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Enregistrement W4389255024 · doi:10.1353/esc.2021.a913992

Archibald Lampman and Islamic Culture

2021· article· en· W4389255024 sur OpenAlexvenueaboutno aff
D.M.R. Bentley

Notice bibliographique

RevueEnglish studies in Canada · 2021
Typearticle
Langueen
DomaineSocial Sciences
ThématiqueIslamic Studies and History
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésBalladPoetryIslamLiteratureMiddle AgesSonnetFeelingHistoryClassicsPeriod (music)ArtAncient historyPhilosophyAestheticsArchaeology

Résumé

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Archibald Lampman and Islamic Culture D. M. R. Bentley (bio) Modern life is vast and complex, and the poet often finds that such primary feelings as belong to all ages and places may be dealt with more freely and with a sharper accentuation, when they are wrought upon a background of ruder and simpler custom” (Essays and Reviews 63). So wrote Archibald Lampman in “The Modern School of Poetry in England,” a largely negative lecture on the Pre-Raphaelites that he read at a meeting of the Ottawa Literary and Scientific Society in March 1885. Lampman’s remarks refer specifically to the “quaint and medieval” poems of Dante Gabriel Rossetti’s Ballads and Sonnets (1881), but, as has been argued elsewhere (see Bentley “ ‘Men of the North’ ”), they apply equally well to his own use of medieval “backgrounds” in such poems as “The King’s Sabbath,” “Ingvi and Alf,” and “King Oswald’s Feast” to deal with “such primary feelings as belong to all ages and places,” specifically (and respectively) religious excess, sexual desire, and economic inequality. Lampman’s remarks are also applicable to the small group of his works that use Islamic culture as a “background”: an unfinished novel and a ballad (“A Spanish Taunt”) set near the beginning of the re-conquest of Spain and three poems—“Abu Midjan,” “Baki,” and “The Vase of Ibn Mokbil”—set in earlier phases of Islamic culture. Of course, the suggestion that Lampman’s perception of [End Page 55] the European Middle Ages as a period of “ruder and simpler custom” than late Victorian Canada applies also to his perceptions of Moorish Spain and medieval Mesopotamia may wrinkle the noses and narrow the eyes of many Islamicists and call forth cries of appropriation and Orientalism.1 Such cries are justified, but they will go unheeded here because the goal of this essay is not to belabour the obvious fact that Lampman was an heir and user of the Orientalist tradition but, rather, to examine the “feelings” and ideas that he “wrought upon a background” of Islamic culture and to ascertain, if possible, why and for what purposes he did so. Lampman was writing after centuries of increasing interest in Islamic culture in Britain, Europe, and North America had produced a wealth of information in almost every sphere of human activity. As a student at Trinity College in Toronto from 1879 to 1881 and thereafter as a civil servant in Ottawa, Lampman would have had more access than most Canadians of his day to the plethora of eighteenth- and nineteenth-century works that draw upon or treat of the religion, history, geography, language, and literature of countries that were or had once been Islamic. Even a scanty survey of such works and the scholarship that they have since generated is impossible and unnecessary here, but some sense of Lampman’s response to works that he knew or was very likely to have known provides a useful context for his own writings, the specific sources of which will emerge in due course. While at university, his intense admiration for Thomas Carlyle would probably have taken him to “The Hero as Prophet. Mohammed. Islam” in Heroes, Hero-Worship, and the Heroic in History (1841), a lecture that may have been in his mind many years later when he wrote of “Mohammed” in his untitled essay on Socialism as a “man with a burning and inextinguishable idea” that led to the establishment of “law, religion, and order” in the countries conquered by his followers (Essays and Reviews 187–88). After leaving university, his near hero-worship of Matthew Arnold had certainly taken him to “Sohrab and Rustum: An Episode” (1853) (see Essays and Reviews 87 and 260), a poem aligned with the interest in Islamic warriors that is evident in his unfinished novel and in “Abu Midjan.” By the early 1890s, his disapproval of Byron’s work on account of the scandalous life of its author had probably not prevented [End Page 56] him from reading Turkish Tales (1813 to 1816), which he regarded as “verbiage,” “written no doubt because they were just the sort of thing which, in conjunction with the poet’s beauty...

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Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,000
score de la tête « metaresearch » (Gemma)0,001
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesaucune
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Sans objet · Signal consensuel: Sans objet
GenreSignal candidat: Empirique · Signal consensuel: aucune
Score de désaccord entre enseignants0,588
Score d'incertitude au seuil0,393

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0000,001
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0000,000
Études des sciences et des technologies0,0010,000
Communication savante0,0000,000
Science ouverte0,0000,000
Intégrité de la recherche0,0000,000
Charge utile insuffisante (le modèle a refusé de juger)0,0000,000

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,020
Tête enseignante GPT0,278
Écart entre enseignants0,258 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle

Classification

machine, non validée

Prédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.

Les modèles n’ont appliqué aucune catégorie : rien dans la taxonomie ne correspondait à ce travail.
Devis d'étudeSans objet
Domainenon disponible
GenreEmpirique

Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».

En bref

Citations0
Publié2021
Routes d'admission2
Résumé présentoui

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