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A TEACHER’S Guide TO THE SIGNET CLASSICS EDITION OF HEART OF DARKNESS BY joseph Conrad

by Allen Kromer Series Editors: Jeanne M. McGlinn and James E. McGlinn TEACHER’S Guid 2 A Teacher’s Guide to the Signet Classics Edition of Heart of Darkness by Joseph Conrad

Table of Contents

Introduction...... 3

List of Main Characters...... 4

Synopsis of the Novel...... 4

Prereading Activities...... 7

During Reading Activities...... 12

After Reading Activities...... 19

About the Author of this Guide...... 25

About the Editors of This Guide...... 25

Free Teacher’s Guides...... 27

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Printed in the United States of America A Teacher’s Guide to the Signet Classics Edition of Heart of Darkness by Joseph Conrad 3

Introduction

Based on their prevalence in popular culture, Although the novel is daunting to some read- the words “The horror! The horror!” are rec- ers, the richness of its content will reward ognizable to many individuals, even those competent and advanced readers; the range who have not read Joseph Conrad’s Heart of of possible interpretations of the symbols and Darkness. However, while the words them- events in the tale will allow students to theo- selves may be familiar, their significance, the rize, argue, and determine meaning. For weight behind them, and the events that those who tire of pedestrian or pedantic texts, elicit their utterance are often misunderstood Heart of Darkness is a welcome change. For or unknown. In Conrad’s novel, narrator those who gaze on the darkness in the world Charlie Marlow, “who [turned] freshwater (broadcast again and again, it seems, on the captain for a bit,” recounts his piloting a nightly news), the book affords a glimpse at tinpot steamer up the mighty Congo River to man’s capacity for evil and posits the question retrieve a man named Kurtz from the Inner of whether or not evil must triumph. And for Station, an outpost situated for gathering those who wish to prepare themselves for the ivory. At the coast, Marlow hears secondhand greater academic challenges of college level of Kurtz’s genius, but as he draws closer to his curricula, Conrad’s novel is a suitable and destination, he realizes that Kurtz, once accessible text. deemed “an emissary of light,” may have The content and activities in this guide are immersed himself in, or even become, the resources for planning to teach the novel. heart of darkness. By tale’s end, Marlow Some content will inspire closer inspection of himself has touched on that darkness and meaningful passages or events; other activities returns to England a more somber man. and resources will supplement the primary The novel’s fairly straightforward plot— text. The Pre-reading activities set the founda- piloting a boat up a river—serves as a vehicle tion for appreciating the novel by establishing for weighty ideas; as such the book will chal- an awareness of the political and geographical lenge adolescent readers, for while the story settings and Conrad’s experiences in the seems accessible, the text’s style, ideas, and Congo. The During-reading content will help density combine to make it more difficult students focus on specific elements and events than most secondary school literary fare. in the text, events that when combined result However, with attentive guidance, supple- in the novel’s artfulness. The Post-reading mental activities, and collaboration between activities promote a holistic review of the teacher and students, experiencing the novel novel, an elevated analysis of the sum of these can be a rewarding task. Students can reflect great parts, and the opportunity to establish on the pithy content—man’s capacity for and debate meanings. The activities in this evil, the dangers of unfettered commerce, the guide should be used to address curricular weight of lies—and perhaps learn something requirements, reinforce preferred teaching about themselves from the novel’s characters. styles, and promote academic success for stu- dents. The best approach is one that is selec- tive, adaptive, and creative. 4 A Teacher’s Guide to the Signet Classics Edition of Heart of Darkness by Joseph Conrad

List of Main Characters

Charlie Marlow Main narrator, captain of steamer up the Congo River

Director of Companies, captain and passengers aboard the Nellie, Lawyer, and Accountant anchored on the Thames River outside of London who listen to Marlow’s story

Unnamed Listener Narrator of frame story

Company Accountant Company Bookkeeper at coastal settlement in Africa; of immaculate appearance and flawless work habits

Station Manager Company employee, manager of the Central Station

Station Manager’s Uncle leader of the Eldorado Exploring Expedition, Station Manager’s confidant

Kurtz Manager of the Inner Station

My Intended Kurtz’s beloved, who lives in Europe

Synopsis of the Novel

Section I conspiracy. The company physician asks to measure Marlow’s head and notes that those Frame Story: Aboard the cruising yawl the who voyage to Africa never return and crypti- Nellie, an unnamed listener describes the cally mentions that “the changes take place setting and recounts Marlow’s tale. The sun is inside [one’s head].” setting as Marlow begins an account of his Marlow’s Trip to the Mouth of the Congo voyage up the Congo River. Marlow reflects and Arrival in Africa: Marlow sails to Africa on the British legacy of exploration and calls and travels up the coast, slowly passing what London “one of the dark places of the earth.” he calls insignificant settlements, “greyish- He then reflects on how the Romans explored whitish specks…with a flag flying above Britain and how it felt to be sent to “the very them.” En route, the steamer encounters a end of the world,” where the explorer found man-of-war shelling the shore but producing such a contrast between the civilization of negligible effects. After three months, Marlow Rome and that remote wilderness. arrives at “the mouth of the big river” but Marlow’s Early Life and New Employment: immediately heads to a settlement thirty Motivated by wanderlust, Marlow pursues the miles upriver. There he observes construction captaincy of a freshwater steamer in Africa, a projects and equipment in disarray and indig- largely unexplored region that features a large enous people suffering as project laborers. To river. Having exhausted his own leads for avoid a group of convicts, Marlow steps into employment, Marlow turns to his aunt for a shady grove and discovers a group of Afri- assistance. His aunt recommends her nephew cans near death from exhaustion. Afterwards, to the wife of a high-ranking company he encounters an anomaly, the Company’s administrator, and the company hires impeccably dressed chief accountant. The Marlow. When Marlow travels to Europe to accountant mentions a Mr. Kurtz and asks meet his employers, he feels uneasy because Marlow to deliver the message that everything he senses that he has been let in on some at the Outer Station is “very satisfactory.” A Teacher’s Guide to the Signet Classics Edition of Heart of Darkness by Joseph Conrad 5

Marlow’s Time at the Middle Station: frightens the two men who pretend they Marlow leaves the Outer Station with sixty haven’t seen him. The next day the Eldorado native porters and a single white companion. Expedition disappears into the wilderness. The group passes through abandoned vil- The Early Stages of Marlow’s Voyage: lages, encounters a drunken white man Marlow relates the physical and psychologi- responsible for security on the road, and cal duress of traveling upriver. The river and finds the corpse of a recently executed native. jungle are mysterious, adversarial, and Exasperated at his white companion’s faint- require a constant, taxing attentiveness. ing and the porters’ reluctance to carry the Midway through this section, Marlow man, Marlow threatens his porters and senses digresses to share his philosophy about the he is losing control. Finally reaching the potential impact of the wilderness. Removed Central Station, Marlow is further exasper- from the comforts of civilization, stripped of ated to find his steamer badly damaged. He is acquisitions and principles, only a deliberate also uneasy when he meets the Station Man- belief will serve the individual. Fifty miles ager and the other whites (whom he calls below the Inner Station, the steamer arrives “pilgrims”) who are clearly inept and unpro- at a hut where Marlow and his fellows find a ductive. The Station Manager frets about Mr. pile of stacked wood, a note that reads, Kurtz and wishes to travel to the Inner Sta- “Wood for you. Hurry up. Approach cau- tion to check on him. The station’s brick- tiously,” and a copy of a book entitled An maker, viewed by the whites as the Station Inquiry into Some Points of Seamanship with Manager’s spy, speaks of Kurtz as a “prodigy” annotations in the margins. The Station but also presses Marlow for information. Manager suspects that the book and the hut Marlow realizes that his Aunt’s recommenda- belong to an “intruder” who is stealing ivory tion depicted him in unreasonably glowing in the region. terms, and he feels that he is nearly telling a lie by not confessing his true qualifications. TheF og and the Attack: Marlow is frustrated Marlow says that he “cannot bear a lie” as lies that they must stop eight miles below the remind him of mortality. Later the mercenary Inner Station, and so close to Kurtz, because Eldorado Exploring Expedition arrives at the night is falling and they have been warned to Central Station with the Station Manager’s use caution. In the morning, a dense fog pre- uncle leading the group. Marlow grows vents the steamer from lifting anchor. The increasingly curious about Kurtz, “a man passengers hear a cry of immense sorrow that who had come out equipped with moral convinces the white passengers they are in ideas of some sort.” danger of attack. However, the native crew views the people who have made the cry as a potential source of food; their leader asks to Section II catch the people on the bank to eat them. Marlow digresses to comment on the crew’s Intrigue at the Central Station: One night self-restraint for they are hungry and could while Marlow is lying on the steamer’s deck, easily overwhelm the whites aboard the vessel. he overhears the Station Manager and his Finally the steamer resumes its trip upriver uncle speaking about how Kurtz threatens until Marlow sees a crewman suddenly throw the Station Manager’s position. Marlow also himself on the deck and realizes that the learns that Kurtz is the only white at the steamer is being attacked with arrows. The Inner Station, having sent his former assis- pilgrims open fire with their rifles, and the tant back to the Central Station. The uncle helmsman abandons the wheel to use his rifle. notes that the greatest threat to his nephew is As the steamer swings dangerously in the the Company administration in Europe. river, smoke from the gunfire prevents Marlow When the uncle says to trust that the climate from navigating. He steers close to the bank, will kill Kurtz, Marlow senses the land’s and the helmsman is mortally wounded. “hidden evil.” Startled, he leaps up and 6 A Teacher’s Guide to the Signet Classics Edition of Heart of Darkness by Joseph Conrad

Finally, Marlow sounds the boat’s steam weeks searching for ivory. When Marlow whistle, and the attackers flee. When a pilgrim wonders what Kurtz might have traded with mentions that Kurtz is probably dead, too, as his supply of goods is exhausted, the Rus- Marlow realizes that he is sorry that he might sian says that Kurtz still possessed a good never have a chance to hear Kurtz’s voice. supply of cartridges. Once, to gain the Rus- Marlow’s Digression and Characterization sian’s small store of ivory, Kurtz threatened to shoot him and, as the Russian notes, there of Kurtz: When one of the listeners on the “was nothing on earth to prevent him killing Nellie expresses some skepticism as Marlow whom he jolly well pleased.” Kurtz had speaks of his emotions, Marlow argues that recently returned with all the warriors of a the listeners on the boat cannot understand lake tribe to stage a raid but has fallen ill. the experience. He then alludes for the first Scouting the shore through binoculars, time to the object of Kurtz’s affections, a Marlow realizes that Kurtz has surrounded his woman Kurtz refers to as My Intended. After hut with human heads mounted on poles. describing Kurtz’s physical bearing, his phi- losophy of consumption (Kurtz believes that Marlow’s Meeting With Kurtz: When the everything belongs to him), and his life before whites carry Kurtz out of his hut on a stretcher, he came to Africa, Marlow tells of a report that hundreds of warriors emerge from the forest, Kurtz composed for a philanthropic society, and the Russian cautions that unless Kurtz an eloquent text that moves Marlow with its says the right thing, the party from the steamer message of bringing civilizing forces to Africa. will be killed. Bald and emaciated, Kurtz However, at the end of the report, Kurtz has resembles “an animated image of death carved scrawled, “Exterminate all the brutes!” out of old ivory.” After Kurtz’s words, the TheH elmsman’s Funeral and Arrival at the natives return to the forest, and the whites deposit Kurtz aboard the steamer. Upon Inner Station: Marlow resumes the Congo spying Marlow, Kurtz tells him, “I am glad.” narrative and recounts his disposal of the helmsman’s corpse into the river and his pro- The Departure and Kurtz’s Escape: After found guilt at the man’s death. After the debacle Kurtz is aboard the steamer, a striking native of the attack, the Station Manager suggests woman approaches the water and gestures at that they return to the Central Station, but the steamer as if in farewell. Marlow over- Marlow sees they have arrived at the Inner hears Kurtz berating the Station Manager for Station. An enthusiastic, young man whom interfering with his plans while the manager Marlow characterizes as a harlequin greets the concludes that Kurtz’s district will be closed steamer. A Russian, the man had abandoned to trade for some time because of Kurtz’s his hut and left wood for the steamer. When “unsound methods.” Marlow responds that Marlow returns his book, the Russian rejoices; he thinks Kurtz is a remarkable man. “He later, he tells Marlow that the boat’s steam was,” the manager responds. The Russian whistle will protect them from any attacks. asks Marlow to protect Kurtz’s reputation, He then recounts his past and life in Africa, and after some thought, Marlow agrees. That concluding that Kurtz has enlarged his mind. night, Marlow awakens to find Kurtz is gone. He stalks and confronts Kurtz as he crawls Section III towards the natives’ bonfire, asking him to consider the consequences of what he is TheR ussian’s Account of Kurtz: The Russian doing. After Marlow helps the weakened shares his knowledge of Mr. Kurtz and urges Kurtz return to the steamer, he feels as if he Marlow to take Kurtz downriver quickly. He has carried half a ton down the hill. tells of his talks with Kurtz and describes their The Downriver Trip: The next day, Marlow enlightening effects on him. The Russian had readies the steamer to return to the Central nursed Kurtz through two serious illnesses; at Station. The striking native woman returns to other times, Kurtz would vanish inland for the river, and her words to the massed natives A Teacher’s Guide to the Signet Classics Edition of Heart of Darkness by Joseph Conrad 7 seem to incite them to violence. Marlow sees back in the sepulchral city, and while his aunt the pilgrims on the vessel readying their rifles tries to nurse him back to health, Marlow’s and sounds the steam whistle to drive the mental state prevents her from succeeding. natives away. The pilgrims open fire, smoke Having vowed to protect Kurtz’s reputation obscures the shore, and the steamer embarks and papers, Marlow later pays a visit to on its return trip. Kurtz’s condition deterio- Kurtz’s Intended. When the woman enters rates; nonetheless, he speaks eloquently until the room, her beauty and innocence affect the very end. When the steamer breaks down, Marlow. She still grieves for Kurtz, and as Kurtz asks Marlow to keep his papers for they talk, the woman becomes more con- him. That night, Kurtz says, “I am lying here vinced of Kurtz’s greatness and the idea that in the dark waiting for death.” Soon after- Marlow was Kurtz’s friend. While her delu- wards, he utters his last words: “The horror! sion begins to anger Marlow, he finds that he The horror!” Marlow exits; later a native ser- pities her. To ease her sorrow, Marlow tells vant reports Kurtz’s death. her he heard Kurtz’s last words. She longs to Marlow’s Return to Europe and Meeting know them, and, having reflected on Kurtz’s with Kurtz’s Intended: Marlow succumbs to true last words, Marlow tells her that Kurtz’s a tropical illness which underscores for him last words were her name. At the end of Nellie Kurtz’s remarkable nature. Near death, Marlow’s tale aboard the , the unnamed Marlow has nothing to say; while Kurtz was listener sees that the Thames seems to lead continuously talking. Marlow finds himself “into the heart of an immense darkness.”

Prereading Activities

These activities present a range of content annotated timeline that details significant that will make Heart of Darkness more mean- elements of the region’s history will enable ingful and accessible to readers. Instructors students to see more clearly the orderly and should choose materials based on their goals proud history of the region before Europeans and the limits of time. Students’ knowledge arrived and the fractured and turbulent period of Joseph Conrad’s life and experiences in after their arrival and control of the land. Africa will provide them with real world con- Using content discovered through Internet nections to the text and lend credibility to research or in the Media Center, have stu- the story. Orienting students to the historical dents collect and review information about background of the Congo, particularly when the Congo from its earliest times to the the region was designated as the Congo Free modern day. Ask students to create a timeline State under Leopold II of Belgium’s control, that presents the region’s chronology up to will help them see more clearly the effects of modern times. Ask them to focus on signifi- colonization on the land. cant arrivals (new people or populations moving in), events (conquests, major shifts in I. Building Background power, economic transformations), and ele- Knowledge of History ments (those political systems, social beliefs, and Culture or institutions) that affected the region. Ask students to mark the arrival of Europeans and changes that occurred. Finally, after stu- A Brief History of the Belgian Congo dents have completed their timelines, have By the time Marlow reaches Africa, the conti- them write two paragraphs that summarize nent has largely been parceled off into the the region’s history before and after the control of European countries. Creating an Europeans’ arrival and conquest. 8 A Teacher’s Guide to the Signet Classics Edition of Heart of Darkness by Joseph Conrad

A good starting page was created as a project detail his exploitative and unjust practices. As by Thomas Kinsella’s students at the Richard students work through the sources, ask them to Stockton College of New Jersey: http://loki. categorize Leopold’s methods, the results of his stockton.edu/~kinsellt/projects/hod/ colonization, and statistical information about history.html the plight of the indigenous people. Then, after students have generated some ideas, lead a dis- King Leopold II of Belgium cussion to get whole class input. Finally, have and the Congo Free State: students compose a letter to the editor to voice Some Cartoons Aren’t Funny their concerns about Leopold II to the press. Providing sample letters will model for stu- In this introductory activity, students analyze dents appropriate voice and format. a selection of political cartoons that depict Leopold II timeline: http://www.moreorless. Leopold II’s predations in the Congo Free au.com/killers/leopold.html State. Using cartoons (and realistic images, if desired), ask students to inspect the images. Unscrambling the Scramble for Africa Then, have students compose brief character sketches of Leopold II using their conclu- The Scramble for Africa (1880-1900) is the sions and details from the images. Realistic name given to the period in African history images are readily available through image where over the course of twenty years Euro- searches, but instructors might want to prese- pean powers carved up the continent into lect images to streamline the process and colonies. While raw materials were a primary limit the number of images students analyze. motivator for these actions, other factors After students have shared or submitted their influenced Europe’s efforts to gain colonies. characterizations, provide additional infor- In this activity, students research the factors mation about Leopold or ask students to that led to the Scramble for Africa to under- engage in additional research using the web- stand why the rush occurred. Using informa- sites listed in this guide. tion gained from Internet research or Media Cartoons depicting Leopold II: Center resources, ask students to list the causes and briefly annotate each to demon- http://commons.wikimedia.org/wiki/ strate their understanding. File:Punch_congo_rubber_cartoon.jpg Sample Internet sites for Scramble information: http://commons.wikimedia.org/wiki/ File:Congo_leopold_II_cartoon.gif http://africanhistory.about.com/od/ eracolonialism/a/ScrambleWhy.htm http://wikimediafoundation.org/wiki/ File:The_Royal_Jack_in_the_Box.jpg This site discusses the diverse factors that caused the rapid colonization of Africa. Alert the Press! Leopold Is Afoot! http://exploringafrica.matrix.msu.edu/ students/curriculum/m9/activity4.php By the time Marlow arrives in Africa, the indigenous people are already suffering under This site includes a map that shows the loca- the yoke of colonization. In the novel, the main tions of European colonies in Africa in 1914 motive for their treatment is the acquisition of and is a useful visual aid for teaching about ivory; in reality, Africa offered a wealth of the Scramble for Africa. resources that Europeans desired. In the Congo http://www.fordham.edu/halsall/africa/ timeline activity, students probably realized africasbook.html#EuropeanImperialism that the Europeans brought suffering to what was an orderly (and in some areas Christian) This Internet African History Sourcebook region. Provide students with an opportunity includes links to primary and secondary to research Leopold II and his Congo Free sources on European imperialism in Africa State, or provide students with sources that and other related topics. A Teacher’s Guide to the Signet Classics Edition of Heart of Darkness by Joseph Conrad 9

Then, having reflected on the information, the “Vieille maison ‘coloniale’” just downriver have students rank the causes from most sig- from Kisangani, a photo that depicts a colo- nificant to least significant based on their nial structure. Students might present their ideas of what motivates a country to become voyage logs through presentation software, involved in foreign exploration and coloniza- on wiki pages, or other media that are appro- tion. Ask students to rank the causes a second priate. After students have completed reading time based on their ideas of what is impor- the novel, they might revisit this activity to tant. Finally, conduct a survey and class dis- find those spots that they believe correspond cussion to identify which factors would have with events described in the text. been the most important reasons for interna- In addition to the virtual voyage students can tional involvement based on a national per- gain a deeper understanding of the river spective and personal perspective. Class through video resources, such as http://history. results can be tabulated and formatted into howstuffworks.com/african-history/ bar graphs to create a visual aide for discus- congo-river.htm sion by using spreadsheet software. Using the following questions may facilitate students’ This site titled How the Congo River Works rankings: gives views of the river with discussion of geography, history of explorations, and • Of the causes you have found in your modern times on the Congo River. research, which do you think would be most influential on national interests to Two brief videos illustrate the magnitude and become involved in a foreign country’s risk of navigating on the Congo River. The affairs? Which cause do you think first features kayakers paddling gigantic would have been least influential? rapids; the other documents the efforts of Briefly defend your answers. Africans to keep the channels clear of danger- ous sandbars: • Based on your own personal beliefs, which cause do you feel represents the • Kayaking video: http://www.youtube. best justification for involvement in com/watch?v=L1UrqbVlxvQ another country’s affairs? Which is least • Sandbar video: http://www.youtube. important? Explain your thinking. com/watch?v=m9JYEgNkDZk Virtual Voyage of the Congo River Joseph Conrad’s Life and Travels This activity provides an understanding of the Some of the inspiration for Heart of Darkness Congo River and will help students under- came from the author’s experiences at sea and stand the magnitude of Marlow’s voyage. on the Congo River. While the biographical Using Google Earth (available for download episodes from Conrad’s early days lend at earth.google.com), have students locate authenticity to the descriptions of piloting the Congo River on the globe and “navigate” the steamer, his memories of his experience upriver, identifying navigational issues, the in the Congo may have shaped the story he river’s size, types of villages, and other geo- tells of Marlow’s trip up the mighty river. For graphical elements. Students can save images some novels, exploring the author’s life pro- that are embedded on the map; they can also duces few dividends, but with Conrad’s, bio- use screenshots to capture river features seen graphical knowledge can add an element of in the satellite photos. For a good starting reality to the fictional narrative. point, students might enter “Brazzaville, Congo” into the search box at the left of the Students can create digital scrapbooks or screen and navigate upstream from there biographies that recount Conrad’s experi- using the mouse to drag or keyboard arrows ences; the final products can be posted on to move the map. For an interesting contrast wikis or class Web pages, presented with to much of what students will find, look for presentation software, or transferred onto 10 A Teacher’s Guide to the Signet Classics Edition of Heart of Darkness by Joseph Conrad poster board or into scrapbooks. Suggested Setting: “Twentieth Century Pops” content might include references to Conrad’s bouts with physical and mental illnesses, his Most students are well versed in identifying a experiences in the Congo, or an overview of tale’s time and place; fewer consider the social his writing career. context, and while students can often iden- tify setting components, many do not reflect Sample Internet sites on Joseph Conrad: on how the setting affects the characters and http://loki.stockton.edu/~kinsellt/projects/ readers. This sample activity which asks stu- hod/incongo.html includes excerpts from dents to convey a sense of time, place, and Conrad’s diaries and describes the effects of social context may facilitate a greater under- the illness he suffered from his trip up the standing of the impact of setting on a story. Congo. Ask students to conceive a formal dance at a http://loki.stockton.edu/~kinsellt/projects/ local landmark venue that features a fairly hod/bio.html gives an overview of Conrad’s long history (say, from the 1940’s on). Tell literary career. students that they must use the venue you have provided; it need not be local, but the http://www.victorianweb.org/authors/ venue should be recognizable to students. conrad/chron.html gives a detailed timeline With the place established, randomly assign of Conrad’s life and work. students decades from the Twentieth Cen- http://www.online-literature.com/conrad/ tury—if the venue was built in the 1940’s, provides a brief biographical portrait of Conrad. that should be the earliest era. So, some stu- http://videos.howstuffworks.com/ dents will work on the 1950’s, some the hsw/11920-heart-of-darkness-profiling- 1960’s, and so on. Once they have the time and place, have students research the social joseph-conrad-video.htm This biographical context for the dance. As they work, ask video of Joseph Conrad includes his experience them to look for political trends, social and as a navigator of a steamship up the Congo aesthetic trends, musical tastes, fashion River with images of the abuse of the Africans. trends, and controversies of their era. Once This video also links to other videos introduc- they have arrived at a good understanding of ing Heart of Darkness. The videos include brief the time, place, and the many elements that advertisements which cannot be avoided. create the social context, have the students write a newspaper article, magazine review, II. Building Background or diary entry that conveys the gist of their Knowledge of setting. Once students have finished writing, Literary Elements the class might discuss how the attendees at their events might react if groups that were Conrad’s use of these literary elements viewed negatively (Germans in America in empowers the narrative of Heart of Darkness. the early Forties, interracial couples in the As a review or preparatory activity, ask stu- Fifties or Sixties) in the era showed up at the dents to practice identifying these elements in party or if the band started to play an supplemental texts and to determine how the unpopular style of music. elements function or what effects they have on readers. This level of response requires Imagery students to analyze and draw inferences. Conrad’s images in Heart of Darkness reso- Subsequent activities focus on these elements nate with some readers long after they have so ensuring that students have a working completed the book. Two stories comparable understanding of them will facilitate success. to the novel that offer good practice with imagery are: “Araby” by James Joyce at http://fiction.eserver.org/short/araby.html A Teacher’s Guide to the Signet Classics Edition of Heart of Darkness by Joseph Conrad 11 and “A Worn Path” by Eudora Welty (avail- III. Building Background able in many anthologies). Ask student to Knowledge Through Initial identify the key images and discuss their Exploration of Themes impact on the reader. How do the images contribute to the sense of the characters? One of the novel’s strengths is its complexity. What associations and ideas do they create in Conrad comments on a range of themes that the reader? resonate with most readers, such as: Verbal, Situational, and Dramatic Irony 1. The corrupting influence of power 2. Man’s inhumanity to man Generally, irony might be defined as a reversal of expectation. In Heart of Darkness, Conrad 3. Racial inequality employs different types of irony. Simply put, 4. Gender inequality verbal irony is saying one thing and meaning another. Situational irony occurs when an 5. Nature as adversary event or reaction seems contrary to what is Students can practice identifying and com- expected to occur. And dramatic irony is a municating convincingly about theme, using technique wherein the reader (and perhaps shorter works of fiction. Many times students some characters) has an understanding that will identify the main thematic content in a the characters in the story do not. Practicing work of literature, but rather than working to with students to recognize and identify irony understand an author’s statement about that and to understand its effects on readers will content, they allow the identification to suf- help them appreciate the novel more fully. fice. For example, Ralph Ellison’s “Battle Two works that contain accessible and effec- Royal,” an excerpt out of Invisible Man, tively applied examples of irony are: “Carnal depicts racism. However, the statement that Knowledge” by T. Coraghessan Boyle (readily Ellison makes about racism is more complex: available in anthologies) and “The Story of an “Institutional racism dehumanizes both the Hour” by Kate Chopin (http://www.vcu. oppressed and the oppressors.” By working edu/engweb/webtexts/hour/ ). with short stories, students can work to identify the general thematic content as well Frame Story as reflect on possible statements authors An accessible and entertaining example of a might make about that content. film that features a frame story is Rob Reiner’s After discussing the themes above, have stu- 1987 film The Princess Bride (Act III Com- dents read three or four short stories that munications [Buttercup Films Ltd., The contain thematic content similar to Conrad’s. Princess Bride Ltd.]; screenplay by William Then, have students work individually to Goldman; produced by Andrew Scheinman identify each story’s thematic content and and Rob Reiner). While the tone and narra- compose a statement that accurately inter- tive are very different from Conrad’s novel, prets the writer’s message. They should note the format is similar, and students can ana- and record those textual elements that con- lyze the frame story structure, its effects on tribute to the story’s theme. While different characters and viewers, and possible reasons credible answers are possible, remind students why an artist would employ the frame story that acceptable answers must be textually after watching a short excerpt. supported. Once students have completed their statements of theme, collect them and lead a discussion that requires students to evaluate which statements best convey a sto- ry’s theme. A small group might arrange the statements of theme for a particular story at the front of the room according to effective- 12 A Teacher’s Guide to the Signet Classics Edition of Heart of Darkness by Joseph Conrad ness as a starting point for the discussion; if recounts a tragic ascent up Mount opinions differ, subsequent groups might Everest but can still be evaluated for rearrange the statements. thematic content. The following texts are well suited as resources • Colette’s “The Hand” because they convey themes similar to • Jack London’s “To Build a Fire” Conrad’s: • Gish Jen’s “In the American Society” • Naidoo, Beverley. Out of Bounds: Seven Stories of Conflict and Hope. • Raymond Carver’s “Popular Mechanics” HarperCollins, 2003. • Ralph Ellison’s “Battle Royal” • William Faulkner’s “Barn Burning” The stories cited as examples in the Literary Ele- • Krakauer, Jon. “Into Thin Air” ments section are also suitable for this activity. Outside Sept. 1996. Electronic version. http://outsideonline.com/outside/ destinations/199609/199609_into_ thin_air_1.html Note: This article

During Reading Activities

I. Whole Text Activities instance, if a realization comes halfway through a section, that realization should These activities, designed to deepen under- appear on the psychological side about half- standing of the novel, are best completed as way down the page. If the Russian Sailor’s students read the novel. Instructors might coming aboard the steamer at the Inner Sta- collect works in progress to gauge students’ tion is the last physical event that occurs in understanding, monitor appropriate comple- the section, it should appear at the bottom of tion, and provide feedback to reinforce com- the page. Remind students to allot one sheet prehension and encourage learners. per section. At activity’s end, students can align their sheets vertically for a fairly detailed A Heart of Darkness Travelogue: review of the entire novel. Visual elements Physical and Psychological Journeys and illustrations can reinforce understanding in this activity by providing cues and address- The novel is an account of Marlow’s two ing a broader range of learning styles. Many journeys—the physical trip up the river and times students will bisect the paper vertically the psychological development that trip elic- with a top-down illustration of the river its. The travelogue will allow students to replete with snags, fog banks, natives on the record story elements in timely fashion to banks, and so on. better understand how each of the journeys affects the other. Kurtz and Marlow Characterizations For each section of the novel, have students Giving students the responsibility of gaining fold a sheet of typing paper in half vertically. a refined understanding of each character will On one half of the sheet, students should allow them to understand the book more record details of the story and their realiza- fully. This activity works well as a sort of tions about the physical journey—places, annotated quotation journal that is based on plot events, characters encountered, and so the Cornell notes format (For an example, on. On the other half, students should record see http://www.montgomerycollege.edu/ Marlow’s psychological realizations as they Departments/enreadtp/Cornell.html). occur. Instruct students to record the ele- In the left column, have students record quo- ments approximately as they occur. For A Teacher’s Guide to the Signet Classics Edition of Heart of Darkness by Joseph Conrad 13 tations that illustrate character traits about the most valid entries by a certain page works Marlow and, on a second sheet, Kurtz. Next to facilitate understanding, gauge progress, to each entry in the right column, ask students and foster enjoyable competition among to record the realizations that new informa- readers (especially if prizes like small boxes of tion elicited. In some cases, new information conversation hearts candies or Red Hots may contradict earlier content; in others, the candies are offered as prizes to the winners). realization may be a reader response, such as “Marlow seems sexist here because…” or II. Section Activities: “Kurtz seems to act without any concern for Discussion Questions conventional morality.” In the case of Kurtz, and Snapshots students can also use the right hand column to consider the source, for an enemy of Kurtz Discussion questions build understanding like the Brickmaker will speak poorly of him and strengthen comprehension of the novel while a disciple like the Russian Sailor will and its literary elements. Teachers can draw sing his praises. In the template’s bottom sec- from section questions to create journal tion, have the students write a brief character prompts, to use as a foundation for whole sketch that synthesizes the information in the class discussion, or to focus on and review two columns. The synthesis might include those parts of the novel that seem most elu- inferences, predictions, personal responses or sive to students. Students can work in groups evaluations, or other ideas that move beyond to answer a series of questions to refine their the textual content. understanding of a section, or one student can work exclusively on a single question to Note: Instructors who choose to assign the become the class expert who then shares his/ travelogues presented above might ask stu- her expertise with peers. Given the density of dents to complete only the Kurtz character- Conrad’s prose, encouraging students to ization to eliminate redundancy, for the return to the novel is an effective approach to travelogue activity typically results in a solid ensure accuracy and get students to re- understanding of Marlow’s character. immerse themselves in the text. Hearts and Hell The Section Snapshots afford students the chance to explore passages that are central to Conrad’s use of imagery constitutes one of each respective section as well as to the novel the novel’s strengths. Images of hearts and as a whole. The activity for a particular pas- images of hell along with related inferno or sage can be adapted to use with other pas- devil images are thematically significant. sages in Heart of Darkness. Another annotated quotation journal, this activity will allow readers to grasp the scope Section I Questions of each type of imagery and begin to under- stand the allegorical elements in the text. 1. Conrad structures Heart of Darkness as a Before students begin reading the novel, ask frame story. For a writer, what benefits them to choose either heart or hell imagery as does this structure provide? the basis for their journal; then, instruct 2. In the frame story section of the book, them to record all allusions to either hearts or what details does Conrad include to hell that they encounter as they read the create a sense of comfort and peaceful- novel as well as the page numbers for each ness? What elements contrast the serenity? reference. Next to each textual reference, have students briefly explain the function of 3. The unnamed narrator comments that the image. While some functions will recur, Marlow is “not typical” of seamen. In each type of imagery conveys many meanings what ways is he different? and significances. On occasion, hosting a 4. As Marlow recounts his boyhood experi- “volume challenge” to see who has recorded ences, he says that he was like “a silly little 14 A Teacher’s Guide to the Signet Classics Edition of Heart of Darkness by Joseph Conrad

bird.” What perceptions do you think 15. How does the Accountant’s attitude this image might have for most readers? towards the man who is dying in his hut 5. Marlow notes that he “tried the women” affect readers’ impressions of him? in his attempts to become a steamer 16. What feeling does the Station Manager captain. In the novel, what is Marlow’s inspire in Marlow? To Marlow, what attitude towards this strategy? How do seems to be the Station Manager’s best you react to his attitude? qualification for his job? 6. As part of the employment process, 17. During his talk with the Brickmaker, Marlow visits an old doctor who works Marlow realizes that the man is pumping for the company. What measurements him for information about Company does the doctor take and why? How politics. What aspects of characterization does this meeting affect Marlow? (details, images, diction) does Conrad use 7. How does Marlow’s aunt, “the excellent to make Marlow’s skepticism believable? woman,” depict him to the wife of the 18. How does the Brickmaker characterize high dignitary? What problems might Kurtz? How does this characterization this pose for Marlow? Why? compare to what others have said about 8. How does Marlow describe the African Kurtz? coast (beginning on p. 66)? 19. On occasion, a night-roaming hippo 9. On occasion, “black fellows” in boats comes ashore and the pilgrims empty visit the ship that Marlow is aboard. Do their rifles into it to no effect. What do you think that the description of these their actions convey about the pilgrims? fellows is mostly positive or mostly What could the hippo symbolize? negative? And, how do these descrip- 20. Perhaps the closest companion Marlow tions compare to most depictions of makes at the Central Station is the fore- whites in the novel? man of the mechanics. Is the foreman a 10. When he reaches shore, Marlow sympathetic character? Why? encounters a chain gang of Africans. 21. What is Marlow’s reaction to the arrival What impression does the encounter of the Eldorado Exploring Expedition? make on Marlow? How does Marlow react to the Station 11. To allow the convicts to proceed up the Manager’s Uncle? trail, Marlow steps into a grove of trees. How does his impression of the Africans Section I Snapshots there compare to his attitude towards Marlow’s Account of Early Explorers: In the the convicts? text section starting with “Forthwith a change 12. What impression does the Accountant came over the waters” (p. 54) to “offer a sacri- make on Marlow? How does Marlow’s fice to….” (p. 58), Marlow recalls great British description of the Accountant contrast explorers, their ships, and their exploits. He with his descriptions of the Africans he then characterizes the Romans, explorers who has encountered? What effect does this predated the British seamen, as men who contrast have on readers? faced the darkness and brought civilization to the savages. Finally, he talks of the predatory 13. How does the Accountant maintain his nature of explorers, men who “grabbed what appearance? What does the Accountant they could get.” He reflects that the motives insinuate (or communicate without for exploration range from noble to shameful. actually stating it)? Have students divide a sheet of notebook 14. What is the Accountant’s attitude towards paper into two vertical columns; then, label one Kurtz? as “Positive Exploration/Benefits” and the other A Teacher’s Guide to the Signet Classics Edition of Heart of Darkness by Joseph Conrad 15

“Negative Exploration/Crimes.” Then, using activity can be broadened to allow students to the text describing the acts and accomplish- argue whether or not Conrad’s figurative lan- ments of explorers as a basis, have students guage is successful or not in affecting readers. identify and list content that they consider appropriate for one of the columns. For Section II Questions instance, one might consider “building 1. In the conversation between the Station empires” (p. 55) as a benefit while another Manager and the Station Manager’s might consider it a crime. After students have Uncle, what details does Conrad include worked through the passage, use the charts as that create a sense of mystery about Kurtz? a basis for a discussion on what constitutes “good” or “bad” exploration. Providing stu- 2. What do the Station Manager and the dents with an opportunity to consider the Station Manager’s Uncle hope will complexities of exploration may allow them to happen to Kurtz? Why do they want to see more clearly the two poles that Kurtz occu- be rid of Kurtz? pies by the end of the book—he starts as an 3. Towards the end of their conversation, emissary of light but dies as a murdering despot. what affects Marlow so much that he leaps The scope of this activity can be broadened to his feet and startles the two speakers? by having students use the Internet or Media 4. What causes one of the listeners on the Center resources to find out more about Nellie to say, “Try to be civil…”? prominent real-life explorers. Using Web pages that feature lists of explorers like 5. According to Marlow, what for sailors is http://africanhistory.about.com/library/ “the unpardonable sin”? How does this weekly/aa062501a.htm can serve as a start- detail lend tension to the journey upriver? ing point for research. 6. In the paragraph that begins, “The earth Marlow’s Experience in the Grove of Death: seemed unearthly,” (p. 97), what ele- Reread the text section starting with “At last I ments does Conrad include to reinforce got under the trees” (p. 71) to “I made haste the sense of alienation Marlow feels? towards the station” (p. 73). When Marlow 7. Marlow provides a lengthy description of stumbles into the shade of trees to allow the his fireman, a native that he trusts to convicts to proceed farther up the trail, he perform his duties of firing and monitor- unknowingly enters into what he calls “the ing the steamer’s boiler. While he feels gloomy circle of some Inferno,” a dark place positively towards the man, does Mar- where exhausted workers have crawled to die. low’s description contain elements that Marlow provides detailed descriptions of the are negative or patronizing? If so, what plight of these dying men; however, rarely does are some of the most significant ones? he use words that underscore their humanity. 8. What are some of the reasons Marlow Have students create a catalog of the many calls the Russian Sailor’s hut “an extrava- ways Marlow describes the men. Typically gant mystery”? students will respond with images and dic- 9. Why does the Station Manager feel tion. Some will describe the actions of the enmity towards the Russian Sailor? men or Marlow’s actions towards them. When students have compiled the body of 10. Eight miles downstream from Kurtz’s evidence, have them reflect on or discuss the camp, Marlow feels particularly anx- reasons why a person might describe some- ious. What elements in the story con- thing so unsettling in such impersonal terms. tribute the most to his feeling this way? Then, have students write a brief passage to 11. How do the pilgrims react when they communicate their opinions of whether or hear what Marlow calls a cry “of infinite not Marlow’s descriptions of the Africans are desolation”? Given the circumstances, is reasonable given his emotional state. The the pilgrims’ reaction reasonable? 16 A Teacher’s Guide to the Signet Classics Edition of Heart of Darkness by Joseph Conrad

12. What reasons does Marlow give for the tion II make him seem out of place in crew’s head man wanting to eat the such a foreboding setting? Africans on the shore? 13. What does Marlow ironically call “the Section II Snapshots playful paw-strokes of the wilderness”? Marlow’s Account of Navigation: One 14. As the steamer sits anchored in the fog, recurring element in the novel is Marlow’s Marlow says that the idea of an attack is account of the physical and psychological dif- inconceivable to him because of the ficulties he encounters as he pilots the steamer nature of the noise. The pilgrims fear an up the great river. The text section, beginning attack. In Section II, what are some other “Going up that river was like traveling…” (p. ways Conrad depicts Marlow’s differences 94) to “leaving hardly a sign—and no memo- from the other whites on the steamer? ries” (p. 97), gives some insight into the logistics of getting an unreliable steamer with 15. Characterize Marlow’s description of an unqualified crew up a very dangerous river. his helmsman. What elements in the Discuss with students: How does this section description best convey his skepticism? afford readers the opportunity to understand 16. In what ways do the helmsman and whites Marlow’s character more fully? aboard jeopardize the steamer when it Parts Working Towards a Whole: This comes under attack from the shore? activity will require students to review the 17. After the attack, Marlow suspects that passage, cited above, to identify and classify Kurtz might be dead. What about this elements that help readers understand the loss creates a sense of extreme disap- ardors of the trip. Using a graphic organizer pointment in Marlow? What will he template like a bubble map or thematic web, now be unable to do? have students classify into groups the types of elements that Conrad uses. Students will 18. During Marlow’s retelling of this sec- often include types of images (forest, river, tion, one of the Nellie listeners criticizes animal species), groups of words (hugging, the narrative as “absurd.” What major lost, small), physical challenges, psychologi- differences does Marlow cite to distin- cal burdens, and other elements on their guish himself in the Congo from the organizers. Once the students have generated listeners aboard the Nellie? some organizer content, work as a class to 19. Marlow realizes that everything at the understand how the disparate elements func- Inner Station belongs to Kurtz. Then, tion as a whole to convey meaning. Gauge he wonders to what Kurtz might the elements’ effects on readers, their effec- belong. Based on your understanding of tiveness, and the emotions they help create. Kurtz and Marlow’s story thus far, what Students can submit their organizers for do you think motivates Kurtz? To what assessment, or they can write brief paragraphs beliefs does he subscribe? to demonstrate their understanding. 20 To what does Marlow attribute the Just the Facts, Ma’am: Many students helmsman’s death? What did he lack? remember the attack on the steamer best, for the event represents probably the greatest 21. As Marlow releases the corpse of his physical action in the novel, text section “I helmsman into the river’s current, he was looking down at the sounding-pole…” says that the helmsman was “heavier (p. 109) to “…he said, glaring at the than any man on earth.” What elicits wounded man” (p. 112). While they remem- such a profound response for a man ber “little sticks” flying out of the jungle and Marlow thought so little of in life? the helmsman’s death, some will overlook the 22. What elements in the characterization motives behind the attack. of the Russian Sailor at the end of Sec- A Teacher’s Guide to the Signet Classics Edition of Heart of Darkness by Joseph Conrad 17

As fans of crime dramas and similarly themed stakes” that circle Kurtz’s hut. What movies, many students have a working might the stakes symbolize? understanding of how to recreate a scene 7. When the whites bear Kurtz away from based on evidence and eyewitness accounts. his hut on a stretcher, how is he danger- Using the passage as a basis, have students ous even though illness has decimated create elements that might be found in a his strength? crime scene report—an account with a prin- cipal witness (a fictionalized interview with 8. What apparently does Kurtz tell the Marlow), a timeline (summary of plot natives to do as he is being carried to the events), a schematic drawing that illustrates steamer? Is this command consistent the steamer layout and location, interviews with your understanding of the man with bystanders/minor participants, and the and his motivations? like. Student products might be presented as 9. When Kurtz encounters Marlow for the crime files that peers or the instructor might first time, he says, “I am glad.” What explore. By working to record specifics about impression does Kurtz have of Marlow the attack, students build knowledge that before he has even met him? What has they can reference later in Section III when he based this impression on? the Russian Sailor shares his knowledge of the attack on the steamer. 10. What is Kurtz’s attitude towards the Station Manager? Section III Questions 11. Marlow says he is “Mr. Kurtz’s friend— 1. What useful information does the Rus- in a way.” In what ways do you think sian Sailor provide about Kurtz and the Marlow is Mr. Kurtz’s friend? situation at the Inner Station? 12. When Kurtz escapes from the steamer, 2. Based on the Russian Sailor’s ramblings, Marlow pursues him. In what ways does characterize Kurtz’s methods of main- Marlow act differently when he is taining order and acquiring ivory. ashore? In what ways does he become like Kurtz? 3. In sections II and III, Marlow often recounts sights he viewed through bin- 13. Marlow says, “There was nothing either oculars. Does using this technique pro- above or below [Kurtz]….He had vide Conrad with any benefits in telling kicked himself loose of the earth.” Using Marlow’s story? How do the binoculars your understanding of the story, what change Marlow’s perspective of the do you think this represents? What is events on the shore? Kurtz free from or not subject to? 4. Using your own words, describe as fully 14. When the steamer leaves, Marlow as you can the “rounded knobs” that describes the natives, especially the Kurtz has mounted around his hut. three men “plastered with bright red Upon reviewing the section, do you think earth.” What elements of the descrip- that your reaction to the sight was stron- tion convey how little Marlow under- ger than Marlow’s? Why or why not? stands about the natives’ culture? 5. Marlow says that the heads only show 15. During their trip downriver, Marlow Kurtz’s lack of restraint. Do you think says that Kurtz’s was “an impenetrable this is true? At this point, do you think darkness.” What do you think this dark- that Marlow is a reliable narrator? What ness represents? biases might he have that readers prob- 16. After Kurtz’s death, Marlow falls deathly ably do not? ill. As he compares his near-death expe- 6. Marlow refers to the “symbolic row of rience with Kurtz’s, Marlow recognizes 18 A Teacher’s Guide to the Signet Classics Edition of Heart of Darkness by Joseph Conrad

a key difference—in his opinion, what tate towards diction, imagery, her actions, makes him inferior to Kurtz? and how others react to her. Once students have explored the characterization, have 17. What is Marlow’s attitude towards the them record the ideas they associate with the Company representative who visits different elements—some will comment on Marlow in Europe to gather Kurtz’s her regal nature, others will see her as some documents? Do you think Marlow’s shaman or witch, still others will view her as attitude is justified? a beautiful, heartbroken woman. 18. A man calling himself Kurtz’s cousin Students can also use Conrad’s detailed dis- visits Marlow and calls Kurtz “a univer- cussion to create a visual representation of sal genius.” Do you think the cousin has the woman. Drawing and collage both work biases about Kurtz? Does Kurtz possess well, but remind students that they can only any elements of genius? use the details Conrad provides to create her 19. How does the journalist’s description of image. Kurtz succeed as a summary of Kurtz’s Marlow’s Conversation with the Intended: exploits in Africa? As a focus for literary study, this passage, 20. What are the most significant and/or “You knew him well…” (p. 151) to “The last effective details Conrad uses to charac- words he pronounced was—your name” terize Kurtz’s Intended? (154), provides a great example of dramatic 21. Characterize the Intended’s beliefs about irony, the literary technique where the audi- Kurtz. In the context of the novel, are ence possesses understanding that the charac- these views accurate? What does she base ters do not. Here, the reader knows more her beliefs on? about Kurtz than the Intended who bases her affection and beliefs on Kurtz as a suitor, a 22. Why doesn’t Marlow tell Kurtz’s Intended man very different from the voracious ivory the truth about Kurtz’s last words? hunter. To underscore this, the following 23. After Marlow ends his tale, the frame activity may prove useful. story also concludes after only a brief Have students explicate the passage to see the paragraph. What effects does this struc- two versions of Kurtz that Conrad presents. ture have on readers? Do you think that This process may be as simple as having stu- the ending is effective? dents highlight Marlow’s ideas and state- ments in one color and the Intended’s ideas Section III Snapshots and statements in another. Or, students The Encounter with the Tribal Woman: might divide a sheet of notebook paper into The appearance of the “wild and gorgeous” two columns and enter each character’s ideas native woman is atypical of the novel—most into the respective column. With a refined of the depictions of women in the novel understanding of each characterization, stu- portray them as weak or deluded. Here is a dents can then summarize Marlow and the woman with power, and teachers can some- Intended’s respective accounts and see how times generate curiosity and discussion two individuals can have very different ideas working with students to identify what about the same person. Advanced students exactly that power is. might write their summaries using the voices of the two characters. Using the passage, “Dark human shapes could be made out” (p. 131) to “dusk of the thickets before she disappeared” (p. 133), have students identify and catalog the differ- ent techniques that Conrad uses to depict the impressive woman. Students typically gravi- A Teacher’s Guide to the Signet Classics Edition of Heart of Darkness by Joseph Conrad 19

After Reading Activities

After students have finished reading Heart of 4. All of the listeners on the Nellie are Darkness, many will have a competent under- Company men—the Director, an standing of the novel, its themes, and its art- Accountant, a Lawyer. As such, their fulness. These activities provide opportunities biases probably lie with the Company. for students to deepen their understanding of But by the end of Marlow’s story of his the text, to apply their learning to elements trip to meet Mr. Kurtz, all of the listen- and concepts that supplement the novel, and ers have been so absorbed that they have to draw from their beliefs and life experiences missed the turn of the tide. Using your to appreciate the novel more fully. Most can understanding of the novel, select three be adapted for completion by individual stu- or four elements or events of the story dents or small groups of students. that you feel speak most effectively against unrestrained commerce. Then, I. Topics for Discussion share your ideas about why those ele- ments are most convincing. and Essays 5. In his narrative, Marlow gives detailed 1. Although technology has tamed the wil- descriptions of his encounters with Afri- derness in many ways, breakdowns and cans. Some critics have used these miscalculations can still prove disastrous descriptions to condemn Heart of Dark- to man’s efforts to explore the Earth and ness as a racist book. Using the book as a reap its benefits. Reflect on the presence guide, decide whether you think that the of technology in Conrad’s Heart of Dark- book is more critical of the Africans or ness, and recall those instances where the white characters. Then, share three or Marlow comments on machines or four reasons to support your decision. technology. Then, using support from 6. Marlow asserts, “The mind of man is Conrad’s book, argue whether or not capable of anything” (p. 98). Using you believe that the power and promise Kurtz’s life and actions as a foundation of technology have surpassed the power for your response, identify some of the of the natural world. main reasons that Marlow believes what 2. At the Central Station Marlow notices “a he says. As you reflect, consider morals, small sketch of oils, on a panel, represent- ethics, faith, love, and other elements ing a woman, draped and blindfolded, that lend some restraint to most indi- carrying a lighted torch” (p. 83). Using viduals’ actions and beliefs. And, think your book, review the entire description. about how most characters in the book Then, using the description as a basis for feel that Kurtz’s methods are “unsound.” your ideas, explain how the painting 7. On his voyage upriver, Marlow describes might represent the views Marlow his African crew as “big powerful men, expresses in the book about women. with not much capacity to weigh the 3. Early in the novel, Marlow says, “…I consequences,” (p. 105), which under- hate, detest, and can’t bear a lie…” (p. scores Marlow’s general perception of 85). However, his final act in the Afri- Africans as irrational, prehistoric men. can narrative is lying to Kurtz’s Intended By reviewing the text, locate events and about the dying man’s last words. Using passages that contradict the idea that your understanding of Marlow’s charac- the Africans cannot foresee conse- ter, identify and discuss what you con- quences or think clearly. As you search, sider to be the main reasons Marlow consider ideas such as self-preservation, violates one of his core beliefs. the relationship between whites and blacks in the novel, and those instances 20 A Teacher’s Guide to the Signet Classics Edition of Heart of Darkness by Joseph Conrad

where Africans are depicted as powerful. tual elements can affect a character while also Then, create a response that illustrates giving them an opportunity to write cre- that despite stereotypes, there are excep- atively, draw from imagination, and review tions in the novel to the idea that Afri- the story. Letters might be evaluated on cans are inferior. accuracy to story elements, accuracy of voice, scope of content, and creativity. 8. Throughout the novel, Marlow com- ments that women are, and should be, Possible letter assignments might include: sheltered from the world of men: “We • Marlow to his Excellent Aunt to share must help them to stay in that beautiful his experiences, talk of the mystery of world of their own, lest ours gets worse,” Kurtz, or to chastise her for depicting (p. 115) he tells his audience aboard the him to Company administrators in Nellie . Given what you understand unrealistic terms; about the modern world, do you think that most readers today would find that • Kurtz to his Intended to reveal the phil- assertion correct? osophical changes he has experienced, to tell of his current feelings towards 9. Even in the scenes that occur in Europe, her, or to share his hopes or fears; Conrad uses the settings in the book to affect his characters on psychological or • Kurtz to the Station Manager to apprise physical levels. After reviewing the text, him of his successful ivory gathering, identify some of the ways Conrad uses criticize his meddling in Kurtz’s meth- setting as an obstacle to the human ods, or to express his reluctance to characters’ progress or success. As you return to the Central Station; plan and respond, remember that setting • Marlow to Company administrators in includes time, place, and social mindset. Europe to apprise them of his progress, 10. Much is made in the book of civilized to criticize Company business prac- and uncivilized people and actions. Typi- tices, or to discuss the intrigue between cally, the whites are viewed as civilized, the Station Manager and Kurtz. but many of their beliefs and actions contradict this classification. Although Letters to the Author Marlow consistently tries to depict the This activity allows students to voice their Africans as mysterious savages, do you appreciation or criticism of the novel by writ- think that his efforts fully succeed? Using ing a letter to Joseph Conrad. In the planning your understanding of the book as a stages, have students brainstorm those ele- basis for your response, argue to prove ments that they liked the most and those they which group in the book is most savage. liked the least; then, have students compose letters to the author to share their ideas. These II. Group and letters can also include questions to the Individual Projects author about his life, novel elements, or to ask him to respond to criticism of his novel. Letters Home The Hearts of Darkness: One way for students to explore the charac- Interpreting a Central Symbol ters and ideas in Heart of Darkness is to com- With all of the heart allusions and the title of pose letters using the voices, ideas, and the book, the meaning of the “heart of dark- philosophies of a character to communicate ness” is not easily limited to one single inter- with another character. In the letters, stu- pretation. Using their understanding of the dents can demonstrate how plot events, novel, information and ideas they have character interactions, setting, or other tex- gained from assignments or discussions, and A Teacher’s Guide to the Signet Classics Edition of Heart of Darkness by Joseph Conrad 21 information from criticisms they might have information, a poster that advertises the movie, researched, have students identify different a cover letter that explains why their film feasible interpretations for what the heart would be most likely to succeed, and other represents in the context of the novel. Then, suitable elements. In some cases having stu- have students support their interpretations dents create a storyboard rendition of a central with their own ideas and textual support. To scene produces good results both in improving extend this assignment, have students share a project and helping students understand a their interpretations with the class and, pivotal event in the novel more fully. working through class discussions or elec- tronic discussions like those available in Racist or Not? Chinua Achebe Moodle or on wikis, have the class arrive at a versus Caryl Phillips consensus of the best interpretation of the meaning of the heart in the novel. Some critics argue that Heart of Darkness is racist, and some students may recognize the The horror! The horror!?: book’s tendency to depict Africans unfavor- Reflecting on Kurtz’s Last Words ably. Chinua Achebe, author of Things Fall Apart, argues that Conrad is racist and that Are Kurtz’s last words, “The horror! The his book reflects that attitude. Provide stu- horror!” summation, judgment, or realization? dents with copies (or digital access to) Like the heart in Heart of Darkness, Kurtz’s Achebe’s lecture, “An Image of Africa: Racism final utterance is open to interpretation. Have in Conrad’s Heart of Darkness,” (http:// students draw from a variety of resources to kirbyk.net/hod/image.of.africa.html) and identify textually feasible interpretations of Caryl Phillips’ Guardian article, “Out of what Kurtz meant as he died. Did he realize Africa” (http://www.guardian.co.uk/books/ something about himself? The Dark Conti- 2003/feb/22/classics.chinuaachebe). Phillips’ nent? His methodology? Humanity in general? article features a conversation between the Students can then submit their ideas in writ- author and Achebe about racism in Conrad’s ten form, on discussion boards, on bulletin novel. Using graphic organizers, reading board paper for class consideration, or other comprehension strategies (highlighting, media that are available and appropriate. sticky notes, summary strategies), class dis- cussion, and/or teacher direction, identify Heart Goes Hollywood: the theses and central points in the two sup- An Original Film Adaptation plemental texts. Many adolescents appreciate and understand Then, ask students to analyze the central modern films, and here they can draw from points, consider their understanding of the one area of expertise to develop a deeper novel, and decide whether or not they think understanding of the novel. Start by identify- that racism figures heavily in Heart of Dark- ing those elements that a film must have: cast, ness. Then, as individuals or small groups, setting, director, special effects, cinematogra- students should compose a response that phy, and other film elements. Then, ask stu- defends Achebe’s assertion of the book as dents to cast characters, choose a suitable racist, refutes his stance, or draws from reader director, choose an appropriate place to film, opinion and Heart of Darkness to qualify select music appropriate for a soundtrack, and Achebe’s claims. the like. As they work, remind students that they must make creative decisions that are Women in Heart of Darkness: appropriate for the novel and that they must A Battle of the Sexes provide justification for their choices. Once In Heart of Darkness, Marlow consistently the individual or group has completed the depicts females as weak, deluded, or, in the thought process, have students create and pres- case of the statuesque African woman, threat- ent their ideas as a publicity packet with film 22 A Teacher’s Guide to the Signet Classics Edition of Heart of Darkness by Joseph Conrad ening. He violates one of his central tenets in In a brainstorming session, have students order to protect Kurtz’s Intended from the contribute to a list of the kinds of obstacles truth and scoffs at having to resort to using a that Marlow and his European fellows faced woman to gain employment. in Heart of Darkness. Answers might include diseases, the climate’s temperature, river haz- Divide the class into halves by gender, ards, military hostility, the sheer greatness of females on one side, males on the other. the land, dangerous animals, and technologi- Then, present the thesis, “In Conrad’s Heart cal limitations like the steamer’s mechanical of Darkness, sexism detracts from the overall reliability or seaworthiness. success of the work.” In larger classes, divide the halves of the class into smaller groups to Once students have sufficient suggestions to ensure that more students will remain use as a starting point, ask them to research engaged and contribute to the product. four or five of the list’s obstacles using Inter- Then, have the females argue that the thesis is net or Media Center resources. Their goal true; males will argue that the thesis is false. will be to locate statistics and factual infor- Then, using their understanding of the novel mation about the kinds of obstacles that and Marlow’s character, have each side locate Marlow would have encountered on his textual support, generate opinions and sup- voyage upriver. Students might refer to bio- plemental evidence, and use the whole of graphical accounts of explorers like Mungo their evidence to support their perspective. In Park or Henry Morton Stanley and read a limited timeframe, students can produce a excerpts of accounts of exploration like thesis statement and outline that posits their Stanley’s How I Found Livingstone: Travels, views; with the luxury of more time, students Adventures, and Discoveries in Central Africa often compose compelling opening state- (Chapter VI is a good starting point: ments and eloquent and insightful support. http://www.archive.org/stream/ With sufficient time, groups can present their howifoundlivings00stanuoft#page/104/ opinions to the whole class. The teacher can mode/2up). determine the most successful presentation, When students have located information, or, to ensure greater objectivity, outside have them share it with the class. For this judges like fellow teachers familiar with the assignment, computer presentation software, novel can help determine whose presentation wiki postings, or posters all work well for most successfully made its case. putting the information into attractive, acces- sible formats. Then, have students create a Setting and Climate as Adversaries: promotional brochure or a similar publication Marlow as Survivor that celebrates the fact that Marlow survived Two of the greatest obstacles to European his voyage despite the perils he encountered. success in Africa were the setting and climate; The publication’s content should contain in fact, the Station Manager correctly pre- both Heart of Darkness specifics and research dicts that the climate will eliminate Kurtz as information that better illustrates the obstacles a threat to his position. While the events in that Marlow faced and overcame. the book occurred more than a century ago, Africa is no less daunting, and working to The Mission: understand that continent’s threats help A Contemporary Counterpart readers realize more fully the struggles that Roland Jaffé’s The Mission serves as a nice sup- the whites in the novel faced. In colonial plement to Heart of Darkness because the film times, surviving an African voyage often features two of the central elements of Conrad’s resulted in fame and fortune for explorers, book: the ravages of colonization on indigenous and, through self-promotion and newspaper people and the transformation of individuals publicity, explorers grew rich. from one extreme to the other. Set in 18th A Teacher’s Guide to the Signet Classics Edition of Heart of Darkness by Joseph Conrad 23

Century South America, the film recounts the Debates exploits of Jesuit priests led by Father Gabriel (Jeremy Irons) who enter the jungles to bring As is the case with most debates, those ele- God’s word to the Indians. Rodrigo Mendoza, ments of the novel that are open to interpre- a slaver, hunts the same jungles to capture tation are most successful as debate topics. Indians to labor on Portuguese plantations. Working in small groups and using their After he murders his brother in a jealous rage, books as resources to find support for their Mendoza joins the Jesuits for redemption, and stance, ask students to compose effective ultimately, he and Father Gabriel give their lives opening statements that include their thesis to protect the Indians from the Portuguese. statements and some of their support. Sides of the issue alternate when reading opening The film succeeds with most adolescent viewers, statements. Then, after the topic has been is rated PG, and provides elements compara- broached through the statements, open floor ble to those found in Heart of Darkness. Some discussion starts, a period of free exchange of elements students might focus on include: ideas to convince the class of the rightness of • The struggles of the individual who one side. The teacher as moderator manages changes drastically from his past: Kurtz the exchanges, ensures broad participation, changes from emissary to devil; Men- and provides opportunities for even intro- doza changes from mercenary to priest. verts to contribute. At the end of the open floor period, groups reconvene to reflect on • The willingness of commercial interests the evidence, consider their stance once to subordinate indigenous people: The again, and compose closing statements that Africans in Heart of Darkness and the are then read to the whole class. Breaking the Guaraní Indians in The Missionreceive halves of the class into smaller groups usually much the same treatment from those works well because smaller groups of three or seeking to profit from their labor. four ensure that more students will partici- • The dwarfing presence of the natural pate and contribute in central roles and world: Both works are set in awe- because the students typically benefit from inspiring environs, and each setting hearing three or four opening statements for requires considerable effort to overcome. their side of the issue. • The subtleties, intrigues, and politics of Possible debate topics include: seemingly proper entities: The Station • While Marlow consistently seeks to Manager and Brickmaker are compara- distance himself from the Station Man- ble to the Portuguese diplomats Señors ager and pilgrims in the novel, his Cabeza and Hontar. work allows the whites to perpetrate The film helps students understand more clearly crimes on the indigenous Africans. the characters in Heart of Darkness and offers Thus, Marlow should be considered as considerable potential for students to review guilty as his white peers. the novel by making connections to the movie. • Depicted as a mystery for much of the Please note that Francis Ford Coppola’s novel, Kurtz ultimately seems like evil Apocalypse Now parallels Heart of Darkness incarnate—his motives are dark, his and has been used in conjunction with the methods unsound. Such a character book, but the film’s content and R rating are must be considered as the antagonist in viewed by most to be unacceptable fare for the novel, for his acts are worse than high school students. any other committed in the book. Stu- dents would argue whether or not The Mission. Dir. Roland Jaffé. Perf. Kurtz is the worst character in the novel Robert De Niro, Jeremy Irons, Aidan based on Marlow’s narration of Kurtz’s Quinn, and Liam Neeson. Warner behavior and his response to Kurtz. Brothers Pictures, 1986. Film. 24 A Teacher’s Guide to the Signet Classics Edition of Heart of Darkness by Joseph Conrad

• In Heart of Darkness, the old adage • Diamond Mining and Conflict—par- usually stated as “Money is the root of ties in power in the Democratic all evil” seems to hold true: indignities Republic of Congo use funds produced and horrors are inflicted on an indige- from diamond exports to finance nous people in pursuit of material gain. brutal military operations. See http:// In the context of the novel, students www1.american.edu/ted/ice/congo. could debate whether financial gain htm as a starting link. and commerce are the principal moti- • Hutus and Tutsis—After the Belgians vators of the terrible deeds that the withdrew in the 1950’s, Hutus and whites commit. Some students may Tutsis engaged in ethnic conflicts that argue that commerce is the principal culminated in the 1994 massacre of motivator; others might counter that hundreds of thousands of Africans that other elements (hunger for power, subsequently sent millions of Africans madness, love for the Intended) moti- fleeing to other countries for safety. See vate on more basic levels. http://www.cnn.com/EVENTS/1996/ • As the main character in the novel, year.in.review/topten/hutu/hutu.html Marlow overcomes considerable obsta- as a starting link. cles, successfully completes his duties, • Human Rights Watch hosts a page that and perseveres in the face of hypocrisy details human rights violations in and double-dealing. While these Africa. Students can use this as a start- achievements seem heroic, other activi- ing point for research on military and ties and traits of Marlow can be inter- social injustices on the continent: preted less positively. Have students http://www.hrw.org/en/africa debate whether Marlow achieves or fails to achieve the status of a hero. • Wikipedia features an extensive list of countries that have experienced conflict Post-European Africa: in Africa; while some teachers are loathe A Modern Horror to allow students to use Wikipedia as a source for research, this page works very After African countries gained their indepen- well as a starting point as it provides dence from European countries, many have many leads: http://en.wikipedia.org/ lapsed into chaotic states with turbulent his- wiki/List_of_conflicts_in_Africa tories that do not seem much brighter than the days of colonial oppression. Students may have a general understanding of African human rights issues from viewing movies like Blood Diamond, The Constant Gardener, or The Last King of Scotland, and researching modern history may help readers understand the lasting effects of colonialism. European withdrawal resulted in a power vacuum in some countries, and the dysfunction initiated by the Belgians and other Europeans contin- ues today. Many of the political hotspots are located in areas formerly controlled by Bel- gium. As students research, advise them to look for timelines of conflicts, for such content serves as a good starting point for additional research. Possible starting points include: A Teacher’s Guide to the Signet Classics Edition of Heart of Darkness by Joseph Conrad 25

About the Author of this Guide

Allen Kromer is a High School Media with LearnNC. His current interests include Coordinator in Asheville, North Carolina. professional learning communities, using media Before becoming a librarian, he taught high center collaboration to facilitate successful school English to seniors for fourteen years and classroom instruction, and helping students also designed an online AP Literature and find quality books that they want to read. Composition course and taught online classes

About the Editors of This Guide

Jeanne M. McGlinn, Professor in the James E. McGlinn, Professor of Educa- Department of Education at the University tion at the University of North Carolina at of North Carolina at Asheville, teaches Chil- Asheville, teaches methods of teaching and dren’s and Adolescent Literature and directs reading courses. He has taught high school the field experiences of 9-12 English licen- English and developmental reading at all sure candidates. She serves on various edito- levels, elementary through adult. His research rial and professional boards, such as the interests currently focus on motivating and Language Experience Special Interest Group increasing the reading achievement of stu- of the International Reading Association. She dents in high school and college. He is the has written extensively in the area of adoles- author and editor of numerous Penguin cent literature, including a critical book on Teachers’ Guides. the historical fiction of adolescent writer Ann Rinaldi for Scarecrow Press Young Adult Writers series. 26 A Teacher’s Guide to the Signet Classics Edition of Heart of Darkness by Joseph Conrad

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