Professional Documents
Culture Documents
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Great Courses
Teaching that engages the mind
Great Writers:
Their Lives and Works
Professor John B. Fisher
Rollins College
John B. Fisher
B.A., Harvard University
Rollins College Alumni Lecturer in
History and Literature
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John B. Fisher, a Phi Beta Kappa graduate of Harvard University, has taught
history, art, and literature at the prep-school and college levels. His participation
in the world of education has also included service as a trustee of Mount
Holyoke College, Mercyhurst College, and The Dana Hall Schools. For the past
twelve years, he has lectured to capacity audiences at Rollins College and on
other campuses. This lecture series has been identified by the press as "the bestattended, longest-running within memory in Central Florida." On the occasion of
the tenth anniversary of these programs on history, art, and literature, he received
letters of greeting and commendation from the presidents of Harvard, Yale, and
Princeton Universities; Elizabeth, the Queen Mother of England; Sir John
Gielgud; Mrs. Anwar Sadat; and many others.
Poetry is used by permission of the publishers and trustees of Amherst College
from the Poems of Emily Dickinson, edited by Thomas H. Johnson, the Belknap
Press of Harvard University Press, Cambridge, MA; copyright(c)1951, 1955,
1979, 1983 by the President and Fellows of Harvard College.
From The Complete Poems of Emily Dickinson by T.H. Johnson; copyright(c)
1929, 1935 by Martha Dickinson Bianchi; copyright(c) renewed 1957, 1963 by
Mary L. Hampson. By permission of Little, Brown & Co., Boston.
From The Vintage Mencken by H.L. Mencken, edited by Alistair Cooke;
copyright(c) 1955 by Alfred A. Knopf, Inc., New York. Recorded by permission
of the publisher.
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All rights reserved. No part of this book may be reproduced in any manner
whatsoever without written permission, except in the case of brief quotations
embodied in critical articles and reviews. For information, send complete
description of intended use to The Teaching Company/Rights and Permissions,
7405 Alban Station Court, Suite A-107, Springfield, VA 22150, USA.
Table of Contents
Instructor Biography
Purpose of this Course
Lecture 1
Oscar WildeThe Tragic Genius
Lecture 2
Beatrix PotterNonpareil
Lecture 3
H.L. MenckenOccasional Curmudgeon
Lecture 4
Robert Burns"Our Rabbie"
Lecture 5
Maurice MaeterlinckThe Multitalented
Lecture 6
Victor HugoThe Gallic Giant
Lecture 7
St. AugustineA Saint for All Centuries
Lecture 8
Emily DickinsonThe Belle of Amherst
Lecture 9
Ulysses S. GrantThose Memorable Memoirs
Lecture 10
Dr. Samuel JohnsonWords, Words, Words
Lecture 11
PlutarchThat Dramatic Philosopher
Lecture 12
Alfred, Lord TennysonEngland's National Treasure
Selected Bibliography
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Lecture Objectives:
To acquaint or reacquaint lovers of history and literature with the lives and
works of some of the most notable writers in the Western world.
To evaluate how the personal experiences of these writers relate to their literary
work.
To identify and assess each writer's style and technique, and to compare his or
her works with other writings of the period.
To estimate the writer's influence upon his or her time and the subsequent course
of literature.
To impart to the listener and reader more appreciation for the persuasive power
of literature.
Lecture 1
Oscar Wilde-The Tragic Genius (1854-1900)
Scope: This lecture will include a selective review of the triumphant yet
tortured life of the Irish-English genius Oscar Wilde. Wilde's writings
provide a trenchant commentary on the social conventions of the
Victorian era. As we shall see in the lecture, he mastered several literary
forms in the course of his short life: fiction, drama, fairy tales, and
social criticism.
ObjectivesUpon completion of this lecture, the listener should be able to:
1. Discuss the virtuosity of Wilde, the thinker and writer.
2.
3.
Appraise the scope of his talent in prose, poetry, drama, and social
analysis.
Outline
I.
Early Wilde
A. Wilde was born in 1854; his father was an eminent eye and ear surgeon,
his eccentric mother a Protestant Irish nationalist.
B. His education was impeccablethe Portora School, Trinity College,
and Oxford University. At Oxford he received a rare "double-first."
C. He set out for London and had an immediate impact on the metropolis.
A striking and garish figure, he quickly became the subject of a play
and an opera.
D. On leaving the country, Wilde remarked that in America the old doubt
everything, the middle-aged accept everything, the young know
everythingand are anxious to share it with everyone.
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Lecture 2
VI. A Judgment
A. Wilde was a flawed genius, but a genius still. He was a complex man of
paradoxes, but a thinker of tremendous wit, intellect, and sensitivity.
2.
Explain how her education and personal life influenced her artistic
achievements.
3.
Identify the general themes and story lines of Potter's best-known tales.
4.
Outline
I.
Beginnings
A. Beatrix Potter was born in London in 1866 to middle-class parents who
treated her with strange indifference.
B. Raised in part by a Calvinist nurse, she spent much time reading the
King James Bible and the Waverley novels of Sir Walter Scott.
C. Beatrix was writing hymns before her teens. She also developed other
interests, such as collecting bats, snakes, salamanders, and foxes in
order to stuff them and draw their likenesses.
D. She was shy and never mixed with others, though she never admitted to
feeling lonely. John Millais told her parents he would like to paint her;
they denied his request, saying, "She'll become egotistical."
1.
2.
1.
2.
V. Life Changes
A. In spite of her parents' disapproval, Potter married her publisher in
1905, only to watch him die of anemia shortly thereafter.
B. That same year she bought Hilltop Farm in the Lake District and put
some of the land from the farm in the National Trust.
C. She married againthis time a realty lawyer; her parents objected
again. Taking up permanent residence with her husband at Hilltop,
Potter made her full declaration of independence.
VI. A Final Assessment
A. Potter is identified by many as the writer/artist who has pleased children
more than any other over the years. Seven million copies of her tales are
sold annually.
B. In 1943 she came down with bronchitis and passed away. The Herald
Tribune called her "an artist with words and with brush."
Lecture 3
H.L. Mencken Occasional Curmudgeon (1880-1956)
Scope: This lecture will trace the literary output of H.L. Mencken, from the
acidic social and political commentary of his journalism to the
remarkable scholarship of his The American Language. One of the
great treasures of American scholarship, The American Language has
never been matched for its informative, instructive, and amusing
account of the origins and usage of the American language.
ObjectivesUpon completion of this lecture, the listener should be able to:
1. Discuss the literary, social, and political atmosphere in which Mencken
developed as a celebrity and a writer.
2.
3.
Outline
I.
Early Years
A. Mencken was born in Baltimore in 1880, the son of a tobacconist.
B. At age nine he read Huckleberry Finn', "the most stupendous event of
my entire life," he later called it.
C. At nineteen he went to work for the Baltimore Herald, the beginning of
a long and fruitful career as a journalist.
D. In 1916 he went to Germany as a war correspondent. He also covered
the Cuban Revolution, his improbable account becoming part of
standard reference material on the subject.
Lecture 4
Describe the span of his poetry in terms of its form and content.
3.
Outline
I.
(C)
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Lecture 5
C. Burns finally settled down, marrying Jean Armour, with whom he luul
several children, including two sets of twins. An excise tax collector by
profession, Burns fathered at least twelve illegitimate children.
D. In his thirties, Burns advocated many principles championed by the
French Revolution, thus alienating many of his friends. He was socially
ostracized, his health soon weakened, and he died of angina pectoris at
age thirty-seven.
IV. The Burns Oeuvre
A. Burns had the gift for making music with words. He may not have had
the ecstatic vision of William Blake, but no poet since Geoffrey
Chaucer had such gay poetic humor as did Burns.
B. His bequest to us is a rich one, including such poems as "To Mary in
Heaven," "The Banks of Doon," "My Heart's in the Highlands," "Flow
Gently, Sweet Afton," and "Auld Lang Syne."
C. His work has great varietyranging from a description of a boisterous
Saturday night to a tender love song to a depiction of the natural world
around him.
D. From his modest origins, how could such a poet develop? Burns was a
fount of genius, and genius sometimes just "happens."
Topics for Further Exploration:
1.
Describe the darker side of Burns the man and discuss whether this
aspect is ever manifested in his poetry.
2.
I.
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Describe the qualities that make him both a scientist and a teacher of
the spiritual.
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Outline his description of social organization in The Life of the Bee and
infer its application to human society.
Outline
I.
Origins
A. Born in 1862, Maeterlinck was encouraged to read by his bourgeois
parents. He was later trained by Jesuits, an experience he referred to as
"seven years of remarkable tyranny."
B. After unsuccessfully practicing law, he self-published a book of poetry
at age twenty-seven.
C. I lis first published play, Princess Milaine, sold a grand total of thirteen
copies. However, it was extravagantly praised by a leading critic and
became an overnight sensation.
D. After a long association with actress Georgette LeBlanc, he married
Renec Dahon, thirty-five years his junior and an eternal delight.
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Lecture 6
Victor Hugo-The Gallic Giant (1802-1885)
Scope: This lecture will include an examination of Victor Hugo's writings and
his ,ardent advocacy
of social reform, a~ passion-tfiat feevider$ in almost
,
every line of his works. A staunch defender, of-individual liberties,
Hugo exercised a considerable influence, on the political beliefs and
literary trends of his'age.
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3.
Discuss the role of the French Revolution in shaping Hugo's literary and
political ideals.
s,
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s,C. The hero, Jeaa y^Ljean, encounters both good and evil. Throughout the
novel, Hugo expresses his indignation and recommendations in what
amounts to a powerful political message of timeless interest.
Beginnings
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B. Having worked on the novel for thirty years, he hoped the story would
be sociological in scope, grappling with issues like poverty, injustice,
persecution, and imprisonment.
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Outline
I.
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Lecture 7
St. AugustineA Ssmt for AB Centuries 1354-430)
Scope: This lecture will explain the various reasons for St. Augustine's
enormous effect on Christian doctrine and his popularity with the public
at large. We will examine the frankness and clarity of thought that
characterize the work of the Bishop of Hippo before considering his
devotion to the idea that the message of Jesus the Nazarene be applied
to a sinful world.
ObjectivesUpon completion of this lecture, the listener should be able to:
1. Describe the religious environment of the Roman Empire in which
Augustine lived.
2.
Explain the central message of his Confessions and its role in the
development of the literary genre of autobiography.
3.
Compare and contrast the two cities depicted in The City of God.
Outline
I.
A. Though the Vandals sacked Hippo at the end of Augustine's life, his
own writings survived the attack.
B. His best-known book may well be The Confessions, a strikingly frank
autobiography that chronicles the fleshly sins of his youth but also
expresses a yearning for faith.
C. The City of God, a later tome and eloquent vindication of Christ,
expresses the principal tenets of his beliefs without openly criticizing
other faiths.
IV. The Confessions
A. Since 400 A.D., The Confessions has been one of the best-sellers of
world literature. It offers the universal therapy of love to the needy
reader.
B. In this book Augustine analyzes the anxieties and disappointmentsof
the human condition. He describes his sins not for the sake of titillation,
but to show the gravity of what he forsook.
C. "Love, and then do whatever you wish," he wrote, not as an invitation
to crime but as the expression of a resilient faith in God.
V. The City of God
A. In The City of God, Augustine divides the world into two camps: one of
self-love (earthly) and the other of God (heavenly).
B. He began the book in 413, just after Rome fell to barbarian invaders,
and didn't complete it for thirteen years.
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Lecture 8
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Explain how Augustine functioned as a transitional figure between the
pagan and medieval worlds. ^ = $ ? ,\-< :,<.,-\ ii>./-> ?*
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Identify the characteristics that make her poetry such a novelty of the
late nineteenth century.
3.
Describe the spiritual and intellectual basis for her depiction of nature.
Outline
I.
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(', The ('Ivil Ww I'limc and went, though it hardly touched Dickinson in
Amheisl.
Lecture 9
I), hoi the final twenty-five years of her life, she was secluded from
society.
Scope: This lecture will consider how the career of Ulysses S. Grant rose and
fell against the backdrop of the conflicts of the mid-nineteenth century.
We will examine his justly famed Memoirsa series of recollections
about the war, its personalities, and its impact on the author's character
as he made his way on the long road from personal failure to military
success.
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ObjectivesUpon completion of this lecture, the listener should be able to:
|.,1. Assess Grant's contribution to the genre of military memoirs.
2.
3.
Outline
I.
Early Years
A. Born in 1822 on a farm in Ohio, Grant opened his memoirs as follows:
"My family is American and has been for generations."
B. He went to a small rural school until the age of seventeen and then
gained admittance to West Point.
C. At the military academy he ranked twenty-fourth in a class of 219. "A
military life held no charm for rne," he later wrote.
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D. When war broke out with Mexico in 1846, he played a dutiful but
undistinguished role in a conflict he felt was ill-advised.
E. In 1848 he married Julia Dent; and so began an enduring love story.
II. The Decline and Rise of U.S. Grant
A. After Mexico, Grant's life took a depressing turn. In the decade that
followed the war, he failed as a farmer, clerk, and peddler.
B. In 1861 he was appointed commander of an infantry regiment, thus
assuming what would become a historic role in the impending Civil
War.
C. Grant's formula for victory amounted to a single-minded determination
to win. He would not divulge his ultimate plans to outsiders, and he was
denounced in the press for his secrecy.
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I), ( limit's empathy lor others extended to enlisted soldiers and even
horses. This quality, above all, made him a formidable writer.
I I I . The War Years
A. In his writing, Grant expressed strong opinions on a number of matters:
Joshua Chamberlain's heroism at Gettysburg, William Sherman's march
to the sea, the horrid affair of bloodhounds and runaway slaves.
B. At Appomattox, Grant felt particular empathy for General Lee,
recalling in his Memoirs that their conversation was so pleasant, the
author almost forgot why they were meeting.
Lecture 10
Dr. Samuel Johnson-Words, Words, Words (1709-1784)
Scope: This lecture will examine the personal qualities of Samuel Johnson that
prepared him for the massive undertaking of compiling the first
English-language dictionary. We will also consider the crucial role that
James Boswell played in bringing to life the character and endeavors of
Dr. Johnson for future generations, and will assess the literary work of
both men.
2.
3.
C. The direct style and astonishing detail of the Memoirs have garnered
warm praise for the author. The factual but moving account of men in
time of conflict is as readable as a novel.
D. Though many criticize Grant, he never did more or less than he
promised: "to fight it out on this line if it takes all summer." His
Memoirs stand as his enduring monument to a life of private failure and
public success.
Topics for Further Exploration:
Outline
I.
Mr. Boswell
A. We might know very little about the compiler of the first
comprehensive English dictionary if it weren't for The Life of Dr.
Samuel Johnson, written by James Boswell.
B. Born in Edinburgh, Boswell, the son of a judge, studied law even
though his first loves were literature and politics.
1.
2.
His later works, Journal of a Tour of the Hebrides and The Life of Dr.
Samuel Johnson, were also successes, revealing him to be a writer of
considerable depth and range. (The Life of Dr. Samuel Johnson is
widely hailed as the finest biography ever written.)
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Topics for Further Exploration:
1. Compare and contrast the spirit of Johnson's Dictionary with Mencken's
The American Language.
2.
A. The Johnson we know comes in large part from Boswell. The Scotsman
quotes the English curmudgeon on several counts:
1. "Much may be made of a Scotsman, provided he be caught young."
2. "A woman preaching is like a dog walking on its hind legs."
3. "When a man is tired of London, he is tired of life."
B. As Boswell concludes, "the more his character is considered, the more
he will be regarded by the present age and by posterity with admiration
and reverence."
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Lecture 11
Plutarch-That Dramatic Philosopher (c. 46-C.120)
Scope: This lecture will summarize Plutarch's portrayals of memorable Greek
and Roman notables in his most famous book, The Parallel Lives. We
will consider various dimensions of the author as gleaned from his
character, his many writings, and his later admirers.
ObjectivesUpon completion of this lecture, the listener should be able to:
1. Explain the origin and structure of Plutarch's Lives.
2.
3.
Outline
I.
The Storyteller
A. Plutarch's testament was simple: "Will not the good man consider every
day a festival?" and "We should ever be filled with good cheer and
rejoicing."
B. Plutarch was born about 46 A.D. in Greece and died about 120. He
lived during the Pax Romana, a period marked by general happiness
and prosperity in the Roman Empire.
B. His enduring appeal lies in his knowledge of history, his deft portraits
of character, and his infectious humor.
2.
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Lecture 12
Alfred, Lord Tennyson England's National Treasure
(1809-1892)
Scope: This lecture will consider the life and works of Alfred, Lord Tennyson,
starting with the somber influences of his early years that conditioned
his later life and writing. We will consider the range of his poetic and
dramatic work, taking note of the many honors he was awarded and the
unusual figure he cut in Victorian England.
ObjectivesUpon completion of this lecture, the listener should be able to:
1. Define the elements in Tennyson's writing that give it such enduring
appeal.
2.
3.
Outline
I.
1.
2.
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Selected Bibliography
The works listed here represent just a fraction of the works by and about the
authors featured in this lecture series. These volumes happen to be the lecturer's
favorites, but you are encouraged to seek out others. Most, if not all, of the
books cited with older copyright dates should be available in public or university
libraries. Many have been reprinted. These writers produced classics; you should
have no problem finding your favorites. Enjoy.
Essential Readings
Suggested Readings
Ellman, Richard. Oscar Wilde. New York: Alfred A. Knopf, Inc. 1988.
Mencken, H.L. The American Language. New York: Alfred A. Knopf, Inc.,
1977.
Suggested Readings
I Essential Readings
The Poems and Fairy Tales of Oscar Wilde. New York: Modern Library,
1932.
The Poetical Works of Robert Burns. Boston: Houghton Mifflin Co., 1974.
Wilde, Oscar. "The Soul of Man Under Socialism." In The Works of Oscar
Wilde. London: Collins Press, 1963.
LECTURE 2: Beatrix PotterNonpareil (1866-1943)
Essential Readings
The Tales of Beatrix Potter (The Little Books). London: Frederick Warne &
Co., Ltd., 1945.
Lane, Margaret. The Tale of Beatrix Potter. London: Leicester, Ulverscroft,
1946.
Suggested Readings
Briggs, Asa. A Social History of England. New York: Viking, 1984.
Suggested Readings
Maeterlinck, Maurice. The Blue Bird. New York: Dodd, Mead Co., I 1 )11.
Pelleas and Melisande. New York: Scribner's Sons, 1941.
Maeterlinck, Maurice. Wisdom and Destiny. Washington, DC: Institute for
the Study of Man, 1984.
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Memoirs & Selected Letters, Literary Classics of the United States. New
York: Library of America, 1990.
Essential Readings
Maurois, Andre. Olympio, The Life of Victor Hugo. New York: Harper &
Bros., 1956.
McFeely, W.S. Grant, A Biography. New York: W.W. Norton Co., 1981.
Haseltine, William B. U.S. Grant, Politician. New York: Dodd, Mead &
Co., 1935.
Suggested Readings
The Dramatic Works of Victor Hugo. New York: Athanaeum Society, 1909.
Suggested Readings
Essential Readings
Pelham, Edgar, and Squair, John, eds. The Poetry of Victor Hugo. New
York: Ginn & Co., 1911.
Suggested Readings
Pearson, Hesketh. Johnson & Boswell, The Story of Their Lives. New York:
Harper & Bros., 1958.
U< TURE 11: Plutarch-
St. Augustine. The City of God. New York: Modern Library, 1950.
Suggested Readings
I Essential Readings
St. Augustine, Bishop of Hippo, Selected Writings and Life. New York:
Paulist Press, 1984.
Suggested Readings
Hiii row, Reginald Hayes. Plutarch and His Age and Times. Bloomington,
Indiana: Indiana University Press, 1967.
LKCTURE 12: Alfred, Lord TennysonEngland's National Treasure (1809-1892)
Essential Readings
Bianchi, Martha Dickinson, ed. The Life and Letters of Emily Dickinson.
Boston: Houghton Mifflin Co., 1924.
Suggested Readings
Suggested Readings
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Great Writers:
Their Lives and Works
Lecture 1:
Lecture 2:
Lecture 3:
Lecture 4:
Lecture 5:
Lecture 6:
Lecture 7:
Lecture 8:
Lecture 9:
Lecture 10:
Lecture 11:
Lecture 12:
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