Author emphasizes attitudes toward slavery in his analysis of the relationships among the characters in Melville's story. (SP)

Explores the journal writing of Henry David Thoreau. Asserts that his journals are an excellent example of writing to learn. Notes that students can benefit from emulating Thoreau's approach to journal writing. (MM)

Discusses the personality development of the "Wuthering Heights" character Catherine Earnshaw in terms of the id, the ego, and the superego. (EL)

Suggests pollution as a thematic approach for making nineteenth century literature relevant to the modern student and lists instructional materials for such a course. (RB)

Discusses the relevance of two Lewis Carroll novels to the lives of 20th century adolescents when interpreted as satiric views of adulthood and society. (RD)

Describes and presents examples of work from the Western Michigan school of bad versemakers, a group of nineteenth century poets who strove to give their frontier experiences high seriousness, but achieved, at best, unintentional humor. (MM)

Compares Roman Polanski's film adaptation of "Tess of the D'Urbervilles" with the original novel by Thomas Hardy. Suggests that a comparative analysis of the two works enhances students' awareness of Hardy's artistry and sharpens their ability to respond critically to literature. (MM)

States that reading Scott O'Dell's popular juvenile book, "The Island of the Blue Dolphins," can increase high school students' comprehension and appreciation of Herman Melville's "The Encantadas," as both works are fictional treatments of the same historic event. (MM)

Discusses a Dickens novel relevant today because it specifically recreates the industrial age going into second gear. (Author/SP)

Presents five reasons for classroom study of Mary Shelley's gothic work: (1)intriguing style and subject matter, brevity and novelty; (2)narrative versatility; (3)representation of the Romantic Era in English literature; (4)female authorship; (5)significance of the central theme of "scientific aims pursued in reckless disregard of human…

A high school teacher tries to eliminate the obstacles to subversive teaching in public schools by asking them to design schools that embodied the principles of learning suggested by the romantic and transcendental writers like Emily Dickinson, Ralph Waldo Emerson, Edgar Allan Poe, Henry David Thoreau, and Walt Whitman. It helps the students…

Compares and contrasts the two nineteenth-century domestic romances, "What Katy Did" and "Jack and Jill" and examines how the protagonists grow into mature and capable women. (CRH)

Recommends using "antique" adolescent literature as a way of stimulating student interest. Cites several examples of nineteenth century literature that can be so used. (JL)

To develop students' abilities in independent literary interpretation and thus to foster in them a deeper enjoyment and appreciation of literature, teachers should attempt to impart an understanding of three basic structural areas in literature. The first of these is an awareness of man in relation to his physical, social, and cultural…