Walt Whitman - a Centenary Exhibition University Libraries--University of South Carolina
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Synopsis Drum Taps
Drum-Taps Synopsis “Drum-Taps” is a sequence of 43 poems about the Civil War, and stands as the finest war poetry written by an American. In these poems Whitman presents, often in innovative ways, his emotional experience of the Civil War. The sequence as a whole traces Whitman's varying responses, from initial excitement (and doubt), to direct observation, to a deep compassionate involvement with the casualties of the armed conflict. The mood of the poems varies dramatically, from excitement to woe, from distant observation to engagement, from belief to resignation. Written ten years after "Song of Myself," these poems are more concerned with history than the self, more aware of the precariousness of America's present and future than of its expansive promise. In “Drum-Taps” Whitman projects himself as a mature poet, directly touched by human suffering, in clear distinction to the ecstatic, naive, electric voice which marked the original edition of Leaves of Grass . First published as a separate book of 53 poems in 1865, the second edition of Drum-Taps included eighteen more poems ( Sequel to Drum-Taps ). Later the book was folded into Leaves of Grass as the sequence “Drum-Taps,” though many individual poems were rearranged and placed in other sections. By the final version (1881), "Drum-Taps" contained only 43 poems, all but five from Drum-Taps and Sequel . Readers looking for a reliable guide to the diverse issues raised in the sequence would be advised to turn to the fine study by Betsy Erkkila. Interested readers will find the more ironic and contemplative poems of Herman Melville's Battle Pieces and Aspects of the War (1866) a remarkable counterpoint to Whitman's poems. -
The (Queer) Wound Dresser For
The (Queer) Wound Dresser: Expanding Walt Whitman’s Place in Nursing History by Tyler Gaedecke If asked to identify an example of a well-known LGBTQ+ person in the nursing profession’s history, very few people would immediately have a name in mind. Lacking specific physical or apparent characteristics across time, Lesbian, Gay, Bisexual, Transgender, and Queer individuals are easily passed over in historical analysis. These individuals, often grouped under the umbrella term “queer” (depending on who you ask), have not looked the same throughout history – and they still do not. This fact has interacted with ever-changing social constructions of gender and sexuality to create a historical veil of heteronormativity that obscures those individuals we might conceive of as queer in modern terms. Is it any surprise, then, that such a gendered profession as nursing would be no exception? If queer individuals are people who fall outside of norms surrounding sex and gender, one could guess that these people would find nursing’s rigid and gendered history unforgiving. However, to assume that such queer nurses did not exist reflects a failure to understand that history has a tendency to gloss over difference. A quick reach into America’s history reveals that the answers may be under our noses if we take the time to revisit them. In this case, one can look to Walt Whitman. An incredibly well-known American poet, his writing also often identifies him as a prominent queer individual in the country’s history—but he was also a volunteer nurse. Though Walt Whitman’s image as an iconic, queer American poet is well-known, his time as a nurse in the Civil War is far less prominent. -
Walt Whitman (1819-1892)
Whitman 1 Walt Whitman (1819-1892) 2 Section headings and information Poems 6 “In Cabin’d Ships at Sea” 7 “We Two, How Long We Were Foole’d” 8 “These I Singing in Spring” 9 “France, the 18th Year of These States” 10 “Year of Meteors (1859-1860)” 11 “Song for All Seas, All Ships” 12 “Gods” 13 “Beat! Beat! Drums!” 14 “Vigil Strange I Kept on the Field one Night” 15 “A March in the Ranks Hard-Prest, and the Road Unknown” 16 “O Captain! My Captain!” 17 “Unnamed Lands” 18 “Warble for Lilac-Time” 19 “Vocalism” 20 “Miracles” 21 “An Old Man’s Thought of School” 22 “Thou Orb Aloft Full-Dazzling” 23 “To a Locomotive in Winter” 24 “O Magnet-South” 25 “Years of the Modern” Source: Leaves of Grass. Sculley Bradley and Harold W. Blodgett, ed. NY: W.W. Norton & Company, 1973. Print. Note: For the IOC, copies of the poems will contain no information other than the title, the poem’s text, and line numbers. Whitman 2 Leaves of Grass, 1881, section headings for those poems within this packet WW: Walt Whitman LG: Leaves of Grass MS: manuscript “Inscriptions” First became a group title for the opening nine poems of LG 1871. In LG 1881 the group was increased to the present twenty-four poems, of which one was new. “Children of Adam” In two of his notes toward poems WW set forth his ideas for this group. One reads: “A strong of Poems (short, etc.), embodying the amative love of woman—the same as Live Oak Leaves do the passion of friendship for man.” (MS unlocated, N and F, 169, No. -
Calamus, Drum-Taps, and Whitman's Model of Comradeship
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 1996 Calamus, Drum-Taps, and Whitman's Model of Comradeship Charles B. Green College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the American Literature Commons Recommended Citation Green, Charles B., "Calamus, Drum-Taps, and Whitman's Model of Comradeship" (1996). Dissertations, Theses, and Masters Projects. Paper 1539626051. https://dx.doi.org/doi:10.21220/s2-61z8-wk77 This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. "CALAMUS," DRUM-TAPS, AND WHITMAN’S MODEL OF COMRADESHIP A Thesis Presented to The Faculty of the Department of English The College of William and Mary in Virginia In Partial fulfillment of the Requirements for the Degree of Master of Arts by Charles B. Green 1996 APPROVAL SHEET This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Arts Author Approved, December 1996 Kenneth M. Price Robert SdnoLhick Li chard Lowry 11 ACKNOWLEDGEMENTS The writer wishes to express his appreciation to Professor Kenneth M. Price, under whose supervision this project was conducted, for his patient guidance and criticism throughout the process. ABSTRACT The purpose of this paper is to explore the relationship between Whitman's "Calamus" and Drum-Taps poems, and to determine the methods by which the poet communicates what Michael Moon calls in his Disseminating Whitman: Revision and Corporeality in Leaves of Grass "a program" of revising the "meaning of bodily experience" in terms of man to man affection. -
Crossing Brooklyn Ferry: an Online Critical Edition
ride. A review journal for digital editions and resources published by the IDE Crossing Brooklyn Ferry: An Online Critical Edition Crossing Brooklyn Ferry: An Online Critical Edition, Jesse Merandy (ed.), 2008. http://msr- archives.rutgers.edu/CBF/ (Last Accessed: 24.06.2017). Reviewed by Mellissa Hinton (Long Island University/Post Campus), Mellissa.Hinton (at) liu.edu. Abstract Jesse Merandy’s legacy project, Crossing Brooklyn Ferry: An Online Critical Edition (2008-09), presents new avenues for reading and studying American poet Walt Whitman’s iconic work. Aimed at an audience of students and scholars, the site includes the text of Whitman’s acclaimed poem as it evolved through five editions of Leaves of Grass published during the poet’s lifetime. The site also includes critical commentary and analysis; edition comparisons; still and moving images; audio files; and a walking tour of Brooklyn, New York. The site is archived as an issue of Mickle Street Review, an online journal published by Rutgers University at its Camden, New Jersey campus. Its archiving ensures a measure of stability and user expectation that Merandy’s website will remain accessible as an open access resource. However, the static archiving also prevents site updating. As a result, many broken links remain on the site, as do typos, and textual transcription errors. There is no evidence of TEI/XML coding which limits reusability of text. Since quality transcription is expected in a scholarly digital edition, as is an XML layer, this site cannot be considered a scholarly digital edition. In spite of the limitations, however, Merandy’s project is a fascinating one that provides the user with a multi- sensory experience that transcends what one would have experienced in a print-only environment. -
Drum-Taps and Battle-Pieces
Reconciliation as Sequel and Supplement: Drum-Taps and Battle-Pieces PETER J. BELLIS University of Alabama at Birmingham Whitman and Melville could have ended their books of Civil War poems with the close of hostilities, but for both writers an additional movement toward reunification and reconciliation is required to give the war shape and meaning: Drum-Taps requires a sequel and Battle-Pieces a supplement. In both cases, however, thematic or conceptual completion brings formal disruption: reconciliation is deferred or displaced into a separate section of the text and marked by an all too visible scar or seam. The break in Whitman’s text marks the point between wartime conflict and postwar reconciliation, a necessary pivot in what he comes to see as a single temporal and psychological process. For Melville, on the other hand, reconciliation is blocked by the politicized struggle of Reconstruction, a discursive shift that leaves the volume not so much temporally incomplete as structurally flawed. Whitman sees reconciliation as a task that poetry can still accomplish, given time; Melville fears that it may lie beyond the reach of discourse altogether. Mickle Street Review 21 | Spring 2016 | 2 hy does Drum-Taps require a sequel, and Battle-Pieces a supplement? Walt Whitman and Herman Melville could simply have ended their books with W the close of Civil War hostilities, but each decides against it. For both of them, something more is needed to give the war shape and meaning: an additional movement toward reunification and reconciliation. But in both cases, thematic or conceptual completion brings formal disruption: reconciliation is deferred or displaced into a separate section of the text and marked by an all too visible scar or seam. -
The Long Island Historical Journal
THE LONG ISLAND HISTORICAL JOURNAL United States Army Barracks at Camp Upton, Yaphank, New York c. 1917 Fall 2003/ Spring 2004 Volume 16, Nos. 1-2 Starting from fish-shape Paumanok where I was born… Walt Whitman Fall 2003/ Spring 2004 Volume 16, Numbers 1-2 Published by the Department of History and The Center for Regional Policy Studies Stony Brook University Copyright 2004 by the Long Island Historical Journal ISSN 0898-7084 All rights reserved Articles appearing in this journal are abstracted and indexed in Historical Abstracts and America: History and Life The editors gratefully acknowledge the support of the Office of the Provost and of the Dean of Social and Behavioral Science, Stony Brook University (SBU). We thank the Center for Excellence and Innovation in Education, SBU, and the Long Island Studies Council for their generous assistance. We appreciate the unstinting cooperation of Ned C. Landsman, Chair, Department of History, SBU, and of past chairpersons Gary J. Marker, Wilbur R. Miller, and Joel T. Rosenthal. The work and support of Ms. Susan Grumet of the SBU History Department has been indispensable. Beginning this year the Center for Regional Policy Studies at SBU became co-publisher of the Long Island Historical Journal. Continued publication would not have been possible without this support. The editors thank Dr. Lee E. Koppelman, Executive Director, and Ms. Edy Jones, Ms. Jennifer Jones, and Ms. Melissa Jones, of the Center’s staff. Special thanks to former editor Marsha Hamilton for the continuous help and guidance she has provided to the new editor. The Long Island Historical Journal is published annually in the spring. -
WALT WHITMAN and the WOBBLIES a Thesis
ONE BIG UNION: WALT WHITMAN AND THE WOBBLIES A Thesis Presented to the faculty of the Department of English California State University, Sacramento Submitted in partial satisfaction of the requirements for the degree of MASTER OF ARTS in English (Literature) by Elizabeth Ann Ketelle FALL 2015 © 2015 Elizabeth Ann Ketelle ALL RIGHTS RESERVED ii ONE BIG UNION: WALT WHITMAN AND THE WOBBLIES A Thesis by Elizabeth Ann Ketelle Approved by: __________________________________, Committee Chair Nancy Sweet __________________________________, Second Reader Susan Wanlass ____________________________ Date iii Student: Elizabeth Ann Ketelle I certify that this student has met the requirements for format contained in the University format manual, and that this thesis is suitable for shelving in the Library and credit is to be awarded for the thesis. __________________________, Graduate Coordinator ___________________ David Toise Date Department of English iv Abstract of ONE BIG UNION: WALT WHITMAN AND THE WOBBLIES by Elizabeth Ann Ketelle In a dynamic interplay with the discourses of socialism, anarchism, humanism, and freethought in early twentieth century America, Walt Whitman’s texts helped to shape those forces while the texts themselves were re-shaped in the discourse. Chapter 1 discusses the process by which the British socialists appropriated Whitman’s poetry as their own. Chapter 2 traces the influence of Whitman’s literary executor, Horace Traubel, who shaped Whitman’s legacy as an American socialist. Chapter 3 explores how leaders of the radical left adapted Whitman’s memes to their own purposes, discussing Robert Ingersoll’s freethinker memes, Clarence Darrow’s humanist memes, Emma Goldman’s anarchist memes, and Eugene V. -
Whitman's Urban Kaleidoscope
Comunicação & Cultura, n.º 9, 2010, pp. 111-122 Whitman’s urban kaleidoscope Lara Duarte * Walt Whitman lived in the New York area for more than half his life, so it is perhaps not surprising that he should have declared his intention to chant urban life at the very outset of Leaves of Grass. “This is the City and I am one of its Citizens,” 1 he proclaims in the first untitled poem of the 1855 edition, later to become known as “Song of Myself,” thus laying the foundation stone of his reputation as the first American poet to celebrate the city. Most of the Poet’s life was spent in urban environments. In addition to the forty-two years he lived in and around New York, a further ten were spent in Washington D.C., where he moved in 1862, before settling in Camden, New Jersey, for the last twenty years of his life. Little wonder then that cityscapes and vignettes of urban scenes feature prominently in Whitman’s poetry and prose. In “City of Orgies” (PP 279), written in 1860, the Poet, who looked to the city as the future of American democracy, boasts “City whom that I have lived and sung in your midst will one day make you illustrious” and in the eleven lines of the poem “Broadway,” penned towards the end of his life (1888), he portrays the heady excitement of the rushed comings and goings of “hurrying human tides” and “endless sliding, mincing, shuffling feet,” which he considers to be “like the parti-colored world itself” (PP 624). -
Whitman's "Word of the Modern" and the First Modern War
Volume 7 Number 1 ( 1989) pps. 1-14 Whitman's "Word of the Modern" and the First Modern War Katherine Kinney ISSN 0737-0679 (Print) ISSN 2153-3695 (Online) Copyright © 1989 Katherine Kinney Recommended Citation Kinney, Katherine. "Whitman's "Word of the Modern" and the First Modern War." Walt Whitman Quarterly Review 7 (Summer 1989), 1-14. https://doi.org/10.13008/2153-3695.1230 This Essay is brought to you for free and open access by Iowa Research Online. It has been accepted for inclusion in Walt Whitman Quarterly Review by an authorized administrator of Iowa Research Online. For more information, please contact [email protected]. WHITMAN'S "WORD OF THE MODERN" AND THE FIRST MODERN WAR KATHERINE KINNEY IN THE GETTYSBURG ADDRESS, Abraham Lincoln accomplished what few other Americans of the day could manage; in the face of the Civil War's most terrible effects, Lincoln offered no qualification for placing the War within a providential vision of American history. Standing at Gettysburg, on the ground where, just four months before, over 50,000 men had fallen in three days of battle, Lincoln affirmed without equiv ocation that the blood which soaked the ground had consecrated the nation's rebirth. In The Unwritten War, Daniel Aaron describes the doubts and conflicts which plagued the leading authors of the day, preventing, as Aaron argues, anyone from producing the long hoped for national epic-the American Paradise Lost. In particular, Aaron sug gests, writers like Herman Melville, Mark Twain, and Henry Adams feared that the North as well as the South had been destroyed by the war. -
Walt Whitman: a Current Bibliography
Walt Whitman Quarterly Review http://ir.uiowa.edu/wwqr Walt Whitman: A Current Bibliography Ed Folsom Volume 27, Number 3 (Winter 2010) pps. 177-184 Stable URL: http://ir.uiowa.edu/wwqr/vol27/iss3/7 ISSN 0737-0679 Copyright c 2010 by The University of Iowa. Walt Whitman: a Current BiBliography ali ahsan, Syed. “Whitman and nazrul.” The New Nation [Bangladesh] (September 25, 2009). [Discusses similarities and differences between Whitman and Bengali poet nazrul islam, arguing that “Whitman’s deep influence on nazrul islam is obvious,” as demonstrated by juxtaposing “Song of myself” to nazrul’s “Vidrohi,” and “pioneers! o pioneers!” to nazrul’s “agrapathik.”] Balazs, Frederic. “Song—after Walt Whitman.” 2009. [Choral work for choir and orchestra, based on Whitman’s “Sea-Drift,” premiered novem- ber, 2009, performed by the tucson Symphony orchestra with the tucson arizona Boys Chorus, conducted by george hanson.] Blalock, Stephanie m. “‘my Dear Comrade Frederickus’: Walt Whitman and Fred gray.” Walt Whitman Quarterly Review 27 (Summer/Fall 2009), 49-65. [offers detailed biographical information (and two photographs) of Whit- man’s close friend, Fred gray, and examines the nature of what Whitman called the “Fred gray association,” “a circle of new york comrades,” some of them “highly literate and upwardly mobile,” who frequented pfaff’s beer hall and had “ties to the nearby new york hospital”; traces Whitman’s con- tinuing associations with gray and his associates throughout the poet’s life.] Borch, Christian. “Body to Body: on the political -
Horace L. Traubel And
DOCUMENT IRESUME ED 096 678 CS 201 570 AUTHOR Bussel, Alan TITLF In Defense of Freedom: Horace L. Traubel and the "Conservator." PUB DATE Aug 74 NOTE 23p.; Paper presented at the Annual Meeting of the Association for Education in Journalism (57th, San Diego, August 18-21, 1974) EDRS PRICE MF-$0.75 HC-$1.50 PLUS POSTAGE DESMIPTORS Academic Freedom; Civil Rights; *Freedom of Speech; Higher Education; *Journalism; *Newspapers; Periodicals; *Press Opinion; *Publishing Industry; Social Values IDBSTIFIERS Conservator; *Traubel (Horace L) ABSTRACT Philadelphia poet and journalist Horace L. Traubel's work as biographer of Walt Whitman has overshadowed his roleas crusading editor. Traubel (1858-1919) devoted 30years to publishing the "Conservator,' a monthly newspaper that reflected its editor's idiosyncratic philosophy and crusaded persistently for libertarian principles. He made the "Conservator" a champion of academic and artistic freedom and attacked those who sought to constrain liberties. Although the "Conservator" hada limited circulation, its readers--and Traubells followers--included a number of noteworthy individuals. Among them were Socialist leader Eugene V. Debs,soap magnate and reformer Joseph Fels, iconoclastic lecturer Robert G. Ingersoll, and William E. Walling, the reformer who helped foundthe National Association for the Advancement of Colored People.Traubel and the "Conservator" deserve recognition for their contributionsto the tradition of dissent in America. (Author/RB) U S DEPARTMENT OF HEALTH. EDUCATION A WELFARE NATIONAL INSTITUTE OF ieDUCATION TNIS DOCUMENT NAS BEEN REPRO DUCED ExACTL Y AS RECEIvED &ROM THE PERSON OR ORGANIZATION ORIGIN ATING IT POINTS O& v 1E* OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL iNSTiTUTE EDUCATION POSITION OR POLICY In Defenseof Freedoms Horace L.