Theme 8: The Romantic Age in English Literature in xixth century Daniel Defoe (1660 1731) ”Robinson Crusoe”

2.”Robinson Crusoe”
The first quarter of the 18th century witnessed a rise of interest in books about voyages and new discoveries. A true story that was described in one of Steele’s magazines, “The Englishman”, attracted Defoe’s attention. It was about Alexander Selkirk a Scottish sailor, who had quarrelled with his captain and was put ashore on a desert island near South America where he lived quite alone for four years and four months. In 1709 a passing vessel picked him up. Selkirk’s story interested Defoe so much that he decided to use it for a book. However, he made his hero, Robinson Crusoe, spend twenty-eight years on a desert island. Defoe regards the novel not as a work of the imagination, but as a “true relation”, and even when the element of fact decreases, he maintains the close realism of pseudo-fact. He writes with knowledge of his audience, mainly the Puritan middle classes, and selects themes which will have an immediate appeal to them. Superficially, these two conditions would appear to detract from his originality, but there exists in him a talent for organizing his material into a well-conducted narrative, with an effective eye for detail, in a style ever simple and welcoming, but never obtrusive. The combination of these qualities has given “Robinson Crusoe” its specific attractiveness and continuous interest in the book.
At the beginning of the story the main character of the novel, Robinson Crusoe, is an inexperienced youth, a rather light- minded boy. Then he develops into a strong-willed man, able to fight against all the calamities of his unusual destiny. Being cast ashore on a desert island after the shipwreck, alone and defenseless, Crusoe tried to be reasonable in order to master his despondency . He knew that he should not give way to self-pity or fear, or spend time in mourning for his lost companions.
Robinson Crusoe’s most outstanding feature is his optimism. Some-times, especially during earthquakes or when he was ill, panic and anxiety overtook him, but never for long. He had confidence in himself and in man, and believed it was within the power of man to overcome all difficulties and hardships. Speaking of Crusoe’s other good qualities, which helped him overcome despair, was his ability to put his whole heart into everything he did. He was an enthusiastic toiler always hoping for the best. He began to keep a journal of his life on the island. It is another evidence of Crusoe’s courageous optimism.
But some critics consider the novel “Robinson Crusoe” to be an exaggeration of the possibilities of an individual man. According to Defoe, man can live by himself comfortably and make all the things he needs with no other hands to assist him. This individualism is characteristic of Defoe. He fails to see that Crusoe succeeds in making most of the things he possessed only thanks to some tools he found on the ship. These tools are made by many other people. Besides, Robinson Crusoe was a representative of the 18th century and he had inherited the experience of the many generations who had lived on the earth before him.
There is another character in the book whose name is Friday. The author makes the reader like Friday, who is intelligent, brave, generous, and skillful. He performs all his tasks well. Crusoe teaches him to speak English and is astonished how quickly the man begins to understand the language. It is to Defoe’s credit that he portrays the savage as an able, kind-hearted human being at a time when coloured people were treated very badly and were regarded only as a profitable article for trade.
Taking a common man as the key-character of his novel, Defoe uses the manner of speech of common people. The purpose of the author was to make his stories so life like that the reader’s attention would be fixed only on the events. This is achieved by telling the story in the first person and by paying careful attention to details. Form, in its subtler sense, does not affect Defoe: his novels run on until, like an alarm clock, they run down; but while movement is there the attention is held.
There was no writer of the age who appealed to so wide a circle of readers as Defoe, - he appealed to all, who were able to read.

3. 
   “The Education of Women”
   

(In this pamphlet Daniel Defoe aims at educational reform for the women of his day. The passage given below vividly shows the writers attitude to this problem. )
I have often thought of it as one of the most barbarous customs in the world, considering us as a civilized and a Christian country, that we deny the advantages of learning to women. We reproach the sex every day with folly and impertinence, while I am confident, had they the advantage of education equal to us, they would be guilty of less than ourselves.
One would wonder, indeed, how it should happen that women are conversable1 at all, since they are only beholding to natural parts for all their knowledge. Their youth is spent to teach them to stitch and sew or make baubles. They are taught to read, indeed, and perhaps to write their names or so, and that is the height of women’s education. And I would but ask any who slight the sex for their understanding, what is a man (a gentleman, I mean) good for that is taught no more? ...
The house I would have built in a form by itself, as well as in place by itself...
In this house, the persons who enter should be taught all sorts of breeding suitable both to their genius and quality, and in particular, music and dancing, which it would be cruelty to bar the sex of, because they are their darlings; but besides this, they should be taught languages, as particularly French and Italian; and I would venture the injury of giving a woman more tongues than one. They should, as particular study, be taught all the graces of speech and all the necessary air of conversation, which our common education is so defective in that I need not expose it. They should be brought to read books, and especially history; and so to read as to make them understand the world and be able to know and judge of things when they hear of them. ...
Women, in my observation, have little or no difference in them, but as they are or are not distinguished by education. Tempers, indeed, may in some degree influence them, but the main distinguishing part is their breeding. ...
A woman well-bred and well taught, furnished with the additional accomplishments of knowledge and behavior, is a creature without comparison; her society is the emblem of sublimer enjoyments; her person is angelic and her conversation heavenly; she is all softness and sweetness, peace, love, wit, and delight. She is every way suitable to the sublimest wish, and the man that has such a one to his portion has nothing to do but rejoice in her and be thankful.