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Reading Records of Literary Authors: a Comoatisom.Of Some Publishedfaotebocks

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Reading Records of Literary Authors: a Comoatisom.Of Some Publishedfaotebocks DOCUMENT INSURE j ED41.820. CS 204 003 0 AUTHOR Murray, Robin Mark '. TITLE. Reading Records of Literary Authors: A ComOatisom.of Some Publishedfaotebocks. PUB DATE Dec 77 NOTE 118p.; N.A. thesis, The Ilniversity.of Chicago . I EDRS PRICE f'"' NF-S0.83 HC-$6.01 Plus Postage. DESCRIPTORS *Authors; Bibliographies;_ Rooks; ,ocompcsiticia (Literary); *Creative Writing; *Diariei; Literature* Masters Theses; *Poets; Reading Habits; Reading Materials; *Recrtational Reading; Study Habits IDENTIFIERS Notebooks;.*Note Taking - ABSTRACT The significance ofauthore reading notes may lie not only in their mechanical function as inforna'tion storage devices providing raw materials for writing, but also in their ability to 'concentrate and to mobilize the latent ,emotional and. creative 1 resources of their keepers. This docmlent examines records of 'reading found in the published notebcols'of eight najcr_British.and United States writers of the sixteenth through twentieth. centuries. Through eonparison of their note-taking practices, the following topics are explored: how each author came to make reading notes, the,form.in which notes were' made, and the vriteiso habits of consulting; and using their notes (with special reference to distinctly literary uses). The eight writers whose notebooks ares-exaninea in dtpth are Francis Badonc John Milton, Samuel Coleridge,.Ralph V. Emerson, Henry D. Thoreau, Mark Twain, Thomas 8ardy, and Thomas Violfe.:The trends that emerge from these eight case studiesare discussed, and an extensive bibliograity of published ,notebooks is included. ,(CC)` 4' .1. ***************44*************************************4**************** -* , Reproductions supplied, -by IDES are th, beat.that can be made * fron.the original Mooniest. * Ap vi****\**************************************************** ************ o U S DEPARTMENT OF HEALTH, EOUCATION WELFARE NATIONAL INSTITUTE 9F cOUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY ASR Ef FIVE() FROM THE PERSON OR ATiNG IT POINTSORGANIZATION OF OR IGiN VIEW OR OPINIONS STATED DO NOT NECESSARILY SENT OFFICIAL NATIONAL REPRE- INSTITUTE OF EDUCATION POSITIONOR POLICX THEUNIVERSITY OF CHICAGO s READIN RECORDS OF LITERARY AUTHORS: A COMPARISON OF SOME PUBLISHED NOTEBOOK5° A DISSERTATION SUBNITTED TO THE 4ACULT:y0F THE GRADUATE LIBRARY SCHOOL IN CANDIDACY FOR THE DEGREE OF MASTER OF ARTS PP,MISSION TO REPRODUCE THIS ( MATERIAL J-4AS BEEN Gi*ANTED BY Robin Mark Murray BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) AND / ROBIN MARcMURRAY USERS OF THE ERIC SYSTEM a 4 ILLINOIS 3 DECEMBER, 1977 4 ACKNOWLEDGMENTS his thesiscould,not have been written Without the help of many people'and I wish to recoid here my.indebtedness And gratitude to at-leat some of them.\First, my thanks go t to Mr. Robert McCaul for his earlyinterest in this topic and for hispatienCe in awaiting tjie fruits of preliminary- research thatwas perilously wide-janging. Next,I am grateful to Mr.. Howard W. Winger,ia person who understands the emotional. .; ktanglements that can stall a longterm project of this kind. V. Winger assumed the burdens.of thesis 1dvisor,,and his ) .,influence in helpingdMe shape my amorphous musings'into.4 the: sis topic is deeply appreciated. I must also acknowledge the ' kind interest, ancl: supportive goodwishes of Miss Peggy Sulli- . van, Miss Julie Virgo, and Mr. W. BOyd'Rayward, whose pepialks were f great encouragement to me. I kewise '16. I must thank. 1 Mr. Edward Shi1ls, Mr.. .Robert StreetRr, and-Mr.)Robert W."Wads- . woith for their Willingness to talk with me at, length about my. wprk. ,Mr 'Parents; Dr. Emmet Murray, Jr., tnd Mrs. Pauline $2, (List) Murtay, endured 'delay after delay andpiomise after bro -. ken promise for nkarly,a.year asI prepared this thesis, and '.am)grateful to them 'for faithfully'supporting. " me during this . -time. Themor alupportlof'my friiiicts has also meant a great meandr.could'notfair4rto mention thenames ofAlberto Camacho, Jeffrey ,E. Feinberg, Jonathan and Cathy Lower, Bill Pugh,,Patil andKaren Sorrentino; and; especially, Kathryn tamp.* Finally, my thalak go to Mr: Rex A. Rpberts, a talented , I. writer and,a'faithful friend, for his detailed Grit cdsms of -.... my prose style.. Any felicitie of-expression that this thesis . may bit are due" 'to' his guidance and to my desireto please him with the nal version. .es I ti A A. ti 4 ,4 # 4ABLEOF CONTENT I. ACKI\TOWUDCMENTS . / , i3- . P ABSTRACT vii . Chapter . b I. READI,G RECORDS ASAN.OBJECT OF STUDY ]: The State of Public Knwledge about Persoria]._ Record Keeping 1 The Interest and Significance ofa Study,of . Authors' Notebooks .-. I 5 . The PreSent Strategy. t , . 18 11 The Scope of Research 18 Core of SigdCcant Notebooks 21 . 'Points of Co4Parison 21 ' "Antiquafion" Orierk ation ', 22 Strengths and Weaknesses of This Strategy'. ."7-. '22 The Plan of This Thesis _. 24 Relation of -'This Study to Certain Aspects of Library Science c . 25 II. EIGHT CASE STUDIES 2i The "Promus" of Francis Bacon ). .29 The Commonplace Book of John Milton . : % .... 34 The Desk- apd Pocketbooks of Samuel TaylorCol- 4 ' ridge . `ft 1 43 The Journals and Miscellaneous.. Notebooks of Ralph Waldo Emerion 52 l'he Journal of4iienry Dali,id ThOreau 62 . The Notebooks ..dark Twain 65 The Literary,Notes of Thomas Hardy 70 The'Pocket Notebooks of Thomas Wolfe ,'77 III. SUMMARY AND' CONCLUSI)NS 86 Why Reading NOtes are Made '87 The Foim of Reading Notes 89 The Use and Value of Reading Notes . 90 The Significance of Readitg Notes for Literary Authors 91 'BraLIOtRAPHY 93 , 7 INDEX OF IMPORfANT NAMES . ..../4 . : . los 4 iV , 4. 5 i. / r - ' a With gratitude for his unflagging interest, I respettfulryAedicate thisthes/is . # 1 r. a The habit of jourha izing becomes a life-long lesson in the art of comp silion,,an informal schooling for authorship. Ana were the process of:preparing their works, for publicdtidn faithfully detaile44by di.stin- quished writers; itwould appear how largewere their, indebtedhess to their diary and commonplaces. How cv-efulty should we peruse,Shake4eare'snotes used in compiling his plays -what was his, what anotlfer-is--'--. showing how these were fashioned into the shapely whOle we read, how Milton composed, Montaigne, Goethe: by what happy strokes of thought, flashes of wit-, apt figures, fit quotations snatched-from vast fields of le ning, their rich pages were wrought forth! This wer to give.the keys of great authorship! 'Amos Bronson Alcott, of A. Bronson Alcott, (Boston: . Roberts Brothers,,1.877),p. 12. Ow, vi 1, ii 4 t" 4 . ABSTRACT, Given their prevalence and usefulness, it is surpris- e ; ing that historical and comparative knowledge about personal', records is primitive and unsystematiC. Yet personal: records. do presenI.certain obstacles to research; since they' are usually not created in distinct "genres," their'overlapping, r. -forms and functiohs make them difficult to categorize for study. One convenient way to begin a general.investigatt4n of them is to fdcus on published specimens. "Notebooks" of, literary authors, many of which have been transcvibed.edited, 'and published, present an iiviting body of such material. This exploratory ,thesis focuses on recrecords of reading _ %., left in theltotebookS of eight major British and American wri- .ten's of the last tour centuries. In a comparison'of their note- taking practices, the thgsi's eOliirks how_each,author came to - make ,Leadingnoes,,-. describes the.rdruk,in-91ch hp made and discusses his habits of cdnsulting and using-them, With special reference to distinctly literary uses. Where possible, additional evidenceis introduced to show how certain featdres of a'particular notebook reflect wider practices among authors. Eight case. studies comprisethe major portion of the thesit, and they are summarized here...The "Promus" of Francis Bacon weili a rough list of elegant Etna useful phrases gleahed_l from reading and conversation that BicolCused as a sourcOnok vii 8- . 7 -411111/ cl , (. iNwriting and iobably alsoas a promptbook for ,oral practice in.public.speaking. John Milton kept' scholarly notes from his reading in his'commonPlace book, complete with page citations to use in writing his .tracts and poems. commonplace tradi:. tion an which Milton was.educated had ,its roots in the pedagogy of classical rhetoric and "comitionplacinr persisted as a popu- lar study technique until the early twentieth century. Shinn* Taylor Coleridge wrote in all-purpose notebooks, nixing evoca- I. tive lines frau his frading and original passages of,prose and poetry wit personal and household memoranda. Ralph Waldo Emerson f lied several shelves with- thoroughly- indexed note- *. , books containing quotat'ions (drawngfrom books, letter and con- verstion), origigal phorisMs, and early drafts of his works'. .p Henry David Thoyeau co ietl Emerson's methods Tail adifferen't . drUmmer summoned hiM to his° wn method of journalizing: that .- of writing shor% prose commentaries on works he read. Mark . swain, whose early notes contain qemOtanda `from his piloting: . apprenticeship, made utiiitaiqahreadi'ng)ipOles.before his tra- ,:... _ , vels and while doing background. repsearch. for the Writint of his . , books.. 'Thomas Hairdy kept_carefullyfedited and much studied wading notes as anrautodidactictstrategy, successfully chang- . ing.his' image as a benign velist.vf bucolic life4ito that of a more serious writer philosoptical4points to make. Lastly, Thomas Wolfe; hiS culture in deep draughts, . made ieading'notes in answer fo a gnawing urge A salvage everything possible from the resources of libraries-and book- shops.. viii 1 9 7, ION , ''r While it is impossible to make firm generalizations 0 based'on only,pight,cases, certain trendsdo emerge frOm them. / ,First, it seems that authors frequently learnabout'the.use and value of note making in school, but that they later adapt the methods they learn there to fit their .. own styles of work. They are often iRspited to beginor .to resume the beeping of notebooks by learning of admired:friendSor of other authors yho keep them. The codex form of the blankt.00k impOssa rudi- ientary level of orgariizatibn on'y'ritten material thatmakes, it an.
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