Romantic Vs. Neoclassic Essay, Research Paper

Throughout history, the arts and literature have been a form of rationalization of

the minds and thoughts of an artist or writer. The progression or regression of

knowledge over a period of time can be chronicled or mapped with the use of the

literature and arts of these artists. More specifically, the major shift in thinking

from 18th-century Neoclassicism to 19th-century Romanticism can be seen in the

works of Alexander Pope and William Wordsworth. A deliberation on the works

of these two authors show the differences, if not complete opposites between the

Neoclassic and Romantic concepts.

The purpose of a poem can vary from poet to poet, but for the Neoclassic

poet the main purpose was to educate the reader. During this time, Newton and

other famous intellects were springing forth new ideas. Ideas such as explanations

being formed in terms of moving particles. Pope shares this idea with the reader

in ?An Essay on Man? (stanza2?): ?A thousand movements scarce one purpose

gain?. Pope?s manner of writing is very straightforward. He makes firm

statements instead of questionable presumptions and he does this as if he is

teaching something with a purpose. This Neoclassic quality of teaching is seen in

portions of his poem such as, ?His knowledge measured to his state and place, his

time a moment, and a point his space.? (lines71-73) These uses of ideas and

teaching in the poem make the poem less pleasurable for the reader to read as it

allows no room for imagination and personal reflection. This is likely

intentionally done by Pope as it was common in his time to write with a direct

purpose rather than to please the reader.

The purpose in writing for the Romantic poet is quite different from that of

the Neoclassic poet. The Romantic poet wrote to please the reader rather than to

educate. This can be seen in Wordsworth?s poem ?Ode: Intimations of

Immortatlity from Recollections of Early Childhood.?, especially in his use of

language throughout the poem. Language such as, ?The Moon doth with delight?

(line12) and ?Then sing, ye Birds, sing, sing a joyous song!? (Line168) It is this

extensive use of vivid language that force the reader to use their imagination and

visualize the events or images in the poem. They can then relate to these events or

images and in turn become an active participant in reading the poem.