Henry James and the Process of Autobiography. Paul S

Total Page:16

File Type:pdf, Size:1020Kb

Henry James and the Process of Autobiography. Paul S Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1995 Henry James and the Process of Autobiography. Paul S. Nielsen Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Nielsen, Paul S., "Henry James and the Process of Autobiography." (1995). LSU Historical Dissertations and Theses. 5972. https://digitalcommons.lsu.edu/gradschool_disstheses/5972 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. Hie quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margin*, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the bade of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. A Bell & Howell Information Company 300 North Zeeb Road. Ann Arbor. Ml 48106*1346 USA 313/761-4700 800/521-0600 HENRY JAMES AND THE PROCESS OP AUTOBIOGRAPHY A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of English by Paul S. Nielsen B.A., Duke University, 1962 M.A., Louisiana State University, 1993 May 1995 UMI Number: 9538752 Copyright 1995 by Nielsen, Paul S. All rights reserved. UMI Microform 9538752 Copyright 1995, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 (c) Copyright 1995 Paul S. Nielsen All rights reserved In Memory of Walter M. Nielsen and Katherine T. Nielsen In Memory of Charles A. Fenton For Charles Fenton Nielsen and Penelope Ross Nielsen lii Acknowledgments I am grateful for kindness and assistance received in the progress of this project. Among Jamesians my benefactors have included Alfred Habegger, Suzi Naiburg, Julie Rivkin, Cheryl Torsney, and William Veeder. Among autobiography specialists, Paul John Eakin. I thank the members of my committee for their patience, wisdom, and assistance— James Olney, Daniel Mark Fogel, J. Gerald Kennedy, Dana Nelson, and Richard Moreland. In particular, I owe to Gale Carrithers, who influenced my decision to come to Baton Rouge more than anyone else, my deepest gratitude for help thoughtfully and faithfully given, and always with good cheer. Preface In a certain sense, autobiography and poetry are both definitions of a self at a moment and in a place: and I do not mean, for autobiography, that it is a definition of the writer's self in the past, at the time of action, but in the present, in the time of writing. James Olney, Metaphors of Self (44) Henry James is the great autobiographer. Few left so varied and rich an autobiographical trove. Few have so dedicated their late years to the project of life- recapitulation. Although the autobiographical nature of his late production has often been remarked, it has usually been students and theoreticians of autobiography vho have done so. The sponsors of fiction have appropriated his last decade and a half by naming it his "Major Phase," a phrase that means to honor the novels of those years and to ignore the fact that the majority of James's work in his "major phase" vas autobiographical. It is still not the conventional or dominant view that James's major phase vas nothing if not recapitulative, self-referential, and self­ fascinated. Nor has it been suggested that this enterprise of astonishing variety, creativity, and duration extends from earliest 1900 until his death in 1916. The explanation of vhy James's pre-eminence as an autobiographer has been neglected may have to do with the cultural or critical hegemony of fiction, or even vith his ovn notion that he vas first of all a novelist. But judges of cultural vorth are often vrong, and James vas partly v correct (he did write fiction before he wrote autobiography) and would, like the rest of us, be a poor judge of the significance of his own work. The precise explanation for the neglect of his autobiographical achievement does not concern me; it is more to the point that James's career is, in its structure and architecture, perfectly autobiographical. That is, it gives geographical expression to the autobiographical process. James's departure from homeland and late-life return are a bodily re-enactment of the inward shifts all autobiographers experience. Emotional separation and memorial return precede all autobiography; in James's case, those acts took on the grandest of temporal and spatial dimensions, and they filled his career and his life. James left homeland and familial domination to find his artistic destiny and achieve his professional self. After long absence he returned to the ground of origin and personal meaning to find himself alienated and cut off from so much that had shaped him. His willful autobiographical project reasserts and re-establishes his past and his relationship with it. It exhibits anxiety about the past, both the incidents and the feelings that attach to them. Indeed, he revises the past quite literally by revising the texts that fill it-- texts that, in a family of writers, are the analogue of memory. vi Throughout his autobiographical phase, James worked with a variety of genres that he turned to his own proto- autobiographical needs. Before writing the three volumes of conventional autobiography that crown his career— A Small Bov and Others (1913), Notes of a Son and Brother (1914), and The Middle Years (1917)— he took early and sometimes agonized steps toward autobiography in essay, travel, history, fiction, and even a sort of cultural biography. The proto-autobiographies enabled him to put into play the methods of self-referentiality and even to consider the motives for autobiography. His great themes are self and family, his place within family, the family's place within culture, and the production and empire of art. He surveys his past from the classic (but by no means universal) autobiographical position: late life. 1 James Olney and Paul John Eakin have helped focus study on the autobiographer's present moment of composition. It is now clear that autobiography should not be considered a simple account of a verifiable past but rather a complex narrative act executed in the present as a way of interpreting that past. I would suggest that autobiography may be first of all— not secondarily but primarily— of reference to the present moment, to the act of writing in the present. Henry James, the most neglected of autobiographers, is significantly useful for the study of this process of autobiography; to an extent unmatched by vii most autobiographers, he dramatizes the present struggle of recollection. His triumphal and distinctive exclamations of recollective mastery--"! recover the place itself" (SB 53), "I abundantly grasp" (SB 54), "I distinguish in the earlier twilight" (SB 31), "I rescue from the same limbo" (SB 31)— are both exultations in the endurance of the creative faculty of memory as well as the chief act by which he gives life to his recollective self. The result is that in addition to the I-who-reside-in-history that all autobiographers create, James gives life to an I-who- remember. He creates what we may call a present recollective moment of unusual extent and provides unusually rich documentation of the present consciousness acted upon by all the anxieties and ambitions of the elder writer. I suggest that the Jamesian autobiographical text, which readers have so often thought to lack coherence, becomes significantly orderly when we recognize that it is the unacknowledged needs of the recollective consciousness that often determine the sequence and relationship of memories of past events. Memories are quite often summoned not in accord with chronology but affective content.2 By and large, autobiography is an unstable witness to history and, if properly read, has little more referential value than fiction. We may be most interested in it for its reference to a material world, but what can only be judged viii vith certainty is the autobiographical process itself, not the claims that are advanced from that process. The proto­ autobiographies make this point even more clearly than the autobiographies. Since they attempt no completed and polished narrative of James's self, they let us stand closer to the moment of composition. The question of reference can never really be settled in autobiography studies; the dark secret of the field may be that autobiography means little as a matter of reference and much as a matter of process.
Recommended publications
  • MIDDLEMARCH Adam Roberts Epigraphs and Mirrors A
    MIDDLEMARCH AdAm RobeRts Epigraphs and Mirrors A AdAm RobeRts d A m Using epigraphs as a lens to open up new vistas, this study explores a wide range R of connectons. Moving freely between epigraphs and the main text, Roberts obe succeeds in throwing fresh light on the manifold ‘middleness’ of Middlemarch and the richness and sophistcaton of George Eliot’s realism. R ts John Rignall In Middlemarch, George Eliot draws a character passionately absorbed by abstruse allusion and obscure epigraphs. Casaubon’s obsession is a cautonary tale, but Adam Roberts nonetheless sees in him an invitaton to take Eliot’s use of epigraphy and allusion seriously, and this book is an atempt to do just that. Roberts considers the epigraph as a mirror that refracts the meaning of a text, and that thus carries important resonances for the way Eliot’s novels generate their meanings. In this lively and provoking study, he tracks down those allusions and quotatons that have hitherto gone unidentfed by scholars, examining their MIDDLEMARCH relatonship to the text in which they sit to unfurl a broader argument about the novel – both this novel, and the novel form itself. Middlemarch: Epigraphs and Mirrors is both a study of George Eliot and a meditaton on the textuality of fcton. It is essental reading for specialists and students of George Eliot, the nineteenth century novel, and intertextuality. It will also richly reward anyone who has ever taken pleasure in Middlemarch. This is the author-approved editon of this Open Access ttle. As with all Open Book publicatons, this entre book is available to read for free on the publisher’s website.
    [Show full text]
  • Henry James's Worldview in the Ambassadors
    1 HENRY JAMES’S WORLDVIEW IN THE AMBASSADORS: A GENETIC STRUCTURALISM APPROACH RESEARCH PAPER Submitted as a Partial Fulfillment of the Requirements for Getting Bachelor Degree of Education in English Department by DANANG AGUSTOMO A.320 030 062 SCHOOL OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF SURAKARTA 2008 1 CHAPTER I INTRODUCTION A. Background of the Study Literature is a social institution, using language as medium of social creation. Furthermore, literature represents life and life is in large measure, a social reality (Wellek 1959: 94). Hence, a literary work which is the author’s creation is an ideal reflection of social reality. The literary work and the author cannot be separated since; the literary work is a reproduction of the author’s mind. The author’s mind is a result of the author’s response towards the social reality where he or she lives. An author lives among the society which he or she associates and mingles with it. As human being an author is like the other people who are influenced by his or her religious conviction, social idea, settlement, culture and convention of his or her culture. However, an author does not always in harmony or agrees with the social circumstances in his or her society. He or she can also require a different view on it. The different view toward his or her social life force him or her to change and shape the behavior and the social view of his or her society. An author expresses his or her view by creating a work art.
    [Show full text]
  • 19Th-Century Male Visions of Queer Femininity
    19TH-CENTURY MALE VISIONS OF QUEER FEMININITY A Thesis Presented to the Faculty of California State Polytechnic University, Pomona In Partial Fulfillment Of the Requirement for the Degree Master of Arts In English By Dino Benjamin-Alexander Kladouris 2015 i SIGNATURE PAGE PROJECT: 19TH-CENTURY MALE VISIONS OF QUEER FEMININITY AUTHOR: Dino Benjamin-Alexander Kladouris DATE SUBMITTED: Spring 2015 English and Foreign Languages Dr. Aaron DeRosa _________________________________________ Thesis Committee Chair English and Foreign Languages Lise-Hélène Smith _________________________________________ English and Foreign Languages Dr. Liliane Fucaloro _________________________________________ English and Foreign Languages ii ACKNOWLEDGEMENTS Dr. Aaron DeRosa, thank you for challenging and supporting me. In the time I have known you, you have helped to completely reshape my scholarship and in my worst moments, you have always found a way to make me remember that as hopeless as I am feeling, I am still moving forward. I do not think that I would have grown as much in this year without your mentorship. Thank you for always making me feel that I am capable of doing far more than what I first thought. Dr. Lise-Hélène Smith, my writing skills have improved drastically thanks to your input and brilliant mind. Your commitment to student success is absolutely inspiring to me, and I will be forever grateful for the time you have taken to push me to make this project stronger as my second reader, and support me as a TA. Dr. Liliane Fucaloro, you helped me switch my major to English Lit 6 years ago, and I am honored that you were able to round out my defense.
    [Show full text]
  • The Tragic Muse, by Henry James 1
    The Tragic Muse, by Henry James 1 The Tragic Muse, by Henry James The Project Gutenberg eBook, The Tragic Muse, by Henry James This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org Title: The Tragic Muse Author: Henry James Release Date: December 10, 2006 [eBook #20085] Language: English Character set encoding: ISO-8859-1 The Tragic Muse, by Henry James 2 ***START OF THE PROJECT GUTENBERG EBOOK THE TRAGIC MUSE*** E-text prepared by Chuck Greif, R. Cedron, and the Project Gutenberg Online Distributed Proofreading Team Europe (http://dp.rastko.net/) THE TRAGIC MUSE by HENRY JAMES MacMillan and Co., Limited St. Martin's Street, London 1921 PREFACE I profess a certain vagueness of remembrance in respect to the origin and growth of The Tragic Muse, which appeared in the Atlantic Monthly again, beginning January 1889 and running on, inordinately, several months beyond its proper twelve. If it be ever of interest and profit to put one's finger on the productive germ of a work of art, and if in fact a lucid account of any such work involves that prime identification, I can but look on the present fiction as a poor fatherless and motherless, a sort of unregistered and unacknowledged birth. I fail to recover my precious first moment of consciousness of the idea to which it was to give form; to recognise in it--as I like to do in general--the effect of some particular sharp impression or concussion.
    [Show full text]
  • Henry James and the Ethics of Recollection
    doi: https://doi.org/10.26262/exna.v1i1.5993 Henry James and the Ethics of Recollection Greg Zacharias Center for Henry James Studies, Creighton University, U.S.A. Abstract Henry James’s melancholic quality of mind enabled him to understand his relation to the past so that he could free himself of its hold without, at the same time, separating himself from it. It shaped his way of living. As James demonstrates in his notebooks, his past remains with him through his awareness and naming of it. His melancholy relation to the past enables him to use it as part of his identity and, at the same time, as part of the changes to that identity. This is James’s melancholy practice of “facing” his past. His way of using memory, engaging the past as he recalls it, the uses to which he puts the products of that engagement, establishes the ethics of recollection. To develop this study, the essay uses work on melancholy from Sigmund Freud, Jonathan Flatley, Heather Love, David McWhirter, and Lynda Zwinger. Keywords: memory, autobiography, melancholy, mourning. In late August 1881, towards the very end of a six-year absence from the United States, Henry James completed the serial version of The Portrait of a Lady. From that time until his departure from England on his way to the United States on 20 October, he attended to the Portrait’s book version. Finishing Portrait was a condition James set for himself in order to return to his family and homeland. It was a condition of living he established for his reunification with his family.
    [Show full text]
  • RENUNCIATION and SELF-REALIZATION in SELECTED NOVELS of HENRY JAMES APPROVED: Major Professor Minor Professor * Director
    RENUNCIATION AND SELF-REALIZATION IN SELECTED NOVELS OF HENRY JAMES APPROVED: Major Professor Minor Professor * Director of"tF© Department of English Dean of the Graduate School RENUNCIATION AND SELF-REALIZATION IN SELECTED NOVELS OP HENRY JAMES THESIS Presented to the Graduate Council of the North Texas State University in Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS By Susan Lee. Edwards, B. A, Denton, Texas August, 1969 TABLE OF CONTENTS Chapter Page I. INTRODUCTION 1 II. ISABEL ARCHER l6 III. LAMBERT STRETHER 42 IV. MILLY THEALE 6l V. MAGGIE VERVER 80 VI. CONCLUSION lOO BIBLIOGRAPHY 106 iii CHAPTER I INTRODUCTION Henry James's novels explore the venerable theme of the individual's relation to society. His work describes and analyzes the problem from the perspective of characters who are not aware, at first, that a conflict exists. It is as a result of his concentration on his protagonists's devel- oping awareness that James is designated a psychological novelist. His central characters's discovery of the rela- tivity of social values and their subsequent recognition of the possible validity of purely personal conscience comprise the bulk of his novels. The psychological and environmental pressure which requires the protagonists to choose between their own newly recognized values and society's constitutes the remainder. James's characters, in deciding to abide by their personal ideals, renounce society's offered rewards, but they gain the intangible benefit of living up to their perceived vision. Because it involves rejection of societal values, James's theme of renunciation is generally considered life- denying.
    [Show full text]
  • Henry James , Edited by Daniel Karlin Frontmatter More Information
    Cambridge University Press 978-1-107-00398-9 — The Bostonians Henry James , Edited by Daniel Karlin Frontmatter More Information the cambridge edition of the complete fiction of HENRY JAMES © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-1-107-00398-9 — The Bostonians Henry James , Edited by Daniel Karlin Frontmatter More Information © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-1-107-00398-9 — The Bostonians Henry James , Edited by Daniel Karlin Frontmatter More Information the cambridge edition of the complete fiction of HENRY JAMES general editors Michael Anesko, Pennsylvania State University Tamara L. Follini, University of Cambridge Philip Horne, University College London Adrian Poole, University of Cambridge advisory board Martha Banta, University of California, Los Angeles Ian F. A. Bell, Keele University Gert Buelens, Universiteit Gent Susan M. Grifn, University of Louisville Julie Rivkin, Connecticut College John Carlos Rowe, University of Southern California Ruth Bernard Yeazell, Yale University Greg Zacharias, Creighton University © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-1-107-00398-9 — The Bostonians Henry James , Edited by Daniel Karlin Frontmatter More Information the cambridge edition of the complete fiction of HENRY JAMES 1 Roderick Hudson 23 A Landscape Painter and Other 2 The American Tales, 1864–1869 3 Watch and Ward 24 A Passionate Pilgrim and Other 4 The Europeans
    [Show full text]
  • Henry James , Edited by Adrian Poole Frontmatter More Information
    Cambridge University Press 978-1-107-01143-4 — The Princess Casamassima Henry James , Edited by Adrian Poole Frontmatter More Information the cambridge edition of the complete fiction of HENRY JAMES © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-1-107-01143-4 — The Princess Casamassima Henry James , Edited by Adrian Poole Frontmatter More Information © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-1-107-01143-4 — The Princess Casamassima Henry James , Edited by Adrian Poole Frontmatter More Information the cambridge edition of the complete fiction of HENRY JAMES general editors Michael Anesko, Pennsylvania State University Tamara L. Follini, University of Cambridge Philip Horne, University College London Adrian Poole, University of Cambridge advisory board Martha Banta, University of California, Los Angeles Ian F. A. Bell, Keele University Gert Buelens, Universiteit Gent Susan M. Grifn, University of Louisville Julie Rivkin, Connecticut College John Carlos Rowe, University of Southern California Ruth Bernard Yeazell, Yale University Greg Zacharias, Creighton University © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-1-107-01143-4 — The Princess Casamassima Henry James , Edited by Adrian Poole Frontmatter More Information the cambridge edition of the complete fiction of HENRY JAMES 1 Roderick Hudson 23 A Landscape Painter and Other Tales, 2 The American 1864–1869 3 Watch and Ward 24 A Passionate
    [Show full text]
  • Strings of Pearls: James, Maupassant, and 'Paste' Philip Horne
    1 Strings of Pearls: James, Maupassant, and ‘Paste’ Philip Horne (UCL) Les perles composent le collier, mais c’est le fil qui fait le collier. Or, enfiler les perles sans en perdre une seule et toujours tenir son fil de l’autre main, voilà la malice… [The pearls compose the necklace, but it is the string which makes it a necklace. Now, to thread the pearls without losing a single one and always to hold one’s string with the other hand, there’s the trick…] (Gustave Flaubert, letter To Louise Colet, 26 August 1853)1 a case of feeling, of ever so many possible feelings, stretched across the scene like an attached thread on which the pearls of interest are strung (Henry James, Preface (1908) to The Princess Casamassima (1886))2 i À la Maupassant 1 Consulted 23 December 2018 at http://flaubert.univ- rouen.fr/correspondance/conard/outils/1853.htm 2 Henry James, Literary Criticism: French Writers, Other European Writers, The Prefaces to the New York Edition, edited by Leon Edel and Mark Wilson (New York: Library of America, 1984), p. 1092. (Hereafter LC II.) This essay began as a lecture given on 21 October 2016 at the Third International Conference of the European Society of Jamesian Studies at the American University of Paris, entitled “Reading Henry James in the Twenty-First Century: Heritage and Transmission”. I owe particular thanks to Denis Tredy for his extremely helpful ‘Teaching the “Grandsons of Balzac” a Lesson: Henry James in the 1890’s’ (E-rea: Revue électronique d’études sur le monde Anglophone, 2.1 (2004)), and to Mary Boyington, for her richly detailed PhD thesis, ‘«Esprit de Maupassant»: Henry James and French Realism, A Re-evaluation’ (Aix-Marseille Université, 2017).
    [Show full text]
  • James, Henry (1917). the Sense of the Past. Charles Scribners's Sons
    THE SENSE OF THE PAST BY HENRY JAMES NEW YORK CHARLES SCRIBNERS’S SONS 1917 PREFACE The Sense of the Past, the second of the two novels which Henry James left unfinished, had been planned and begun some years before he died. The two first books and a part of the third had been written, and it appears that the idea had been abandoned for accidental reasons, not because he was himself dissatisfied with it. He went back to it again during the first winter of the war, having found that in the conditions he could not then go on with The Ivory Tower and hoping that he might be able to work upon a story of remote and phantasmal life. He re- dictated, with slight modifications, the chapters already written, and continued the book at intervals until the autumn of 1915. He was then engaged for a time on other work — the introduction to the Letters from America of Rupert Brooke. He had just finished this and was preparing to return immediately to The Sense of the Past when on December 2 he was attacked by his last illness. The later chapters of the novel, as they stand, had not been finally revised by him; but it was never his habit to make more than verbal changes at that stage. The notes on the course which the book was to follow were dictated when he reached the point where the original draft broke off. These notes are given in full; their part in Henry James’s method of work is indicated in the preface to The Ivory Tower.
    [Show full text]
  • William James and His Individual Crisis HARRY MADDUX [email protected]
    Department of Languages, Literature & Philosophy Languages, Literature & Philosophy Working Papers Tennessee State University Year 2007 William James and His Individual Crisis HARRY MADDUX [email protected] This paper is posted at E-Research@Tennessee State University. http://e-research.tnstate.edu/llp wp/2 William James and the Individual 1 William James and His Individual Crisis I. Introduction Students of William James have long commented on how critical periods of his life compelled crucial developments in his philosophical thought. Ralph Barton Perry was the first to capitalize upon this recognition, with his examination of how James’s depression resulted in a very practical and highly personalized belief in the necessity of action as the only viable response to the Darwinian “process of the universe” (Perry 1: 322). Charlene Seigfried posits that, in addition to this seminal event, James likely faced two other crises. In 1895, he turned from psychological studies to specifically philosophical issues (William James’s Radical Reconstruction 12). In 1908-1909, these endeavors forced him to “give up ‘intellectualistic logic’” entirely and depend on a reconstructed “rational strand” in order to answer the old question (first posed in The Principles of Psychology) of how many consciousnesses can be at the same time one consciousness (13). Such insights have enriched and enlivened James studies, but the generalized conclusion they indicate—that James’s philosophy was an intensely lived but largely successful experience—deserves reevaluation. The first part of this judgment is accurate; the second is far less so. James’s first crisis was without doubt a lonely experience precipitated by questions of his responsibility to society and his place among others’ lives (Perry 1: 322).
    [Show full text]
  • Great Plains National Instructional Television Library the POLICY BOARD of the Greatplains National Instructional Television Library
    REPOR T RESUMES ED 019 007 EM 006 677 THE 1968 CATALOG OF RECORDED TELEVISION COURSES AVAILABLE FROM NATIONAL GREAT PLAINS INSTRUCTIONAL TELEVISION LIBRARY. NEBRASKA UNIV., LINCON EDRS PRICE MF -$0.50 HC -$4.64 114P. DESCRIPTORS- *INSTRUCTIONAL TELEVISION, *TELECOURSES, *TELEVISED INSTRUCION, AUDIOVISUAL AIDS, EDUCATIONAL TELEVISION, *CATALOGS SECONDARY EDUCATION, ELEMENTARY EDUCATION, HIGHEREDUCATION, PARENT EDUCATION, ADULT EDUCATION, ENRICHRENT ACTIVITIES, INTENDED FOR USE BY ADMINISTRATORS AND PLANNERS, THIS GUIDE DESCRIBES COURSES AVAILABLE FROM THE GREAT PLAINS ITV LIBRARY. FIVE INDICES ARE INCLUDED, ONE CLASSIFYING ELEMENTARY, JUNIOR HIGH, SECONDARY AND ADULT COURSES BY SUBJECT, ANOTHER LISTS THEM BY GRADE LEVEL. A THIRD LISTS COLLEGE COURSES BY SUBJECT, ANOTHER DESCRIBES INSERVICE TEACHER - TRAINING MATERIALS. A FINAL. ALPHABETIZED INDEX LISTS ALL COURSES CURRENTLY AVAILABLE FROM THE GREAT PLAINS LIBRARY INCLUDING FORD FOUNDATION KINESCOPES. LEASING AND PURCHASING COSTS ARE GIVEN, AS WELL AS PREVIEWING POLICIES AND ORDERING INFORMATION. (JM) U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. 1`, s0 SES ELEMENTARY SECONDARY COLLEGE Great Plains National Instructional Television Library THE POLICY BOARD of the GreatPlains National Instructional Television Library Though television is a relative youngster in the field of education, its usefulness in schools and colleges has become evident in thousands of classrooms across the United States. Educational institutions employing instruction by television have found recorded telecourses from Great Plains National Instructional Television Library playing a significant role in their curricular planning.
    [Show full text]