English literature in the Nineteenth Century and in the First Half of the Twentieth [antikvár]

Foreword Anyone attempting to selectively illustrate the richness that characterizes British literature in the 19th and the first half of the 20th century is faced with a terribly difficult task. Almost any selection is bound to appear arbitrary. I based the one in this book upon the following principles. First, no selections were made from the Romantics because, great and important as that period was, it is covered by Károly Szokolay's text (English Literature, Volume I), second, all literature chosen for comment is broadly representative of the period from which it is selected. Thus, I tried to choose the best whenever it was possible, but in a few instances it seems to have been necessary to include pieces of lesser quality which, however, are truly representative. In addition, I tried to assure variety within the volume as a whole. 1 also include a discussion of the dominant intellectual, political and social movements, forming the milieu out of which literature arises, in order that stüdents may read the samples more fruitfully and know-ledgeably. The analyses provided are not meant to be exhaustive but are to serve as models for further student exploration and thought. I have attempted to provide a suggestive line of inquiry which some students may wish to follow, or better yet, challenge. In the case of the most famous " novels - which I hope everybody will read - I particularly tried to avoid giving details of the plot, so as not to take away the surprise of the students when they read them, nor to lessen their curiosity. The goal of myj^critical analyses will be reached if and when students go on reading the'\mentioned works on their own, for their own delight and instruction. Lijterature is a living art form and, as such, requires readers who actively engage in it. The rewards of such reading are great: insight into others and ourselves, knowledge about the world within and the world without ourselves, and introduction to people and places distant in space or time. Although all my selections come from England and Ireland, Hungarian readers will find some things which may be familiar as well as many others which are strange. We can learn from both: those which are familiar may help us to better appreciate what we know and love, those which are strange may help us to better define our own Hungarian literature and culture. Students will find a helpful select bibliography of the major sources and of some other well-known works related to the subject following the main text. Quotations from, and references to, the items in the bibliography are given as page numbers within parantheses in the text. Infrequently mentioned sources are given in the text but not in the bibliography. Csilla Bertha