates, partly because of the implicit violence of the image (see the metaphors of armor and weaponry that Hooke deploys in his description) but partly too because the picture was a foldout, glued into the book but four times the size of the book’s normal page. Having perhaps become accustomed to the magnifications on early pages, the reader was confronted, here at the very end of the book,Robert Hooke's flea with expansion expanded—and with the implication that Micrographia and its attendant inquiries would prove an unending program, of which this first installment was a bare, unfinished history.

John Aubrey
Aubrey’s Lives are unfinished history incarnate: even in this copious array of notes towards biography, he leaves blanks that he never gets around to filling in. The real question is what makes them so pleasurable as prose and so persuasive, in their own way, as biography. It may be best to hear a few items read aloud, some short (Bacon’s “hazel eye,” Harvey’s “young wench”) and some longer (Harvey’s involvement at Edgehill, with its striking train of narrative thought), and to ask, one by one, what effects Aubrey achieves in these items and how he achieves them. One key may lie in Sprat’s recurrent praise of “naked” language (and “bare” history).

Aubrey’s anecdotes seem unadorned, unmediated, as though rawly reported in accord with the credo, “first thought, best thought.” At the same time, Aubrey is conspicuously and pervasively present, as gatherer (“Mr. Hobbes told me. . .”) and as shaper: it seems clear, for example, that with a few reservations Aubrey admires both these men tremendously, though he does not directly say so. How, then, can we tell?


Yet Aubrey is showing his subjects warts and all. His biographies are entirely new in their realism--or scandal or gossip or whatever. Before Aubrey with some exceptions, biography normally was used for moral teaching. Characters exemplified good or bad conduct. In most cases, the biographer did not know the subject personally or through acquaintances but only through books and imagination. Which is it: does Aubrey apply scientific method in attempting to get the facts straight, or is he merely a gossip collector showing how well connected he is to important people of the day?

Aubrey's Lives can be contrasted with the selections in our anthology from Dr. Samuel Johnson’s Lives of the Poets (closer in time) or  Edward Hyde’s True Historical Narrative of the Rebellion. Aubrey offers informal, clipped, simple sentences (and sentence fragments), but Johnson and Hyde use formal Ciceronian periods. The formal and informal, high and middle styles convey separate world-views. The periodic sentence expresses, as syntax, those “perfect [i.e., polished, completed] models” of thought that Sprat rejected but could not resist writing. On the other hand, the informal, running Senecan style embodies the provisional, the observed, the sense of history unfinished, which Sprat celebrated. The high and middle styles do battle throughout much of eighteenth-century writing. Novelist Henry Fielding’s periodic sentences and narrative structures work to heighten humor with respect to lowly subjects; reporter Daniel Defoe’s running sentences and provisional, improvisatory narratives provide a sense of objectivity. Writers tended to use the two modes on different occasions. For instance, Samuel Pepys wrote ornate Ciceronian “public prose” (letters, speeches), but chose a far plainer style for his informal data-driven diary. It is an age of self-conscious style.

 

 

 

 

 

 

 

Left: another portrait of Mrs. Abington by Sir Joshua Reynolds (cir. 1764-73).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Left: The first British Libertine poet, John Wilmot, Earl of Rochester (1647-1680), crowns a monkey.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Left: the microscope used for the Royal Society of London by Robert Hooke.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Left: Hooke's flea. The Brits looked closer than ever at things.

 

 

Aubrey inaugurates the scandal sheet that has become the standard fare in popular English media.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Below: Frontispiece to the History of the Royal Society. Crowning King Charles II are the first president of the society Christopher Wren (left) and the Elizabethan philosopher of science Francis Bacon (right)

OTHER RESOURCES & AMUSEMENTS

The Royal Society maintains a web page. Some famous Royal Society papers are also collected online.

English Bill of Rights 1689 from the Yale Law School

Industrial revolution links

John Dryden from Bartleby.

William Harvey from Bartleby

Samuel Pepys Diary 

 

Students are not examined on these "other resources and amusements." However, if you know of an excellent website that would wonderfully  complement this lesson, please send it to Dr. G. If he adopts it in his list, extra course credit will be awarded.

ASSIGNMENTS FOR THIS LESSON

The lesson includes both a quiz and a journal writing assignment to be submitted on the interactive course site at  SUNY Learning Network.  See General instructions on Journaling for this course. For a sample journal, see Dr. G's 2007 Brit Lit 1 Journal.

Journal

Write for an hour (or more if you have time). Summarize the readings or make notes you will find useful on the final essay. Some other journaling ideas for today might include:

How would you describe the writing styles of the authors represented in today's readings?

What seems modern and what seems dated in these readings?

How interesting it is that science gets started at Oxford as a club. It is not a degree program, not even a course, but a club. (Remember Oxford from the Miller’s Tale?) What kind of respect for knowledge is implied in this? Is it today worth studying anything about Britain prior to the Restoration, other than maybe Francis Bacon? What can be learned from people who have no science?

 


 Copyright 2008 by Gary Homer Gutchess.