|
Fall 2000 |
T.S. McMillin |
|
English 253 |
Rice 110, (440) 775-6726 |
|
-01: TTh,
11:00-12:15 |
Office
hours: TTh, 1:30-3:00 |
|
-02: TTh, 3:00-4:15 |
The key to the period appeared to be that the mind had become aware of itself. --Ralph Waldo Emerson
. . . I should have told them at once that I was a transcendentalist. That would have been the shortest way of telling them that they would not understand my explanations. --David Thoreau
As one of the Transcendentalists (James Freeman Clarke) noted, the writers grouped together by that term were "a club of the likeminded, I suppose because no two of us thought alike." Part of our work thus involves an investigation into the very nature of the diverse religio-politico-philosophico-literary movement that is called Transcendentalism. What (if anything) linked the various participants of the movement? What did the word "transcendental" mean? What might it mean today? We will organize our inquiry around the concepts of nature, culture, and interpretation, using these as paths for our exploration of the movement. In addition, we will attend to the ways in which others have made sense of and responded to Transcendentalist writing. Considering how literary historians, philosophers, and nature writers have interpreted the Transcendentalists will enable us to reflect critically on the tenets of the movement, the diverse body of literature that it produced, its implications for contemporary "American scholars," and reading itself.
In order to discern the nature of Transcendentalism, we will attempt to know that nature as "transcendentally" as we can -- that is, we will try to understand Transcendentalism from the inside, as it were, rather than viewing it exclusively from some sort of (questionably) detached position. This means participating in intellectual activities similar to those that the Transcendentalists themselves practiced. Lectures, conversations, addresses, and three types of writing (journals, letters, and essays) will be enlisted in order to help us think through our readings more thoroughly (Thoreauly?).
Readings: The Transcendentalists were eclectic and engaged readers, believers in what Emerson termed "the use of literature": learning about and changing one's world through careful attention to texts. This semester we will be "using" The Transcendentalists (Perry Miller, ed.); Ralph Waldo Emerson (Richard Poirier, ed.); The Portable Thoreau (Carl Bode, ed.); Pilgrim at Tinker Creek (Annie Dillard); Down the River (Edward Abbey); and a selection of other writings on reserve (see calendar). Our Preposterous Use of Literature: Emerson & the Nature of Reading (T.S. McMillin), though not required, may also prove useful.
Lectures: An important component of Transcendentalism, these were at once sermons, forms of entertainment, interpretations of other literary works, exhortations, provocations. . . . Although I will be mostly responsible for lectures, they will be largely interactive; your participation -- through attentive listening, asking and responding to questions, etc. -- is essential to their significance.
Conversations: Lectures were not the only Transcendentalist mode of intellectual exchange. Discussion of important questions with colleagues, argument over issues, mindful sharing of ideas, and continued reflection occurred in formal and informal conversations. Conversing was elevated from the exchange of pleasantries to became a lively and enlightening (though often frustrating) way of thinking through matters of religion, politics, philosophy, education, literature. Frequently, we will meet during class (in groups of 5) to discuss (ardently, I hope, and with the will to learn) questions raised from our engagements with readings, addresses, and lectures.
Journals: Every Transcendentalist worth her or his salt kept a journal or notebook, in which were recorded occurrences, thoughts, scraps of poems, drawings, fragments of philosophy. Portions of these journals often appeared in more formal, "public" writing; in the cases of Thoreau, Emerson, and Fuller, the journal was elevated to the status of a work of art. Accordingly, each student will keep a journal throughout the semester, in any manner she or he prefers, to be used as a means to other writing for the course and/or as an end in itself.
Letters: Again, epistles were an important way of communicating and of working through intellectual matters for the Transcendentalists. For this course, students will write 1-page letters periodically, in which they will articulate issues that interest them in their own transcendental engagements of the world.
Essays: Along with poetry and journals, essays were the most prominent form of writing among Emerson and his coevals. Students will attempt to develop their skills in this genre on at least two occasions -- at mid-term and at semester's end. These essays should draw from the other forms of writing practiced for the course.
Addresses: To address a large group of people is to direct their attention to certain matters as convincingly as possible, and some of the Transcendentalists became quite effective at productively provoking their audiences. Each student will present a 3-5 minute "mini-address" aimed at causing us to consider issues arising from our study from the angle she or he deems most salient.
|
N.B.: Student responsibilities are many and multifarious. Indeed, half of each student's grade will be based upon his or her participation in all aspects of the course and fulfillment of the attendant responsibilities. The other half is based on the final essay. In order to receive a passing grade, students must: complete all readings, attend all class meetings, keep (and be prepared to submit for cursory inspection) a Journal, deliver a brief but formal Address (and pay close attention to the Addresses of others), participate actively in Conversations, deliver (in a timely fashion) all assigned Letters, participate fully in the mid-term essay endeavor, and submit a Final Essay (12-15 pages). |
5 Sept. Introduction
7 Sept. "The Transcendentalist," RWE; The Transcendentalists 1-15
12 Sept. The Transcendentalists 247-283, 303-314
14 Sept. The Transcendentalists 294-303, 315-421 (4 addresses)
19 Sept. The Transcendentalists 422-482; Readings in Criticism
21 Sept. "Nature" (1836) & "The American Scholar," RWE (4 addresses)
26 Sept. "The Divinity School Address" & "The Method of Nature," RWE
28 Sept. "Self-Reliance" & "The Over-Soul," RWE (4 addresses)
3 Oct. "Circles" & "Intellect," RWE
5 Oct. "Experience" & "Poetry & Imagination," RWE (3 addresses)
10 Oct. Readings in Criticism; midterm essay due
12 Oct. Midterm Responses due; discuss essays
13 Oct. *Midterm Project Due*
17 Oct. Break
19 Oct. Break
24 Oct. Pilgrim at Tinker Creek
26 Oct. Pilgrim at Tinker Creek (3 addresses)
31 Oct. Pilgrim at Tinker Creek
2 Nov. "Walking" & "A Winter Walk," The Portable Thoreau (3 addresses)
7 Nov. Readings in Criticism
9 Nov. Readings in Criticism (3 addresses)
14 Nov. Walden
16 Nov. Walden (3 addresses)
21 Nov. Walden
23 Nov. Thanksgiving
28 Nov. Down the River
30 Nov. Down the River (3 addresses)
5 Dec. Projects
7 Dec. Projects
12 Dec. Down the River
14 Dec. Evaluations
Reserve List
Sarah K. Bolton, Ralph Waldo Emerson 814.3Em34ZB639
Van Wyck Brooks, The Life of Emerson 814.3Em34ZB
Stanley Cavell, The Senses of Walden PS3048.C3
Harry Hayden Clark (ed.), Transitions in American Literary History 810.9C548T
Moncure Conway, Emerson at Home and Abroad 814.3Em34ZC769
George Willis Cooke, Ralph Waldo Emerson: 814.3EM34ZC774
Marcus Cunliffe (ed.), American Literature to 1900 PS88.A44 1993
Edward Emerson, Emerson in Concord; a memoir 814.3Em34ZEm33
Peter Fritzell, Nature Writing and America QH104.F74
Octavius B. Frothingham, Transcendentalism in New England: A History 141 F93
T.S. McMillin, Our Preposterous Use of Literature PS1638.M38