Tag Archives: readings/research

The 23 Enigma

“In Tangier in 1960 the Beat writer William Burroughs met a sea captain called Captain Clark, who boasted to him that he had never had an accident in twenty-three years; later that day Clark’s boat sank, killing him and everyone on board. Burroughs was reflecting on this, that same evening, when he heard a radio report about a plane crash in Florida: the pilot was another Captain Clark and the plane was Flight 23. From then on Burroughs began noting down incidents of the number 23, and wrote a short story, 23 Skidoo.

Burroughs’ friends Robert Anton Wilson and Robert Shea adopted the ’23 Enigma’ as a guiding principle in their conspiratorial Illuminatis! Trilogy. Twenty-threes come thick and fast: babies get 23 chromosomes from each parent; 23 in the I-Ching means ‘breaking apart’; 23 is the psalm of choice at funerals; and so on. All nice examples of selective perception or, as Wilson put it, ‘When you start looking for something you tend to find it.’ The composer Alban Berg was also obsessed with the number, which appears repeatedly in his opera Lulu and in his violin concertos.”

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.

Athanasius Kircher

In keeping with this morning’s apparent theme of arcane and forbidden knowledge, here is a reading on Athanasius Kircher along with its accompanying vocabulary-building and comprehension worksheet. Do you know about Kircher? He is in many respects the representative Renaissance man; he wanted to know everything. This reading, in the “Additional Facts” section does observe that Kircher at one point was in possession of the Voynich Manuscript, one of European intellectual history’s great enigmas and the kind of thing that would have fascinated me in middle or high school.

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.

Illuminism

“Illuminism: A pseudoscientific movement of mystics and visionaries in the 18th century which influenced literature in the 19th century. At first inspired by Christian doctrines, illuminists sought to live according to the Gospel and to regenerate their souls by direct contact with the divine. They also, however, believed in spiritism, magnetism, alchemy, and magic and professed to invoke the invisible and the arcane. Among the more famous illuminists were Swedenborg, who conversed with the dead; Lavater a believer in black magic , who thought to contact God by magnetism; Claude de Saint Martin (“the unknown philosopher”), who sought to hasten the coming of Christ by meditation and prayer; Mesmer (see MESMERISM); the Comte de Saint-Germain, who pretended to be several hundred years old and to possess the elixir of eternal life; Franz Joseph Gall, who founded the pseudoscience of phrenology, the study of the relationship of skull shape to character traits; and the famous “Count” Alessandro di Cagliostro, a charlatan who performed feats of magic and alchemy, founded a secret Masonic sect, and narrowly escaped death at the hands of the Inquisition. A reaction against 18-century rational philosophies, illuminism under many names (e.g. millenarianism, syncretism, neopaganism, pythagorism, theosophy, etc.) influenced some writers of the romantic period. It revived a sense of religious exaltation and created, or recreated, a need for the infinite merged with a sense of the inner life.”

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

Cultural Literacy: Rasputin

OK, moving right along on this already very warm Friday morning, here is a Cultural Literacy worksheet on Grigori Rasputin. This is a full-page worksheet with a six-sentence reading and seven comprehension questions. It pretty much covers all the bases for this particular charlatan, even his influence on Russian statecraft. It does not include the grisly details of his murder, which may be apocryphal in any case. They are, however, the kind of thing that interests students–though I caution you that this material is probably best–if only–presented to high school students.

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.

Arthur Tappan

“Arthur Tappan: (1786-1865) U.S. merchant and philanthropist. Born in Northampton, Massachusetts, he operated various mercantile businesses, including a silk-importing firm in New York (1826-1837) with his brother Lewis Tappan (1788-1873); they also founded the first commercial credit-rating service (1841). He used his wealth to support missionary societies and the abolitionist crusade, helping found the American Anti-Slavery Society and serving as its first president (1833-40). After breaking with William Lloyd Garrison, he created the American and Foreign Anti-Slavery Society (1840). The brothers later supported the Underground Railroad.”

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

The Algonquin Wits: Robert Benchley on Office Sharing

“Benchley and Dorothy Parker shared a tiny $30-a-month office for a time in the Metropolitan Opera House studios. As Benchley described it, ‘One cubic foot of space less and it would have constituted adultery.’”

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

The Weekly Text, 1 July 2022: A Lesson Plan on the Crime and Puzzlement Case “The Great Diamond Heist”

The Weekly Text from Mark’s Text Terminal for the first of July 2022 is a lesson plan on the Crime and Puzzlement case “The Great Diamond Heist.” I open this lesson with this Cultural Literacy worksheet on allusion (a half-page document with a three-sentence reading and three comprehension questions–just the basics). To conduct your investigation into this act of larceny, you will need the PDF of the illustration and questions that serve as the evidence in this case. Finally, for your students to bring the culprit or culprits to the bar of justice, here is the typescript of the answer key.

And that’s it for another week. I hope you are enjoying a relaxing summer.

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.

Mannerism

“Mannerism: Style of art and architecture that emerged in the period from ca. 1520 to ca. 1590, characterized by a reaction to harmony of the High Renaissance, an ideal of virtuosity for its own sake, and a concomitant preoccupation with the ambiguous and discordant. Exemplified in the works of El Greco, Pontormo, Parmigianino, and (late) Michelangelo.”

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

Cultural Literacy: Fascism

Here is a Cultural Literacy worksheet on fascism. This is a full-page worksheet with a seven-sentence reading (a couple of which could easily be broken up) and nine comprehension questions.

Fascism, as you may know, is a notoriously slippery concept, but is nonetheless thrown around casually–I myself once (fortunately, before I was of voting age) ludicrously characterized President Jimmy Carter as a fascist. I studied authoritarian political movements as an undergraduate and can report that even experts on fascism–e.g. Walter Laqueur and George Mosse–were careful with the term and were circumspect about using the word casually. Indeed, Professor Mosse in particular, with whose work I am quite familiar, grappled for much of his career with his agnosticism about fascism and fascist movements.

All of this is a long way of saying that while this worksheet is far from perfect, it is a decent general introduction to some of the cultural, economic, and political aspects of fascism. As much as the seven sentences of text in this document expose, they are notable for the questions they leave unanswered and therefore arouse. In fact, this may be a good document for starting students’ questioning of the conceptual elements of fascism (trust me, they are wide-ranging, disparate, and frequently just plain crazy).

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.

Aretha Franklin

Aretha Franklin: (1942-2018) U.S. popular singer. Her family moved from Memphis to Detroit when she was 2. Her father, C.L. Franklin, was a well-known revivalist preacher; his church and home were visited by such luminaries as Aretha’s aunt Clara Ward, Mahalia Jackson, B.B. King, and Dinah Washington. She made her first recording at 12. At first she performed only on the gospel and ‘chitlin’ circuits, but in 1967 her powerful and fervent voice took the country by storm in a string of songs including “I Never Loved a Man,” “Respect,” “Chain of Fools,” “Think,” and “Natural Woman.” Her later albums include Amazing Grace (1972), Sparkle (1976), Who’s Zoomin’ Who (1985), and One Lord, One Faith, One Baptism (1989). She was the first woman inducted into the Rock and Roll Hall of Fame.

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