My Mark Twain; Reminiscences and Criticisms
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I;' August. 1969
MARK TWAIN'S DEVELOPMENT OF THE NARRATIVE AND VERNACULAR PERSONA TECHNIQUE ,r~ ... : tI;' A THESIS SUBMITTED TO THE DEPARTMENT OF ENGLISH AND THE GRADUATE COUNCIL OF THE KANSAS STATE TEACHERS COLLEGE OF EMPORIA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS POR THE DEGREE OF MASTER OF ARTS By JAY H. BOYLAN .-/ August. 1969 111:' -< J J _ ! j/ Approved for the Major Department r I, itbo... .- Approved for the Graduate Council tf ~~ r)Q8.... ~:rL'09 "'0 .....,t) PREFACE Mark ~qain was such a dominant personality that he literally commanded the full attention of his day with his ac tivities. It has been said that he was the world's most well~known figure in his time. Twain's speaking tours in America and abroad helped him to create and maintain his image as a kind of representative American personality; in many ways he seemed the embodiment of the new man, the new spirit. After Twain's death in 1910, the force of his personality was so strong that it continued to overshadow his works. The early theories of Brooks' therefore were in the best traditions of biographical criticism and in the best traditions of Twain criticism; Brooks and others kept the emphasis on the man, Twain, rather than on his works. Brooks' idea, that Twain was a "divine amateur" who was thwarted by a psychological wound, is obviously in keeping with the forces of that time. What is not so obvious is tha.t Twain's supporters such as Devoto were, also, a part of this same tradition. Devoto defended Twain by trying to show from Twain's life that he was not psycho logically "wounded." The whole period of the 1920's and 1930's was an unfortunate one for Twain criticism because it was dominated by Mark Twain with a concomitant de-emphasis of his works and their merits. -
Dr. Albert W. Johnson June 29-30, 2009 Interviewed by Susan Resnik for San Diego State University 208 Minutes of Recording Total PART 1 of 3 PARTS
Dr. Albert W. Johnson June 29-30, 2009 interviewed by Susan Resnik for San Diego State University 208 minutes of recording total PART 1 OF 3 PARTS SUSAN RESNIK: This is Susan Resnik. Today is June 29, 2009. I’m in the lovely home of Dr. Albert W. Johnson, in Portland, Oregon. We are going to be doing his oral history as part of the project funded by the Jane and John Adams mini- grant. Good morning, Dr. Johnson. ALBERT W. JOHNSON: Good morning, Susan. SR: Dr. Johnson, you certainly made so many contributions to San Diego State University, spanning the presidencies of Dr. Love, Dr. Golding, and Dr. Day, and contributed so much, but we’d like to go back and start at the beginning. I’d like to know when and where you were born. Could you tell me a little about your early years? AWJ: Yes, thank you. I was born in a little town by the name of Belvidere, Illinois, a small agricultural community in northern Illinois, on July 29, 1926; and lived there all the time I was growing up, until I went into the military, which I can talk about later if you like; and then never did go back to live. And now, nobody from my family lives in Belvidere, Illinois. I had two parents, of course, Mother and Father. My mother was the daughter of a Lutheran minister in Belvidere, and played a very active role in the church herself. She was the organist, the choir directory, played the piano for all kinds of things, and of course raised the children. -
On the Road with President Woodrow Wilson by Richard F
On the Road with President Woodrow Wilson By Richard F. Weingroff Table of Contents Table of Contents .................................................................................................... 2 Woodrow Wilson – Bicyclist .................................................................................. 1 At Princeton ............................................................................................................ 5 Early Views on the Automobile ............................................................................ 12 Governor Wilson ................................................................................................... 15 The Atlantic City Speech ...................................................................................... 20 Post Roads ......................................................................................................... 20 Good Roads ....................................................................................................... 21 President-Elect Wilson Returns to Bermuda ........................................................ 30 Last Days as Governor .......................................................................................... 37 The Oath of Office ................................................................................................ 46 President Wilson’s Automobile Rides .................................................................. 50 Summer Vacation – 1913 ..................................................................................... -
Paper XVII. Unit 1 Nathaniel Hawthorne's the Scarlet Letter 1
Paper XVII. Unit 1 Nathaniel Hawthorne’s The Scarlet Letter 1. Introduction 1.1 Objectives 1.2 Biographical Sketch of Nathaniel Hawthorne 1.3 Major works of Hawthorne 1.4 Themes and outlines of Hawthorne’s novels 1.5 Styles and Techniques used by Hawthorne 2. Themes, Symbols and Structure of The Scarlet Letter 2.1 Detailed Storyline 2.2 Structure of The Scarlet Letter 2.3 Themes 2.3.1 Sin, Rejection and Redemption 2.3.2 Identity and Society. 2.3.3 The Nature of Evil. 2.4 Symbols 2.4.1 The letter A 2.4.2 The Meteor 2.4.3 Darkness and Light 3. Character List 3.1 Major characters 3.1.1 Hester Prynn 3.1.2 Roger Chillingworth 3.1.3 Arthur Dimmesdale 3.2 Minor Characters 3.2.1 Pearl 3.2.2 The unnamed Narrator 3.2.3 Mistress Hibbins 3.2.4 Governor Bellingham 4. Hawthorne’s contribution to American Literature 5. Questions 6. Further Readings of Hawthorne 1. Introduction 1.1 Objectives This Unit provides a biographical sketch of Nathaniel Hawthorne first. Then a list of his major works, their themes and outlines. It also includes a detailed discussion about the styles and techniques used by him. The themes, symbols and the structure of The Scarlet Letter are discussed next, followed by the list of major as well as minor characters. This unit concludes with a discussion about Hawthorne’s contribution to American literature and a set of questions. Lastly there is a list of further readings of Hawthorne to gain knowledge about the critical aspects of the novel. -
Introduction to College Composition
Introduction to College Composition Introduction to College Composition Lumen Learning CONTENTS Reading: Types of Reading Material ...........................................................................................1 • Introduction: Reading......................................................................................................................................... 1 • Outcome: Types of Reading Material ................................................................................................................ 2 • Comparing Genres, Example 1 ......................................................................................................................... 2 • Comparing Genres, Example 2 ......................................................................................................................... 4 • Comparing Genres, Example 3 ......................................................................................................................... 5 • Comparing Genres, Example 4 ......................................................................................................................... 6 • Comparing Genres, Example 5 ......................................................................................................................... 7 • Comparing Genres, Conclusion......................................................................................................................... 9 • Self Check: Types of Reading ........................................................................................................................ -
Chemung County Age-Friendly Community Action Plan Evaluation
Chemung County Age-Friendly Community Action Plan Evaluation 2015 – 2017 Submitted 2/15/18 Table of Contents Chemung County Age-Friendly Community Coalition 2 Executive Summary 4 Outdoor Spaces and Buildings 7 Transportation 23 Housing 32 Social Participation 43 Respect and Social Inclusion 45 Civic Participation and Employment 50 Communication and Information 54 Community Support and Health Services 59 1 Chemung County Age-Friendly Community Coalition December 2017 Kym Beckman-Draht/Cindy McInerney (Able 2) Pam Brown (Dept. of Aging & Long Term Care) Tara Burke (Chamber of Commerce) Dawn Bush/Rebecca Becraft (Health Dept.) Katie Coletta (Chemung Canal Trust Company) Liz Corveleyn (Town of Big Flats) Sam David (Retired past Director Dept. of Aging & Long Term Care) Marleah Denkenberger (Alzheimer’s Association Southern Tier Satellite) Dave Ellis (Town of Southport) Michele Fitch (Appleridge Senior Living) Allyson Graf (Elmira College) Jim Hackett (Dept. of Aging Advisory Council) Darlene Ike (Meals on Wheels of Chemung County, Inc.) Michele Johnson (YWCA) Evanna Koska (Dept. of Aging Advisory Council) Anita Lewis/Tina Brown (EOP) Mark Lisi (Food Bank of the Southern Tier) Dan Mandell (City of Elmira) Craig Mennig/Trisha Rude (The Arc of Chemung) Mary Mosteller (CareFirst – formerly Southern Tier Hospice and Palliative Care) Allison O’Dell (AIM Independent Living Center) Felix Perez (First Presbyterian Church of Elmira) Bridget Petrillose/Tim Driscoll (GST BOCES) Caroline Poppendeck (Chemung Count Library District) Ron Rehner (AARP Chapter -
Book Title Author Reading Level Approx. Grade Level
Approx. Reading Book Title Author Grade Level Level Anno's Counting Book Anno, Mitsumasa A 0.25 Count and See Hoban, Tana A 0.25 Dig, Dig Wood, Leslie A 0.25 Do You Want To Be My Friend? Carle, Eric A 0.25 Flowers Hoenecke, Karen A 0.25 Growing Colors McMillan, Bruce A 0.25 In My Garden McLean, Moria A 0.25 Look What I Can Do Aruego, Jose A 0.25 What Do Insects Do? Canizares, S.& Chanko,P A 0.25 What Has Wheels? Hoenecke, Karen A 0.25 Cat on the Mat Wildsmith, Brain B 0.5 Getting There Young B 0.5 Hats Around the World Charlesworth, Liza B 0.5 Have you Seen My Cat? Carle, Eric B 0.5 Have you seen my Duckling? Tafuri, Nancy/Greenwillow B 0.5 Here's Skipper Salem, Llynn & Stewart,J B 0.5 How Many Fish? Cohen, Caron Lee B 0.5 I Can Write, Can You? Stewart, J & Salem,L B 0.5 Look, Look, Look Hoban, Tana B 0.5 Mommy, Where are You? Ziefert & Boon B 0.5 Runaway Monkey Stewart, J & Salem,L B 0.5 So Can I Facklam, Margery B 0.5 Sunburn Prokopchak, Ann B 0.5 Two Points Kennedy,J. & Eaton,A B 0.5 Who Lives in a Tree? Canizares, Susan et al B 0.5 Who Lives in the Arctic? Canizares, Susan et al B 0.5 Apple Bird Wildsmith, Brain C 1 Apples Williams, Deborah C 1 Bears Kalman, Bobbie C 1 Big Long Animal Song Artwell, Mike C 1 Brown Bear, Brown Bear What Do You See? Martin, Bill C 1 Found online, 7/20/2012, http://home.comcast.net/~ngiansante/ Approx. -
Petrified Profound Verdict Invariable Depravity Benevolent Negligence
Mark Twain Boyhood Home & Museum Lesson or Unit Plan for “Authority and Power” Created by: Brad Peuster School: Fort Zumwalt East High School City, State: St. Peters, MO Mark Twain Teachers’ Workshop, July 14, 2017 Hannibal, Missouri “Authority and Power with the Media and President” LESSON or UNIT PLAN for “Authority and Power” Concept or Topic: Suggested Grade Level(s)/Course: Authority and Power with the Media and Resource or Modified: Government 11th the President Grade (Special Education Setting) Subject: Suggested Time Frame: U.S. Government: Resource 3 days (50 minutes each day) Objective(s): 1) Students will create a fake news story and then explain and list why it is a fake story, giving supporting details of what makes theirs a fake news story, scoring at least 7 out of 10 possible points on the scoring guide. 2) Students will create a list of at least 5 characteristics/skills or abilities in a Presidential Candidate and explain why each is important to being President. 3) Students will be able to explain and give detailed examples of what makes a person an Authority. Students will create a statement explaining in what area they are an expert, and then give 3 supporting details going into depth specifically explaining those 3 details and showing their mastery. Common Core State Standards: CCSS.ELA-LITERACY.W.9-10.2.D Use precise language and domain-specific vocabulary to manage the complexity of the topic Social Studies Missouri Learning Standard: MLS Code: 9-12 G.V.3 G.S. Grade 9-12, Course GV, Course: Government, Theme 3, Strand GS (number 372) -Analyze the unique roles and responsibilities of the three branches of government to determine how they function and interact. -
A Connecticut Yankee in Utopia: Mark Twain Between Past, Present and Future
Scuola Dottorale di Ateneo Graduate School Dottorato di ricerca in Lingue, Culture e Società Moderne Ciclo XXIX Anno di discussione 2017 A Connecticut Yankee in Utopia: Mark Twain Between Past, Present and Future SETTORE SCIENTIFICO DISCIPLINARE DI AFFERENZA: L-LIN/11 Tesi di Dottorato di Nicholas Stangherlin, matricola 819747 Coordinatore del Dottorato Tutore del Dottorando Prof. Enric Maqueda Bou Prof.ssa Pia Masiero Nicholas Stangherlin, Università Ca’ Foscari Table of Contents Introduction .......................................................................................................................................... p.5 Chapter 1. Twain’s Speculations on Civilization and Progress ..................................................... p.21 I. The Paige Typesetter-Conversion Narrative and Hank’s Idea of Progress ................. p.22 II. “Cannibalism in The Cars” and “The Great Revolution in Pitcairn:” Butterworth Stavely as a Prototype for Hank Morgan ..................................................................... p.27 III. Anti-Imperialism and The Mysterious Stranger Manuscripts...................................... p.35 IV. Science, Capitalism and Slavery in “The Secret History of Eddypus” and “Sold To Satan.” ......................................................................................................... p.38 Chapter 2. Content and Tensions of Utopian Fiction ..................................................................... p.45 I. An Age of Fear and Invention..................................................................................... -
Sketches New and Old, Illustrated, V7
Sketches New and Old, Illustrated, v7 Mark Twain Sketches New and Old, Illustrated, v7 Table of Contents Sketches New and Old, Illustrated, v7....................................................................................................................1 Mark Twain....................................................................................................................................................2 FIRST INTERVIEW WITH ARTEMUS WARD......................................................................................................7 [Written about 1870.].....................................................................................................................................8 CANNIBALISM IN THE CARS..............................................................................................................................11 [Written abort 1867.]....................................................................................................................................12 THE STRANGER'S NARRATIVE.............................................................................................................15 THE KILLING OF JULIUS CAESAR "LOCALIZED"..........................................................................................19 [Written about 1865.]...................................................................................................................................20 THE WIDOW'S PROTEST......................................................................................................................................26 -
The Boys' Life of Mark Twain
The Boys' Life of Mark Twain By Albert Bigelow Paine The Boys' Life Of Mark Twain I. THE FAMILY OF JOHN CLEMENS A long time ago, back in the early years of another century, a family named Clemens moved from eastern Tennessee to eastern Missouri—from a small, unheard-of place called Pall Mall, on Wolf River, to an equally small and unknown place called Florida, on a tiny river named the Salt. That was a far journey, in those days, for railway trains in 1835 had not reached the South and West, and John Clemens and his family traveled in an old two-horse barouche, with two extra riding-horses, on one of which rode the eldest child, Orion Clemens, a boy of ten, and on the other Jennie, a slave girl. In the carriage with the parents were three other children—Pamela and Margaret, aged eight and five, and little Benjamin, three years old. The time was spring, the period of the Old South, and, while these youngsters did not realize that they were passing through a sort of Golden Age, they must have enjoyed the weeks of leisurely journeying toward what was then the Far West—the Promised Land. The Clemens fortunes had been poor in Tennessee. John Marshall Clemens, the father, was a lawyer, a man of education; but he was a dreamer, too, full of schemes that usually failed. Born in Virginia, he had grown up in Kentucky, and married there Jane Lampton, of Columbia, a descendant of the English Lamptons and the belle of her region. -
HIST492 Twain
HIST 492: Mark Twain’s America – Spring 2015 Dr. Kurt Hackemer - [email protected] - www.kurthackemer.com 203 East Hall -- 677-5569 Course Time and Place: This course meets in Delzell 116 on Tuesdays and Thursdays from 11-12:15 pm. Office Hours: Mondays & Wednesdays from 10-11 am, and Tuesdays from 1-2:30 pm in East Hall 203, although you can arrange to see me any time. Give me a call or send an email. If I'm in, chances are we can meet. Required Readings: • Charles W. Calhoun, ed. The Gilded Age: Perspectives on the Origins of Modern America (2006) • Mark Twain, Collected Tales, Sketches, Speeches, & Essays 1852–1890 (1992) • Mark Twain, Collected Tales, Sketches, Speeches, & Essays 1891–1910 (1992) • Articles, essays and short stories posted on D2L. Course Description: America from the Civil War to the First World War was filled with robber barons, rioting industrial workers, racial tension, farmers in revolt, massive immigration, rampant imperialism, Indian wars, and politically active women. Mark Twain’s keen wit captured it all and will be used with the writings of both contemporaries and modern historians to help us better understand the tumultuous period in American history that is often referred to as the Gilded Age. The term “Gilded Age” was popularized by Mark Twain and Charles Dudley Warner in The Gilded Age: A Tale of Today, a novel that appeared in 1873. Twain and Warner took their title from Shakespeare, whose King John (1595) proclaimed “To gild refined gold, to paint the lily … is wasteful and ridiculous excess.” In their hands, the term became a critique of the excesses and inequities that defined American society in the late 19th and early 20th centuries, with the gilding often interpreted as a cosmetic covering over serious social issues.