Category Archives: Essays/Readings

This category often, but not always, designates a piece of my own writing on a topic on a variety of topics. So, if you are interested in listening to me bloviate, click on this category! The Essays/Readings category may also include extended quotes from books, particularly on pedagogy, literacy, terms of art, and philosophy.

Doctor Zhivago

“A novel (1957) by the Russian writer Boris Pasternak (1890-1960). Set against the background of the Russian Revolution and the ensuing civil war, it tells the story of poet and physician Yuri Zhivago, whose love for the beautiful Lara causes pain for all involved. In Russian, zhivago means ‘the living’, and the word has strong religious connotations: the Russian version of ‘Why do you seek the living among the dead’ (the question the angels ask the women who come to see Christ’s tomb in the Gospel of St. Luke) is ‘Chto vy ischyote zhivago mezhdu myortvykh?’ In addition, Yuri is the Russian version of George–the dragon-slaying saint.

The book brought Pasternak himself little happiness. Following his award of the Nobel Prize for Literature, he was pilloried by literary rivals, who accused him of plagiarizing other works, and his companion Olga Ivinskaya, on whom Lara was based, was thrown into prison by the Soviets. The first Russian publication of the novel did not take place until 1987.

David Lean’s epic film version (1965) lasts over 190 minutes, and stars Omar Sharif as Zhivago and Julie Christie as Lara. Maurice Jarre’s haunting ‘Lara’s Theme’, played on the balalaika, has become a favorite in all places where muzak is played.”

Excerpted from: Crofton, Ian, ed. Brewer’s Curious Titles. London: Cassell, 2002.

Craft

“In traditional art history the line between art and craft was sharply defined. Crafts were always practical, if sometimes beautiful, objects produced by a skilled tradesman. Until the 16th century, both craftsmen and artists were paid according to the labor expended in making an item; with the rise in the status of the artist, however, artworks came to be viewed primarily aesthetically. This division is breaking down as more design and once-practical objects are adopted by the ever-expanding definition of art (e.g., Shaker craft and art, automobile design) and as artists turn to methods once exclusively those of craftspeople (e.g., quiltmaking, as seen in the AIDS memorial quilt or African-American artists working in the quilt medium; furniture design).”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.

Term of Art: Readability

“A measure of how easy it is to comprehend a text depending on a number of variables. These include vocabulary, sentence complexity, format, writing style, and topic, plus the reading comprehension level, interest, background information, and decoding skills of the reader.

Some methods of predicting the readability of a text are used to gauge whether an individual can successfully read and comprehend a passage. One such method is to read a section of a passage and count the number of words that are unfamiliar to the reader. If, for example, the reader encounters more than three unfamiliar words, the readability may be too difficult.

In educational settings, a text’s readability is often measured in grade level. For example, a history textbook with a readability of 9.3 means an average ninth grade, third month student should be able to read and comprehend it.”

Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.

Independent Practice: Chandragupta Maurya

OK, here is an independent practice worksheet on Chandragupta Maurya. He was, as you probably know (but your students do not), the founder of the Mauryan Empire.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

19 at a Table–and the 13th Month

“Thirteen is a famously unlucky number in the Western world. I certainly grew up with the belief that to invite thirteen guests to sit around the table doomed the last to some nameless dread–so, to avoid that fate, out table was always laid to include fourteen. It was a belief shared by Napoleon, F.D. Roosevelt and John Paul Getty, and concern over the number 13 is the most common form of Western superstition. Hotels often have no room 13, tower blocks tend to avoid a 13th floor, and travel agents know that the thirteenth of a month (especially if it falls on a Friday) will be short of bookings.

The most common explanation of unlucky thirteen is the Last Supper, where thirteen sat down to eat, one of whom was a traitor plotting the arrest and judicial murder of his host and master. But similar stories can be found in many other cultures, such as the Viking Norse, who remembered how Loki stumbled into a gathering of twelve gods (from which he had been excluded) and in his envy started plotting the events that would lead to the end of the world.

Robert Graves enthusiastically listed in The White Goddess the various mythological companies of thirteen that tend to lead to the betrayal, if not sacrificial death, of one of their members: be they Arthur and his twelve nights, Odysseus and his twelve companions, Romulus and the twelve shepherds, Roland and the twelve peers of France, Jacob and his twelve sons, of Danish Hrolf and his twelve Berserks. Not to mention the thirteen dismembered portions of Osiris’s body recovered by Isis from the Nile.

The ultimate cause of our attitude to thirteen may be that the thirteenth month of the year was always weak and withered. For, although twelve lunar months almost fill up our solar year (to produce 360 days from twelve sets of 29 and a half days), there was always the issue a left-over period of five days. This was considered in ancient cultures to be the thirteenth month, a five-day oddity, often believed to be a period of immensely bad luck where the world was not policed by the normal powers, and evil spirits held brief reign. Some cultures made this into a Saturnalia-like carnival, where the norman roles of society were reversed; others deemed it a needful time for sacrifice.”

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.

Term of Art: Learning

“Process of acquiring modifications in existing knowledge, habits, or tendencies through experience, practice, or exercise. Learning includes associative processes, discrimination of sense-data, psychomotor and perceptual learning, imitation, concept formation, problem solving, and insight learning. Animal learning has been studied by ethologists and comparative psychologists, the latter often drawing explicit parallels to human learning. The first experiments concerning associative learning were conducted by Ivan Pavlov in Russia and Edward Thorndike in the U.S. Critics of the early stimulus-response (S-R) theories, such as Edward C. Tolman claimed they were overly reductive and ignored a subject’s inner activities. Gestalt-psychology researchers drew attention to the importance of pattern and form in perception and learning, while structural linguists argued that language learning was grounded in genetically inherited ‘grammar.’ Developmental psychologists, such as Jean Piaget, highlighted stages of growth in learning. More recently, cognitive psychologists have explored learning as a form of information processing, while some brain researchers, such as Gerald Edelman, have proposed that thinking and learning involve an ongoing process of cerebral pathway building. Related topics of research include attention, comprehension, motivation, and transfer of training.”

 Excerpted from: Stevens, Mark A., Ed. Merriam Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

H.L. Mencken, Apropos of Nietzsche, on Moral Certainty

“Moral certainty is always a sign of cultural inferiority. The more uncivilized the man, the surer he is that he knows precisely what is right and what is wrong. All human progress, even in morals, has been the work of men who have doubted the current moral values, not of men who have whooped them up and tried to enforce them. The truly civilized man is always skeptical and tolerant, in this field as in all others. His culture is based on ‘I am not too sure.'”

Excerpted from: Winokur, Jon, ed. The Big Curmudgeon. New York: Black Dog & Leventhal, 2007.

Term of Art: Allegory

The term derives from Greek allegoria ‘speaking otherwise.’ As a rule, an allegory is a story in verse or prose with a double meaning: a primary or surface meaning; and a secondary or under the surface meaning. It is a story, therefore, that can be read, understood and interpreted at two levels (and in some cases three or four levels). It is thus closely related to the fable and parable (qq.v). The form may be literary or pictorial (or both, as in emblem-books, q.v.). An allegory has no determinate length.

To distinguish more clearly we can take on the old Arab fable of the frog and the scorpion, who met one day on the bank of the River Nile, which they both wanted to cross. The frog offer to ferry the scorpion over on his back provided the scorpion promised not to sting him. The scorpion agreed so long as the frog would promise not to drown him. The mutual promises exchanged, they crossed the river. On the far bank the scorpion stung the frog mortally.

‘Why did you do that?’ croaked the frog, as it lay dying.

‘Why’ replied the scorpion. ‘We’re both Arabs, aren’t we?’

If we substitute for the from a ‘Mr. Goodwill’ or a ‘Mr. Prudence,’ and for the scorpion ‘Mr. Treachery’ or ‘Mr. Two-Face’ and make the river any river and substitute for ‘We’re both Arabs…’ ‘We’re both men…’ we can turn the fable into an allegory. On the other hand, if we turn the frog into a father and the scorpion into a son (boatman and passenger) and we have the son say ‘We’re both sons of God, aren’t we?,’ then we have a parable about the wickedness of human nature and the sin of parricide.

The best known allegory in the English language (if not in the world) is Bunyan’s Pilgrim’s Progress (1678). This is an allegory of Christian Salvation. Christian, the hero, represents Everyman. He flees the terrible City of Destruction and sets off on his pilgrimage. In the course of it he passes through the Slough of Despond, the Interpreter’s House, the House Beautiful, the Valley of Humiliation, the Valley of the Shadow of Death, Vanity Fair, Doubting Castle, the Delectable Mountains, and the country of Beulah, and finally arrives at the Celestial City. On the way he meets various characters, including Mr. Worldly Wiseman, Faithful, Hopeful, Giant Despair, the fiend Apollyon, and many others. In the second part of the book Christian’s wife and children make their pilgrimage accompanied by Mercy. They are helped and escorted by Greatheart, who destroys Giant Despair and other monsters, Eventually, they, too, arrive at the Celestial City.

The whole work is a simplified representation or similitude (q.v.) of the average man’s journey through the trials and tribulations of life on his way to heaven. The figures and places, therefore, have an arbitrary existence invented by the author; and this distinguishes them from symbols (q.v.) which have a real existence.

The origins of allegory are very ancient, and it appears to be a mode of expression (a way of feeling and thinking about things and seeing them) so natural to the human mind that it is universal. Its fundamental origins are religious. Much myth (q.v.), for example is a form of allegory and is an attempt to explain universal facts and forces. The myth of Orpheus and Eurydice, for instance, is a notable example of the allegory of redemption and salvation. In fact, most classical myth is allegorical.

Early examples of the use of allegory in literature are to be found in Plato’s Timaeus, Phaedrus, and Symposium. The myth of the Cave in Plato’s Republic is a particularly well-known example.

In the lost sixth book of De Republica by Cicero (1st century BC) there is a dream narrative (usually known as the Somnium Scioponis) in which Scipio Aemilianus makes a journey through the spheres and from this vantage point sees the shape and structure of the universe. Later (c.AD 400) Macrobius Theodosius compiled a commentary on the Somnium Scioponis which was to have considerable influence in the Middle Ages.

The journey through the underworld and the journey through the spheres are recurrent themes in European literature.

Another example in Classical literature is The Golden Ass (2nd century AD) of Apuleius. The fourth, fifth and sixth books deal with the allegory of Cupid and Psyche. A further key work for an understanding of Greco-Roman allegory is About Gods and the World (4th century AD), by Sallustius. But perhaps the most influential of all is Prudentius’s Psychomachia (4th century AD), which elaborates the idea of the battle within, the conflict between personified vices and virtues for possession of the soul. It is thus a kind of psychological allegory and establishes themes which were used again and again during the middle ages, as we can readily verify by examination of sermon literature, homilies, theological handbooks, exempla and works of moral counsel and edification. Above all, we find the themes in the Morality Plays (q.v.) which in their had a deep influence on the development of comedy (q.v.) and especially comedy of humors (q.v.).

Allegory, largely typological, pervades both the Old and the New Testaments. The events in the Old Testament are “types” or “figures” of events in the New Testament. In The Song of Solomon, for instance, Solomon is a “type” of Christ and the Queen of Sheba represents the Church: later explained Matthew (12:42). The Pashcal Lamb was a “type” of Christ.

Scriptural allegory was mostly based on a vision of the universe. There were two world: the spiritual and the physical. These corresponded because they had been made by God, The visible world was a revelation of the invisible, but the revelation could only be brought about by divine action. Thus, interpretation of this kind of allegory was theological. St Thomas Aquinas analyzed this in some detail in his Summa (13th century)  in terms of fourfold allegory; thus having four levels of (q.v.). This exegetical method can be applied, for instance, to the City of Jerusalem. On the literal level, it is the Holy City; allegorically, it stands for the Church militant; morally or as a trope, it signifies the just soul; and anagogically, it represents the Church triumphant, In his Convivio Dante elaborated this theory in terms of poetry.

Some notable instances of allegory in European literature are Bernardus Sylvestris De Mundi Universitate (12th century); Alan of Lille’s Anticlaudianus (12th century); the Roman de la Rose (13th century) by Guillaume de Lorris, and later continued by Jean de  Meung; Dante’s Divina Commedia (13th century); Langland’s Piers Plowman (14th century); Tasso’s Gerusalemme Liberata (1574); Spenser’s Faerie Queene (1589-1596); Bunyan’s The Life and Death of Mr. Badman (1680) and The Holy War (1682); Dryden’s allegorical satires Absalom and Achitophel (1681), Mac Flecknoe (1684) and The Hind and the Panther (1687); Swift’s Tale of a Tub (1704) and Gulliver’s Travels (1726);  William Blake’s prophetic books (late 18th century); Hawthorne’s The Marble Faun (1860); Samuel Butler’s Erewhon and Erewhon Revisited (1901);  C.S. Lewis’s Pilgrim’s Regress (1933); Virginia Woolf’s Between the Acts (1941); and George Orwell’s Animal Farm (1945). More recent developments of allegory in the novel have been Robert Coover’s The Universal Baseball Association, Inc., J. Henry Waugh, Prop. (1968), which uses baseball as a kind of metaphor to satirize religious attitudes in America; and Richard Adams’s story of a group of rabbits in Watership Down (1972).

Allegorical drama, since the demise of the Morality Plays, has been rare, Two interesting modern examples are Karel Capek’s The Insect Play (1921) and Edward Albee’s Tiny Alice (1964).”

Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.

The Weekly Text, December 21, 2018: A Literacy Lesson on the Word and Concept Factor

Today is the Winter Solstice, so the days now begin to lengthen. Spring is on the horizon.

This week’s Text is a complete lesson plan on the word factor that I developed on the fly (which shows, I fear) three years ago. The purpose of the lesson is to help students understand this complicated, polysemous word so that could use it in all the settings where it becomes, well, a factor.

For reasons I don’t entirely recall, I conceived of this Cultural Literacy worksheet on the noun axiom as the do-now, or opener of this lesson. I suspect I sought merely to introduce another concept from mathematics for the sake of consistency. The first worksheet for this lesson is three context clues worksheets on factor: in the first instance students will identify it as a noun, in the second as a verb, and in the third and final worksheet, it is once again used as a noun. To support this activity, here is a learning support in the form of definitions of factor in the order it appears on the context clues worksheets; this can be distributed to students as appropriate, or to your class linguist. Because I wasn’t sure how long any of this would take (the institute class for which it was written was a little over an hour long), I threw in this reading and comprehension worksheet on factorials as a complement. Parenthetically, I’ll just say that I think this lesson is incomplete; in fact, before I could consider it complete, I would want to run it by a math teacher or two.

And that’s it. This is the final Weekly Text from Mark’s Text Terminal for 2018. I plan to spend the next week doing just about anything but looking at a computer screen.

Happy Holidays to you and yours!

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Term of Art: Diagramming Sentences

“A means of picturing the structure of a sentence by placing the words on a horizontal line that is divided in two. The subject goes on the left side of the line, and the verb goes on the right side. Adjectives, adverbs, and other parts of speech are placed on separate lines under the subject or verb in such a way that illustrates how they modify those words. Many students find that diagramming sentences is like a game and that it helps them understand how sentences are constructed, how the different parts of speech function, and why it is important to be thoughtful in placing adjectives and adverbs in a sentence.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.