Showing posts with label Alfred Tennyson. Show all posts
Showing posts with label Alfred Tennyson. Show all posts

Thursday, 30 November 2023

The Secret Victorianist’s 2023 Holiday Gift Guide

Merry Christmas/Happy Holidays to everyone celebrating this festive season and welcome (back?) to the Secret Victorianist—my blog dedicated to nineteenth-century literature and culture. In today’s post, I share some gift (or let’s face it, self-gifting) ideas for lovers of books and Victoriana. Let me know what you think and what else is top of your wish list…

For the busy bookworm… Consider giving them an annual subscription to Audible, so they can listen to books with their hands full or while on the go.

For the Victorianists who read the footnotes… The Longman Annotated Poets series is incredible. Why not pick up their Selected Edition of Tennyson’s poetry?

For historical fiction fans… Some of the best #HistFic books I read this year were Booth by Karen Joy Fowler, Joan by Katherine J. Chen, The Daughter of Dr. Moreau by Silvia Moreno-Garcia, A Witch in Time by Constance Sayers, and The Orchid Hour by Nancy Bilyeau.

For fans of the Victorian aesthetic… Buy them a locket or a cape or a fan or a corset or a parasol or a print of a Pre-Raphaelite painting or William Morris wallpaper. 

For those looking to time travel… Consider booking an experience (e.g., getting tickets to a ball, visiting a stately home, or having afternoon tea).

For letter writers… Beautiful, monogrammed stationery makes for a wonderful gift. Wax seal = optional. 

For Bronte fans… My fiction pick for the year is Rachel Cantor’s Half-Life of a Stolen Sister (check out my review here) or my own novel Bronte’s Mistress, of course, while I recommend Lucasta Miller’s The Bronte Myth to those who prefer non-fiction.

For historical novelists… Buy them a ticket to the Historical Novel Society Conference 2024, at Dartington Hall in the UK. We’re going to have a blast. 

Have more ideas to add to my list? Share them below, on Facebook, on Instagram, or by tweeting @SVictorianist. Want a signed copy of Hope C. Tarr’s Irish Eyes (2023), another great historical fiction read? Sign up to my monthly email newsletter by December 7th for a chance to win!

Sunday, 3 September 2023

The Top 10 Blog Posts from the Secret Victorianist

I can hardly believe it, but I’ve now been running this blog on nineteenth-century literature and culture for over a decade! The blog has changed a lot over the years as I’ve made the move from London to New York City, my interests have evolved, and I’ve become a published author myself. 


So, in a belated anniversary celebration, I decided to look back through the archives to revisit my top 10 performing posts of all time. 

1. Are YOU an Elizabeth Bennet?

I started my blog with a bang and a LOT of enthusiasm, publishing 13 posts in the first month alone (nowadays my goal of two a month is more achievable). This post, a tongue-in-cheek look at whether I would cut it as an Austen heroine, was one of them. Pride and Prejudice (1813) remains such a cultural touchstone I’m not surprised this article still sees traffic every day—I mean, the 1995 BBC adaptation even got a shout-out in the recent Barbie movie!

2. Tennyson’s ‘To Virgil’: An Exercise in Analyzing Poetry

You’ll see a lot of poetry-focused posts in this top 10 list, which was initially surprising to me. When I write about poetry my promotional posts don’t gain a lot of traction on social media, but when it comes to search engine traffic, those articles rise to the top. My hypothesis is that students are stumbling across my blog when looking for homework help analyzing poems like Tennyson’s ‘To Virgil.’ I can only hope they’re enjoying my write ups, and not just plagiarizing my analysis!

3. Introducing Victorian Poetry to Children

More poetry, but this time with a #KidLit twist. In this blog post I share some more accessible Victorian poems to get children excited about reading verse from the period. 

4. The Best and Worst Tropes in Historical Fiction

This 2018 post is focused on my personal opinions about what works and what doesn’t when it comes to historical fiction tropes (and spoiler alert: I’ve already changed my stance on a few of these issues!). I’d be fascinated in hearing other readers’ views on this topic and what makes a historical novel great to them. 

5. ‘This Genealogical Passion’: Hardy, Incest and Degeneration

The high bounce rates I see from this page suggest that maybe an academic blog on nineteenth-century literature and culture isn’t quite what people are looking for when they Googled “incest” (!), but despite this I selfishly wish more people would read Thomas Hardy’s The Well-Beloved (serialized 1892), one of the strangest Victorian novels out there.

6. Review: Against Nature (À Rebours), Joris-Karl Huysmans (1884)

I’ve written quite a lot about nineteenth-century French literature over the years, but this review of the premier text of the French Decadent movement is far and away the best performing.

7. A Victorian Alphabet: W is for Witchcraft

In 2013-2015 I published a series of posts making a nineteenth-century connection to every single letter of the alphabet (yes, some were easier to think up than others!). While the Victorian period isn’t the one we most associate with witchcraft, this post has been a perennial top performer, especially as we approach Halloween. Here, I focus on the accusations of witchcraft leveled against the character of Eustacia Vye in Thomas Hardy’s The Return of the Native (1878). I also link to my review of Elizabeth Gaskell’s novella, Lois the Witch (1861).

8. A Victorian Alphabet: K is for ‘The Kraken’ (Tennyson, 1830)

More poetry and more Tennyson! In this post I take apart every line of this short and powerful poem about a creature from the deeps. 

9. Misconceptions about Victorian Literature

As a blogger focused on nineteenth-century literature and culture, I often have to contend with people’s preconceptions and misconceptions about what Victorians were like. In this early blog post I tackle the misinformation.

10. A Dickensian Masterclass in Repetition

This is the only writing craft post to make the top 10 and I’m not surprised it’s about lessons we can learn from the master of Victorian literature himself—Charles Dickens. While I do references Dickens’s most famously repetitious passages—the openings of Bleak House (serialized 1852-1853) and A Tale of Two Cities (1859)—it’s his lesser-read 1848 novella The Haunted Man and the Ghost’s Bargain that I do a close reading of here.


What would you like to see me write about next as the blog goes into its second decade? Let me know—here, on Facebook, on Instagram, or by tweeting @SVictorianist. Interested in getting regular updates from my blog and on my fiction? Sign up to my monthly email newsletter here.


Tuesday, 29 November 2016

Quiz: 19th-century...Shakespeare?


Do you have what it takes to marry your love of Victorian literature with your knowledge of English literature's most-famed writer?

Sunday, 30 October 2016

Have a Very Victorian Halloween!

In honour of this Halloween season, the Secret Victorianist brings you five top tips for having a spooktacularly Victorian October 31st!

Martita Hunt as Miss Havisham in the 1846 Great Expectations
1. Read a Victorian ghost story
You might associate Victorian ghosts with Christmas and Charles Dickens’s ever popular A Christmas Carol (1842), but they are plenty more spine tingling reads to dip into before December. Check out some Sheridan Le Fanu (review here) or quake at Robert Louis Stevenson’s The Body Snatcher (1884).

2. Dive into a scary story with no ghosts at all
Some of the scariest nineteenth-century reads aren’t supernatural at all. I’d recommend Wilkie Collins’s A Terribly Strange Bed (1852), which I read for the first time recently. Unsavoury characters, an ingenious murder device and an intriguing frame narrative set this one apart.

3. Even better – read one of these stories aloud
Dim the lights, huddle round the campfire, and rekindle the Victorian tradition of reading aloud to family and friends. Bonus points for your best Tennyson-inspired voice!

4. Slip into a Victorian inspired costume
There are so many Halloween costume ideas out there for the budding Victorianist. Some of my favourites: find a tattered white dress and act the eternal bride Miss Havisham, grab a friend to go as Jekyll and Hyde, or perch a toy raven on your shoulder and you’re an instant Edgar Allen Poe.

5. Binge watch Steampunk’d
Don’t fancy painting the town red on a Monday night? Have a low key Halloween by binge watching the show that pitches makers of Victoriana against each other – Steampunk’d. I just discovered it on Netflix and am gutted GSN ruled out a second season.

The judges on Steampunk'd
Did you have any Victorian-inspired fun this Halloween weekend? Let me know what you got up to – here, on Facebook or by tweeting @SVictorianist.

Sunday, 30 August 2015

Teaching Tennyson’s ‘The Lady of Shalott’

On either side the river lie
Long fields of barley and of rye,
That clothe the wold and meet the sky;

These are the first lines of a poem that many of us met for the first time in our schooldays – Alfred, Lord Tennyson’s ‘The Lady of Shalott’ (pub. 1833, rev. 1842).

I’ve already blogged about the importance of choosing poems with a strong narrative when introducing children to poetry, so it’s little wonder that this tale of enchantment, love at first sight, and death, remains an English class favourite.

In today’s post I’ll suggest a few creative ways to get a class excited about the poem and engaged with Victorian poetry from what may well be their first encounter with the period.

'I am half-sick of shadows - said the Lady of Shalott', John William Waterhouse (1915) 
1. Retell the story in prose: Most students will be more familiar with prose at this early point in their literary education than poetry. That means there’s more to helping them understand a poem than glossing any unfamiliar words. Asking them to retell the story as a prose narrative will increase their familiarity with the poem and also provides a great opportunity to discuss as a group those questions that Tennyson leaves unanswered.

She has heard a whisper say,
A curse is on her if she stay

What is this curse? Is it real or the result of the Lady’s unhappiness and isolation?

For ere she reach'd upon the tide
The first house by the water-side,
Singing in her song she died,
The Lady of Shalott.

What causes the Lady’s death? Can you think of any other examples of literary texts where singing and death are linked?

'The Lady of Shalott', Arthur Hughes (1873)
2. Write a Tennysonian stanza: ‘The Lady of Shalott’ has a distinctive rhyme scheme (AAAABCCCB). Ask students to compose a stanza of their own following this pattern – either on the subject matter of the story or on a topic of their choice.

Engaging with the poem’s structure in this creative way will be a much more memorable experience than simply learning to letter the lines. And, what’s more, it’ll help students start to think about rhymes in the poem that are less than perfect.

Does ‘barley’ really rhyme with ‘clearly’? Or ‘balcony’ with ‘by’?

'The Lady of Shalott', John William Waterhouse (1888)
3. Draw a mini-scene: Tennyson’s poem is awash with visual details, and every stanza tells a mini-story in itself. Give each student a stanza to illustrate. Examples could include:

The isle where the Lady lives where Four gray walls, and four gray towers/Overlook a space of flowers’;

The reaper who thinks he hears a ‘fairy’, while working at the end of the day;

The Lady, alone in her tower (‘A pearl garland winds her head:/ She leaneth on a velvet bed,/ Full royally apparelled’);

The villagers watched by the Lady (‘surly village churls,/ And the red cloaks of market girls');

The appearance of Lancelot (‘All in the blue unclouded weather/ Thick-jewell'd shone the saddle-leather,/ The helmet and the helmet-feather/ Burn'd like one burning flame together’).

'The Lady of Shalott looking at Lancelot', John William Waterhouse (1893)

4. Create a soundtrack: ‘The Lady of Shalott’ is divided into four Parts, each with a distinct mood and subject matter. Have your students imagine they were making the poem into a movie.

What songs/pieces of music would best accompany each section of the poem? Why? What if the movie was set in the twenty-first century?

'The Lady of Shalott', John Atkinson Grimshaw (1878)

If you teach ‘The Lady of Shalott’, I’d love to hear about how you inspire your class! Let me know – here, on Facebook or by tweeting @SVictorianist.

Sunday, 21 June 2015

Introducing Victorian Poetry to Children

A few months ago, I posted my top tips for introducing your kids to Victorian literature with the belief that their first run-in with Dickens, Bronte or Hardy doesn’t have to be a painful classroom encounter. In this post, I offer some suggestions for making nineteenth-century poetry in particular more fun and less intimidating.

1. Start with poems written for kids: Many nineteenth-century poems, especially those in the nonsense poetry tradition, were written to be read by (or read to) children. One of my favourites is Edward Lear’s ‘The Owl and the Pussycat’, published in 1871, which he originally penned for a three-year-old girl. It begins:

The Owl and the Pussycat went to sea
In a beautiful pea green boat,
They took some honey, and plenty of money,
Wrapped up in a five pound note.

Edward Lear's illustration for 'The Owl and the Pussycat'
The poem is great because it has a lot of similarities with the nursery rhymes, fairy tales, and modern children’s books young children may already be used to reading or hearing.

2. Choose poems with a story: Even if not primarily intended for children, poems with a narrative are a much easier introduction to poetry and there are many Victorian examples that may appeal to older kids.

'The Lady of Shallott', John William Waterhouse (1888)
I would recommend Tennyson’s ‘The Lady of Shallott’ (1833) and Christina Rossetti’s ‘Goblin Market’ (1859). Both have linear stories with clear conclusions and tap into mythic tropes and traditions children will already be comfortable with. Both are also highly visual, marking a great opportunity for asking kids how they imagine the world of each poem. You could even have them draw scenes from the poems or look at artists’ interpretations.

Morning and evening
Maids heard the goblins cry:
“Come buy our orchard fruits,
Come buy, come buy:
Apples and quinces,
Lemons and oranges,
Plump unpeck’d cherries,
Melons and raspberries,
Bloom-down-cheek’d peaches,
Swart-headed mulberries,
Wild free-born cranberries,
Crab-apples, dewberries,
Pine-apples, blackberries,
Apricots, strawberries; —
All ripe together
In summer weather

3. Use poems kids may have encountered elsewhere: A lot of nineteenth-century poems are so famous they are quoted and referenced in many other forms of entertainment. Why not show your kids a Simpsons episode to get them interested in Edgar Allen Poe’s ‘The Raven’ (1845)? You’ll even get some bonus critical commentary from Lisa.



4. When in doubt go with simple language: You shouldn’t underestimate children’s ability to respond to mature themes and complex ideas, but giving them a poem where they need to look up every second word of vocabulary may be a stretch. Instead start with poems like Christina Rossetti’s ‘Remember’ (1862) or Emily Dickinson’s ‘I’m Nobody! Who are you?’ (1891), which shouldn’t pose a challenge in terms of individual words. That way you can go straight into a discussion of how the poems make them feel and what they think they’re trying to say.

I’m Nobody! Who are you?
Are you – Nobody – too?
Then there’s a pair of us!
Don’t tell! they’d advertise – you know! 

How dreary – to be – Somebody!
How public – like a Frog –  
To tell one’s name – the livelong June –  
To an admiring Bog!

5. Don’t underestimate the power of love: As children move into their teenage years they may find famous romantic (with a small ‘r’!) poems the most compelling (and/or cringe-worthy). Give them XLIII from Elizabeth Barrett Browning’s Sonnets from the Portuguese and you might even inspire them to start attempting the sonnet form themselves!

Elizabeth Barrett Browning (1806-1861)
How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of Being and ideal Grace.
I love thee to the level of every day’s
Most quiet need, by sun and candlelight.
I love thee freely, as men strive for Right;
I love thee purely, as they turn from Praise.
I love with a passion put to use
In my old griefs, and with my childhood’s faith.
I love thee with a love I seemed to lose
With my lost saints, I love thee with the breath,
Smiles, tears, of all my life! and, if God choose,
I shall but love thee better after death.

What topic would you like the Secret Victorianist to blog on next? Let me know – here, on Facebook or by tweeting @SVictorianist!

Sunday, 24 August 2014

A Victorian Alphabet: U is for 'Ulysses' and You




Alfred, Lord  Tennyson probably wasn’t thinking of the ageing head of a British intelligence service giving evidence at a government inquiry when he wrote the closing lines of the 1833 poem ‘Ulysses’, any more than Homer was when he wrote the epic which featured this same title character.

Yet there’s something about Tennyson’s ‘Ulysses’ which gives it a universal resonance – a resonance which Sam Mendes taps into in the 23rd Bond film Skyfall - despite the foreignness of the names and places the speaker mentions (‘the rainy Hyades’, ‘windy Troy’, ‘Telemachos’, ‘the great Achilles’) and the exceptional nature of Ulysses’s experiences.

This identification between speaker and reader is as a result of several factors. The dramatic monologue form which the poem exemplifies is all about eliciting sympathy for the speaker from the reader. As our sympathy increases here, so Tennyson’s language becomes less specific, allowing us not just to feel with, but to feel ourselves aligned to, the speaker. In the closing section, which Judi Dench’s M quotes from, individualised classical place names are replaced by a desire to ‘sail beyond the sunset’ and ‘seek a newer world’, while Ulysses’s final words are addressed to the suitably vague, yet emotive, ‘my friends’.


The other reason of course that so many see themselves in ‘Ulysses’, is that the poem is ultimately about the contemplation of mortality – something unmistakeably universal. The claim ‘that which we are, we are’ is as firm and absolute an assertion, as it is a generic one, while the famous ambiguity of the final line, suggesting defeat by ending on the word ‘yield’ even as it declares the opposite, combines two of societies fantasies about death and how the old meet it – either with acceptance or defiance.

Yet what makes ‘Ulysses’ an even more appropriate choice of poem for M, than for you or me, is the poem’s commentary on (specifically British) empire. Tennyson’s poem has often been read with an eye to colonialism, as Ulysses longs to conquer new worlds, despite reduced strength, and fuelled by desire to live up to former glory. In a changing world, M argues that individual valour, ambition and camaraderie are still relevant. And these are the qualities which Western literature’s first great individual hero – and James Bond! – exemplify.

What should be ‘V’ in my Victorian Alphabet? Let me know here, on Facebook or by tweeting @SVictorianist! And you can check out A-T here!

Sunday, 12 January 2014

A Victorian Alphabet: K is for 'The Kraken' (Tennyson, 1830)


Following on from the popularity of a post on Tennyson’s ‘To Virgil’ (1882) I wrote in October, I thought I’d use ‘K’ in my Victorian Alphabet to look at another of his poems – the shorter, and earlier ‘The Kraken’ – looking at each line of a poem in a little more depth, now that we’ve gone through some of the first steps for approaching an unfamiliar text.





A kraken
Below the thunders of the upper deep;                1
Far, far beneath in the abysmal sea,                       
His ancient, dreamless, uninvaded sleep                              
The Kraken sleepeth: faintest sunlights flee      
About his shadowy sides: above him swell           5
Huge sponges of millennial growth and height; 
And far away into the sickly light,                             
From many a wondrous grot and secret cell        
Unnumbered and enormous polypi                       
Winnow with giant arms the slumbering green.     10
There hath he lain for ages and will lie                   
 Battening upon huge seaworms in his sleep,      
Until the latter fire shall heat the deep;                
Then once by man and angels to be seen,          
In roaring he shall rise and on the surface die.      15

The first step identified last time was to ask ‘what is this poem about?’ or ‘do I understand what’s going on here?’. And these questions lead naturally to the question ‘what additional information do I require to understand what’s going on here?’.

Whereas for ‘To Virgil’ a large amount of knowledge was required (e.g. an awareness of Virgil’s work, a basic understanding of the history of European empires), here there is relatively little to look up. A ‘kraken’ is a sea monster, with mythic Scandinavian origins; a polyp or polypus is a sea organism with a central mouth surrounded by tentacles.

We might summarise: ‘In ‘The Kraken’ (1830), Tennyson describes a sleeping sea monster. At the end of the world, the sea monster will come to the surface and be seen for the first time – then it will die.’ But even this apparently straightforward summary raises issues. How does Tennyson describe something that’s never been seen (‘once by man and angels to be seen’)?  Does he actually describe the kraken at all?

To address these concerns, let’s look at what we actually learn about the kraken. The first ten lines introduce the monster, with its name emphatically positioned at the start of line 4.

The first two lines set the scene literally and atmospherically – the kraken is in such a deep part of the sea that it is not just ‘far beneath’, but ‘far, far beneath’ regions of the ocean already described as ‘deep’ – the repetition serving to strengthen Tennyson’s description. The very first word of the poem is ‘below’, directing the reader’s attention to this lower world, while the verb ‘thunders’ plays (at least!) a treble role: it creates an ominous atmosphere, suggesting an approaching storm; it introduces the idea of aural, as well as geographic, ‘depth’, suggesting creatures of immense size; and it helps paint a separate submarine reality, where the upper reaches of the world, complete with the weather systems we associate with the sky, are all below the surface of the sea. The word ‘abysmal’ demonstrates the dual function of Tennyson’s description (to convey atmosphere as well as fact) perfectly. The sea is ‘abysmal’, in that it is a deep ‘abyss’, but it is also miserable, threatening and bleak.

Tennyson has brought us there – we are ready to see the kraken which lives in such an alien and terrifying landscape. We might expect something like this:

‘Below the thunders of the upper deep;
Far, far beneath in the abysmal sea,                       
His massive, dang’rous, uninviting arms                
The Kraken flaileth’

Well okay, Tennyson would have found a rhyme.

But Tennyson in fact doesn’t describe the creature in this place at all. With a sharp change of perspective from the guiding third person we might have expected, the next lines actually give us the experience of being the kraken, not seeing it.

‘His ancient, dreamless, uninvaded sleep                            
The Kraken sleepeth’

There is the same sense of scale here – the kraken has age, as his home has depth – but further ideas are also introduced. The word ‘uninvaded’ casts anyone who would disturb the creature in the role of aggressor, rather than the monster itself, while the detail that this sleep is ‘dreamless’ makes the kraken unknowable, and its consciousness unfathomable, even at the very point where we most identify with it.

It is our inability to see, describe or understand the kraken which dominates lines 4-10. 

                                ‘faintest sunlights flee  
About his shadowy sides: above him swell          
Huge sponges of millennial growth and height; 
And far away into the sickly light,                             
From many a wondrous grot and secret cell        
Unnumbered and enormous polypi                       
Winnow with giant arms the slumbering green.’

The dingy ‘sickly’ lighting conditions in the depths of the ocean limit our ability to see the creature in his entirety, as does, it is suggested, the fact of his immense size. The phrase ‘shadowy sides’ leaves it ambiguous as to whether they are ‘shadowy’ only because of the lack of light or because of the kraken’s own towering form. Rather than tell us the kraken is large, Tennyson describes the great size of the other creatures which surround him (‘huge sponges of millennial growth and height’, ‘enormous polypi/…with giant arms’), so we will imagine this monster is even larger, while he also reemphasises the impossibility of comprehending this being or the world he lives in by reference to quantities beyond those computable to the human mind (‘unnumbered’, ‘millennial’).

Part of making this world so uncanny involves describing it in ways which are almost repulsive, while maintaining a sense of the miraculous. Describing a world as ‘wondrous’ and ‘secret’ seems attractive but, in keeping with the ‘sickly’ nature of this deep an hidden world, the choice of the word ‘grot’ for ‘grotto’ and the coupling of ‘secret’ with ‘cell’, suggesting ‘secretion’ is off-putting, even revolting. The final line of this sentence – ‘winnow with giant arms the slumbering green’ – is perhaps the poem’s most beautiful, but the new idea which comes next, in the sonnet-like turn (although the poem is 15 lines, not 14), that the kraken will not sleep forever, means the full force of all that has been horrifying or unnerving in the description of the kraken’s world is again made apparent.

The immediate shift which comes though is not one of the kraken’s imminent arising, as we are first told about the continuance of this state (‘There hath he lain for ages and will lie’). The greater shift is in the knowledge level of the poet – the prominence Tennyson himself comes to, as some sort of all-knowing oracle, rather than a man whose knowledge of the kraken is as necessarily limited as our own through our inability to understand his external being or internal motivations. ‘Then once by man and angels to be seen’ could be a prediction or a decree that something must be so, just as we saw Tennyson set himself up as a prophet-like figure in ‘To Virgil’.

Still, what we are left with is still a sense of the kraken as indescribable and unknowable. The creature’s purpose is unclear as he appears to be waiting for something in his slumber but ‘In roaring he shall rise and on the surface die’ rather than effect any damage. What has this creature from Norse myth to do with a Christian apocalypse? Would the act of explicitly describing the creature in actual fact destroy him, like his own ‘roaring’? Is the kraken’s power in its invisibility?

If we return to summarising Tennyson’s poem we can say: ‘In ‘The Kraken’ (1830), Tennyson doesn’t describe a sleeping sea monster.’ And the poem is all the more powerful for that.

What should be ‘L’ in my Victorian Alphabet? Do you have any thoughts on, questions about or insights into Tennyson’s ‘The Kraken’? And what would you like the Secret Victorianist to write about next? Let me know here, on Facebook or by tweeting @SVictorianist.

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