SlideShare a Scribd company logo
(1822-1888)
Nikki Akraminejad

 Matthew Arnold , poet and critic, was born at
Laleham on the Thames, the eldest son of Thomas
Arnold, historian and great headmaster of Rugby,
and of Mary (Penrose) Arnold.
 Although remembered now for his elegantly argued
critical essays, Matthew Arnold began his career as a
poet, winning early recognition as a student at the
Rugby School.
Matthew Arnold (1822-1888)

 In 1844, after completing his undergraduate degree
at Oxford, he returned to Rugby as a teacher of
classics.
 In 1847 he became private secretary to Lord
Lansdowne, who in 1851 secured him an
inspectorship of schools, which almost to the end of
his life was to absorb the greater part of his time and
energies, and may have been partly responsible for
the smallness of his poetical output. But it shortly
enabled him to marry.
Life
 In 1850 Matthew Arnold met and fell in love with Frances
Lucy Wightman, the daughter of Sir William Wightman,
Judge of the Court of Queen's Bench.
 He wished to marry her, but her father objected to this
because Arnold did not seem to have the financial means to
support a wife and future children.
 In August 1850, the Judge took his family on a trip to
Flanders (via Calais) and Germany. Arnold, himself on a trip
to the Italian lakes, stayed in Calais for a few days, just
hoping to catch a glimpse of Frances Lucy. "Calais Sands"
must have been written at that time, for the poem clearly
shows what his emotions were at that time.
Love Life
 In the spring of the following
year, Matthew Arnold was
appointed an Inspector of
Schools, a job which would
earn him £ 700 a year —
enough to support a family.
The couple announced their
engagement in early April ,
married on the 10 June 1851,
and spent their one-week
honeymoon at Alverston in
Hampshire. On the 1
September, they took a ferry
from Dover to Calais and then
travelled on to Paris.
 Parts of "Dover Beach" seem
to be quite compatible with
the honeymoon scenery. The
general melancholy of the
poem greatly contrasts the
happy situation in which
Matthew Arnold found
himself.
Marriage

 Matthew Arnold, a familiar figure at the Club, a
frequent diner-out and guest at great country houses,
fond of fishing and shooting, a lively conversationalist,
he read constantly, widely, and deeply, and in the
intervals of supporting himself and his family by the
quiet drudgery of school inspecting, filled notebook
after notebook with meditations of an almost monastic
tone.
Arnold's character

 Meditative and rhetorical, Arnold's poetry often
wrestles with problems of psychological isolation. In
"To Marguerite—Continued," for example, Arnold
revises Donne's assertion that "No man is an island,"
suggesting that we "mortals" are indeed "in the sea of
life enisled." Other well-known poems, such as
"Dover Beach," link the problem of isolation with
what Arnold saw as the dwindling faith of his time.
Despite his own religious doubts, a source of great
anxiety for him, in several essays Arnold sought to
establish the essential truth of Christianity.
Arnold's character

Poetry
Some consider Arnold to be the bridge between Romanticism and
Modernism. His use of symbolic landscapes was typical of the
Romantic era, while his skeptical and pessimistic perspective was
typical of the Modern era.
Poetry
 The mood of Arnold’s poetry tends to be of plaintive
reflection, and he is restrained in expressing emotion. He
felt that poetry should be the 'criticism of life' and express
a philosophy.
 Arnold's philosophy is that true happiness comes from
within, and that people should seek within themselves for
good, while being resigned in acceptance of outward
things and avoiding the pointless turmoil of the world.
 However, he argues that we should not live in the belief
that we shall one day inherit eternal bliss. If we are not
happy on earth, we should moderate our desires rather
than live in dreams of something that may never be
attained. This philosophy is clearly expressed in such
poems as "Dover Beach“.
 Arnold's work as a critic begins with the Preface to the
Poems which he issued in 1853 under his own name,
including extracts from the earlier volumes along with
"Sohrab and Rustum" and "The Scholar-Gipsy“.
 In its emphasis on the importance of subject in poetry, on
"clearness of arrangement, rigor of development,
simplicity of style" learned from the Greeks, and in the
strong imprint of Goethe and Wordsworth, may be
observed nearly all the essential elements in his critical
theory.
Literary Criticism

 His religious views were unusual for his time.
Scholars of Arnold's works disagree on the nature of
Arnold's personal religious beliefs. Under the
influence of Baruch Spinoza and his father, Dr.
Thomas Arnold, he rejected the supernatural
elements in religion, even while retaining a
fascination for church rituals. Arnold seems to
belong to a pragmatic middle ground that is more
concerned with the poetry of religion and its virtues
and values for society than with the existence of
God.
Religious criticism
 He wrote in the preface of God and the Bible in 1875
“The personages of the Christian heaven and their
conversations are no more matter of fact than the
personages of the Greek Olympus and their
conversations.”
 He also wrote in Literature and Dogma: "The word
'God' is used in most cases as by no means a term of
science or exact knowledge, but a term of poetry and
eloquence, a term thrown out, so to speak, as a not
fully grasped object of the speaker's consciousness —
a literary term, in short; and mankind mean different
things by it as their consciousness differs.“
Religious criticism

 He defined religion as "morality touched with
emotion".
 However, he also wrote in the same book, "to pass
from a Christianity relying on its miracles to a
Christianity relying on its natural truth is a great
change. It can only be brought about by those whose
attachment to Christianity is such, that they cannot
part with it, and yet cannot but deal with it
sincerely."
Religious criticism
His 1867 poem "Dover Beach" depicted a nightmarish
world from which the old religious verities have
receded. It is sometimes held up as an early, if not the
first, example of the modern sensibility.

 In Stefan Collini's opinion, "Dover Beach" is a difficult poem to
analyze, and some of its passages and metaphors have become
so well known that they are hard to see with "fresh eyes".
Arnold begins with a naturalistic and detailed nightscape of the
beach at Dover in which auditory imagery plays a significant
role ("Listen! you hear the grating roar"). The beach, however, is
bare, with only a hint of humanity in a light that "gleams and is
gone". Reflecting the traditional notion that the poem was
written during Arnold's honeymoon, one critic notes that "the
speaker might be talking to his bride".
Analysis of Dover Beach
The sea is calm to-night.
The tide is full, the moon lies fair
Upon the straits; —on the French coast the light
Gleams and is gone; the cliffs of England stand,
Glimmering and vast, out in the tranquil bay.
Come to the window, sweet is the night-air!
Only, from the long line of spray
Where the sea meets the moon-blanch'd land,
Listen! you hear the grating roar
Of pebbles which the waves draw back, and fling,
At their return, up the high strand,
Begin, and cease, and then again begin,
With tremulous cadence slow, and bring
The eternal note of sadness in.
Arnold looks at two aspects of this scene, its soundscape (in the first and
second stanzas) and the retreating action of the tide (in the third stanza).
He hears the sound of the sea as "the eternal note of sadness". Sophocles,
a 5th century BC Greek playwright who wrote tragedies on fate and the
will of the gods, also heard this sound as he stood upon the shore of the
Aegean Sea. Critics differ widely on how to interpret this image of the
Greek classical age. One sees a difference between Sophocles interpreting
the "note of sadness" humanistically, while Arnold in the industrial
nineteenth century hears in this sound the retreat of religion and faith. A
more recent critic connects the two as artists, Sophocles the tragedian,
Arnold the lyric poet, each attempting to transform this note of sadness
into "a higher order of experience".
Analysis of Dover Beach
Sophocles long ago
Heard it on the Ægæan, and it brought
Into his mind the turbid ebb and flow
Of human misery; we
Find also in the sound a thought,
Hearing it by this distant northern sea.
Having examined the soundscape, Arnold turns to the action of the tide itself
and sees in its retreat a metaphor for the loss of faith in the modern age, once
again expressed in an auditory image ("But now I only hear / Its melancholy,
long, withdrawing roar"). This third stanza begins with an image not of
sadness, but of "joyous fulness" similar in beauty to the image with which the
poem opens
The Sea of Faith
Was once, too, at the full, and round earth's
shore
Lay like the folds of a bright girdle furl'd.
But now I only hear
Its melancholy, long, withdrawing roar,
Retreating, to the breath
Of the night-wind, down the vast edges
drear And naked shingles of the world.
The final stanza begins with an appeal to love, then moves on to the famous
ending metaphor. Critics have varied in their interpretation of the first two
lines; one calls them a "perfunctory gesture ... swallowed up by the poem's
powerfully dark picture", while another sees in them "a stand against a world
of broken faith". Midway between these is one of Arnold's biographers, who
describes being "true / To one another" as "a precarious notion" in a world that
has become "a maze of confusion".
The metaphor with which the poem ends is most likely an allusion to a passage
in Thucydides's account of the Peloponnesian War. He describes an ancient
battle that occurred on a similar beach during the Athenian invasion of Sicily.
The battle took place at night; the attacking army became disoriented while
fighting in the darkness and many of their soldiers inadvertently killed each
other. This final image has also been variously interpreted by the critics. Culler
calls the "darkling plain" Arnold's "central statement" of the human condition.
Pratt sees the final line as "only metaphor" and thus susceptible to the
"uncertainty" of poetic language.
Ah, love, let us be true
To one another! for the world, which seems
To lie before us like a land of dreams,
So various, so beautiful, so new,
Hath really neither joy, nor love, nor light,
Nor certitude, nor peace, nor help for pain;
And we are here as on a darkling plain
Swept with confused alarms of struggle and flight,
Where ignorant armies clash by night.
"The poem's discourse", Honan tells us, "shifts literally and symbolically
from the present, to Sophocles on the Aegean, from Medieval Europe
back to the present—and the auditory and visual images are dramatic
and mimetic and didactic. Exploring the dark terror that lies beneath his
happiness in love, the speaker resolves to love—and exigencies of history
and the nexus between lovers are the poem's real issues. That lovers may
be 'true / To one another' is a precarious notion: love in the modern city
momentarily gives peace, but nothing else in a post-medieval society
reflects or confirms the faithfulness of lovers. Devoid of love and light
the world is a maze of confusion left by 'retreating' faith."
Critics have questioned the unity of the poem, noting that the sea of the
opening stanza does not appear in the final stanza, while the "darkling plain"
of the final line is not apparent in the opening. Various solutions to this
problem have been proffered. One critic saw the "darkling plain" with which
the poem ends as comparable to the "naked shingles of the world". "Shingles"
here means flat beach cobbles, characteristic of some wave-swept coasts.
Another found the poem "emotionally convincing" even if its logic may be
questionable. The same critic notes that "the poem upends our expectations of
metaphor" and sees in this the central power of the poem. The poem's
historicism creates another complicating dynamic. Beginning in the present it
shifts to the classical age of Greece, then (with its concerns for the sea of faith)
it turns to Medieval Europe, before finally returning to the present. The form
of the poem itself has drawn considerable comment. Critics have noted the
careful diction in the opening description, the overall, spell-binding rhythm
and cadence of the poem and its dramatic character. One commentator sees
the strophe-antistrophe of the ode at work in the poem, with an ending that
contains something of the "cata-strophe" of tragedy. Finally, one critic sees the
complexity of the poem's structure resulting in "the first major 'free-verse'
poem in the language".
Presented by Nikki Akraminejad

 http://www.victorianweb.org/authors/arnold/bio.
html
 http://www.victorianweb.org/authors/arnold/tou
che2.html
 http://en.wikipedia.org/wiki/Matthew_Arnold
 http://www.poets.org/poetsorg/poet/matthew-
arnold
 http://www.gradesaver.com/matthew-arnold-
poems/study-guide/about/
 http://en.wikipedia.org/wiki/Dover_Beach
Online Resources

More Related Content

What's hot

Mathew arnold
Mathew arnoldMathew arnold
Mathew arnoldAel Tim
 
Percy bysshe shelly
Percy bysshe shellyPercy bysshe shelly
Percy bysshe shelly
Yash Singh
 
ELIZABETHAN PERIOD
ELIZABETHAN PERIODELIZABETHAN PERIOD
ELIZABETHAN PERIOD
Hezron Daba
 
Famous Poet- Alfred Lord Tennyson
Famous Poet- Alfred Lord TennysonFamous Poet- Alfred Lord Tennyson
Famous Poet- Alfred Lord Tennyson
sachdevapitampura
 
Biographia literaria
Biographia literariaBiographia literaria
Biographia literaria
MurugesanAnnalakshmi
 
Tintern abbey
Tintern abbeyTintern abbey
Tintern abbey
Junaid Amjed
 
Christopher Marlowe's Contribution to English Drama
Christopher Marlowe's Contribution to English DramaChristopher Marlowe's Contribution to English Drama
Christopher Marlowe's Contribution to English DramaDilip Barad
 
The Study of Poetry - Matthew Arnold
The Study of Poetry - Matthew ArnoldThe Study of Poetry - Matthew Arnold
The Study of Poetry - Matthew Arnold
Dilip Barad
 
The preface to lyrical ballads
The preface to lyrical balladsThe preface to lyrical ballads
The preface to lyrical ballads
Dayamani Surya
 
Wordsworth as a poet
Wordsworth as a poetWordsworth as a poet
Wordsworth as a poet
Namrataba Zala
 
Notes: Preface to Shakespeare by Samuel Johnson
Notes: Preface to Shakespeare by Samuel JohnsonNotes: Preface to Shakespeare by Samuel Johnson
Notes: Preface to Shakespeare by Samuel Johnson
Sarah Abdussalam
 
Memory in Wordsworth's "Tintern Abbey"
Memory in Wordsworth's "Tintern Abbey"Memory in Wordsworth's "Tintern Abbey"
Memory in Wordsworth's "Tintern Abbey"
Nazmul Hetfield Batchu
 
John Dryden as a critic
John Dryden as a criticJohn Dryden as a critic
John Dryden as a critic
Devikaba Gohil
 
T.s.eliot...
T.s.eliot...T.s.eliot...
T.s.eliot...
Prof.Ravindra Borse
 
John milton 1608 1674
John milton 1608 1674John milton 1608 1674
John milton 1608 1674Wisha Rana
 
Murder in the cathedral ppt
Murder in the cathedral pptMurder in the cathedral ppt
Murder in the cathedral ppt
Jenith Suganthy Clemenshia
 
ars poetica
  ars poetica  ars poetica
ars poetica
St:Mary's College
 
Analysis of the Poem :' The Extasie' by John Donne
Analysis of the Poem :' The Extasie' by John DonneAnalysis of the Poem :' The Extasie' by John Donne
Analysis of the Poem :' The Extasie' by John Donne
Nirav Amreliya
 

What's hot (20)

Mathew arnold
Mathew arnoldMathew arnold
Mathew arnold
 
Percy bysshe shelley
Percy bysshe shelleyPercy bysshe shelley
Percy bysshe shelley
 
Percy bysshe shelly
Percy bysshe shellyPercy bysshe shelly
Percy bysshe shelly
 
ELIZABETHAN PERIOD
ELIZABETHAN PERIODELIZABETHAN PERIOD
ELIZABETHAN PERIOD
 
Famous Poet- Alfred Lord Tennyson
Famous Poet- Alfred Lord TennysonFamous Poet- Alfred Lord Tennyson
Famous Poet- Alfred Lord Tennyson
 
Biographia literaria
Biographia literariaBiographia literaria
Biographia literaria
 
Tintern abbey
Tintern abbeyTintern abbey
Tintern abbey
 
Christopher Marlowe's Contribution to English Drama
Christopher Marlowe's Contribution to English DramaChristopher Marlowe's Contribution to English Drama
Christopher Marlowe's Contribution to English Drama
 
The Study of Poetry - Matthew Arnold
The Study of Poetry - Matthew ArnoldThe Study of Poetry - Matthew Arnold
The Study of Poetry - Matthew Arnold
 
The preface to lyrical ballads
The preface to lyrical balladsThe preface to lyrical ballads
The preface to lyrical ballads
 
Wordsworth as a poet
Wordsworth as a poetWordsworth as a poet
Wordsworth as a poet
 
Notes: Preface to Shakespeare by Samuel Johnson
Notes: Preface to Shakespeare by Samuel JohnsonNotes: Preface to Shakespeare by Samuel Johnson
Notes: Preface to Shakespeare by Samuel Johnson
 
Memory in Wordsworth's "Tintern Abbey"
Memory in Wordsworth's "Tintern Abbey"Memory in Wordsworth's "Tintern Abbey"
Memory in Wordsworth's "Tintern Abbey"
 
John Dryden as a critic
John Dryden as a criticJohn Dryden as a critic
John Dryden as a critic
 
T.s.eliot...
T.s.eliot...T.s.eliot...
T.s.eliot...
 
John milton 1608 1674
John milton 1608 1674John milton 1608 1674
John milton 1608 1674
 
Murder in the cathedral ppt
Murder in the cathedral pptMurder in the cathedral ppt
Murder in the cathedral ppt
 
ars poetica
  ars poetica  ars poetica
ars poetica
 
Alfred lord tennyson
Alfred lord tennysonAlfred lord tennyson
Alfred lord tennyson
 
Analysis of the Poem :' The Extasie' by John Donne
Analysis of the Poem :' The Extasie' by John DonneAnalysis of the Poem :' The Extasie' by John Donne
Analysis of the Poem :' The Extasie' by John Donne
 

Similar to Matthew Arnold's Biography and Analysis of his Dover Beach

Dover beach
Dover beachDover beach
Dover beach
Fukun Master
 
Paper 5 assignment
Paper 5 assignmentPaper 5 assignment
Paper 5 assignment
AlishaVaghasiya
 
Ode on a_grecian_urn_enotes
Ode on a_grecian_urn_enotesOde on a_grecian_urn_enotes
Ode on a_grecian_urn_enotes
saimahmed20
 
Alfred ,lord tennyson
Alfred ,lord tennysonAlfred ,lord tennyson
Alfred ,lord tennyson
Yasaman Adb
 
3. Elizabethan literature with questions
3. Elizabethan literature with questions3. Elizabethan literature with questions
3. Elizabethan literature with questions
maliterature
 
Reflection of pain and human misery in Wordsworth Poetry.
Reflection of pain and human misery in Wordsworth Poetry.Reflection of pain and human misery in Wordsworth Poetry.
Reflection of pain and human misery in Wordsworth Poetry.PrafulGhareniya
 
5.1. Romanticism + Kubla Khan
5.1. Romanticism + Kubla Khan5.1. Romanticism + Kubla Khan
5.1. Romanticism + Kubla Khan
Sharifa Bahri
 
Elizabethan Age literature
Elizabethan Age  literature Elizabethan Age  literature
Elizabethan Age literature
sheikhnim
 
Selected Program Notes Created for Tallahassee Performances
Selected Program Notes Created for Tallahassee PerformancesSelected Program Notes Created for Tallahassee Performances
Selected Program Notes Created for Tallahassee PerformancesBeverly Beard
 
Emily Dickinson & Romanticism
Emily Dickinson & RomanticismEmily Dickinson & Romanticism
Emily Dickinson & RomanticismCarole Mora
 
The Romantic Era Presented by Monir Hossen
The Romantic Era Presented by Monir Hossen The Romantic Era Presented by Monir Hossen
The Romantic Era Presented by Monir Hossen
Monir Hossen
 
The Romantic Era Presented by Monir Hossen
The Romantic Era Presented by Monir HossenThe Romantic Era Presented by Monir Hossen
The Romantic Era Presented by Monir Hossen
Monir Hossen
 
The Romantic Era
The Romantic EraThe Romantic Era
The Romantic Era
Monir Hossen
 
Henry wadsworth longfellow ppt
Henry wadsworth longfellow pptHenry wadsworth longfellow ppt
Henry wadsworth longfellow pptMelaney Zranchev
 
Ode to the West Wind ppt.pptx
Ode to the West Wind ppt.pptxOde to the West Wind ppt.pptx
Ode to the West Wind ppt.pptx
Prof.Ravindra Borse
 
Romanticism part 2
Romanticism part 2Romanticism part 2
Romanticism part 2
phebeshen
 
Alexander pope slide
Alexander pope slideAlexander pope slide
Alexander pope slide
Kirzten Crisse
 

Similar to Matthew Arnold's Biography and Analysis of his Dover Beach (20)

Dover beach
Dover beachDover beach
Dover beach
 
Dover beach
Dover beachDover beach
Dover beach
 
Paper 5 assignment
Paper 5 assignmentPaper 5 assignment
Paper 5 assignment
 
Ode on a_grecian_urn_enotes
Ode on a_grecian_urn_enotesOde on a_grecian_urn_enotes
Ode on a_grecian_urn_enotes
 
Alfred ,lord tennyson
Alfred ,lord tennysonAlfred ,lord tennyson
Alfred ,lord tennyson
 
Thomas
ThomasThomas
Thomas
 
3. Elizabethan literature with questions
3. Elizabethan literature with questions3. Elizabethan literature with questions
3. Elizabethan literature with questions
 
Reflection of pain and human misery in Wordsworth Poetry.
Reflection of pain and human misery in Wordsworth Poetry.Reflection of pain and human misery in Wordsworth Poetry.
Reflection of pain and human misery in Wordsworth Poetry.
 
5.1. Romanticism + Kubla Khan
5.1. Romanticism + Kubla Khan5.1. Romanticism + Kubla Khan
5.1. Romanticism + Kubla Khan
 
Elizabethan Age literature
Elizabethan Age  literature Elizabethan Age  literature
Elizabethan Age literature
 
Selected Program Notes Created for Tallahassee Performances
Selected Program Notes Created for Tallahassee PerformancesSelected Program Notes Created for Tallahassee Performances
Selected Program Notes Created for Tallahassee Performances
 
Emily Dickinson & Romanticism
Emily Dickinson & RomanticismEmily Dickinson & Romanticism
Emily Dickinson & Romanticism
 
The Romantic Era Presented by Monir Hossen
The Romantic Era Presented by Monir Hossen The Romantic Era Presented by Monir Hossen
The Romantic Era Presented by Monir Hossen
 
The Romantic Era Presented by Monir Hossen
The Romantic Era Presented by Monir HossenThe Romantic Era Presented by Monir Hossen
The Romantic Era Presented by Monir Hossen
 
The Romantic Era
The Romantic EraThe Romantic Era
The Romantic Era
 
European Literature
European LiteratureEuropean Literature
European Literature
 
Henry wadsworth longfellow ppt
Henry wadsworth longfellow pptHenry wadsworth longfellow ppt
Henry wadsworth longfellow ppt
 
Ode to the West Wind ppt.pptx
Ode to the West Wind ppt.pptxOde to the West Wind ppt.pptx
Ode to the West Wind ppt.pptx
 
Romanticism part 2
Romanticism part 2Romanticism part 2
Romanticism part 2
 
Alexander pope slide
Alexander pope slideAlexander pope slide
Alexander pope slide
 

Recently uploaded

MARUTI SUZUKI- A Successful Joint Venture in India.pptx
MARUTI SUZUKI- A Successful Joint Venture in India.pptxMARUTI SUZUKI- A Successful Joint Venture in India.pptx
MARUTI SUZUKI- A Successful Joint Venture in India.pptx
bennyroshan06
 
The Challenger.pdf DNHS Official Publication
The Challenger.pdf DNHS Official PublicationThe Challenger.pdf DNHS Official Publication
The Challenger.pdf DNHS Official Publication
Delapenabediema
 
Digital Tools and AI for Teaching Learning and Research
Digital Tools and AI for Teaching Learning and ResearchDigital Tools and AI for Teaching Learning and Research
Digital Tools and AI for Teaching Learning and Research
Vikramjit Singh
 
Phrasal Verbs.XXXXXXXXXXXXXXXXXXXXXXXXXX
Phrasal Verbs.XXXXXXXXXXXXXXXXXXXXXXXXXXPhrasal Verbs.XXXXXXXXXXXXXXXXXXXXXXXXXX
Phrasal Verbs.XXXXXXXXXXXXXXXXXXXXXXXXXX
MIRIAMSALINAS13
 
Palestine last event orientationfvgnh .pptx
Palestine last event orientationfvgnh .pptxPalestine last event orientationfvgnh .pptx
Palestine last event orientationfvgnh .pptx
RaedMohamed3
 
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCECLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
BhavyaRajput3
 
Language Across the Curriculm LAC B.Ed.
Language Across the  Curriculm LAC B.Ed.Language Across the  Curriculm LAC B.Ed.
Language Across the Curriculm LAC B.Ed.
Atul Kumar Singh
 
Instructions for Submissions thorugh G- Classroom.pptx
Instructions for Submissions thorugh G- Classroom.pptxInstructions for Submissions thorugh G- Classroom.pptx
Instructions for Submissions thorugh G- Classroom.pptx
Jheel Barad
 
The French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free downloadThe French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free download
Vivekanand Anglo Vedic Academy
 
Fish and Chips - have they had their chips
Fish and Chips - have they had their chipsFish and Chips - have they had their chips
Fish and Chips - have they had their chips
GeoBlogs
 
Sectors of the Indian Economy - Class 10 Study Notes pdf
Sectors of the Indian Economy - Class 10 Study Notes pdfSectors of the Indian Economy - Class 10 Study Notes pdf
Sectors of the Indian Economy - Class 10 Study Notes pdf
Vivekanand Anglo Vedic Academy
 
Thesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.pptThesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.ppt
EverAndrsGuerraGuerr
 
PART A. Introduction to Costumer Service
PART A. Introduction to Costumer ServicePART A. Introduction to Costumer Service
PART A. Introduction to Costumer Service
PedroFerreira53928
 
Polish students' mobility in the Czech Republic
Polish students' mobility in the Czech RepublicPolish students' mobility in the Czech Republic
Polish students' mobility in the Czech Republic
Anna Sz.
 
Unit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdfUnit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdf
Thiyagu K
 
The Art Pastor's Guide to Sabbath | Steve Thomason
The Art Pastor's Guide to Sabbath | Steve ThomasonThe Art Pastor's Guide to Sabbath | Steve Thomason
The Art Pastor's Guide to Sabbath | Steve Thomason
Steve Thomason
 
Home assignment II on Spectroscopy 2024 Answers.pdf
Home assignment II on Spectroscopy 2024 Answers.pdfHome assignment II on Spectroscopy 2024 Answers.pdf
Home assignment II on Spectroscopy 2024 Answers.pdf
Tamralipta Mahavidyalaya
 
GIÁO ÁN DẠY THÊM (KẾ HOẠCH BÀI BUỔI 2) - TIẾNG ANH 8 GLOBAL SUCCESS (2 CỘT) N...
GIÁO ÁN DẠY THÊM (KẾ HOẠCH BÀI BUỔI 2) - TIẾNG ANH 8 GLOBAL SUCCESS (2 CỘT) N...GIÁO ÁN DẠY THÊM (KẾ HOẠCH BÀI BUỔI 2) - TIẾNG ANH 8 GLOBAL SUCCESS (2 CỘT) N...
GIÁO ÁN DẠY THÊM (KẾ HOẠCH BÀI BUỔI 2) - TIẾNG ANH 8 GLOBAL SUCCESS (2 CỘT) N...
Nguyen Thanh Tu Collection
 
Template Jadual Bertugas Kelas (Boleh Edit)
Template Jadual Bertugas Kelas (Boleh Edit)Template Jadual Bertugas Kelas (Boleh Edit)
Template Jadual Bertugas Kelas (Boleh Edit)
rosedainty
 
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup   New Member Orientation and Q&A (May 2024).pdfWelcome to TechSoup   New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
TechSoup
 

Recently uploaded (20)

MARUTI SUZUKI- A Successful Joint Venture in India.pptx
MARUTI SUZUKI- A Successful Joint Venture in India.pptxMARUTI SUZUKI- A Successful Joint Venture in India.pptx
MARUTI SUZUKI- A Successful Joint Venture in India.pptx
 
The Challenger.pdf DNHS Official Publication
The Challenger.pdf DNHS Official PublicationThe Challenger.pdf DNHS Official Publication
The Challenger.pdf DNHS Official Publication
 
Digital Tools and AI for Teaching Learning and Research
Digital Tools and AI for Teaching Learning and ResearchDigital Tools and AI for Teaching Learning and Research
Digital Tools and AI for Teaching Learning and Research
 
Phrasal Verbs.XXXXXXXXXXXXXXXXXXXXXXXXXX
Phrasal Verbs.XXXXXXXXXXXXXXXXXXXXXXXXXXPhrasal Verbs.XXXXXXXXXXXXXXXXXXXXXXXXXX
Phrasal Verbs.XXXXXXXXXXXXXXXXXXXXXXXXXX
 
Palestine last event orientationfvgnh .pptx
Palestine last event orientationfvgnh .pptxPalestine last event orientationfvgnh .pptx
Palestine last event orientationfvgnh .pptx
 
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCECLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
 
Language Across the Curriculm LAC B.Ed.
Language Across the  Curriculm LAC B.Ed.Language Across the  Curriculm LAC B.Ed.
Language Across the Curriculm LAC B.Ed.
 
Instructions for Submissions thorugh G- Classroom.pptx
Instructions for Submissions thorugh G- Classroom.pptxInstructions for Submissions thorugh G- Classroom.pptx
Instructions for Submissions thorugh G- Classroom.pptx
 
The French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free downloadThe French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free download
 
Fish and Chips - have they had their chips
Fish and Chips - have they had their chipsFish and Chips - have they had their chips
Fish and Chips - have they had their chips
 
Sectors of the Indian Economy - Class 10 Study Notes pdf
Sectors of the Indian Economy - Class 10 Study Notes pdfSectors of the Indian Economy - Class 10 Study Notes pdf
Sectors of the Indian Economy - Class 10 Study Notes pdf
 
Thesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.pptThesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.ppt
 
PART A. Introduction to Costumer Service
PART A. Introduction to Costumer ServicePART A. Introduction to Costumer Service
PART A. Introduction to Costumer Service
 
Polish students' mobility in the Czech Republic
Polish students' mobility in the Czech RepublicPolish students' mobility in the Czech Republic
Polish students' mobility in the Czech Republic
 
Unit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdfUnit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdf
 
The Art Pastor's Guide to Sabbath | Steve Thomason
The Art Pastor's Guide to Sabbath | Steve ThomasonThe Art Pastor's Guide to Sabbath | Steve Thomason
The Art Pastor's Guide to Sabbath | Steve Thomason
 
Home assignment II on Spectroscopy 2024 Answers.pdf
Home assignment II on Spectroscopy 2024 Answers.pdfHome assignment II on Spectroscopy 2024 Answers.pdf
Home assignment II on Spectroscopy 2024 Answers.pdf
 
GIÁO ÁN DẠY THÊM (KẾ HOẠCH BÀI BUỔI 2) - TIẾNG ANH 8 GLOBAL SUCCESS (2 CỘT) N...
GIÁO ÁN DẠY THÊM (KẾ HOẠCH BÀI BUỔI 2) - TIẾNG ANH 8 GLOBAL SUCCESS (2 CỘT) N...GIÁO ÁN DẠY THÊM (KẾ HOẠCH BÀI BUỔI 2) - TIẾNG ANH 8 GLOBAL SUCCESS (2 CỘT) N...
GIÁO ÁN DẠY THÊM (KẾ HOẠCH BÀI BUỔI 2) - TIẾNG ANH 8 GLOBAL SUCCESS (2 CỘT) N...
 
Template Jadual Bertugas Kelas (Boleh Edit)
Template Jadual Bertugas Kelas (Boleh Edit)Template Jadual Bertugas Kelas (Boleh Edit)
Template Jadual Bertugas Kelas (Boleh Edit)
 
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup   New Member Orientation and Q&A (May 2024).pdfWelcome to TechSoup   New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
 

Matthew Arnold's Biography and Analysis of his Dover Beach

  • 2.   Matthew Arnold , poet and critic, was born at Laleham on the Thames, the eldest son of Thomas Arnold, historian and great headmaster of Rugby, and of Mary (Penrose) Arnold.  Although remembered now for his elegantly argued critical essays, Matthew Arnold began his career as a poet, winning early recognition as a student at the Rugby School. Matthew Arnold (1822-1888)
  • 3.   In 1844, after completing his undergraduate degree at Oxford, he returned to Rugby as a teacher of classics.  In 1847 he became private secretary to Lord Lansdowne, who in 1851 secured him an inspectorship of schools, which almost to the end of his life was to absorb the greater part of his time and energies, and may have been partly responsible for the smallness of his poetical output. But it shortly enabled him to marry. Life
  • 4.  In 1850 Matthew Arnold met and fell in love with Frances Lucy Wightman, the daughter of Sir William Wightman, Judge of the Court of Queen's Bench.  He wished to marry her, but her father objected to this because Arnold did not seem to have the financial means to support a wife and future children.  In August 1850, the Judge took his family on a trip to Flanders (via Calais) and Germany. Arnold, himself on a trip to the Italian lakes, stayed in Calais for a few days, just hoping to catch a glimpse of Frances Lucy. "Calais Sands" must have been written at that time, for the poem clearly shows what his emotions were at that time. Love Life
  • 5.  In the spring of the following year, Matthew Arnold was appointed an Inspector of Schools, a job which would earn him £ 700 a year — enough to support a family. The couple announced their engagement in early April , married on the 10 June 1851, and spent their one-week honeymoon at Alverston in Hampshire. On the 1 September, they took a ferry from Dover to Calais and then travelled on to Paris.  Parts of "Dover Beach" seem to be quite compatible with the honeymoon scenery. The general melancholy of the poem greatly contrasts the happy situation in which Matthew Arnold found himself. Marriage
  • 6.   Matthew Arnold, a familiar figure at the Club, a frequent diner-out and guest at great country houses, fond of fishing and shooting, a lively conversationalist, he read constantly, widely, and deeply, and in the intervals of supporting himself and his family by the quiet drudgery of school inspecting, filled notebook after notebook with meditations of an almost monastic tone. Arnold's character
  • 7.   Meditative and rhetorical, Arnold's poetry often wrestles with problems of psychological isolation. In "To Marguerite—Continued," for example, Arnold revises Donne's assertion that "No man is an island," suggesting that we "mortals" are indeed "in the sea of life enisled." Other well-known poems, such as "Dover Beach," link the problem of isolation with what Arnold saw as the dwindling faith of his time. Despite his own religious doubts, a source of great anxiety for him, in several essays Arnold sought to establish the essential truth of Christianity. Arnold's character
  • 8.  Poetry Some consider Arnold to be the bridge between Romanticism and Modernism. His use of symbolic landscapes was typical of the Romantic era, while his skeptical and pessimistic perspective was typical of the Modern era.
  • 9. Poetry  The mood of Arnold’s poetry tends to be of plaintive reflection, and he is restrained in expressing emotion. He felt that poetry should be the 'criticism of life' and express a philosophy.  Arnold's philosophy is that true happiness comes from within, and that people should seek within themselves for good, while being resigned in acceptance of outward things and avoiding the pointless turmoil of the world.  However, he argues that we should not live in the belief that we shall one day inherit eternal bliss. If we are not happy on earth, we should moderate our desires rather than live in dreams of something that may never be attained. This philosophy is clearly expressed in such poems as "Dover Beach“.
  • 10.  Arnold's work as a critic begins with the Preface to the Poems which he issued in 1853 under his own name, including extracts from the earlier volumes along with "Sohrab and Rustum" and "The Scholar-Gipsy“.  In its emphasis on the importance of subject in poetry, on "clearness of arrangement, rigor of development, simplicity of style" learned from the Greeks, and in the strong imprint of Goethe and Wordsworth, may be observed nearly all the essential elements in his critical theory. Literary Criticism
  • 11.   His religious views were unusual for his time. Scholars of Arnold's works disagree on the nature of Arnold's personal religious beliefs. Under the influence of Baruch Spinoza and his father, Dr. Thomas Arnold, he rejected the supernatural elements in religion, even while retaining a fascination for church rituals. Arnold seems to belong to a pragmatic middle ground that is more concerned with the poetry of religion and its virtues and values for society than with the existence of God. Religious criticism
  • 12.  He wrote in the preface of God and the Bible in 1875 “The personages of the Christian heaven and their conversations are no more matter of fact than the personages of the Greek Olympus and their conversations.”  He also wrote in Literature and Dogma: "The word 'God' is used in most cases as by no means a term of science or exact knowledge, but a term of poetry and eloquence, a term thrown out, so to speak, as a not fully grasped object of the speaker's consciousness — a literary term, in short; and mankind mean different things by it as their consciousness differs.“ Religious criticism
  • 13.   He defined religion as "morality touched with emotion".  However, he also wrote in the same book, "to pass from a Christianity relying on its miracles to a Christianity relying on its natural truth is a great change. It can only be brought about by those whose attachment to Christianity is such, that they cannot part with it, and yet cannot but deal with it sincerely." Religious criticism
  • 14. His 1867 poem "Dover Beach" depicted a nightmarish world from which the old religious verities have receded. It is sometimes held up as an early, if not the first, example of the modern sensibility.
  • 15.   In Stefan Collini's opinion, "Dover Beach" is a difficult poem to analyze, and some of its passages and metaphors have become so well known that they are hard to see with "fresh eyes". Arnold begins with a naturalistic and detailed nightscape of the beach at Dover in which auditory imagery plays a significant role ("Listen! you hear the grating roar"). The beach, however, is bare, with only a hint of humanity in a light that "gleams and is gone". Reflecting the traditional notion that the poem was written during Arnold's honeymoon, one critic notes that "the speaker might be talking to his bride". Analysis of Dover Beach
  • 16. The sea is calm to-night. The tide is full, the moon lies fair Upon the straits; —on the French coast the light Gleams and is gone; the cliffs of England stand, Glimmering and vast, out in the tranquil bay. Come to the window, sweet is the night-air! Only, from the long line of spray Where the sea meets the moon-blanch'd land, Listen! you hear the grating roar Of pebbles which the waves draw back, and fling, At their return, up the high strand, Begin, and cease, and then again begin, With tremulous cadence slow, and bring The eternal note of sadness in.
  • 17. Arnold looks at two aspects of this scene, its soundscape (in the first and second stanzas) and the retreating action of the tide (in the third stanza). He hears the sound of the sea as "the eternal note of sadness". Sophocles, a 5th century BC Greek playwright who wrote tragedies on fate and the will of the gods, also heard this sound as he stood upon the shore of the Aegean Sea. Critics differ widely on how to interpret this image of the Greek classical age. One sees a difference between Sophocles interpreting the "note of sadness" humanistically, while Arnold in the industrial nineteenth century hears in this sound the retreat of religion and faith. A more recent critic connects the two as artists, Sophocles the tragedian, Arnold the lyric poet, each attempting to transform this note of sadness into "a higher order of experience". Analysis of Dover Beach Sophocles long ago Heard it on the Ægæan, and it brought Into his mind the turbid ebb and flow Of human misery; we Find also in the sound a thought, Hearing it by this distant northern sea.
  • 18. Having examined the soundscape, Arnold turns to the action of the tide itself and sees in its retreat a metaphor for the loss of faith in the modern age, once again expressed in an auditory image ("But now I only hear / Its melancholy, long, withdrawing roar"). This third stanza begins with an image not of sadness, but of "joyous fulness" similar in beauty to the image with which the poem opens The Sea of Faith Was once, too, at the full, and round earth's shore Lay like the folds of a bright girdle furl'd. But now I only hear Its melancholy, long, withdrawing roar, Retreating, to the breath Of the night-wind, down the vast edges drear And naked shingles of the world.
  • 19. The final stanza begins with an appeal to love, then moves on to the famous ending metaphor. Critics have varied in their interpretation of the first two lines; one calls them a "perfunctory gesture ... swallowed up by the poem's powerfully dark picture", while another sees in them "a stand against a world of broken faith". Midway between these is one of Arnold's biographers, who describes being "true / To one another" as "a precarious notion" in a world that has become "a maze of confusion". The metaphor with which the poem ends is most likely an allusion to a passage in Thucydides's account of the Peloponnesian War. He describes an ancient battle that occurred on a similar beach during the Athenian invasion of Sicily. The battle took place at night; the attacking army became disoriented while fighting in the darkness and many of their soldiers inadvertently killed each other. This final image has also been variously interpreted by the critics. Culler calls the "darkling plain" Arnold's "central statement" of the human condition. Pratt sees the final line as "only metaphor" and thus susceptible to the "uncertainty" of poetic language.
  • 20. Ah, love, let us be true To one another! for the world, which seems To lie before us like a land of dreams, So various, so beautiful, so new, Hath really neither joy, nor love, nor light, Nor certitude, nor peace, nor help for pain; And we are here as on a darkling plain Swept with confused alarms of struggle and flight, Where ignorant armies clash by night. "The poem's discourse", Honan tells us, "shifts literally and symbolically from the present, to Sophocles on the Aegean, from Medieval Europe back to the present—and the auditory and visual images are dramatic and mimetic and didactic. Exploring the dark terror that lies beneath his happiness in love, the speaker resolves to love—and exigencies of history and the nexus between lovers are the poem's real issues. That lovers may be 'true / To one another' is a precarious notion: love in the modern city momentarily gives peace, but nothing else in a post-medieval society reflects or confirms the faithfulness of lovers. Devoid of love and light the world is a maze of confusion left by 'retreating' faith."
  • 21. Critics have questioned the unity of the poem, noting that the sea of the opening stanza does not appear in the final stanza, while the "darkling plain" of the final line is not apparent in the opening. Various solutions to this problem have been proffered. One critic saw the "darkling plain" with which the poem ends as comparable to the "naked shingles of the world". "Shingles" here means flat beach cobbles, characteristic of some wave-swept coasts. Another found the poem "emotionally convincing" even if its logic may be questionable. The same critic notes that "the poem upends our expectations of metaphor" and sees in this the central power of the poem. The poem's historicism creates another complicating dynamic. Beginning in the present it shifts to the classical age of Greece, then (with its concerns for the sea of faith) it turns to Medieval Europe, before finally returning to the present. The form of the poem itself has drawn considerable comment. Critics have noted the careful diction in the opening description, the overall, spell-binding rhythm and cadence of the poem and its dramatic character. One commentator sees the strophe-antistrophe of the ode at work in the poem, with an ending that contains something of the "cata-strophe" of tragedy. Finally, one critic sees the complexity of the poem's structure resulting in "the first major 'free-verse' poem in the language".
  • 22. Presented by Nikki Akraminejad
  • 23.   http://www.victorianweb.org/authors/arnold/bio. html  http://www.victorianweb.org/authors/arnold/tou che2.html  http://en.wikipedia.org/wiki/Matthew_Arnold  http://www.poets.org/poetsorg/poet/matthew- arnold  http://www.gradesaver.com/matthew-arnold- poems/study-guide/about/  http://en.wikipedia.org/wiki/Dover_Beach Online Resources