Ralph Waldo Emerson (*1803 †1882) was an American poet, essayist, lecturer and philosopher. In his life he shifted his literary focus away from religion and literature as such, as he wanted to think beyond those and provide people with broader thoughts and ideas. His goal was to provide a framework that includes both, literature and religion (Cayton 1992) – which he accomplished. This led him to him being a recognizable national figure "because his message shifted from being heard in religious and literary terms to being heard as discourse pertaining to something else" (Cayton 1992).
His most famous work might be ‘The American Scholar’, a speech which he gave in 1837. It served as a pioneer for American education and culture and presented thoughts and ideas for a ‘new’ American identity, which was at that time still very much influenced by European identities. Through his works and practices Emerson became a role model for ‘Man Thinking’, a concept he himself introduced in ‘The American Scholar’. Man Thinking stands for all the abilities and talents a scholar should achieve by studying culture and nature which eventually lead to an improvement in society. In return the scholar (men) will be happy and find their own truths.
Emerson influenced the 19th century in many ways and eventually "[he] became one of the first symbols of this [American] culture, newly defined as the awareness and mastery of a certain body of knowledge" (Cayton 1992).
Historians have not fully reached common ground to characterise Emerson, as he can take many forms, yet Cayton (1992) describes him as one of the most celebrated American intellectuals. Not only did he shape Puritan beliefs and ranks as the founder of American literary romanticism, but he is also seen as the “prime mover in a generation of reformers” (Cayton 1992) and “people liked him because he did their thinking for them” which can also be seen as an indication for Emerson being a Genius himself.
Table of Contents
1. Introduction
2. Representation of the Genius in Emerson’s Early Lectures
2.1. Michelangelo Buonarotti
2.2. Martin Luther
2.3. John Milton
2.4. George Fox
2.5. Edmund Burke
3. Conclusion
Objectives & Topics
This work examines the concept of "Genius" as it is portrayed and interpreted by Ralph Waldo Emerson within his early public lecture series. It explores how Emerson identifies and admires specific historical figures—Michelangelo, Martin Luther, John Milton, George Fox, and Edmund Burke—to construct a framework for his own understanding of genius, character, and leadership, while reflecting on the societal impact of these individuals.
- Emerson’s definition and evolution of the "Genius" concept
- Biographical analysis of figures chosen for Emerson’s 1835 lecture series
- The intersection of Transcendentalism, individualism, and social reform
- The role of language and art as tools for creating and expressing profound truths
- Comparative analysis between the "American Scholar" and the "Genius" archetype
Excerpt from the Book
2. Representation of the Genius in Emerson’s Early Lectures
The discourse on the topic of the Genius is also represented in Emerson’s early lectures. Even though he did not especially call all chosen men a genius in his lectures itself, it is clear that all of them in his view are a person of Genius. As Emerson refers to the chosen men as “not one man in a thousand men, but one man in a thousand years” (Emerson 1961, 165) their extraordinary characters and values are stressed.
2.1. Michelangelo Buonarotti
Emerson’s first lecture in 1835 was about Michelangelo Buonarroti. Michelangelo lived from the end of the 15th century till the middle of the 16th century and can therefore be classified as an artist in the Renaissance period. Emerson’s interest in Michelangelo dates back at least to April, 1833, when he saw —and coveted – the self-portrait in the Capitoline Museum and Gallery in Rome. […] attracted even more by his philosophy and poetry than by his painting and sculpture. When he set to planning his series on Biography, Michelangelo was one of the first names to be settled upon (Emerson 1961, 98).
He was a painter, architect, poet and sculptor and because of his many talents admired by Emerson.
“He is an eminent master in the four five arts […]. In three of the fine arts by visible means and in poetry by words he strove to express the Idea of Beauty [emphasis added]” (Emerson 1961, 100).
Summary of Chapters
1. Introduction: This chapter introduces Ralph Waldo Emerson as a central figure in American intellectual history and outlines the context of his 1835 lecture series on biographies of notable men.
2. Representation of the Genius in Emerson’s Early Lectures: This chapter analyzes how Emerson’s chosen subjects—Michelangelo, Luther, Milton, Fox, and Burke—embody his evolving concept of the "Genius" through their individual contributions to art, religion, and politics.
3. Conclusion: The conclusion synthesizes the findings, noting that while the subjects were diverse, they shared a fundamental willingness to challenge norms and drive necessary change in their respective societies.
Keywords
Ralph Waldo Emerson, Genius, Transcendentalism, Michelangelo Buonarotti, Martin Luther, John Milton, George Fox, Edmund Burke, American Scholar, Biography, Intellectual History, Individualism, Social Reform, Philosophy, Legacy
Frequently Asked Questions
What is the primary focus of this academic work?
The work investigates the conceptualization of the "Genius" within Ralph Waldo Emerson’s early public lecture series from 1835, examining how he perceived and characterized historical figures through his lectures.
Which individuals are central to the analysis?
The central figures analyzed in the text are Michelangelo Buonarroti, Martin Luther, John Milton, George Fox, and Edmund Burke.
What is Emerson’s main research interest or thesis regarding genius?
Emerson views a "Genius" as an individual with the extraordinary ability to articulate truths and feelings that the common person experiences but cannot express, often serving as a catalyst for societal reflection and change.
What methodological approach does the author use?
The author employs a qualitative analysis of historical texts and primary sources, specifically examining Emerson’s lecture manuscripts to identify recurring themes and characteristics attributed to the chosen biographical subjects.
How is the main body of the text structured?
The main body is structured by analyzing Emerson's lectures chronologically or thematically, dedicating individual subsections to each of the five historical figures he selected for his biographical series.
Which core concepts characterize the work?
The work is characterized by keywords such as Transcendentalism, individualism, intellectual leadership, creative innovation, and the societal influence of the "Genius."
How does Emerson distinguish the "Genius" from the "American Scholar"?
While both concepts share the ability to reflect on cultural and political realities, the primary difference highlighted in the text is the process of creating and presenting knowledge, with the Genius being defined as a creator of profound, often unconventional truth.
What unique role did Edmund Burke play in Emerson’s lecture series?
Edmund Burke is highlighted as an example of a "philosopher by Genius" who successfully bridged the gap between theoretical philosophy and practical political administration within the British Parliament.
Why did Emerson feel drawn to George Fox specifically?
Fox was the subject closest to Emerson’s heart; he admired Fox's down-to-earth attitude, his role as a rebel against rigid religious structures, and his ability to establish a lasting community based on the belief that God exists within everyone.
- Quote paper
- Anonym (Author), 2021, Representation of the Genius in Emerson’s Early Lectures, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/1176187
