Tag Archives: fiction/literature

The Algonquin Wits: Dorothy Parker on Fidelity

“One noon hour at the Round Table, a lady author was congratulating herself on here marital success and extolling the virtues of her mate. ‘I’ve kept him for seven years,” she concluded with pride. The Round Table group did not share the wife’s opinion of her spouse, however, considering him an extremely dull fellow. Mrs. Parker answered the lady’s remark: ‘Don’t worry, if you keep him long enough he’ll come back in style.”

Excerpted from: Drennan, Robert E., ed. The Algonquin Wits. New York: Kensington, 1985.

Leo Tolstoy

Here is a reading on Leo Tolstoy and its accompanying vocabulary-building and comprehension worksheet.

Do high school students read Tolstoy–or any of the big Russian authors, for that matter? I prepared these documents last week after a high school chum of mine mentioned in correspondence that he’d read Anna Karenina at our high school. Ours was a somewhat unusual (and unusually small) school, but not that far out of the mainstream–though I did read Richard Brautigan for the first time there.

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.

Culture and Anarchy by Matthew Arnold

“Culture and Anarchy: (1869) The full title of this work by Matthew Arnold is Culture and Anarchy: An Essay in Political and Social Criticism. Arnold felt it was necessary to shake the members of the Victorian middle class, the ‘Philistines,’ out of their smug complacency, and to show them the need for incorporating ‘sweetness and light’ (a phrase taken from Swift’s The Battle of the Books) into their daily lives. The book is known for its definition of a three-tier class structure of Barbarians, Philistines, and the Populace. Arnold also opposed Hellenism, which is concerned with beauty, knowledge, and imaginative free play, to Hebraism, which involves ethics, responsibility, and self-control. He felt that society was too Hebraic, and should show greater respect for ‘culture,’ which he defines famously as a canon of ‘the best that has been thought and said,’ but also as an action, ‘the study and pursuit of perfection.’ He believed culture should be disseminated throughout society with an aim toward social equality, though his own elite position blinded him to biases about race, sex, and class, and the destructive homogenization implied by his claim that individual perfection depends on the realization of the state as the ideal expression of community.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Ad Nauseam

“Ad Nauseam To the point of vomiting: to a sickening or wearisome degree, unrelievedly.

‘Henry Miller couldn’t feel anything and dug graves for a living. William Burroughs was an exterminator, Carl Sandburg was a janitor, Faulkner had to run rum, and so on, ad nauseam.’ Robert Hendrickson, The Literary Life”

Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

Henry Adams on Experience

“All experience is an arch, to build upon.”

Henry Adams

Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

Ralph Waldo Emerson

This reading on Ralph Waldo Emerson and its accompanying vocabulary-building and comprehension worksheet might be useful in presenting high school students with a more robust biographical knowledge of this key figure in American letters. As a philosopher, Emerson was highly regarded by Friedrich Nietzsche, among others; his circle, known as the Transcendentalists, left a mark on American culture that is not always easy to trace, but of clear continuity once its traces are found.

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.

Rotten Reviews: Castle to Castle by Louis-Ferdinand Celine

“…quite a tedious book.”

John Weightman, New York Review of Books 

Excerpted from: Barnard, Andre, and Bill Henderson, eds. Pushcart’s Complete Rotten Reviews and Rejections. Wainscott, NY: Pushcart Press, 1998.    

Book of Answers: Willing Suspension of Disbelief

“Who coined the term ‘willing suspension of disbelief’? Samuel Taylor Coleridge in his critical treatise Biographia Literaria (1817). Coleridge used the term to refer to the ‘poetic faith’ of a reader in accepting imaginary elements in a literary work.”

Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.

Henry David Thoreau

On a snowy Vermont morning, here is a Henry David Thoreau along with its accompanying vocabulary-building and comprehension worksheet. I’ll assume that I needn’t belabor the continuing relevance to Thoreau’s work–I think Walden, or Life in the Woods is still taught in some high school classrooms. It might be worth taking a look, in these times, at some of his political and philosophical work–particularly “Civil Disobedience.” Moreover, it doesn’t take much work to help students develop their own understanding of the connections between Thoreau, Mohandas Gandhi, and Dr. Martin Luther King, Jr. In any case, it’s difficult to avoid Thoreau’s influence in social justice and peace movements around the world.

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.

The Algonquin Wits: Robert Benchley Vacations in Venice

“On a summer vacation trip Benchley arrived in Venice and immediately wired a friend: ‘STREETS FLOODED. PLEASE ADVISE.’”

Robert Benchley

Excerpted from: Drennan, Robert E., ed. The Algonquin Wits. New York: Kensington, 1985.