A TEACHER’S GuidE TO THE SiGNET CLASSiCS EdiTiON OF
MARK T WAIN’s
ADVENTURES OF HUCKLEBERRY FINN
by
JANE SHLENSKY
UNIVERSITY OF NORTH CAROLINA AT GREENSBORO
S e r i e S
e d i t o r S :
Jeanne M. McGlinn JaMes e. McGlinn both at
UniverSity of north Carolina at aSheville
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventures of Huckleberry Finn
TABLE OF CONTENTS
Introduction Introductio n ........... ...................... ....................... ....................... ...................... ....................... ....................... ...................... ....................... .................3 .....3 About thi Teacher’ Guide .....................................................................................4 Lit of Character ........................... ....................................... ....................... ....................... ....................... ...................... ....................... ...............4 ...4 synopi of the No Novel vel ............ ....................... ....................... ....................... ....................... ....................... ...................... ....................... .............6 .6 Teaching Huck Finn ..............................................................................................7 Pre-reading Pr e-reading Activitie ........... ...................... ...................... ....................... ....................... ...................... ....................... ...................7 .......7 During Reading Activitie ..................... ................................ ...................... ....................... ....................... ......................18 ...........18 After Reading Activitie .......... ...................... ....................... ....................... ....................... ...................... ....................... .............29 .29 Reference ........... ...................... ...................... ....................... ....................... ....................... ....................... ...................... ......................35 ...........35 About the Author of thi Guide ........... ....................... ....................... ...................... ....................... ....................... ..................36 .......36 About the Editor of thi Guide ........... ....................... ....................... ...................... ....................... ....................... ..................36 .......36 Free Teacher’ Guide ...........................................................................................38 Click on a Claic.......... ...................... ....................... ....................... ....................... ...................... ....................... ....................... ..................39 .......39
Copyright © 2008 by Penguin Group (UsA)
For additional teacher’s guides, catalogs, and other resources, please visit www.penguin.com/educational or write to: PENGUIN GROUP (UsA) INC. Academic Marketing Department 375 Hudon street New York, NY 10014-3657 http://www.penguin.com/academic
In Canada, write to: PENGUIN BOOKs CANADA LTD. Academic sale 90 Eglinton Ave. Eat, ste. 700 Toronto, Ontario Canada M4P 2Y3
Printed in the United state of America
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventure Adventuress of Huckleberry Finn
INTRODUCTION
A tudy of Mark Twain’ Adventures of Huckleberry Finn i an adventure in undertanding change in America itelf. The book, at the center of American geography and concioune, ak reader to reexamine definition of “civilization” and freedom, right and wrong, ocial reponibility and inhumanity. Publihed in 1885, the novel recount thoe pre-civil war day when the controvery over lavery, with deignated lave and Free tate, difigured the face of America and it view of itelf a a land of the free. Both geographically and otherwie, the tory i an examination of life at the center: the center of America’ premiere river, the Miiippi in the middle of the geographical United state, with lave tate below, free tate above, which i the route toward freedom and ecape for Huck and Jim; the center of one of the foremot conflict on American oil, lavery,, which oon reult in a civil war; the center of the coming of age of both a young lavery man and a nation that truggle to undertand redefinition of nationhood and freedom, right and wrong; and the center of a hift from Romanticim to Realim in art and letter that would provide for a new way for American to expre—and re-create—themelve. re-create—themelve. The novel offer an excellent example of American picareque fiction and meaningful ue u e of dialect, although thi dialect may be difficult reading for tudent for whom Englih i not a firt language. Although the final chapter of the book eem ruhed and rife with coincidence, the young picaro, Huck Finn, render the tory readable, convincing, and provocative. The work itelf offer the reader o much more than a equel to The Adventures of Tom Sawyer and the humor for which Twain i known; for in Huckleberry Finn’’ voice—a voice a black a it i white and a poor and uneducated Finn u neducated a it i honet— we are placed at the center of everal controverie, both thoe within the novel and thoe of cenorhip that have urrounded the book ince it publication. Often conidered Twain’ materpiece, it i not urpriing perhap that it took him ome eight year to complete the manucript, from 1876 to 1884, a period in which he wrote and publihed eight other work, including A Tramp Abroad, The Prince and the Pauper, and Life on the Mississippi, all of which contribute to the realim of character and proe within Adventure Adventuress of Huckleberry Finn. While the novel i not an eay one to teach or to read, it i a profoundly important work in American letter, calling for a ophiticated level of undertanding of the difference between Huck’ narrative voice and Twain’ ue of that voice. A shelley Fihkin ugget in “Teaching Mark Twain’ Adventures of Huckleberry Huckle berry Finn,” “Mark Twain’ concioune and awarene i larger than that of any of the character of the novel… Huck i too innocent and ignorant to undertand what’ what’ wrong with hi ociety and what’ right about hi own trangreive behavior. Twain, on the other hand, know the core.” Ralph Ellion, referenced in Fihkin Fihkin’’ article, agree that ome critic of the novel confue the narrator with the author. Regardle of it detractor, the novel ha tirred controvery ince 1885, both a a commentary on American race relation, cla diviion, and violence, and a an examination of humanity’ humanity’ ocial reponibility attendant in it puruit of freedom. Becaue it bring to the claroom dicuion of race, conformity, lavery, freedom, autonomy and authority, and o much more, tudent and teacher mut prepare to be open about thee ubject and conider trategie to encourage honet and repectful debate. Depite cenorhip, the book ha been publihed in over 100 edition in more than 53 language around the world a both an American claic and a tudy of moral dilemma facing all humankind.
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventures of Huckleberry Finn
ABOUT THIS TEACHER’S GUIDE
Thi guide ha three primary ection to aid the teaching of Adventures of Huckleberry Finn: Pre-Reading, During the Reading, and After Reading the Novel. Pre-reading activitie are deigned to engage tudent with context, idea, and theme neceary to their undertanding of the text. A portion of the pre-reading uggetion include developing context for undertanding the novel: hitorical, literary, literary, muical, and artitic. art itic. Teacher may wih to dicu the novel’ novel’ dialect and cenorhip iue that urround it, o that tudent may be attuned to the language of the text. During Reading information and activitie offer ummarie, quetion, quotation, and activitie for each block of chapter. Teacher may ue the quetion and quotation for whole-cla or mall-group dicuion, for individual writing, or group activitie. After-Reading offer culminating activitie to help tudent and teacher examine theme and larger quetion preented by the novel a a whole, including project, uch a the ue of film of Huck Finn and reearch activitie teaching critical approache to literature, an activity that raie the level of inquiry for all reading within the curriculum. Extended reading uggetion are embedded within the project a a guide for teacher and more advanced tudent who would like to read more about thi novel’ place in the American literary canon. LIST OF CHARACTERS
Huck Finn, the hero, picaro, and narrator of the work, i a motherle boy, abued and kidnapped by hi drunken father until he fake hi own death and run away. away. It i Huck’ Huck’ viion through which reader will ee other character and event of the novel and hi reolution to the moral dilemma with which he i faced. Jim, Mi Waton’ lave, run away when he learn that he will be old south and eparated from hi family. Hi goal i to journey up the Ohio River to free tate where he will work and ave money to purchae the freedom of hi wife and family. Depite hi plan to teal himelf, Jim become Huck’ friend and parent figure on their adventure, and Huck reolve to go to hell rather than betray hi friend’ trut. Tom Sawyer, Huck’ boyhood friend and foil, give Huck acce to complicated adventure found within the Romantic novel he read and trie to recreate in hi own lie and pretend adventure. Widow Douglas, the adoptive mother of Huck Finn, hope to houe, feed, teach, love, and educate him, effectively undoing the abue and harh upbringing of Pap Finn. Her method of parenting tand in harp contrat to Pap’ and offer Huck a choice of lifetyle. Miss Watson, iter of Widow Dougla and owner of Jim, teache Huck about religion and how to pell. Her teaching go largely unheeded. Pap Finn, Huck’ drunken father, kidnap hi on to procure hi $6000, a um afeguarded by Judge Thatcher. He teache that religion and education can ruin a man by ‘ivilizing’ him, thereby interfering with hi freedom. still, Pap i not a free man himelf, clear captive of alcohol, ignorance, prejudice, poverty, and violence. Judge Thatcher take charge of Huck’ money to keep Pap from tealing it from him.
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventure Adventuress of Huckleberry Finn
Judith Loftus, a minor character, catche Huck when, dreed a a girl, he trie to find out information. Her kindne in feeding him and teaching him to dre and behave a a girl make a profound impreion on him. The Shepherdsons, the family whoe feud with the Grangerford caue Huck to quetion the anity of fighting for generation about omething no one can remember. Harney, sophia Grangerford’ love, run away with her, leading to a bloodbath. The Grangerfor Grangerfords ds take in Huck when hi raft crahe near their home. They feed and clothe him and introduce him to their life of advantage and enele violence. Buck, the younget Grangerford, i about Huck’ age and become hi friend. Huck witnee Buck’ deire to kill a shepherdon and hi death at their hand. Emmeline, the Grangerford’ dead daughter, i very much preent in their family via her painting and poetry about dead people. Huck i inpired to write omething for her but dicover hi limitation. Sophia, the mot beautiful of the Grangerford daughter, ue Huck to exchange a meage with Harney shepherdon about their elopement. The King, the older of the two con-men who take refuge on the raft, init that he mut be treated like a king, effectively making lave of both Huck and Jim. Among the con he perpetrate i pretending to be Peter Wilk’ brother, Harvey, to abcond with the family’ wealth and property. Hi evil deed, not the leat of which i elling Jim, catch up with him, and he i tarred and feathered with the Duke. The Duke, younger than the King, convince Huck and Jim that he i a duke who deerve royal treatment. More crafty, cheming, and educated than the King, he introduce the King to tage acting a a mean to windle other and pretend to be the deaf and dumb brother of Peter Wilk. Colonel Sherburn, a well-dreed, articulate, and repected member of hi town, hoot a drunken Bogg down in full fu ll daylight for houting at him in the treet. When the town eek revenge for the murder, sherburn call them coward and animal—not men—who would hoot him in the back or lynch him with hood on, but not face him. Boggs, drunken brunt of the local’ jibe, accue Colonel sherburn of windling him and i hot by sherburn. Huck i truck by both the low and mean character of the local and by the definition of manhood that sherburn exemplifie. Peter Wilks, at hi death, leave hi etate to hi daughter and hi two brother from England. Mary Jane, nineteen-year-old daughter of Peter Wilk, i Huck’ favorite girl for her beauty, weetne, and toughne. Although he trut the King and Duke’ lie and give them her father’ money, Huck pitie her plight and tell her that the two are conning her family. Susan and Joanner, aged fifteen and fourteen, are the younger daughter of Peter Wilk. The younget ha a harelip but i given to doing good work in the community.
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventures of Huckleberry Finn
Harvey and William Wilks, Peter’ two brother, have traveled from sheffield, England to ee their brother, only to learn that he ha died and impoter have aumed their own identitie to claim hi etate. William i a deaf mute. Aunt Sally and Uncle Silas Phelps own the property where Jim i being held. Aunt sally i Tom’ aunt, making it convenient for the two boy to live with her while plotting the ecape of Jim. SYNOPSIS OF THE NOVEL
The novel begin where The Adventures of Tom Sawyer conclude, with Tom and Huck Finn each receiving $6000 from the treaure they found which will be the ource of many of Huck’ problem. Mi Waton and Widow Dougla’ deire that Huck be clean, wellfed, clothed, and chooled become code for Pap that he i becoming “ivilized,” the reult of education and religion. Money lead hi father to kidnap and abue him in an effort to drink away hi windfall. Huck approache each of thee problem with hi native wit. He run away to Jackon’ Iland where he meet another runaway, Jim, Mi Waton’ lave who i running to freedom in fear of being eparated from hi family and old outh. A they raft toward freedom, Huck quetion what i commonly accepted a right and wrong in the world and chooe to align himelf with friendhip, kindne, love, and freedom. Among their adventure with wrecked hip, murderer, heavy fog, lave hunter, and accident, the two encounter cruelty, cruelty, trickery, violence, and hardhip along the Miiippi River. Huck i taken in by the Grangerford, well-to-do plantation owner who actively feud with the shepherdon, leading to the death of many of their men and boy. b oy. Jim i cared for by the family’ family’ lave until they can reunite and head toward their next and mot diturbing liaion—with the Duke and the King, two con-men who ue them a they go from town to town cheming people out of their money. Huck’ ultimate ecape from thee racal come at the price of Jim’ being old by the King and held captive at the Phelp farm, coincidentally the home of Tom sawyer’ aunt. Tom and Huck then conpire to recue Jim, who ha already been freed by Mi Waton at her death. since Jim i free, Huck’ Pap i dead, and Aunt sally ha plan to adopt Huck, the boy determine to head for Indian Territory let they be “ivilized” further. Huck and Jim’ adventure are rife with life leon, variou with the hope for freedom, the pain and lo of mied opportunitie, the memorie of family and friend, the cruelty they’ve witneed, and the moral dilemma they encounter. And yet among thee trial, they meet with kindne among tranger, the comfort of life on a raft, lovely day and night of long converation, the redemption of real friendhip, and the healing beauty of nature itelf on the river.
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventure Adventuress of Huckleberry Finn
TEACHING HUCK FINN PRE-READING ACTIVITIES
Thee activitie are deigned to trengthen tudent’ knowledge of 19th century American hitory,, literature, art, and muic, while deepening their undertanding of literary genre, hitory element of fiction, and tenet of Romanticim, Realim, and Regionalim, epecially a they relate to Adventures of Huckleberry Finn. Teacher hould chooe activitie that bet uit their own goal for tudent learning. I. BuIldIng Background knowledge
To immere tudent in the etting of the novel, add muic and art to your hitorical and literary curriculum. They will enhance the level of inquiry you achieve with your tudent and their own competence to engage meaningfully with the text. HISTORICAL CONTExT: THE SLAVE NARRATIVE
Thi novel i grounded firmly at the center of American geography and concioune, making it neceary for reader to undertand omething of the pre-Civil War lavery controvery, free and lave tate, and the Miiippi River’ diviion of Eat from Wet and North from south, a primary conduit for people and good. student of thi novel will benefit from reading lave narrative, epecially of thoe who ecaped lavery via waterway: Frederick Dougla, Linda Brent/Harriet Jacob, and Olaudah Equiano, all of Narratives. Thee oral which are found in Henry Loui Gate, Jr.’ Classic American Slave Narratives. hitorie offer a bai on which to conider Jim’ portrayal in Huck Finn, a well a the attitude and life tyle that urrounded lavery. student hould be able to viualize and locate on a map where the event of the novel take place. Ak tudent to t o conult a map of the United state, preferably one of the early 1830’, howing which tate are slave and Free, which tate border the Miiippi River, and the place name of river that will provide Jim hi ecape to freedom. Thi initial examination of geography will help tudent to chart the movement of the ecapee in the novel. Teacher can find uitable map at thee web ite: www.onoftheouth. net/lavery/lave-map/map-free-lave-tate.htm and http://www.learner.org/ biographyofamerica/prog10/map/. Ak tudent to ue lave narrative, the webite below, below, and their hitory text to reearch thee iue of American lavery: (a) the effect of enlavement on African and their decendant, (b) how lave utained a ene of elfhood and cultural identity in lavemater relationhip, (c) how lavery affected white people, even non-lave-owning, (d) how lave law changed over time, epecially jut before the Civil War, (e) the apect of lavery emphaized by abolitionit and freed lave in their narrative, and (f) how a free or lave tate wa determined. Alo encourage tudent to ak their own quetion about thi important iue in American life and to anwer thoe quetion uing textual evidence. Among dozen of webite that offer worthwhile hitorical context are thee:
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventures of Huckleberry Finn
National Humanities Center’s Toolbox Library: Primary Resources in US History and Literature: http://nationalhumanitiecenter.org/pd/index.htm NHC’s TeacherServe, Freedom’s Story, links to 19th Century Issues: www.nationalhumanitiecenter www .nationalhumanitiecenter.org/terve/nineteen.htm .org/terve/nineteen.htm Timeline of African-American History: http://lcweb2.loc.gov/ammem/aap/timeline.html History Matters, archives and narratives: http://hitorymatter.gmu.edu North American Slave Narratives and Images: http://docouth.unc.edu/neh/ The Slave Narrative: http://www.wu.edu/~campbelld/amlit/lave.htm
small group may bet reearch and hare finding and report back to their clamate. Ak each group to ground quetion in one or more of the uggeted lave narrative. HISTORICAL CONTExT: 19TH CENTURY REFORmS
Ak tudent to reearch 19th century reform in mall group: abolition, women’ uffrage, utopian ocietie, prion and aylum reform, educational reform, and political reform. Ue the ong, “A Hundred Year Hence” (c.1850) to introduce the reform (word by France Gage; muic by John Hutchinon). Each group will focu on the goal and outcome of their particular reform. Link to work, writer, and reform can be found on Brief Timeline of American Literature and Event: http://www.wu.edu/~campbelld/amlit/1840.htm Ak tudent to read Elizabeth Cady stanton’ “Declaration of sentiment” from History of Woman Suffrage (seneca Fall convention on women’ right, 1848) and sojourner Truth, “Ain’t I a Woman?” (from her peech at a woman’ right convention in Akron, Ohio in 1852), both readily available on the web. While both work deal with the women’ movement in the United state, Truth’ tatu a lave complicate the iue. Dicu: If Truth’ argument reult in her being treated a a woman, then enlaved male mut be accorded tatu a men. How will thi recognition confront exiting law? Conidering that women in Huck Finn are widowed, pinter, or unmarried—women who introduce troubled boy to religion, education, and civilization—ak tudent to decribe the role of women during the reform movement and in the novel. CREATING CONTExT THROUGH WORkS OF ART
Conider uing art that repreent Huck Finn and Jim and that attache to broader theme of civilization, ocial reponibility, reponibility, conformity, conformity, and freedom/ enlavement. Make a power point lide how of thee art print for your tudent to analyze before reading the novel. Play one of the “water” lave ong below while you view the lide, and dicu the importance of the river and boat in the art and the ong, a well a in the pre-Civil War hitory and lave narrative.
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventure Adventuress of Huckleberry Finn
9
Thomas Hart Benton’s 1936 mural, “A Social History of the State of Missouri” http://etext.lib.virginia.edu/railton/huckfinn/benton.html Ak tudent to examine the mural for cene that tell the tory of Miouri’ tate hitory. Which theme() i mot broadly depicted in thi work? George Caleb Bingham’s “Fur Traders Descending the Missouri” (1845) http://www.metmueum.org/toah/ho/10/na/ho_33.61.htm Ak tudent to conider occupation that are part of river life, in 1845 and now. Compare the economic reward to the danger of the job. Norman Rockwell’s Norman Rockwell’s 1940 Illustration, “Jim and the Hairball” http://etext.lib.virginia.edu/railton/huckfinn/jimill07.html; ee Repreenting Jim, 1885-1985 E.W. Kemble’s Original Illustrations of Huckleberry Finn with commentary http://etext.lib.virginia.edu/twain/huckfinn.html; alo ee Mark Twain Twain in Hi Time link. Rockwell and Kemble illutrate cene from the novel itelf. What biae do thee illutrator exhibit in their depiction of Jim, Huck, and character from the novel? Would any of thee illutration be conidered racit or tereotypical by today’ tandard? How i art ued in thee illutration to inform reader beyond the written word? John Gast’s “American Progress or Manifest Destiny” (1872) http://cprr.org/Mueum/Ephemer http://cprr .org/Mueum/Ephemera/American_Progre a/American_Progre.html .html One mark of civilization i ocial, political, and cultural advancement. In thi painting, what or who repreent progre? Who i not progreing in the work? What i the plight of thoe who are deemed uncivilized? CREATING CONTExT THROUGH mUSIC
Ak tudent to do mall project exploring one or more of the ong below or dicu the lyric and intention of the ong a a whole cla. some of the lave ong have dual interpretation, with purpoefully ubverive element in them that ugget way of running away uccefully, a well a being piritually aware. Note that more than a few ue water image and croing of river to “promied land”—here either heaven or Free tate. Mintrely,, racit though Mintrely thoug h it may be to u now now,, wa among the firt f irt muical form f orm to humanize lave. Abolition ong, often high-brow and quite involved poetically and muically, eek to inpire Abolitionit zeal and pity for thoe in lavery and will remind tudent of the law governing both lave and thoe who helped to free them. Pot a map of the pre-Civil War United state in your claroom o that tudent can clearly ee the network of river, free and lave tate, and open territorie that are a part of the period they tudy. 1. Spirituals and Slave Songs Each of thee ong give ome inight into the live, treatment, and hope of lave. While “Follow the Drinking Gourd” refer to gourd ued for drinking water in the field, it alo refer to the Big Dipper and give direction for ecape and finding one’ way acro the Ohio River to Free tate. Other ong, though called piritual, refer not only to achieving freedom through faith and death, but dually though running away.
10
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventures of Huckleberry Finn
slave life left too many motherle (or fatherle) in eparation of familie, making thee ong often mournful. student hould examine both the lyric and text of thee work in connection with Jim’ and other lave’ plight in Huck Finn. (Note that Huck i a motherle child himelf). “Follow the Drinking Gourd” “Deep River” “Michael Row the Boat Ahore” “Wade in the Water” (contain river imagery) “Many Thouand Gone” (or “No More Auction Block for Me”) “Run Mourner Run” “Nobody Know the Trouble I’ve seen” “sometime I Feel Like a Motherle Child” 2. Minstrel Songs Note that the “how” concocted by the King and Duke are reminicent of low comedy and variety how like mintrely: joke, dance, oliloquie from other play, and ong. In mall group, have tudent reearch Dan Emmet, stephen Foter, Thoma “Daddy” Rice, Dan Bryant’ Mintrel and other who popularized the form.
Which of thee ong are now tate anthem? How have the word changed over time? What “picture” of lavery and plantation life i painted by the ong? study the text of the ong, but alo the rewriting of ome of thee ong and their ue over time. How do thee ong humanize lave, depite their racit wording? stephen Foter’ “Maa’ In De Cold Ground,” “Old Folk at Home,” and “Old Kentucky Home Home”” Dan Emmet’ “Dixieland” 3. Abolition Songs After reading the word of thee ong, ak tudent to dicern which were performed for abolition meeting in the parlor of movement leader and which were more eaily ung a marching ong. (Note that Huck i troubled by the propect of being an abolitionit and what people in hi lave tate of Miouri will think of him hould he help a lave ecape).
“The Grave of the slave” “The Fugitive’ song” “Get Off the Track!” “Lincoln & Liberty” Libert y” “John Brown’ Body”/ “Battle Hymn of the Republic” (recorded on Tippecanoe and Tyler Too: a Collection of American Political Marches, Songs, and Dirges, Chetnut Bra Company and Friend, 1992). In mall group, have tudent elect ong from the muical tradition above, reearch the background of the ong, it compoer, it purpoe and ue, and play a recording or perform it for the cla. If it ha an hitorical track record (like “Dixie” or “John Brown’ Body”), hare the other verion you may find. Ak tudent to reearch the number of rewriting and ue of “John Brown’ Body.”
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventure Adventuress of Huckleberry Finn
11
Are current performer till engaged with thee ong? Find modern recording of your ong or it verion (“sometime I Feel…” ha been recorded by Richie Haven and Hootie and the Blowfih; everal lave ong and piritual have been recorded by sweet Honey in the Rock; ome of stephen Foter’ Foter’ ong are now tate ong). Brave and talented tudent may wih to perform thee ong for clamate. Try a ing-along in cla. Muic Web site: At thee ite, find collection of muic, hitorical and literary work, and leon plan that incorporate thee reource. From the American Collection: http://memory.loc.gov/ammem/mhtml/meay1.html Titles in alphabetical order: http://ingeb.org/catu.html For historical, literary, and musical information, use American Memory Collections: www.loc.gov www .loc.gov and http://memory http://memory.loc.gov/learn/leon/99/twain/intro .loc.gov/learn/leon/99/twain/intro.html .html 4. Modern Musical Connections to Hucklebe Huckleberry rry Finn Teacher may prefer to play one or more ong while tudent enter and exit clae to et the mood for open dicuion of the novel and it context. Conider thee more modern piece with which tudent may be familiar: “Old Man River” (from Show Boat ): ): www.tlyric.com/lyric/howboat/olmanriv www .tlyric.com/lyric/howboat/olmanriver er.htm .htm “Moon River” (from Breakfast at Tiffany’s Tiffany’s ): ): www.reelclaic.com/Mo www .reelclaic.com/Movie/Tiffany vie/Tiffany/moonriver-lyric.htm /moonriver-lyric.htm “Big River” (the musical version of Huck of Huck Finn, with Finn, with 18 songs): www.tlyric.com/b/bigriver.htm UNDERSTANDING LITERARY CONTExT AND AUTHOR’S BACkGROUND
1. While every piece of writing can be read in iolation and may well tand on it own merit, reader become more informed and competent by acquiring an undertanding of the period during which the writer live and the event that precede and influence an author. student can better undertand what make Adventures of Huckleberry Finn a materpiece by reading another novel dealing with the ubject of lavery written before the om’s’s Cabi C abin n. Critic of Huck Finn (ee Jane smiley’ civil war, Harriet Beecher stowe’ Uncle Tom smile y’ “say It Ain’t so, Huck”) have uggeted that Uncle Tom’s Cabin i a better novel about lavery. (available online at http://www.readbookonline.net/book/stowe/32/). While it i Romantic and o ucceful that Lincoln attribute the Civil War to the entiment it aroued in it reader, it lack lac k the complexity c omplexity of Twain Twain’’ work. A a companion or alternative to Huck Finn, tudent will readily ee the ditinction between Romantic and Realitic fiction and judge for themelve the better work. Ak tudent: How can fictional writing aroue ympathie toward political and ocial action? Do modern novel have thi effect? Name hort torie, novel, or film that have brought about or contributed to ocial
1
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventures of Huckleberry Finn
movement. To ait with thi, tudent can conult the Bet Timeline of American Literature and Event (1880-1889): www.wu.edu/~campbelld/amlit/1880.htm. 2. The truggle between ideal and realitie helped hape American intellectual life and literature in many period. The political, cientific, ocial reform of the 19th century reulted in change in the viion with which writer created literature and art a well. The early part of the century aw Rationalim give way to Romanticim and it offhoot, Trancendent-alim; the latter part of the century, epecially during and after the Civil War W ar,, aw a rie in Realim and Regionalim, when writer examined life a it wa actually lived and to record what they aw around them. How did each of thee reform movement ue, and therefore contribute to, change in literature and the art? Ak tudent to ue the following webite to chart the tenet of each literary movement. During their reading of the novel, ak them to ue thee chart to ditinguih element of each movement within the work (In Huck Finn, element of all three literary and intellectual movement can be found). Romanticism in American Literature: “Gothic, Novel, Novel, and Romance” http://www.wu.edu/~campbelld/amlit/novel.htm Realism in American Literature http://www.wu.edu/~campbelld/amlit/realim.htm Regionalism and Local Color Fiction 1865-1895 http://www.wu.edu/~campbelld/amlit/lcolor http://www .wu.edu/~campbelld/amlit/lcolor.html .html
3. Mark Twain’ Biography student can read Twain’ biography at: http://www.wu.edu/~campbelld/amlit/twain. htm or the teacher can provide a timeline or brief ummary, uch a the one below. since writer write about what they know, often incorporating part of their own live into the character, etting, and plot of their novel, after reading thi hort biography, ak tudent to anticipate which of Twain’ life event and habit of character might alo be ued in hi character Huck Finn. Ak tudent: What ha Twain freed if he i “the Lincoln of our literature”? Born samuel Langhorne Clemen on November 30, 1835 in Florida, Miouri, the Clemen family moved to Hannibal, Miouri when sam wa 4. Thi home would be the ite of coniderable tragedie for the family which would erve Twain in hi future writing: the death of a younger iter and brother brother,, hi father’ father’ death of pneumonia when Clemen wa twelve year old. In Hannibal, he would alo witne the ill treatment of lave, the violent behavior of both civilized and uncivilized people, the economic diparity among thee frontier ettler, the religiou zeal and hypocriy coexiting in communitie, river culture along the Miiippi—replete with pring flood and death and life-giving job and food. Although Twain moved frequently and ranged widely in the world, it wa hi upbringing on the Miiippi River that played perhap the mot important role in developing hi undertanding about the power of imagination and of friendhip in harh circumtance. After hi father’ death, sam joined hi brother Orion at the Hannibal Journal newpaper,
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventure Adventuress of Huckleberry Finn
1
where he honed hi writing kill and learned typeetting. Thee kill led to hi move to st. Loui and a job a typeetter at the St. Louis Evening News and from there Eat to New York City and Philadelphia. Although he traveled widely in America and Europe, he returned at age 24 to the Miiippi, where he received hi pilot’ licene a a river boat pilot, a profeion he incorporated into hi novel, indeed into hi very pen name, Mark Twain, which he firt ued a a writer for the Nevada Territorial Enterprise. Although he enjoyed a fortunate life with hi wife Olivia Langdon and hi family, the early death of hi four children would later lead to depreion and anxiety. Hi extenive travel abroad, a well a the gold ruh, r uh, wetward movement, Indian war, Civil War, War, and frontier f rontier life all made their way into hi writing—ome 53 work publihed from 1867 to 1909, only a year before hi death in Connecticut at age 75. In hi work are the characteritic humor, realitic dialect, local color, atire, and humanitarian theme, whether in Roughing It (1872), Prince and the Pauper (1882), Life on the Mississippi (1883), A Connecticut Yankee in King Arthur’s Court Adven tures of Tom Tom Sawyer Sawye r (1876) and it equel, or hi materpiece, Adventures (1889), The Adventures of Huckleberry Finn (1885). Thi latter work, begun in 1876, wa not completed until 1884, with ignificant reviion (ome 1,700 change) over that period, a fact revealed when the manucript’ firt half wa dicovered in 1990 in a Hollywood attic. While hi early life ported no great g reat attention to education, Twain Twain would be awarded two honorary doctorate degree from Yale and Univerity of Miouri before hi death. Hi fidelity to thought and learning rather than “education” ring clearly throughout Huck Finn’ adventure, a Huck make countle reference to “thinking about thing” and “tudying over it and wihing I knowed,” all while avoiding chool and civilizing, except to pite hi father. Twain’ humanize native intelligence and articulation in an abued and orphaned boy who i eeking to learn right from wrong in hi world. Thi portrayal of Huck a native on caued the novel to be called America’ “firt indigenou literary materpiece,” William Dean Howell to call Twain “the Lincoln of our literature,” and Ernet Hemingway to write, “All modern American literature come from one book by Huckleberry berry Finn.” Mark Twain Twain called Huckle ANTICIPATING ISSUES OF CENSORSHIP
since it publication, Adventures of Huckleberry Finn ha been under fire a objectionable, not alway for the ame reaon. some objection have temmed from the overt violence and cruelty preent in the text; ome have originated in the companionhip of a black lave and a white teenager; ome have been offended that southerner have been depicted a ignorant or backwater; but mot frequently in the modern period, objection to racit word found in the text have led chool to uppre reading of the novel. Dicuion: Becaue the ue of the word “nigger” in Huckleberry Finn may be very offenive to your tudent, it i a good idea to approach thi iue directly with the cla. show tudent the PBs documentary video Born to Trouble: Adventures of Huck Finn (2001) which explore the controvery urrounding the novel. In one cene, a high chool Englih teacher explain why he doe not ay the word “nigger” aloud in cla while teaching the novel. The video i accompanied by a teaching guide authored by Katherine schulten that give an in-depth dicuion of the hitory of thi word and the effect on tudent encountering it in the novel. Teaching tip uggeted in the guide include the teacher’ being honet with her own feeling about teaching the novel and giving tudent teacher’
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventures of Huckleberry Finn
1
an initial opportunity to free write about their feeling about the word and reading the novel. Intruction for ordering the Huck Finn Courepack including the documentary and teaching guide can be found online at: http://www.pb.org/wgbh/culturehock/ teacher/huck/generalreource.html. The following activitie will engage tudent in dicuion of tereotyping and the ue of language to dominate and degrade people. 1.
To lead tudent to think about the impact of language and how how it can be ued a weapon and controlling device, ak tudent to repond to the following tatement, rating each tatement uing the following guide: 4 3 2 1
1. 2. 3. 4.
beside a statement with which they strongly agree if they agree somewhat if they disagree if they disagree strongly.
some word are o offenive that they hould never be ued to tell a tory. The name we ue for other are not important. The aying, “stick and tone may break my bone, but word will never hurt me” i true. Member of an ethnic group can refer to themelve in language that would be inappropriate for other to ue.
Ak tudent to chooe one of the tatement with which they agree or diagree the mot, and free write about their point of view and why they believe a they do. Dicu their reaction a a group, aking tudent to begin with tatement to which they have the tronget reaction—either poitively or negatively. Encourage tudent to compare their point of view and to give concrete example about why they feel a they do. 2.
Ak your tudent to explain explain the meaning of of tereotype tereotype and then to lit ome common tereotype that are ued to decribe teen/young adult like themelve. Put thi lit on the board and then ak tudent to ort the lit into three categorie: poitive, neutral, and negative label. Dicu a a group: What do you notice about thee label? In what ituation are they ued? What impact do thee label have on the tudent? Why do they like or dilike thee label? Ue thi activity to prepare tudent to read Huckleberry Finn in which tereotype and racit language are ued to name Jim and other Black. After tudent undertand thi concept of tereotyping and how language i ued to reinforce tereotype, have tudent read a election from one of the lave narrative, uch a Harriet Jacob’ Incidents in the Life of a Slave Girl (signet Claic, 2000) or the opening of A A Lesson Before Dying by Ernet Gaine (Random Houe, 1993) in which a black man i called a “hog” who i not worth the tate’ expene to put to death. What do lave narrative how about the individuality and humanity of the peron telling her/hi tory? How doe the act of telling hi/her tory empower the teller? How i language ued to denigrate and control individual a hown in the novel A Lesson Before Dying?
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventure Adventuress of Huckleberry Finn
3.
1
Although Twain Twain i writing in the 19th century centur y, the ue of the “n-word” “n-word” wa not common. The “n-word” wa ued when an individual wanted to exert power over, degrade, offend, and control another peron or lave. Ak the cla to peculate a to why Twain Twain would ue thi highly offenive word in hi text. What would he be trying to convey about a character, or peron, who ued thi inflammatory and offenive word choice? Ak tudent to think about contemporary film in which taboo word are ued in great profuion. What i the purpoe of uing thee word? What do the writer want to convey about the character and the world view in which they are acting?
UNDERSTANDING TWAIN’S USE OF DIALECT
Twain develop both the character of Huck Finn and other character in the novel by uing both dialect (local, regional language) and point of view. view. Thi ue of regional dialect and local color contribute to the novel’ being a Realitic work, rather than a Romantic one, repreenting a hift in 19th century fiction and a remarkable device in character development. since the novel i told olely by Huck Finn, Twain reproduce not only Huck’ unlettered, unophiticated, and regional peech pattern, but he alo, through Huck, varie the peech of other whom Huck recall for the reader, each with hi or her own contributing factor affecting peech: intellect and educational level, ophitication and ocio-economic level, race, and gender. Thee factor are eaily analyzed by reader who examine grammar, vocabulary, peech pattern, but all of the peaker of the novel are iphoned through the voice and point of view of Huck Finn, who narrate the novel. Huck’ rendition of the peech pattern of other character not only develop them a character, but alo et hi own peech apart from them and ditinguihe him a a reliable narrator and imitator of other. To better undertand the dialect ued in the novel, mall group hould examine Huck’ initial peech pattern in Chapter One, charting under thee three heading: Grammar, Vocabulary, and speech Pattern/Idiom. Dicu: How doe Huck’ dialect differ from standard Englih? What doe Huck’ Huck’ peech ugget about hi intelligence and education? Do thee pattern reveal him to be a reliable narrator for the novel? What would be the effect on the reader if all the character in the novel poke standard Englih? In telling the tory, Huck prove himelf a talented actor who mimic other’ peech pattern. In group, have tudent examine the peech of the character below, below, noting the difference in thi character’ character’ peech and ocial tation and Huck Huck’’ own dialect and ocial tanding. student who read and act well may read thee peeche aloud to the cla to get a further feel and “ear” for the hift in dialect. Judith Loftu, Miouri houewife, pp. 65-67 Colonel sherburn, Arkana gentry gentr y, pp. 145-146 14 5-146 Jim, runaway lave, p. 154 Arkana loafer, p. 139 Dicu with tudent: How many different American dialect can you name? Where did thee dialect come from? Do people judge one another baed on language habit? Do you have a dialect? Do you change your peech pattern at time? When i it important for you to ue standard Englih and when i it appropriate for you to ue dialect? I one dialect better than another? Why or why not?
1
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventures of Huckleberry Finn
The PBs televiion erie, Do you speak American? (2005), and it companion text by Robert MacNeil and William Cran offer a great deal of inight into American dialect and how regional linguitic hift reflect change in American life. For information about thi reource, go to thi web ite: http://www.pb.org/peak/. INITIAL ExPLORATION OF THEmES
Exploring everal key theme before they read the novel can prepare tudent to read at a deeper level and will create an atmophere of inquiry; of open repone and dicuion that may lead them to deepen their undertanding of the novel. Coming of Age: Huck’s Search for Identity Thi theme focue on the tranition of the adolecent from carefree childhood to reponible adulthood. Generally, becaue young adult’ earch for identity can lead to iolation, confuion, and rebellion, thi theme emphaize pychological growth or maturity.. While adolecent may eek independence and freedom to explore the unknown maturity world around them, they are imultaneouly dependent on adult in their live for ecurity, for economic and emotional upport. Adolecent eek peer upport a they truggle for independence, the freedom to dicover themelve and their capabilitie.
select a novel or film mot of your tudent know in which the main adolecent character change in the coure of the tory ( To Kill a Mockingbird, My Antonia, Star Wars, a Harry Potter novel, A Separate Peace , a recent teen movie). A a group, lit the trait that characterize the protagonit from the beginning of the tory and how he/he ha changed by the end of the novel or film. When doe the character begin to change and why? A the character mature and grow up, how doe hi or her identity change? c hange? What tage or phae did the character c haracter pa through on the way to hi new, or more mature, identity? Ak tudent if they believe that all young people go through imilar tage in the maturation proce. Social Responsibility; Conformity and Civilization Thee two theme, though ditinct, engage Huck Finn from the outet when the t he Widow Dougla and Mi Waton eek to guide Huck’ development a a proper citizen with chooling, wholeome living, and religion, all of which Pap counter by teaching ignorance, abue of elf and other, and intinctive but uncivilized behavior. Tom Tom sawyer trie to teach Huck how to live baed upon hi own reading of Romance fiction, leon largely lot on practical-minded Huck. Interetingly, Huck learn about ocial reponibility, when and how to conform, and a truer meaning of being civilized from Jim, a runaway lave, and from negative example of thoe who hurt other.
1.
The “Golden Rule” i central to teaching in all major world religion. Ak tudent: What principle of living are uggeted within thi rule? What behavior do we owe to our fellow being? What challenge doe ocial reponibility poe for u? Do moral guide uch a the Ten Ten Commandment and the Golden Rule force f orce conformity in a community or do they help a ociety free itelf from fear and crime?
2.
Ak tudent to make a chart liting imple way way they have been taught to conform (forming line, raiing hand, wearing clothe, uing inide and outide voice, aying thank you and pleae), who taught them thi behavior, and the reaon for thee teaching. Dicu whether thee act of conformity have been good or bad for ociety.
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventure Adventuress of Huckleberry Finn
1
3.
Ak tudent to focu on way of conforming that that they conider bad bad for them and and for their ociety (voting a another peron ay, mindle imitation of other in dre and behavior, behavior, memorization without meaningful meaningfu l learning, feuding) and the reaon for thee behavior. Under what condition are ocial rule for conformity an abue to it citizen? Do uch rule create a civilized ociety?
4.
A a cla define civilization. civilization. Dicu: What behavior would a civilized peron and ociety exhibit? What factor would caue a peron (like Huck Finn and Pap) to reject civilization in favor of freedom? Why do people till “drop out” of chool and ociety? Can a peron ever ecape ocial reponibility, reponibility, conformity, conformity, and civilization?
Friendship and Betrayal Friendship 1. Without an initial act of friendhip or promie, betrayal would be non-exitent. After all, how can one betray a peron or ociety he ha not acknowledged and care nothing about? The very act of betrayal ugget that in a world of friend and enemie, one ha delivered the former to the latter. While Huck i till learning to be a friend, he play prank on Jim that are hurtful. Likewie, when Huck and Jim have helped the King and Duke, the pair abue and take advantage of them, ultimately elling Jim. Ak tudent to write a hort paragraph about what friendhip mean in their live. Which i more important: to be a friend or to have a friend? (Ak them to chooe one or the other, although they will agree that both are important, and lit their reaon for their choice). Dicu: How doe one go about learning to be a friend?
2.
Ak tudent when when they have experienced betrayal, either their own or omeone ele’ ele’ betrayal of them. What feeling did they have at the time? What leon did they learn?
3.
All betrayal are are not of people, people, but can alo be of principle. Ak tudent if they have broken or betrayed one of their own trongly-held belief.
Freedom and Enslavement 1. Any work work et in the American south south in the 1830’ 1830’ involving involving a runaway lave lave and a white boy mut perforce be about enlavement and freedom. Both Jim and Huck define and redefine what it mean to be free, even a they encounter core of kind of lavery, from alcoholim and ignorance to racim and economic want. Ak tudent to define freedom with example of what each type of freedom will do in their live (for example, not depending on other for a ride=having one’ own car). Dicu: Are there occaion when freedom involve enlavement, (for example, having one’ own car/freedom=paying for ga, inurance, tire and having to work for thoe thing)?
2.
Ak tudent to make a chart with two column: My My Freedom Freedom and and My My slavery slavery.. In each column, they hould write way in which they are free and way in which they conider themelve enlaved. Do they feel enlaved by other or by their own trait and choice? sugget that they clarify thi on the chart. Ak that they fold their paper down the middle to reveal only one of thee column. In mall group, trade paper and dicu way in which group member can free themelve from their enlavement. (Running away hould not be an option here).
1
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventures of Huckleberry Finn
Anticipation Guide: True-False Discussion Starters A a Pre-reading Exercie, ak tudent to mark the tatement below a either True or Fale before reading Huckleberry Finn . survey the cla to ee how tudent anwered and why.. After completing the novel, ak tudent to indicate how they believe why b elieve the author and hi narrator, Huck Finn would anwer the quetion, and mark again their pot-reading anwer. (You (You may alo have tudent elect their favorite character from the novel rather than Huck). Did tudent change their anwer to any of the quetion? Why? PRE
AUTHOR
NARR
POsT
_____
_____
_____
_____
1. A good education make a good peron.
_____
_____
_____
_____
2. It i better to follow law, even if we don don’’t agree with all of them.
_____
_____
_____
_____
3. Children hould obey and repect adult.
_____
_____
_____
_____
4. The ability to read and write i the mot important kill a peron can learn in life.
_____
_____
_____
_____
5. An adolecent’ adolecent’ behavior i influenced by friend more than anything ele.
_____
_____
_____
_____
6. An adolecent’ adolecent’ attitude are influenced by parent more than anything ele.
_____
_____
_____
_____
7. A peron mut “play the game” to urvive.
_____
_____
_____
_____
8. “Game playing” i dihonet.
_____
_____
_____
_____
9. Cruelty beget cruelty and kindne beget kindne.
_____
_____
_____
_____
10. When bad thing happen to a peron, he/ he ha done omething to caue them.
DURING READING ACTIVITIES
The following ummarie, prompt, dicuion quetion, and activitie act ivitie hould encourage deeper analyi of theme and idea already conidered in pre-reading. Other activitie are deigned to introduce new vocabulary or literary concept, a pring-board for deeper reearch, a hand-on activitie for variou learning tyle, and a tarter for journal entrie, free writing, and writing acro the curriculum. Quotation may be ued for hort writing or dicuion, but alo to offer tudent paage that may lead to undertanding u ndertanding of character and theme. chapter SummarIeS and novel progreSSIon USING THE INTRODUCTION BY PADGETT POWELL
Powell begin by uggeting that he doe not believe in introduction, and then lit three page of commentary about Mark Twain and hi work, quotation from the writer
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventure Adventuress of Huckleberry Finn
19
himelf and from other writer and reader. student may find reference to other writer and work in the American canon daunting if they have not read or heard of thee writer. But the heer volume of dicuion about Twain’—and Huck Finn’s —place —place in American letter may prove a convenient pringboard for claroom dicuion after tudent have completed the novel. Ak tudent to read the Introduction and write down three point made by Powell Powell that eem true or are intereting to them. Next, write down one aertion aer tion by the author that i difficult to undertand. STUDYING THE CULTURE OF THE RIVER
1. Mapping the Nov Novel el Have tudent continue reearch into the lavery conflict before the Civil War War.. On a map of slave and Free tate along the Miiippi River, have tudent chart Huck and Jim’ path along the river with each chapter and epiode of the adventure and predict Twain’ choice a the two head further outh. Do a brief tudy a to the poition of tate along the Miiippi regarding lavery and why thee tate might argue the need for lavery or for abolition. Find reference in the novel to the Underground Railroad, runaway and bounty hunter, Freedmen, and the “buine,” economic, and politic of lavery. Return to the Dynamic of Oppreion in Pre-reading. Chart which of thee method of oppreion (o often recounted in lave narrative) are ued within the novel. 2. The Miiippi River i a major character in thi novel, and a dynamic one. Not only doe it give life (and death) to human and living thing along it, but it alo i a much traveled highway through the United state. Have tudent do a web earch about life on the Miiippi River, including reearch about (a) the type of conveyance that traveled along the river, epecially thoe named in Huck Finn, and draw or make model for clamate, with the purpoe of each; (b) the type of job available to people along the river with ome tatitic a to thoe employing the mot people; (c) flora and fauna in and around the river and eaonal weather pattern on the river, including flooding, explaining how weather, plant, and animal named in the novel contribute to the tory itelf. chapterS 1-5: StatuS Quo and conformIty: cIvIlIzIng huck
Thee five chapter introduce Huck Finn and thoe who impact hi life and eek to hape him: Tom Tom sawyer, Jim, Pap, Judge Thatcher, the Widow Wi dow Dougla, Dougla , and an d Mi Waton. The Adv entures of o f Tom Tom Sawyer Saw yer left main purpoe of the firt paragraph i to pick up where The Adventures off, introducing the detail that will impact thi new improved Huck Finn: the $6000 treaure, hi adoption by the Widow, and hi preference for freedom, even at the cot of repectability. QUESTIONS
1.
How and why doe Twain etablih Huck’ Huck’ voice a tory toryteller? teller? What do we learn about Huck from what he reveal of other character’ aement of him?
2.
Make two column, column, liting Huck Huck’’ clear like and dilike a a he reveal them in thee chapter. What thing doe he have trouble undertanding?
3.
What are Huck’ Huck’ feeling feeling about hi adoptio adoption n by the Widow Dougla and her iter, Mi Waton? A a motherle boy, doe he need their influence?
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventures of Huckleberry Finn
0
4.
Huck’ upbringing i at iue in the book. What ha he been taught that form hi Huck’ core elf? What do other character want to teach him and how do they wih to change him?
5.
Thee chapter etablih component component of Huck Huck’’ elf that other hope to influence: hi emotion, hi intelligence, hi fical reponibility, hi pirituality, hi ocial elf, and hi phyical health and habit. To what and whom doe Huck conform and when/how doe he reject conformity in thee chapter?
6.
The title of the chapter are are in third third peron, while the text itelf i in the firt peron voice of Huck Finn. What doe thi literary device ugget about the argument that Huck and Twain are one and the ame?
QUOTATIONS
1.
“Then he told me about the bad place, and I aid I wihed I wa there…I there…I couldn’ couldn’t ee no advantage in going where he wa going, o I made up my mind I wouldn’t try for it” (12-13).
2.
“Why, blame it all, we’ “Why, we’ve ve got to do it. Don’t I tell you it’ in the book? Do you want to go to doing different from what’ in the book, and get thing all muddled up?” (18).
3.
“I went went and told the widow about it, and he aid the thing a body could get by praying for it wa ‘piritual gift.’ Thi wa too many for me, but he told me…I mut help other people, and do everything for other people, and look out for them all the time, and never think about myelf…I went out in the wood and turned it over in my mind a long time…” (20).
4.
“Pap he hadn’ hadn’t been een for more than a year, and that wa comfortable comfortabl e for me; I didn’’t want to ee him no more. He ued to alway whale me when he wa ober and didn could get hi hand on me; though I ued to take to the wood mot of the time when he wa around” (21).
5.
“I liked the old way way bet, but I wa getting o I liked the new one, too, a little bit” bit” (24).
6.
“The judge…aid he reckoned a body could reform reform the old man with with a hotgun, hotgun, maybe, but he didn’t know no other way” (31).
ACTIVITIES
1.
Define picaro and picareque fiction. (Teacher may remind tudent of trickter torie or cartoon like Bug Bunny who i uch a flawed hero). From thee initial chapter, ak tudent to determine who i the picaro of the tory tor y and the character’ character’ habit that upport their theory. Ak tudent to write in their journal about a time they mooth-talked their way out of a ticky ituation or that they were able to ue their intelligence to get an advantage. Ak them to dicu: Are you a picaro?
2.
setting i important in etablihing etablihing a novel and a narrator’ narrator’ voice. voice. Ak tudent to conider how element of place are revealed in the opening chapter. How do thee element help develop the voice and character of Huck, Tom, Jim, and other?
3.
Read the cene introducing Jim. Jim. Dicu: Dicu: I I Jim Jim tereotyped? tereotyped? What i i Huck Huck and Tom’ aumption about Jim before they get to know him?
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventure Adventuress of Huckleberry Finn
1
chapterS 6-11: eScape and the wealth of Self
Huck differentiate himelf from Pap by attending chool to pite hi father and revealing how little money matter to him. Huck’ daily life and hi relationhip with Pap are explored in thee chapter when he i kidnapped and forced to endure Pap’ phyical abue and world view, filled with prejudice, alcoholim, racim, violence, and antigovernment entiment. While Huck feel comfortable with part of thi lifetyle, he clearly reject other facet and plan hi ecape—both from Pap and from other civilizer. In planning and faking hi own death, Huck remark that Tom Tom sawyer would have added fancy touche to thi plan, clear forehadowing of Tom’ contribution to Jim’ recue in the final chapter of the book. Tom’ and Huck’ definition of adventure are ditinct here, a Tom’ are book-inpired, elaborate and imaginative, and Huck’ are life-driven, reflecting a real and frightening experience. Huck’ finding Jim on Jackon’ Iland and aligning himelf with him, depite hi revulion at being an abolitionit, begin the adventure in earnet. He immediately put hi imagination imaginat ion and neceity to good ue in tealing ueful item from a floating houe, dreing like a girl and going ahore to learn if they (actually Jim) are being chaed, and ecaping before lave catcher can arrive. Huck embrace hi alliance with Jim when he ay, “They’re “They’re after u!” We learn that Huck ha native intelligence and a gift for f or remembering what will help him urvive. ur vive. He how coniderable decriptive power a he decribe decrib e a torm on the Miiippi, revealing both hi romantic grap of nature and hi preference for the life away from hore. Hi curioity a to the identity of the dead man in the houe further undercore thi event for reader who will remember it in the final chapter when Jim tell Huck it wa Pap. Cloe reading can offer reader knowledge about the plight of other runaway in ociety. Judith Loftu figure Huck for an apprentice who ha run away from a cruel mater, a ituation for which he clearly ha ympathy. QUESTIONS
1.
What ort of peron doe Huck Huck reveal hi father to be? What i Huck Huck’’ relationhip relationhip with hi father?
2.
Why doe Huck Huck tage hi own own murder rather than imply running away? away? What repercuion could thi choice have on thoe who care about him?
3.
What are Huck Huck’’ feeling feeling about the river river and living cloely with nature?
4.
Why doe Huck tell Jim he won’ won’t turn him him in, when he i o frankly oppoed oppoed to abolition? What doe thi reveal about Huck Huck’’ character?
5.
Huck and Jim Jim are are runaway eeking freedom. freedom. In In two two column, lit the reaon and difference in their motivation to ecape.
QUOTATIONS
1.
“I didn’ didn’t want to go to chool much before, but I reckone reckoned d I’d go now to pite pap” (31).
2.
“Think I, what i the country a-coming to? It wa ‘lection ‘lection day, day, and I wa jut about to go and vote myelf if I warn’ warn’t too drunk to get there; but when they told me there wa a tate in thi country where they’d let that nigger vote, I drawed out. I ay I’ll never vote ag’in” (35).
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventures of Huckleberry Finn
3.
“I did wih Tom sawyer sawyer wa there; I knowed he would take an interet in thi kind of buine, and throw in the fancy touche” (41).
4.
“[s]omebody prayed that thi bread would find me, and here here it ha gone and done it…there’ omething in it when a body like the widow or the paron pray, but it don’t work for me and I reckon it don’t work for only jut the right kind” (45).
5.
“People would call me a low-down Abolitionit and depie me for keeping mum— “People but that don’t make no difference. I ain’t a-going to tell” (50).
6.
“I’ rich now “I’ now,, come to look at it. I own myelf, en I’ I’ wuth eight hund’d hund’d dollar dollar” ” (54).
ACTIVITIES
1.
Define irony and atire. atire. Ak Ak tudent to work work in pair or mall group to lit a many ironie and object of atire a they can in the chapter thu far. With each point on your lit, tate in one entence it main meage. show an epiode of The Simpsons, Family Guy, or another example of pop cultural atire that tudent might relate to. Dicu: How do comedian and TV program today ue irony and atire to deliver eriou meage with humor?
2.
Although Huck paint himelf a a blockhead—unure of himelf and eaily led by other, he ha a great deal of ingenuity. ingenuity. Ak tudent to lit way in which he prove hi ingenuity.
chapterS 12-18: BondIng over InhumanIty
Huck and Jim’ adventure on the river are brought into contrat with thoe on land in thee chapter. On the river, they dicover murderer on a inking teamboat, are eparated in a rough current and fog, encounter lave hunter, mi their exit to Cairo and freedom, and are run down by a riverboat. On land, they wah up eparately, Huck among the Grangerford, Arkana farmer who are feuding with a neighboring wealthy family, the shepherdon, and Jim in the wamp nearby, cared for by their lave. The properity,, religioity, properity religioity, and enele hatred of the familie make a profound impreion on Huck who unwittingly participate in Harney shepherdon’ elopement with sophia Grangerford, igniting violence between the familie. Huck i preent a hi friend Buck i murdered, and report that he dream of thi event (pot traumatic tre diorder). In earching for the raft, he find Jim and the reunion attet to their friendhip. The final paragraph of Chapter 18 clarifie the difference in their relationhip on the raft and on the land. On the raft, they dicu solomon solomon’’ widom, harem, French language, and their family memorie. Huck uffer pang of concience in aiding a runaway and abue Jim aying, “[You] can’t learn a nigger to argue” (84); in fact, Jim ha argued well and defeated Huck. still they argue a near equal and friend, a father and on perhap, until they arrive on land. Then Jim i relegated to life a a lave, and Huck fabricate hi way into the family life of plantation owner. Within thee chapter, Jim father Huck and they mutually take care of one another. Their definition of family are at odd with the feuding familie’ view. Being “free and afe,” having taty food, talking and enjoying the company of another peron, and being far from the “cramped up and mothery” attitude on land are the ingredient of home
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventure Adventuress of Huckleberry Finn
to Huck and Jim: “We aid there warn’t no home like a raft, after all…You feel mighty free and eay and comfortable on a raft” (117). Ironically, Jim i le free daily, headed south and farther from free tate. QUESTIONS
1.
How doe the epiode with the murderer and the attempt to ave them develop develop Huck’ ene of morality? What i hi current code? From whom or what ha he developed thi code thu far?
2.
What role role doe Huck play in dicuion with Jim? What ha Huck learned learned in chool, from reading, or from Tom sawyer that he ha retained and found ueful? How and when doe Huck compliment and denigrate Jim?
3.
What leon leon from Pap doe Huck Huck remember and evaluate evaluate during hi moral dilemma with Jim?
4.
How do both Grangerford and shepherdon exhibit religiou hypocriy? Explain Twain’ ue of the familie’ feuding a atire of Civil War mentality.
5.
The familie follow follow their own own code of behavior behavior,, unable to remember remember the original court cae and the reaon for the feud. Dicu feud and frontier jutice a they impact Huck’ growing ene of right and wrong.
6.
Dicu Jim Jim’’ interaction interaction with the G Grangerford rangerford lave, including hi aement of their abilitie. What do thee lave know about the underground railroad and way for runaway to elude capture?
QUOTATIONS
1.
“Pap alway aid it warn warn’’t no harm to borrow thing, if you wa meaning to pay them back, ometime; but the widow aid it warn’t anything but a oft name for tealing, and no decent body would do it” (70).
2.
“Now wa the firt time that I begun to worry “Now worry about the men—I reckon I hadn’ hadn’t had time to before. I begun to think how dreadful it wa, even for murderer, to be in uch a fix. I ay to myelf, there ain’t no telling but I might come to be a murderer myelf yet, and then how would I like it?” (76).
3.
“Well, he wa right; he wa mot alway “Well, alway right; he had an uncommon level head for a nigger” (81). “I ee it warn’t no ue wating word—you can’t learn a nigger to argue. so I quit” (84).
4.
“’En all you you wuz thinkin thinkin’’ ‘bout ‘bout wuz how you could make a fool uv ole Jim Jim wid a lie. Dat truck dah i trah; en trah i what people i dat d at put dirt on de head er dey fren’ fren’ en make ‘em ahamed” (89).
5.
“It wa fifteen minute before before I could work work myelf up to go and humble myelf myelf to a nigger; but I done it, and I warn’t ever orry for it afterward, neither” (89).
6.
“…I begun to get it through my head that that he wa mot free—and free—and who wa to blame for it? Why, Why, me…Concience ay to me, ‘What ‘ What had poor Mi Waton Waton done to you that you could ee her nigger go off right under your eye and never ay one ingle word?” (91).
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventures of Huckleberry Finn
7.
“I got aboard the raft, feeling bad and low low,, becaue I knowed knowed very well I had done wrong, and I ee it warn’t no ue for me to try to learn to do right; a body that don’t get tarted right when he’ little ain’t got no how” (94).
8.
“Well then, ay I, what’ what’ the ue you learnin learningg to do right when it’ it’ trouble troubleome ome to do right and ain’t no trouble to do wrong, and the wage i jut the ame?” (94).
9.
“The men men took took their their gun along, o did did Buck, Buck, and and kept them between between their knee or tood them handy againt the wall. The shepherdon done the ame. It wa pretty ornery preaching—all about brotherly love, and uch-like tireomene; but everybody aid it wa a good ermon, and they all talked it over going home, and had uch a powerful lot to ay about faith and good work and free grace…” (111).
10. “I ain’ ain’t a-going to tell all that happened—it would make me ick again if I wa to do that. I wihed I hadn’t ever come ahore that night to ee uch thing. I ain’t ever going to get hut of them—lot of time I dream about them” (116). ACTIVITIES
1.
A frequent frequent habit of Huck’ Huck’ i to blame hi failure on hi upbringing. Thi i till popular with thoe who don’t want to take reponibility for peronal choice. Ak tudent to free write about a time when they blamed their parent for their mitake. Huck and Jim conider what make people behave a they do: nature (genetic or inborn trait) or nurture (environment or upbringing). Ak tudent: Which do you think ha haped you? How do you think Jim and Huck have been affected by both nature and nurture?
2.
The elopement of Harney and sophia i reminicent of the plot of Romeo and Juliet Juliet.. Ak tudent: What other character and element of thi epiode reemble shakepeare’ play? The feud ha been called a atire of the Civil War a well. In a hort writing, have tudent argue for or againt the effectivene of thi atire.
3.
In Quotation #8 above, above, Huck exhibit ymptom of what what i now called PTsD, PTsD, or pot traumatic tre diorder. Have tudent argue for or againt thi diagnoi, conidering how many death Huck ha encountered by Chapter 18.
chapterS 19-31: leSSonS In aSSIStance and Betrayal
Thee chapter focu on the Duke and the King, two con-men who are recued by Huck and Jim and who preent ome of the mot troubling epiode within the adventure. Huck’ romantic decription of their life on the raft i followed cloely by the colliion with thee runaway con-men who are being chaed from the town for dental malpractice and a temperance movement con, repectively. The pair immediately begin to con one another and Jim and Huck by profeing themelve a Duke of Bridgewater and the rightful king of France (the “late Dauphin”). Dauphin”). They convince Huck and Jim to treat t reat them a royal, in eence turning the two into their lave and ervant. While Huck’ Huck’ behavior toward them eem to convince Jim alo, Huck i their willing ervant for the ake of peace and camaraderie: “…what you want, above all thing, on a raft, i for everybody to be atified, and feel right and kind toward the other” (125). Huck’ early life with Pap, himelf a fraud and lowlife, ha taught Huck to recognize the type when he ee them but alo to let them have their way. way. He himelf know how to lie for protection; he tell thee
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventure Adventuress of Huckleberry Finn
thieve that Jim i hi lave but hi paper were lot in a family tragedy rafting outh. For thi reaon, they travel by night and leep by day. The lat paragraph of Chapter 19 explain a good deal about Huck’ world view and idea of family. It i troubling and worthy of dicuion that for the remaining chapter given to travel with thi pair of con men, Huck doe not tell Jim they are fraud, much the ame a Jim doe not tell Huck that hi father i dead. Town after town, the Duke and King collaborate on performance, and hone their kill of deceit among people who at their bet attend tent meeting and circue for amuement and, at their wort, are entertained by cruelty, cruelty, gang violence, and low humor. humor. In one uch town, Huck witnee Colonel sherburn’ murder of Bogg and the ubequent attempt of the crowd to lynch him. sherburn’ sherburn’ commentary on mob jutice, ju tice, armie, Northerner and southerner, and manhood make an impreion on Huck who i himelf growing to manhood. Ultimately, the King and Duke claim to be the brother of Peter Wilk, o that they can acquire hi etate, a con that eat at Huck’ concience. Wilk’ daughter befriend Huck, and he become enamored of the oldet and tell her of the plot to con her and where he ha put the etate money held by the pair. He and Jim try to ecape from thee rogue, but are not quick enough. The Duke and King’ final performance get them tarred and feathered, but not before the King ell Jim. While Huck know thee two are con men, Jim alo realize that they are “rapcallion,” and our heroe wih to ecape from their enlavement. Mitreated by thee men, they comfort one another, coming to undertand better the feeling and motivation of one another. Jim tell Huck the tory of hi daughter’ deafne, cauing Huck to reaon that Jim wa not jut a lave, but a man—“white inide” and that they are family. Jim’ morality and concience teache Huck how to be a good man and complicate hi deciion a to whether he will free Jim after hi capture. QUESTIONS
1.
Ak tudent: What i a “confidence” “confidence” man, a.k.a. con man? What cam have have you you heard about in your own neighborhood or tate? Did thee fraud prey on the confidence of the people they conned? How do the King and the Duke play on the confidence of people to get their money? What do they have to know about the town, local people, and human nature in order to perfect their cam?
2.
Though both men are criminal in their behavior behavior,, each i different in hi undertanding of and abue of people. Make two column and lit the difference in the King and the Duke. How i one morally uperior to the other? Which do you like leat and why?
3.
since Huck quickly undertand the King and Duke Duke are con men, why doen doen’’t he confront them or tell Jim?
4.
How and by by whom whom i Jim betrayed? Have other lave lave been imilarly imilarly treated treated by by thi character? How doe Huck repond to Jim’ capture?
5.
Twain i a mater of atire and of irony. irony. Lit ironic epiode in thi ection and explain how Twain ue them to affect reader.
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventures of Huckleberry Finn
QUOTATIONS
1.
“sometim e we’ “sometime we’d d have that whole river all to ourel ourelve ve for the longet time…It’ time…It’ lovely to live on a raft. We We had the ky up u p there, all peckled with tar, and we ued to lay on our back and look up at them, and dicu whether they wa made or only jut happened” (120).
2.
“It didn’ didn’tt take me long to make up my mind that thee liar warn’ warn’t no king nor duke at all, but jut low-down humbug and fraud. But I never aid nothing, never let on.…If I never learnt nothing ele out of pap, I learnt that the bet way to get along with hi kind of people i to let them have their own way” (125-6).
3.
“’The pitifulet thing out i a mob; that’ that’ what an army i—a mob; they don’ don’tt fight with courage that’ that’ born in them, but with courage that’ that’ borrowed from their ma, and from their officer. But a mob without any man at the head of it i beneath pitifulne….If any real lynching’ going to be done it will be done in the dark, southern fahion’” (145-6).
4.
“What wa the ue to tell Jim thee warn warn’’t real king and duke? It It wouldn’ wouldn’t ‘a ‘a’ done no good; and beide, it wa jut a I aid: you couldn’t tell them from the real kind” (153).
5.
“I do believe he cared jut a much for hi people a white folk doe for their’n. It don don’’t eem natural, but I reckon it’ o.…He wa a mighty good nigger, Jim wa” (153).
6.
“Well, if ever I truck anything like it, I’ “Well, I’m m a nigger nigger.. It It wa enough to make a body ahamed of the human race” (160).
7.
“And when it come to beauty—and beauty—and goodne, goodne, too—he too—he lay lay over over them all…but I reckon I’ve I’ve thought of her a many and a many a million time, and of her aying he would pray for me; and if ever I’d ‘a’ thought it would do any good for me to pray for her, blamed if I wouldn’t ‘a’ done it or but” (186).
8.
“…deep down in me I knowed it wa a lie, and He knowed it. You can’ can’t pray a lie—I found that out….I tudied a minute, ort of holding my breath, and then ay to myelf: ‘All right, then, I’ll go to hell’—and tore it up” (206-7).
ACTIVITIES
1.
The play and performance performance reheared reheared and delivered by the King King and Duke ue shakepearean work. Have tudent compare Hamlet’ Hamlet’ oliloquy by shakepeare to the one Huck quote from the Duke’ memory. (Note that Twain’ character mix Juliet t ). everal shakepearean play together— Macbeth, Hamlet, and Romeo and Julie ). Ak tudent: What are the difference in the meaning of the two? Have two tudent perform the two oliloquie in cotume.
2.
Huck’ fear of Huck’ of being civilized lead him to huck the mot baic of ocial expectation. A a cla, ak tudent to lit what they conider neceitie for urvival. (Cla may mention food, houing, clothing, water, companionhip, and o forth). Which thing from the cla lit have been cut from Jim and Huck’ Huck’ live on the river? (They go naked, they have little helter helter,, they eat what they catch or borrow, borrow, etc.) What doe Twain imply about freedom and the puruit of happine when Huck and Jim dicard the behavior of polite ociety on the river?
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventure Adventuress of Huckleberry Finn
chapterS 32-43: the reScue and happy endIngS: realISm vS. romantIcISm, realIty vS. ImagInatIon
The final egment of the novel i organized around Huck’ deire to recue Jim from the Phelp family farm, a deire oon controlled by the chance arrival of Tom sawyer, the nephew of Mr. Phelp. since the opening chapter of the novel in which Tom Tom organize hi playmate into bandit along the guideline of hi romantic reading material, motly involving imagination and pretene, Huck ha lived life on the river and come into hi own. However, with the introduction of Tom, who call himelf sid sawyer, o that Huck may aume Tom’ identity, the recue of Jim i taken over by Tom, uing The Count of Monte Cristo, Arabian Nights, and other novel to create “regulation” for recuing prioner from dungeon. Thi part of the adventure preent reader with a cloe comparion of real and imaginary imaginar y, truth and fiction. Tom Tom wihe to create Jim a a hero by putting him through unneceary mierie, although thoe “complication” are a great deal of fun for Tom. Huck i rendered Tom’ idiot, and Jim become lave to Tom’ imagination. Twain’ atire reveal the difference between Huck’ Huck’ real-life adventure urviving ur viving along the river, learning important leon, and growing to manhood and Tom’ book-driven, impractical imaginary adventure that till make him look and behave a a child. The real world win in thi contet, a Tom i hot, Jim acquire heroim by nuring him and aiting the doctor, and Huck prove hi friendhip to both by getting them the help they need even if he i punihed. Failing to grap that Jim i a huband and father, the boy plan their next adventure in Indian Territory—away from “civilized” people and rule, and, in Huck’ cae, Aunt sally’’ adoption. By the sally t he cloing chapter of the novel, reader will recognize that although both Huck and Jim have been unwittingly free of their individual laverie for ome time, they are improved and humanized by their eeking freedom. Whether or not thi puruit ha civilized them i another quetion. QUESTIONS
1.
Ak tudent to define the word word “adventure” “adventure” and “heroim “heroim”” a Huck would and a Tom would. Then compare each boy’ idea of how Jim hould be recued, according to thee definition. Who i the hero of thi t hi novel, Huck or Jim? Lit way in which each ha proven hi heroim.
2.
Why doe doe Tom sawyer sawyer o o readily readily agree to recue Jim, when Huck Huck ha undertood that Tom hate abolitionit? I Tom changed by hi effort to ave Jim?
3.
How are heart and concience in conflict in Huck’ Huck’ eeing Jim a a hi friend and family, and a a lave? What detail of their trip down the Miiippi doe Huck recall that often him toward Jim? How ha Jim helped Huck be a better peron?
4.
Compare Pap and Jim a father father figure to Huck. Huck. How How ha their treatment affected Huck’ view of family? (I Jim’ mitreatment of hi deaf daughter comparable to Pap’ abue of Huck?)
5.
several character have have kept ecret from from other in the novel. Jim doen doen’’t tell Huck he i free of Pap. Tom doen’t tell Jim he wa freed on Mi Waton’ death. Huck doen’t tell Jim that the King and Duke are coundrel and conmen. How would thee truth have changed the outcome of the novel and the character themelve had they been revealed? I keeping a ecret the ame a a lie in thee cae?
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventures of Huckleberry Finn
QUOTATIONS
1.
“I went right along, not fixing fixing up any particular plan, plan, but jut truting to Pro Providence vidence to put the right word in my mouth when the time come; for I’d noticed that Providence alway did put the right word in my mouth if I left it alone” (212).
2.
“You’ll ay it’ “You’ll it’ dirty, dirty, low-down buine buine; ; but what if it i? I’m I’m low down; and I’m I’m agoing to teal him, and I want you to keep mum and not let on. Will you?” (218).
3.
“I wa wa orry for them poor pitiful racal, it eemed like I couldn’ couldn’t ever feel any hardne againt them any more in the world. It wa a dreadful thing to ee. Human being can be awful cruel to one another” (223).
4.
“Here wa a boy that wa repectable and well brung up; and had a character to loe; and folk at home that had character; and he wa bright and not leather-headed; and knowing and not ignorant; and not mean, but kind; and yet here he wa, without anymore pride, or rightne, or feeling, than to toop to thi buine, and make himelf a hame, and hi family a hame, before everybody. I couldn’t undertand it no way at all. It wa outrageou, and I knowed I ought to jut up and tell him o; and o be hi true friend, and let him quit the thing right where he wa and ave himelf” (225).
5.
“Tom wa in high pirit. He aid it wa the bet fun he ever had in hi life, and the “Tom mot interlectural; and aid if he only could ee hi way to it we would keep it up all the ret of our live and leave Jim to our children to get out; for he believed Jim would come to like it better and better the more he got ued to it” (239).
6.
“I knowed knowed he wa white inide, and I reckoned reckoned he’ he’d ay what he did ay—o it wa all right now, and I told Tom I wa a-going for a doctor” (263).
7.
“…there ain’ ain’t nothing more to write about, and I am rotten glad of it, becaue if I’ I’d d ‘a’ knowed what a trouble it wa to make a book I wouldn’t ‘a’ tackled it, and ain’t a-going to no more” (279).
8.
“But I reckon reckon I got to light out for the territory ahead of the ret, becaue Aunt sally he’ going to adopt me and ivilize me, and I can’t tand it. I been there before” (279).
ACTIVITIES
1.
Ak tudent which character are dynamic? Chart them and the way in which they have changed during the novel. What ha each character learned? How ha Twain ued them in the novel to change hi reader?
2.
Critic have complained that the recue at Phelp’ Phelp’ farm i rife with coincidence and i overall problematic to the ret of the work. Ak tudent, what do you ee a the problem thi ection preent to reader? Doe thi ection change your view of the main character’ moral development? If o, how? How ha Tom sawyer’ initence on “regulation” “regulation” for ecape forced him into the role of colonizer, Huck into the role of agent of the colonizer, and Jim into the role of the colonized/oppreed?
3.
since a central central theme theme of the work work i ecape ecape from from “ivilization,” “ivilization,” ak tudent tudent to dicu in what way Jim and Huck have explored being uncivilized? Have the two avoided civilizing at the cloe of the novel? Have the two civilized one another? What part doe the river play in thi dicuion? What point i Twain making about freedom?
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventure Adventuress of Huckleberry Finn
9
AFTER READING ACTIVITIES
After reading the novel, tudent are ready to dicu the novel’ novel’ theme in greater depth, to reearch more deeply into connection between the novel and the world, and to engage in activitie with critical theory, film, and other media. Ak tudent to refer to their journal, dicuion note, and lit from Pre-Reading and During Reading activitie to create meaningful writing and reearch project. The following activitie and quetion are deigned to lead tudent back to the novel to make connection and to analyze more deeply. Thee quetion may be ued for cla dicuion, mall group dicuion, reearch project, or a eay topic. dIScuSSIon dIScuSSIo n actIvItIeS
1. Anticipation Guide Return to the True/Fale Anticipation Guide and complete with tudent the afterreading portion of thi exercie. Fold the pre-reading anwer o that tudent cannot ee their previou anwer, then compare later anwer to note change in attitude. A a cla or in mall group, dicu thoe tatement that hifted for Huck during the novel and the factor that precipitated the change. Which tatement changed for tudent themelve? Ak tudent to elect one tatement which changed for them and free write about thi hift for 10 minute. 2. Discussion Questions Ue thee quetion for dicuion, reader repone, or hort eay. eay. student mut upport their theorie from the novel’ text. Many of the During-Reading quetion alo make good prompt for writing.
(a) What purpoe doe Twain have in pairing Jim Jim with Huck? In pairing the Duke with the King? In pairing Tom with Huck in the final chapter? (b) How are diguie ued in thi novel? novel? How How are multiple identitie/aliae ueful to Twain’ wain’ characte c haracter? r? In other o ther Twain Twain work? (c) There are are a number of account of thieve and dihonety in the novel. novel. I there honor among thee thieve? What i the purpoe of thee character in the novel? (d) Who are the villain of thi novel? novel? Why are they villain? (e) Who are the heroe of thi novel? What make them heroic? heroic? (f ) What doe Twain atirize in the novel? novel? Why? (g) Note that Hamlet’ Hamlet’ “To “To be or not to be” peech i ued in the work though it i abued and mixed with other work. How doe the ue of thi peech coincide with Huck and Jim’ puruit of elf? Dicu shakepeare’ work and the event of the chapter in which the peech appear in Huck Finn to undertand the dilemma on the raft. (h) Agree or diagree that Huck Finn define American literature and that all modern literature come from Huck Finn, a Hemingway ugget. (i) In what way i Huck Huck and Jim Jim’’ tory alo the tory of America? America? (j)
Return to the quotation in the During Reading ection. Ak tudent to elect for
0
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventures of Huckleberry Finn
repone their favorite quotation, one that they feel i mot pivotal to undertanding the novel and to dicu the theme thi quotation help to explain. 3. Themes Pot the theme on card tock around the claroom where they are readable from any point. Then ak tudent to quietly elect one of thee theme to anwer the quetion: What i thi novel about? After electing, they hould be given 10 minute to lit reaon they feel their theme i the primary one. No talking during thi time. At the end of the free writing time, ak tudent to rie and tand beneath the theme they are willing to defend. Give thoe tudent who are grouped beneath the theme 10 more minute to collaborate on their argument to the cla a to the mot compelling theme in the novel, then open the dicuion o each group can defend it theme. Now i alo a good time to ak tudent if there are other theme they would defend. The quetion of what a text i really “about” compel tudent to think in term of theme and deeper ignificance of a text. Thi ame quetion can lead to excellent thee for paper. 4. Huck’ Huck’ss Ten Ten Command C ommandments ments Ak tudent to lit Huck Finn’ Finn’ attitude and behavior that change during du ring the novel. In mall group, tudent lit the three mot important development in Huck a he mature and learn to take reponibility for hi choice. A a whole cla, lit Huck’ Ten Commandment—belief he ha come to undertand a rule to live by. Dicu: Do thee repreent a genuine moral code that we hould all embrace? 5. Economics From the outet of the novel, Huck and Tom are monetarily rich, although Huck i unable to ue hi money becaue of Pap. During the ecape and adventure with Jim, he encounter people of every ocio-economic level. Have tudent dicu thee quetion in mall group: How doe he come to view wealth? How doe Jim define wealth? How have money and the puruit puru it of wealth driven Huck’ Huck’ tory along the Miiippi? Lit the character and event that are haped by economic. What doe their journey teach them about valuing themelve and other? What i a man worth, finally, finally, to Huck, to Jim, and to the 19th century world? 6. Character Development and Heroism Twain ue a motherle child of an abuive father, a teenager who lack ophitication and i barely literate, a hi narrator for thee adventure. Although Huck i a picaro, willing to trick, borrow, and lie to aure hi urvival, he ha little confidence in himelf, lie, moke, kip chool, and i not entirely old on living indoor and wearing clothe, much le clean one. What an intereting choice for a narrator and hero! Ak tudent why Twain Twain elect thi character to tell hi tory. tory. How would the tory have been different if Jim had told the tory, rather than Huck? Would you trut Jim’ narration? What kind of thing can Huck do and know that Jim would not have been privy to becaue of hi lave tatu? If the point of a novel i that the t he character will encounter hardhip that will change them for the better, what about Huck’ make for obviou opportunitie to change? What in Jim? What in Tom? 7. Creative Approaches sugget to tudent ome of thee creative way to engage with the novel on a deeper level:
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventure Adventuress of Huckleberry Finn
1
(a) Write an opening for the novel novel in the voice of Jim Jim intead of Huck. How How doe thi point of view differ from Twain’ narrator? Have tudent read their opening paragraph in mall group to one another. select the bet paragraph to be performed by their writer or other tudent. (b) Remind tudent of the artitic context dicued before their reading reading and ak them to create their own artitic repreentation of their mot compelling cene from Huck Finn. They hould title their work, attach the inpiring quotation/ cene from the novel, and write a hort explanation of their art. Have a cla contet to determine which work become cover art. (c) Huck Finn ue hi coniderable power power of decription to make the river and and the eae of life on the raft real for reader. Have tudent elect one of the cene (p. 55, 118120, or other) and repreent it viually, muically, or poetically. (Play “Moon River” for tudent after reading one of thee decriptive paage). (d) In mall group, ak tudent to elect cene that that they conider pivotal to Huck Finn’ coming of age and prepare and act out thi cene for their cla. They hould introduce their cene with the reaon for their election and how Huck change/ what he learn in the cene. Limit the time for each cene and allow no two group to depict the ame cene. group and IndIvIdual projectS
1.
Return to Pre-Reading Note about Powell’ Powell’ introdu introduction ction and read the paragra paragraph ph to your tudent. Then, from Powell’ introduction of the novel, ak tudent to elect quotation from writer and ource with whom they agree (Hemingway, Howell, smiley, Bellow and other) about Twain and Huck Finn. Then, in mall group, let tudent lit their idea about the quotation to hare with the whole cla: (a)
“The Adventures of Huckleberry Finn i a ucceful gorilla if ever there wa one on earth.” (x)
(b) “Hucklebe “Huckleberry rry Finn i Twain’ wain’ Waterga atergate.” te.” (xi) (c) “By Twain’ wain’ light—the aethetic aetheti c by which he lay Jame Fenimore Cooper and hi Deerlayer—to be judged inelegant by repectable people wa the uret ign he wa writing well.” (xi) (d) “Let u get the book out of the chool; it i too good for them. them. No good book hould be done to what i done to book in chool.” (xiv-xv) (e) “Twain “Twain fathered a line that would run throug through h Hemingway, stein, Anderon, graze Fitzgerald, be diregarded by Faulkner, and be reumed by O’Connor, Bellow, Barthelme, stone, Percy, Paley, Ozick, Joy William, Barry Hannah— by everyone paying attention.” (xvii) 2.
send tudent to thi webite which offer quotation from critic of Huck Finn. Ak tudent to read thee critic and elect the one that i truet for them, and to write a defene of that critic’ opinion. www.wu.edu/~campbelld/amlit/huckquot.html
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventures of Huckleberry Finn
3. Critical Theory Project Thi project i deigned to teach tudent to read literature uing variou critical approache, a project that will inform all the reading they complete for their clae. Padgett Powell profee to have “wallowed whole the tenet of New Criticim” (x), then explaining what he mean by that approach to reading and rendering critical thinking about a work. Mot tudent will be aware of Reader Repone theory, having been aked to write reader repone in the pat; neverthele, a a whole cla, dicu thi theory and it expectation before reearching alternative critical approache. In mall group, tudent hould reearch one of the theorie lited below, apply it to three or four key cene in Huck Finn, and explain thi critical approach to clamate in eay-to-undertand language. Ak tudent to conider why Twain Twain reveal the tory a he doe, what he want reader to grap of the complexitie of hi plot and character, and what figurative mean he employ to achieve thi effect. Be guided by three quetion: What important leon i Twain teaching here? What trategy or method i Twain uing to make hi point in thi cene? What i the effect of what he doe? (a) (b) (c) (d) (e) (f )
New Hitoricim Decontruction Feminim Pychoanalytic Pycho analytic Theory Formalim/New Formalim/N ew Criticim Potcolonial studie
Helpful Reource for Critical Theory study: Literary Criticim. http://www.literatureclaic.com/ancientpath/litcrit.html (Excellent overview of multiple theorie) Potcolonial studie. http://www.emory.edu/ENGLIsH/Bahri/ (special emphai on Potcolonial theorit/writer and Orientalim) Cleary, Barbara A. and Mary C. Whittemore. “Gender study Enriche student’ Cleary, student’ Live.” January 1999. http://www.jtor.org/p/821585 Greenlaw, Jim. Greenlaw, Jim. “A Potcolo Potcolonial nial Conception of the High High school Multicu Multicultural ltural Literature Curriculum.” http://www.akchoolboard.ca/Educationservice/Reear http://www .akchoolboard.ca/Educationservice/ReearchAndDevelopment/ chAndDevelopment/ ReearchReport/studentDivereNeed/95-05.htm Murfin, Ro and supriya Ray ed. A Glossary of Critical and Literary Terms. New York: Bedford/st. Martin’ Pre, 1998. Richter, David. Falling Into Theory. 2nd ed. New York: Bedford/st. Bedford/ st. Martin’ Martin’ Pre, 2000.
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventure Adventuress of Huckleberry Finn
4.
Cenorhip Project Aign critical article to mall group of tudent, after reading the novel. Each group hould aume the role of their local chool board, reviewing the novel for poible cenorhip. Each member of the cla hould write a hort paragraph defining racim and cenorhip. share in mall group. Then read the critical article and determine if the group agree or diagree with it thei. The final deciion of whether and how to cenor the novel will be made by vote of the whole cla, after each group explain it article to the larger group. student may chooe to retrict the novel’ ue to certain age group, to library and individual ue only, or to eliminate it from the chool’ claroom and librarie. Group may alo decide whether they believe the book, the writer, or the character are racit and Twain’ intention of creating uch character. They hould provide example from the text to upport their argument. Critical Article: Fihkin, shelly Fiher. “Huck’ Black Voice.” Wilson Quarterly Autumn Autumn 1996. Morrow, Lance. “In Praie of Huckleberry Finn.” Civilization. Jan/Feb 1995. Rabinovitz, Jonathan. “Huck Finn 101, or How to Teach Twain Without Fear” Wilson Quarterly. Autumn 1996. smiley, Jane. “say It Ain’t so, Huck: second Thought on Mark Twain’ ‘materpiece.’” Harper’s Magazine. January 1996. 1 996. www www.h.iaquah.wednet.edu/ .h.iaquah.wednet.edu/ teacher/olon/say%20It%20Ain’t%20so.htm smith, David L. “Huck, Jim, and American Racial Dicoure.” Huck Finn Among the Critics. Ed. M. Thoma Inge. Frede Frederick, rick, MD: Univer Univerity ity Publication of America, 1985. sundquit, Eric J., ed. Mark Twain: Twain: A Collection of Critical Eay. Englewood Cliff, NJ: Prentice Hall, 1994. PBs Culture shock: student may ue thi ite for definition and further dicuion of Cenorhip: http://www.pb.org/wgbh/culturehock/whodecide/ http://www.pb.org/wgbh/culturehock/whodecide/ definition.html
5.
Extended Reading (a) Ak tudent to read read or to view the film of Nat Nat Hentoff Hentoff ’ The Day They Came to Arrest the Book which focue on Adventures of Huckleberry Finn and cenorhip controvery in a high chool. (The 1987 film i directed by Gilbert Moe). Dicu guideline for cenorhip: Who hould decide what hould be written, publihed, allowed in chool, librarie, and book tore? (b) Ak tudent to read a ection of John Wallace’ Adventures of Huck Finn Adapted , in which he eliminate “nigger” from the text entirely. Dicu the effect on Twain’ text. (c) For advanced tudent, offer ection of Jon Clinch’ novel, For further reading Finn, a re-imagining of the life and death of Pap Finn. (d) For in context, ugget that tudent read Lee smith’ The Last Girls, baed on a rafting trip inpired by Huckleberry Finn.
6.
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventures of Huckleberry Finn
student Repone/Debate In dicuion or debate, ak tudent to anwer thee quetion: (a) I cenorhip neceary to help ociety embrace egalitarianim and to progre peacefully? (b) What are the problem inherent inherent in Firt Firt Amendment right and individual freedom? What are the limit to individual freedom? (c) If racim, exim, ageim, and other biae exit in ociety and we we are all part of ociety,, do we (unwittingly perhap) participate in thee biae? What tep can ociety we take to afeguard our action and lifetyle from thee ‘im? How can we live our live in a truly fair-thinking way? (d) At what age or experience experience level hould hould people be allowed to confront material and cenor themelve?
7.
Writing Prompt Adventures of (a) You have been aked to write an introduction to a new edition of Adventures Huckleberry Finn deigned particularly for high chool junior. In thi introduction, the publiher would like for you to explain what tudent of thi learning level and age group can learn from thi book, why they might like it and what facet of it they might dilike, or why, even if it diturb them on ome level, they might read it anyway. Remember your audience and the peruaive goal (you get a mall royalty on every copy old!).
(b) A a cholar, you have been approached by the National Council of Teacher of Englih to contribute an eay to the organization’ newletter explaining to teacher of high chool Englih way in which they might preent Adventures of Huckleberry Finn to their tudent o that the tudent undertand and ee relevance in it. They They have aked you to focu on a particular part icular apect of the novel to give the teacher ome concrete peruaive reaon and method to ue with their tudent. Remember your audience and your peruaive goal. StudyIng twaIn’S reSearch and proceSS
From the introduction to thi Teacher’ Teacher’ Guide, read to your tudent the firt entence of paragraph three, about other manucript completed during the writing of Huck Finn. 1.
Give tudent 20 minute to lit example of how Britih (and European) life and literature have been incorporated into the character and event in Huck Finn. Ak tudent to report the tory line of thee other novel completed during the writing of Huck Finn.
2.
Have tudent reearch reearch Pot-colonialim. Pot-colonialim. Dicu: Why doe Twain chooe to bring European royalty into confrontation with southern race, age, and gender iue in Huck Finn. Do the Duke, the King, the Wilk brother, Jim, Huck, and Pap Finn think a colonit, colonizer, colonized, or colonialit? If you conider the King and Duke a the colonial power and Jim and Huck the colonized, how are the power able to gain control of the raft and of each town they viit? What form of reitance do Huck and Jim try againt their colonial control? Ha colonialim itelf created the need for picaros and picareque torie?
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventure Adventuress of Huckleberry Finn
uSIng fIlmS of Huckleberry Finn
The novel ha been made into film numerou time from 1920 to 1993. Let tudent compare thee rendition of the novel once they have completed their dicuion of the book. show one or two cene from everal of thee film to broaden the dicuion of how and why the book’ character and theme have been altered and what each filmmaker’ agenda i for hi film. student hould chart their reaction to each film, electing the one that bet repreent the novel and the writer’ intention a they ee them. Below are a few of thoe available: 1920: A ilent film directed by William Demond Taylor Taylor 1975: Robert Taylor, director with Ron Howard and Antonio Farga 1978: Jack Hively, director, with Brock Peter 1985: Peter Hunt, director, with sam William and Patrick Day 1988: Paul Winfield and Jeff Eat play Jim and Huck 1993: stephen sommer, director, with Elijah Wood and Courtney Vance (Teacher may purchae thee film for their librarie at http://hopping.yahoo.com/b:H uckleberry%20Finn%20Movie:96669884 or learn more about them at www.imdb. com/, the Internet Movie Databae). Activitie for student: (a) Cat a film verion of the novel. Imagine the director/producer want you to make recommendation on the actor and actree. Include photo and decription of the tar and tell why each i “perfect” for the part. Write a letter convincing the producer of your election. (b) Create a commercial for a film of Huck Finn. Include no more than 3 cene and craft the ad to make audience want to ee the film and to read the novel. The commercial hould be no longer than 30 econd. REFERENCES
Budd, Loui J., ed. Critical Essays on Mark Twain, 1867-1910. Boton: G.K. Hall and Co., 1982. Clinch, Jon. Finn. New York: Random Houe, 2007. Cox, Jame M. “A Hard Book to Take.” Modern Critical Interpretations of Adventures of Huckleberry Huckle berry Finn. Edited by Harold Bloom. New York: Chelea Houe Publiher, 1986, 87-108. Fihkin, shelley Fiher. Lighting Out for the Territory: Reflections on Mark Twain and American Culture. New York: Oxford Univerity Pre, 1997. —-. “Teaching Mark Twain’ Adventures of Huckleberry Finn .” http://www.pb.org/wgbh/culturehock/teacher/huck/eay http://www .pb.org/wgbh/culturehock/teacher/huck/eay.html .html —-. Was Huck Black: Mark Twain and African-American Voices. New York: Oxford Univerity Univ erity Pre, 1993. Narratives. New York: Penguin Book, 1987. Gate, Jr., Henry Loui. The Classic Slave Narratives.
Haupt, Clyde V. Huckleberry Finn on Film: Film and Television Adaptations of Mark Twain wain’s’s Novel, 1920-1 1920-1993. 993. New York: McFarland Pre, 1994. Hentoff, Nat. The Day They Came to Arrest the Book. New York: Laurel-Leaf Book, 1982.
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventures of Huckleberry Finn
Maclay, Kathleen. “New ‘Huckleberry Finn’ by UC Berkeley’ Mark Twain Project Reflect Recovered Manucript, Original Art, New Reearch.” http://berkeley.edu/new/ http://berkeley.edu/new/ berkeleyan/2001/07/11_huck.html MacNeil, Robert, and William Cran. Do You Speak American? New York: Harcourt/ Harvet Book, 2005. National Endowment for the Humanitie. “Critical Way of seeing Adventures of Huckleberry Huckle berry Finn in Context.” http://editement.neh.gov/ smith, David L. “Huck, Jim, and American Racial Dicoure.” Satire or Evasion? Black Perspectives on Huckleberry Finn. Edited by Jame Leonard, et.al. Durham, NC: Duke Univerity Univ erity Pre, 1992., 103-120. smith, Lee. The Last Girls. New York: Ballantine Book, 2003. http://www.readinggroupguide.com/guide3/lat_girl2.ap Twain: A Collection of Critical Essays. Englewood Cliff, NJ: sundquit, Eric J., ed. Mark Twain: Prentice Hall, 1994.
Teacher, Lawrence, Lawren ce, ed. The Unabridged Mark Twain. Philadephia, PA: Running Pre, 1976. Adventuress of Huck Finn Adapted. Fall Church, Virginia: John H. Wallace Wallace, John. Adventure Wallace, and son Co., 1983. ABOUT THE AUTHOR OF THIS GUIDE
JANE SHLENSKY received her B.A and M.F.A in Englih and Creative Writing from the Univerity of North Carolina at Greenboro. A National Board certified teacher, he ha taught for 36 year at the high chool, community c ommunity college, and univerity univeri ty level in Virginia, North Carolina, and the People’ eople’ Republic of China, alo erving er ving a preident of NC Englih Teacher Aociation and remaining active with NCTE and NC Teaching Aia Network. ABOUT THE EDITORS OF THIS GUIDE
JEANNE M. McGLINN, Profeor in the Department of Education at the Univerity of North Carolina at Aheville, teache Children’ Children’ and Adolecent Literature and direct the field experience of 9-12 Englih licenure candidate. she i a Board member of NC Englih Teacher Aociation and the Children’ Literature and Reading sIG of the IRA. she ha written extenively in the area of adolecent literature, including a critical book on the hitorical fiction of adolecent writer Ann Rinaldi for scarecrow Pre Young Young Adult Writer erie. JAMES E. McGLINN, Profeor of Education at the Univerity of North Carolina at Aheville, teache method of teaching and reading coure. He ha taught high chool Englih, and he i Pat-Preident of the College Profeor of Reading special Interet Council of the NC Reading Aociation. Hi reearch interet include tudy trategie for online text and increaing the reading achievement of tudent in high chool and college.
A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventure Adventuress of Huckleberry Finn
FREE TEACHER’S GUIDES A full list of Teacher’s of Teacher’s Guides and Guides and Teacher’s Guides for the Signet Classic Shakespeare Series is Series is available on Penguin’s website at:
us.penguingroup.co/tguides
Main street Of Mice and Men • Adventure of Huckleberry Finn The Mouetrap and Other Play Animal Farm A Narrative of the Life Anthem of Frederick Dougla, Beowulf An American slave The Call of the Wild Nectar in a sieve Cannery Row 1984 City of God The Country of the Pointed The Odyey The Paion of Artemiia Fir and Other storie The Pearl The Crucible Peruaion Death of a saleman The Prince and the Pauper Doctor Fautu Pygmalion • A Doll’ Houe Ragged Dick Dr. Jekyll and Mr. Hyde A Raiin in the sun Dubliner The Red Pony Ethan Frome Redwall The Fountainhead The scarlet Letter Girl in Hyacinth Blue The scarlet Pimpernel The Grape of Wrath • The secret Life of Bee Great Expectation sila Marner • Incident in the A streetcar Named Deire Life of a slave Girl A Tale of Two Citie Jane Eyre The Time Machine A Journey to the Center of the Earth Treaure Iland The Jungle Two Year Before the Mat • The Kite Runner Up from slavery The Life of Ivan Deniovich Wahington square • Litening I an Act of Love The Women of Brewter Place Looking Backward Wuthering Height Lyitrata teacher’S guIdeS
teacher’S guIdeS for the SIgnet claSSIc ShakeSpeare SerIeS
Antony and Cleopatra A You Like It Hamlet Henry IV Part I Henry V Juliu Caear King Lear Macbeth Meaure for Meaure A Midummer Night’ Dream The Merchant of Venice Much Ado About Nothing Othello Richard III Romeo and Juliet The Taming of the shrew The Tempet Twelfth Night
• New Titles
click On a ClaSSiC
T he he S S i gn gn eT e T C C la l a SS SS iC iC S S We W e b b Si S i Te T e i i nC n C lu l u d eS eS : ■
acmcSrvcs,wtP’sqtrctvCoFctyiformto Srvc,covtoscs,skcopyorr,Tcr’sgs, offrsprofssorssttstftvcsscsxprc
■
iformtooStCsscsttstors
■
dowoprtctos
■
TtvstoryofStCsscs
■
Powrfvcsrcrowsfctosytor,sjct,r
www.stcsscs.com
PENGUIN GROUP (UsA) INC. Academic Marketing Department 375 Hudon street New York, NY 10014-3657
Visit
www.signetclassics.com to browse all Signet Classics paperback editions and http://us.penguingroup.com/scessay for information about the Annual Signet Classics Scholarship Essay Contest
Printed in the U.s.A.
