THINKING ACTIVITY ON ROMANTIC POETS TO A DAISY _WORDSWORTH

This is our thinking activity. Which is  given us in  ourclass  realted .it is realted to romantic Poets life&work so in my part there is poem by wordsworth to a daisy here I want to share something about TO A DAISY by  Wordsworth  it is one of my favorite poem. As a reader you all know that wordsworth is a poet of nature so here he also remembering the nature while writing this poem.DAISY is a symbol of nature.

 ABOUT POET:

:William Wordsworth (7 April 1770 – 23 April 1850) was an English Romantic poet who, with Samuel Taylor Coleridge, helped to launch the Romantic Age in English literature with their joint publication Lyrical Ballads (1798).

 ANALYSIS OF TO A DAISY

 the poem  “To the Daisy ( Here’) Wordsworth is discussing the greater significance the daisy is to man kind then the material world could ever be. Throughout the poem he is referring to objects and events that people get caught up in in the new and exciting commercial world of the 1800’s.  When referring to these things he is making the clear distinction that the peace of mind and soul the daisy in itself brings has a greater impact on man then the commercial world ever could.

The first stanza introduces Wordsworth’s reflection of the world as referring to it as “With little here to do or see/ Of things that in the great world be, / Sweet Daisy!” The here Wordsworth is referring to in these lines in the commercial world. These lines show that Wordsworth is one of few that is not caught up in the hustle and bustle of the day-to-day world but instead actually rejects it. Wordsworth does not find the industrial world to be nears as “worthy” as the daisy. Where Wordsworth find a place of love is in “Thou unassuming Common-place/ Of Nature, with that homely face.” Wordsworth recognizes he is more often then not by himself in this feeling that nature brings more of a sense of comfort and peace then the industrial world the majority is infatuated with.

Wordsworth reflects in stanza two that he often finds him self at peace with his mind while being exposed to nature, stating, “Oft do I sit by the at ease, / And weave a web of similes.” Wordsworth finds ease and tranquility in embracing this daisy’s beauty. He favors being in the presence of the daisy, he feels as though his mind is at a place where he can make comparisons and play on words about the real world. In the presence of the daisy his mind is free to wonder in “humor or in blame.”  Meaning that while he is submerged in the daisy beauty he can enjoy the game his mind plays, contemplate the daisy beauty in comparisons to other objects of beauty or shame in the world. This stanza is a clear reflection of him and the effect the daisy’s beauty has on him.

In stanza three Wordsworth makes comparisons between a nun and maiden as well as a queen of lavish and a peasant. In comparing the two cases he brings about the ideas of temptation and appeal.  He states, “A Queen in crown of rubies drest, / A Starveling in a scanty vest, / Are all, as seems to suit the best, / Thy appellations.” In this comparison Wordsworth is hinting at what in the commercial world is so unappealing to him. The focus of the world is material. No one wants to be a peasant due to their scanty dress everyone strives to be the queen with rubies. The focus is on material rather then the beauty and simplicity they can offer and teach us.

Stanza four focuses on describing the daisy. Wordsworth refers to it as, “A little Cyclops, with one eye / Staring to threaten and defy.” Wordsworth is clearly referring to the flowers physical appearance. He compares this small innocent flower to a Cyclops. This is how Wordsworth expresses his feeling about the flower. He feels as though this daisy represents status and power in the world. Being the reader of the poem this line in particularly intriguing. I really enjoy the metaphor comparing the daisy’s power in the world to that of a Cyclops. The daisy is further described as losing its “shape” as a Cyclops vanishing into that of fairytale means. Wordsworth states, “ The shape will vanish, and behold! / A silver Shield with boss of gold, / That spreads itself, some Faery bold/ In fight to cover.” Here the way Wordsworth views the initial shape of the flower changes. The flower beholds that powerful presence of a Cyclops to a knight. Which instead of defying fights to give off its light fairytale essence.

In stanza five the daisy is being compared to a heavenly star. The flower in unique from a star in that, “Yet like a star, with glittering crest, / Self-poised in the air thou seem’st to rest; / May peace come never to its nest, / Who shall reprove thee!” The star and the daisy are alike in that they both have a breath taking appearance, but unlike the daisy the star does not give of the same peaceful essence. The star can never compete with the daisy in regards to what the daisy brings its viewer, making the daisy that much more powerful then a star.

In the final stanza Wordsworth closes the poetry with making the statement that nothing else can bring him to the same place of happiness as this daisy can, “That breath’st with me in sun and air, / My heart with gladness, and a share/ Of they meek nature.”  In these lines Wordsworth expresses his feeling that nothing else in the world (from the sun or air) brings him to a place of happiness or peace then the daisy. The feelings Wordsworth articulates about the beauty of the flower reminds me a lot of Elaine Scarry’s idea that “Beauty is lifesaving.” Wordsworth describes this flower almost as an escape from the industrial world. Being with this flower and in nature he feels as though his sanity and peace of mind to write and ponder about nature and life is preserved.

Below is a daisy whose beauty sparked a number of feelings in Wordsworth that are reflected in his many odes to the daisy.

THINKING ACTIVITY ON PAMELA VIRTUE REWARDED

Samuel Richardson, (baptized Aug. 19, 1689, Mackworth, near Derby, Derbyshire, Eng.—died July 4, 1761, Parson’s Green, near London), English novelist who expanded the dramatic possibilities of the novel by his invention and use of the letter form (“epistolary novel”). His major novels were Pamela (1740) and Clarissa (1747–48).

About novel

Pamela, in full Pamela; or, Virtue Rewarded, novel in epistolary style by Samuel Richardson, published in 1740 and based on a story about a servant and the man who, failing to seduce her, marries her.

Pamela Andrews is a 15-year-old servant. On the death of her mistress, her mistress’s son, “Mr. B,” begins a series of stratagems designed to seduce her. These failing, he abducts her and ultimately threatens to rape her. Pamela resists, and soon afterward Mr. B offers marriage—an outcome that Richardson presents as a reward for her virtue. The second half of the novel shows Pamela winning over those who had disapproved of the misalliance.

Pamela is often credited with being the first English novel. Although the validity of this claim depends on the definition of the term novel, Richardson was clearly innovative in his concentration on a single action.

Characters in pamela:

Pamela

Mr B.

Lady B

Mrs Jewkes

Mr. Williams

Symbols in pamela:

Sexuality 

is used in the novel as a symbol for sexuality. She is not shy and chaste as Pamela is described to be and uses her sexuality as a weapon against men and as a device to get what she wants from life. She doesn’t wait around for faith to provide her with what she needs and rather choses to take matters into her own hand. She admits her sexual desires and this makes her have more power over Squire Bobby than he has over her.

Manipulation

The idea of manipulation appears as a recurrent motif in the novel. It is clear from the beginning that everyone tries to get something from another person and in order to do this they manipulate one another. There is no limit regarding the lengths to which some characters are willing to go in order to get what they want and it is clear that the world that the characters inhabit is a cruel world where everyone has to look out for 

Themes in pamela

Gender :is one of the main themes in this novel, and Pamela's own gender in particular plays a key role in this tale. Pamela's gender was not as significant when her master had been a woman, Mr. B's mother. ... Gender also plays a key role not only because Pamela is female, but because of the incident when Mr B. tries to seduce her.

THINKING ACTIVITY ON JUDE THE OBSECURE

This is the activity of my class. In this task our professor gave us a task about the experience  of a classmate after watching some  scenes of Jude the obscure. So I start sharing my experience here,In this blog.

Thomas Hardy was born June 2, 1840, in Higher Bockhampton in Dorset, a rural region of southwestern England that was to become the focus of his fiction. The child of a builder, Hardy was apprenticed at the age of sixteen to John Hicks, an architect who lived in the city of Dorchester. The location would later serve as the model for Hardy’s fictional Casterbridge. Although he gave serious thought to attending university and entering the church, a struggle he would dramatize in his novel Jude the Obscure, declining religious faith and lack of money led Hardy to pursue a career in writing instead. He spent nearly a dozen years toiling in obscurity and producing unsuccessful novels and poetry. Far from the Madding Crowd, published in 1874, was the author’s first critical and financial success. Finally able to support himself as a writer, Hardy married Emma Lavinia Gifford later that year.

About the novel:

Jude the Obscure is the last novel written by Hardy. It marks his attainment of the heights of his art, and reveals the deepest recesses of his pessimism which, unlike in his other novels, remains unrelieved by even the slightest hope or joy. It was Hardy's frank treatment of sex in this novel that aroused a storm of protest among his readers who had inhibitions caused by the Victorian notion of prudery and sexual  morality

This storm swept Hardy off his feet in the field of novel-writing, and he turned him towards that of poetry. Unlike other major novels, which are set against a rural life.

When we study this text , we have seen some scenes for better understanding. First scene is of childhood ofjude&his curiosity  to get education in Oxford  University. Here is an image of the scene

Second scene is about Jude question to his teacher  philtoson. After this scene Phillotson  goes out of town for his job.

Then there is the scene of pig butchering,  scene of rabbits, so there are many scenes which can help the readers as well as the audience to understand  the concept of text.

The last scene of the text is little father  attempt  suiside&also he killed other two children  of sue&Jude. This scene suggests the maturity of a little father. After this scene sue&Jude feel guilty.

In the text it is also seen that the character of sue bridehead was more modern rather than the woman of society of that time, so to understand the character  of sue the concept of pink movie was given to us.there are several  scenes of pink movie, which is shown in the class. 

The scenes of the pink movie are related to the character of Sue Bridehead, as well as the beliefs of  today's society. By the character of the Sue bridehead readers can consider that Hardy is the bitterest critic towards society of that time.

My own experience:My own experience  after watching  this movie is there is readers as well as society of that time criticise  alot the character  of sue bridehead  as well as Thomas Hardy also.but according  to my prospective  the female character like Sue get criticise in this 21st century also.if you are female  with some type of "DAAG" the society doesn't  accept you they will not allow  you  to stay in the society.some readers says that this is feminist point of view, but this is no truth at all, this is bitterest  truth of our modern society.

        In our society the female  character is always judged by her character. When the boys make mistakes the people of the society forgive him easily, By saying he is a boy. Boy should not be punished by the society,as well he doesn't  face the judgement of society also.There is a contemporary  character of ANUPAMA  this character is also supported  by our character sue bridehead.  In this serial it is shown that the female character ANUPAMA  got not much pride because of her character, which we can say Character with "DAAG" so my meaning is that we canb not accept women with the DAAG in contemporary  society also.

This is my point of view regarding the situation of today's  society. So the reader can consider that Hardy is bitterest critic of today's  society 

 

 

THINKING ACTIVITY ON VICTORIAN POETS

The Lady of shalott :

About the author:

Alfred Tennyson, 1st Baron Tennyson FRS (6 August 1809 – 6 October 1892) was an English poet. He was the Poet Laureate during much of Queen Victoria's reign and remains one of the most popular British poets.[citation needed] In 1829, Tennyson was awarded the Chancellor's Gold Medal at Cambridge for one of his first pieces, "Timbuktu". He published his first solo collection of poems, Poems Chiefly Lyrical in 1830. "Claribel" and "Mariana", which remain some of Tennyson's most celebrated poems, were included in this volume. Although described by some critics as overly sentimental, his verse soon proved popular and brought Tennyson to the attention of well-known writers of the day, including Samuel Taylor Coleridge. Tennyson's early poetry, with its medievalism and powerful visual imagery, was a major influence on the Pre-Raphaelite Brotherhood.

About poem:

"The Lady of Shalott" is a lyrical ballad by the English poet Alfred Tennyson. Inspired by the 13th-century short prose text Donna di Scalotta, it tells the tragic story of Elaine of Astolat, a young noblewoman stranded in a tower up the river from Camelot. This poem was published in 1833.

Analysis  of  The Lady of shalott 

The Lady of Shalott’, on one level, is about growing up and exchanging the world of illusion for the (potentially damaging) world of reality – at least, in one interpretation. The Victorian critic R. H. Hutton (1826-97) argued that the poem’s meaning (if it can be said to have a ‘meaning’ in the straightforward sense) is that we must turn away from the world of illusion, however comforting that world may be, in favour of the real world – even if it ends up destroying you. As Hutton wrote, the poem ‘has for its subject the emptiness of the life of fancy, however rich and brilliant’.

But such an analysis, of course, could easily sit alongside another interpretation of the poem, namely one which sees ‘The Lady of Shalott’ as essentially being about love. Love may be dangerous and may destroy us, but it’s better to take that risk than to pine away, hiding yourself from the world. Or, as Tennyson put it more famously in his long poem In Memoriam in 1850, ‘’It is better to have loved and lost / Than never to have loved at all.’

After all, it is Lancelot, that dashing knight and adulterer, the queen’s paramour in Arthurian legend, who inspires the Lady of Shalott to leave the safety of her tower and descend into the ‘real’ world. Love is about taking risks: we are not fully alive without it, but we know that it has the power to destroy us, too.

Such an interpretation, in turn, folds into another analysis of the poem, which focuses on the fact that the Lady of Shalott is just that, a lady. Another Victorian critic, R. W. Croker, saw the whole poem as constituting an extended pun on the word ‘spinster’: the Lady of Shalott weaves or spins all day, because she is unmarried and locked away from the rest of the world, including the world of love embodied by Camelot and Lancelot. It’s a nice idea, but even if we acknowledge that the word spinster is an undercurrent to the poem, is that really all it is about?

Tennyson’s poem inspired several paintings, and a number of artists who formed the Pre-Raphaelite Brotherhood later in the 1840s would go on to paint scenes from ‘The Lady of Shalott’. The most famous of these is by John William Waterhouse, and depicts the scene near the end of the poem where the Lady of Shalott, in her boat, is floating along the river towards Camelot. However, William Holman Hunt also painted a scene from the poem – namely the crucial moment when the Lady of Shalott turns away from her mirror and looks out of her window down at Lancelot.

The Lady of Shallot is not an allegory though as in Marina the images sometimes have the power of symbols, says Steane . The mirror, for instance, suggests much beyond its role as an item in a fairy story. For as the Lady weaves the mirror's magic sights in her tapestry she is herself partly taking the role of the artist , and her existence in the island castle has something in common with the artist's apartness . Moreover, as she sees reality only through her mirror the artist may tend to vicariously draw his knowledge not from direct contact but from other words of art. He has his own special nature, like the lady; partly an affection to him this sense of difference, partly a blessing and possibly the very condition of his being an artist at all .For life in the ordinary day to day life he may be all unfit, as was the Lady, and, for him as for her, only disaster may follow the attempt to break the bounds. This is not ' the message ' of The Lady of Shalott but it is , definitely , a part of the ground out of which the poem grew .

Symbolism in the poem:

The Lady, in her tower on Shalott, is surrounded by lilies, a frequent symbol of chastity and purity. Incidentally, lilies are white, a colour traditionally associated with purity.

Central  theme of the poem:

Major Themes in “The Lady of Shalott”: Isolation, detachment, and the supernatural elements are the major themes of this poem. The text revolves around the mystery of the Lady of Shalott, who is trapped. She accepts it as her fate and is emotionally and physically detached from the real world

Conclusion :

This poem was a notable poem of the Victorian age. By this poem readers get an idea of imagination,  imagery of Tennyson. To conclude this poem the readers can consider that Tennyson was very much influenced by the romantic Poets.

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SYMBOLS &THEMES IN JUDE THE OBSCURE

Symbols & Themes in Jude the obsecure

Symbols in jude the obsecure:

Christminister:

Christminster is a fictional university town based on Oxford, England. Jude first learns of it when he is eleven years old and his teacher, Mr. Phillotson, leaves Marygreen to go there. Christminster then becomes the young Jude’s goal in life, and he idealizes the place as “The New Jerusalem” and a “city of light,” watching its faint, distant glow from the roof of the Brown House. When Jude finally makes it to Christminster, he imagines the shades of dead philosophers speaking to him in the streets. In the first part of the novel Christminster symbolizes Jude’s hope and idealism, and his desire to make a better life for himself despite his low social class.

Little   father time:

Little Father Time Symbol Icon

Little Father Time is a character in the novel, but he also acts as a symbol of coming of age and Hardy’s apprehensive view of the generation to come. Little Father Time lacks personality except as an excessively morbid, unexcitable child, but when he kills himself and Sue’s children it is the climax of the novel. As a symbol, Little Father Time represents the depression and amorality that Hardy sees as the inevitable result of the injustices in his society. Father Time is driven to despair by how poorly Jude and Sue are treated for being unmarried, and by his lack of love from Arabella and her parents. After Little Father Time’s death, the doctor actually diagnoses his murder-suicide as “in his nature” and “the beginning of the coming universal wish not to live.” In this way Hardy horrifies his readers and makes his social critiques seem that much more urgent, implying that the injustices of his generation will lead to tragedy in the next.

Animals:

In the novel, Hardy used some animals’ images represent the main characters and their destiny. Firstly, Hardy shaped Arabella‘s image associated with a pig. Pig has meaning "sacrifice" in the novel. Jude for animals’ pity implied his own destiny like butcher killed pig. Arabella represented nature of false and evil. The book also twice let Arabella compared to female tiger. When Sue visited her in the hotel, Arabella shouted out just like a beast. Arabella kill Jude’s hope and aspiration, leaving him a limited material satisfaction. She ignored any type of her husband’s obligation and responsibility.

Biblical Archetypes in Jude the Obscure:

Symbolism from nature is one of Hardy's chief means of showing the unity of man and his natural environment. Moving from natural level, we find ourselves involved in the immense web of Christian symbolism that is one of the most extraordinary and striking elements in the novel. The Bible has influenced numerous poets and writers in western countries. In fact, the popularity of Hardy's Jude the Obscure and other novels has a close connection with his use of biblical archetypes.

.Sue bridehead :

It's hard to give an exact picture of Sue's complex character, for she is modern with liberated thoughts, charming, interesting, intellectual, rational and unconventional, and at the same time she is neurotic, self- centered, selfish and even cold and relentless. There is great unstability in her character. She is very sensitive in protection of herself. She has always switched from discussion to emotion as soon as their talk verges on criticism of herself. When the argument is going against her, she hastily withdraws from it, usually making her opponent feel guilty at the same time.

She is a victim in the particular society. The incident of the trapped rabbit also has symbolic overtones. Jude and Sue are sensitive to the suffering of other creatures. The incident, while bringing them closer, is also symbolic of Sue's situation: she is caught and trapped in an unhappy marriage. In the society, women are set to be adjusted themselves to their husbandas Sue says "And it is said that what a woman shrinks from—in the early days of her marriage——she shakes down to with comfortab1e indifference in half—a However, Sue cannot submit herself to it．This is much 1ike saying that the amputation of a limb is no affliction. since a person gets comfortably accustomed to the use of a wooden leg or arm in the course of time. After she is ful1y aware of the contracted marriage to Phillotson and her strong love for Jude，she chooses to get away from the marriage and divorce Phi1lotson．In the novel, Hardy opposes the unjustified domination of women. He tends to advocates a harmonious relationship among people in the novel.

Themes in jude the obsecure :

Marriage:

It could be argued that the rejection of marriage is the central didactic point of this novel. Hardy repeatedly emphasizes that marriage involves making a commitment that many people are emotionally unequipped to fulfill - this sentiment comes from the narrator, but it is also expressed by Sue, Jude, Phillotson, and  at various points in the novel. Whether the institution of marriage can be saved is open to interpretation. Jude and Sue are clearly a good match for each other, so Jude wants to get married. Sue, however, feels that marriage will poison the relationship. The narrator does not seem to favor either side; it is left up to readers to decide how the problems with marriage might be solved.

Education:

Hardy highlights many kinds of education in Jude the Obscure. Most obviously, we have Jude's desire to get a university degree and become an academic. However, Hardy also emphasizes the importance of experiential education. Because Jude is inexperienced with women and with social situations more generally, he is especially susceptible to Arabella's seduction. In the novel, the level of traditional education one reaches is closely tied to the class system, and if someone from Jude's class wants to learn, they must teach themselves. Although the narrator seems to admire Jude's willingness to teach himself, he also points out the limits of autodidacticism, noting that despite Jude's near-constant studies, he cannot hope to compete on the university entrance exam against richer men who have hired tutors.

Religion:

As Jude the Obscure can be interpreted as critical of the institution of marriage, Hardy is equally as possessed with the church. Throughout their relationship, Jude and Sue have many conversations concerning religion, the former being initially more devout than his intellectually curious cousin. At a diorama depicting Jerusalem, the major characters' feelings on religion crystalize. Sue wonders why Jerusalem rather than Rome or Athens is deemed important, Phillotson counters that the city is important to the English as a Christian people, and Jude is utterly absorbed by the work - though he also strains to agree with Sue. Later, Sue mentions a friend who was the most irreligious but also the most moral. Hardy points out that these concepts are not mutually exclusive.

Jude's faith is tested by Sue. He realizes his sexual attraction to her makes him a hypocrite. Rather than suppress his natural physical desire, he burns his books, marking his break with Christianity. This makes Sue's reversal later in the novel all the more shocking. Jude likens her conversion in the wake of her children's death to his partaking in alcohol during difficult times. Here Hardy calls into question the motivations behind faith. Through Sue's self-punishing adherence to her Christian duties despite her true nature, Hardy suggests those motivations are not always pure.

Disappointment:

Disappointment crops up over and over again in this novel: Jude is disappointed by his career; he is disappointed in his marriage to Arabella and then his cohabitation with Sue; he is disappointed by Mr. Phillotson, who never achieved his dream of getting a university degree. Even Time's assertions that he never asked to be born suggest a certain disappointment with life. Since most of the novel's tragedies come as lost opportunities, the ways that the characters deal with disappointment contribute to their characterization. For example, Phillotson takes a relatively mature perspective when he is disappointed in his marriage to Sue, and allows her to be with Jude. Arabella, in contrast, deals with her disappointment in Cartlett by spying on Jude and scheming to get back together with him.

Conclusion :

As the sum up of symbols of Jude the obsecure  the readers can came across  the truth how symbol are presented the quality of the character and it also presented that by symbol readers can get clear concept about  the plot construction  also.

AN OVERVIEW ON VICTORIAN AGE

 Introduction 

age started with the arrival of the queen on the throne. Queen came on the throne in 1837.the years of this age were  developing  years.this period is known as "modern period of english literature ".

Progress of science Arts

In this period there is development of science Arts. So  it became an important point of the Victorian age. 

Death of romantic poet:

In this age romantic  Poets died  , Wordsworth was the only survivor. So he feels deep pain that his work was influenced by the death of Poets.

Material development:

It was the age of material  development. The sorrow of wordsworth  demands upon prosaic  elements.

Age of democracy 

This  age was also known as the age of  democracy.  Long battle of angelo sexon was now settled,people got freedom. Common people were free to choose their representative.

 Because The freedom of this age people started writing, painting  and that's  why the spread of education became more important. It can also be seen that education was known as the most important democratic moment.

It was a notable age for  social unrest, because before this age people were not free to get education, but in this age education for all. There are two movements  which take place in this era.

 Two major movements

Oxford movement:

This movement  began in the 19th-century . It was led  by John Henry newman. He was against scientific  development.  The Oxford movement  was known as  the tractarian movement. The centre of this movement was Oxford,so it is known  as the Oxford movement. 

The pre raphaelite school of poetry

The Pre-Raphaelite Brotherhood was a group of English painters, poets, and art critics. It was founded in John Millais’s parents’ house on Gower Street in 1848.  John Everett Millais (painters), Dante Gabriell Rossetti and William Holman Hunt were the first who took their steps and started the movement. Later William Michael Rossetti, James Collinson, Frederic George Stephens and Thomas Woolner  joined this school of poetry.

The Pre- Raphaelite movement, in fact, was the movement for the regeneration of painting on the models of the early Italian painters. These painters were dissatisfied with the loftiness of conception and perfection of technique of Raphael. They believed in simplicity, natural grace, originality of conception and freshness. These painters broke away from the stale traditions in painting set up by Raphael and returned to the earlier freshness and freedom. They identified themselves to the painters before Raphael, the early Florentine e.g. Giotto and Bellini. They called themselves “Pre Raphaelite” simply because they associated themselves with the individualities of the Italian painters before Raphael.

The Pre-Raphaelite movement soon extended its bounds to include the revival of poetry. In the year 1848, a group of high-souled artists formed  a group which was known as “The Pre-Raphaelite Group '' or “The Pre-Raphaelite Brotherhood '' (P.R.B.). The original members of this group were D.G. Rossetti and his sister Christina Georgina Rossetti , Holman Hunt and J.E. Millais. Others such as William Morris and A.C. Swinburne joined the group later.

Literary works of the  age:

In this age there are many literary  works written like novels, poetry, essays are majorly written in  this age.there are many famous novelists  like Charles  Dickens, William makepeace Thackeray,  Bronte George Eliot was famous in this age. In this age there were many Poets also but major figures of this age were Alfred Tennyson and Robert browning. In this age essayists like  Macaulay, carley,  Ruskin, Arnold.by the contribution  of this scholar Victorian age became more  rich in literary contribution.

Novelist of age:

There are many major novelists in this age .But I took only one novelist. The name of this novelist was Charles Dickens.

Charles dickens as a novelist of victorian age:

among Victorian novelists. After his Preliminary sketches by Boz, he published Pickwick Papers in 1856: This is the Supreme comic novel in English language. The comedy is never superimposed, for it is an effortless expression of a comic view of life: The character of Pickwick is as interesting as that of Don Quixote in Cervantes's novel. The Pickwick Papers is a parody of an eighteenth century picaresque adventure. This was followed by Oliver Twist, Nicholas Nickelby, The Old Curiosity Shop, Barnaby Rudge, Martin Chuzzlewit, A Christmas Carol, Dombeyand Son, David Copperfield, Bleak House, Hard Times, Little Dorrit, A Tale of Two Cities, Great Expectations, Our Mutual Friend.

      In Oliver Twist, Nicholas Nickelby, A Christmas Carol, Little Dorrit and Hard Times, Dickens devoted himself to the social conditions with a reforming zeal. David Copperfield is an autobiographical novel, but the main stress is on the social conditions of the period. Bleak House is the most conscious and deeply planned novel in Dickens' whole work. Great Expectations shows his artistic capacity. Hard Times is a social tract, but in its compactness and symbolism, Dickens' art is evident. It has been called 'a flawed classic'. Barnaby Rudge and A Tale of Two Cities are historical novels.

Poets of victorian age:

There are only two Poets in the Victorian age; they both are the most notable Poets of the Victorian age.

Alfred  Tennyson  and Robert browning.

Alfred tennyson:

Alfred Lord Tennyson was one of the greatest Victorian poets. He is called the most representative poet of his age. His poetry shows the whole image of the age. Religious doubts and disbelief, social vice and problem, political problem, industrial revolution and impact of capitalism, the revolt of the cultured Against the corrupt society, adventurous minds, heroic spirits were the main characteristics of the Victorian age, which are portrayed in his poetry.

Robert browning:

Robert Browning stood singularly aloof from the movements and thought-currents of his age. The discoveries of the material sciences, the theory of Darwin's evolution, the industrial revolution leading to the growth of England's prosperity, the feminine movement, the Oxford Movement did not affect and influence his works. Herein Browning differs from Tennyson who was profoundly influenced by the ethos of the age and gave expression in his poetry to the complexities of his time. This explains why Browning's poetry suffered from the lack of appreciation by his own contemporaries while Tennyson was at the height of his popularity. It was in the later ages that the fame of Browning grew steadily with the readers, while Tennyson's fame suffered a gradual eclipse.

Essayist  of the age

 In this age  there are many Essayists  but I have taken only  one essayist. The name of this essayist was John ruskin.

John Ruskin as an essayist :

John Ruskin was a prolific essayist  of the Victorian era. who, like his intellectual and stylistic mentor Thomas Carlyle, railed against many of the advances of modern society. Many of his major works were epistolary or delivered as lectures, making generic classification problematic; nevertheless, the wide range of Ruskin’s interests may be viewed as a series of interrelated essays. As an art critic and social economist Ruskin defined the relationship between art and society and between the worker and society in novel ways, influencing figures as diverse as Proust and Gandhi. In a rapidly changing world, in which workers were becoming alienated from the works they produced and science was competing with art and literature as a source of knowledge and spiritual sustenance, Ruskin championed art as both ethical teacher and moral yardstick against which society could be measured.

Conclusion

So to sum up the overview on Victorian  age, it can be considered  that this age is compromising age with religion , science and many other topics. Most themes of the Victorian age were the historical past, divided self, interior  state  of mind , and mythological past. Thus, the Victorian era is a very challenging  era in all things.