Critics frequently, sometimes irresponsibly, label Spenser's poetry "emblematic" because of the appearance of either striking allegorical figures or moral assertions. This thesis establishes a standard for the application of the term "emblematic": first, by defining those elements which characterize emblems; second, by examining the emblem's cultural milieu; and third, by analyzing the "emblem patterns" that appear in The Faerie Queene. The study concludes that these "emblem patterns" transform the two essential elements of emblems to a literary treatment: the emblem engraving takes the form of a poetic description of allegorical figures or scenes; the didactic poem is condensed to an explicit moral statement. These "emblem patterns," then, can be regarded as reasonable criteria for labelling Spenser's poem "emblematic."

Ce mémoire a pour sujet les œuvres réalisées à la fin du XVIIIe et au début du XIXe siècle par Johann Heinrich Füssli, inspirées de l'œuvre littéraire The Faerie Queene (1590-1596), du poète anglais Edmund Spenser. Au nombre de quinze, ces œuvres sont abordées en tant que corpus au sein de l'œuvre de Füssli. L'objectif du mémoire est d'étudier et de documenter, au moyen d'un catalogue raisonné, ces œuvres à sujets spensérien. Une étude stylistique et iconographique qui tient compte des stratégies formelles utilisées pour réaliser ces œuvres, mise en lien avec le contexte culturel, permet de les replacer dans l'ensemble de l'œuvre de Füssli et de la tradition théorique et esthétique à laquelle il est redevable. Le choix de Spenser comme thématique à illustrer, ainsi que le rapport entre les images et le texte, y sont également abordés en mettant l'accent sur la représentation discordante des genres sexuels chez le poète et le peintre. Cette discordance donne lieu à l'hypothèse défendue dans ce mémoire selon laquelle les œuvres de Füssli, ayant pour sujets The Faerie Queene d'Edmund Spenser, sont des œuvres à sujets littéraires pour lesquelles l'artiste fait preuve d'invention et dans lesquelles il exprime ses sentiments face au monde où il vit. Il ne s'agit donc pas d'illustrations, puisque ce terme sous-tend la possibilité d'un respect strict au texte. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Johann Heinrich Füssli (1741-1825), The Faerie Queene, Edmund Spenser, ut pictura poesis, œuvre à sujet littéraire, illustration, invention, sublime, gothic, études genrées.

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From introduction: In the sixth book of The Faerie Qveene, the reader is presented with a vision of the Graces and their attendants dancing on Mount Acidale to the piping of a simple shepherd. Spenser identifies this favoured musician as Colin Clout and then goes on to pose a seemingly inconsequential rhetorical question. "Who knowes not Colin Cloute?” he asks. The note of confident pride which can be discerned in the query clearly reveals Spenser's peculiar interest in one of his most intriguing creations. It is almost impossible to read a representative selection of Spenser's poetical works without noticing the hauntingly frequent appearances of his "Southerne shepheardes boye". Colin appears or is named in no fewer than six of Spenser's poems.

From Preface: In this thesis it is proposed to examine the pastoral vision, symbolized by Eden, which permeates Clare's poetry, as it is reflected in The Shepherd's Calendar, the sonnets (certain of which will be analysed in detail) and a group of lyrics. This pastoral vision, while including time and space, transcends them in such a way that Eternity becomes an important concept in Clare's pastoral poems. The final chapter of this thesis will, therefore, concentrate on this aspect of Clare's pastoral vision, not by attempting to define Clare's understanding of Eternity, but by illustrating it in four of his lyrics. Because of the lack of a full and reliable text of the complete works of John Clare and the inability of the present writer to establish for certain the chronological order of his poems, there will be no attempt in this thesis to show a development in Clare's poetry. Nor will there be an attempt to evaluate in the light of Clare's "madness" those poems known to have been written while he was in a mental asylum - a non-literary study requiring knowledge associated with the discipline of psychology; and the present writer concurs in the opinion that "it is the continuity of Clare's life and ways of thought and feeling which claims one's attention, rather than the disruptions of insanity".

xi, 198 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / In early modern England the word "measure" had a number of different but related meanings, with clear connections between physical measurements and the measurement of the self (ethics), of poetry (prosody), of literary form (genre), and of capital (economics). In this dissertation I analyze forms of measure in early modern literary texts and argue that measure-making and measure-breaking are always fraught with anxiety because they entail ideological consequences for emerging national, ethical, and economic realities. Chapter I is an analysis of the fourth circle of Dante's Inferno . In this hell Dante portrays a nightmare of mis-measurement in which failure to value wealth properly not only threatens to infect one's ethical well-being but also contaminates language, poetry, and eventually the universe itself. These anxieties, I argue, are associated with a massive shift in conceptions of measurement in Europe in the late medieval period. Chapter II is an analysis of the lyric poems of Thomas Wyatt, who regularly describes his psychological position as "out of measure," by which he means intemperate or subject to excessive feeling. I investigate this self-indictment in terms of the long-standing critical contention that Wyatt's prosody is "out of measure," and I argue that formal and psychological expressions of measure are ultimately inseparable. In Chapter III I argue that in Book II of the Faerie Queene Edmund Spenser figures ethical progress as a course between vicious extremes, and anxieties about measure are thus expressed formally as a struggle between generic forms, in which measured control of the self and measured poetic composition are finally the same challenge Finally, in my reading of Troilus and Cressida I argue that Shakespeare portrays persons as commodities who are constantly aware of their own values and anxious about their "price." Measurement in this play thus constitutes a system of valuation in which persons attempt to manipulate their own value through mechanisms of comparison and through praise or dispraise, and the failure to measure properly evinces the same anxieties endemic to Dante's fourth circle, where it threatens to infect the whole world. / Committee in charge: George Rowe, Chairperson, English; Benjamin Saunders, Member, English; Lisa Freinkel, Member, English; Leah Middlebrook, Outside Member, Comparative Literature

By examining Renaissance criticism both literary and musical, framed in the context of the contemporaneous obsession with the works of Plato, Aristotle, and Horace, among others, this thesis identifies the parallels in poetic and musical practices of the time that coalesce to form a unified idea about the poet-as-singer, and his role in society. Edmund Spenser and John Milton, who both, in various ways, lived in periods of upheaval, identified themselves as the poet-singer, and comprehending their poetry in the context of this idea is essential to a fuller appreciation thereof. The first chapter addresses the role that the study of rhetoric and the power of oratory played in shaping attitudes about poetry, and how the importance of sound, of an innate musicality to poetry, was pivotal in the turn from quantitative to accentual-syllabic verse. In addition, the philosophical idea of music, inherited from antiquity, is explained in order elucidate the significance of “artifice” and “proportion”. With this as a backdrop, the chapters following examine first the work of Spenser, and then of Milton, demonstrating the central role that music played in the composition of their verse. Also significant, in the case of Milton, is the revolution undertaken by the Florentine Camerata around the turn of the seventeenth century, which culminated in the birth of opera. The sources employed by this group of scholars and artists are identical to those which shaped the idea of the poet-as-singer, and analysing their works in tandem yields new insights into those poems which are considered among the finest achievements in English literature.

Although it is generally acknowledged that an Elizabethan grammar school education was intensely oral and aural, few studies have approached the literature of its pupils principally in light of such an understanding. There may be good reason for this paucity, since the reading of textual remains in the hopes of reconstituting sound and movement—particularly in non-dramatic literature—will always, in the end, be confronted by an inaudible and static text. Yet for the Elizabethan schoolboy, composition and performance were inseparable, whether of an epistle, a theme, or a translation of Latin poetry. The purpose of this project is firstly to describe the conditions which led to and ingrained that inseparability, and then offer some readings of the poetry, oratory, and drama of those whose voices and pens were trained in the grammar school, here Merchant Taylors’ School in 1560s London. Edmund Spenser, Lancelot Andrewes, and Thomas Kyd all attended Merchant Taylors’ in this period, and their poetry, sermons, and drama, respectively, are treated in the following discussion. It is argued that their texts reflect the same preoccupation with pronuntiatio et actio, or rhetorical delivery, held by their boyhood schoolmaster, Richard Mulcaster. I suggest that delivery provides a unique way of assessing literature in the context of an oral/aural education, largely because its classical and Renaissance rules invariably stipulate that vocal and gestural modulations must follow the emotional and intentional sense of words rather than their literal meanings. Delivery is thus shown to exist at the nexus of orality and literacy, performance and text, wholly absorbed with the concerns of speech, but distinct from language as well. In imagining the physicality of this middle ground within their narratives, it is proposed that Mulcaster’s students recalled an education very often spent stirring the emotions with and for their bodily expression.