Emerson "Each and All"

00:15:24
https://www.youtube.com/watch?v=bP6PjiqmQEc

Ringkasan

TLDRThe video explores Ralph Waldo Emerson's poetry with a focus on the poem "Each and All." The speaker discusses transcendentalism, which highlights self-reliance and individualism, while paradoxically the poem emphasizes the beauty and significance of being part of a larger whole. Through various verses, it considers how elements lose their essence when removed from their natural contexts. The discussion includes instructions for students to engage with the poem through highlighting and group discussions that emphasize understanding themes and rhyme schemes. Following this, the session includes further instructions to study Emerson's other works, such as "Days" and "A Concord Hymn," relating them to transcendentalist perspectives.

Takeaways

  • 📜 Emerson's poems intertwine with transcendentalist themes.
  • ✍️ "Each and All" emphasizes interconnectedness and the collective beauty of nature.
  • 🌿 Emerson often uses nature to illustrate philosophical points.
  • 🤝 The poem seems contradictory to pure individualism, suggesting reliance on a collective.
  • 🔍 Students are encouraged to discuss and dissect Emerson's work for deeper understanding.
  • 🎶 The poem features a changing rhyme scheme to highlight thematic transitions.
  • 🏞️ Descriptions of nature in the poem convey a spiritual or divine quality.
  • 💍 Marriage imagery in the poem reflects on changes in beauty through societal lenses.
  • 🔍 Discussion tasks include analyzing rhyme schemes and thematic elements.
  • 📚 Emerson's works, such as "Days" and "A Concord Hymn," offer further exploration into transcendentalist ideology.

Garis waktu

  • 00:00:00 - 00:05:00

    The video introduces an analysis of Ralph Waldo Emerson's poetry, specifically the poem 'Each and All.' The speaker admits a preference for Emerson's poetry over his essay 'Self-Reliance,' despite not being a poetry enthusiast. The speaker instructs the audience to engage interactively with the analysis by pausing the video to discuss and mark the text. The poem begins with a verse discussing the interconnectedness of elements in nature, hinting at a central theme. The speaker identifies Emerson's choice to break traditional poetic structure as revolutionary for his time. Discussion questions are posed, focusing on Emerson's central thesis that all components are necessary for beauty to be fully realized, contrasting with transcendentalism's emphasis on individualism.

  • 00:05:00 - 00:10:00

    The analysis proceeds with a discussion of the second and third verses. The second verse revolves around a sparrow and explores how beauty is derived from the entire setting rather than isolated elements. In the third verse, shells are used as a metaphor for how beauty is lost when elements are removed from their natural context. The speaker encourages reflection on the larger picture and the beauty lost when removing the shells from the shore. The audience is again asked to pause and discuss. The speaker emphasizes Emerson's use of inconsistent rhyme schemes, illustrating a shift in tone and message.

  • 00:10:00 - 00:15:24

    Continuing to the fourth and fifth verses, the poem takes a more personal turn, addressing themes of lost beauty in marriage. The speaker notes Emerson's return to the initial rhyme scheme and interprets a critique of how societal roles like marriage can detract from natural beauty. In the final verse, Emerson's transcendentalist belief in the divine interconnectedness of all things is reinforced. The speaker highlights key phrases that invoke a sense of spiritual unity with nature's beauty. The poem concludes by emphasizing the importance of preserving the natural world as representations of the divine whole. Lastly, two additional poems, 'Days' and 'Concord Hymn,' are introduced for future analysis, with instructions for identifying thematic and structural elements.

Peta Pikiran

Video Tanya Jawab

  • Who is Ralph Waldo Emerson?

    Ralph Waldo Emerson was an American essayist, lecturer, philosopher, and poet who led the transcendentalist movement of the mid-19th century.

  • What is transcendentalism?

    Transcendentalism is a philosophical movement that emerged in the 1830s in the eastern United States. It emphasizes individual intuition and conscience, believing in the inherent goodness of people and nature.

  • What is the main theme of the poem "Each and All"?

    The main theme of "Each and All" by Emerson is the interconnectedness of all things and how individual elements gain their true beauty and value when they are part of the whole.

  • Does Emerson believe in individualism?

    While Emerson is often associated with individualism, "Each and All" suggests that beauty and value come from being part of a greater whole, which seems contrary to a pure individualism claim.

  • How does Emerson use nature in his poetry?

    Emerson often uses nature in his poetry to illustrate the beauty and interconnectedness of the world, highlighting how each element contributes to a larger picture.

  • What does Emerson criticize in the poem regarding beauty?

    Emerson criticizes the perception that beauty can stand alone, suggesting that beauty without its natural context loses its true essence.

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Gulir Otomatis:
  • 00:00:00
    hi today we're going to take a look at
  • 00:00:04
    Ralph Waldo Emerson and his poetry we've
  • 00:00:07
    looked at his most famous essay
  • 00:00:09
    self-reliance but we also want to take a
  • 00:00:12
    look at transcendentalism as seen
  • 00:00:14
    through his poetry now I'll be one to
  • 00:00:16
    admit that I'm not a real big fan of his
  • 00:00:19
    essay and I I do kind of gravitate a
  • 00:00:23
    little bit towards his thoughts and
  • 00:00:26
    definitely its belief about be your own
  • 00:00:27
    person but I will say I do really like
  • 00:00:31
    his poetry and I'm not a poetry person
  • 00:00:33
    today we're going to go through the poem
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    each and all and what I ask of you to do
  • 00:00:39
    is that when I ask you to stop and mark
  • 00:00:44
    your script mark your poem or do things
  • 00:00:46
    I ask that you do that stop the video
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    and then complete the task and there'll
  • 00:00:52
    be times when I'll say turn to your
  • 00:00:53
    partner and talk to them and that is
  • 00:00:57
    designed so that you guys can have this
  • 00:00:59
    discussion so that you can together come
  • 00:01:02
    up with maybe instead of me telling you
  • 00:01:06
    what it means you can come up with it
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    together
  • 00:01:08
    so please honor that request of when I
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    say stop you stop when I ask you to
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    discuss you discuss I would really
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    appreciate that at this time have
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    somebody at your table please read the
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    poem together you can take turns one of
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    you can do it if you want to find an
  • 00:01:28
    online person to read it to you you can
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    although I will admit that those out
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    there are not so good so please take
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    about five minutes and just read through
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    each and all okay so now you're back and
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    what we're going to do is we're going to
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    dissect the poem a little bit in two
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    verses now if you look at the poem it
  • 00:01:52
    looks like it's one long verse and I get
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    that he didn't separate it in two
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    different sections and that was his
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    choice and that was kind of
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    revolutionary because back in those days
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    poetry had lots of rules and that
  • 00:02:05
    surprising but Emerson did sometimes
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    break the rules a little bit so let's
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    take the first
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    section it says little thinks in the
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    field yon red cloak crown of thee from
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    the hilltop looking down and the heifer
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    that lows in the upland farm far heard
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    lows not thine ear to charm the sexton
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    tolling the Bell at noon dreams not of
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    the great Napoleon stops his horse
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    endless with delight whilst his eyes
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    sweep round yon alpine height nor
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    knowest thou what arguments thy life has
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    died to thy neighbor's Creed has lent
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    all are needed by each one nothing is
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    fair or good alone so at this time what
  • 00:02:52
    I would like you to do is to highlight
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    we're gonna only do this once in the
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    first a little bit
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    it's highlight the end rhyme ok so we
  • 00:03:02
    can see that he has a pretty strong
  • 00:03:05
    rhyme scheme although I will say
  • 00:03:07
    Napoleon and noon don't sound too much
  • 00:03:09
    like they're like but for the most part
  • 00:03:12
    he has a rhyme scheme ok and but it is
  • 00:03:18
    not like a sonnet you'll notice that 2 4
  • 00:03:21
    6 8 10 12 it is not 14 lines but it is
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    pretty traditional I'm going to have you
  • 00:03:28
    draw a line if you will underneath this
  • 00:03:31
    part because this is where the verse
  • 00:03:33
    ends and the other thing is is at the
  • 00:03:37
    end of this one is kind of his thesis
  • 00:03:39
    and I'm going to grab my highlighter
  • 00:03:42
    there a different highlighter all are
  • 00:03:45
    needed by each one nothing fair is good
  • 00:03:48
    or good alone now this seems to be kind
  • 00:03:51
    of the opposite of what the theme of
  • 00:03:56
    transcendentalism is is because if you
  • 00:03:58
    remember he didn't think you needed
  • 00:04:00
    friends and that individualism was among
  • 00:04:02
    everything and here is all are needed by
  • 00:04:06
    each one nothing is fair or good alone
  • 00:04:08
    and he's talking about kind of like the
  • 00:04:10
    farm in a farm you have your heifers and
  • 00:04:14
    the the sexton is kind of like the
  • 00:04:17
    Deacon of the church you got the horse
  • 00:04:19
    you got the beautiful mountains
  • 00:04:22
    you got the neighbors the fields all of
  • 00:04:26
    that together makes this a
  • 00:04:28
    very beautiful see and he says each one
  • 00:04:29
    alone is it was not as beautiful as
  • 00:04:34
    everything being put together okay so
  • 00:04:37
    let's see how he takes this theme okay
  • 00:04:40
    the theme here and how it continues to
  • 00:04:46
    go throughout the poem so looking at the
  • 00:04:49
    next verse he's talking about the birds
  • 00:04:52
    I thought the sparrows note from heaven
  • 00:04:54
    is singing at dawn on the elder bow I
  • 00:04:57
    brought him home in his nest at Evan he
  • 00:05:00
    sings the song but pleases it pleases
  • 00:05:03
    not now Frey did not bring home the
  • 00:05:06
    river and sky he's saying to my ear they
  • 00:05:09
    sang to my eye notice how his rhyme
  • 00:05:13
    changed he got heaven and bow even and
  • 00:05:16
    now but then sky and I so unlike the
  • 00:05:19
    previous verse which had a pretty strong
  • 00:05:22
    rhyme scheme this one did not and how is
  • 00:05:26
    he taking it he's continuing it with the
  • 00:05:29
    thought is that the song was beautiful
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    because of the setting that it was wrong
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    so the bird sang to the ear but all of
  • 00:05:39
    the things around the bow the elder bow
  • 00:05:42
    in the singing and the dawn the nest all
  • 00:05:48
    of that added to the beauty of the added
  • 00:05:52
    to the beauty of the song that he heard
  • 00:05:54
    honey again take your pencil and I want
  • 00:05:59
    you to draw a line in here this is the
  • 00:06:01
    end of kind of what might be considered
  • 00:06:03
    the second verse okay next one all right
  • 00:06:09
    the delicates share shells lay on the
  • 00:06:13
    shore the bubbles of the latest wave
  • 00:06:15
    fresh pearls - they're an animal gate
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    and the bellowing of the savage sea
  • 00:06:20
    greeted their safe escape to me I wiped
  • 00:06:23
    away the weeds and foam I fetched my
  • 00:06:25
    Seaborn treasures home but the poor
  • 00:06:27
    unsightly noise and things had left
  • 00:06:30
    their beauty on the shore with the Sun
  • 00:06:32
    and sand and the wild uproar all right
  • 00:06:37
    so with this first I want you to stop
  • 00:06:38
    the video and in your groups I want you
  • 00:06:41
    to do like
  • 00:06:41
    we did with the last two verses as I
  • 00:06:44
    want you to highlight the all what is
  • 00:06:47
    the larger picture because we know the
  • 00:06:50
    shells are part of the smaller picture
  • 00:06:52
    some of the shells they were beautiful
  • 00:06:54
    because they were part of something
  • 00:06:55
    bigger the ocean take them away from
  • 00:06:57
    their setting and they lose their beauty
  • 00:06:59
    so take a moment stop the video and add
  • 00:07:02
    your tables talk about those things that
  • 00:07:04
    you would highlight that are part of the
  • 00:07:06
    all okay all right welcome back some of
  • 00:07:13
    the things that you could have
  • 00:07:15
    highlighted were the things like the
  • 00:07:17
    shore the bubbles of the latest wave oh
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    my gosh look at how crazy that was oh
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    the fresh pearls that come from a shell
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    a savage sea and that was there greeted
  • 00:07:30
    there safe but even the weeds and the
  • 00:07:33
    foam he brought him home and then they
  • 00:07:36
    just and they just destroyed their
  • 00:07:41
    beauty notice in this poem he kind of
  • 00:07:44
    has a little bit of a juxtaposition well
  • 00:07:48
    let me find the right one here and he
  • 00:07:50
    talks about he actually lists how the
  • 00:07:53
    unsightly nostalgia way again let's take
  • 00:07:59
    our pencil and let's draw a line to say
  • 00:08:03
    that this is the end of the third verse
  • 00:08:05
    okay alright two more verses all right
  • 00:08:10
    this one's a little bit of a sexist one
  • 00:08:13
    and it's always been a little bit hard
  • 00:08:14
    to incorporate that we're going to we're
  • 00:08:17
    gonna tackle it here the lover watched
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    his graceful maid as mid the Virgin
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    Trains she strayed no I knew her
  • 00:08:24
    beauty's best attire was woven still by
  • 00:08:27
    the snow-white choir at last she came to
  • 00:08:29
    his Hermitage like the bird from the
  • 00:08:31
    woodlands to the cage the gay
  • 00:08:34
    enchantment was undone a gentle wife but
  • 00:08:37
    fairy none right now notice that the
  • 00:08:42
    rhyme scheme returned to the rhyme
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    scheme of this one clown down farm town
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    charm now noon and Napoleon and now this
  • 00:08:52
    one we've got the
  • 00:08:55
    made strayed a tire Squire okay I'm done
  • 00:09:02
    whoops there's kicked what Hermitage
  • 00:09:05
    page so he had it for his verses he's
  • 00:09:09
    kind of going one rhyme scheme and then
  • 00:09:11
    a different one a different one and then
  • 00:09:13
    back to the original one this one's a
  • 00:09:16
    little bit of a sad one as you can see
  • 00:09:17
    whatever it in here he started saying
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    here that the graceful made was
  • 00:09:21
    beautiful as long as she was pure and
  • 00:09:23
    never became part of the cage and you
  • 00:09:27
    may be wondering what the cage is the
  • 00:09:28
    cage is marriage okay and as soon as
  • 00:09:32
    they got married she lost her beauty so
  • 00:09:36
    she was beautiful while the hunt was on
  • 00:09:39
    but once the hunt was over and she
  • 00:09:41
    became this gentle life then she wasn't
  • 00:09:45
    what he wanted her to be now remember
  • 00:09:49
    Emerson didn't believe that friends were
  • 00:09:54
    necessary however he was married and I
  • 00:09:57
    wonder how she felt about this verse
  • 00:09:59
    okay but he you know he does go so far
  • 00:10:02
    as to say that you know she was like a
  • 00:10:05
    bird okay from the woodlands which is
  • 00:10:09
    kind of described in the previous verse
  • 00:10:10
    remember that and that she was beautiful
  • 00:10:13
    and then as soon as you took her out of
  • 00:10:15
    her natural beauty she lost it okay so
  • 00:10:19
    definitely he's saying something here
  • 00:10:21
    about marriage and and how it takes
  • 00:10:24
    people out of what they would normally
  • 00:10:26
    be okay again let's put a line here to
  • 00:10:30
    tell us that this is the end of this
  • 00:10:32
    verse so right now we have four verses
  • 00:10:34
    and we are headed towards the end now
  • 00:10:37
    the end of this is really the key part
  • 00:10:40
    of this poem okay then I said I covet
  • 00:10:44
    truth beauty is unripe two childhoods
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    cheat I leave it behind with the games
  • 00:10:49
    of youth as I spoke beneath my feet the
  • 00:10:53
    ground pine curled it's pretty wreaths
  • 00:10:55
    running over the club moss burrs I
  • 00:10:58
    inhaled at the violets breath around me
  • 00:11:01
    stood the oaks and firs pinecones and
  • 00:11:04
    acorns learned on lay on the ground
  • 00:11:06
    above me soared the eternal sky
  • 00:11:09
    full of light and deity again I saw
  • 00:11:13
    again I heard the rolling river the
  • 00:11:16
    morning bird beauty through my senses
  • 00:11:19
    stole I yielded myself to the perfect
  • 00:11:22
    hole hey so let's first do this let's
  • 00:11:26
    highlight is dialog okay and if you
  • 00:11:37
    remember transcendentalist coveted truth
  • 00:11:40
    and truth through self-awareness and
  • 00:11:42
    truth through knowledge okay and he said
  • 00:11:46
    I covet or I am jealous of truth and and
  • 00:11:51
    this beauty of an unripe childhoods
  • 00:11:55
    cheats I leave it behind with the games
  • 00:11:57
    of youth you know I've often struggled
  • 00:12:00
    with these lines you know kind of like
  • 00:12:02
    well what exactly is he saying here what
  • 00:12:05
    are the games of youth maybe just the
  • 00:12:07
    idea that you're supposed to be by
  • 00:12:10
    yourself you're supposed to be this
  • 00:12:13
    individual but to understand that you're
  • 00:12:15
    part of the perfect whole you know
  • 00:12:18
    there's a lot of different kinds of
  • 00:12:19
    interpretations you know and this is a
  • 00:12:22
    basic American Lit class and not a
  • 00:12:24
    philosophy class so we could get into
  • 00:12:26
    his you know that whole part of it but
  • 00:12:30
    he is talking about the perfect whole
  • 00:12:31
    and if you remember that the divine soul
  • 00:12:34
    was something very was very much a part
  • 00:12:38
    of his belief system but I want you to
  • 00:12:40
    do right now is to stop the video please
  • 00:12:42
    and find all of the words that kind of
  • 00:12:46
    reinforce the idea that as he stood on
  • 00:12:49
    this hill and looked out among it that
  • 00:12:52
    he was a part of a heavenly creation but
  • 00:12:56
    a deity then a god a heaven as seen
  • 00:13:00
    through nature so take a moment stop the
  • 00:13:03
    video and highlight those words
  • 00:13:17
    okay so you probably are highlighting
  • 00:13:21
    the same things that I just did eternal
  • 00:13:23
    and deity and beauty and the perfect
  • 00:13:27
    whole I probably could have hit that one
  • 00:13:29
    too and just didn't okay and it's kind
  • 00:13:31
    of the whole idea that this is a perfect
  • 00:13:35
    statement of the transcendental belief
  • 00:13:37
    the speaker's saying if he wants to
  • 00:13:40
    enjoy it truly enjoy beauty leave it in
  • 00:13:42
    its natural setting we're all connected
  • 00:13:45
    it's kind of a lion king mentality all
  • 00:13:48
    things mankind included are connected
  • 00:13:51
    destroy each and you destroy all and
  • 00:13:55
    we're gonna read a poem called the sound
  • 00:13:57
    of thunder or we're gonna read a short
  • 00:13:59
    story called sound of thunder or did you
  • 00:14:02
    read that when you were freshmen and
  • 00:14:03
    about the butterfly okay the next two
  • 00:14:07
    poems that I'm gonna have you read for
  • 00:14:08
    Thursday is the first one is called days
  • 00:14:10
    this one is my favorite one I kind of
  • 00:14:13
    want you to do the same thing that we
  • 00:14:15
    just did today because I want you to
  • 00:14:17
    annotate it I want you to look at the
  • 00:14:20
    rhyme if you will I want you to see if
  • 00:14:22
    you can find you know personification or
  • 00:14:26
    simile but what do you think he's trying
  • 00:14:29
    to say about the gifts of each day
  • 00:14:31
    the other poem is also on your paper it
  • 00:14:34
    is called a Concord hymn Concord hymn is
  • 00:14:37
    actually a song so if you look at it it
  • 00:14:40
    looks like one of the hymns that you see
  • 00:14:42
    in church and it actually was written
  • 00:14:44
    because it was written to celebrate the
  • 00:14:47
    bridge where the American Revolution
  • 00:14:51
    started and the greatest gift that
  • 00:14:53
    anybody can give to a cause is the gift
  • 00:14:56
    of their life and this was actually sung
  • 00:14:58
    by a choir and inside the choir was
  • 00:15:01
    Henry David Thoreau okay so your
  • 00:15:05
    assignment for the rest of the class
  • 00:15:06
    period is to take these two poems and
  • 00:15:08
    annotate them see if you can figure out
  • 00:15:10
    the rhyme scheme see if you can figure
  • 00:15:13
    out the theme behind it and how does it
  • 00:15:16
    how does it relate to transcendentalism
  • 00:15:19
    alright we'll talk to you later have a
  • 00:15:21
    good day
Tags
  • poetry
  • Ralph Waldo Emerson
  • transcendentalism
  • Each and All
  • literature
  • nature
  • individualism
  • philosophy