FREE ESSAY ON ROMANTIC VS. NEOCLASSIC

ROMANTIC VS. NEOCLASSIC

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.