Les théories poétiques de l’inscape et du sprung rhythm établies par le poète britannique Gerard Manley Hopkins (1844-1889) ont dérouté les critiques des années durant. La plupart d’entre eux se sont appuyés sur les poèmes publiés en quête d’indices quant à la signification de ses théories. Cette thèse approfondit l’analyse mise de l’avant en révélant que la genèse de la théorie de l’inscape provient des notes de Hopkins — alors étudiant de premier cycle — sur le philosophe présocratique Parménide, et est influencée par les commentaires sur l’oeuvre De la nature du philosophe. Un examen des lettres de Hopkins à ses collègues poètes Robert Bridges et Richard Watson Dixon révèle que le sprung rhythm découle de l’inscape, sa théorie de base. La technique du sprung rhythm consiste donc en l’application de l’inscape au schéma métrique de la poésie. Cette étude établit d’abord une définition opérationnelle de chacune de ces théories pour ensuite les appliquer aux manuscrits afin de déterminer dans quelle mesure Hopkins y adhérait et les exploitait lors de la rédaction de deux de ses poèmes canoniques, God’s Grandeur et The Windhover. L’étude s’inscrit ainsi dans le champ de la critique génétique, une approche mise au point en France, particulièrement à l’Institut des textes et manuscrits modernes (ITEM). Ce sont donc sur des oeuvres littéraires françaises ou sur des textes en prose qu’ont porté la majorité des analyses à ce sujet. Suppressions, ajouts, substitutions et constantes entre différentes versions témoignent de ce qu'étaient les priorités de Hopkins dans sa quête pour atteindre l’effet désiré. Par conséquent, cette thèse s’efforce de dévoiler la signification des théories poétiques de Hopkins en établissant leur genèse et leur application respectives dans deux de ses poèmes selon une perspective de critique génétique. Elle contribue également à enrichir la critique génétique en l’appliquant à des oeuvres littéraires écrites en anglais et sous forme de poésie plutôt que de prose. Enfin, son objectif ultime est de raviver l’intérêt pour le poète Hopkins en tant que sujet viable d’étude, et de favoriser l’appréciation de ses prouesses tant comme théoricien poétique que comme poète. / The poetic theories of inscape and sprung rhythm developed by British poet Gerard Manley Hopkins (1844-89) have baffled critics for years. Most critics have relied upon the published poems for clues to their significance. This study advances the analysis further by revealing the genesis of the theory of inscape to be Hopkins’ undergraduate notes on the pre-Socratic philosopher Parmenides and is influenced by commentaries on Parmenides’ work “On Nature.” A study of Hopkins’ letters to fellow poets Robert Bridges and Richard Watson Dixon reveals that sprung rhythm emanates from his overarching theory of inscape; sprung rhythm is, thus, the application of inscape to the metrical patterns of poetry. After determining a working definition of both poetic theories, this study applies these terms to the manuscripts to determine to what extent Hopkins’ adhered to and developed the theories when writing two of his canonical poems: “God’s Grandeur” and “The Windhover.” It thus fits in the field of genetic criticism, a critical approach developed in France and centered at the Institut des Textes et Manuscrits Modernes (ITEM). Most analyses conducted have thus been done on French works and to prose. Deletions, additions, and substitutions, as well as the consistencies from one version to another, reveal Hopkins’ priorities as he strove to attain the desired effect. Therefore, this study endeavours to unveil the meaning of Hopkins’ poetic theories by determining their geneses and their application to two of his best known poems, “God’s Grandeur” and “The Windhover, ” through the practice of genetic analysis. It contributes to genetic criticism in applying it to works written in the English language and to poetry rather than prose. The hope is to renew interest in Hopkins as a viable poet to study and to incite further appreciation in his prowess as both poetic theorist and poet.

Este estudo da figura de Horace Manley Lane leva em consideração as lutas de representações e a formação de rede de Escolas Americanas no Brasil entre os anos de 1885 e 1912. O objetivo é lançar luz sobre essa figura, cuja atuação foi marcada por disputas de poder no campo educacional protestante, e suas práticas educacionais e missionárias. Tradicionalmente, ele é conhecido como consultor da reforma do ensino público paulista, mas como veremos, sua atuação vai além das representações construídas na historiografia e no campo educacional brasileiro. Como educador, foi defensor do modelo educacional norte-americano, fazendo circular no Brasil elementos de uma pedagogia então moderna. Além disso, o trabalho discute o fato de que uma de suas propostas para disseminar a cultura e os valores do presbiterianismo norte-americano foi a criação de uma rede de escolas americanas. Nossa hipótese é que entre suas práticas como educador estava a organização de escolas, principalmente em cidades que contavam com o apoio de maçons, presbiterianos, republicanos e de pessoas ligadas a sua rede de relacionamentos, o que configura sua relação de poder com agentes sociais ligados à Maçonaria, à educação e ao presbiterianismo. Como educador organizou o Mackenzie College, primeira instituição particular de ensino superior no Brasil. Como missionário, não estava ligado ao campo presbiteriano brasileiro e nem frequentava uma igreja. Nessa condição, não atuava como os primeiros missionários norte-americanos de confissão de fé presbiteriana, através da evangelização direta, e sim, através da educação como forma de evangelização indireta. Como missionário e educador, construiu representações acerca do Brasil, da educação, da política e da catequese indígena que nos ajudam a compreender representações e práticas pouco conhecidas e pouco trabalhadas na historiografia e na perspectiva da história da educação. Como fundamentação teórica, utilizamos o conceito de representação em Roger Chartier, a categoria de lugar social, estratégia e tática de Michel de Certeau, o conceito de campo em Bourdieu, de sociedade de ideias de Bastian, de paradigma indiciário de Ginzburg, entre outros. A pesquisa faz uso de fontes primárias, tais como: relatórios educacionais produzidos por Horace Lane, Relatórios da Igreja Presbiteriana norte-americana, prospectos educacionais, relatórios de missionários, jornais, cartas e outros. / This study about the figure of Horace Manley Lane takes into account the struggles of representations and the formation of the American Schools network in Brazil in the years 1885 to 1912. Our objective is to shed light to this person whose actions were marked by power disputes, and to his educational and missionary practices. Lane is traditionally known as a consultant for the public education in São Paulo, but as we shall see, his actions go further than that which is presented in the constructed representations in historiography and in the Brazilian educational field. As an educator, he was a defender of the American Presbyterian educational model. In Brazil, he prompted the circulation of some elements of what was then known as modern pedagogy. Moreover, this paper discusses the fact that one of his propositions to disseminate the American Presbyterianism culture and values was the creation of a American schools network. Our hypothesis is that among his practices as an educator there was the organization of schools, especially in cities where he could find the support of Masons, Presbyterians, Republicans; people who were linked to his personal network, thus configuring his power relations with social agents connected with the Masonry, the education and the Presbyterianism. As an educator organized the Mackenzie College, the first private institution of higher education in Brazil. As a missionary, he presented no connection with the Brazilian Presbyterian field, nor did he attend religious services here. Therefore, he did not work as the first American Presbyterians, through direct evangelization, but rather through education as a way of indirect evangelization. As a missionary and an educator, he built representations about Brazil, the local education, politics, and the catechism of the indigenous people. Those representations allow us to understand the representations and practices which are little known or worked on in historiography and on the perspective of history of education. To a theoretical foundation we bring representation concepts developed by Roger Chartier, the social place category, strategy and tactics in Michel de Certeau, the field concept in Bordieu, the society of ideas in Bastian, and the evidential paradigm in Ginzburg, among others. The research uses primary sources, such as, educational reports produced by Horace Lane, American Presbyterian Church reports, educational prospects, missionaries reports, newspapers and others.

Este estudo da figura de Horace Manley Lane leva em consideração as lutas de representações e a formação de rede de Escolas Americanas no Brasil entre os anos de 1885 e 1912. O objetivo é lançar luz sobre essa figura, cuja atuação foi marcada por disputas de poder no campo educacional protestante, e suas práticas educacionais e missionárias. Tradicionalmente, ele é conhecido como consultor da reforma do ensino público paulista, mas como veremos, sua atuação vai além das representações construídas na historiografia e no campo educacional brasileiro. Como educador, foi defensor do modelo educacional norte-americano, fazendo circular no Brasil elementos de uma pedagogia então moderna. Além disso, o trabalho discute o fato de que uma de suas propostas para disseminar a cultura e os valores do presbiterianismo norte-americano foi a criação de uma rede de escolas americanas. Nossa hipótese é que entre suas práticas como educador estava a organização de escolas, principalmente em cidades que contavam com o apoio de maçons, presbiterianos, republicanos e de pessoas ligadas a sua rede de relacionamentos, o que configura sua relação de poder com agentes sociais ligados à Maçonaria, à educação e ao presbiterianismo. Como educador organizou o Mackenzie College, primeira instituição particular de ensino superior no Brasil. Como missionário, não estava ligado ao campo presbiteriano brasileiro e nem frequentava uma igreja. Nessa condição, não atuava como os primeiros missionários norte-americanos de confissão de fé presbiteriana, através da evangelização direta, e sim, através da educação como forma de evangelização indireta. Como missionário e educador, construiu representações acerca do Brasil, da educação, da política e da catequese indígena que nos ajudam a compreender representações e práticas pouco conhecidas e pouco trabalhadas na historiografia e na perspectiva da história da educação. Como fundamentação teórica, utilizamos o conceito de representação em Roger Chartier, a categoria de lugar social, estratégia e tática de Michel de Certeau, o conceito de campo em Bourdieu, de sociedade de ideias de Bastian, de paradigma indiciário de Ginzburg, entre outros. A pesquisa faz uso de fontes primárias, tais como: relatórios educacionais produzidos por Horace Lane, Relatórios da Igreja Presbiteriana norte-americana, prospectos educacionais, relatórios de missionários, jornais, cartas e outros. / This study about the figure of Horace Manley Lane takes into account the struggles of representations and the formation of the American Schools network in Brazil in the years 1885 to 1912. Our objective is to shed light to this person whose actions were marked by power disputes, and to his educational and missionary practices. Lane is traditionally known as a consultant for the public education in São Paulo, but as we shall see, his actions go further than that which is presented in the constructed representations in historiography and in the Brazilian educational field. As an educator, he was a defender of the American Presbyterian educational model. In Brazil, he prompted the circulation of some elements of what was then known as modern pedagogy. Moreover, this paper discusses the fact that one of his propositions to disseminate the American Presbyterianism culture and values was the creation of a American schools network. Our hypothesis is that among his practices as an educator there was the organization of schools, especially in cities where he could find the support of Masons, Presbyterians, Republicans; people who were linked to his personal network, thus configuring his power relations with social agents connected with the Masonry, the education and the Presbyterianism. As an educator organized the Mackenzie College, the first private institution of higher education in Brazil. As a missionary, he presented no connection with the Brazilian Presbyterian field, nor did he attend religious services here. Therefore, he did not work as the first American Presbyterians, through direct evangelization, but rather through education as a way of indirect evangelization. As a missionary and an educator, he built representations about Brazil, the local education, politics, and the catechism of the indigenous people. Those representations allow us to understand the representations and practices which are little known or worked on in historiography and on the perspective of history of education. To a theoretical foundation we bring representation concepts developed by Roger Chartier, the social place category, strategy and tactics in Michel de Certeau, the field concept in Bordieu, the society of ideas in Bastian, and the evidential paradigm in Ginzburg, among others. The research uses primary sources, such as, educational reports produced by Horace Lane, American Presbyterian Church reports, educational prospects, missionaries reports, newspapers and others.

Gerard Manley Hopkins suffered deeply. His “Terrible Sonnets” are confessional poetry that demonstrate his struggle with his God and with himself. This work analyses the Hebrew Bible and the New Testament, starting Noah and ending with Jesus’s promise of a Paraclete, to analyze how both God and Man approach earthly and heavenly comfort. The work will then turn to Hopkins’s poetry to show that Hopkins’s unshakable faith and deep understanding of the Bible is both the cause and the cure of his suffering. This essay concludes that it is only through suffering that Hopkins, like Job, Jesus, and King Lear, is able to achieve both comfort and wisdom.

The music of Benjamin Britten is both inspiring and intriguing: inspiring, because his music can move the listener; intriguing, because his use of triadic harmonies and rhythmic settings seems at once free, flexible, and spontaneous yet sensible and appropriate in representing the mood of the text. Although many of Britten’s harmonies are traditional in nature, e.g. major and minor triads, it is difficult, almost impossible or cumbersome at best, to assign Roman numerals to his harmonies because his manner of chord progression does not always conform to functional theory. In my analyses, I will demonstrate that the logic behind Britten's harmonic progressions can be explained through two types of neo-Riemannian transformation theories, namely Richard Cohn's Four Hexatonic Systems and Leonhard Euler's Tonnetz. In the case of the "Spinning Scene" from The Rape of Lucretia, Hindemith’s "Table of Chord-Groups" will be used to explain the presence of harmonies that are not part of the four hexatonic systems. Throughout, Schenkerian graphs will be presented to illustrate how the underlying structure and overall harmonic design of each piece work in conjunction with the emotion of the text. In addition, I will show that his rhythmic manipulations, when coupled with the meaning behind his chord progression, vividly paint the emotion of the text, as well as the state of mind of the poet or the character in an opera.

No description available.

Thesis (Ph.D.)--McMaster University, 2003. / Advisor: John Ferns. Includes bibliographical references (leaves 232-241). Also available via World Wide Web.

Thesis (Ph. D.)--Open University. BLDSC no. DX217762.

The aim of this thesis is twofold: To examine Hopkins's writings on poetics and to relate these to modern theories of poetic stylistics; and to show, through an examination of two sets of Hopkins sonnets, the ways in which Hopkins's writings on language and poetics are reflected in his verse (Introductory outline, p. 5)

Orientador: Eric Mitchell Sabinson / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-07-19T04:10:04Z (GMT). No. of bitstreams: 1 Camargo_LuisGoncalvesBuenode_M.pdf: 6765925 bytes, checksum: f45f7523aa56762aba15b06dd8913295 (MD5) Previous issue date: 1993 / Resumo: Uma leitura crítica está na base deste trabalho de tradução comentada da poesia e da prosa de Gerard Manley Hopkins (1844 1889). A análise da obra do inglês parte da identificação do grau de convencionalismo a que chegara a poesia vitoriana. Embora afastado do convivi o intelectual mais efetivo, por ser padre católico, Hopkins é o poeta que mais questiona o padrão geral da literatura do periodo. Do ponto de vista estético, ele privilegia a variação sobre a regularidade. Essa visão estética se embasa numa intrincada visão religiosa, cujas fontes aqui identificadas são o cardeal Newman, o escolástico Duns Scot e Santo Inácio de Loiola. Para Hopkins, a presença de Deus neste mundo se revela bem concretamente nos seres naturais e em suas atitudes, através .da individualidade. Com isso ele chega a uma "mistica" da concre¬ tude. Esta radução propôs como objetivo básico preservar essa visão religiosa através do esforço de recuperar toda a complexa rede de recursos formais que o poeta criou, como marca de sua própria individualidade / Abstract: Not informed. / Mestrado / Teoria Literaria / Mestre em Letras