Jan 17: Eaglestone “Where Did English Come From?”

Eaglestone’s chapter “Where Did English Come From?” gives a brief history of the development of English as an academic discipline. What does knowing this history encourage you to think about differently, in terms of your own experience and understanding of English as an academic subject? (Remember to connect your response to a specific moment or two in the text of the chapter.)

6 thoughts on “Jan 17: Eaglestone “Where Did English Come From?”

  1. Before reading the chapter “Where Did English Come From?”, I assumed that the information would be about the origins of the English Language. However, the text from this chapter focuses on why English is academically important. On pages 8-9, I enjoyed the way that Eaglestone establishes that English, like other subjects, is constructed to reflect the way we view the world around us. The text continues to share that many of the people who argued that English is academically important do so, because Literature reflects the value of a society; and, it takes a level of skill to analyze the causes and effects of moral implications within a text. After reading this chapter, I noticed how the study of English as a discipline is correlated to the behavior of society. For example, in the section “English in Britain”, the author discusses the anarchy of civilians and how there was a movement to teach English in an effort to re-establish morals within society. While this movement was occurring, Literature was also produced that reflected that discontent of society in this era. I believe the progression or hardships of a society can be analyzed through the Literature that is produced in that period.

  2. Reading this chapter has urged me reconsider the way that I view the structure of English as a study. Having not had any previous experience in a class dedicated solely to the study of English, I have never really stopped to consider the definition of English as a subject. Of course, I had many general ideas about some of the things that made me value reading and writing so much, but to see them put into concrete definition has helped me to put the academic study of English into perspective. For example, the Leavis’ idea of sensibility — or that “…every person must have something… that is capable of being moved by reading…” (p. 15) is one that is very valuable to me, because I don’t know anything else in any other subject that as capable of moving humans emotionally as the written word, and so I strive to capture that in my writing and seek it in my reading. However, I had never before heard it put into words, so I think that this reading helped me to realize that so many of the things I treasure about literature are, in fact, what define English as a study. Overall, it was encouraging, as it made me feel that to pursue English for me would be to pursue something that is truly important to me.

  3. The first thought that caught my attention was at the beginning of the chapter when Eaglestone described English as an idea rather than a “straightforward thing” (p. 26). That automatically made me think about how I have labeled English since I have been studying it in school. I didn’t think English as something other than a subject, but it is a collection of thought provoking ideas labeled as a “subject”. It connects everyone who studies it from all over the world and provides meaningful associations. When looking at it as more of an idea and a tool, rather than a subject, it seems more 3D. English becomes tangible and allows for people to express more ideas and learn about themselves and not just what they have to on a page. This chapter advocate English, as not just means to study, but a way to share and connect.

  4. After reading this I initially thought about the comparison of American Literature and how it is often considered less worthy of academia versus English Literature. The same way in which 19th century British Society in this text considered English Literature unworthy of serious study unlike classical Greek and Roman works of literature. Knowing this history has encouraged me to think beyond an artistic view of Literature to understand its influence on societies cultural providence. The same way the East India Company used English Literature to to “mold the English way of life, morals, taste and the English way of doing things” on the native Indian population or how the British powers used it to educate the “British savages” of the Industrial Revolution (11). This text and its examples have showed me how English Literature can be used as a tool or medium to shape and educate a populace into a common cultural mindset.

  5. This passage was extraordinarily interesting. The assumptions I previously held about the study of English were blown away. While the classics have always been important in any well-rounded education, I found it peculiar that traditionally literature in the vernacular was considered lowbrow if not in some cases, smutty. I had figured that works included in the canon were long held, a large tome gathered over hundreds of years. This passage has changed my understanding of the study of English by suggesting that the subject itself is prone to bias and change and that it is not a long-established field. The fact that the subject is called English and not literature due to it’s origins in India was humorous, but revealed a lot about how literature was viewed prior and how it was later used as a tool for colonization.

  6. After reading the article “Where Did English Come From,” I feel like I will have a better understanding while reading literature in general. The fact that English is an invented subject and idea, as well as the notion that the disciplines are “constructed and reflect the world view of those who construct them,” will urge me to me more objective. Both when reading actual content, and when being presented with a list of works by an instructor. I used to think that all the literature that an instructor teaches must be of high value and importance, but now I understand that the pieces might reflect the instructors specific values and criteria. I feel more encouraged now, to seek out literature that might express my own view points. I still feel like its important to read literature that does not express my view points but now I know that it is okay to go against the grain and find aspects I don’t like in works that are “highly regarded” and “valued.”

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