Thursday, August 19, 2010

Summer Reading Part II

Nifty things I've been reminded of in writing these reflections:

-When writing the name of a book, it gets underlined.

-When typing the name of a book, it gets italics.

-End notes are for citing sources.

-Footnotes are for textual notes.

-Appendixes are for long textual notes providing background/context.

I think. Fun, no?


Also, Czech for 'hello' is 'ahoj' pronounced 'ahoy!'. This means I get to greet friends with 'ahoy' but must resist the temptation to pretend to be a pirate. Ahoj!


SUMMER BOOK THREE

Rory Stewart’s The Places In Between

Sometimes books, like people and ideas, follow and haunt me. They demand acknowledgment. A year ago, a friend of a friend recommended this book while we were together at the beach. I stumbled across it on Barnes and Noble’s website while trying to spend some gift cards, and finished it a week before running into her at the beach on this year’s trip.

Stewart is a gifted writer. I was worried about embarking on a novel-length trip with someone I mistakenly pegged as a journalist, but the reading was delightful. As narrator, protagonist, and author all at once, Stewart crafts with language as a smith crafts with metal. While the way he chose to end the book surprised me, it was very fitting. Now I’m itching to travel and wishing that I was a man so that hitch-hiking alone would be slightly safer.


“[Babur, the first Emperor of Mughal India] died the ruler of one of the largest and wealthiest empires in the world. He tells this adventure story with impressive modesty. What he did was very dangerous, but he never draws attention to this. Instead, he focuses on the people he meets and uses portraits of individuals to suggest a whole society. He pays more attention to his contemporary world than to legends or ancient history and he is a careful observer. He mentions hangovers and agricultural techniques, poetry and economics, pederasty and garden design with the sense of humor and experience of a man who has fought, traveled, and governed. He does not embroider anecdotes to make them neater, funnier, more personal, or more symbolic. Unlike most travel writers, he is honest” (11).


From Babur’s description of Herat in 1504: “Hussein Mirza [the ruler]…created a court, which abounded with eminent men of unrivaled accomplishments, each of whom made it his aim and ambition to carry to the highest perfection the art to which he devoted himself” (13).


An official from the beginning of Stewart’s journey tells him: “Record me in your book. As the Persian poet says: ‘Man’s life is brief and transitory, Literature endures forever’” (22).


“I did not need him to complete the phrase because I had heard it word for word from men in Heart and Kabul. ‘There has been war for twenty-four years. There is no water. The villagers are poor, illiterate, mad, and dangerous. Afghanistan is destroyed.’ In this standard analysis, Islam and ethnicity did not feature and violence was the product of crazy rural illiterates. It suggested a little education, money, and counseling might restore a golden age that existed before Afghanistan was ‘destroyed.’ But I was not sure how the exact words of the slogan had become so fixed or what part the media had played in it all. It told me nothing about the community” (33).


“This was a ritual I had gone through almost every night as I walked across Iran. This village had been part of an empire centered in Persia for most of the previous two thousand years. In both Iran and Afghanistan, the order in which men enter, sit, greet, drink, wash, and eat defines their status, their manners, and their view of their companions. If a warlord had been with us, he would have been expected, as the most senior man, to enter first, sit in the place farthest from the door, have his hands washed by others, and be served, eat and drink first…Status depended not only on age, ancestry, wealth, and profession, but also on whether a man was a guest, whether a third person was present, and whether the guest knew the others well…When other senior men from the village entered, we all rose in their honor. But when the servants brought the food, I was the only one to look up. Servants, like women and children, were socially invisible” (38-39).


“My feet beat out a steady muffled rhythm. My thoughts participated in each step, never getting ahead of me…My sense that I was on an adventure seemed self-indulgent in the context of the war. I found it difficult to write about the risk of death. I wrote ‘one’ instead of ‘I,’ as though I were shying away from myself” (44-45).


“When he denied the building was a caravanserai, I do not think he was being ignorant. He was saying that whatever the building had once been, it was nothing anymore” (67).


“I thought about evolutionary historians who argued that walking was a central part of what it meant to be human. Our two-legged motion was what first differentiated us from the apes. It freed our hands for tools and carried us on the long marches out of Africa. As a species, we colonized the world on food. Most of human history was created through contacts conducted at walking pace, even when some rode horses. I thought of pilgrimages to Compostela in Spain; to Mecca; to the source of the Ganges; and of wandering dervishes, sadhus, and friars who approached God on foot. The Buddha meditated by walking and Wordsworth composed sonnets while striding beside the lakes” (75).


“In the Indian Himalayas, villagers had described their landscape in terms of religious myth. ‘This hill is where Shiva danced,’ they said, or, ‘This lake was made my Arjuna’s arrow.’ But like Abdul Haq, the Aimaq villagers defined their landscape by acts of violence or death” (161).


“As we moved on the weather shifted, as did the sharp angles of the slopes, revealing new valleys on each side. My mind flitted from half-remembered poetry to things I had done of which I was ashamed” (179).


“In the early afternoon we entered a settlement where, for the first time, I saw women in the streets. They wore bright pillbox hats and clothes decked with silver. Rather than covering their faces, they stood still and watched me. I noticed how pale their skin was and their slender Mongolian eyes, unusual for Afghans. One of the girls smiled. In the central square were stocky men with broad ruddy faces and high cheekbones. They immediately invited me into the mosque. It was the first mosques I had been invited to in Afghanistan. These people were the Hazara” (185).


“I was not carrying a detailed map because I did not want to be thought a spy” (189).


“It is only safe for you because you are a stranger” (205).


“In all the countries through which I traveled, I was told with pride, ‘We [the Iranians, or the Pakistanis, or Indians or Nepalis or Afghans] are famous for being the most hospitable and generous people in the world. It is a religious duty for us. Everyone will welcome you immediately into their houses. You will be treated like a God.’

“But this was not my experience. Though most communities, whether Islamic or Hindu, and Muslims talked a great deal about their formal religious responsibilities to a mosafer (traveler), or meman (guest), in practice people often welcomed me reluctantly. This was understandable—they were often very poor, lived tough lives, and were suspicious of the few strangers they met. I was often disappointed by their hospitality. Only later did I begin to see how fortunate I was that they provided me almost every night with shelter and bread to eat” (209-210).


Another quote from Babur the Emperor: “The cave seemed to be small. I took a hoe and cleared for myself, at the mouth of the cave, a resting place about the size of a prayer carpet…some desired me to go into the cave but I would not go. I felt that for me to be in …comfort, while my men were in the midst of snow and drift…would be inconsistent with what I owed them…it was right that whatever their sufferings were…I should share them. There is a Persian proverb that Death in the company of friends is a feast” (214-215).


“For the first time, in the late afternoon sun, I could see the true color of the hills free of snow. There was a coal black peak with slopes of sulfurous yellow, an emerald green mountain, dark purple cliffs with a white crest, and in the foreground pale brown sandstone cliffs with dark eyelets of caves at the base, each stained with soot” (223).


“Blair’s handling and discussion of the Koran would have struck Ali as highly eccentric. In Ali’s view, Blair could not have read the Koran because Blair could not read Arabic. Since the Koran, unlike the Bible, is the verbatim word of God, spoken through Muhammad in Arabic, a translation is not considered to be the Koran. At times, it has been considered blasphemous to translate it at all” (236).


“Most of the policy makers knew next to nothing about the villages where 90 percent of the Afghan population lived. They came from postmodern, secular, globalized states with liberal traditions in law and government. It was natural for them to initiate projects on urban design, women’s rights, and fiber-optic cable networks; to talk about transparent, clean, and accountable processes, tolerance, and civil society; and to speak of a people ‘who desire peace at any cost and understand the need for a centralized multi-ethnic government” (246).


“Every three meters along the drystone wall facing us, a stone was painted bright red to indicate a mine on the path. They were antivehicle mines we were too light to trigger, so we walked over them. The antipersonnel mines seemed to be laid just off the road” (252).


“As Buddhism moved, it changed. In Tibet it incorporated the preceding Bon-Po religion and spawned new demonologies. In eighth-century northern India, it became scholastic; among the forest monks of Sri Lanka, pragmatic; in Newar, Nepal, married monks practiced inverted tantra; and in Japan, Zen devotees contemplated minimalist paradoxes. Afghanistan was where Buddhism met the art of Alexander’s Greece. There, in the Gandharan style, it developed its most distinctive artistic expression: the portrayal of the Buddha in human form. The colossal statues of Bamiyan were the legacy of this innovation…The dynamited niches now echoed the earliest pre-Gandharan depictions, in which the Buddha is represented by an empty seat, showing where he had once been” (257, 259).


From a village man: “‘We have not seen an American or a British. They would not dare to come to our village because they are afraid to die and we would kill them at once. They are afraid to die because they have no God. They are pathetic and decadent and corrupt. Why are they afraid of their deaths? They have nothing to live for. But I am ready to die now. We are all ready to die now because we know that we will go to God. That is why they can never defeat us’…I quickened my pace, aware of the tiredness and a slight tension in my muscles. My focus for the last hour had been immediate and practical. I had wanted to get to the next village. The men struck me as bullies with a strangled and dangerous view of God and a stupid obsession with death. I did not envy the government that had to deal with them” (283).


“After twenty months of walking, I flew out of Islamabad with a layover at Dubai International Airport, where I was served at McDonalds by a Filipino from Luzon. I landed in London and noticed its glass shop fronts and posters of half-naked women. Where I had been in Asia the tarmac roads petered out into bare patches of littered earth. Here the concrete ran clean from the roads over the curbs and up the walls of the houses, so that the whole city seemed rendered as a single room” (296).


SUMMER READING BOOK FOUR

Orhan Pamuk's Museum of Innocence


This one, admittedly, took me a while to get through. It wasn't that I didn't like it. I just had a hard time focusing on it. The framing is brilliant and original. Kemal, the narrator, lives in a museum that he created of objects collected to document his relationship with Fusun. The objects hold memories of his love, humiliation, obsession, joy, and loneliness; he kept them as relics of his love, and he opens the museum as a testament to the years when their lives were entwined. Through Pamuk, who supposedly is transcribing Kemal's explanations, the reader is walked through the museum and through Kemal's memories.


I love that the book plays with memories, how memories can be attached to objects (my oral histories project?), how museums frequently have back-stories... As the book takes place in Turkey in the 1970s, and Kemal is from the upper class, the story also discusses cultural realities that were not directly forces in his life but that impacted his decisions as boulders impact the flow of water in a river. Women are admired for emulating the forwardness of western women, but their social worth is still based on their reputations and virginity. Kemal's high society friends don't frequent the lower class neighborhoods and public theater gardens that he attends while pursuing Fusun. Riots and curfews rearrange his schedule at times, and his willingness to disregard them reminds the reader that he has completely surrendered to his obsession.


Kemal is a desperate man for most of the book. His obsession with Fusun consumes his life, and reading 532 pages of his thoughts can get tiring, especially for someone like myself who doesn't enjoy romance novels. That said, I closed the book knowing that Pamuk had masterfully crafted this character. The idea is that Kemal has taken his past and tried to preserve it in an external form so that he can walk visitors through the internal dialogue that has haunted him for years. Yes, he is clingy and obsessive and irritating...but if he were any other way than he wouldn't be sincere and the reader wouldn't believe that the story is really in his voice. This is a flawlessly executed novel.


(Some curious quotes: )


"My father's expanding business, his factories, his growing fortune, and the attendant obligation to live the 'elegant European' life that befit this wealth--it all now seemed to have deprived me of simple essences. As I walked these streets, it was as if I was seeking out my own center" (212).


"In Europe the rich are refined enough to act as if they're not wealthy. That is how civilized people behave. If you ask me, being cultured and civilized is not about everyone being free and equal; it's about everyone being refined enough to act as if they were. Then no one has to feel guilty" (219).


"Like most Turkish men of my world who entered this predicament, I never paused to wonder what might be going on in the mind of the woman with whom I was madly in love, and what her dreams might be; I only fantasized about her" (253).


"During those eight years the dilemma preoccupied me, and damned me. The view you can see n the picture displayed here is one we beheld standing at the window for at most two or two and a half minutes. I would like the museum visitor in contemplating it to please reflect on my dilemma as he looks at this view, bearing in mind, too, how delicate and refined was Fusun's behavior at this moment" (300).


"'Cousin Kemal, how can you even say such a thing? Our lives are what they have become,' said Fusun" (303).


"I have no desire to interrupt my story with descriptions of the street clashes between fervent nationalists and fervent communists at that time" (309).


"Then he kissed Fusun in the half-heartfelt, half-routine way that husbands in American films kiss their wives when they get home from work" (314).


"The power of things inheres in the memories they gather up inside them, and also in the vicissitudes of our imagination, and our memory--of this there is no doubt" (324).


"Sometimes..." (398).


"Seeing she'd made no impression on my, my mother was incensed. 'In a country where men and women can't be together socially, where they can't see each other or even have a conversation, there's no such thing as love,' she vehemently declared. 'By any chance do you know why? I'll tell you: because the moment men see a woman showing some interest, they don't even bother themselves with whether she's good or wicked, beautiful or ugly--they just pounce on her like starving animals. This is simply their conditioning. And then they think they're in love. Can there be such a thing as love in a place like this? Take care! Don't deceive yourself'"(450).


"...a feeling awoke in me that if I could tell my story I could ease my pain" (490).


"One could gather up anything and everything, with wit and acumen, out of a positive need to collect all objects connecting us to our most beloved, every aspect of their being, and even in the absence of a house, a proper museum, the poetry of our collection would be home enough for its objects" (501).


"There was another [collector] whose collection of doorknobs and keys I was delighted to exhibit after he explained that every resident (by which he meant every male) of Istanbul touched about twenty thousand door handles in his lifetime, and so it was virtually certain that 'the hand of the one I loved' had touched a great many of his specimens" (507).


"He was giving expression to the understanding that anyone obsessed with collecting objects and storing them away must be in the grip of heartbreak, deep distress, or some ineffable psychological wound. So what was my problem? Was I troubled at the loss of someone dear whose picture I had been unable to pin to my collar at the funeral? Or was I, like the man asking the question, suffering from something deep, unmentionable, and shameful?" (508).


"Real museums are places where Time is transformed into Space" (510).

Summer Reading Part I

The best part of finishing high school was realizing that I get to put together my own summer reading lists. I was a little spoiled senior year because I organized a book club and had the chance to pick the books for that, but it's so nice to have a whole summer of reading things that I've been curious about or that fall into my path. Below are both a list of books I read over my summers in high school and my quotes/comments from/on two of my books from this summer.

High School summer books:
I Heard the Owl Call My Name (Craven)
A Separate Peace (Knowles)
The Bean Trees (Kingsolver)
Our Town (Wilder)
House on Mango Street (Cisneros)

The Great Gatsby, F. Scott Fitzgerald (Scribner)

The Scarlet Letter, Nathaniel Hawthorne (Penguin)

The Catcher in the Rye, J. D. Salinger (Little, Brown and Co.)

The Adventures of Huckleberry Finn, Mark Twain (B & N Classic)

The Crucible, Arthur Miller (Penguin)

Heart of Darkness, Joseph Conrad

Pride and Prejudice, Jane Austen

A Tale of Two Cities, Charles Dickens

Idylls of the King, A. Tennyson

Jane Eyre, C. Bronte

Rebecca, D. DuMaurier

The Children' s Hour, Lillian Hellman
Hamlet, Shakespeare
The Things They Carried, Tim O'Brien
Their Eyes Were Watching God, Zora Neale Hurston
A fun side note: This year, a few of the books I used in my senior year book club and several of the books from my personal 'to be read next' list have appeared on my high school's required reading lists. I'm fascinated by such things. How do teachers and schools pick which books to teach?

SUMMER BOOK ONE

Derrick Jensen’s Walking on Water


This book came to me on loan from a friend. She mentioned as she handed it to me that he’s a tad more radical than I typically am but that he has some very valid points and good writing. She was right. Jensen writes about his experiences teaching writing classes at a college and a prison. He mixes tangents on the social politics he feels are messing up education with anecdotes about his experiences as both teacher and student. Sometimes the writing made me swoon. Sometimes the ideas made me pause. These are some quotes from the book (in italics) and my thoughts on them:


Opens with a Jules Henry quote: “School is indeed a training for later life not because it teaches the 3 Rs (more or less), but because it instills the essential cultural nightmare fear of failure, envy of success, and absurdity.”

I personally wonder sometimes if schools would do well to teach more absurdity. After Catholic school for 13 years, I feel as if absolute structure (at least in a school setting) is something I know a bit about. I could maybe even do an anthropology study about the kind of culture in which wearing mismatched shoelaces is a sign of rebellion.

Seriously, though, structure provides security and predictability for a student. This is good sometimes, but allowing (encouraging) students to engage absurdity would condition their minds for the resourcefulness, innovation, creativity and patience that will serve them well in the absurd world. Do I agree with Jensen that acculturation takes place in schools? Yes. Do I agree that some classrooms stress submission more than curiosity? Yes (though they aren’t all like that). Do I think absurdity should be grouped with fear of failure and envy of success? Absolutely not. I rather like absurdity. It kept me sane in moments of suffocating structure.


“Chapter 1: A Nation of Slaves”

…So we’ve established that he isn’t shy about telling you where he stands… This is a bit extreme for my tastes, but you have to acknowledge that he’s honest.


“…We presume the primary purpose of school is to help children learn how to read, write, and do arithmetic…The process of schooling gives children the tools they can—and often must—use to survive after graduating into ‘the real world,’ and teaches them to be a member of our culture. Not often enough asked are the questions: What sorts of tools are these? and, What is it to be a member of this culture? In other words, we might be well served to ask what sorts of beings we are creating by the process of schooling” (3).

Fair enough. These questions should certainly be asked. That said, ‘creating’ strikes me as the wrong word to use here. Tabula rasa has long been disproven; experiences influence people, but saying that a system ‘creates’ people gives the system too much credit.


“I snuck books into classrooms and read them in my lap. I taught myself American Sign Language in an attempt to communicate silently with a friend in another row…I learned not to ask difficult questions of overburdened or impatient teachers, and certainly not to expect thoughtful answers” (4).

Glad to know I’m not alone.


“Never are we asked, of course, whether it’s a good thing to standardize children (sorry, I mean students), knowledge, or the larger world. But none of this…is really the point at all, and to believe so is to fall into the fallacy that school is about learning information, not behaviors.


“We hear, more or less constantly, that schools are failing in their mandate. Nothing could be more wrong. Schools are succeeding all too well, accomplishing precisely their purpose. And what is their primary purpose? To answer this, ask yourself first what society values most. We don’t talk about it much, but the truth is that our society values money above all else, in part because it represents power, and in part because, as is also true of power, it gives us the illusion that we can get what we want. But one of the costs of following money is that in order to acquire it, we so often have to give ourselves away to whomever has money to give in return. Bosses, corporation, men with nice cars, women with power suits. Teachers. Not that teachers have money, but in the classroom they have what money elsewhere represents: power. We live in a culture that is based on the illusion—and schooling is central to the creation and perpetuation of this illusion—that happiness lies outside of us, and specifically in the hands of those who have power” (5-6).

There are many things right in this quote. There are many things wrong in this quote. It all sounds rather Hobbes-ian, but I personally can’t help fixating on the claim that men with power get cars while women with power get suits. What if I want to be a powerful woman in a skirt? Or jeans? Or whatever I feel like wearing?


“Pretend you wish to make a nation of slaves. Or, to put it another way, you wish to procure for your nation’s commercial interests a steady supply of workers, and a population pacified enough to not resist the expropriation of their resources. The crudest and probably most common means of facilitating such production is through direct force. Simply capture the workers and haul them to your factories and fields in chains. A slightly more sophisticated approach is to dispossess them, once again usually at gunpoint, then give them the choice of starvation or wage slavery. Alternatively, you can force them to pay taxes or purchase your products, thereby guaranteeing they’ll enter the cash economy, meaning, ultimately, that they’ve got to work in your factories or fields to gain the cash.

"The primary drawback of each of these approaches is that the slaves still know they’re enslaved, and the last thing you want is to have to put down a rebellion. Far better for them to believe they’re free, because then if they’re unhappy the fault lies not with you but with themselves.

“It all starts with the children. If you don’t start young enough, you’ll never be able to acculturate them sufficiently so that they disbelieve in alternatives. And if they honestly believe in alternatives—those not delineated by you—they may attempt to actualize them. And then where would you be?” ([the entirety of page]9).

Again, at least he’s up front about his views. This sounds to me like an echo of John Berger’s theory on how advertising works (from Ways of Seeing).


Chapter 2 begins with a Carl Rogers quote: “…I have come to feel that the only learning which significantly influences behavior is self-discovered, self-appropriated learning…[Successful teaching] seems to cause the individual [student] to distrust his (or her) own experience, and to stifle significant learning…[The best way to learn for me] seems to mean letting my experience carry me on, in a direction which appears to be forward, toward goals that I can but dimly define, as I try to understand at least the current meaning of that experience” (11-12).

Cheers for interdisciplinary and engaged learning!


“The word education comes from the latin root e-ducere, meaning ‘to lead forth’ or ‘to draw out.’ Originally it was a midwife’s term meaning ‘to be present at the birth of.’ I would contrast that with the root of the word seduce, which is closely related, but with a striking difference. To educe is to lead forth; to seduce is to lead astray” (15).

Confession: I’m a sucker for etymology. So cool!


“’So, it’s wonderfully acceptable,’ I say, ‘to disagree with me. It’s wonderfully acceptable to disagree with anyone. Just be agreeable, at all times respectful, in the way you disagree. Be full of thought and thoughtful in your disagreement’” (21).

Very peaceable and very true. I really like this.


“At one point I used the wrong word to describe something—I called a trowel a spade—and when she corrected me I said…‘It’s just a word.’

“‘Just a word,’ she replied. ‘No. You mugged me, as surely as if you had taken my wallet. You mugged me with words, stole a moment of my life. Every time you’re on stage, or every time you write something for someone else to read, all the people in the audience, all the people who read your writing, are giving you the honor of time they could be spending elsewhere. You are responsible for every second they give you. You need to give them gifts—including the truth as you understand it to be—commensurate with that every moment’” (27-28).

Dear reader, You should stop reading this and go play in the sun. Thank you kindly for your time. Sincerely, me.


“…The most revolutionary thing we can do is follow our hearts, to manifest who we really are” (41).

Hmmm.


“Our current system divorces us from our hearts and bodies and neighbors, from humanity and animality and embeddedness in the world we inhabit, from decency and even the most rudimentary intelligence”

(42).

Hmmm, hmmm.


“Beneath the trappings and traumas that clutter and characterize our lives, who are you, and what do you want to do with the so-short life you’ve been given?” (42).

I just liked the alliteration here.


“‘Normally the only reason kids go to college or graduate school—and, in Wes Jackson’s words, the only real major offered—is upward mobility. But we fail to teach our children that service to something greater than themselves is far more likely to lead to a joyful and satisfying life, and one that is environmentally rich’”(45).

This is where we look at for-profit schools and wonder how they fit into the equation.


“This made me think of what some of the ancient Greek philosophers called the point of life: eudaimonia. It’s commonly translated as happiness, but I believe a more accurate translation would be fittingness: how well your actions match your gifts, match who you are. My understanding of it is that after we die, we spend a hundred lifetimes being treated how we treated others here on earth, after which we go back into the pool of those to be reborn. When our turn comes we decide who will be our parents and what will be our gifts, our purpose. Just before hopping back to this side we drink something that causes us to forget. And here we are. It becomes our task in this world to remember our gifts, our task, and to realize them, with the help of guiding spirits…” (46).


“…I regret my mistakes of timidity more than those of recklessness; actions undone more than actions done. Regrets have never come from following my heart into or out of intimacy, no matter the pain involved, but when, because of fear, I didn’t enter or leave when I should have. Regrets have come when fear kept me from my heart. I wish I had told [my students] that this has been true not just with women, but with everything” (49).


“But the hard parts will be your hard parts, they won’t be hard parts other people have imposed on you for their own reasons, or maybe for no reason at all. And your ownership of them—your responsibility to and for them—makes all the difference in the world” (51).

This may sound crazy, but I can attest that it’s true.


“There’s a larger point to be made here than my own obtuseness, which is the fragility, beauty, and at the same time resilience of any communication…I saw a stop sign, and it occurred to me that just as no one expects a stop sign to stop a car, I shouldn’t expect words to substitute for experience. That’s not their job, although words certainly can be misused in that way” (166).

Godel, Escher, Bach anyone?


“Reform versus revolution is a false dichotomy. The first answer is that we need both: Without a revolution the planet is dead, but if we simply wait for the revolution the planet will still be dead before the revolution comes” (193).

So he was focusing on environmental issues but I feel like this idea is relevant in the context of any significant struggle.


“If the first quarter is about liberation, the second would be about responsibility. Every person needs to learn and experience—incorporate, take into the body—both. And they’re inseparable. Either without the other becomes a parody, and leads to inappropriate, destructive, and self-destructive behaviors generally characteristic of unconscious or unintentional parodies. Responsibility without freedom is slavery. As we see. Freedom without responsibility is immaturity. As we also see. Put them together and you’ve got an entire culture consisting of immature slaves” (194).

He is talking here about what he would teach next if he had the same students two quarters instead of just one. Maybe he doesn’t need a second quarter. Maybe he just needs to write a book. Oh wait…


SUMMER BOOK TWO (Why does my font keep changing?)

Elizabeth Strout’s Olive Kitteridge


A very enjoyable read. Lightly written, without being brainless in content, and really a very human account of a woman’s later years. The book is composed of many small chapters told from different points of view. Some are from or about Olive’s family members. Others focus on her neighbors and her past students (she’s a retired school teacher in a small town in Maine). Many of the stories aren’t even about Olive, but she always features in them—if only for a moment—and the glimpses into her relationships come together to give the reader a full picture of this woman. Who remains an enigma…but that’s what makes her a strong character. Following Olive through moments of ambivalence, joy, disappointment, and loss allows the reader to build a connection with a character who isn’t particularly likable but whose suffering makes her irresistibly human.


(Sorry. No quotes from this one...)