Thursday, January 12, 2023

1865: Whitman, Drum-Taps

Walt Whitman, 1865. Color by Richard White.
Walt Whitman is 41 and living in Brooklyn when Abraham Lincoln is elected President on November 6, 1860.

On April 12, 1861, the Confederates attack Fort Sumter and the active phase of the Civil War begins.

In 1862, Whitman’s brother is wounded in the Battle of Fredericksburg. Whitman goes to console him in a hospital in Washington, D.C. He ends up spending three years as volunteer nurse, making over 600 hospital visits and seeing between 80,000 and 100,000 soldiers (see “The Wound-Dresser” and Specimen Days).

On April 9, 1865, Confederate General Robert E. Lee surrenders his troops to Union general Ulysses S. Grant.

On April 14 (Good Friday), John Wilkes Booth shoots and kills Abraham Lincoln.

In May 1865, Whitman publishes Drum-Taps.

In the fall of 1865, Whitman publishs “When Lilacs Last in the Dooryard Bloom’d” in a section of the book titled “Memories of President Lincoln”

4A. "Drum Taps" (1865) by Walt Whitman

Above: A Union doctor in a straw hat, foreground, examines a soldier’s leg wound while other casualties sprawl on the ground at a field hospital following the Battle of Savage’s Station, Virginia, on June 29, 1862. The American Civil War was the first war that was extensively captured in photographs.

Read these three poems from Whitman's poetry collection Drum Taps (1865)
1. “Beat! Beat! Drums!”
2. “Cavalry Crossing a Ford"
3. “The Wound-Dresser”

Here are two links to the full text of Drum Taps, where the three poems were published.

Click here for one version (a facsimilie of the original publication); click here for the other (just the text).

 "Beat! Beat! Drums!" (1861/1867)

  • In poems like, “Beat! Beat! Drums!,” Whitman emphasizes the importance that the message of current events be delivered to every corner of the nation . . . —“over the traffic of cities—over the rumble of wheels in the streets; / […] no sleepers must sleep in those beds, / […] then the rattle quicker, heavier drums—you bugles wilder blow[.]” [I]n evangelizing the song of the bugles and drums, Whitman is desperately communicating that the sound of the war should echo loudly, that the people should know what goes on in their country, that not even those in prayer, or brides with their grooms shall be comfortably ignorant.
  • I believe that this piece was written to empower the soldiers of the war and the cities affected by and involved in the war. The author calls for the drums to disrupt the daily and peaceful lives of civilians, saying “Beat! beat! drums!—blow! bugles! blow! / Through the windows-through doors-burst like a ruthless force, / Into the solemn church, and scatter the congregation, /  Into the school where the scholar is studying; / Leave not the bridegroom quiet—no happiness must he have now with /  his bride, / Nor the peaceful farmer any peace, ploughing his field or gathering / his grain,” (Whitman 1.1-8). This seems to me like the author is saying there can be no peace in anyone’s life while war is waging. Whitman is demanding the attention of civilians be turned away from their everyday lives and towards the fight, telling the drums to “Make no parley—stop for no expostulation,” (Whitman 3.2), almost as if people are inevitably going to feel burdened or inconvenienced by the seemingly impertinent, but rightfully tumultuous sounds of war. 

Note that the speaker in the poem is urging the drums to beat (or the drummers to beat them) and  the bugles to blow (or the buglers to blow them) and their recruiting message to "burst like a ruthless force into the solemn church." The footnote in the Norton anthology reports that "Beat! Beat! Drums!" "served as a kind of recruiting poem when it was first printed in September 1861 . . . having been composed after the Southern victory at the first battle of Bull Run" and "Whitman's initial aim was propagandistic"  (1145).

Question for further consideration:  What is the difference between art and propaganda? What role does the intention of the author play in that differentiation?

"Cavalry Crossing a Ford" (1865/1871)

  • Though it is short in length, “Cavalry Crossing a Field” is a poem that offers a portrait of a cavalry stopping along a river to rest, to drink, to pose in the sun like army figurines, their bright-colored uniforms catching the sun in their “serpentine course.” We can imagine that for a moment, Whitman is observing the troop in beautiful . . . stillness, . . . they are picturesque and still[:] “Behold the silver river, in it the splashing horses loitering and stopping for a drink, […] / Scarlet and blue and snowy white, / The guidon flags flutter gayly in the wind[.]” [T]his image is a stark contrast to the crimson colored portrait of war, of a battlefield. If a thoughtful writer-eye were to stop alongside the cavalry, he might find a moment in time to relish the life that surrounds him, knowing that all-too-soon, it will be torn apart, ripped away, and left to glisten in the sun upon a wetter, redder . . . earth.
  • The poem is short, and just details a group of people and horses crossing a river. This poem is so simple that it can be summarized in one short sentence, but the beauty of this poem is that, rather than saying a group of people and horses cross a river, Whitman uses descriptive imagery to paint a picture for the reader. He uses lines like “They take a serpentine course, their arms flash in the sun—hark to the musical clank,” and “Scarlet and blue and snowy white,/The guidon flags flutter gayly in the wind.”
  • . . . the experience of reading “Cavalry Crossing a Ford” is akin to looking at a painting, as he almost exclusively delivers vivid descriptions and provides no further context other than that the reader should “Behold” (1145). In a single verb, he makes us imagine the faces of many unique men marching to war, and the readers can infer that many of them may not be marching back.

Unlike "Beat! Beat! Drums!," "Cavalry Crossing the Ford" does not have a clear message or moral lesson it wants to convey.  One of the reasons a poem like this one is still valued today is that it anticipated modern Imagist poetry comprised of clear images that gave readers room to make inferences (or not to).

"The Wound Dresser" (1865/1881)

  • Walt Whitman also engages with a similar style of ‘showing not telling’, as “The Wound-Dresser, disputes the war-effort by describing painful scenes such as “The neck of the cavalry-man with the bullet through and through I / examine, / Hard breathing rattles, quite glazed already the eyes, yet life struggles / hard.” (1147)
  • From the stump of the arm, the amputated hand,/ I undo the clotted lint, remove the slough, wash off the matter and blood,/Back on his pillow the soldier bends with the curv’d neck and side-falling head,/ His eyes are closed, his face is pale, he dares not look on the bloody stump,/ And has not yet look’d on it” (1147).
  • In [“The Wound-Dresser”] Whitman’s choice to write from the first-person perspective illuminated the horrors of the battlefield. For instance, when he says, “I onward go, I stop, with hinged knees and steady hand to dress wound; on, on I go (open doors of time! Open hospital doors!) The crush’d head I dress, (poor crazed hand tear not the bandage away.)
  • In these poems, Whitman . . . is telling stories as a human observer, rather than an impartial entity, paying mind to the fact that in battle, much more is lost and gained than independence, or territory—it is a vast expanse of emotional complexity, urgency, and unfortunate beauty.
  • . . . the patients he caresses and dresses and cares for are a source of emotional insight, and moreover, they are people, boys, he loves and accompanies. It is evident that each wound and each soldier is more than a wound or wounded man; Whitman writes, “I am faithful, I do not give out, / The fractured thigh, the knee, the wound in the abdomen, / These and more I dress with impassive hand, (yet deep in my breast a fire, a burning flame.).”
  • Whitman cared for his patients. For instance, Whitman uses phrases such as, “my wounded” to demonstrate his feelings of responsibility and concern towards the injured soldiers (1146). This thought is also conveyed later in the poem when Whitman states that he “could not refuse this moment to die for you (the soldier), if that would save you” (1147). It conveys how Whitman takes these injuries as a personal failure even if he could not have done anything to prevent them.

Question for consideration:  Might he have felt somewhat responsible due in part to his support for recruiting efforts at the start of the war?
Consider lines 4-6  of this poem:  "(Aroud'd and angry, I'd thought to beat the alarum, and urge relentless war,/But soon my fingers fail'd me, my face droop'd and I resign'd myself,/To sit by the wounded and soothe them, or silently watch the dead;)"

       He used very illustrative language and easily created images in the mind of the reader. “I dress the perforated shoulder, the foot withthe bullet-wound, / Cleanse the one with gnawing and putrid gangrene, so sickening, so/offensive.” I think he described these disgusting things to show the reader how terrible the conditions were, how real the experiences were. Whitman wrote this poem to show the real side of the civil war, the parts that would be left out in history textbooks.

  • “The Wound-Dresser" poem . . . has antiwar themes by sharing imagery of the wounded soldiers through the eyes of a war nurse, "Bearing the bandages, water and sponge./ Straight and swift to my wounded I go, / Where they lie on the ground after the battle brought in, / Where their priceless blood reddens the grass, the ground,". The gruesome imagery of blood and terrible wounds throughout the poem makes the reader question whether war is worth the sacrifice.

Question for consideration: Might someone consider inclusion of a poem that shows the horrors of war to be a kind of propaganda that doesn't belong in an impartial history book? Would it be necessary to balance such a poem with one that glorifies the heroism of the soldiers?

       One really captivating line is “poor boy! I never knew you,/ Yet I think I could not refuse this moment to die for you, if that would save you” (section 2). This both wonderfully portrays human compassion, and possibly the Christian gospel of someone laying down his life for another.

Note the differing view of Christianity presented in this week's reading from Moby-Dick (chs. 8-11) and from The Narrative of the Life of Frederick Douglass.

       Whitman also mentions how the lower classes suffer from the war while the rich are not directly affected by it because “the world of gain and appearance and mirth goes on”(1146). The rich make a profit off of war while not experiencing any of the pain, suffering, or trauma that comes with it. This is supported by Whitman discussing the “priceless blood” of soldiers that should not be used to ‘strengthen’ the economy or expand the pockets of rich men (1147).

Question: Does it matter if we call them "the lower classes" as opposed to "the working classes"?

       Whitman begs for the death of some of the soldiers, because death would be merciful. He writes “(Come sweet death! be persuaded O beautiful death!/In mercy come quickly.)”

Note a similar theme in "When Lilacs Last in the Dooryard Bloom'd."

3A. Whitman: "When Lilacs Last in the Dooryard Bloom'd" (1865)


 The audio clip above is an excerpt from the text:

Click here for the full text.


Walt Whitman (1819-1892).
Born on Long Island, New York; died in Camden, New Jersey.

In 1855, Walt Whitman was 36 when he published the first edition of his lifework, Leaves of Grass.

On November 6, 1860, Abraham Lincoln was elected

On April 12, 1861, the Confederates attacked Fort Sumter and the active phase of the Civil War began.

In 1862, Whitman’s brother was wounded in the Battle of Fredericksburg. Whitman went to console him in a hospital in Washington, D.C. He ended up spending three years as volunteer nurse, making over 600 hospital visits and seeing between 80,000 and 100,000 soldiers (see “The Wound-Dresser” and Specimen Days).

On April 9, 1865, Confederate General Robert E. Lee surrendered his troops to Union general Ulysses S. Grant.

On April 14 (Good Friday), John Wilkes Booth shot Abraham Lincoln.

In May 1865, Whitman published Drum-Taps.

In the fall of 1865, Whitman published “When Lilacs Last in the Dooryard Bloom’d” in a section of the book titled “Memories of President Lincoln”

How shall I warble . . .?

I noticed that some verses are short, while others are long. The meaning of this, I am not sure.

    Question: What is the significance of the extreme variations in form in Whitman’s poem? Consider line length, stanza length, meter, rhyme . . .

    Consider: Free verse

Song of the bleeding throat?

In just the fourth stanza it reads, “Solitary the thrush,[/] the hermit withdrawn to himself avoiding the settlements,[/] sings by himself a song.[/] Song of the bleeding throat,[/] death’s outlet song of life, (for well dear brother I know,[/] if thou wast not granted to sing thou would’st surely die)” (Whitman, lines 20-25).

This quote starts out with a song being sung, but next thing you know, it is a “song of the bleeding throat.” The entirety of the poem was hard for me to understand, especially since I do not read much poetry. Most of what I took away from this poem was feelings of darkness – not what one may think a poem should be. There would be a line or two that would make me believe that a lighter part of the poem was coming, but it then would turn out to be just as dark as before.

    Question: Should a poem evoke feelings of darkness? What is the purpose of poetry?

Lilac and star and bird

. . . the bird which permeates different parts of the poem, constantly performing and singing, contrasts with the symbolism of the lilacs which represent loss, and death. The connections between these concepts and experiences is even addressed in the final lines by the narrator, stating that his soul essentially grew in and around the surrounding concepts, interlacing them; “Lilac and star and bird twined with the chant of my soul” (Whitman).

    Question: What is the significance of the lilac, the star, and the thrush in this poem and the relationship between personal remembrance, sensual experience, general observations, poetry, insight, and wisdom?

    Consider: the “trinity” referred to in the first stanza; how the relationship between signifier and signified evolves over the course of the poem. Does the "thought of him I love" become the song of the thrush?

Lovely and soothing death

The poem by Walt Whitman was something I had to read a couple of times through to grasp. After a little contextual research, I discovered that Whitman wrote this poem as a eulogy for Abraham Lincoln. More than that, though, Whitman speaks on the inevitability of death and the comfort that comes with knowing eventually, you will die.

Come lovely and soothing death,

Undulate round the world, serenely arriving, arriving,

In the day, in the night, to all, to each,

Sooner or later delicate death.

Here, the speaker uses words like "lovely" and "soothing" to paint death as something beautiful. Death is constantly around, "In the day, in the night, to all, to each." Because of death's omnipresence, the speaker expresses that death is a natural part of life that will happen to everyone. A central theme in this poem is that rather than fearing death, we should embrace it as a part of our journey.

    Question: Why might Whitman encourage readers to celebrate death?

Stanza Focal Points:

  1. The "trinity" (lilac, star, and “Thought of him I love [Lincoln]”
  2. fallen star (Lincoln; venus: the "evening star")
  3. lilacs (natural, perennial beauty)
  4. the songbird (a thrush)
  5. journey of Lincoln’s coffin through the countryside between Washington, D.C. and Lincoln's burial place in Springfield, Missouri
  6. journey of Lincoln’s coffin through the cities between Washington and Springfield
  7. mourning Lincoln and all who died in the War
  8. the star falls/is enveloped by the darkness (remembrance of a premonition of Lincoln's death)
  9. the songbird calls
  10. a song (breath/poem) as tribute
  11. solace for the living: the beauty of the countryside
  12. solace for the living: the beauty of the cities
  13. the star departs; the song remains
  14. an ode to death (which brings release to those who suffer)
  15. who suffers? what is their solace?
  16. "I leave them" (grieve/process/commemorate)

5A. "By the Roadside" (1865/1880) by Walt Whitman

 

"The Dalliance of the Eagles."

Click here for the full text and a link to an image of the text as it appeared in the "By the Roadside" section of the 1891 edition of Leaves of Grass. The poem was written in 1880.

1. I feel like Whitman simply saw this scene of the eagles while out on his walk and felt compelled to record it in this poem. I, honestly, cannot find any true deeper meaning than the idea that Whitman encountered a beautiful and possibly rare scene of nature. There is a beauty to it that I must admit[,] [e]specially when he says[,] “Four beating wings, two beaks, a swirling mass tight grappling, / In tumbling turning clustering loops, straight downward falling["] (Whitman 4-5)... there is something captivating about the elegant danger described in the poem that I can only imagine was fascinating to watch. The way that the eagles meet midair and intertwine in an adrenaline-inducing act of love, you could say, is such a lovely and curious act that is normal for their species. I enjoyed the wording that Whitman used when he described the eagles as “the twain yet one (7)” and when he says “…their separate diverse / flight, / She hers, he his, pursuing["] (9-10).” . . .

2. . . . while not exactly alike, ["The Dalliance of Eagles" and "When I Heard the Learn'd Astronomer"] [consist] of a narrator admiring their world from [afar], with one instance of this being stars in the sky, and the other being the sacred mating ritual of two eagles.

"When I Heard the Learn'd Astronomer" (1865)

Click here for the full text and a link to an image of the text as it appeared in the "By the Roadside" section of the 1891 edition of Leaves of Grass. The poem was written in 1865.

1. Whitman’s poem, “When I Heard the Learn’d Astronomer” is an homage to the blissful sort of ignorance that allows us to appreciate art, while serving as a commentary on the spoiling of beauty that comes as a result of reducing it to numbers and figures. Whitman utilizes language like [...] “charts and diagrams, to add, divide and measure [...]” to establish the ["Learn’d Astronomer["] as one who seeks to analyze and understand astronomy, one who examines the ends of the Iberians (to borrow from Thoreau), while he procures a more whimsical, blithe diction when describing the narrator’s own account of the cosmos, i.e., “mystical moist night-air [...]” and “rising and gliding out.”

2. Whitman’s ["When I] I Heard the Learn’d Astronomer["]captivated me with [its] message of simplicity. Quantifying the quality of something reduces that quality. We can say that the stars tonight are ["]a complete ten out of ten;["] or you can go a step further and explain the life-span of the stars and elucidate how the moon is gradually moving away from the Earth. This is not a discredit to this manner of interpretation, but Whitman puts it best with his final lines “Till rising and gliding out, I wander'd off by myself,[/] In the mystical moist night-air, and from time to time,[/] Look'd up in perfect silence at the stars.” The simplicity of the observation of quality is what makes it so serene. The stars are literally otherworldly, and sometimes it is best to interpret that beauty in the most simple of ways.

3.  Whitman uses an anaphora in “When I Heard the Learn’d Astronomer,” as he begins the first four lines with the word "when" (1144). This repetition creates an almost chant like rhythm which takes the place of the usual rhyming sequence in poetry that occurs at the end of the line.

Wednesday, January 11, 2023

1867: Das Kapital


"Painting to Hammer a Nail" (1966) by Yoko Ono

In 1863, the editors of the New York Herald Tribune reverse their position that slavery must be outlawed in the American South.

Their 45-year-old German-born correspondent in London strongly opposes this change and is forced to withdraw.

Four years later, he finishes volume one of his lifework: an analysis of why it is so often the case that the rich get richer while the poor get poorer.

In 1867, Karl Marx publishes Volume One of Das Kapital.

As Marx sees it, the rich get richer either by stealing from someone else or by paying their workers less than they deserve for the value of their work.

Marx insists that the world is changed not by ideas, but by actual, physical activity and practice.

He urges workers of the world to abandon national and ethnic hatreds because they have more in common with each other than they do with the wealthy men they work for.

Marx believes governments should encourage citizens to cooperate with, not compete with, each other.

Capital is dead labor that, like a vampire, only lives by sucking living labor, and lives the more, the more labor it sucks.
-Chapter Ten of Das Kapital

From each according to ability, to each according to need.
-Critique of the Gotha Program (1875)

Tuesday, January 10, 2023

1869: Alcott

Fruitlands

Louisa May Alcott is ten years old in 1843, when her father Bronson founds Fruitlands: "a vegetarian reform community near Concord that banned money and regarded participants as members of one large family. His family moved there, but after several months of hardship in which, according to his wife’s view, the men did nothing but think and the women did all the hard physical work, Abigail [Louisa’s mother], threatened to leave with her children, even if that meant severing ties with her husband. He reluctantly gave up on the project early in 1844 and moved the family back to Concord (Alcott would later satirize the community in her short story ‘Transcendental Wild Oats’ [1873].) Because Bronson had invested all of his money in Fruitlands, for years afterwards the Alcotts lived in poverty” (Norton Anthology of American Literature, Shorter Ninth Edition: Beginnings to 1865, 1304).

Union Hotel Hospital in Washington, D.C.

"Beginning in December 1862, [Alcott] worked at the unsanitary and poorly run Union Hotel Hospital in Washington, D.C., overseeing amputations and comforting the many men who were dying. The work took its toll, and by late January of 1863, she was suffering from typhoid pneumonia and had to give up nursing" (Norton Anthology of American Literature, Shorter Ninth EditionBeginnings to 1865, 1305).

Incest! Suicide! Drug Addiction!

“Eager for money and desirous of experimenting with fiction that would allow her to write unconventionally about such topics as incest, suicide, drug addiction, sexual passion, and the supernatural, [Alcott] began publishing melodramatic sensation stories under the name of A. M. Barnard earning around $100 (around $1200[+] in today’s currency) for each story. Those stories, discovered by the critic Madeleine Stern during the 1980s and 1990s, helped transform critics’ understanding of Alcott, who for over a century was known mainly as the author of Little Women” ( Norton Anthology of American Literature, Shorter Ninth EditionBeginnings to 1865, 1305).

Little Women

Part I is written and published in 1868, while Louisa May is living with her parents in Concord.  Part II, including "Literary Lessons," is published in 1869. The successful semi-autobiographical novel "allows Alcott to pay off her family's debts and support her mother and father" (Norton Anthology of American Literature, Shorter Ninth EditionBeginnings to 1865, 1306).

Legacy

Over an approximatley forty-year career as a writer, Alcott produced a "wide range" of "children's fiction, realistic novels and short stories, and . . .  slyly comic melodramas and sensation fiction," which have "been brought back into print in recent decades" (Norton Anthology of American Literature, Shorter Ninth EditionBeginnings to 1865, 1306).

1A: "Literary Lessons" (1869) by Louisa May Alcott

"Louisa May Alcott Grave in Sleepy Hollow Cemetery, Concord, Massachusetts" (2017; Kenneth Zirkel)

From Little Women (Part 2, Chapter 27).

Click here for full text.

For a little extra about the author, read this article, published (1/9/2023) in the New York Times, which asks to what extent Alcott identifed as a man.

Other themes worth exploring:

Pure Individual vs. Corrupt Community?

. . . Sure, money isn't why we write, but it is a boost in motivation, and it decides how much we can write. Jo struggles to decide whether togut her novel and says, "Now I must either bundle it back into my tin kitchen to mold, pay for printing it myself, or chop it up to suit purchasers and get what I can for It." Two thoughts run through her head: 1) Writing isn't about the money, and 2) I need money to commit to writing fully. This conflict made me wonder about all the books I've previously read and whether or not the final copy was what the author had intended or if a publishing company forced them to rewrite 50% of it for a marketing strategy. I wonder too, how much of what we write is what we intended to write and how much of it is manipulated and revised so that we can please an audience?

    Consider: Mrs. March’s Counter: "Criticism is the best test of such work, for it will show her both unsuspected merits and faults, and help her to do better next time. We are too partial, but the praise and blame of outsiders will prove useful, even if she gets but little money.”

    Consider: The Narrator’s conclusion:“ . . . it was a hard time for sensitive, high–spirited Jo, who meant so well and had apparently done so ill. But it did her good, for those whose opinion had real value gave her the criticism which is an author's best education, and when the first soreness was over, she could laugh at her poor little book, yet believe in it still, and feel herself the wiser and stronger for the buffeting she had received.”

    Consider:  Transcendentalism, Democracy, American Identity Narrative, Civil War

The Author’s Body:

 “. . . the language she uses to describe the guttural need to write, unbothered by physical aids like food and sleep and nice weather is something that any writer at heart will instinctively understand.”
    Consider: Transcendentalism, Marxism. How important are the body's needs? Are "food" and "sleep" annoying distractions?

Does Genius Burn?
“ . . . some of the wording that confused me ended up being some of my favorite parts, like ‘…for the story belonged to that class of light literature in which the passions have a holiday, and when the author's invention fails, a grand catastrophe clears the stage of one half the dramatis personae, leaving the other half to exult over their downfall.’ It took me a while to fully understand what she was saying here . . .

    Consider: Enlightenment; Romanticism; the history of the novel.

The Sunny Side of Poverty

Alcott:  “Wealth is certainly a most desirable thing, but poverty has its sunny side, and one of the sweet uses of adversity is the genuine satisfaction which comes from hearty work of head or hand, and to the inspiration of necessity, we owe half the wise, beautiful, and useful blessings of the world. Jo enjoyed a taste of this satisfaction, and ceased to envy richer girls, taking great comfort in the knowledge that she could supply her own wants, and need ask no-one for a penny.”

… this quote reminded me of a particularly stunning song by Cass Elliot of The Mamas and the Papas, titled, “Don’t Let the Good Life PassYou By.” The over-arching theme of this song is about the enjoyment of life in its most real ways—in the face of adversity, one can find a silver-lining if he only gave it a try, “Man was made for lovin’, not for buyin’ / Gold can’t get the things we really need / Just look, my friends, there’s happiness in livin’ / somewhere between broke and bein’ free.

    Consider: Fruitlands. “In 1843, when Louisa May Alcott was ten, her father founded Fruitlands, a vegetarian reform community near Concord that banned money and regarded participants as members of one large family. His family moved there, but after several months of hardship in which, according to his wife’s view, the men did nothing but think and the women did all the hard physical work, Abigail [Louisa’s mother], threatened to leave with her children, even if that meant severing ties with her husband. He reluctantly gave up on the project early in 1844 and moved the family back to Concord (Alcott would later satirize the community in her short story ‘Transcendental Wild Oats’ [1873].) Because Bronson had invested all of his money in Fruitlands, for years afterwards the Alcotts lived in poverty” (from the Norton Anthology of American Literature, Shorter Ninth Edition, 1304).

Incest! Suicide! Drug Addiction!

“Eager for money and desirous of experimenting with fiction that would allow her to write unconventionally about such topics as incest, suicide, drug addiction, sexual passion, and the supernatural, [Alcott] began publishing melodramatic sensation stories under the name of A. M. Barnard earning around $100 (around $1200[+] in today’s currency) for each story. Those stories, discovered by the critic Madeleine Stern during the 1980s and 1990s, helped transform critics’ understanding of Alcott, who for over a century was known mainly as the author of Little Women” (from the Norton Anthology of American Literature, Shorter Ninth Edition, 1305).

Ask No One for a Penny

Alcott puts a high value of generosity in her description of Jo’s decision to send her mother and sickly sister to the beach. How does this emphasis on generosity contrast with the emphasis on self-reliance that we also find in this except:  “Jo enjoyed a taste of this satisfaction, and ceased to envy rich girls, taking great comfort in the knowledge that she could supply her own wants, and need ask no one for a penny.” By giving gifts to her family, was Jo depriving them of the satisfaction of supplying their own wants?

Deep Theories

Are we meant to agree with Jo when she says: "nearly all insist that I had a deep theory to expound, when I only wrote it for the pleasure and the money.”

Is it foolish to look for “deep theories” in texts written by authors who make this claim?

    Consider: The Intentional Fallacy

25. "Moby-Dick" (1851) by Herman Melville Chs. 133-135 and Epilogue

  " "He raised a gull-like cry in the air. 'There she blows - there she blows! A hump like a snowhill! It is Moby Dick!'...