jane eyre plot

 Who’s Mrs Reed?

How does Mrs Reed treat Jane?

What is the red-room?

What kind of personality does Jane as a child have?

Where does Jane go  after leaving Gateshead hall?

What about the living conditions there?

What tragic event happens in that place, which upsets Jane?

What about the rules?

What’s Jane job when she leaves that place at the age of 18?

 

my daily routine

 

POSSESSIVE ADJECTIVES and PRONOUNS

https://eslvideo.com/quiz.php?id=33322 

Oh, __ eyes, __ eyes, make the stars look like they're not shining

she

her

his

Her ___, her _____, falls perfectly without her trying

hair

here

head

___ so beautiful, and I tell ___ every day

She ; she

She's ; her

Her ; her

Yeah, I know, I know, when I compliment her ___ won't believe __

her; mee

she ; me

she's ; her

And it's so, it's so, sad to think that she don't see what ____ see

she

I

her

But every time she asks me do ____ look ok, I say

I

she

her

When I see ____ face, there's not a thing that I would change

her

your

my

Cause you're amazing, just ____ you are

a way

the way

on the way

And when ___ smile, the whole world stops and stares for a while

you

I

we

Her ___, her ___,

lives

lips

leaves

I could kiss ___ all day if ___ let me

them ; her

they ; she

them ; she

___ laugh, her laugh, she hates but I think ___ so sexy.

Her ; they're

Her ; its

Her ; it's

She's so beautiful, and I tell ___ every day

she

her

him

 

JANE EYRE plot

 

Queen Victoria

 

QUEEN VICTORIA VIDEO+ QUESTIONS

 ANSWER THE QUESTIONS

1. How old was Queen Victoria when she came to the throne?

2. Who did she marry?

3. How many children did the couple have?

4. What were the most relevant events happening during her reign?

5. Was she into social and political issues?

6. What was the Great Exhibition which was held in 1851? What was its immediate result?

7. What happened after her husband’s death?

8. Was Queen Victoria a symbol of……………………………………………..?

9. Did she follow a strict code of values?

10. What was she concerned about especially in the late years of her life?

11.What does “image management” mean?

12. What does “formal attire” mean?

13. How long did her reign last?

14. What were the most significant social changes during her age?

 

MY HEART LEAPS UP COMMENT

 William Wordsworth’s poem “My Heart Leaps Up” (also known as "The Rainbow") is a brief but profound reflection on the poet’s relationship with nature, especially the sense of joy and wonder he feels when he sees a rainbow. The poem reads:

My heart leaps up when I behold
A rainbow in the sky:
So was it when my life began;
So is it now I am a man;
So be it when I shall grow old,
Or let me die!
The Child is father of the Man;
And I could wish my days to be
Bound each to each by natural piety.

Key Themes and Ideas:

1. Joy in Nature: The poem begins with an expression of spontaneous joy as Wordsworth encounters a rainbow. This symbolizes the deep connection he has with the natural world. The simple, immediate reaction ("My heart leaps up") suggests that his relationship with nature is innate and emotional, not intellectual.

2. Continuity of Experience:
   Wordsworth emphasizes that this feeling of wonder and awe has been present throughout his life. He asserts that the joy he felt as a child when seeing a rainbow continues into adulthood, and he hopes it will endure into old age. If this sense of wonder fades, he suggests that life would not be worth living ("Or let me die!"). This reflects his belief that the capacity for wonder should be preserved throughout life.

3. The Child is Father of the Man:
   This famous line is central to the poem’s meaning. Wordsworth is expressing the idea that our early experiences, particularly the emotional and spiritual connections we form as children, shape who we become as adults. The child’s innocence and sensitivity to nature are foundational, and these qualities should guide the adult’s life. The adult self emerges from the child but remains dependent on the child’s ability to see and feel deeply.

4. Natural Piety:
   In the closing lines, Wordsworth refers to "natural piety," which is a kind of reverence or devotion to nature. He wishes for his life to be "bound each to each" by this natural piety, meaning that his life’s stages—childhood, adulthood, and old age—will remain connected by a continuous love and respect for the natural world. This echoes his belief in the spiritual and moral value of nature.

Conclusion:

Wordsworth’s "My Heart Leaps Up" is a powerful celebration of the enduring emotional connection to nature, suggesting that the sense of wonder we experience as children should persist throughout our lives. The poem reflects his broader Romantic ideals, particularly his reverence for nature and the importance of maintaining a childlike sensitivity to the world. The poem’s brevity enhances its impact, distilling profound ideas into just a few lines

the globe theatre

 

THE GLOBE THEATRE

 

The Theory of Shakespeare's Italian origins

 The theory of Shakespeare's Italian origins is a fascinating and unconventional hypothesis that suggests William Shakespeare may not have been an Englishman but of Italian descent or even an Italian himself. This theory challenges the traditional narrative surrounding the identity of the playwright and aims to explain certain elements of Shakespeare's work and life that some scholars find puzzling. Here are the key points of this theory:

1. Shakespeare's Knowledge of Italy

Proponents of this theory argue that Shakespeare's plays, particularly those set in Italy, show an unusually detailed knowledge of Italian culture, geography, and customs. Plays like Romeo and Juliet, The Merchant of Venice, Othello, and The Two Gentlemen of Verona feature settings in Italy, and the playwright demonstrates an understanding of specific locations, including small details about Italian cities that are hard to attribute to someone who had never visited the country.

For example:

• In The Two Gentlemen of Verona, Shakespeare mentions the “Padua way,” referring to a specific road to Milan.
• The Merchant of Venice contains precise references to Venetian legal practices.
• Romeo and Juliet includes specific references to Verona's layout and customs.

This intimate knowledge has led some theorists to propose that Shakespeare either spent time in Italy or was Italian himself.

2. John Florio and Michelangelo Florio

One of the most prominent versions of this theory involves John Florio, a well-known Renaissance scholar of Italian descent, or his father, Michelangelo Florio, an Italian Protestant who fled religious persecution and settled in England. According to this theory, John Florio could have been the true author of Shakespeare's plays or at least significantly influenced them.

• John Florio was an intellectual and linguist who published works on the Italian language and was deeply connected to the Elizabethan literary scene. His fluency in Italian and English and his wide-ranging contacts in the literary world have led some scholars to speculate that he may have contributed to or even authored Shakespeare’s plays, especially those with Italian settings.

• Michelangelo Florio, John's father, was a Protestant preacher from Tuscany who lived in England and Switzerland. Some theorists argue that he could have influenced Shakespeare’s works or could have even been Shakespeare himself.

3. Italian Language and Influence

Shakespeare's use of certain Italian words, phrases, and customs is also cited as evidence for his possible Italian origins or connection. Italian was the lingua franca of the Renaissance, and Shakespeare's works show evidence of Italian influences in terms of plot devices, poetic forms, and Renaissance humanist themes.

For example:

• Shakespeare frequently employed Italianate forms of poetry and drama, such as the sonnet, which originated in Italy.
• He was familiar with Italian novellas, many of which were used as the basis for his plays (Romeo and Juliet was based on an Italian story).

4. Shakespeare’s Mysterious Biography

The gaps in Shakespeare’s biography fuel this theory. There are relatively few records of Shakespeare’s life, especially between the late 1580s and early 1590s, the so-called "lost years." Some proponents suggest that Shakespeare could have traveled to Italy during this period and gained the intimate knowledge that appears in his works.

5. Skeptical Reception and the Shakespeare Authorship Debate

The Italian origins theory is closely related to broader debates about the authorship of Shakespeare's plays. Skeptics of Shakespeare's authorship, known as "anti-Stratfordians," have proposed various alternative candidates, including Edward de Vere, Francis Bacon, and Christopher Marlowe. The Italian origins theory is another variant of this broader skepticism, which questions how a man from a small town in England with a modest education could have produced such a vast and sophisticated body of work.

However, mainstream scholars overwhelmingly reject this theory, pointing out that there is no definitive evidence to support it. They argue that Shakespeare’s knowledge of Italy could have come from books, conversations, or travelogues, which were widely available in England during his time. Additionally, the historical records concerning Shakespeare’s life—though not comprehensive—generally support his English origins.

6. The Conspiracy Theories

Some theorists take the idea further, suggesting that Shakespeare's English identity may have been an intentional cover for an Italian author, possibly due to political or religious reasons. This theory typically draws on the secrecy surrounding certain aspects of Renaissance society, especially for figures who might have been Protestant refugees like the Florio family.

Conclusion

While the theory of Shakespeare's Italian origins is an intriguing proposition that attempts to explain some of the mysteries surrounding his life and works, it remains highly speculative and lacks strong documentary evidence. The vast majority of scholars continue to accept the traditional narrative that William Shakespeare, born in Stratford-upon-Avon, England, is the true author of the plays attributed to him. Nevertheless, this theory adds an interesting layer to the ongoing fascination with Shakespeare's life and the origins of his extraordinary literary legacy.

ROMANTICISM -themes

 

Romanticism, an artistic, literary, and intellectual movement that flourished in the late 18th and early 19th centuries, emphasized emotion, individualism, and the sublime beauty of nature. It emerged as a reaction against the rationalism of the Enlightenment and the industrialization of the time. The following are the key themes of Romanticism:

1. The Sublime Power of Nature

• Nature as a Source of Inspiration: Romantic writers and artists celebrated nature as a source of beauty, power, and spiritual renewal. Nature was seen not just as a backdrop but as a living, dynamic force that could evoke deep emotions, awe, and transcendence. The sublime refers to nature’s ability to overwhelm human senses, inspiring both awe and terror.
• Contrasts with Industrialization: Romanticism often depicted nature as pure and untainted in contrast to the corrupting influence of industrial society. Industrialization and urbanization were seen as forces that alienated humans from the natural world.

2. Emphasis on Emotion and Imagination

• Feelings Over Reason: In contrast to the Enlightenment’s focus on reason and logic, Romanticism emphasized the importance of emotion, passion, and intuition. Feelings like awe, fear, love, and melancholy were central to human experience and artistic expression.
• Imagination as a Creative Force: The Romantics viewed the imagination as a powerful tool that transcended the physical world. They believed that imagination allowed individuals to access deeper truths and escape the confines of ordinary experience.

3. Individualism and Personal Freedom

• The Heroic Individual: Romantics celebrated the individual, particularly those who resisted societal norms or pursued personal truth. The "Romantic hero" often stood in opposition to the constraints of society, embodying ideals of independence, rebellion, and nonconformity.
• Focus on Subjectivity: The individual’s subjective experience became central in Romantic literature. Personal feelings, thoughts, and emotions were considered authentic and valuable, often explored through first-person narratives or introspective poetry.

4. The Supernatural and the Gothic

• Interest in the Uncanny: Romanticism often explored themes of the supernatural, the mysterious, and the uncanny. Ghosts, demons, and unexplained phenomena were frequent motifs, representing the unknown and the power of the imagination.
• Gothic Elements: A subgenre of Romanticism, Gothic literature focused on dark, eerie settings, like decaying castles and gloomy landscapes, and explored themes of fear, madness, and the grotesque. Works like Mary Shelley's Frankenstein and the novels of Edgar Allan Poe are prime examples of this Gothic sensibility.

5. The Romanticization of the Past

• Medievalism: Romantics often idealized the Middle Ages, viewing it as a time of chivalry, mystery, and spiritual depth in contrast to the perceived soullessness of modern industrial society. This fascination with the medieval period was reflected in architecture, art, and literature.
• Nationalism and Folklore: The past, particularly the ancient or medieval history of a nation, was often glorified. Romantics turned to folk traditions, myths, and legends to define cultural identity and reconnect with a perceived lost authenticity.

6. Melancholy and the Beauty of Suffering

• Exploration of Melancholy: Romantic writers often explored feelings of sadness, longing, and existential despair. This focus on melancholy reflected a fascination with the fleeting nature of life and beauty, as well as a deeper contemplation of human suffering and mortality.
• Tragic Love and Isolation: Romanticism frequently depicted love as a profound, yet often tragic, force. Characters might experience unrequited love, loneliness, or personal torment. Themes of loss, isolation, and alienation were common, as exemplified by works like Wuthering Heights.

7. The Quest for Transcendence and the Infinite

• Longing for the Infinite: Romantics often expressed a deep yearning for something beyond the material world, a desire for spiritual transcendence or union with the divine. This quest for the infinite manifested in themes of longing, reaching for the unattainable, and exploring the vast unknown.
• Mysticism and Spirituality: Romanticism embraced a mystical, spiritual view of the world, where nature and human experience were connected to something greater. Writers like William Wordsworth and Samuel Taylor Coleridge often expressed a sense of divine presence within nature.

8. Rebellion Against Authority and Tradition

• Anti-Conformity and Revolution: Romanticism emerged during a time of political upheaval (e.g., the French and American Revolutions), and many Romantic artists and writers championed the causes of personal freedom, revolution, and resistance to political and social authority.
• Critique of Rationalism: Romantics rejected the Enlightenment’s emphasis on reason, logic, and order, instead favoring emotion, creativity, and spontaneity. They believed that logic alone could not capture the fullness of human experience.

9. The Power of Art and the Artist

• The Artist as a Genius: Romanticism celebrated the artist as a creative genius, someone who could see deeper truths and express profound emotions through their work. The Romantic artist was often seen as a solitary figure, misunderstood by society but connected to higher, more universal truths.
• Art as a Reflection of the Inner Self: In Romantic thought, art was a direct reflection of the artist’s soul and personal emotions. The creation of art was an act of personal expression, giving voice to one’s innermost feelings.

10. Exoticism and Escapism

• Fascination with the Exotic: Romantics were often drawn to the exotic and the unfamiliar, seeking inspiration in distant lands, cultures, and times. Eastern, African, and South American settings and cultures were romanticized, viewed as freer or more mysterious than the West.
• Escapism: Romanticism often provided a way to escape the harsh realities of industrialized, modern life. Through literature and art, Romantics sought to escape into imaginative worlds, whether through idealized past eras, distant lands, or fantasies of the supernatural.

These themes reflect the Romantic movement’s focus on the emotional, the imaginative, and the individual, as well as its deep engagement with the mysteries of nature, spirituality, and human experience. Romanticism continues to influence literature, art, and culture, with its ideals of beauty, freedom, and emotional depth remaining relevant.