teaching faulkner.docx
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teaching faulkner.docx
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teachingfaulkner
teachingwilliamfaulknerinhighschooladvancedplacementclassrooms
RichardS.Turner
Introduction
AsahighschoolEnglishteacherfortwenty-nineyears,IhavebeenaclosecolleagueofmanyteachersofAmericanliterature.Tomyknowledge,mycolleagueshavenevertaughtanovelbyFaulknerandhaveonlyoccasionallytaughttheoneshortstoryincludedintheliteraturetext.TheyhaveusuallyignoredtheNobelPrizespeechthathasalsobeenincludedintheliteratureanthology.AlthoughIhavetaughtBritishliteratureduringmycareer,IhavealwaysmaintainedafascinationfortheliteratureofWilliamFaulkner.Ihavereadallofhisnovelsandmostofhisshortstories.IbelievehimtobethegreatestAmericanwriterofthetwentiethcentury.ItismycontentionthattheliteratureofFaulknershouldbetaughtinhighschoolsandthatseveralofhisnovelsandshortstoriesshouldbeincludedintheEnglishcurriculumofallhighschoolsinAmerica.ItismyhopethatthefindingsofthisstudyilluminatespecificreasonsthathisliteratureisbeingtaughtandvariousreasonsthathighschoolAdvancedPlacementEnglishteachersareavoidingFaulkner'swork.ThefindingsmayenablehighschoolcurriculumdevelopersandEnglishteacherstoreexaminetheextenttowhichFaulknerisincludedinthecurriculumandhowheistaughtintheclassroom.
ThehighschoolEnglishcurriculumiscloselyconnectedwiththespecificliteraturetextwhichhasbeenadoptedbytheschooldistrict.Teachersusuallyfollowachronologyofselectionsprovidedbytextbookcompanies.MosttextsusedinhighschoolscontainatleastoneshortstorybyFaulkner.Theselectionsmostoftenincludedare"ARoseforEmily,""BarnBurning,""SpottedHorses,"andsectionsof"TheBear."ManytextsincludetheNobelPrizespeech.
TheEnglishcurriculuminmosthighschoolsincludesasupplementalreadinglistwhichconsistsofrecommendedliteraryselectionschosenbytheteachersasadepartment.Theseselectionsarenovelsorplaysthatarenotincludedintheliteraturetextbeingusedintheclassroom.Theremaybecertaintitlesthatarerequiredbythedepartmentandmustbetaught,butforthemostpart,theyareselectionsthatteacherschoosebecausetheyfeeltheyareimportanttoteachandbecausetheyenjoyreadingandteachingthem.
SeveralnovelsandshortstorieswrittenbyWilliamFaulknercanbeincludedonhighschoolreadinglistsandiftaughtwouldenhancestudentexperiencesofAmericanliterature.MalcolmCowleyinhisclassicintroductiontoThePortableFaulknersaid,"Faulkner'snovelshavethequalityofbeinglived,absorbed,rememberedratherthanmerelyobserved.Andtheyhavewhatisrareinthenovelsofourtime,awarmthoffamilyaffection,brotherforbrotherandsister,thefatherforhischildren-alovesowarmandproudthatittriestoshutouttherestoftheworld"(p.xxviii).ItisdifficulttoimaginesomeonereadingthefinalscenesofLightinAugustandnotbeingmovedbythefateofJoeChristmas.ItishardtoimaginethatareadercanexperiencethejourneywiththeBundrenfamilytoburyAddieinAsILayDyingandnotbeabetterpersonfortheexperience.InAsILayDying,Faulknerusednineteendifferentnarrators-someonlyonce,othersseveraltimes-totellasinglestory.Thiswasanoriginalanduniquestylethatnootherprominentwriterhasattemptedsince.WhatstudentcanexperienceFaulkner'sencapsulationoftheworldinTheSoundandtheFuryandnotcometoadeeperunderstandingofhimselfandhisplaceinthatworld?
CananyreaderexperienceGoDown,Moseswithitsindignities,insufferableviolence,andunspeakablewrongsthattheSouthernwhitehasinflictedontheBlackandnotcometoadeepersensibilityofhumanmoralityforallofmankind?
Literatureallowsstudentstounderstandtheheritageofthepast.FaulknerteachesusbetterthanmostwriterswhatitmeanstobeanAmerican,notjustanAmericanfromtheSouth.Wemusteachlearntosharetheheritagewroughtbyslaveryandlearntounderstandtheprejudiceandgreedthatforgeditsdevelopment.Morethanmostwriters,Faulknerisabletoleadustoapersonalunderstandingof"man'sinhumanitytoman."
Thereareauthorswhoaremorelyricalandromantic,authorswhocanmoveusmomentarilybyarhetoricaleloquence,butFaulknerathisbestmovesusbecausewebecomeactivelyinvolvedwithhischaracters.Cowley(1946)says,"itisbyhisbestthatweshouldjudgehim,aseveryotherauthor;andFaulknerathisbest-evensometimesathisworst-hasapower,arichnessoflife,anintensitytobefoundinnootherAmericanwriterofourtime"(p.xxv).InGoDown,MosesFaulknercreatedyoungIkeMcCaslinwholearnstheonenessofallnatureandthatblooddoesnotmatter,thatSamFathers,Negro,White,andIndian,isSamFathers,aman.Healsolearnsloveandpityforalllivingcreaturesandthatthereisacodeofnaturebywhichweshouldalllive.InTheSoundandtheFury,Faulknergivesusoneofhisgreatestcreations,thehumbleNegroservantDilsey.ShehasremainedthesteadfastcenteroftheCompsonhousehold.AccordingtoEdmundVolpe(1964),"Thesourceofherstrengthisherhumanity.Sheisincapableofthinkinginabstractions,intermsofservantoremployer,NegroorWhite,hersisagenuineresponsetoindividualsandtolife"(p.124).
FaulknercreatestheembodimentofevilinthecharacterofPopeyeinhisnovelSanctuary.Heliesoutsidethecircleofhumancorruptionandisalinkbetweenhumanandcosmicevil.Heisacharacterwhoisalientothenaturalworldandtothehumanspecies.WithFaulkner'screationoftheNegroLucasBeauchampinIntruderintheDust,heisabletopaytributetothestrengthandenduranceoftheNegrorace.Lucasistooproudtoacquiesceinsubmission,tooself-containedtobeeitheroutcastorrebel.AccordingtoIrvingHowe(1975),LucaschallengesmanyofthenotionsFaulknerhadpreviouslyexpressedaboutNegroes.Heis"amemberofanoppressedgroupwhoappearsnotasacatalogueofdisabilitiesorevenvirtues,butasahumanbeinginhisownright.Heisnotaformofbehaviorbutaperson,not'Negro'butaNegro"(p.129).PerhapsHowespeaksforeveryreaderwhohascometoloveFaulkner's"living"characterizations:
"EventhosereadersdistrustfulofFaulkner'sstyleorrepelledbyhisviolencemustbestruckbytheamplitude,vitality,andhighcoloringofthefiguresthatmoveacrosstheYoknapatawphalandscape.AlthoughFaulkner'splotsaresometimestoocumbersomeandtrickyforthemattertheyconvey,andhisreflectionscanbecometurgidandpretentious,hischaractersseldomfailus"(p.4).
SpeakinginPakistanin1957,Faulknersaid,"itismenandwomenthatmatter,thecharacters.Idon'twritethestories.Whenthecharacterscomealive,theywritethestoriesthemselvesbybehavingastheyshould"(Inge,p.151).FaulknerhasnevercreatedasinglecharacterofthemagnitudeofShakespeare'sHamletandFalstaff,Melville'sAhaborFlaubert'sEmmaBovary.HisgreatnessliesinthedevelopmentofabodyofcharacterswhichsurelyrivalsthosecreatedbyShakespeareandDickens.Andtomywayofthinking,itisthismasterfulbodyofcharacterizationtowhichhighschoolstudentsshouldbeexposediftheyaretotrulyunderstandthehumanspiritasitisembodiedinthestudyofAmericanliterature.
ThisdissertationprovidesthereaderwithanewinsightintooneofAmerica'sforemostwritersoffiction.ItgivesteachersofAmericanliteratureanextensivechronologyofliterary,pedagogical,andcurricularcriticismonFaulkner.Italsoprovidesteacherswithanumberofvaluableteachingmaterialsthatcanbeusedinthehighschoolclassroom.ThisstudycapturesthevoicesofAdvancedPlacementhighschoolteacherswhoenjoyteachingFaulknereachyear,thevoicesofstudentswhoengageinthatstudy,andthevoicesofteacherswhochoosenottoincludeFaulknerinthecanonofwriterstheyassigneachyear.ThisdissertationacquaintsandreacquaintsreaderswithFaulkner'swritingthroughthecommentaryofliteraryscholars,themyriadoffascinatingcharactersfromhisfiction,andthevoiceofFaulknerhimself.EachpagemakesapassionatecasefortheinclusionofFaulknerinthehighschoolclassroomandthelanguageartscurriculumdocument.
ConclusionsandRecommendations
InAprilof1939,WilliamFaulkner,describinghisownsenseofmasterywhilefinishingTheHamlet,wrotetohispublisher,RobertHaas,"IamthebestinAmerica,byGod"(Minter,p.178).Therearecertainlyhighschoolteachers,asreflectedinthisstudy,whowoulddisagreewiththisself-assessmentbyFaulkner.Theyarequicktocriticizehiswritingasunstructured,incomprehensible,racist,andfilledwithrepugnantsexandviolence.TheypointtoexamplesofstreamofconsciousnessthatrunforseveralpagesorvulgarityasseeninthecharacterPercyGrimmwhosaysofJoeChristmasinLiqhtinAugust,"JesusChrist...HaseverypreacherandoldmaidinJeffersontakentheirpantsdowntotheyellowbelliedsonofabitch?
"(p.512)TheseAdvancedPlacementteachersareadamantlyopposedtoteachingFaulknerintheirclassrooms.ButthisstudyalsorevealsthatFaulknerandhisfictionarealiveandwellinmanyhighschoolAdvancedPlacementclassrooms.TeacherswhoembracehiswritingpointoutthatithasabeautifuleloquenceasreflectedinanentiresectiondevotedtothecharacterAddieBundreninAsILayDying:
Andthenhedied.Hedidnotknowhewasdead.Iwouldliebyhiminthedark,hearingthedarklandtalkingofGod'sloveandHisbeautyandHissin;hearingthedarkvoicelessnessinwhichthewordsarethedeeds,andtheotherwordsthatarenotdeeds,
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