 Long ago I took an undergrad course titled Oral Interpretation of Literature. I needed two speech classes to graduate with my education degree, and it happened to fit my schedule. I had no idea what I was walking into. I didn't know that a drama professor taught it. Like myself, most of the students were education majors thinking we had found an easy class to balance out our heavier ones. No textbook required. Our first assignment was to take turns standing in front of the class to read “Dover Beach.” We were to read aloud and keep eye contact. What we didn't know was that we would be excoriated for everything from enunciation to volume to facial expression and posture. It was eye-opening to say the least. I had no expectations. But Professor Lewandowski did. Within two weeks I had two Cs and I was proud of them. Professor Lew promptly coached us as he would an actor presenting a monologue, yet he told us the class was not about drama. Everything we said was about expression, the value of words. He thought that teachers could perform not for performance’s sake, mind you, but because that was how you appreciated the words you said. He reminded us that we would have a captive audience every day of the week in our classrooms after all.
Every other week we presented a poem, a passage from a novel, or a bit from a short story or a play. We learned from each other's mistakes, but we also learned from each other's presentations. And by presentation I mean that moment of beauty when the words, the volume, and the expression create a moment of beauty for the audience, a moment of awe. After presenting four times in class, I still had a C. I was dumbfounded because I was trying my hardest. So I finally stayed after class and asked for help. I wanted to figure out this riddle, this thing I didn't understand how to do. He spent ten minutes helping me polish one section of Rossetti’s “Goblin Market,” just one. But it was enough. After all these weeks, this little bit of practice and coaching was what I needed. By repetition, he taught me in those moments to read the lilt in the Rossetti’s rhyme, to play with different words. I don't remember if I got an A or a B by the end of the semester, but I do remember improving. performing a section of Leo Tolstoy's “The Death of Ivan Ilyich.” It was a challenge, but I tried and performed, reading and engaging the audience, and using the tools Professor Lew had shown me. I may have done a decent job. After all these years, decades, I still have a file of notes from that course. I have not forgotten. But more than that, I know interpreting the literature and poetry I teach adds everything to how my students hear. I only hope that my efforts lead my students to the same wonder I experienced at age 19.
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 I enjoyed a unique phone call recently. One of my former students reached out for help with a long essay. As a hopeful history major, Eric wanted to submit a college application essay on a historical subject he loved—the French Revolution. He had narrowed the topic to the role of Royalist journalists and had completed all of the research, including some amazing digitized letters and propaganda from that time period. Unfortunately, the essay had practically become a list of quotes and sources and key figures. Some connections among them had been made, but it wasn’t coherent. Yet. We circled back to his premise, and I asked, “What is your point? What are you leading us to understand?” That helped a little bit, but Eric said he needed more time to think about it. So of course I asked him to revise it further, and he immediately asked, “What does that word mean?” Good question. From Latin and French roots, revise means to look at or look over again. It sounds horribly simple: By the 1590s, revise came to mean "to look over again with intent to improve or amend."* But that doesn’t help the student know what to do. They understand by context that they must make corrections. These are the concrete elements, the checklist, the things the teacher may have noted like “add a transition phrase here” or “choose a stronger verb” or “check for commas.” This is editing, not rewriting or revising. But Eric had moved beyond concrete editing already. As teachers, we have to remember that we are both readers and writers. If we instruct in writing, it’s because we read first. In God in the Dock, C.S. Lewis reminds us that “The reader, we must remember, does not start by knowing what we mean. If our words are ambiguous, our meaning will escape him. I sometimes think that writing is like driving sheep down a road. If there is any gate open to the left or the right, the reader will most certainly go into it.” And that compelled me to ask Eric a few questions: How can you make your writing more clear? Is there a sentence or thought that obscures or leads you away from what you really mean to say? If you were an editor of a historical journal, what would you cut as excess?” In this instance, it was a fruitful exercise. He immediately cut several “interesting” facts that did not lead to his real point—the Royalists believed revolution was sin because they were preserving the semblance of Jesus Christ, King Louis XVI. Eric eliminated four sentences in four pages. He told me it was easier to see once I mentioned that sentences can lead away as well as lead us to the premise. It may not seem like a lot, but by removing them, he could more easily see what needed to be connected.
I hesitate to use the phrase “big picture,” yet I would ask if we can see the essay as a whole. Can we see our way in the forest through the leaves of words or has the path been obscured? Before, fascinating tidbits led Eric into the weeds and fields beside the path. By eliminating what led him away, he gained the path again. Each fact, each quote, each sentence connected his journey along the path of the essay. And seeing might be the point of revision, to re-vision our thoughts. *Online Etymology Dictionary  I received a rejection last week. From one year ago. An agent whose work I admire had requested a full manuscript for my middle grade novel. I enjoyed the read – you’ve got a great voice here, and I really liked the concept, but in the end, I just didn’t fall enough in love to be able to offer representation.” For those in the writing trenches, you’ll recognize the wording of a standardized rejection. It’s neither encouraging nor discouraging. From an agent, it could mean “Your story is not for me” or they (or their assistant) really weren’t captured enough to read it, let alone provide feedback.
Rejection is an odd thing for me as a literature teacher because I delight in words. Reading, absorbing, experiencing, teaching, analyzing, writing. As a teacher, I hope to never suck the joy out of the reading experience for my students. I certainly endured more than one class in high school and college that did that well. Analyze. Pull the story apart. Pick it to death. Put it back together. Mash it into the meaning the teacher wants. Textbooks can often be structured that way too. I wonder if many are built for overworked teachers, to make their lives easier. They might include commentary on a theme, different levels of discussion questions, and ideas for essays. Sometimes I’d rather they didn’t. It can be too prescriptive because the textbook authors are giving you their meaning. On the surface, it’s like saying that teachers and students alike are incapable of thinking through these things. It’s practically miraculous that any student comes out of that system having enjoyed the story still. And that’s the odd parallel. In writing fiction, I have to be aware of all of the parts, like ingredients in a recipe. I know what I’m making, but every separate thing must come together. I have to be intentional. I have to be aware of word choice, lexile, backstory, setting, point of view, tone, characters’ needs and wants, the arc of each character, the arc of the plot, scene structure—so many things. It’s the opposite of how I read and how I teach reading and writing. I realize now that I most appreciate a holistic approach. I do think all of the parts come together as a whole, a synchronicity of sorts. For some writers it comes naturally. For others, like me, it comes through labor and training, especially through the imitation of others. And that gives me every hope that as I teach my students parts of the whole, I can do it in a way that doesn’t suck the joy out of the reading experience. We don’t have to notice absolutely every thing in a story to enjoy it. As I lead a class, I can model that. I can choose to emphasize perhaps two or three things an author has constructed. As I am aware, even hyper aware of what an author has done in the story structure, I am able to encourage my students to appreciate the grand design.  Every now and then I land upon a book that causes me to pause, to slow my reading. My desire to absorb what I read surpasses my desire to finish the book, even such a short one as A Confession. Leo Tolstoy was 51. Having gained fame and fortune after publishing War and Peace (1869) and Anna Karenina (1877), he earnestly questioned his purpose in life. Tracing his childhood and young adult life at first, Tolstoy admits that he never thought about what he believed or why. He saw no reason to continue in the Orthodox Christianity he was brought up in. People at a certain level of education didn’t need faith, he thought. “Then as now, it was and is quite impossible to judge by a man's life and conduct whether he is a believer or not.” Tolstoy did not see how religious doctrine played a part in anyone’s life—“in intercourse with others it is never encountered, and in a man's own life he never has to reckon with it.” Instead of pursuing what he saw as an empty faith, he says, “I tried to perfect myself mentally—I studied everything I could, anything life threw in my way; I tried to perfect my will, I drew up rules I tried to follow.” His self-centered attempts soon led to wanting to appear more perfect than others. So he did whatever he wanted, and the older he grew, and the more he watched others, he knew he had to make progress. He wanted to be good but saw that he was alone in this desire. As he describes his military life, Tolstoy lists all of his sins, but as he turned to writing in his twenties, his fellow writers were no different at heart than the soldiers and officers he lived among for so long. It wasn’t long before he realized that “the superstitious belief in progress is insufficient as a guide to life. I had to know why I was doing it.” It makes me remember a phrase from long ago, “the cult of progress.” In a writer’s life today, it’s still a mantra. But then in Chapter 3, Tolstoy turns his thoughts to education as he considered plans for his own children someday. “I would say to myself: ‘What for?’” He was really asking how do we teach if we’ve never been taught-- In reality I was ever revolving round one and the same insoluble problem, which was: How to teach without knowing what to teach. In the higher spheres of literary activity I had realized that one could not teach without knowing what, for I saw that people all taught differently, and by quarreling among themselves only succeeded in hiding their ignorance from one another. But here, with peasant children, I thought to evade this difficulty by letting them learn what they liked. It amuses me now when I remember how I shuffled in trying to satisfy my desire to teach, while in the depth of my soul I knew very well that I could not teach anything needful for I did not know what was needful. After spending a year at school work I went abroad a second time to discover how to teach others while myself knowing nothing." Tolstoy clearly recognizes the voids within him. He tried to replace an absence of faith in God with a faith in himself. He tried to give himself purpose, trying to attain status and fame in the military and as a writer before turning to teaching peasant families, all before he married and had a family. His striving had left him empty, and with his retrospective, Tolstoy saw himself for what he lacked.
I’ve only read these first chapters of A Confession, and I think I’ll reread them before moving on. Maybe it’s because I’m near the same age as he was when he examined his life. Maybe it’s because, when I'm alone, I question the fruitfulness of my life. Regardless, Tolstoy gives us much to ponder. What do we truly value? Do I know what I believe? Do I know my purpose?  “The truth is that nothing is less sensational than pestilence, and by reason of their very duration, great misfortunes are monotonous.” As an independent teacher, I was eager to make a curriculum shift to my World Literature class this school year. I added Albert Camus’s best-selling novel The Plague because I wondered how my students would see a fictional epidemic.
Why not use our times as a secondary context to the novel? I was not disappointed by our discussions in September. Though Oran, Algeria, is beset by plague, the novel is relatively static. It is also uniquely ahistorical. It may be set in 1947 but there are no references to World War II. Neither the Arab nor African populations of Oran are mentioned. Centuries of segregation are never described. And then there are the facts. It is not possible for a town to have sustained itself for the period of time described in the novel. Yes, the characters are realistic, but the novel is not. This unique paradigm, however, lends itself to the timelessness Camus captures. Within the bubble of Oran, Camus’s commentary as narrator allows him to describe the “portents and panic” with searing truth. As COVID broke out in March and April, The Plague, of course, was referenced and quoted repeatedly. Penguin Classics has already had to reprint it twice this year. From my class discussions, here are my top timeless quotes:
 Spanning generations and political views, the authors I teach here have influenced how I see people, how I see my own students, and hopefully how we all see the world we live in.  1. Booker T. Washington If you read my blog, you know I’m an ardent fan of Washington and his words. [See An Educator’s Devotion and Booker T. Washington’s Compromise.] When I read his Character Training (1902) in January this year, I was inspired to be more intentional in laying excellence as a standard in my classrooms. I’ve continued to read more of his works and biographies by others, including the singular The Negro in the South lectures with W. E. B. Du Bois. It's interesting to see the two men juxtaposed. Even if you've never read these men before, Washington is naturally more positive in these lectures while Du Bois's deep sense of injustice permeates his words.  2. Lorraine Hansberry Just as Washington believed hard work and perseverance were noble efforts, Hansberry depicted a different reality in the 1950s, the limitation of the American Dream for black Americans. I know it’s not her only work, but her play A Raisin in the Sun (1957) is such a living picture. She writes to her mother, “It is a play that tells the truth about people. But above all, that we have among our miserable and downtrodden ranks people who are the very essence of human dignity.” It is the essence of a merciful humanism, a good kind, that stirs understanding in the middle of activism.  3. Chinua Achebe Like Hansberry, Achebe was published by the age of 28. I first read Achebe in college under the tutelage of a visiting professor from Nigeria. More than the class discussions about Things Fall Apart (1958), I remember the sense of my cultural ignorance. Yes, suffering, pride, and injustice are human frailties, but more than that, a native son can criticize his own country for allowing Western values to compete with traditional African culture. I also read his second novel No Longer at Ease (1960) and include my reflections here in Reading Binges. It very much reminded me of Arthur Miller’s Death of a Salesman.  4. Christopher Paul Curtis I first read Bud, Not Buddy (2000) with my oldest son when he was in third grade. Bud, a ten-year-old African American boy, runs away from his abusive foster family in Flint, Michigan. He embarks on a journey to find his father, enduring the fears and horrors of the Great Depression. Written in a strong, compelling voice, Bud, Not Buddy beautifully evokes what life was like for African Americans, especially musicians, in Michigan during the Depression. Since then, my family was captured by Curtis’s historical fiction, having read The Watsons Go To Birmingham and Elijah of Buxton. I continue to recommend Curtis to families looking for compelling historical reads.  5. Harriet Ann Jacobs
At the recommendation of Karen Swallow Prior, I finally read Incidents in the Life of a Slave Girl (1861) two years ago. Not only had I never heard of the account, but my students hadn’t either. I now include excerpts from Jacobs after I teach Washington's Up from Slavery. Jacobs addresses her autobiography to white Northern women who fail to comprehend the evils of slavery. Published in 1861, it is a harrowing account of hiding for seven years before being reunited with her children in New York. After the Civil War, Jacobs traveled to Union-occupied parts of the South together with her daughter to organize help and begin two schools for fugitive and freed slaves. Her book was well-received in America and England.  TEACHING MY STUDENTS how to improve their own writing is no easy task. I emphasize content and typically focus on one to two stylistic elements per assignment. At the beginning of the school year, I quickly noticed that my seniors were overfond of the verb “use” in most any casual or formal writing assignment. We quickly built a synonym base for the word on the whiteboard and discussed connotations. For several months, I had them search and highlight the word, allowing for a single use. As I worked on my novel these past months, my editor had to repeatedly teach me how to balance my use of active and passive voice in both dialogue and narration. Repeatedly. It took a number of attempts for my brain to get it. And practice was very much a part of the process. My point is that it often takes mini-lessons like these as we each take steps in our writing or even speaking. And that is when writing style guides can be such a help. But forget writing classics like Strunk and White’s The Elements of Style. The concept of spelling out rules with writing examples was tackled well before the 20th century. Think of Aristotle’s Poetics in 4th century BC. Though he focuses on drama and epic, he does address the use of language and a playwright’s diction. But I would be remiss if I didn’t also consider a short but splendid stylebook of the first century, one that considers the written and the spoken word. More than our contemporary guides, Cassius Longinus explores the motive of the writer. Why is he writing? What is his end? But more importantly, can we attain sublimity of language? Are we capable of learning it? A lofty passage does not convince the reason of the reader, but takes him out of himself. That which is admirable ever confounds our judgment, and eclipses that which is merely reasonable or agreeable. To believe or not is usually in our own power; but the Sublime, acting with an imperious and irresistible force, sways every reader whether he will or no.” In On the Sublime I especially enjoy how Longinus speaks of the artistic turn of phrase, the creator's craft, as he cites concrete examples from Homer, the Bible, Sappho, Herodotus, Aristarchus, and so on. The sublime is a simple term that implies so much. The "loftiness and excellence of language" remain the ideal in writing as opposed to fluff or bombast. And yes, Longinus, fully discredits those as false writing. I think today we would call that emotional or reactionary writing. Bombast is simply writing that goes too far. The writer recognizes the need to be original in his use of description and goes overboard. Longinus eventually calls it pathetic. It seems everyone wants to be original. Too true. In Part XV, Longinus provides real examples from Homer, Sophocles, and others that we can imitate. Grand language and perfectly crafted imagery are praised most, but his third and fourth principles are the most practical. Combine figures of speech or rhetorical devices for the most effect. A “close and continuous series of metaphors” is distinctive. Use conjunctions intentionally. Arrange your words in a certain and best order. There is so much more to his advice and criticism, but I especially appreciate Longinus’ analysis of a writer’s style. After we have picked at all the parts, how do we determine what the best writing is? His final pages explore this very question-- Is it not worthwhile to raise the whole question whether in poetry and prose we should prefer sublimity accompanied by some faults, or a style which never rising above moderate excellence never stumbles and never requires correction? ... these are questions proper to an inquiry on the Sublime, and urgently ask for settlement." And Longinus finds it hard to do. At first, he says a reader can discern an innate harmony within an essay. The reader simply knows it is sublime writing. But then, Longinus provides several examples of what sublime language is not. In other words, good writing remains to this day something easy to recognize yet hard to define.
Read "On the Sublime" at Project Gutenberg.  Experience humbles us. So does sin. In My Divine Comedy: A Mother’s Homeschooling Journey, Missy Andrews not only presents an educator’s memoir but also a spiritual trek, one reminiscent of Petrarch’s “Ascent of Mount Ventoux.” Andrews details the failures of relying on ourselves as parents and educators. Those failures spoke to me as a mother and as a teacher because she calls us to remember that motherhood and home education are “fruitful work.” But not before reminding us that our students might be performance-driven because we have modeled it for them first. It is the age-old problem of confusing what we do with who we are. Our work as educators or as parents is not our identity nor should our identity be based on our performance checklists, or testing, or following the latest and greatest curriculums. If we do not see that we are imperfect, that our motives and our ideals are impure, we can be guilty of creating an idol out of education itself. Andrews asks us if we’ve mistaken “the good gifts of God for the Giver.” And that’s the point. What is education really? Andrews has a wonderful way of describing what it is by what it isn’t. I was captured by her comments on what she called “the identity race” that we see in every type of schooling—public, private, home, or co-op. We can mistakenly train children and teens with questions like “What are you good at?” rather than “Who are you really?” When we equate schooling with performance and doing, we mislead our students and cause them to ask, “Is anything good enough ever?” Here, she poignantly cites the account of the prodigal son and his brother in Luke 15. In this instance, both boys saw themselves as doers, employees, rather than as sons of a loving father. Andrews leads us through scripture and literature to show us the truth of Proverbs 29:25 — the fear of man is a snare because we become man-pleasers. She is clear. We will never know it all and neither will our children or our students. They need to know this from the beginning. True education familiarizes a child with the stuff of goodness, truth, and beauty in order to equip him with eyes to see his true condition, the shortfall between the ideal and the real. This self-awareness has the potential to awaken humility and prime the soul for an encounter with the sole source of goodness, God Himself.” Andrews’ memoir is not about perfect solutions in education or becoming the ideal homeschooling parent. Rather, it’s about a shift in perspective, a humbling awareness of God’s abundant grace that makes us fit for good work.
Read more Book Reviews on classic and contemporary novels.  No, there's no such thing as husband poetry.
I mean my husband asked me to teach him more about poetry. My husband felt there were decided holes in his education, but I thought surely somewhere in junior high or high school a dedicated teacher must have taught him some famous verse. He swears he remembers nothing of the sort. Thus, three months ago, my husband picked up a volume of Emily Brontë poetry and determined to understand what he read. He was already a decided Brontë sisters' admirer, so likability wasn't an issue. What did become an issue was rhyme scheme and syllable structure. So what to do? As he read poetry before bed each evening, he began to ask me questions like Why does this line have eight syllables and this one has ten? I know, I know. Nerd alert. How many married couples talk like this before falling asleep? Anyway, I began by asking him not only to count syllables in every line, but to also determine if there was a pattern. How many lines are in the overall poem? Did you say 14? So what type of poem is that? What was Bronte imitating? Pretty soon I realized we needed to start at the beginning. All the intelligent Rush lyrics of his youth bred a natural appreciation for poetry and the lyrical art, but that didn't mean he understood the required elements of the poet's work. This is what we've learned so far in the poetry journey: STEP ONE: Read poetry you like, poetry you're drawn to. Each person has their own taste of course. Bronte did that for him as did Frost and Seamus Heaney. STEP TWO: Break apart the poem skeleton. This is tricky because if you spend too much time identifying parts you can also remove the pleasure of reading for the beauty of the thing. At the same time without the knowledge of parts it's hard to appreciate the whole. Think of the human skeleton. Knowing the parts of the body that frame it and allow it to stand and move increases our appreciation of its overall appearance. STEP THREE: Find a teaching text that's written at your level. Perhaps the most difficult creature to find, an instructional book is a necessary thing unless you already have an English teacher spouse at your side. From homeschooling curricula to college-level texts, there are too many choices. I've read quite a few that make poetry more difficult and even more that make it too simple. The trick is to find the one that fits you. As an adult learner, my husband didn't want a middle school beginner though he was willing. Instead we went entirely old school. Why not learn from two distinguished Yale professors? MY TOP RECOMMENDATIONS Understanding Poetry by Cleanth Brooks and Robert Penn Warren. It's no longer in print but is a valuable text if you find one. You can learn so much from reading just two chapters on narrative and descriptive poems. Brooks and Warren include plenty of examples and commentary on how the poem works and what it means. It is most helpful to learn from their wealth of experience and to learn from the types of questions they ask about each poem. The Harp and Laurel Wreath by Laura Berquist. Berquist has compiled a thorough representation for grades 1-12. Poems are listed for memorization, analysis, and writing practice. She includes questions following each poem that are perfect for class discussion or independent learning. The appendices include most every literary term tied to poetry study in addition to plentiful examples on meter, rhyme, and verse. *originally published November 29, 2017  DEVOTION CAN MEAN MANY THINGS. Sometimes we don’t realize we are devoted to something until we see how much time we give to it. That’s how I would describe the steadfast quality in Booker Taliaferro Washington. Beginning in the 1880s, on almost every Sunday evening at Tuskegee Institute, Washington collected his students, teachers, and visitors to speak to them. The gathering wasn’t called a chapel service nor a Bible study, simply Sunday Evening Talks. His devotion to education and to the people who surrounded him in his work was clear. As Washington said, Unless you have got truth, you have failed in your purpose to be educated.” In these talks, Washington speaks of practical education, the trades, and working with our hands. He addresses qualities and virtues such as self-reliance, obedience, justice, and responsibility in order to study the nature of man. He mentions disappointments, homesickness, difficulties with people, and the danger of success but adds that we must always be aware of opportunities, even seeing life as a series of opportunities: And so you will find it all through life, especially for the next fifty or one hundred years, that those persons who are going to be constantly in demand, constantly sought after, are those who make the best use of their opportunities, who work unceasingly to become proficient in whatever they attempt to do.” On February 10, 1895, Washington illustrated the position of his students this way. He explained coming out of slavery as coming out of a sickbed where a man had been for a long, long time. The sick man would recover given time and opportunity, but he would have to learn again how to use his muscles, how to eat, how to function and work. Placed side by side with a healthy man, the sick man has a long way to reach his full strength. It is a process. The metaphor extends to equality between the races. By 1902, a collection of these talks was published by Doubleday as Character Building: Being Addresses Delivered on Sunday Evenings To the Students of Tuskegee Institute. The booklet reads, “The speaker has put into them his whole moral earnestness, his broad common-sense and, in many places, his eloquence. Many of Mr. Washington's friends have said that some of these addresses are the best of his utterances.” In the talk “Helping Others,” Washington speaks to all of us: This institution does not exist for your education alone; Johnston, Frances Benjamin, photographer. Booker T. Washington, half-length portrait, seated., ca1895. Photograph. https://www.loc.gov/item/2010645746/.
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