'The War-Prayer': Samuel Clemens and 9/11
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Mark Twain's Theories of Morality. Frank C
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1941 Mark Twain's Theories of Morality. Frank C. Flowers Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Flowers, Frank C., "Mark Twain's Theories of Morality." (1941). LSU Historical Dissertations and Theses. 99. https://digitalcommons.lsu.edu/gradschool_disstheses/99 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. MARK TWAIN*S THEORIES OF MORALITY A dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College . in. partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of English By Prank C. Flowers 33. A., Louisiana College, 1930 B. A., Stanford University, 193^ M. A., Louisiana State University, 1939 19^1 LIBRARY LOUISIANA STATE UNIVERSITY COPYRIGHTED BY FRANK C. FLOWERS March, 1942 R4 196 37 ACKNOWLEDGEMENT The author gratefully acknowledges his debt to Dr. Arlin Turner, under whose guidance and with whose help this investigation has been made. Thanks are due to Professors Olive and Bradsher for their helpful suggestions made during the reading of the manuscript, E. C»E* 3 7 ?. 7 ^ L r; 3 0 A. h - H ^ >" 3 ^ / (CABLE OF CONTENTS ABSTRACT . INTRODUCTION I. Mark Twain— philosopher— appropriateness of the epithet 1 A. -
Satire: Evoking Change Through Witty Or Even Virulent Humor
A+ College Ready English Fall AP Conference Prattville, Alabama October 1-2, 2018 Satire: evoking change through witty or even virulent humor Jerry W. Brown [email protected] website: www.jerrywbrown.com Jerry W. Brown 2018 A+ College Ready [email protected] 1 "Satire: evoking change through witty or even virulent humor" Kenneth Burke has stated, “We cannot use language maturely until we are spontaneously at home in irony.” In this session, participants will consider techniques of humor, irony, and satire and how to assist students with these concepts which consistently appear in both the poetry and prose selections on the AP Literature and Composition test. Irony deals with opposites; it has nothing to do with coincidence. If two baseball players from the same hometown, on different teams, receive the same uniform number, it is not ironic. It is a coincidence. If Barry Bonds attains lifetime statistics identical to his father’s it will not be ironic. It will be a coincidence. Irony is "a state of affairs that is the reverse of what was to be expected; a result opposite to and in mockery of the appropriate result." For instance: • If a diabetic, on his way to buy insulin, is killed by a runaway truck, he is the victim of an accident. If the truck was delivering sugar, he is the victim of an oddly poetic coincidence. But if the truck was delivering insulin, ah! Then he is the victim of an irony. • If a Kurd, after surviving bloody battle with Saddam Hussein’s army and a long, difficult escape through the mountains, is crushed and killed by a parachute drop of humanitarian aid, that, my friend, is irony writ large. -
Stories Matter: the Complexity of Cultural Authenticity in Children's Literature (Pp
DOCUMENT RESUME ED 480 339 CS 512 399 AUTHOR Fox, Dana L., Ed.; Short, Kathy G., Ed. TITLE Stories Matter: The Complexity of CulturalAuthenticity in Children's Literature. INSTITUTION National Council of Teachers of English, Urbana,IL. ISBN ISBN-0-8141-4744-5 PUB DATE 2003-00-00 NOTE 345p. AVAILABLE FROM National Council of Teachers ofEnglish, 1111 W. Kenyon Road, Urbana,.IL 61801-1096 (Stock no. 47445: $26.95members; $35.95 nonmembers). Tel: 800-369-6283 (Toll Free); Web site: http://www.ncte.org. PUB TYPE Books (010).-- Collected Works General (020) -- Opinion Papers (120) EDRS PRICE EDRS Price MF01/PC14 Plus Postage. DESCRIPTORS *Childrens Literature; *Cultural Context; ElementaryEducation; *Literary Criticism; *Multicultural Literature;Picture Books; Political Correctness; Story Telling IDENTIFIERS Trade Books ABSTRACT The controversial issue of cultural authenticity inchildren's literature resurfaces continually, always elicitingstrong emotions and a wide range of perspectives. This collection explores thecomplexity of this issue by highlighting important historical events, current debates, andnew questions and critiques. Articles in the collection are grouped under fivedifferent parts. Under Part I, The Sociopolitical Contexts of Cultural Authenticity, are the following articles: (1) "The Complexity of Cultural Authenticity in Children's Literature:Why the Debates Really Matter" (Kathy G. Short and Dana L. Fox); and (2)"Reframing the Debate about Cultural Authenticity" (Rudine Sims Bishop). Under Part II,The Perspectives of Authors, -
The War-Prayer” Essays on “The War-Prayer” 101
New Perspectives on “The War-Prayer” Essays on “The War-Prayer” 101 “The War-Prayer” in U.S. Popular Culture John HAN Since its publication, Mark Twain’s short but brilliantly crafted story “The War- Prayer” has been an archetypal text for screenplays dealing with the horror of war, as well as a popular tool for advocates of non-violence or paci sm in the United States. Screen- writers use it as a dramatic vehicle to enrich the meaning of their screenplays and scripts, peace activists feature it at anti-war events and on the World Wide Web, and paci st Chris- tian sermons draw moral lessons from it. This essay examines how Twain’s satirical story functions as a moral and ethical framework for paci st discourse in contemporary Ameri- can popular culture. “The War-Prayer” constitutes part of the 1981 television lm The Private History of a Campaign That Failed directed by Peter H. Hunt. (Based on Twain’s short story of the same title, it was released in the VHS format in 2002). Set in the Civil War period, this eighty-nine-minute action/adventure movie focuses on a group of scared teenage soldiers, who go to the battle eld without proper training, without understanding the reality of war, and without understanding the reason for war. The lm ends with the arrival of the ghost of Edward Herrmann at a church, who delivers Twain’s “The War-Prayer” as an anti-war epilogue. Like the white-robed “lunatic” in Twain’s story, Herrmann exposes the dreadful implications of a sermon delivered by a jingoistic, triumphalist preacher (Twain 425). -
Zusas Occasional Papers
ZUSAS OCCASIONAL PAPERS Herausgegeben vom Zentrum für USA-Studien der Martin-Luther-Universität Halle-Wittenberg Heft 6 GARY SCHARNHORST Mark Twain’s Relevance Today Halle (Saale): Zentrum für USA-Studien, 2011 Bibliographische Informationen der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliographie; detaillierte bibliographische Daten sind im Internet über http://dnb.d-nb.de abrufbar. ZUSAS Occasional Papers ISSN 1867-2191 Scharnhorst, Gary. Mark Twain’s Relevance Today Layout: Carsten Hummel © 2011 Zentrum für USA-Studien der Martin-Luther-Universität Halle-Wittenberg 06099 Halle (Saale) Germany http://www.zusas.uni-halle.de Druck: Reprocenter GmbH Halle (Saale) 5 Mark Twain’s Relevance Today From the earliest stage of his writing career, Mark Twain was more than a literary comedian. From the first, his humor had a satirical and sometimes even a bitter edge, and throughout his life he repeatedly ridiculed the fool- ishness and foibles of the “damned human race.” His humor was in fact the basis of his appeal across classes, races, and nationalities. His social satire is the basis of his relevance today. The secret of his success as a humorist, he insisted, was that everything he wrote “had a serious philosophy or truth as its basis. I would not write a humorous work merely to be funny.” If Twain was an American icon, he was also an iconoclast. Nowhere is his iconoclasm more apparent than in his indictment of religious hypocrisy, especially in Adventures of Huckleberry Finn. As the novel opens, for example, pious old Miss Watson tries to teach Huck his cat- echism even while planning to sell the slave Jim down the river. -
Teachers Resource Guide
s! m idea assroo se cl Lessons and Ac Try the tivities For the Classroom Table of Contents: The Mark Twain Boyhood Home & Museum Writing Ideas 2 Word Search 3 Teacher Resource Guide Encounter with 4 Prepared by Dr. Cindy Lovell an Interviewer Quincy University, Quincy, Illinois Legend of 4 Sagenfeld This guide offers some help- visit - call! We love to hear Teaching Award. Applica- ful teacher suggestions and from teachers if only to an- tions must be submitted by Adam and Eve 5 activities to bring Mark swer your questions and help March 15th of each calendar Twain’s writing to life in your you to come up with lesson year, and winners will be an- Sherburn and 5 classroom. These resources plan ideas for teaching Mark nounced on the following May Boggs can be modified for elemen- Twain. 1st. The next time you teach Tom Sawyer - 6 tary, middle, and high school Mark Twain in your class- Mark Twain’s writings fit into Whitewashing students. virtually every type of class- room, consider applying for We are always looking for room. If you have a specific this prestigious award. Activities 7- good teaching ideas to share. idea but are unsure as to how Teaching Twain? 11 If you have any you’d like to to proceed, send us an email Enter by March 15th! share, please let us know. or give us a call - we will help Following the 12 Contact Cindy Lovell at the you prepare the most appro- Equator Mark Twain Boyhood Home & priate lesson for your stu- Museum. -
Presented to the Graduate Council of the North Texas State University In
/37Q/c /vo. THE CAPTAIN STORMFIELD CHARACTER IN THE PUBLISHED AND UNPUBLISHED WORKS OF MARK TWAIN DISSERTATION Presented to the Graduate Council of the North Texas State University in Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY By Helen Hanicak, B. A., M. A. Denton, Texas May, 1976 Hanicak, Helen A., The Captain Stormfield Character in the Published and Unpublished Works of Mark Twain. Doctor of Philosophy (English) December, 1975, 148 pp., bibliography, 77 titles. Captain Stormf ield, the main character in Mark Twain's last book, Extract from Captain Stormfield's Visit to Heaven (1909), and in Dixon Wecter's restored posthumous edition of this work, entitled "Captain Stormfield's Visit to Heaven" (1952), appears numerous times--under either the Stormfield name or some other--in Twain's published and unpublished works. His presence throughout the Twain canon--from soon after 1868 when Twain sailed from San Francisco to Panama with Stormfield's original, Captain Edgar (Ned) Wakeman, until 1909, the publication date of Extract from Captain Stormfield's Visit to Heaven--demon- strates Twain's preoccupation with this important character. Works, listed by real or approximate date of composition, as diverse as Roughing It (1872), the "Simon Wheeler Sequence" (c. 1870), Simon Wheeler: Amateur Detective (1878-c. 1898), "Some Random Notes on an Idle Excursion" (1877), "The Great Dark" (1897), and another posthumous work, "Refuge of the Derelicts" (1905-1906), all have 2 Stormfieldian characters, and they all reflect the complex personality of Mark Twain. Most important, Stormfield and represents Twain's ambivalence toward theological philosophical questions of existence. -
The Burden of Huckleberry Finn Author(S): Frances W
Literature Resource Center - Print Page 1 of 20 Title: Race and Reading: The Burden of Huckleberry Finn Author(s): Frances W. Kaye Publication Details: Canadian Review of American Studies 29.1 (1999): p13-48. Source: Twentieth-Century Literary Criticism. Ed. Janet Witalec. Vol. 138. Detroit: Gale, 2003. p13- 48. From Literature Resource Center. Document Type: Critical essay Full Text: COPYRIGHT 2003 Gale, COPYRIGHT 2007 Gale, Cengage Learning [(essay date 1999) In the following essay, Kaye discusses the enduring relevance of Twain's Huckleberry Finn but emphasizes that the novel also glosses over racism in white society by making the reader complicit with the limited worldview presented in the novel.] For the great mass of admiring readers, because Huck and Jim are friends, and because Jim is finally emancipated, the novel's ambiguities are simply dissolved in an overflow of relief and warm fellow- feeling. ... Huckleberry Finn continues to be our favorite story about slavery and race because it gives us no more of this reality than we can bear.(Robinson 1986, 119) Race and slavery, as almost all readers now acknowledge, are central to Mark Twain's Huckleberry Finn, the great American novel. Twain's episodic, beautiful, ambivalent, cruel, and liberating tale of the Mississippi Valley in 1840 has become the universal story of bondage and freedom and the most widely taught novel in the United States. Yet if we read the novel carefully, against the context of the time Twain was writing in as well as in the context of our own time, we must recognize, with Forrest Robinson, that "it gives us no more of this reality than we can bear," that it enables its American readers to approach the most profoundly troubling issue in their history without risk of being overcome with the fear and guilt that attach to the subject. -
Adventures of Tom Sawyer
The Adventures of Tom Sawyer Mark Twain THE EMC MASTERPIECE SERIES Access Editions SERIES EDITOR Robert D. Shepherd EMC/Paradigm Publishing St. Paul, Minnesota Staff Credits: For EMC/Paradigm Publishing, St. Paul, Minnesota Laurie Skiba Eileen Slater Editor Editorial Consultant Shannon O’Donnell Taylor Jennifer J. Anderson Associate Editor Assistant Editor For Penobscot School Publishing, Inc., Da nvers, Massachusetts Editorial Design and Production Robert D. Shepherd Cha rles Q. Bent President, Executive Editor Production Manager Christina E. Kolb Sara Day Managing Editor Art Director Kim Leahy Beaudet Diane Castro Editor Compositor Sara Hyry Janet Stebbings Editor Compositor Laurie A. Faria Associate Editor Sharon Salinger Copyeditor Marilyn Murphy Shepherd Editorial Advisor ISBN 0-8219-1637-8 Copyright © 1998 by EMC Corporation All rights reserved. No part of this publication may be adapted, reproduced, stored in a retrieval system or transmitted in any form or by any means, elec- tronic, mechanical, photocopying, recording, or otherwise without permis- sion from the publishers. Published by EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102 Printed in the United States of America. 10 9 8 7 6 5 4 3 2 xxx 06 05 04 03 02 01 00 Table of Contents The Life and Works of Mark Twain. v Time Line of Twain’s Life . vii The Historical Context of The Adventures of Tom Sawyer. ix Characters in The Adventures of Tom Sawyer . xiii Illustrations. xvi Echoes . xviii Preface . 1 Chapter 1 . 3 Chapter 2 . 11 Chapter 3 . 17 Chapter 4 . 23 Chapter 5 . 32 Chapter 6 . 39 Chapter 7 . 49 Chapter 8 . -
Irony in Adventures of Huckleberry Finn: “You Can’T Pray a Lie.”
Mark Twain Boyhood Home & Museum Lesson Plan for Adventures of Huckleberry Finn Created by: Elizabeth Hartley and Clare Georgantas School: Evanston Township High School, Evanston, Illinois July 30, 2010 – Summer Teachers Workshop Hannibal, Missouri Irony in Adventures of Huckleberry Finn: “You can’t pray a lie.” LESSON PLAN FOR Adventures of Huckleberry Finn Concept or Topic: Irony Suggested Grade Level: 11-12 Subject: Advanced Placement English Suggested Time Frame: Two-three days (Language and Literature). (42 minute periods). Objective(s): • Students will demonstrate an ability to understand and analyze the use of irony in Twain’s Huckleberry Finn, “The War Prayer,” selected short stories, poetry, and song lyrics. • Students will identify different types of irony (verbal, situational, dramatic, and Socratic) and be able to apply them appropriately to the texts. • Students will post five (5) distinct and different examples of irony from the above Twain texts on the classroom “Wall of Irony.” • Students will transfer their understanding of irony on to other cultural genres, such as music, media, poetry, art, and personal experience. • Students will write an original short story, poem(s), and/or song lyrics that employ the literary device of irony. State Standards: 2.B.5b Apply knowledge gained from literature as a means of understanding contemporary and historical economic, social and political issues and perspectives. 2.B.5a Analyze and express an interpretation of a literary work. 2.A.5a Compare and evaluate oral, written or viewed works from various eras and traditions and analyze complex literary devices (e.g., structures, images, forms, foreshadowing, flashbacks, stream of consciousness). -
Mark Twain's Postmodern View of Identity and the Body
The Recurrent Trope of the Indivisible Body: Mark Twain’s Postmodern View of Identity and the Body The Recurrent Trope of the Indivisible Body: Mark Twain’s Postmodern View of Identity and the Body MITSUISHI Yoko Toyo University I In writing such works as “What Is Man?” in his later years, Mark Twain revealed his larger philosophical interest in human affairs. Even though he was less a systematic theorist than a humorist, Twain’s philosophical thinking provided his novels with a piercing insight that transformed his humor into something more than a joke. In this essay I consider selected humorous remarks and episodes that reference the indivisible body in Twain’s novels in order to show how his persistent interest in the body was ahead of his time, even approaching postmodern understandings of the body as social construct. Twain’s ideological exploration into fundamental questions of the human condition serves as a platform for the critical reassessment of Twain’s later works, many of which were left unfinished or are yet to be mined for their inspired ideas. In Pudd’nhead Wilson (1894), David Wilson’s enigmatic remark about a troublesome barking dog earns him his disgraceful nickname because of its apparent meaninglessness: “I wish I owned half of that dog… Because I would kill my half” (24). Twain’s assigning such a remark to the eponymous character (who also happens to be a lawyer) becomes increasingly significant when we note Twain’s interest in the trope of the indivisible body in Adventures of Huckleberry Finn (1884/5) and also in Those Extraordinary Twins (1894). -
Books for You: a Booklist for Senior High Students
'DOCUMENT RESUME ED 130 270 CS 202 973 AUTHOR Donelson, Kenneth L., Ed.; And Others TITLE Books for You: A Booklist for Senior High Students. Sixth Edition. INSTITUTION National Council of Teachers of English, Urbana, PUB DATE 76 NOTE 490p.; Compiled by the Committee on the Senior High School Booklist of the National Council of Teachers of English AVAILABLE gRomNational Council of Teachers of English, 1111Kenyon Road, Urbana, Illinois 61801 (Stock No. 03626, $2.95 non-member, $2.25 member) .EDRS PRICE MF-$1.00 HC-$26.11 Plus Postage. DESCRIPTORS *Adolescent Literature; *Annotated Bibliographies; *Booklists; *Books; *High School Students; literature; Reading, Materials; Secondary Education; Teenagers ABSTRACT The books listed in this annotated bibliography have been selected to provide pleasurable reading for,high school students. Books are arranged alphabetically by author,under 43_main categories. Concluding the book are a directory of publishersand indexes of authors and titles. (JM) *********************************************************************** Documents acquired by ERIC include many informal unpublished * * materials not available from other sources. ERIC makesevery effort * * to obtain'the best'copy available. Nevertheless, itemsof marginal * * reproducibility are often encountered and this affects the quality. * * .of the:microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS isnot * responsible for the quality.of the original document. leproductions* * supplied by EDRS are the best that can be made from the original. * *********************************************************************** . U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE NATIONAL INSTITUTE DF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN- ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF z EDUCATION POSITION OR POLICY.