That Starlit Corridor. INSTITUTION National Council of Teachers of English, Champaign, Ill
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DOCUMENT RESUME ED 034 797 TE 500 479 AUTHOR Madsen, Alan L. TITLE That Starlit Corridor. INSTITUTION National Council of Teachers of English, Champaign, Ill. PUP DATE Sep 64 NOTE 8p. JOURNAL CIT The English Journal; v53 n6 p405-412 Sep 1964 EDRS PRICE EDRS Price MF-$0.25 HC-$0.50 DESCPIPTORS Concept Teaching, Creative Activities, Educational Objectives, *English Instruction, English Literature, Evaluation Techniques, Experimental Programs, *Fiction, Grade 9, Instructional Materials, Literary Analysis, *Literature Appreciation, Rating Scales, Reading Material Selection, *Scientific Concepts, Scientific Principles, *Secondary School Students, Space, Units of Study (Subject Fields) ABSTRACT A science fiction unit on space designed for secondary schools is described and advocated in this article. This experimental program, presented to 9th grade students at University Hiah School, State University of Iowa, provides a highly imaginative experience in literature while raising unique philosophical and moral problems not found in other categories of literature. The author presents a detailed program with specific course objectives. Major goals include an understanding of science fiction literary techniques and a comprehension of scientific concepts. A list of science fiction books rated for their merit is included with a discussion of criteria used in their selection. Reference to other genres of science fiction material is also made. (RL) C'TheENGLISH JOURNAL Vol. 53 September 1964 No. 6 "That StarlitCorridor" Alan L. Madsen Science fiction is prose worthy ofserious study, declares this writer. Mr.Madsen, who teaches English at UniversityHigh School, State University ofIowa, writes of his ninth graders'venture into "that starlit corridor" andrates the books they read on a scale ofpoor to outstanding. What makes us rove that starlit corridor May be the impulse tomeet face to face Our vice and folly shaped intoa thing, And so at last ourselves; what luresus there Is simpler versions of disaster; A web confounding time andspace, A world of ocean without shore, A sentence to perpetual journeying, And simplest, flapping down the poisoned air, A ten-clawed monster.' Kingsley Amis WHAT LURES in him the starlit corri-creative imaginationsto erect a world of dor of scienct; &don? Perhapsforthe twenty-firstcentury, surpassing the the oldsters it iss desire to come face toworld of their parents and grandparents, CN. face with projections ofour vice andalways a world better thanthey now folly. Butyoungsters are compelled byknow. other motives. They want excitement, If Kingsley Amis is right,most readers adventure, idealistic quests, and a chanceof science fictionrange in age from 16 to to exercise creative imaginations. 28. The appeal of science fictionthere- Adolescents are dreamers. Theyreadfore is not confinedto adolescents. More- to find out about themselves as they mightover, science fiction readers are atan age I')be, in a world as it may be, shaped, inat which, according to psychologists,man part, by themselves as they would be.does his most creative thinking.This fact Adolescents are imaginative,much morealone might justify the studyof science so than adults conditioned topatterns andfiction in junior and seniorhigh English tkihabits of their daily routine.Adolescentsclasses. But it neednot. have not lost the zest for exploration and How many English teachers discovery. They have have ob- yet to use theirserved, in free reading periodsfor ex- 'From New Maps of Hell, 0 1960,by Kingsley ample, thatmany brighter youngsters Amis. Reprinted by permission ofHarcourt, Brace habitually read science fictionwith some- & World, Inc. thing approximating religiouszeal? And 405 THIS DOCUMENT HAS U.S. DEPARTMENT KEN REPRODUCED OF HEALTH, EDUCATION EXACTLY AS RECkViF, it WELFARE FROM THE PERSON OR ORGANIZATION OFFICE OF EDUCATION ORIGINATING IT. POINTS OF VIEW Ox.14INIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. 406 THE ENGLISH JOURNAL how many of us have dismissed scienceis saturated with assumptions and specu- fiction as trash without really knowinglations which teachers of the humanities anything about it or, on the other hand,have neglected to treat in high school: have shrunk away from it mumbling, "Ithe relationship of science, technology, don't know anything about science"?and space travel to human values. Mr. Science fiction has been for the most partBradbury states the importance of study- a pejorative term, a wastebasket classifi-ing the ideas contained in science fiction cation for any bad fiction writing lardedaccordingly: with scientific jargon. Arno Jewett's current assessment of Using dramatic and suspenseful frame- works, the writers can put forward, in the genre probably reflects the dominant symbolic terms, some of their best think- thinking of high school English teachers: ing on a philosophical-political-sociologi- My experience with books on science cal-psychological level.It is indeed, I fiction has been that most of the plots repeat, the only, the best, the greatest are contrived, the characters stereotyped, FICTION OF IDEAS. And since we and the content badly written. Frankly live in a Society of Ideas on the loose, I have my. doubts about the literary value running wild in our machineries, it is of most science fiction and the useful- time we paid attention to 180 million ness of it in high school literature courses. men and women dominated or shaped in one way or another by these s-f devices.3 Most of it is in the same class as mediocre westerns and murder mysteries.2 Still, Mr. Jewett's previous estimate is Mr. Jewett's observation is valid fora good one and suggests a responsibility much science fiction being written today.English teachers should accept for help- But it applies most accurately to scienceing students develop critical standards. fiction of a dozen or more yearsago.It is unthinkable in this space age that Today we have a steadily growing bodymany of us in English refuse to learn of substantial and literary science fictionsomething about science, refuse to find and a core of talented science fictionout how science fiction writers go about writers: e.g., George Orwell, Arthur C.their work, and refuse to learn what sci- Clarke, Ray Bradbury, Isaac Asimov,ence fiction writers have to say about the Robert Heinlein, Henry Kuttner, Clif-future and mankind's place in it. Letme invoke Mr. Amis on this point of view: ford Simak, and Theodore Sturgeon. IC .There is at present a discreditable provincialism of thought and too much Greatest Fiction of Ideas nervous or complacent reluctance to in- These men consistently open corridorsvoke ordinary critical standards. Science to the imagination where fantasy, myth,fiction is not tomfool sensationalism, but utopia, and anti-utopia converge, overlap,neither is it a massive body of serious art and disjoin again into distinct and indi-destined at any moment to engulf the vidual types. On an idea level, the genrewhole of Anglo-American writing." Where does a teacher start on such a 'Letter to the author, Dec. 10, 1963. In a subse- quent letter, dated Feb. 3, 1964, Mr. Jewett suggests unit? One method is the approach I took that the following statement, coupled with the in developing a space science fiction unit paragraph above, gives a more accurate reflection of his views: "The best fiction by Arthur C. Clarke, for ninth grade students in University Ray Bradbury, Robert:Heinlein, Jules Verne anda High School at the State University of few others are well worth reading for entertain- Iowa. ment. And certainly Gore Vidal's play Visit to a Small Planet is excellent for use in high school letter to the author, Dec. 1, 1963. literature courses." 4Amis, op. cit., p. 10. 1 "THAT STARLIT CORRIDOR" 407 Variety Is Keynote to the main stream of literature. Isaac I began by sampling a wide range ofAsimov and Arthur C. Clarke are repre- science fiction novels and short stories.sented in this volume. Another collection by science fiction writers is The Science They vary stylistically among themselves as much as other types of literature. It isFiction Novel (Advent Publishers, 1959). interesting to compare, for example, RayThese essays (by writers such as Robert Bradbury's sentimentality with FrederikA. Heinlein and Alfred Bester) were first Pohl's cynicism, or Theodore Sturgeon'sdelivered as lectures at the University of unusual styling with the "square as SearsChicago and later collected as a volume and Roebuck" styling of Robert Hein-in memorium to C. M. Kornbluth. lein. In subject matter these writers run I now felt ready to formulate my goals the spectrum from colonization of otherand objectives for the unit.In general, planets to studies in telepathy; from athe purposes of the unit were to distin- treatment of symbiosis to legal problemsguish science fiction from other forms of of planet ownership; from twenty-secondliterature, to build standards for evaluat- century crusades to technicalities of spaceing well-written and poorly written sci- navigation. No one could catalogue theence fiction, and to determine the value variety of ingenuity displayed. of the contents of science fiction for con- temporary adolescent readers. Next, I turned to historical-critical More specifically, the goals which I es- studies. There are many more of thesetablished for the unit were the following: available than I would have guessed. To mention a few (all of which are listed in 1. To understand and apply present the 1964 edition of Books In Print):5 concepts of time and space to sci- ence fiction in order to read criti- 1.Kingsley Amis, New Maps of Hell cally and intelligently. (New York: Harcourt, Brace and World, 2. 1'o understand that any science fic- 1960; also a Ballantine paperback). tion work is based on and, circum- 2. G. D. Doherty, ed. Aspects of Sci- scribed by, one or more scientific ence Fiction, (New York: Transatlantic hypotheses. Arts, Inc.) 3. To learn to recognize conventions 3. Roger Lanclyn Green, Into Other native to science fiction and to Worlds (New York: Abe lard-Schuman, judge whether or not these conven- Ltd., 1958).