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Race, Literacy, Childhood and Fiction, 1851–1911
“Uncle Tom’s Cabin” and the Reading Revolution explores a transformation in the cultural meaning of Stowe’s influential book by addressing changes in reading practices and a shift in widely shared cultural as-sumptions. These changes reshaped interpretive conventions and generated new meanings for Stowe’s text in the wake of the Civil War. During the 1850s, men, women, and children avidly devoured Stowe’s novel. White adults wept and could not put the book down, neglecting work and other obligations to complete it. African Americans both celebrated and denounced the book. By the 1890s, readers understood Uncle Tom’s Cabin in new ways. Prefaces and retrospectives celebrated Stowe’s novel as a historical event that led directly to emancipation and national unity. Commentaries played down the evangelical and polemical messages of the book. Illustrations and children’s editions projected images of entertaining and devoted servants into an open-ended future. In the course of the 1890s, Uncle Tom’s Cabin became both a more viciously racialized book than it had been and a less compelling one. White readers no longer consumed the book at one sitting; Uncle Tom’s Cabin was now more widely known than read. However, in the growing silence surrounding slavery at the turn of the century, Stowe’s book became an increasingly important source of ideas, facts, and images that the children of ex-slaves and other free-black readers could use to make sense of their position in U.S. culture.
Textual criticism—the traditional term for the task of evaluating the authority of the words and punctuation of a text—is often considered an undertaking preliminary to literary criticism: many people believe that the job of textual critics is to provide reliable texts for literary critics to analyze. G. Thomas Tanselle argues, on the contrary, that the two activities cannot be separated.
The textual critic, in choosing among textual variants and correcting what appear to be textual errors, inevitably exercises critical judgment and reflects a particular point of view toward the nature of literature. And the literary critic, in interpreting the meaning of a work or passage, needs to be (though rarely is) critical of the makeup of every text of it, including those produced by scholarly editors.
Including fourteen selections from the poetry journal, RATTLE Conversations offers rare insight into the lives and thoughts of some of the most notable American poets of our time. Informative and intimate, the conversations look beyond the academic minutia and into the heart of what we love—the passion that compels poetry, and the process that completes it. These poets explore not what they wrote, but why they had to write it, and how it came to be. As such, RATTLE Conversations serves as an indispensable guide and companion to anyone who appreciates the art and experience of writing. Includes conversations with: Daniel Berrigan, Hayden Carruth, Lucille Clifton, Sam Hamill, Jane Hirshfield, Yusef Komunyakaa, Jack Kornfield, Li-Young Lee, Philip Levine, Sharon Olds, Gregory Orr, Luis J. Rodriguez, Alan Shapiro, Diane Wakoski
What Contemporary Fiction Does for Middle-Class Americans
Toward an Algorithmic Criticism
Besides familiar and now-commonplace tasks that computers do all the time, what else are they capable of? Stephen Ramsay's intriguing study of computational text analysis examines how computers can be used as "reading machines" to open up entirely new possibilities for literary critics. Computer-based text analysis has been employed for the past several decades as a way of searching, collating, and indexing texts. Despite this, the digital revolution has not penetrated the core activity of literary studies: interpretive analysis of written texts. _x000B__x000B_Computers can handle vast amounts of data, allowing for the comparison of texts in ways that were previously too overwhelming for individuals, but they may also assist in enhancing the entirely necessary role of subjectivity in critical interpretation. Reading Machines discusses the importance of this new form of text analysis conducted with the assistance of computers. Ramsay suggests that the rigidity of computation can be enlisted by intuition, subjectivity, and play.
Literacy, Democracy, and the Public Library in Cold War America
This book recounts the history of an experimental regional library service in the early 1950s, a story that has implications far beyond the two Wisconsin counties where it took place. Using interviews and library records, Christine Pawley reveals the choices of ordinary individual readers, showing how local cultures of reading interacted with formal institutions to implement an official literacy policy. Central to the experiment were well-stocked bookmobiles that brought books to rural districts and the one-room schools that dotted the region. Three years after the project began, state officials and local librarians judged it an overwhelming success. Library circulation figures soared to two-and-a-half times their previous level. Over 90 percent of grade-school children in the rural schools used the bookmobile service, and their reading scores improved beyond expectation. Despite these successes, however, local communities displayed deeply divided reactions. Some welcomed the book-mobiles and new library services wholeheartedly, valuing print and reading as essential to the exercise of democracy, and keen to widen educational opportunities for children growing up on hardscrabble farms where books and magazines were rare. Others feared the intrusion of govern- ment into their homes and communities, resented the tax increases that library services entailed, and complained about the subversive or immoral nature of some books. Analyzing the history of tensions between various community groups, Pawley delineates the long-standing antagonisms arising from class, gender, and ethnic differences which contributed to a suspicion of official projects to expand education. Relating a seemingly small story of library policy, she teases out the complex interaction of reading, locality, and cultural difference. In so doing, she illuminates broader questions regarding libraries, literacy, and citizenship, reaching back to the nineteenth century and forward to the present day.
Literacy, Authorship, and Culture in the Atlantic World, 1500-1800
In 1500, as many as 99 out of 100 English women may have been illiterate, and girls of all social backgrounds were the objects of purposeful efforts to restrict their access to full literacy. Three centuries later, more than half of all English and Anglo-American women could read, and the female reader was emerging as a cultural ideal and a market force. While scholars have written extensively about women's reading in the nineteenth and twentieth centuries and about women's writing in the early modern period, they have not attended sufficiently to the critical transformation that took place as female readers and their reading assumed significant cultural and economic power.
Reading Women brings into conversation the latest scholarship by early modernists and early Americanists on the role of gender in the production and consumption of texts during this expansion of female readership. Drawing together historians and literary scholars, the essays share a concern with local specificity and material culture. Removing women from the historically inaccurate frame of exclusively solitary, silent reading, the authors collectively return their subjects to the activities that so often coincided with reading: shopping, sewing, talking, writing, performing, and collecting. With chapters on samplers, storytelling, testimony, and translation, the volume expands notions of reading and literacy, and it insists upon a rich and varied narrative that crosses disciplinary boundaries and national borders.
The Woman's Building Library at the World's Columbian Exposition
On May 1, 1893, the World’s Columbian Exposition in Chicago opened its gates to an expectant public eager to experience firsthand its architectural beauty, technological marvels, and vast array of cultural treasures gathered from all over the world. Among the most popular of the fair’s attractions was the Woman’s Building, a monumental exhibit hall filled with the products of women’s labor—including more than 8,000 volumes of writing by women. Right Here I See My Own Books examines the progress, content, and significance of this historic first effort to assemble a comprehensive library of women’s texts. By weaving together the behind-the-scenes story of the library’s formation and the stories between the covers of books on display, Wadsworth and Wiegand firmly situate the Woman’s Building Library within the historical context of the 1890s. Interdisciplinary in approach, their book demonstrates how this landmark collection helped consolidate and institutionalize women’s writing in conjunction with the burgeoning women’s movement and the professionalization of librarianship in late nineteenth-century America. Americans in this period debated a wide range of topics, including women’s rights, gender identity, racial politics, nationalism, regionalism, imperialism, and modernity. These debates permeated the cultural climate of the Columbian Exposition. Wadsworth and Wiegand’s book illuminates the range and complexity of American women’s responses to these issues within a public sphere to which the Woman’s Building provided unprecedented access.
The Ethical Power of Narratives
In his latest book, Marshall Gregory begins with the premise that our lives are saturated with stories, ranging from magazines, books, films, television, and blogs to the words spoken by politicians, pastors, and teachers. He then explores the ethical implication of this nearly universal human obsession with narratives. Through careful readings of Katherine Anne Porter’s "The Grave," Thurber’s "The Catbird Seat," as well as David Copperfield and Wuthering Heights, Gregory asks (and answers) the question: How do the stories we absorb in our daily lives influence the kinds of persons we turn out to be? Shaped by Stories is accessible to anyone interested in ethics, popular culture, and education. It will encourage students and teachers to become more thoughtful and perceptive readers of stories.
Women Prisoners Reflect on Reading
This volume features in-depth, oral interviews with eleven incarcerated women, each of whom offers a narrative of her life and her reading experiences within prison walls. The women share powerful stories about their complex and diverse efforts to negotiate difficult relationships, exercise agency in restrictive circumstances, and find meaning and beauty in the midst of pain. Their shared emphases on abuse, poverty, addiction, and mental illness illuminate the pathways that lead many women to prison and suggest possibilities for addressing the profound social problems that fuel crime. _x000B__x000B_Framing the narratives within an analytic introduction and reflective afterword, Megan Sweeney highlights the crucial intellectual work that the incarcerated women perform despite myriad restrictions on reading and education in U.S. prisons. These women use the limited reading materials available to them as sources of guidance and support and as tools for self-reflection and self-education. Through their creative engagements with books, the women learn to reframe their own life stories, situate their experiences in relation to broader social patterns, deepen their understanding of others, experiment with new ways of being, and maintain a sense of connection with their fellow citizens on both sides of the prison fence._x000B_