The Use and Abuse of Literature - Marjorie Garber [154]
45. T. S. Eliot, “The Metaphysical Poets,” in Selected Essays (New York: Harcourt, Brace, and World, 1932, 1960), 248.
46. The Cambridge History of English and American Literature, eds. A. W. Ward, A. R. Waller, W. P. Trent, J. Erskine, S. P. Sherman, and C. Van Doren (New York: G.P. Putnam’s Sons, 1907–21), vol. 2, section 7, part 4, 165.
47. John Dryden, preface to Fables Ancient and Modern (1700), in Selected Works of John Dryden, ed. William Frost (New York: Holt, Rinehart and Winston, 1962), 398.
48. Ibid., 404–5.
49. Ibid., 405–6.
50. Washington Irving, The Life of Oliver Goldsmith (New York: John W. Lovell, 1849), 182.
51. Ibid.
52. James Boswell, Life of Johnson (London and New York: Oxford University Press, 1965), 751–52.
53. Henry James, “The Birthplace,” in Selected Short Stories (New York: Rinehart, 1955), 246.
54. “Chatterton, the marvellous Boy / The sleepless Soul that perished in its pride.” William Wordsworth, “Resolution and Independence” (43–44), in William Wordsworth: Selected Poems, ed. Stephen Gill (London: Penguin Books, 2004), 139.
55. Benjamin Bailey, quoted in Walter Jackson Bate, John Keats (Cambridge, MA: Harvard University Press, 1963), 216.
56. W. W. Skeat, The Poetical Works of Thomas Chatterton (London: Bell and Daldy, 1871), 1: Preface, xi.
57. Boswell, Life of Johnson, 579.
58. Blair, an important figure in the Scottish Enlightenment, had a big influence on education in the United States. He maintained that the chief use of literature was to enable upward mobility in society and to promote morality and virtue, and his lectures on rhetoric and belles lettres were often reprinted and used by universities like Yale and Harvard, where the idea of self-improvement through eloquence and literary study found a hospitable home in the nineteenth century.
59. Stanley Fish, “How to Recognize a Poem When You See One,” in Is There a Text in This Class?: The Authority of Interpretive Communities (Cambridge, MA: Harvard University Press, 1980), 327.
60. Stanley Fish, “Interpreting the Variorum,” in Fish, Is There a Text in This Class?, 167–73. Originally published in Critical Inquiry 2, no. 3 (Spring 1976), 465–85.
61. I. A. Richards, Practical Criticism: A Study of Literary Judgment (New York: Harcourt Brace & World, 1929).
62. Online syllabus of Professor Anthony Ubelhor, Department of English, University of Kentucky, www.uky.edu.
63. Allan Bloom, The Closing of the American Mind: How Higher Education Has Failed Democracy and Impoverished the Souls of Today’s Students (New York: Simon & Schuster, 1987), 374.
64. Michel Foucault, “What Is an Author?,” in Language, Counter-Memory, Practice, ed. Donald F. Bouchard, trans. Donald F. Bouchard and Sherry Simon (Ithaca, NY: Cornell University Press, 1977), 131.
65. Ibid., 132.
66. Ibid., 131.
67. Peter Brooks, Reading for the Plot: Design and Intention in Narrative (New York: Alfred A. Knopf, 1984). “Freud’s Masterplot” was originally published in Yale French Studies 55/56. Literature and Psychoanalysis. The Question of Reading: Otherwise (1977), 280–300.
FOUR What’s Love Got to Do with It?
1. Andrew Dickson White, Autobiography (New York: Century Company, 1907), 1:364, cited in Henry W. Simon, The Reading of Shakespeare in American Schools and Colleges (New York: Simon & Schuster, 1932), 47.
2. John Fulton, Memoirs of Frederick A. P. Barnard, Tenth President of Columbia College in the City of New York (New York: Macmillan, 1896), 36. Cited in Simon, 47.
3. Charles W. Eliot, The Man and His Beliefs (New York: Harper, 1926), 1:212–13. Cited in Simon, The Reading of Shakespeare, 48.
4. Simon, The Reading of Shakespeare in American Schools and Colleges, 47.
5. Jane Austen, Mansfield Park (London and New York: Penguin, 1985), 334–35.
6. Jane Austen, Persuasion (London and New York: Penguin, 1985), 192, 178.
7. U.S. Department of