2018 Summer Teachers’ Institute: “Mark Twain In Color”

For the registration form and full Institute schedule, click here.

The Center for Mark Twain Studies is once again collaborating with the Schuyler-Chemung- Tioga-Corning Teachers’ Center to offer the 2018 Summer Teachers’ Institute in July (Tuesday, July 10 and Wednesday, July 11).  This two-day institute is held in the Gannett-Tripp Library on the Elmira College campus and at Quarry Farm.

The theme this year is “Mark Twain In Color.”

Join Kerry Driscoll, Ann M. Ryan, and Matt Seybold as they explore Mark Twain’s complicated reading (and writing) of race in Nineteenth Century America. We like to think of Mark Twain, “the man in white,” as absolutely progressive when it came to issues of race and ethnicity, but Twain’s journey toward enlightenment had many bumps in the road. Some of his attitudes were remarkable and forward thinking; others were more backward and reactionary—all of which makes Mark Twain less an icon of goodness and more m human. We’ll look at Twain’s portraits—in both his fictional and non-fictional work—of African Americans, Native Americans, and Chinese immigrants, as well as his reflections on his own white identity. We’ll discuss Twain’s acute sensitivity to injustice and violence, and how it often competes with racial prejudice—some of which he inherits and some of which he hones. Our hope is that the teachers who attend this Institute will find in Twain’s lifelong reflections on race, as well as his struggles with prejudice, stories to share with students who also struggle with this complicated shared history.

Elmira College is the perfect place to “talk Twain,” since it is the home of the international Center for Mark Twain Studies. The Center has stewardship of Quarry Farm, the summer home of Olivia Langdon Clemens’ family and site of her sister Susan Crane’s home (and later dairy). Quarry Farm also includes the original location of the Study as well as the landmark home where Clemens wrote and first read many of his major writings to his family while on the porch at “the Farm.”

Your $65 registration fee includes:

  • Two breakfasts and two lunches
  • A custom reader with all the texts used during the Institute
  • A gift from the Center for Mark Twain Studies

In order to prepare for discussion, the texts will be mailed to you upon receipt of your registration payment, or you may arrange to pick them up at Elmira College.

MEET OUR FACULTY

Kerry Driscoll is Professor of English at the University of St. Joseph in West Hartford, CT and the current President of the Mark Twain Circle of America. She is the recipient of a 2007 faculty research fellowship from the National Endowment for the Humanities for a book manuscript, Mark Twain among the Indians, which was just published in June 2018.

Ann M. Ryan is the Kevin G. O’Connell Distinguished Professor of English at Le Moyne College. Her publications include A Due Voci: The Photographs of Rita Hammond, many published essays on Mark Twain and other authors, and Cosmopolitan Twain, co-edited with Joseph McCullough. For seven years, she was editor of the Mark Twain Annual.

Matt Seybold is Assistant Professor of American Literature & Mark Twain Studies at Elmira College, as well as editor of MarkTwainStudies.org. He is co-editor of the forthcoming Routledge Companion to Literature & Economics. Recent publications can be found in Aeon Magazine, American Studies, boundary 2, Henry James Review, Los Angeles Review of Books, Mark Twain Annual, Reception, and T.S. Eliot Studies Annual.

INSTITUTE SCHEDULE

Tuesday, July 10 at Gannett-Tripp Library on the Elmira College Campus

8:15 – 8:55 Registration and Light Breakfast

9:00 – 10:00 Session #1- “Becoming Twain in Black and White” – We’ll trace Twain’s journey through the fraught history of race in nineteenth-century America. Twain forged complicated relationships with slaves during his childhood, which both haunt and inspire him for the rest of his life.

10:00 – 10:15 Mid-morning Break

10:15 – 11:30 Session #2 – Conjuring Black Voices-Echoing through his writings are the voices of the black people Twain knew, as well as those he thought he knew. We’ll listen to Twain conjure their voices through the prism of his memory.

11:30 – 12:30 Luncheon Buffet

12:30 – 1:30 Session #3 -”The Romance and Terror of Indians” – An exploration of Clemens’s early attitudes toward Native Americans, particularly the images of the “noble” and “ignoble” savage as reflected in the novels of James Fenimore Cooper, as well as the history/politics in Indian removal in antebellum Missouri.

1:30 – 1:45 Mid-afternoon Break

1:45 – 3:00 Session #4 – “Indians Reimagined” – A discussion of short works: “A Visit to Niagara” (1869); “The Noble Red Man” (1870); Chapter 19 of Roughing It on “Goshoot” Indians (1872)

Closing Visit to the Study, the Exhibit, and historic Cowles Hall

Wednesday, July 11 AT QUARRY FARM

8:15 – 8:55 Arrival at Quarry Farm and light breakfast

9:00 – 10:00 Session #1 – “Comparative Racialization” – With particular attention to short writings from San Francisco newspapers, we will discuss how witness the exploitative treatment of Chinese laborers in the West awoke young Samuel Clemens to the hypocritical racial politics of Jacksonian America.

10:00 – 10:15 Mid-morning Break

10:15 – 11:30 Session #2 – “The Anti-Imperialist Imagination” – A brief tour through the anti-imperialist writings of Twain’s late phase, with particular attention to “The Fable of the Yellow Terror,” in which he offers an eerily prophetic account of Chinese – American relations in the century to come.

11:30 – 12:30 Lunch and Tour of the Grounds of Quarry Farm

12:30 – 1:30 Session #3 “There’s all kinds here…When the Deity builds a heaven, it is built right, and on a liberal plan” – Exploring Racial and Cultural Diversity in “Extract from Captain Stormfield’s Visit to Heaven” (1907)

1:30 – 1:45 Mid-afternoon Break

1:45 – 3:00 Session #4 – Concluding Session/Lesson Planning Teachers are invited to pull together their observations and readings into a lesson or assignment for their students

When Will WE Listen? Mark Twain Through the Lenses of Generation Z

EDITOR’S NOTE: The Duluth Public School District in Minnesota recently decided to drop two novels from their curriculumAdventures of Huckleberry Finn and To Kill A Mockingbird. Jocelyn Chadwick, current President of the National Council of Teachers of English (NCTE) and a former Professor at Harvard Graduate School of Educationis both an expert on secondary education in the U.S. and an acclaimed scholar of Mark Twain, having authored The Jim Dilemma: Reading Race in Huckleberry FinnShe takes this opportunity to discuss the importance of these controversial texts to contemporary students. 

“I use the word nigger, and I don’t think much about it. So, I want to read Adventures of Huckleberry Finn for myself so that I can understand the history around the word and think about it again for myself.” – Student, Capitol Preparatory Magnet School (2017)

That we as adult citizens of the United States of America yet find ourselves seemingly inextricably enmeshed in the morass that is racism continues to be disturbing. Of course, parents and we who educate children, especially English language arts teachers, are not only cognizant of troubling social issues, including racism and America’s dark history, but also other isms and the accompanying violence that are increasingly prevalent. Both Minnesota’s Michael Cary and Stephan Witherspoon articulated these concerns most recently within the context of students’ reading two texts: Adventures of Huckleberry Finn and To Kill a Mockingbird:

“The feedback that we’ve received is that it makes many students feel uncomfortable,” said Michael Cary, director of curriculum and instruction for the district. “Conversations about race are an important topic, and we want to make sure we address those conversations in a way that works well for all of our students.”

and

“Our kids don’t need to read the ‘N’ word in school,” Witherspoon said. “They deal with that every day out in the community and in their life. Racism still exists in a very big way.”

At present, because of the social and political and economic upheavals our children have and continue to experience, our English language arts classes — PreK-16 — are the places and spaces where our children can explore, question, analyze, and evaluate serious issues, troubling moments, and sensitive topics, particularly, the issue of RACE.

Interestingly, some who would censor such texts as Huck Finn and Mockingbird often overlook what lies at the core of just how such texts foment conversations and thoughts which have populated our children’s’ minds. Difference and/or the issue of Other permeate students’ minds and experiences; ethnicity including race, comprises a portion but decidedly not the whole of challenges and concerns our children encounter and confront every single day as they head out to school, to community activities, to play, to interact on social media, even to interact with family members.

As a life-long educator and Mark Twain scholar who remains in schools across our country from elementary to college, my question always is, Where are the students’ voices? I agree with Mr. Cary and Mr. Witherspoon that our nation’s children have been surrounded by the dis-comfortable discourse they encounter online, on television, in their communities, and on the streets of America. All too often, our nation’s children see, watch, hear, read, sometimes sing to and/or dance to songs with the history-laden and blood-soaked word nigger, or some variant iteration of it.

Rather than our hiding away and pushing down exploration, analysis, research, and open-discussion, our nation’s English language arts classrooms are safe spaces that do not, as Freire says “deposit” information into students’ minds; rather, today, our ELA classrooms and educators create sustained learning and exploratory opportunities for our students—instructional opportunities where students’ voices and perspectives are encouraged and honed for both daily living and college and career. The literature our students experience from fairy and folk tales to sobering fiction and nonfiction — all allow them to peer deeply into life’s troubles, challenges, discomforts, decisions and consequences, encountering noble and ignoble individuals and actions, but from a safe distance. Adventures of Huckleberry Finn and To Kill a Mockingbird are no different from “Letter from a Birmingham Jail,” Beloved, Othello, Merchant of Venice or Douglass’ Monthly, to cite a very few formative and critical texts. All are sensitive, all controversial, all totally reflective of the world then and now: verisimilitude. And all contain some form of sensitive, historical usage.

Just what are the consequences of our not fighting on behalf of our children to keep these texts in front of our children? For me the answer to my ever-present query emerges with an interesting juxtaposition between Frederick Douglass and Mark Twain. I frequently reference these two speeches:

Frederick Douglass’ 1852 speech to the citizens of Rochester, NY “What to the Slave is the Fourth of July?” and Mark Twain’s 1907 speech to The American Society in London on “The Day We Celebrate.” I frequently recommend this pairing to teachers and also share myself with students because Douglass and Twain, without conscious intent, literally recreate a rhetorical call and response, using compelling, written prose. Douglass states his ire and the irony of his being asked to address the import fellow Abolitionists (most of whom are white) place on celebrating a national holiday that neither champions him nor his kind. He concludes the sobering and blistering speech with his call:

At a time like this, scorching irony, not convincing argument, is needed. Oh! Had I the ability, and could I reach the nation’s ear, I would today pour out a fiery stream of biting ridicule, blasting reproach, withering sarcasm, and stern rebuke. For it is not light that is needed, but fire; it is not the gentle shower, but thunder. We need the storm, the whirlwind, the earthquake. . . . The conscience of the nation must be roused; the propriety of the nation must be startled; the hypocrisy of the nation must be exposed; and its crimes against God and man must be denounced.

55 years after Douglass’ speech, Mark Twain would galvanize an audience with his response:

. . . The Fourth of July, and the one which you are celebrating now, born, in Philadelphia on the 4th of July, 1776—that is English too. It is not American. . . . We have, however, one Fourth of July which is absolutely our own and that is the great proclamation issued forty years ago by that great American . . . Abraham Lincoln. Lincoln’s proclamation, which not only set the black slave free, but set the white man free also. The owner was set free from the burden and offence, that sad condition of things where he was in so many instances a master and owner of slaves he did not want to be. That proclamation set them all free.

Provided even these short excerpts, our students today through their unique lenses hear, see, and reflect quite differently from students of the 20th century: not just equality but equity; not just equity and equality, but both set within an ethical and universal context.

We now exist in an environ where those who should know better regularly give verbal life to such limiting and, yes, racist ideas that if one is not of the specific color, then one cannot write about a different race or ethnicity. Just what does such a stance express to our children of the 21st century? Frances Ellen Watkins Harper, Pauline Hopkins, Henry James, Harper Lee, Mark Twain, Zora Neale Hurston, Toni Morrison, Jacqueline Woodson, Jimmy Santiago Baca—and so many, many more have shown us this position is one devoid not only substance but also and more importantly, such positions lack Equity, Equality, Ethics. Though many of our children may indeed be challenged and constricted by economic class, gender, sexual orientation, educational attainment, religious practice, as well as other social and personal contexts — regardless of ethnicity and because of it — our consciously limiting access to and for them through the literature experienced in ELA classes is faulty logic and incredibly dangerous.

Students today across our country view works like Adventures of Huckleberry Finn and To Kill a Mockingbird quite differently than did we, than did our parents, or even our grandparents. Students today view these works as informative because they find themselves ensconced in the 24/7 turmoil Mr. Cary and Witherspoon cite, across racial lines. The classroom, especially the ELA classroom, provides a safe distance through which our nation’s children — all of them — can inquire, examine, and make meaning through their lenses — not ours.

The one and primary caveat about which we ELA educators must remain ever-vigilant: the imperative of better preparing educators who feel they are not wholly prepared for such instruction. We who can help must help. We must help because these books and others like them are important. We dare not censor history, not even its language, for when we do, we sanitize it and our children’s Memory fades forever. How can they learn and move forward into their future without sustaining and always holding onto their and our Memory?