Saturday 21 September 2013

Amazing Friend Quotes Tumblr And Sayings For Girls Funny Taglog For Facebook Images Short Pictures

Amazing Friend Quotes Biography

source{google.com.pk}
A poet who took definition as her province, Emily Dickinson challenged the existing definitions of poetry and the poet’s work. Like writers such as Ralph Waldo Emerson, Henry David Thoreau, and Walt Whitman, she experimented with expression in order to free it from conventional restraints. Like writers such as Charlotte Brontë and Elizabeth Barrett Browning, she crafted a new type of persona for the first person. The speakers in Dickinson’s poetry, like those in Brontë’s and Browning’s works, are sharp-sighted observers who see the inescapable limitations of their societies as well as their imagined and imaginable escapes. To make the abstract tangible, to define meaning without confining it, to inhabit a house that never became a prison, Dickinson created in her writing a distinctively elliptical language for expressing what was possible but not yet realized. Like the Concord Transcendentalists whose works she knew well, she saw poetry as a double-edged sword. While it liberated the individual, it as readily left him ungrounded. The literary marketplace, however, offered new ground for her work in the last decade of the nineteenth century. When the first volume of her poetry was published in 1890, four years after her death, it met with stunning success. Going through eleven editions in less than two years, the poems eventually extended far beyond their first household audiences. Emily Elizabeth Dickinson was born in Amherst, Massachusetts, on December 10, 1830 to Edward and Emily (Norcross) Dickinson. At the time of her birth, Emily’s father was an ambitious young lawyer. Educated at Amherst and Yale, he returned to his hometown and joined the ailing law practice of his father, Samuel Fowler Dickinson. Edward also joined his father in the family home, the Homestead, built by Samuel Dickinson in 1813. Active in the Whig Party, Edward Dickinson was elected to the Massachusetts State Legislature (1837-1839) and the Massachusetts State Senate (1842-1843). Between 1852 and 1855 he served a single term as a representative from Massachusetts to the U.S. Congress. In Amherst he presented himself as a model citizen and prided himself on his civic work—treasurer of Amherst College, supporter of Amherst Academy, secretary to the Fire Society, and chairman of the annual Cattle Show. Comparatively little is known of Emily’s mother, who is often represented as the passive wife of a domineering husband. Her few surviving letters suggest a different picture, as does the scant information about her early education at Monson Academy. Academy papers and records discovered by Martha Ackmann reveal a young woman dedicated to her studies, particularly in the sciences. By the time of Emily’s early childhood, there were three children in the household. Her brother, William Austin Dickinson, had preceded her by a year and a half. Her sister, Lavinia Norcross Dickinson, was born in 1833. All three children attended the one-room primary school in Amherst and then moved on to Amherst Academy, the school out of which Amherst College had grown. The brother and sisters’ education was soon divided. Austin was sent to Williston Seminary in 1842; Emily and Vinnie continued at Amherst Academy. By Emily Dickinson’s account, she delighted in all aspects of the school—the curriculum, the teachers, the students. The school prided itself on its connection with Amherst College, offering students regular attendance at college lectures in all the principal subjects— astronomy, botany, chemistry, geology, mathematics, natural history, natural philosophy, and zoology. As this list suggests, the curriculum reflected the nineteenth-century emphasis on science. That emphasis reappeared in Dickinson’s poems and letters through her fascination with naming, her skilled observation and cultivation of flowers, her carefully wrought descriptions of plants, and her interest in “chemic force.” Those interests, however, rarely celebrated science in the same spirit as the teachers advocated. In an early poem, she chastised science for its prying interests. Its system interfered with the observer’s preferences; its study took the life out of living things. In “‘Arcturus’ is his other name” she writes, “I pull a flower from the woods - / A monster with a glass / Computes the stamens in a breath - / And has her in a ‘class!’“ At the same time, Dickinson’s study of botany was clearly a source of delight. She encouraged her friend Abiah Root to join her in a school assignment: “Have you made an herbarium yet? I hope you will, if you have not, it would be such a treasure to you.” She herself took that assignment seriously, keeping the herbarium generated by her botany textbook for the rest of her life. Behind her school botanical studies lay a popular text in common use at female seminaries. Written by Almira H. Lincoln, Familiar Lectures on Botany (1829) featured a particular kind of natural history, emphasizing the religious nature of scientific study. Lincoln was one of many early-nineteenth-century writers who forwarded the “argument from design.” She assured her students that study of the natural world invariably revealed God. Its impeccably ordered systems showed the Creator’s hand at work. Lincoln’s assessment accorded well with the local Amherst authority in natural philosophy. Edward Hitchcock, president of Amherst College, devoted his life to maintaining the unbroken connection between the natural world and its divine Creator. He was a frequent lecturer at the college, and Emily had many opportunities to hear him speak. His emphasis was clear from the titles of his books—Religious Lectures on Peculiar Phenomena in the Four Seasons (1861), The Religion of Geology and Its Connected Sciences (1851), and Religious Truth Illustrated from Science (1857). Like Louis Agassiz at Harvard, Hitchcock argued firmly that Sir Charles Lyell’s belief-shaking claims in the Principles of Geology (1830-1833) were still explicable through the careful intervention of a divine hand. Dickinson found the conventional religious wisdom the least compelling part of these arguments. From what she read and what she heard at Amherst Academy, scientific observation proved its excellence in powerful description. The writer who could say what he saw was invariably the writer who opened the greatest meaning to his readers. While this definition fit well with the science practiced by natural historians such as Hitchcock and Lincoln, it also articulates the poetic theory then being formed by a writer with whom Dickinson’s name was often later linked. In 1838 Emerson told his Harvard audience, “Always the seer is a sayer.” Acknowledging the human penchant for classification, he approached this phenomenon with a different intent. Less interested than some in using the natural world to prove a supernatural one, he called his listeners and readers’ attention to the creative power of definition. The individual who could say what is was the individual for whom words were power. While the strength of Amherst Academy lay in its emphasis on science, it also contributed to Dickinson’s development as a poet. The seven years at the academy provided her with her first “Master,” Leonard Humphrey, who served as principal of the academy from 1846 to 1848. Although Dickinson undoubtedly esteemed him while she was a student, her response to his unexpected death in 1850 clearly suggests her growing poetic interest. She wrote Abiah Root that her only tribute was her tears, and she lingered over them in her description. She will not brush them away, she says, for their presence is her expression. So, of course, is her language, which is in keeping with the memorial verses expected of nineteenth-century mourners. Humphrey’s designation as “Master” parallels the other relationships Emily was cultivating at school. At the academy she developed a group of close friends within and against whom she defined her self and its written expression. Among these were Abiah Root, Abby Wood, and Emily Fowler. Other girls from Amherst were among her friends—particularly Jane Humphrey, who had lived with the Dickinsons while attending Amherst Academy. As was common for young women of the middle class, the scant formal schooling they received in the academies for “young ladies” provided them with a momentary autonomy. As students, they were invited to take their intellectual work seriously. Many of the schools, like Amherst Academy, required full-day attendance, and thus domestic duties were subordinated to academic ones. The curriculum was often the same as that for a young man’s education. At their “School for Young Ladies,” William and Waldo Emerson, for example, recycled their Harvard assignments for their students. When asked for advice about future study, they offered the reading list expected of young men. The celebration in the Dickinson household when Austin completed his study of David Hume’s History of England (1762) could well have been repeated for daughters, who also sought to master that text. Thus, the time at school was a time of intellectual challenge and relative freedom for girls, especially in an academy such as Amherst, which prided itself on its progressive understanding of education. The students looked to each other for their discussions, grew accustomed to thinking in terms of their identity as scholars, and faced a marked change when they left school.
Amazing Friend Quotes Tumblr And Sayings For Girls Funny Taglog For Facebook Images Short Pictures
Amazing Friend Quotes Tumblr And Sayings For Girls Funny Taglog For Facebook Images Short Pictures
Amazing Friend Quotes Tumblr And Sayings For Girls Funny Taglog For Facebook Images Short Pictures
Amazing Friend Quotes Tumblr And Sayings For Girls Funny Taglog For Facebook Images Short Pictures
Amazing Friend Quotes Tumblr And Sayings For Girls Funny Taglog For Facebook Images Short Pictures
Amazing Friend Quotes Tumblr And Sayings For Girls Funny Taglog For Facebook Images Short Pictures
Amazing Friend Quotes Tumblr And Sayings For Girls Funny Taglog For Facebook Images Short Pictures
Amazing Friend Quotes Tumblr And Sayings For Girls Funny Taglog For Facebook Images Short Pictures
Amazing Friend Quotes Tumblr And Sayings For Girls Funny Taglog For Facebook Images Short Pictures
Amazing Friend Quotes Tumblr And Sayings For Girls Funny Taglog For Facebook Images Short Pictures
Amazing Friend Quotes Tumblr And Sayings For Girls Funny Taglog For Facebook Images Short Pictures

1 comment: