Tuesday, March 29, 2005

How Beastly the Bourgeois Is

Dr. Hares-Stryker read this wonderful poem in class today. It's been so interesting to discover the political views of these 19th and 20th century British writers. As an intellectual exercise, try substituting Republican for Bourgeois.


How Beastly the Bourgeois Is

by D.H. Lawrence

How beastly the bourgeois is
especially the male of the species--

Presentable, eminently presentable--
shall I make you a present of him?

Isn't he handsome? Isn't he healthy? Isn't he a fine specimen?
Doesn't he look the fresh clean Englishman, outside?
Isn't it God's own image? tramping his thirty miles a day
after partridges, or a little rubber ball?
wouldn't you like to be like that, well off, and quite the
thing

Oh, but wait!
Let him meet a new emotion, let him be faced with another
man's need,
let him come home to a bit of moral difficulty, let life
face him with a new demand on his understanding
and then watch him go soggy, like a wet meringue.
Watch him turn into a mess, either a fool or a bully.
Just watch the display of him, confronted with a new
demand on his intelligence,
a new life-demand.

How beastly the bourgeois is
especially the male of the species--

Nicely groomed, like a mushroom
standing there so sleek and erect and eyeable--
and like a fungus, living on the remains of a bygone life
sucking his life out of the dead leaves of greater life
than his own.

And even so, he's stale, he's been there too long.
Touch him, and you'll find he's all gone inside
just like an old mushroom, all wormy inside, and hollow
under a smooth skin and an upright appearance.

Full of seething, wormy, hollow feelings
rather nasty--
How beastly the bourgeois is!

Standing in their thousands, these appearances, in damp England
what a pity they can't all be kicked over
like sickening toadstools, and left to melt back, swiftly
into the soil of England.

Friday, March 25, 2005

Natalie and Rachel, Christmas 2004


Natalie and Rachel
Originally uploaded by lynnikins.
Now that Rachel is in the last part of her junior year, and the empty nest is fast approaching, I'm feeling nostalgic. Rachel and her friend Sam are flying to Florida tomorrow to spend a week with Dad and Sandy. Apparently Sam's parents are a little apprehensive about the girls traveling by themselves. Personally, I think they're at the perfect age to start exploring the world on their own.

Tuesday, March 22, 2005

Wilfred Owen (1893-1918)


Wilfred Owen was killed in France just a few days before WWI officially ended. The Wilfred Owen Association has a nice website, with text and criticism of individual poems. Posted by Hello

Monday, March 21, 2005

War is Hell

The disillusionment of war is nothing new. Last week in Brit Lit we looked at "Voices from World War I." Dr. Hares-Stryker showed us clips from a WWI documentary to make certain that we were all familiar with the horrors of trench warfare. Britain's army was entirely voluntary--amazing, when you think that 780,000 of them lost their lives during the Great War, almost an entire generation of young men. A remarkable public statement made by poet Siegfried Sassoon (1886-1967), while recovering from a bullet wound in 1917, has the ring of familiarity:
I am making this statement as an act of wilful defiance of military authority, because I believe that the war is being deliberately prolonged by those who have the power to end it.
I am a soldier, conviced that I am acting on behalf of soldiers. I believe that this war, upon which I entered as a war of defence and liberation, has now become a war of aggression and conquest. I believe that the purposes for which I and my fellow-soldiers entered upon this war should have been so clearly stated as to have made it impossible to change them, and that, had this been done, the objects which actuated us would now be attainable by negotiation.
The poetry of British soldiers like Sassoon and Wilfred Owen (1893-1918) captures the disconnect between the noble post-Victorian ideals about war, and the harsh reality of an industrialized war of attrition. I was struck by how frequently--and appropriately--they use the word "hell."
Glory of Women
Siegfried Sassoon

You love us when we're heroes, home on leave,
Or wounded in a mentionable place.
You worship decorations; you believe
That chivalry redeems the war's disgrace.
You make us shells. You listen with delight,
By tales of dirt and danger fondly thrilled.
You crown our distant ardours while we fight,
And mourn our laurelled memories when we're killed.
You can't believe that British troops "retire"
When hell's last horror breaks them, and they run,
Trampling the terrible corpses--blind with blood.
O German mother dreaming by the fire,
While you are knitting socks to send your son
His face is trodden deeper in the mud.
(1918)

Futility
Wilfred Owen

Move him into the sun--
Gently its touch awoke him once,
At home, whispering of fields half-sown.
Always it woke him, even in France,
Until this morning and this snow.
If anything might rouse him now
The kind old sun will know.

Think how it wakes the seeds--
Woke once the clays of a cold star.
Are limbs, so dear achieved, are sides
Full-nerved, still warm, too hard to stir?
Was it for this day the clay grew tall?
--O what made fatuous sunbeams toil
to break earth's sleep at all?
(1920)

Tuesday, March 08, 2005

Review of "Their Eyes Were Watching God"

Have you ever seen Oprah's "O" magazine? Each issue contains a number of wonderful interviews, ideas and insights--but they are buried in a sea of glossy advertising. It would be a much better magazine if you didn't have to leaf through all that materialistic fodder to get to the good stuff. The same problem plagues Oprah's adaptation of "Their Eyes Were Watching God." Perhaps TV is not the right medium for serious film. If all that commercial time had been spent on character development, it would have been a much better retelling of Zora Neale Hurston's masterpiece.

To be sure, there were many good things about the movie. The cast was superb. Halle Berry was a perfect choice for the role of Janie Starks. Michael Ealy was superb as Tea Cake. It was a treat to see Ruby Dee as Janie's grandmother, among an excellent supporting cast. The town of Eatonville, Florida was faithfully rendered and beautifully filmed. I don't know where they found the gorgeous tropical pool Janie floated in, but I want to go there! Suzan Lori-Parks's screenplay preserved much of Hurston's wonderful dialogue, dialect intact. The 1920s-1930s costumes--especially Janey's lovely blue dress--were very well done.

The main problem was a lack of detail. While many of the important scenes in the book made it to the screen, some key scenes were missing. The dialogues between Janie and her grandmother should have been presented in their entirety (instead of commercials!); how unfortunate that Dee and Berry weren't given the opportunity to act out this passage. One of my favorite visuals in the book was also missing: Janie's split-second decision to leave her husband for Joe Starks--literally leaving breakfast sizzling on the stove, tearing off her apron as she heads down the road to meet him, picking flowers while she waits for his carriage. And what about those spontaneous parties at Janie and Tea Cake's shack in the muck, Janie cooking food for everybody, Tea Cake playing his guitar. No guitar in this story. Janie's murder trial didn't make it to the screen either, nor the flamboyant and somber funeral procession for Tea Cake, the grief-stricken widow still in her overalls.

Character development was virtually non-existent. The rich minor characters who inhabit Hurston's book were all sort of glommed together, more like extras than actors given a chance to do their stuff. You didn't even know most of their names. This was particularly true in the muck segment of the story, when Janie and Tea Cake seemed isolated from the community of bean-pickers. In the book they were the center of a lively, close-knit community of colorful characters. This omission was a real error in a story that is rooted in a sense of community.

While on the subject of character development, Janie herself was presented as a fully-developed character from the start. She didn't seem to go through all the trials of self-discovery she experienced in the novel. Her confrontation with Joe Starks on his deathbed--a pivotal moment in the novel--was tepid and unconvincing. The complexity of their relationship, and its effect on Janie's growth as a person, was simply glossed over. The filmmakers seemed intent on portraying Joe as a regular guy, and not the overbearing patriarch of the novel.

By far the worst departure from Hurston's original was the key scene where Tea Cake "steals" Janie's money. In the movie he confesses to losing it all through gambling. But in the book, he returned all of Janie's seed money, which he had successfully gambled into an even larger amount. So what is this, gambling is not PC, so we have to change the plot? This was an important moment in their relationship, when Janie realized she could trust Tea Cake, and he proved that he could support them through his own frankly unconventional efforts. They were equals, Tea Cake didn't have to live on Janie's money. For whatever reasons, the moviemakers really botched that scene.

On the plus side, at least "Their Eyes Were Watching God" has become a part of American popular culture. But it is worthy of a more serious effort that puts more trust in Hurston's marvelous story. I await the Merchant Ivory version.

Friday, March 04, 2005

Building Vocabulary

As I've learned from Dr. Rees-Miller, building vocabulary is problematic. Studies have shown that the time honored method of asking students to look up words in the dictionary, and to then construct sentences demonstrating their newfound knowledge, doesn't really work--unless you think sentences like "My family erodes a lot" (from the dictionary definition of "eating away") serve any useful purpose other than entertainment. Yet how many teachers continue to use this as their primary method for teaching vocabulary? And do weekly vocabulary quizzes really accomplishing anything? If our intention as educators is to introduce new words into the student's working vocabulary, doesn't it make more sense to emphasize semantics and usage, rather than rote memorization?

The results of research on language acquisition suggest a number of things concerning the teaching of vocabulary. Research suggests that providing students with a model sentence using the word--rather than asking them to construct their own from a dictionary definition--helps them create better sentences themselves. Research has also shown that students need to be exposed to a new word multiple times in order to remember it. And it isn't terribly surprising to learn that children who don't read outside the classroom don't perform well on vocabulary tests. Research suggests that learning words in some kind of context is definitely the way to go.

Books are available now that present vocabulary words entirely in context. Dad recently sent me a Miami Herald review of two new books that specifically target SAT/ACT vocabulary: Charles Harrington Elster's Test of Time, and Karen Chapman's The Marino Mission. After doing some searching on Amazon.com, I ordered four books for Rachel (and me!). The Elster and Chapman books are novels using SAT vocabulary words, which are bolded and defined. Thanks to book designers who understand that one can never underestimate the laziness of adolescents, Chapman's word definitions are included right on the same page. I also ordered a book that retells the story of The Wizard of Oz with beefed-up vocabulary (The Wizard of Oz Vocabulary Builder)--definitions also on the same page--and that is destined to find a treasured place in the Barone household. Unfortunately, Test of Time has definitions at the end of the book, but the story seems interesting and funny. Finally, I bought Vocabulary Cartoons, in which each word is illustrated with a cartoon, as well as quotations from literature. Later I found a book that uses a visualization technique to help get words into long-term memory, called 500 Key Words for the SAT, And How to Remember Them Forever! It would be fun to experiment with various methods to help students master new words.