Only literature gives credibility to personal perceptions, feelings, dreams, and the “stream of consciousness” that is our inner voice. Only literary study persists in posing those questions we all asked before our schooling taught us to give up on them. Science (both the natural and the social varieties) objectifies, the fine arts create and/or perform, history reconstructs. All the other content areas of the modern American educational system avoid the subjective, present reality of everyday life. The philosopher Edmund Husserl used the apt German term die Lebenswelt, “the living world,” to denote this realm. First, literature is the only part of the educational curriculum that deals directly with the actual world of lived experience. It is a fundamental question that is often ignored in high school and college English classes as well as research texts, and one that causes frustration among students at all levels, namely-why study literature at all? Isn’t it enough to read a story, enjoy it, and go about one’s business? My answer (to be expected from a literary professional, I suppose) is no. However, I want to use this guest foreword to address a question that it does not take up. Why Study Literature At All? Short Stories for Students is designed to provide readers with information and discussion about a wide range of important contemporary and historical works of short fiction, and it does that job very well. The Way It Felt to Be Falling Kim Edwards. Dutta Writes a Letter Chitra Banerjee Divakaruni. Three Thanksgivings Charlotte Perkins Gilman The Legend of the Christmas Rose Selma Lagerlöf. 18 Brazzaville Teen-ager Bruce Jay Friedman. īecause My Father Always Said He Was the Only Indian Who Saw Jimi Hendrix Play ‘‘The Star-Spangled Banner’’ at Woodstock Sherman Alexie. Table of Contents Guest Foreword “Why Study Literature At All?” Thomas E. Educator and media specialist with over 30 years experience. from University of Minnesota received media certification from University of Wisconsin. Teacher of secondary social studies and history, St. Barbara Wencl: Library Media Specialist, Como Park Senior High School, St. Heidi Stohs: Instructor in Language Arts, grades 10–12, Solomon High School, Solomon, Kansas. Author of short stories and book reviews. Expert Guide in Biography/Memoir for the website (.
Patricia Sarles: Library Media Specialist, Canarsie Member of the American Library Association. Kathleen Preston: Head of Reference, New City Library, New City, New York.
Board member of the South Jersey Library Cooperative. Member of the American Library Association and the New Jersey Library Association.
CHECK YOR COMPREHENSION OF THE ROCKPILE JAMES BALDWIN FREE
Christopher Maloney: Head Reference Librarian, Ocean City Free Public Library, Ocean City, New Jersey. Member of the New England Library Association, Rhode Island Library Association, and the Rhode Island Educational Media Association. as when to sailors while they roam, by creeks and outfalls far from home, rising and dropping with the foam, from dying swans wild warblings come, blown shoreward so to camelot still as the boathead wound along the willowy hills and fields among, they heard her chanting her deathsong, the lady of shalott.National Advisory Board Jennifer Hood: Young Adult/Reference Librarian, Cumberland Public Library, Cumberland, Rhode Island. it was the closing of the day: she loos'd the chain, and down she lay the broad stream bore her far away, the lady of shalott. with a steady stony glance- like some bold seer in a trance, beholding all his own mischance, mute, with a glassy countenance- she look'd down to camelot. Which two sets of lines in this excerpt from "the lady of shalott" by alfred, lord tennyson describe actions taken by the lady of shalott to defy the curse? in the stormy east-wind straining, the pale yellow woods were waning, the broad stream in his banks complaining, heavily the low sky raining over tower'd camelot outside the isle a shallow boat beneath a willow lay afloat, below the carven stern she wrote, the lady of shalott….
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