Literature videos
Spirit of Nationalism video
The Untold Story of the Pilgrims
The story begins with a dark storm at sea, focusing on the immigrant’s viewpoint. The scene then shifts to a secret religious meeting in England. the emphasis is on the way they feel persecuted because they believe differently than the mainstream. By worshiping as they chose, they are breaking the law.
The narration is taken from William Bradford’s history, interspersed with talking head commentary.
The king is trying to get unity through force of law. Separatists had been hung. The monarch felt the ideologic purity of his realm was being threatened. Some Puritans were imprisoned; others had their houses watched. They sought a place of greater toleration and decided to go to Holland.
They are very social people, trying to build their own community where they can think together and share their lives as they think proper.
Bradford meets Dorothy May in Amsterdam. The Puritans were not prudish and believed the things, including sex, created by God were intrinsically good if they were used properly. Marriage was a proper way of channeling sexual desire.
Bradford’s business fails and he views his bankruptcy as a correction by God--he was getting too preoccupied with worldly things. Eventually they move to Leiden. They expect that life will be hard. They are led by Pastor John Robinson. They can worship as they choose and not having the fear anymore is wonderful. William Brewster establishes a press and uses writing to try to influence the Church of England.
The idea of going to America begins to take form. They are shown in earnest and passionate discussion. The Pilgrims are repeatedly shown thinking together.
The actors (from the Royal Shakespeare Theater) are very comfortable with the language.
The natives are shown as strong, clean and healthy, living in well-developed and prosperous communities.
Questions:
Are you a member of a group that the mainstream culture doesn’t appreciate? How does that feel? How do you want to respond? How do you respond?
What obstacles have gotten in the way of you getting where you wanted to go? To what do you attribute those obstacles? How did you react?
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Before 1800 •
A 1935 Lesson Plan
The Teaching of Literature in the High School by Reed Smith. American Book Company. New York: 1935. Page 236.
[William Cullen Bryant]
[PRELIMINARY COMMENT: Notice that this is an example of detailed interpretation. It hardly needs be said that only selections of unusual difficulty or importance will call for this full, intensive method of interpretation. In the case of other selections, now one, now another of the eight suggested points will need emphasis, and the other points may not come up at all. Everything will depend upon how much significance the teacher attaches to any particular selection and hence upon how thoroughly it will seem advisable to go into details.]
COURSE: American Literature (third or fourth year of high school)
ASSIGNMENT: Bryant “Thanatopsis”
TIME: Early in the first term
1. The Author
(The familiar picture of Bryant should be available to the class at this time.)
TEACHER: Bryant was one of the first American authors, along with Irving and Cooper, to make our literature respected in Europe. His two most famous poems are this one, “Thanatopsis,” and “To a Waterfowl,” which is the next selection. Bryant lived to be a very old man, eighty-four years old, and was loved and honored all over the United States. But he did his best work when he was very young. He wrote most of “Thanatopsis” when he was only seventeen and “To a Waterfowl” when he was twenty-one. We always think of him as he looks in this picture—a venerable, noble-looking old man with white hair and beard. When he wrote “Thanatopsis,” however, he was no older than some of the boys and girls in this class.
The only other thing we need to recall about Bryant this morning is that his family was not rich, and that he could not go to college as he wished or enter the profession he preferred. These two facts become important when we come to consider the mood he was in when he wrote “Thanatopsis” and “To a Waterfowl.”
2. Background: Approach to the Poem
When the idea of “Thanatopsis” came into Bryant’s mind, he was, as has been said, only seventeen. The year before, he had attended Williams College but had been able to stay only seven months. Now he was very anxious to go to Yale, which along with Harvard was one of the most famous colleges in New England. His family did not have enough money to bear this expense, so that Cullen (as they called him) was unable to go. Of course he was greatly disappointed and for a while was much cast down. About this time, too, he happened to be reading some very melancholy English poems written by contemporaries of Thomas Gray. Gray you will remember as the author of the “Elegy,” which has been called the most famous poem in English. How many in the class have read the “Elegy”? (A show of hands to indicate this.) How many have memorized one or more stanzas? (Another show of hands.) The “Elegy,” too, is about death, or rather the dead—the dead buried in a quiet country churchyard who lived simply and died unknown to fame.
Out of these two outward circumstances—Cullen’s disappointment over not being able to go to college and his read ing melancholy poetry—grew the idea and the mood of “Thanatopsis.”
The title “Thanatopsis” comes from two Greek words, thanatos (death) and opsis (view). It means, therefore, A View of Death or Thoughts on Death. Incidentally, this is a very serious subject for a boy of seventeen, and the resulting poem was a very mature one for that age. But such was the boy and such was the poem.
For six years no one knew that Cullen had written “Thanatopsis” at all. It lay in his desk in manuscript just as he left it. Then one day his father came across it and was of course greatly astonished and delighted, both. There is a story that when he first read it he could not contain himself, but ran to a neighbor’s house, and said with tears of joy in his eyes, “Oh, look what Cullen has written!”
The poem was published in 1817 in the North American Review and created a sensation. Only a few poems in American literature have made such an instant and widespread hit; among them probably Poe “Raven,” Bret Harte “Heathen Chinee,” Markham “Man with the Hoe,” and Joyce Kilmer “Trees.” All of these are in our course and will be taken up later. Few people who read “Thanatopsis” when it first came out could believe that any one on this side of the Atlantic could have written such a poem, least of all a boy of seventeen.
As Bryant first wrote it, the poem began with the second half of line seventeen with the words,
“Yet a few days, and thee
The all-beholding sun shall see no more.”
It ended with the first half of line 66,
“And make their bed with thee.”
The present beautiful beginning of sixteen and a half lines and the even more famous and oft-quoted close of sixteen lines were added ten years later in 1821, when Bryant was twenty-seven.
3. Interpretative Outline
In its present form the poem is eighty-one lines long, and while it is not as difficult as some poems that we meet later ( Poe “Ulalume,” for instance, and Emerson “Each and All “), its thought is somewhat abstract in places and hard to follow. The outline given yesterday summarizes simply the underlying thought and different ideas. Suppose we read that first. (A pupil is called upon and reads aloud the outline, as follows):
I. Nature has various ways of speaking to those who love her and commune with her (11. 1-8).
II. When sad thoughts of death come, go listen to what Nature says about death (ll. 8-17).
III. She teaches that in a short time we all must die (ll. 17-30).
IV. Yet our resting-place will be hallowed by the presence of the mighty dead of old, and magnificently decorated with the beautiful things in Nature (l. 31-48).
V. The living are but a handful compared with the dead (ll. 48-57).
VI. Though no one may seem to care because we are gone, yet both those now living and those who are to come will all finally join us in death (ll. 58-72).
VII. We should so live as to approach death not with fear but with an unfaltering trust (ll. 73-81).
4. First Reading Aloud: Detailed Interpretation of Language
This outline gives the intellectual part, the thought-content of the poem—what it is about. Now for the details—the beauty of language and rhythm and picture with which Bryant has clothed the thought.
(Calling on pupil): Mary, will you read for us the first section, lines 1-8: Nature has various ways of speaking to those who love her and commune with her.
his passage is read aloud:
To him who in the love of Nature holds
Communion with her visible forms, she speaks
A various language: for his gayer hours
She has a voice of gladness, and a smile
And eloquence of beauty; and she glides 5
Into his darker musings with a mild
And healing sympathy that steals away
Their sharpness ere he is aware.
What does “visible forms” in line 2 mean?
(Answer desired): That part of nature or those things in nature which we can see.
Does Bryant name anywhere in the poem some of nature’s visible forms?
ANSWER: Yes, in lines 37-43.
Name these simply.
ANSWER: Hills, valleys, woods, rivers, brooks, green meadows, ocean, sun, planets, and stars.
Now what do the first two and a half lines mean? Put them into as simple language as possible.
(Answer desired): Nature says many things to those who are on intimate terms with her and love her outward beautiful forms.
What does “darker musings” in line 6 mean?
(Answer desired): Blue feelings, despondent thoughts.
John (calling on another pupil), will you read division two, lines 8 to 17: When sad thoughts of death come, go listen to what Nature says about death.
This passage is read aloud:
When thoughts
Of the last bitter hour come like a blight
Over thy spirit, and sad images 10
Of the stem agony and shroud and pall
And breathless darkness and the narrow house
Make thee to shudder and grow sick at heart,
Go forth under the open sky and list
To Nature’s teachings, while from all around—15
Earth and her waters and the depths of air --
Comes a still voice --
What is “the last bitter hour” of line 9?
ANSWER: Death.
What are the “shroud and pall” of line 11?
ANSWER: Funeral dress and draperies.
What do you think is meant by “the narrow house” of line 12?
ANSWER: The grave or the coffin.
What probably suggested to Bryant the phrase the “still voice” of line 17?
ANSWER: “The still small voice” that spoke to Elijah on the mount after the passing of the great wind, the earthquake, and the fire. I Kings xix, 11, 12.
Kate (calling on another pupil), will you read the third section, lines 17-30: Nature teaches that in a short time we all must die.
This passage is read aloud:
Yet a few days, and thee
The all-beholding sun shall see no more
In all his course; nor yet in the cold ground,
Where thy pale form was laid with many tears, 20
Nor in the embrace of ocean, shall exist
Thy image. Earth, that nourished thee, shall claim
Thy growth, to be resolved to earth again,
And, lost each human trace, surrendering up
Thine individual being, shall thou go 25
To mix forever with the elements,
To be a brother to the insensible rock
And to the sluggish clod, which the rude swain
Turns with his share and treads upon; the oak
Shall send his roots abroad and pierce thy mould. 30
What is the construction of “lost each human trace” in line 24? The grammar of the passage will help us to understand the meaning.
(Desired answer): It is the nominative absolute construction, and means, Each human trace being lost, or having been lost.
What is meant by “insensible” in line 27?
ANSWER: Unfeeling, or unable to feel.
What does “swain” mean, line 28?
ANSWER: A rustic or countryman.
“Share” in line 29 you will notice means plowshare or plowpoint.
What is meant by “mould,” line 30?
ANSWER: The ground, or earth, hence a grave.
William (calling on another pupil), will you read the next division, lines 31-48: Yet our resting place will be hallowed by the presence of the mighty dead of old, and magnificently decorated with the beautiful things in nature.
This passage is read aloud:
Yet not to thine eternal resting-place
Shalt thou retire alone, nor couldst thou wish
Couch more magnificent. Thou shalt lie down
With patriarchs of the infant world, with kings,
The powerful of the earth, the wise, the good, 35
Fair forms, and hoary seers of ages past,
All in one mighty sepulcher. The hills
Rock-ribbed and ancient as the sun; the vales
Stretching in pensive quietness between;
The venerable woods, rivers that move 40
In majesty, and the complaining brooks
That make the meadows green; and, poured round
all, Old Ocean’s gray and melancholy waste,
Are but the solemn decorations all
Of the great tomb of man. The golden sun, 45
The planets, all the infinite host of heaven,
Are shining on the sad abodes of death,
Through the still lapse of ages.
Paraphrase “patriarchs of the infant world” in line 34.
(Answer desired): Ancient rulers in the early days of the world.
Compare with “patriarchs of the infant world” the phrase “hoary seers of ages past” in line 36, meaning “prophets white with age.” Both phrases point as far back in time as the poet’s pen could express.
What is “sepulcher” in line 37?
(Answer desired): An impressive word for tomb or grave. It suggests size and magnificence.
Notice line 43. It is a beautiful, suggestive one:
“and poured round all,
Old Ocean’s gray and melancholy waste.”
Sometimes the sea is blue and gay and sparkling, but any one who has ever been to the coast on a dark day in autumn or winter knows how exactly Bryant has caught and expressed the spirit of the scene,
“and poured round all,
Old Ocean’s gray and melancholy waste.”
Name a few other of nature’s “visible forms” besides those Bryant mentions in lines 37-43.
ANSWER: Flowers, clouds, waterfalls, the moon. (Once a pupil raised the point that Bryant included the moon as the planet of a planet in line 46.)
Put into simple words “the still lapse of ages,” line 48.
(Answer desired): The quiet passage of long years.
Harry, will you read d+ivision five, lines 48-57: The living are but a handful compared with the dead.
This passage is read aloud:
All that tread
The globe are but a handful to the tribes
That slumber in its bosom. Take the wings 50
Of morning, pierce the Barcan wilderness,
Or lose thyself in the continuous woods
Where rolls the Oregon, and hears no sound
Save his own dashings; yet the dead are there,
And millions in those solitudes, since first 55
The Right of years began, have laid them down
In their last sleep: the dead reign there alone.
Is the statement in the first two and a half lines true? Absolutely. The dead far outnumber the living. The phrase “the silent majority” is based upon this fact, meaning “the silent dead who are many more in numbers than the living.”
In lines 51 and 53 Bryant singled out two remote places, uninhabited in his day. The Barcan desert northeast of Egypt is still uninhabited, but not so the region bordering the Oregon or Columbia River. Remember Bryant wrote this passage nearly a hundred and twenty-five years ago, and the West has been settled and largely populated since that time. The Oregon now hears many more sounds besides its own dashings—mainly automobile horns along the splendid paved scenic highway through the states of Oregon and Washington. There is a similar instance in “My Life Is Like the Summer Rose” by Richard Henry Wilde , lines 19 and 20.
“My life is like the prints, which feet
Have left on Tampa’s desert strand.”
Tampa’s strand is not desert now, for the southern Florida coast is thickly populated. Tampa itself is a thriving city of over 100,000.
Jane, read the sixth division, lines 59-72: Though no one may seem to care because we are gone, yet both those now living and those who are to come will all finally join us in death.
This passage is read aloud:
So shalt thou rest; and what if thou withdraw
In silence from the living, and no friend
Take note of thy departure? All that breathe 60
Will share thy destiny. The gay will laugh
When thou art gone, the solemn brood of care
Plod on, and each one as before will chase
His favorite phantom; yet all these shall leave
Their mirth and their employments, and shall come 65
And make their bed with thee. As the long train
Of ages glide away, the sons of men --
The youth in life’s green spring, and he who goes
In the full strength of years, matron and maid,
The speechless babe, and the gray-headed man— 70
Shall one by one be gathered to thy side
By those who in their turn shall follow them.
Give a simple, one-syllable word for “destiny,” line 61.
ANSWER: Fate.
Put “the solemn brood of care,” line 62, into simple prose language.
(Answer desired): Anxious, care-worn people.
What is a “phantom,” line 64?
ANSWER: Shadow, spirit, unreal appearance.
What are some of the favorite phantoms that we chase?
(Answer desired): Wealth, popularity, social success, power, fame, pleasure.
Notice the beauty and impressiveness of Bryant’s poetry all through this poem but especially in the closing passage, to be read next, and in lines 66-72.
(The teacher reads aloud again these lines):
As the long train
Of ages glide away, the sons of men --
The youth in life’s green spring, and he who goes
In the full strength of years, matron and maid,
The speechless babe, and the gray-headed man --
Shall one by one be gathered to thy side
By those who in their turn shall follow them.
And now for the poem’s famous close. Maud, will you read it for us: We should so live as to approach death not with fear but with an unfaltering trust.
This passage is read aloud:
So live that when thy summons comes to join
The innumerable caravan which moves
To that mysterious realm where each shall take 75
His chamber in the silent halls of death,
Thou go not, like the quarry-slave at night,
Scourged to his dungeon, but, sustained and soothed
By an unfaltering trust, approach thy grave
Like one who wraps the drapery of his couch 80
About him and lies down to pleasant dreams.
That is wonderful word-music, one of the best-known and best-loved passages in American poetry. I shall ask every one in class to memorize these nine lines by the end of the week, and we will have a check-up of some kind Friday to see that every one knows them.
A good paraphrase of lines 74-76 would be: The countless multitude which is steadily and inescapably traveling onward together to the grave.
Put “mysterious realm,” line 75, into simple words. ANSWER: Strange, unknown country.
Notice “quarry-slave,” line 77. A quarry-slave was one of the lowest and worst-treated of slaves.
“Scourged,” line 78. A scourge is, of course, a whip. What kind of whip?
ANSWER: An unusually cruel kind, often having many thongs with jagged bits of metal fastened to them.
Notice how poetic is the phrase “drapery of his couch” as compared with the work-a-day, prosaic term, bedclothes!
This picture of the scourged quarry-slave as contrasted with the one who seeks restful sleep and pleasant dreams is beautifully suggestive. Just before we began to read this poem, Gray “Elegy” was mentioned as being another famous poem about death, or rather about the dead. There is another very beautiful English poem about meeting death peacefully and confidently. I wonder if any one in class can name it. (Probably no one does.) You will know which one it is when I say that it is Tennyson’s best-known short poem. (Possibly several mention “Crossing the Bar.") Yes, it is “Crossing the Bar.” This poem is only sixteen lines long. I want you to look it up and read it aloud and then read aloud the last nine lines of “Thanatopsis.” Tennyson liked “Crossing the Bar” so much that he gave instructions before he died that it should be put at the end of all editions of his poems, and there in that place of honor you will find it today.
5. Questions and Comments from the Class
We have now been over “Thanatopsis” in some detail. Are there any questions or remarks about the poem? There should not be a phrase or a word in it that we do not understand clearly. Is there anything in it that is obscure or that you wish to ask about? Don’t let’s leave the poem with a single detail of thought or language that is not perfectly clear. (If any question is asked or comment is made, it will of course be discussed sympathetically, whether it is to the point or not. The more class discussion the better.)
6. Verse Form
Finally we will take up the meter briefly. What is the meter?
ANSWER: Unrhymed iambic pentameter, or blank verse.
Yes, blank verse, with the beat (writing on the board)
x ʹ x ʹ x ʹ x ʹ x ʹ
Point out one or two perfectly regular lines. ANSWER: Line 30: Shall send his roots abroad and pierce thy mould
Line 56: The flight of years began, have laid them down
Blank verse is incomparably the most important verse form in English, most of our greatest poetry being cast in it. It is the measure of Shakespeare plays, of Paradise Lost, of much of Wordsworth, Keats, Shelley, Browning, Arnold, and Tennyson. In American literature among the older poets Bryant probably wrote it most successfully. “Thanatopsis” is a notable example. Among recent American poets Robert Frost and Edwin Arlington Robinson use it fluently and well. Look up Frost poem “Mending Wall,” for example. Read some of it aloud when you get home and you will see Frost’s easy, conversational use of blank verse as contrasted with Bryant’s more stately, sonorous rhythm.
Be on the watch for the next blank-verse poem in the text, and we will remember “Thanatopsis” when we get to it.
7. Type of Poetry
Now as to the type or kind of poetry “Thanatopsis” belongs to. What are the three types of poetry? ANSWER: Narrative, Lyric, and Dramatic.
What is the best example of dramatic poetry? ANSWER: Shakespeare’s plays.
What is a narrative poem? ANSWER: One that tells a story.
What is a lyric poem? ANSWER: A poem expressing the personal feeling or mood of the poet.
Which kind is “Thanatopsis?” ANSWER: It is a lyric poem, because it does not tell a story but reveals Bryant’s mood or feeling.
His feeling about what? ANSWER: About nature and about death.
Yes, and when we take up Bryant next poem, “To a Waterfowl,” we shall find that it is lyric too, and for the same reason: it expresses his mood or feeling.
There are a great many narrative or story poems in both English and American literature. Can you name one or two that you had last year or before that?
(Answer desired, such examples as the following): “Paul Revere’s Ride,” Revere’s Ride,” “Hiawatha,” “Maud Muller,” “Enoch Arden,” “The Rime of the Ancient Mariner,” “Lochinvar,” “The Wreck of the Hesperus,” “The Charge of the Light Brigade,” “The Pied Piper of Hamelin,” “How They Brought the Good News from Ghent to Aix."Yes, these are all good examples of narrative poetry. We’ll keep in mind this distinction between lyric and narrative poetry, and apply it to the different poems we meet.
8. Final Reading Aloud for Appreciation
That is all we need to take up concerning this famous and beautiful poem. We have glanced at the author and how he came to write “Thanatopsis,” have been over the outline of the poem, have read it section by section, and cleared up all surface difficulties of thought and language, and have glanced at its verse form and poetic type.There now remains only to read it through once more with, we hope, perfect understanding and increasing pleasure. Will the following seven members of the class (naming them) read the poem for us as well as they can, each reading one division and following one another without further word from me.(The entire poem is read aloud as indicated.)
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Handouts •
A review of Inventing English
The story of English begins in the mid-5th century C.E., when Germanic peoples from Northern Europe, mostly of the Angle and Saxon tribes, flood into the British Isles. A century later Old English emerges as a branch of the Germanic language family, which includes Dutch and Danish. Indulge during Oktoberfest and you can slurringly demonstrate the kinship: What is that? Was is das? (German) Wat is dat? (Dutch) Hvad er det? (Danish). Old English, incomprehensible today to non-scholars, was the isle’s vernacular between roughly 500 and 1100. Its earliest record is poetry, often songs about grim predawn battles in clinging mist, sung, like Homer’s epics in their day, with harps at banquets. English’s oldest poem, nine lines about Creation, was written by Caedmon, a 7th-century Northumbrian cowherd who claimed angelic inspiration. Caedmon’s Hymn opens: “Nu scylum hergan hefaenricase Uard, Metudaes maecti end his modgidanc.” “Now we shall praise heaven-kingdom’s Guardian, the Creator’s might, and his mind-thought.” When a sound in Old English was irreproducible by Latin letters, Anglo-Saxon scribes borrowed Germanic runes like the thorn, , representing the th consonant or “interdental” (notice where your tongue goes when you produce it), probably the most difficult English sound for non-native speakers to pronounce.
In 1066 the Normans invaded. During their four centuries of dominion, Old French was the language of law, administration, and courtly culture. The Normans brought to Britain’s shepherds and farmers such terms as art, cuisine, fashion, and literature. One can still detect the Francophone influence in word endings like -ous (courteous, judicious) or -ment (government, commandment). Phrases like “give offence,” “have mercy,” “take pains” were French idioms. Old English borrowings from Old French often reflected more than plain meaning. Sir Walter Scott showed how words reveal that the Anglo-Saxon raised the food and the Norman Frenchman ate it: compare sow, cow, calf, sheep, deer (Old English) to pork, beef, veal, mutton, venison (Old French). The first record of English being spoken in Parliament (a French word) is in 1362, the year the body passed a law requiring legal courts to proceed in English because litigants no longer understood French. Indeed, many Old English speakers couldn’t understand each other. An Oxford scholar named John of Trevisa wrote in the 1380s that northern English was so “sharp” and “unshapely” that “we Southern men may scarcely understand it.”
* * *
By the mid-13th century Old English had become Middle English and the language’s great trend was clear. “The history of the language,” writes Lerer, is “a story of a shift from an inflected to an uninflected language.” Old English, for instance, had grammatical gender, like Spanish or French, but within a hundred years of the Norman Conquest all inanimate nouns became, simply, “it.” Old English had grammatical cases, like Latin or Russian, but these were abandoned. Old English nouns became plural by changing roots, remnants of which survive in very old words like mouse, mice or foot, feet; now we add an -s. Old English verbs changed roots in the past tense, a form fossilized in verbs like I drink, I drank; I think, I thought, but most old root changes vanished; today we just add the suffix -ed ("climbed" for clum, “helped” for holp). In short, our language simplified tremendously.
In the 14th century the urbane Geoffrey Chaucer, called the father of English poetry within decades of his death, established the poet (says Lerer) as an “innovator in the uses of language"in a passage of seven lines in Troilus and Cryseyde, he introduced eight words to English (among them adorn, cause, repair). Middle English was changing so rapidly that William Caxton (1422-1491), Britain’s first printer, could observe, “Certaynly our langage now vsed varyeth ferre [far] from that whiche was vsed and spoken whan I was borne.”
Between the mid-15th and -16th centuries a systematic shift in pronunciation occurred, marking the transition from Middle to early modern English. The letters ea came to be pronounced eethus meat, pronounced mate, came to sound like meet. (Five curious exceptions retain the old pronunciation: great, break, steak, yea, and Reagan.) Lerer devotes many pages to orthoepy, the study of pronunciation, which seeks to explain (often in vain) why two is pronounced like too, but put unlike cut; why we drop the h in honest but not in humble; or why consonants alter vowels, as in arm vs. warm or and vs. wand. Spelling, Lerer tells us, generally preserves historical pronunciations. Chaucer pronounced knight, “knicht.”
* * *
In the late 16th and early 17th centuries, the “cusp of linguistic modernity,” new words from science, commerce, exploration, literature, artdrawn from Latin, Greek, European and non-European languagesחswelled the lexicon as never before or since. Shakespeare contributed nearly 6,000 of them, an exhibition of genius unmatched by any author in any language. Writers began to notice that English is the most voracious of tongues. In his 1658 dictionary Edward Philips observed, “There are not many nations in Europe, some of whose words we have not made bold with.” We took mustache from French, cannibal from Spanish, smuggler from Dutch, chintzy from India, raccoon from Indian North America, and barbecue from the West Indies. Old English drew 3% of its vocabulary from foreign sources; the figure in modern English rises to nearly 70%. Words died, too. Eximious was once a living synonym of “excellent” and temulent a synonym of “drunk,” which gives us hope that “dis” will one day breathe its last and leave the innocent “insult” to do its work. The reason for a loanword or coinage’s survival is elusive, explains Lerer, but words usually enter the language through the pens of the best writers and attain acceptance through common usage. According to Alexander Gil (1564-1635), a linguist who taught the young Milton, “In morals the agreement of good men, and in language the practice of the learned, is the determining rule.”
from Mother Tongue, Claremont Institute
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Before 1800 •
How to write good
1. Always avoid alliteration.
2. Prepositions are not words to end sentences with.
3. Avoid cliches like the plaguethey’re old hat.
4. Employ the vernacular.
5. Eschew ampersands & abbreviations, etc.
6. Parenthetical remarks (however relevant) are unnecessary.
7. Parenthetical words however must be enclosed in commas.
8. It is wrong to ever split an infinitive.
9. Contractions aren’t necessary.
10. Do not use a foreign word when there is an adequate English quid pro quo.
11. One should never generalize.
12. Eliminate quotations. As Ralph Waldo Emerson once said: “I hate quotations. Tell me what you know.”
13. Comparisons are as bad as cliches.
14. Don’t be redundant; don’t use more words than necessary; it’s highly superfluous.
15. It behooves you to avoid archaic expressions.
16. Avoid archaeic spellings too.
17. Understatement is always best.
18. Exaggeration is a billion times worse than understatement.
19. One-word sentences? Eliminate. Always!
20. Analogies in writing are like feathers on a snake.
21. The passive voice should not be used.
22. Go around the barn at high noon to avoid colloquialisms.
23. Don’t repeat yourself, or say again what you have said before.
24. Who needs rhetorical questions?
25. Don’t use commas, that, are not, necessary.
26. Do not use hyperbole; not one in a million can do it effectively.
27. Never use a big word when a diminutive alternative would suffice.
28. Subject and verb always has to agree.
29. Be more or less specific.
30. Placing a comma between subject and predicate, is not correct.
31. Use youre spell chekker to avoid mispeling and to catch typograhpical errers.
32. Don’t repeat yourself, or say again what you have said before.
33. Don’t be redundant.
34. Use the apostrophe in it’s proper place and omit it when its not needed.
35. Don’t never use no double negatives.
36. Poofread carefully to see if you any words out.
37. Hopefully, you will use words correctly, irregardless of how others use them.
38. Eschew obfuscation.
39. No sentence fragments.
40. Don’t indulge in sesquipedalian lexicological constructions.
41. A writer must not shift your point of view.
42. Don’t overuse exclamation marks!!
43. Place pronouns as close as possible, especially in long sentences, as of 10 or more words, to their antecedents.
44. Writing carefully, dangling participles must be avoided.
45. If any word is improper at the end of a sentence, a linking verb is.
46. Avoid trendy locutions that sound flaky.
47. Everyone should be careful to use a singular pronoun with singular nouns in their writing.
48. Always pick on the correct idiom.
49. The adverb always follows the verb.
50. Take the bull by the hand and avoid mixing metaphors.
51. If you reread your work, you can find on rereading a great deal of repetition can be by rereading and editing.
52. And always be sure to finish what
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Grammar and Usage Guides •
Topics to Teach
Use of symmetical sentences
In the first paragraph of Common Sense, Paine wrote,
Some writers have so confounded society with government, as to leave little or no distinction between them; whereas they are not only different, but have different origins. Society is produced by our wants, and government by our wickedness; the former promotes our happiness positively by uniting our affections, the latter negatively by restraining our vices. The one encourages intercourse, the other creates distinctions. The first is a patron, the last a punisher.
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Before 1800 •
From Midterm till Quarter End, Nov 9
Monday, October 15, 2007 Test over Winthrop
Test over “A Model of Christian Charity” by John Winthrop
For Tomorrow: 1. Read p. 84 - 97 Benjamin Franklin. 2. Do “Words to Own” Worksheet.
3. Be ready to answer questions 2, 4, 9 on Page 97
Tuesday, October 16, 2007 Test over Franklin (pages 84-97)
Answer orally “Words to Own” Worksheet (Franklin), Answer orally questions 2, 4, 9 on Page 97
Test: Benjamin Franklin (including “words to own")
Wednesday, October 17, 2007 Watch “American Dream” video
Hand in worksheet at end of period for 10 extra credit points.
The video may be watched on Tuesday, October 23, at 3:20 for those who missed it in class.
Monday, October 22, 2007 Read and Take Notes: “Speech to the Virginia Convention” p. 100-104. Take 2-column notes (see Recognizing Modes of Persuasion, p. 101): in the left column, appeals to logic. In the right, appeals to emotion.
For tomorrow: 1. Be ready to answer questions 3, 4, 5 on page 105 2. “Words to Own” Worksheet
Extra credit-Memorize these words from the Declaration of Independence for Friday’s test:
When in the Course of human events it becomes necessary for one people to dissolve the political bands which have connected them with another and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature’s God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed. . .
Tuesday, October 23, 2007 Test over Patrick Henry
Answer words to own worksheet orally. Answer orally questions 3, 4, 5 on page 105
Test over Patrick Henry
For Tomorrow: Read 105-112 (Thomas Paine) Be ready to discuss: analogy, anecdote, diction, figurative language, style
Be ready to answer questions 2, 3, 4 page 112. Complete “words to own” worksheet
Wednesday, October 24, 2007: Test over Thomas Paine
Answer orally questions 2, 3, 4 page 112. Answer orally words to own from worksheet
Test over Thomas Paine
For tomorrow: 1. Read the background on Thomas Jefferson, P. 114-115 2. Do the Words to Own Worksheet.
3. In addition, use each of the 10 words to own in an original sentence:
Thursday, October 25, 2007 Read and take notes on Declaration of Independence
Orally, give answers from words to own worksheet and give an original sentence using each word.
For tomorrow: Reading and Notetaking: p. 116-123
(Read the Declaration of Independence, taking notes in the form shown on page 115)
Use these strategies while reading: 1. paraphrase each paragraph as you finish it. If you have trouble, re-read the paragraph. Use resources: look unfamiliar words up in a dictionary, noting the words origins as well as its definition
3. Questioning: If you get confused, ask these questions: What exactly don’t I understand? Is it a word, sentence, paragraph, idea, or purpose? Be ready to answer the Reading Check questions, and questions 2, 3, 4 on page 125.
This extra credit question will be part of the test over the Declaration of Independence: Explain what the colonists understood “natural rights” to be, and what the role of government should be in relation to such rights. Use link on assignments page to read an essay on this topic.
Friday, October 26, 2007 Test over Declaration of Independence
Extra credit: Memorize these words from the Declaration of Independence:
When in the Course of human events it becomes necessary for one people to dissolve the political bands which have connected them with another and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature’s God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed. . .
Monday, October 29, 2007 Begin American Romanticism (1800-1860)
Slide show on romanticism. Video: The American Journey Running Time: 4:42
Hand in worksheet at end of video.
For tomorrow, read p. 137-150. There will be an open-note test over this reading.
Tuesday, October 30, 2007 Open Note Test: American Romanticism
In class: Read aloud “Analyzing a literary work” p. 198-200. The final assessment at the end of the Romanticism unit will be an essay analyzing one of the works you have read.
Open note test over pages 138-150
For tomorrow: read Washington Irving (Rip Van Winkle) p. 152-166
Wednesday, October 31, 2007 Writing: Explaining an analogy
Write an essay supporting the idea that Rip Van Winkle’s emancipation from his wife is like Americas emancipation from Great Britain. (#2, Parallel Awakenings, p. 167).
For tomorrow: read p. 168-172. Bryant uses some “inverted” sentences. It helps to put the sentence back into subject/predicate order in your mind as you read. Be sure to read carefully the “learning words with context clues” on page 168 and the background on William Cullen Bryant, as well as “Thanatopsis”. Be ready to answer questions 2, 3, 4, 5, 6 on page 174.
Thursday, November 01, 2007 Test over “Thanatopsis”
Orally answer questions 2, 3, 4, 5, 6 on page 174. Discuss onomatopoeia and personification.
Test over “Thanatopsis”
For tomorrow: read Henry Wadsworth Longfellow p. 175-179. Be ready to answer all the “Shaping Interpretations” questions on p. 179, for both poems.
Friday, November 02, 2007 Poetry meters
Orally answer “Shaping Interpretations” questions on p. 179, for both Longfellow poems.
Lecture: Poetry Meters. You should know: iamb, trochee, dactyl, anapest, monometer, dimeter, trimeter, tetrameter,
pentameter, sonnet, quatrain, couplet, ԓturn, rhyme scheme
Monday, November 05, 2007 Reading Longfellow
We will use Longfellow as representative of the literary period from the American Revolution to the transcendentalists (circa 1840).
Read “A Psalm of Life” and discuss it in terms of (a) traditional form (b) religious orthodoxy and (c) patriotic mythmaking.
For tomorrow: read the 15 Longfellow poems on line, select one you will teach to the rest of the class. Copy and print that one poem and bring it with you to class tomorrow.
Tuesday, November 06, 2007 Prepare presentation on one Longfellow poem.
1. Read the poem aloud. 2. Analyze the poem. You may focus on the poem’s religious meaning, its patriotic (nation-building) meaning, how meter and sound relates to meaning, or how the poem either fits or does not fit the “romantic” ideal. 3. Re-read the poem aloud.
Wednesday, November 07, 2007 Student presentation of Longfellow poems
Thursday, November 08, 2007 Student presentation of Longfellow poems
Friday, November 09, 2007 Test: American Romanticism
You will be asked to read a poem we have not studied in class, and then to apply what you know about using context clues, drawing inferences, and analyzing setting.
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Class Logistics • Announcements •
Using a quote to develop a paragraph's topic
[Sentence 1: Transition from previous paragraph and Topic Sentence] Thoreau, however, is not necessarily interested in actually living in nature to the extent that he would be camping out.
[Sentence 2: Lead-in to the quote] He writes about building his house, and the fact that it protected him from the elements.
[Sentence 3: Includes quote]”I began to occupy my house on the 4th of July,” he says, “as soon as it was boarded and roofed, for the boards were carefully feather-edged and lapped, so that it was perfectly impervious to rain . . . .”
[Sentence 4: Elaboration: Tells why you include this quote] As you can see, he was careful in the way he constructed his house, and he did wish to be protected from the elements when necessary.
[Sentence 5: Elaboration: Adds more information to strengthen the support] It is also interesting that he did not actually move to the woods until this house was ready for him to live in.
[Sentence 6: Nail down your point: Reminder of how this relates to your main idea] So it is apparent that while he loved nature, he wasn’t living in a cave, or even a tent.
That’s it! A well-developed and unified paragraph using a quote to support the point:
Thoreau, however, is not necessarily interested in actually living in nature to the extent that he would be camping out. He writes about building his house, and the fact that it protected him from the elements. “I began to occupy my house on the 4th of July,” he says, “as soon as it was boarded and roofed, for the boards were carefully feather-edged and lapped, so that it was perfectly impervious to rain . . . .” As you can see, he was careful in the way he constructed his house, and he did wish to be protected from the elements when necessary. It is also interesting that he did not actually move to the woods until this house was ready for him to live in. So it is apparent that while he loved nature, he wasn’t living in a cave, or even a tent.
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Handouts •
TYPOLOGY AND THE AMERICAN RENAISSANCE
Ursula Brumm has written an informative and valuable book on the relation between religious typology and American thought from Samuel and Cotton Mather down to William Faulkner. * The German edition appeared in 1963, and in her “Note to the American Edition” Miss Brumm hopes that in spite of the passage of time and the accumulation of learned insights in the intervening years her book may remain “valid and can thus be regarded as a contribution to the problem of symbolism in American literature.” Her hope is a legitimate one, for though other specialists in Calvinism and our colonial period will qualify her insights, certainly the general student (and I now cast myself in that role) learns a great deal.
Miss Brumm’s all-embracing thesis is that in their use of typology the Puritans, against their better doctrinal convictions, gradually liberated comparisons between Old Testament types and New Testament antitypes by reaching out into secular history and nature until, almost unconsciously, typology passed over into symbolism. As Miss Brumm says, “It is not a new insight that Hawthorne, Melville, and their New England contemporaries are the intellectual heirs of the Puritans, albeit rebellious heirs.” When these nineteenth-century writers interpreted nature, spirit, and man symbolically they were, in effect, obeying an intellectual habit that had been established long before their time. It is the special distinction of Miss Brumm’s book that this symbolizing mode is convincingly derived from religious typology, which earlier historians of our nineteenth-century literary development were entirely unaware of or slighted.
Far from employing allegory or symbol, typology links definite biblical persons or events in “a reciprocal relation of anticipation and fulfillment.” The Old Testament is prophetic of the New. Indeed, as Miss Brumm points out, the federal theology of the New England Puritans is essentially typological, the covenant of works with Adam providing the anticipation of the covenant of grace as the fulfillment in Christ.
We need not delay over Miss Brumm’s establishing her position on the subject, economically and adequately, as she deals with the word Typus and its definitions in Grimm Wrterbuch, the OED, and the like. She informs us of the prophetic characteristic of typology, as groundwork for the subsequent expansion and sophistication of the idea. Thus Adam and Jonah, among other Old Testament characters, are types of Christ, and the raised brazen serpent is a type of Christ’s crucifixion.
The line of development was from St. Paul to Dante (in this Miss Brumm depends on Auerbach) and thence to Luther and Calvin. When Miss Brumm picks up the narrative she starts with Richard Mather’s son Samuel, who was in turn the uncle of Cotton Mather. “Characteristically enough,” she remarks, “it was Mather’s Puritan enmity towards symbols that led him to typology.” Cotton Mather enlarged the notion of typology by including models from secular history in “a closely spun but arbitrary system of parallels and analogies, in which ancient history is used to illustrate the Scriptures, and vice versa, and in which both prefigure and illuminate the history of the Puritans.” Cotton Mather expressed the view of New England Puritans that in fleeing Egypt, wandering in the wilderness, and settling in the Promised Land, the children of Israel provided a model for themselves, and New England was a New Canaan or a Second Jerusalem. Cotton Mather saw world history in this light as a “fulfillment of prophecies and the repetition of exemplary models rather than as the development toward something entirely new.” Miss Brumm’s treatment of Samuel and Cotton Mather is scant enough but sufficient to demonstrate that with his secular instances Cotton marks an advance on Samuel, though we are still interpretively factual enough and remote from symbolical insight.
The next step, and a large one, lies in Edward Taylor’s adaptation of typology to symbolism, for, contradictorily, Puritan dogma and Bible interpretation led Taylor to the threshold of a symbolic view of the world that, as Miss Brumm states, he did not intend and that ran counter to his convictions. In the fervid imagination of a Puritan poet, who could not take the mystical way of Catholic tradition, all phenomena became symbolical expressions of the divine; and this was sanctioned by the parallels between the “signs or signals” of natural phenomena and “the manifestations and events of the Bible.”
Miss Brumm concentrates on the Second Series (1693-October 1725) of the Preparatory Meditations and makes three groupings: (1) Meditations 1-61 (1693-1704), dominated by the typological interpretation of the Bible; (2) Meditations 62-114 (1704-13), dealing with various scriptural passages especially from St. Paul and St. John and touching upon the Lord’s Supper and transubstantiation; (3) Meditations 115-65 (1713-25), concerned, except for four poems, with the Song of Solomon. In this final group the Bible has become entirely symbolic, and under Miss Brumm’s guidance, we behold across a span of more than thirty years the unfolding of a truly poetic gift.
It would be tedious to repeat in small scope what Miss Brumm has demonstrated in her Chapter Five of some thirty compact pages, but a few comments will not be amiss. There can be no doubt that Miss Brumm has opened up a rich vein, and she is circumspect at the start of her chapter when she says that her aim “is to study the Meditations more from the standpoint of theology and to inquire into their significance for intellectual history.” Thus in Meditation I Taylor says:
The glory of the world slickt up in types
In all Choise things chosen to typify,
and he continues
The glory of all Types doth meet in thee,
and Miss Brumm’s comment is that already “the notion of the type is here extended from the Old Testament to the world: all the glorious things of the world are types pointing to Christ.” So, in dealing with nonpersonal types, Taylor crosses easily over the border between fixed relations between type and antitype and a unifying symbolism, as when he says in Meditation 20, “Thou art my Tabernacle.” Miss Brumm admirably demonstrates Taylor’s increasingly symbolical interpretation of Bible passages, especially those in the final fifty Meditations, in which Taylor handles the frank sensuality of the Canticles. No one could put the dramatic growth toward this position better than she herself does: “In the ‘Meditations, Second Series’ one can see exactly how his fantasy develops more and more toward allegory. From historically fixed types he turns to a typological, metaphorical interpretation of the Lord’s Supper (Christ’s flesh = manna or ‘spiritual Bread’), and from there he advances to a purely metaphorical allegorical interpretation of the Song of Solomon, where all the images are ‘spiritualized.’” That Taylor exceeded the limits set by Puritan theology in his succumbing to “the charm of biblicoOriental word pictures” is an inherently paradoxical result of his reli gion, which “had trained his imagination to discover connections between the terrestrial and divine worlds,” and he did so with great exuberance of imagination. He was a poet.
So far, in an admirable chapter, Miss Brumm takes us, and the general student of our American literature who, like myself, has been inspired by her to read a considerable sampling of the interpretation of Taylor beginning with Austin Warren ( 1941 ) and concluding with Kathleen Blake ( 1971 ) realizes that on her own ground she remains a knowledgeable interpreter of her poet.
I believe that Sacvan Bercovitch was the first to comment in print on Miss Brumm’s book. In an important footnote to his article, “Typology in Puritan New England: The Williams-Cotton Controversy Reassessed” ( AQ, 29, Summer, 1967 , 166-91; fn, p. 171) he made two penetrating observations on the original German edition, Die Religise Typologie im Amerikanischen Denken. Professor Bercovitch’s first remark was that Miss Brumm, “following Miller . . . begins her discussion only with the end of the seventeenth century, and so fails to present Taylor in his immediate European and American context.” Bercovitch’s argument is that, far from repudiating typology the early Puritans used it copiously. Thus in the quarrel between John Cotton and Roger Williams the difference was not between hostility to typology, on the one hand, and acceptance of it, on the other, but between two schools of typological interpretation; “the controversy . . . between Williams, the heretic, and John Cotton, the spokesman for the orthodoxy, took place within a culture thoroughly familiar with typology.” The difference was that Cotton proclaimed a “literal-spiritual continuity between the two Testaments and the colonial venture in America,” whereas Williams took an allegorical view of typology. Both Origen and Augustine interpreted typology as “figural prophecy,” which is “purely spiritual.” Like Augustine, says Bercovitch, Williams was greatly disappointed by the state, but Cotton was not. I take it from Bercovitch’s remarks that Miss Brumm’s book is defective in its omission of the typology of the first generation of New England Puritans.
Professor Bercovitch’s second comment suggests the expansion of the treatment of Taylor’s use of typology, which may be conveniently studied in the light of George Herbert’s use of types. “Virtually all of the figures” that Rosemund Tuve notes in her A Reading of George Herbert “appear, many recurrently, in Taylor’s poems.” Only once, and briefly in a note, does Miss Brumm refer to Professor Martz’ observations on Herbert in his introduction to Stanford’s edition of Taylor’s poems. Bercovitch gives three examples of typological figures: thorns-vine-grapes, garden-cabinet-jewels-music, and bloodArk-Jordan. Miss Tuve’s book is full of references to the typological tradition in religious and poetic practice. In the late Middle Ages the iconographical presentation of typological series is impressively abundant. The representation of Christ, for example, as the miraculous grape-bunch, figuring forth the inheritance of the Chosen People, crossing over Jordan into the Promised Land, is one of the oldest of the Old Testament types, with a history in glass, illumination, woodcarving, enamels, painting, and book-illustration, enduring until well after Herbert’s day. There is no escaping the fullness and elegance of Miss Tuve’s demonstration that behind Herbert’s imagery lies a typological tradition that enriched the Christian understanding in a most aesthetic as well as religious and doctrinal way.
After these important exceptions to Miss Brumm’s work one needs to return to her statement on Taylor, that her aim “is to study the Meditations more from the standpoint of theology and to inquire into their significance for intellectual history.” However one may regard her omission of the treatment of typology before the latter seventeenth century, one must acknowledge that for her discussion of Taylor Miss Brumm imposed rather severe limits. Certainly a study of the aesthetic enrichment of typological structures in Taylor’s verse is a necessary rounding out of the theological and intellectual. In her article, “The ‘Tree of Life’ in Edward Taylor’s Meditations” ( EAL, 3, Fall, 1968 , 72-87), the German original of which appeared in 1967, Ursula Brumm makes good this omission. I judge the article to be as important as the chapter, for in discussing the image of the Tree of Life in Taylor’s verse she approaches more intimately Taylor’s problems and intentions than she had before. “In order to give a poetic expression to the intellectual core of his faith with its complex abstract concepts of ‘grace,’ ‘regeneration,’ ‘eternal life,’ which at the same time he expanded in lengthy and difficult sermons, Taylor availed himself of biblical images and used them with the typological embellishments already provided by Church Fathers and other commentators.” The tree of life, the olive tree, the palm tree, the apple tree, the grapevine, the ark, and the root of Jesse are all of them Old Testament types that “demand an interpretation . . . directed at Christ and through him they are linked with the related images and events of the New Testament, particularly the vine, the grapes, the olive tree.” Throughout her article Miss Brumm shows “how on the one hand biblical origin and theological elaboration of these images and, on the other, their natural characteristics and attributes--such as species, appearance or the organs: root, trunk, branches, fruits--are employed, related or singled out in [ Taylor’s] poetical usage. Only if both dimen sions of such a poetical component--the theological and the naturalare investigated, can anything be said about Taylor the poet and his method of composition.”
Miss Brumm concludes her article by asking what kind of poetry Taylor intended to write. His meditations are “serious and engaged” theology expressed in poetic form, and they were intended to differ from the sermons, although, she adds, “never poetry in the secular sense.” Taylor brought the imaginative use of typology to bear upon and enhance theological doctrine. In all he wrote Taylor belongs not only to a theological tradition but to a tradition of the visual arts. During the Middle Ages, Miss Brumm reminds us, “Christ’s family tree was represented in innumerable pictures, book illustrations, embroideries, glass windows, on church doors, or carved in stone,” as well as in poetry and drama.
In his Edward Taylor ( 1961 ) Norman Grabo, though he saw that there was a relation between emblem books and typology, was not led by his discussion of the emblem tradition to a like consideration of typology in Taylor’s verse. Eight years later Thomas E. Johnston, in his “Edward Taylor: An American Emblematist” ( EAL, 3, Winter, 1968-69 , 186-98) failed in the same way. It remained for Miss Brumm to produce a pioneering study from her special point of view, and her great merit is that she has provided a basis in real knowledge for the further and increasingly fruitful study of Taylor. Just last year, again in EAL, Thomas M. Davis published an important article, “Edward Taylor and the Traditions of Puritan Typology,” that owes something to Miss Brumm, but he adds a particular insight that is worth quoting: “In these early Meditations, Taylor carefully excludes from the central or ‘doctrinal’ portion of the poem, any personal involvement. Meditation 9, for example, is representative of this approach. Yet, increasingly in later Meditations, Taylor directly and explicitly involves himself in the typical meaning of the poem; types cease to be historical phenomena and become reflections of his own spiritual state.”
To return to her book, Miss Brumm suggests that Taylor went from historically fixed types to a typological, metaphorical interpretation of the Lord’s Supper, and his imagination burst the confines of Puritan sobriety as he succumbed to the charms of the Song of Solomon. Jonathan Edwards, on the other hand, applied typology to the future and gave us “the early theological version of that nineteenthcentury American view of history which looked rather to the future than to the past,” dismissing Europe as corrupt and bloody and ex. tolling America as entirely peace-loving, innocent, and therefore happy. Miss Brumm presents Edwards and Emerson in diptych, following the device in Miller’s famous essay; and if we hold all three writers, Taylor, Edwards, and Emerson, up to speculative appraisal, our judgment of their differences and likenesses should go far toward explaining the unfolding of thought in a highly intellectual community across a span of more than a century.
It is salutary both in Miller and Brumm to be reminded of Emerson’s indebtedness to a Calvinistic past, though in my opinion that influence is more diffused than specific. I suspect that Miss Brumm overworks the typological influence and evidence in Emerson in her assumption that behind every usage of the word “type” there lies the traditional thought she so capably demonstrates in others. To be sure, she is correct in taking Emerson’s view of the Lord’s Supper as a continuation of the New England concern with this sacrament. She is entirely right in seeing typology in Emerson’s sermon on the Lord’s Supper in such a remark as this: “nothing could be more natural than . . . that they, Jews like Jesus, should adopt his expressions and his types.” But it is highly questionable that Emerson’s remark in his chapter “Language” in Nature is typologically inspired: “Throw a stone into the stream, and the circles that propagate themselves are the beautiful type of all influence.” In his use of the word “type” Emerson owes far more to his modern dictionary and modern science in his day than to the inherited tradition of typology. Yet Miss Brumm’s final remark is irreproachable: “The same nature which the first Puritans found inimical and savage received by virtue of Emerson’s heresy the consecration which made it the ground of symbols and knowledge, and thus a vital element in American literature.”
It is with Hawthorne and Melville that Miss Brumm is more rewarding in tracing the presence of typology in the American Romantics. Most of her remarks about these two writers are routine and commonplace enough--except for the typological exposition, and that makes all the difference, for, to use an expression of Emerson, typology is her “angle of vision.”
Miss Brumm is astute in her distinctions in Hawthorne’s use of emblem,” “symbol,” and “type,” three concepts that, she says, occur “with almost the same frequency.” Her demonstration of such a distinction in “The Minister’s Black Veil” between “type” and “symbol,” when Father Hooper says, “Know then, this veil is a type and a symbol,” is entirely credible. Miss Brumm states that Hawthorne’s use of “type.” “represents a stage of its transition from the original theological meaning to the generalized symbolic function in the figurative . . . representation of a quality.” Her chief demonstration of this transition is with The House of the Seven Gables and The Marble Faun.
The structure of The House is typological. The opening story of Colonel Pyncheon’s greed is “a prefiguration--or ‘type,’ if you please--of the history of the entire Pyncheon family.” Just as later characters have parallels to historical characters, so there is “a principle of parallels and correspondences in regard to . . . the scenes and physical objects,” the house, Maule’s well, and the like. Miss Brumm has much to say about “romance” elements, the effects that, as Jane Lundblad has demonstrated, came to Hawthorne from Gothic romance. In The House they are “a disguise for the original theological notions of predestination and cyclical recurrence, which are anchored by Hawthorne more in a moral principle than in divine omnipotence.”
The typological element Miss Brumm seizes upon in The Scarlet Letter occurs in chapter XII, “The Minister’s Vigil"--the appearance of the great red letter A in the heavens. She suggests that the prophetic purport of this divine sign is blunted when Hawthorne explains for the modern reader that it could have been a natural phenomenon or the delusion of a mind burdened with guilt. Miss Brumm goes on to say that Hawthorne wavered between two explanations and that this “device of multiple choice,” as Matthiessen called it, is too superficial a formula to stand as evidence of Hawthorne’s profundity. If Matthiessen thought this device “one of his most fertile resources” one must, I think, agree with Miss Brumm that, truly, it scarcely goes beyond the obvious.
In The Marble Faun Donatello is a romanticized descendant from the realm of theology. In the universal human guilt after the Fall the gap between the ancient heathen world and the modern age is bridged in Donatello, who is the type of a faun of classical antiquity and thus the innocent Adam of the Christian tradition. The typological also carries over into the relation between Miriam and a painting of Beatrice by Guido Reno and also that between the sinister model and another painting by the same artist.
There is tragedy in Hawthorne’s career as Miss Brumm sees it, for though typology suited him it was intellectually obsolescent in the nineteenth century, and, as she says, Hawthorne"never really belonged to his own era intellectually."” Hawthorne never wholly succeeded in uniting the two main constituents of his mind, the Puritan and the nineteenth-century ones”; if there is a contradiction in these two statements it is, I think, only through inadvertence, and, on the whole, we gather Miss Brumm’s intention.
What is one to make of Miss Brumm’s typological demonstration? I must confess to some disappointment because in seeing Hawthorne from a typological angle of vision she turns up only the accepted commonplace of interpretation. Miss Brumm applies a new name, typology, to a sense of fate and predestination already long and firmly established in Hawthorne criticism. In fairness to her, I add that this name and this angle of vision quicken our awareness of ancestral habits of thought lodged in the strata of Hawthorne’s mind; the sense of fate and predestination is thus given psychic depth, rendered in greater perspective.
If so, we must deplore Miss Brumm’s limited exploration of the typological habit of Hawthorne’s mind. One respects her statement that “it is not the purpose of this study to examine the total significance of Hawthorne’s entire work.” By all means; that would be a large order, larger than any Hawthorne specialist has undertaken. But perhaps we may accept the hint Miss Brumm has offered on Hawthorne’s typological habit of mind and extend that insight to embrace the psychological.
For Edward Taylor typology provided the theological focus for intense emotional experiences, and the fictional Arthur Dimmesdale, a Puritan minister of an earlier era, had like but even more eruptive crises because their source was a sense of personal guilt. In her all too brief discussion of typology in “The Minister’s Vigil” the attention Miss Brumm gives to “the device of multiple choice” is distracting. The profound suffering, arising out of his burden of guilt, is inextricably involved with the appearance of the letter in the heavens. Properly one should not be satisfied with only half of the scene; the total significance of the chapter must be explored.
An even profounder engagement of typology and psychology is offered in chapter XX, “The Minister in a Maze.” Here, returning home from the forest meeting with Hester, Dimmesdale encountered three great temptations, which he barely conquered. The first was with one of his deacons, to whom he was tempted to say something blasphemous about the Lord’s Supper. The second was with the eldest female member of his church, to whom, under the sway of “the great enemy of souls,” he was tempted to suggest an “unanswerable argument against the immortality of the human soul.” The third was with “a maiden newly won” to God and Christ, and that by a sermon preached by Dimmesdale himself; lest he “blight all the . . . innocence with but one wicked look,” he held his Geneva cloak before his face and passed by.
Christians are taught that because of his human and divine nature (theanthropy) Christ, in his great threefold temptation by Satan, intimately felt our human weakness, though he prevailed over “the great enemy of souls.” Thus Christ’s temptation is the archetypal encounter with Satan and provides the model for Dimmesdale’s experience. The House of the Seven Gables is very low-keyed,--characters, themes, typology; but The Scarlet Letter is a vehement book in which the typological is swept up irresistibly into the orbit of psychological suffering, is indeed the emblematic seal of that. Note in the chapter we are dealing with, this amazing piece of psychology just before the temptations: “Before Mr. Dimmesdale reached home, his inner man gave him other evidences of a revolution in the sphere of thought and feeling. In truth, nothing short of a total change of dynasty and moral code, in that interior kingdom, was adequate to account for the impulses now communicated to the unfortunate and startled minister. At every step he was incited to do some strange, wild, wicked thing or other, with a sense that it would be at once involuntary and intentional; in spite of himself, yet growing out of a profounder self than that which opposed the impulse.” Here, though without the awesome rhetoric of the gigantesque in Moby-Dick, we have a dreadful paradox of psychology comparable to that in the immense chapter 44, “The Chart,” delineating Ahab’s schizophrenia.
There are other instances of the fusion of typology and psychology in The Scarlet Letter. In chapter XI, “The Interior of a Heart,” Dimmesdale’s “inward trouble drove him to practices more in accordance with the old corrupted faith of Rome, than with the better light of the church in which he had been born and bred.” In scourging himself Dimmesdale fled psychologically into the past and sought his type in the flagellating monk. Hester, on the contrary, anticipated the future in like typological fashion. In chapter XIII, “Another View of Hester,” in a brief passage that has remained astonishing for me, Hester is made part of the political and intellectual revolution of the age in Europe: “The world’s law was no law for her mind. It was an age in which the human intellect, newly emancipated, had taken a more active and a wider range than for many centuries before. . . . Hester Prynne imbibed this spirit. She assumed a freedom of speculation, then common enough on the other side of the Atlantic. . . . In her lonesome cottage, by the seashore, thoughts visited her, such as dared to enter no other dwelling in New England; shadowy guests, that would have been as perilous as demons to their entertainer, could they have been seen so much as knocking at her door.” Thus Hester became, in Hawthorne’s treatment, a type of the woman of the future, though she considered herself to be unworthy of the role of prophetess for her own day. In chapter XXIV, “The Conclusion,” the typological receives full scope of Futurity in the remark that when she counselled women in trouble, Hester “assured them, too, of her firm belief, that, at some brighter period, when the world should have grown ripe for it, in Heaven’s own time, a new truth would be revealed, in order to establish the whole relation between man and woman on a surer ground of mutual happiness.”
It is for the rather large reason laid forth in the preceding four paragraphs that I cannot accept Miss Brumm’s threadbare view of Hawthorne’s romanticism--those elements that derived from Gothic romance and that were employed “as a disguise for the original theological notions of predestination and cyclical recurrence . . . .” Miss Brumm has detected that disguise, but since in her view Hawthorne did not belong intellectually to his age she fails to seek evidence in his work of the psychological, in effect, the operation of the unconscious mind. This evidence, it strikes me, is so abundant that I need not affront the reader with instances.
For so many years our leading interpreters of American literary thought have struggled to come ever closer to the real nature of American Romanticism in those writers who, demonstrably, have a Calvinistic background. And now Ursula Brumm has identified one of those ancestral elements in typology. The mingling of this inherited habit of thought with modern modes of thought or other modes derived from a remoter past than Calvinism (Neo-Platonism, for example) makes our critical quest endlessly fascinating.
Typology abounds in Melville. Moby-Dick, Ahab, and Ishmael, all have biblical models. Billy Budd, in his full complexity, is the Handsome Sailor, the innocent Adam before the Fall, and in his sacrificial death, the fulfillment of Christ. Melville even viewed historical persons typologically, and Franklin, for example, is a fulfillment of the Old Testament Jacob. Miss Brumm takes Melville’s “linked analogies” in Moby-Dick to be typological. They are part of the message of the novel, pervading nature and the soul and binding the universe together. The symbolic interpretation of actual experience proves Melville an heir to the Calvinist endeavor to find “significances” in the world, and Melville is therefore a high point in Miss Brumm’s demonstration of the transition from typology to symbolism. The view that America herself should share in the future-oriented habit encouraged by typology was inevitable in a writer of Melville’s Calvinistic background and democratic leanings. Perhaps the best passage to show this mingling may be found at the conclusion of chapter 33 in Redburn, a passage that Miss Brumm regrettably omits from her section on Melville. America is hailed as a nation that all may claim as theirs.
We are not a narrow tribe of men. . . . No: our blood is as the flood of the Amazon, made up of a thousand noble currents all pouring into one. We are not a nation, so much as a world; for unless we may claim all the world for our sire, like Melchisedec, we are without father or mother. . . . On this Western Hemisphere all tribes and people are forming into one federated whole; and there is a future which shall see the estranged children of Adam restored as to the old hearthstone in Eden. . . . The seed is sown, and the harvest must come; and our children’s children . . . shall all go with their sickles to the reaping. Then shall the curse of Babel be revoked, a new Pentecost come, there shall appear unto them cloven tongues as of fire.
Miss Brumm rounds out her treatment of typology with a final chapter on recent works in which the protagonist is a Christ figure, notably Faulkner Light in August and A Fable. Throughout the nineteenth century Christ became increasingly identified with the human being who innocently suffers because life has a pernicious habit of going awry, and Christ’s presence lent “the defeat the splendor of victorious transcendence.” Miss Brumm’s twentieth-century examples merely underscore the fusion of human and divine. In this development one may observe that the original Christian and Calvinistic sinful human being who has salvation through Christ is succeeded by the entirely innocent protagonist of Christ-like purity. We accordingly have two myths and a common element linking them-typology, first in its theological guise and then in its transmuted secular function of symbolism. But we have more. If in A Fable Christianity is “rapacity’s masterpiece,” being an expression of “nations, generals, and heroes on the side of those who crave fame, wealth, and glory” and if Christ “stands on the other side, the side of ordinary people” like the corporal, then, in effect, in the succession of myths, the second has at last savagely turned upon the first with rebellious accusations. Myth has come full circle, and there is an end of myth.
I base these offhand observations on Miss Brumm’s challenging coda, and I should like to add that the one book I think of in connection with American Thought and Religious Typology is Tony Tanner’s The Reign of Wonder, since for me they embrace the two myths present in the American experience. Clearly, apart from the merit of her interpretation of individual writers the signal importance of Miss Brumm’s work lies in her seeing an historical process working itself out. Miss Brumm has rendered us all a great service as much in the speculation she inspires as in the fundamentally sound and rich knowledge she displays.
Typology and the American Renaissance. Contributors: Carl F. Strauch - author. Journal Title: Early American Literature. Volume: 6. Issue: 2. Publication Year: 1971. Page Number: 178.
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Religion in the Public Schools
Students may be taught about religion, but public schools may not teach religion. As the U.S. Supreme Court has repeatedly said, it “might well be said that one’s education is not complete without a study of comparative religion, or the history of religion and its relationship to the advancement of civilization.” It would be difficult to teach art, music, literature and most social studies without considering religious influences.
The history of religion, comparative religion, the Bible (or other scripture)-as-literature (either as a separate course or within some other existing course), are all permissible public school subjects. It is both permissible and desirable to teach objectively about the role of religion in the history of the United States and other countries. One can teach that the Pilgrims came to this country with a particular religious vision, that Catholics and others have been subject to persecution or that many of those participating in the abolitionist, women’s suffrage and civil rights movements had religious motivations.
Religion In The Public Schools: A Joint Statement Of Current Law
Other Resources
“From Battleground to Common Ground: Religion in the Public Schools Doesn’t Need to Be a Flash Point. . .” School Administrator. Volume: 63. Issue: 9. October 2006. Page Number: 10+
1. School officials must be neutral in their treatment of religion--neither inculcating nor denigrating religion. Public schools can (and should) teach about religion, where appropriate, as part of a complete education. Such teaching must be fair, objective and based on sound scholarship.
2. Students, however, are free to pray alone or in groups, read their scriptures and discuss their faith as long as they aren’t disruptive and don’t infringe upon the rights of others. Students also may distribute religious literature, subject to reasonable time, place and manner restrictions, and express their views about religion in class assignments as long as doing so is relevant to the subject under consideration and meets the requirements of the assignment. In secondary schools, students may form religious clubs if the school allows other extracurricular student clubs.
The widespread myth that the First Amendment bans God from the public schools may be popular fodder for attacking public schools, but it simply isn’t true.
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