Great discussion today; thanks, everyone (and especially Kiersten for leading us)!
Your homework is:
1) Complete the mid-term exam that will be posted this evening on Blackboard. Save your essays as a word document and email it to me by 5pm on Sunday.
2) Post to the blog by 8am Thursday about something we've read this week. Comment on someone else's post by 8am Friday.
3) Read The Education of Henry Adams, chapters 1-3. Don't forget that you'll have 5 unannounced reading quizzes throughout the semester, and since we haven't had any so far it's a good bet that there's one on the horizon.
*Meet in Swain 211 for your conferences and bring your laptop or something to write on.*
Conference schedule:
Monday, 5/24
11:20 Michael
11:40 Brittany Jenkins
1:20 Brandon
1:40 Mira
2:00 Ty
Tuesday, 5/25
11:20 Nan
1:20 Chaney
1:40 Marissa
2:00 Amanda
Brittny, Scottie and Donald, please email me to sign up for a conference.
Have a great weekend, and good luck with the mid-term.
Wednesday, May 19, 2010
Tuesday, May 18, 2010
Summary of the Dickinson Discussion
"Once more unto the breach, dear friends, once more"
"King Henry V" by William Shakespeare: Act 3. Scene I
I was reminded of this particular passage when thinking of ways to facilitate the discussion of the three Emily Dickinson poems: "The Name of it is Autumn," "They dropped like flakes," and "It feels a shame to be alive --." Where Shakespeare (whose books were given to Dickinson by her father) made it very clear without a great deal of thought that an impending battle was the main topic in Act 3 Scene I, Dickinson made allusions to the Civil War in her own unique method of writing. She drew on her readings of how other authors had written about war in history and how she could frame the perspective of the Civil War from her point of view. Our discussion found she had placed elements of military, domestic, social, historical and religious references in these poems.
The ability of taking Dickinson's poems beyond the figurative meaning and placing them in their own perspective is a difficult process at best. With a bit of historical perspective, "The Name of it is Autumn" becomes the anthem for the battle of Antietam. The constant allusion through the use of metaphors for the blood, the battle and its aftermath presents a powerful visual image that rivals the scene of battle captured in photographs.
"It feels a shame to be alive --." comments on the war from the perspective of a northern woman, who is insulated from the war unlike her southern counterpart who sees it in her front yard. It can also allude to survivors guilt and the regret of not knowing where a brother or husband is and what occurred in their death. The most interesting part of the discussion centered on the use of the word pawn. Was it the soldier that was first to fall in battle, like the chess piece? Was it the slaves? Does it relate to the money in exchange for a life, like a pawnbroker?
"They dropped like flakes," in comparison, takes another meaning. The shortest of the poems with only nine lines invoked very powerful imagery and discussion of how this poem took different meanings. The first three lines alludes to soldiers falling after being shot when coupled with the fifth line invoking bullets and cannon fire rippling through the air on "A wind with fingers." With the second stanza, new meanings came to light, such as the dead with a fixed stare on the heavens or how the causalities were buried without no one knowing what had happened on that June day, except God. One interesting aspect that we did not discuss was the actual use of the word June, which has another meaning that could be more relevant than just the reference to the month. June, not capitalized, is a New England name for Kentucky blue grass. So, was Dickinson through her interesting use of capitalization, actually referring to the place of the battle rather than a time?
In conclusion, I think it is safe to say that the entire class, myself included, has gained new perspectives for Dickinson's writings. She is definitely more interesting than the person that is typically thought of. Perhaps we have graduated to a higher level of appreciation and perspective that will guide us in our further discussions and readings.
Michael
"King Henry V" by William Shakespeare: Act 3. Scene I
I was reminded of this particular passage when thinking of ways to facilitate the discussion of the three Emily Dickinson poems: "The Name of it is Autumn," "They dropped like flakes," and "It feels a shame to be alive --." Where Shakespeare (whose books were given to Dickinson by her father) made it very clear without a great deal of thought that an impending battle was the main topic in Act 3 Scene I, Dickinson made allusions to the Civil War in her own unique method of writing. She drew on her readings of how other authors had written about war in history and how she could frame the perspective of the Civil War from her point of view. Our discussion found she had placed elements of military, domestic, social, historical and religious references in these poems.
The ability of taking Dickinson's poems beyond the figurative meaning and placing them in their own perspective is a difficult process at best. With a bit of historical perspective, "The Name of it is Autumn" becomes the anthem for the battle of Antietam. The constant allusion through the use of metaphors for the blood, the battle and its aftermath presents a powerful visual image that rivals the scene of battle captured in photographs.
"It feels a shame to be alive --." comments on the war from the perspective of a northern woman, who is insulated from the war unlike her southern counterpart who sees it in her front yard. It can also allude to survivors guilt and the regret of not knowing where a brother or husband is and what occurred in their death. The most interesting part of the discussion centered on the use of the word pawn. Was it the soldier that was first to fall in battle, like the chess piece? Was it the slaves? Does it relate to the money in exchange for a life, like a pawnbroker?
"They dropped like flakes," in comparison, takes another meaning. The shortest of the poems with only nine lines invoked very powerful imagery and discussion of how this poem took different meanings. The first three lines alludes to soldiers falling after being shot when coupled with the fifth line invoking bullets and cannon fire rippling through the air on "A wind with fingers." With the second stanza, new meanings came to light, such as the dead with a fixed stare on the heavens or how the causalities were buried without no one knowing what had happened on that June day, except God. One interesting aspect that we did not discuss was the actual use of the word June, which has another meaning that could be more relevant than just the reference to the month. June, not capitalized, is a New England name for Kentucky blue grass. So, was Dickinson through her interesting use of capitalization, actually referring to the place of the battle rather than a time?
In conclusion, I think it is safe to say that the entire class, myself included, has gained new perspectives for Dickinson's writings. She is definitely more interesting than the person that is typically thought of. Perhaps we have graduated to a higher level of appreciation and perspective that will guide us in our further discussions and readings.
Michael
The Unwritten War
It strikes me that our initial readings quickly reveal a very clear answer to the question of whether the Civil War is really the “unwritten war” as posed by Kelly within the class syllabus. While not necessarily always written about the Civil War specifically, we’re able to gain a much greater understanding of the broad landscape surrounding the issues of slavery and freedom, as well as the lives sacrificed in pursuit.
As evidenced through George Moses Horton’s “On hearing of the intention of a gentleman to purchase the Poet’s freedom,” we know that Horton was relating how it felt to be a slave on his long journey for freedom during the Civil War period. For example, “With pity strove to break the slavish bar” in the eleventh stanza indicates another’s generosity in helping Horton out of slavery and into freedom.
Likewise, in Frederick Douglas’ The Heroic Slave and Herman Melville’s Benito Cereno, we gain a greater understanding of the extreme racial tensions leading up to the Civil War and the social stigma and pressures attached to racial sympathy. In The Heroic Slave, extreme racial disparity is poignantly highlighted in Listwell’s thoughts immediately following Washington’s soliloquy (pp. 12-13), and Cereno’s account of revengeful and violent mutiny aboard the San Dominick in Benito Cereno (pp. 93-105) speaks to the racial climate during this time. Additionally, we begin to understand the social pressures and dangers associated with abolitionist motives as seen through Listwell’s need to remain secretive in assisting Washington throughout Heroic Slave.
Lastly, through use of profound death and war imagery in Emily Dickenson’s “They dropped like Flakes”, “The name of it – is ‘Autumn’”, and “It feels a shame to be Alive – “, a vivid history unfolds and is poetically splayed before us, evidence of Emily Dickenson’s witness to the perils of the Civil War, and likely indicative of mass public opinion typical of that era.
Based on central themes presented in each of the above works, and ascribing to the adage that “art closely mimics life”, one could conclude that our historical legacy is contained within their very pages. Indeed, to read between the “written” lines of these great literary authors, is to understand the Civil War’s “unwritten” history.
As evidenced through George Moses Horton’s “On hearing of the intention of a gentleman to purchase the Poet’s freedom,” we know that Horton was relating how it felt to be a slave on his long journey for freedom during the Civil War period. For example, “With pity strove to break the slavish bar” in the eleventh stanza indicates another’s generosity in helping Horton out of slavery and into freedom.
Likewise, in Frederick Douglas’ The Heroic Slave and Herman Melville’s Benito Cereno, we gain a greater understanding of the extreme racial tensions leading up to the Civil War and the social stigma and pressures attached to racial sympathy. In The Heroic Slave, extreme racial disparity is poignantly highlighted in Listwell’s thoughts immediately following Washington’s soliloquy (pp. 12-13), and Cereno’s account of revengeful and violent mutiny aboard the San Dominick in Benito Cereno (pp. 93-105) speaks to the racial climate during this time. Additionally, we begin to understand the social pressures and dangers associated with abolitionist motives as seen through Listwell’s need to remain secretive in assisting Washington throughout Heroic Slave.
Lastly, through use of profound death and war imagery in Emily Dickenson’s “They dropped like Flakes”, “The name of it – is ‘Autumn’”, and “It feels a shame to be Alive – “, a vivid history unfolds and is poetically splayed before us, evidence of Emily Dickenson’s witness to the perils of the Civil War, and likely indicative of mass public opinion typical of that era.
Based on central themes presented in each of the above works, and ascribing to the adage that “art closely mimics life”, one could conclude that our historical legacy is contained within their very pages. Indeed, to read between the “written” lines of these great literary authors, is to understand the Civil War’s “unwritten” history.
Monday, May 17, 2010
I have a new respect for Emily Dickinson
I didn't want to take up class time today to mention this, but after discussing the two versions of the poem today, I really have a new respect for Dickinson's work. As Kelly mentioned as class began, I didn't get a whole lot of Dickinson in high school. And as I learned today, what I did have did little to justify her writing's significance. I know that we only talked about one poem, but I was really kind of amazed by how good it was once we talked about it. Maybe I'm the only one, but when I read it the first time, I felt like I was going to show up and be the dumb kid in class. I mean, I thought I got it, but really wasn't sure. Now the poem is extremely clear. With that as an example, I think I'll be able to have a much better understanding, and respect, for Dickinson's poems going forward.
Homework, exams, and discussion facilitation
Your homework for tomorrow is to read "The Name of it is Autumn," "They dropped like flakes," and "It feels a shame to be alive --." Don't worry about the other four poems listed on the syllabus--we have enough to talk about with those 3 poems.
Sorry about my confusing explanation of the mid-term this morning--my coffee hadn't kicked in yet. Here's the deal: I'll post your mid-term exam to Blackboard on Wednesday afternoon. You'll have until noon on Sunday to write 2 essays and email them to me in a word document. I'll grade them Sunday evening and you'll come meet with me in individual conferences on Monday, Tuesday, and if necessary Wednesday of the next week. You'll sign up for those conferences on Wednesday, so bring your calendars. You will not have class this Thursday or Friday.
For the mid-term you will write 2 essays: one on The Heroic Slave and Benito Cereno, and one on the Civil War poetry we're reading (Dickinson and Melville).
For your first paper you will take one of the essays from your mid-term and rewrite it after conferencing with me.
When you facilitate discussion, write up a 2-paragraph summary of the blog posts for the day (if there are any) and the major issues we talked about in class.
Let me know if you have any questions!
Discussion facilitation schedule:
5/18 Michael
5/19 Kiersten
5/25 Chaney
5/27 Ty
5/28 Brandon
6/1 Amanda
6/2 Marissa
6/3 Brittany Jenkins
6/4 Brittny Reaves
6/7 Scottie
6/8 Donald
6/9 Nan
6/10 Mira
Sorry about my confusing explanation of the mid-term this morning--my coffee hadn't kicked in yet. Here's the deal: I'll post your mid-term exam to Blackboard on Wednesday afternoon. You'll have until noon on Sunday to write 2 essays and email them to me in a word document. I'll grade them Sunday evening and you'll come meet with me in individual conferences on Monday, Tuesday, and if necessary Wednesday of the next week. You'll sign up for those conferences on Wednesday, so bring your calendars. You will not have class this Thursday or Friday.
For the mid-term you will write 2 essays: one on The Heroic Slave and Benito Cereno, and one on the Civil War poetry we're reading (Dickinson and Melville).
For your first paper you will take one of the essays from your mid-term and rewrite it after conferencing with me.
When you facilitate discussion, write up a 2-paragraph summary of the blog posts for the day (if there are any) and the major issues we talked about in class.
Let me know if you have any questions!
Discussion facilitation schedule:
5/18 Michael
5/19 Kiersten
5/25 Chaney
5/27 Ty
5/28 Brandon
6/1 Amanda
6/2 Marissa
6/3 Brittany Jenkins
6/4 Brittny Reaves
6/7 Scottie
6/8 Donald
6/9 Nan
6/10 Mira
Thursday, May 13, 2010
Benito Cereno was pure comedy!
I felt that Benito Cereno was very entertaining. Though at many points of the novella it became repetitive and predictable, I was still unable to put it down. In this narrative, I feel Melville used much descriptive imagery and similar devices to portray the hierarchy of races. Melville makes the white fleet superior in every way possible from its aesthetic quality, to the cargo being shipped. It gives you the notion that Captain Delano, who is a white man, comes to the rescue of misfortuned minorities. Look how Melville speaks about the blacks upon the ship. He speaks of their loyalty and inferiority to their master. He tells of how they seemed ignorant due to the fact that many of them could not communicate with him. He even goes so far at one point, to compare them to wild animals. These descriptions are compared to those of Don Benito. Though ill and dull the entire narrative, we see Delano continually give Benito the benefit of the doubt regarding his actions and conversation. Because of this mans position to the blacks, Melville quickly establishes him in a position of dominance. Though we soon find out, it was the other way around. So when everything is brought to the light, and the rebellion is revealed who comes in to save the day and restore order.... The White Captain.
The paradox of "Benito Cereno"
The second part of "Benito Cereno" continues to build upon the previous events of part one with more revelations and the conclusion. As Delano continues to observe the questionable conditions aboard the San Dominick, the events that follow shows the paradox that Delano is placed into through his own denial or lack of attention to the facts.
One aspect of Delano's paradox is how his benign racism versus his admiration for the slaves is portrayed. When you consider that Delano views the woman and child in comparison with a doe and fawn, his racism becomes clearly defined as he views them as animals. At the same time, he views the relationship between Cereno and Babo as more than just loyalty between the two men. However, Delano crosses the line of benign racism by going so far as to offer to buy Babo as his own slave. Since Babo cannot be bought at any price, the illusion of him being viewed as an equal is presented.
Another major factor is the consistent theme that Delano misinterprets symbolism presented in the narrative. Delano misses the obvious signs of mutiny from the very beginning as he sees the slaves above decks, when they would have been detained in the cargo hold. Further events in the second part are shown in the interaction with the few remaining crew members of the San Dominick, as one appears to make obscure signals to him while another hands him a very complicated knot, saying, "Cut it" after Delano's comparison to the Gordian Knot.
The conclusion that finally reveals the mystery also demonstrated that Melville had an underlying message embedded in the story. When considering the fact that there was a clear division on the issue of slavery between the North and South, there was a shared opinion between the two that was obvious. The opinion, as shown by the racism of Delano, was that blacks were inferior to whites. How does one say they are opposed to slavery while viewing slaves as inferior at the same time? This is the paradox that ultimately leads to a unnecessary war four years after "Benito Cereno" was written and subsequently published.
Michael
One aspect of Delano's paradox is how his benign racism versus his admiration for the slaves is portrayed. When you consider that Delano views the woman and child in comparison with a doe and fawn, his racism becomes clearly defined as he views them as animals. At the same time, he views the relationship between Cereno and Babo as more than just loyalty between the two men. However, Delano crosses the line of benign racism by going so far as to offer to buy Babo as his own slave. Since Babo cannot be bought at any price, the illusion of him being viewed as an equal is presented.
Another major factor is the consistent theme that Delano misinterprets symbolism presented in the narrative. Delano misses the obvious signs of mutiny from the very beginning as he sees the slaves above decks, when they would have been detained in the cargo hold. Further events in the second part are shown in the interaction with the few remaining crew members of the San Dominick, as one appears to make obscure signals to him while another hands him a very complicated knot, saying, "Cut it" after Delano's comparison to the Gordian Knot.
The conclusion that finally reveals the mystery also demonstrated that Melville had an underlying message embedded in the story. When considering the fact that there was a clear division on the issue of slavery between the North and South, there was a shared opinion between the two that was obvious. The opinion, as shown by the racism of Delano, was that blacks were inferior to whites. How does one say they are opposed to slavery while viewing slaves as inferior at the same time? This is the paradox that ultimately leads to a unnecessary war four years after "Benito Cereno" was written and subsequently published.
Michael
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