Category: Twain for Teachers

Members of the Elmira College Community Perform A Revised Version of “A True Story”

Posted on by Jan Kather

Editor’s Note: In September 2019 members of the Elmira College community organized and performed a revised reading of Mark Twain’s “A True Story, Repeated Word for Word as I Heard It (1874). The following are thoughts and reactions from faculty and students. CMTS has included the script of the stage reading, a slide show, and Karen Johnson’s rehearsal video in the “Resources for Teachers and Students” section of MarkTwainStudies.org.

The Script of the Staged Reading of “A True Story, Repeated Word for Word As I Heard It”

Slide Show Accompanying the Performance

Karen Johnson’s Rehearsal Video

Facsimile of “A True Story, Repeated Word for Word As I Heard It” from Mark Twain. Sketches, New and Old. Oxford University Press, 1996.

Hannah Hammond, EC Assistant Professor of Theater (left); Karen Johnson, EC Vice President for Institutional Research, Planning, and Assessment/Title IX Coordinator (middle);
and EC student Sadie Kennett ’21 (right)

Jan Kather, Professor of Media Studies: Although we found Mark Twain’s 1874 “word for word” account of former slave and Quarry Farm cook, Mary Ann Cord, problematic because of the repeated inclusion of the N-word, colleagues Hannah Hammond and Karen Johnson, student Sadie Kennett ’21 and I decided to revise the story so that we could (with good conscience) host a staged reading of “A True Story, Repeated Word for Word as I Heard It” for several classes at Elmira College. We were not surprised to find that the students were unaware that Twain had written this story of a slave being miraculously rescued by her son, a story first told to Twain on the porch at Quarry Farm.  Many expressed appreciation that he gave voice to the illiterate Mary Ann Cord, who could not have written her story herself  (although we do know her descendants have their own, slightly different oral histories of this same incident).

The story of “Aunt Rachel,” as Twain renamed the character, was his first article published in the prestigious The Atlantic Monthly in 1874. Mark Twain scholar Shelly Fisher Fishkin notes that America would never be the same, nor would Twain, who later used this new and compelling emotional awareness of the brutality of slavery later (c. 1883) in the character of Jim in The Adventures of Huckleberry Finn. 

Aside from substituting the word “negro” for the N-word, we decided to make the reading an all woman production. Elmira College’s new Assistant Professor of Theatre Hannah Hammond suggested changing Mark Twain’s recollection to that of his daughter Susy as fondly remembering her father talk about the scene. Hannah explains this revision before the reading, a revision that allowed for theatre major Sadie Kennett ’21 to be part of the production. Luckily Elmira College’s VP for Institutional Research, Planning and Assessment/Title IX Coordinator, Karen Johnson was enthusiastic about reading Aunt Rachel’s story. It was important to us that this story be read by an African American woman, as well as having an African American be part of our guided question and answer discussion where we addressed the substitution of the N-word and the re-imagined all-female cast.

The production was well received, as evident in the following quotes from students who had learned that most often, white men read this story in the voice of Mark Twain:

Ryan Reid ’23: A live performance of a work lets you visualize it so much better. You can put faces to characters and the performance tends to stick with you longer when you have that experience. Personally I enjoyed the performance over the Q/A. I feel like the performance of it just dove into the story so much better. You feel apart of it, like you were a character in the story. I honestly don’t have any quarrels against women acting in men’s roles or vice versa, as I think the women did a great job. Would it be a more true representation if Twain was a man? yes, but doing it this way has a nice creative twist to it. To me, the portrayal of Aunt Rachel by a woman of color keeps the story true like I’ve stated before. Personally it gives me a feeling that the actors are truly the characters they portray. Growing up all you know about Twain is that he was a brilliant writer and really not much else. You may have read a few stories of his as a child but this story from Twain really presents something not often seen by readers.

Elmira College students watch the performance of “A True Story”

Kharisma Blake ’23: If “A True Story” were read by a man, it would be read the way it was written and have the original meaning. The change to being read by Twain’s daughter gives the reading more of a window to show women and their voice and place in history that isn’t often shown. With that being said, it was very important that the character of Aunt Rachel was read by an African American woman. It gives authenticity to the character and makes you feel like you are Mark Twain sitting on the porch listening to her story.

Alexander Taylor ’23: My reaction to the live performance was being able to imagine listening to Aunt Rachel say these words directly to Mark Twain. There was a certain tone and vibe in her voice, and as she read it there was a sense of realism, almost as if it was truly Aunt Rachel sitting in that chair. The questions and answers were very informative because after hearing the reading, the information gave more life and meaning to what we just heard. If the reading was by a man, the realistic feeling might be gone, and hearing it through the voice of the women made it sound like it was really Aunt Rachel talking.

Gabby Smith ’23: This presentation was a retelling of Mark Twain’s “A True Story” based on the life of his cook, Mary Ann, who was a slave before being freed because of the Civil War. My reaction to the live performance was that I was able to visualize the story more when I was able to see it being acted out in front of me, compared to reading text. I think that the most informative part of the presentation was the reading itself because students were able to see the retelling of the story. I do not think that this presentation would have been effective if it was read by a man in the role of Twain as the storyteller. It was better with women performing all the roles. It was important to me that “Aunt Rachel” was performed by an African American because it led to more authenticity to the story rather than having a white woman (or man) reading the part.

Samantha Proseus ’23:  Personally, I really enjoyed the reading, and the live performance because it was more interesting and easier to understand what was going on. Also, I could see and feel the emotions of characters a lot more. In my opinion, if the presentation was read by a man in the role of Twain as a story teller, it would most likely not be as effective because hearing the story through an African American woman brought it to life, and seemed more authentic. Aside from the overall reading, I feel that the question and answer period was extra beneficial because I always get more out of discussion.  I enjoyed the way it was performed with the women, but I’m not exactly sure what it would be like if men were to perform it.  I feel like the performance came to life because “Aunt Rachel” was performed by an African American, and I feel like it definitely made the performance come to life. It also was really nice to see how passionate the lady who read it was, and how much it meant to her. I am extremely grateful to have been able to experience the reading and it meant a lot that the lady took time out of her day to learn how to speak as “Aunt Rachel” did in the past because I know how difficult it must’ve been. 

Elijah Jordan ’23:  The story told during our seminar is very comparable to our reading of Narrative of the Life of Frederick Douglass in one major way. In both stories the trepidation of slave mothers trying to reconnect with their children is shown. In Narrative of the Life of Frederick Douglass, Douglass recounts that his mother would work a full day in the field, then proceed to walk an exhausting distance to see him for a few moments before heading back to the fields before sunrise. Mary Ann Cord was separated from all of her children as well as her husband, but through both her and her son’s initiative, they were able to come together after thirteen years.  

To me the most informative part of the reenactment was the story being told. Hearing it in such an authentic fashion really made the story resonate with me, and it gave me a whole new respect for Karen. I don’t believe that it would’ve been as effective if it were a man (who presumably is white as well) who read the story of an African American woman who survived slavery. There would be a major disconnect. To me it was extremely important that Aunt Rachel was played by an African American woman. Manybstories of minorities are being told/taught by cis, white men so there’s no real authenticity.  

Jordan Holt ’23: Both the presentation of the reading and the question and answer period were informative, however, I believe that the actual presentation presented more ideas for consideration. This is due to the fact that is presented an accurate depiction of the challenging and heartbreaking life of a slave woman. In addition, it was more informative because it could be related to other notions and topics discussed in class. As a result, people in the audience begin to think about other aspects of slave life. After listening to this presentation, individuals may be able to obtain a better understanding of what it was like to be a slave and the terrible things in which these people had to endure. 

The presentation would have been less effective if it was read by a man in the role of Twain as a storyteller. This is due to the fact that it is better with women performing all of the roles. This is because it allowed the presentation to have a deeper and more effective portrayal. Furthermore, it allowed the audience to connect with the slave woman and understand her story in a more effective manner. 

It is immensely important that Aunt Rachel was performed by an African American woman. This story is one that many people should hear, as it is both informative and necessary to convey this story and this part of history to people. 

Brianna Costley ’23: When watching the performance of Mark Twain’s “A True Story” you can compare it to the “Narrative of the Life of Fredrick Douglass” in many ways. Both of the stories show just how cruel slavery was and depict how children were forcibly taken from their mothers at an early age. When reading and watching the two you get similar feelings. Both make you see just how wrong it was but also when listening to a woman of color read it, it seems all the more personal. The question and answer part of the presentation was very informative because it helped bring some things up from the presentation that we might not have noticed or thought about. An example is the impact of the presentation being read by all women instead of a man. The reading would not have been as effective if it was read by a man because it is regarding slave children being taken away from their mother; a white man has no idea what this might have been like. Having women readers makes the presentation more genuine. I think it was important that the role of Aunt Rachel was played by an African American woman because there is more power behind an African American woman reading the story than a white reader who has never been oppressed. I think this performance will affect the way I see things like the Mark Twain Study because, before I might have thought of some of his other more famous pieces, but now I might think of this one first because of its powerful message.

Teachers Convene At Quarry Farm and Elmira College to Discuss Mark Twain and Generation Z

Posted on by Matt Seybold
Thanks to Jan Kather of Elmira College for providing the video and photography from the Summer Teachers Institute.

A group of forty-six K-12 teachers, librarians, and other educators gathered in Elmira this week for the 2019 Summer Teachers Institute to discuss the challenges and opportunities created by using Mark Twain’s life and work with students from “Generation Z.” The Institute was led by Dr. Jocelyn Chadwick, a professor at the Harvard Graduate School of Education, recent President of the National Council of Teachers of English (NCTE), and author of numerous books on literature and literacy education.

“We had the opportunity to grapple with ways to integrate Twain in our already full curriculums. Dr. Chadwick was a delight to work with! Clearly a gifted educator herself, she was able to enrich us all with her experience and expertise in a truly accessible way.”

Michelle Halperin, Hendy Elementary (4th Grade)

Dr. Chadwick began the Institute by defining what she means by “Generation Z,” a category loosely describing those born after 9/11 and encompassing all the students currently working their way through the K-12 system. Over the past several years, Dr. Chadwick has been conducting fieldwork for NCTE, NBC Learn, and Pearson Publishing by visiting classrooms across the country and conducting interviews with students and teachers. She shared selections from a couple of those interviews and discussed what she was learning about this generation and their educational environments. She described a young student who proclaimed there was no longer any “American Dream,” and suggested that this was indicative of a broader dissatisfaction among Gen Z students with the idea of education as a means to an end, rather than as an end in itself. Dr. Chadwick assured the audience of teachers that their students will do the work if they are persuaded that the texts and tasks being assigned are directly and immediately relevant to their lives and communities. Furthermore, she insisted, Twain’s enormous body of public and private writings is well-suited to addressing many of Gen Z’s most common concerns, including financial precarity, community service, blended families, and technological change.

A selection of interviews with teachers and students about sensitive texts, produced by Jocelyn Chadwick & John Grassie.

During the second session, Matt Seybold, the resident scholar from the Center for Mark Twain Studies, used the example of social media as something which Gen Z students and their teachers were likely to have strong opinions about. Using demographic tables from the U.S. Census, Dr. Seybold summarized the media environment of Twain’s life, as new printing technology made periodicals less expensive, more accessible, and more diversified. He asked participants to imagine the butterfly effects of changing, over the course of a few decades, from a nation with a few hundred periodicals concentrated on the eastern seaboard to one which published 2.5 billion issues in a single year. Participants speculated that people would be more informed and more inclined to imagine the world beyond their daily experiences, but would also be unprepared to be discerning about what they were reading and might depend primarily upon publications that reinforced their existing beliefs. Dr. Seybold also pointed out that celebrities like Mark Twain (or Taylor Swift) are one manifestation of Americans’ desire for national identity amidst this cultural cacophony.

“The past two days were especially valuable to me as a new teacher preparing for my first year because I was able to glean ideas from local educators and scholars.”

Rebecca Heagy, Campbell-Savona (8th Grade English Language Arts)

During the first breakout session, small groups of teachers discussed how the generic Generation Z student who Dr. Chadwick described resembled students in their classes and how some of the Twain texts they had read could be used to generate or supplement discussion of the topics which resonated with such students. Upon reconvening, one group of primarily elementary instructors reported that unconventional and fractured family structures were common in their districts and that students were likely to empathize with characters and narrators who felt insecure and who struggled to adjust to changing environments. A second group of elementary instructors were drawn to the theme of community-building and also community exclusivity, as in Adventures of Tom Sawyer and “The Man Who Corrupted Hadleyburg.” They suggested that these texts could be leveraged to increase student “buy-in” for cross-curricular and blended classrooms. They wanted to look particularly for ways Twain could be paired with historical contexts and visual arts projects. They also expressed a desire for texts which dealt with diversity and human rights, but did so without vulgarity or other potentially incendiary content.

A group of middle school teachers reiterated the desire for pairing and blending fiction with non-fiction, literature with history, literacy with other subject matter instruction. They wanted to know more about how Twain used games to educate his own children. With reference to “disenfranchised students,” they were looking for how Twain represented struggles for self-definition and self-esteem. A group of secondary teachers reiterated the importance of framing texts around the inevitable questions of adolescence and young-adulthood: “What I am doing and why am I doing it?”, “Where am I going and how do I get there?,” and “Who am I?” They also acknowledged the sticky wicket which they need to navigate: they want to engage with topics that are important to their students but they also want to teach texts which create a safe distance between the classroom and the frightful world. They want relevance to Gen Z, but without making students feel “at risk.”

“The teacher conference was an intellectual experience I will not forget for some time…Teachers of all subjects should seek out this professional development opportunity, to experience Elmira, Mark Twain, and to share in the sincere interest of helping teachers be the best for their students.”

Nathan Morrill, Brady High School in Brady, Texas (English)

After lunch, Dr. Seybold gave a brief history of Mark Twain’s connection to Elmira with particular attention to the domestic instability of Samuel Clemens’s youth and the conflict between his habitual itineracy and his desire to provide his wife and daughters with a stable home. Dr. Chadwick proceeded to address some of the cross-curricular opportunities which could be explored using primary sources, including Bills of Sale from slave auctions, selections from African-American Newspapers, artwork by Tim Rollins and Kids of Survival, and speeches by Frederick Douglass. The first day closed with an open-ended discussion, as Dr. Chadwick called upon individual teachers to articulate what had surprised them about either Generation Z or Mark Twain during the first day of the Institute. Several teachers expressed surprise at the breadth and diversity of Twain’s writing and particularly at the potential to move away from teaching Twain exclusively as a commentator on race in America. Others admitted to being unaware of how influential Twain became in his own lifetime, amassing enough cultural power to influence political campaigns, amplify the voices of younger artists and activists, and bring publicity to colonial atrocities.

On Thursday morning, Institute participants congregated on the porch at Quarry Farm. After breakfast, Dr. Chadwick led a session on one of her favorite subjects: using Twain’s fiction as a model for teaching the formal elements of writing, particularly as they are outline in the education standards of New York State. For more than an hour, the group discussed how a single famous passage from Adventures of Huckleberry Finn could be used to teach genre, audience, allusion, symbolism, anaphora, verisimilitude, and many other ELA terms and concepts. During the breakout session, participants analyzed other passages of their choosing from the reader and shared their ideas for using these passages to teach close-reading and writing. Selections discussed came from Twain’s poems, speeches, sketches, and letters, as well as his novels. Several groups recommended pairing with texts by other authors, from Harper Lee and Toni Morrison to Pope Urban II and The Beatles.

The second session of the day began with Dr. Chadwick reading Twain’s “A True Story, Repeated Word For Word As I Heard It” on the very spot which the story is set. After her reading, Dr. Chadwick led a wide-ranging discussion of the story.

Dr. Chadwick reads Twain’s “A True Story” on the Porch at Quarry Farm, where the story is set

During lunch, teachers toured the grounds at Quarry Farm and mingled with one another, as well as with a few fourth-graders from Michelle Halperin’s class at Hendy Elementary in Elmira. During the Spring term, Dr. Chadwick visited Mrs. Halperin’s class both via video-conferencing and in person to discuss what they had been doing with Twain, including reading “A True Story” and Adventures of Tom Sawyer. After lunch, the students joined the teachers on the porch and answered questions about their experiences reading and listening to Twain’s works. These precocious young Elmirans felt that Tom Sawyer, in particular, compelled them and their classmates to be imaginative, even those who weren’t naturally inclined to be. They were able to remember specific details from the story and even half-remember direct quotations. Even under pressure they refused to admit that any of their classmates had not been enthusiastically engaged by the material. If nothing else, this proves they had learned to consider their audience.

The final session of the Institute focused on memory and memorization. Dr. Seybold began by reading a short selection from a work-in-progress about how Twain used specific works of music to memorialize his wife and daughters after they died. He listened to these specific works of music almost daily, using them to stimulate both his memory and his imagination. In other places, like the speech “Memory & Morals,” Twain discusses the importance of converting the vagaries of memory into productive lessons. Dr. Seybold also summarized some of the games and pneumonic devices Twain developed for the purposes of memorizing historical facts and his own lectures. This prefaced a discussion of what we require students to remember and why. What are the justifications for memorization and how can memorization be better integrated with imaginative and creative work?

“Regardless of your role in educating students of any age, like Mark Twain’s writings this seminar was inspirational, motivational, and rewarding.”

Sonia Barchet, Elmira City Schools (EDA Library Media Specialist)

Dr. Chadwick and the Center for Mark Twain Studies left the Institute with promises of updated resources and continued support. In addition to the provided reader, Institute participants have access to a digital archive of primary sources, opportunities for continued engagement with Dr. Chadwick and other Twain scholars, including eligibility for a six-week graduate course at Elmira College during Fall semester.

Results from the 2nd Annual Quarry Farm Fireplace Writing Contest

Posted on by Joe Lemak

The winners of the 2nd Annual Quarry Farm Fireplace Creative Writing Contest have come to Quarry Farm and recieved the prize, a personal tour inside Quarry Farm for themselves and their classmates. Two area students in grades 2-6 were selected for their creative writings inspired by the fireplace tiles in the Quarry Farm Parlor: Treya Das Banerjee (Carder Elementary, Corning) and Elizabeth McNett (Finn Academy, Elmira).

Carder Elementary (Corning, NY)

  • Treya Das Banerjee points to the tile that inspired her winning story.
  • Treya Das Banerjee reads her winning story to her classmates in the Quarry Farm Parlor
  • Treya Das Banerjee and Mrs. Walters, her teacher, are interviewed by a local television news team.
  • The students of Carder Elementary enjoy their lunch on the front lawn of Quarry Farm
  • Steve Webb, the Quarry Farm Caretaker, lectures on the importance of Mark Twain at Quarry Farm and the surrounding region

Finn Academy (Elmira, NY)

  • Elizabeth McNett indicates the winning Quarry Farm tile
  • Elizabeth McNett reads her story to her clssmates
  • Finn Academy enjoying the Quarry Farm view

Mark Twain often encouraged his children to create and tell their own stories based off the tiles adorning the parlor fireplace. The 24 tiles around the fireplace depict fables written by ancient Greek storyteller, Aesop, who utilized animals, such as crows, snakes, mice, and foxes, to illustrate moral lessons.

The winning students and their classmates received a personal tour inside Quarry Farm, something that is normally only open to Twain Scholars. In addition, the were able read their story next to the Quarry Farm parlor fireplace, tour the grounds at Quarry Farm, and enjoy Mark Twain’s favorite dessert: gingerbread, vanilla ice cream, and lemonade.

CMTS has an extensive list of online resources for teachers, available to everyone at no cost to the student, teacher, or school.  To access this list, please click here.

CMTS encourages all local schools to participate next year.  For more information contact Director Joseph Lemak at [email protected]

Mark Twain Forum Reviews: Teaching Huckleberry Finn by John Nogowski

Posted on by Hugh H. Davis

Editor’s Note:CMTS is proud to partner with the Mark Twain Forum, which has long been a leading venue for reviews of new publications in Mark Twain Studies. Visit their extensive archive. Follow the link at the bottom of the page to read the complete review. A portion of Amazon purchases made via links from Mark Twain Forum Book Reviews is donated to the Mark Twain Project. 

Teaching Huckleberry Finn: Why and How to Present the Controversial Classic in the High School Classroom. By John Nogowski. Jefferson, NC: McFarland & Company, 2018. Pp. 179. Paper, 5-7/8″ x 8-3/4″. $35.00. ISBN 978-1-4766-7428-5.

On the May 26, 2019, installment of CBS News Sunday Morning, in a segment called “On the River,” Lee Cowan reported on Tim DeRoche’s The Ballad of Huck and Miguel: A Novel (2018; Redtail Press, with illustrations by Daniel Gonzalez), a rewrite of Adventures of Huckleberry Finn. Proclaimed “a Huck Finn for today,” the novel was highlighted for its contemporary reimagining of Clemens’s classic. DeRoche explained that he sought to tell a story true to the original novel while making the text relevant to and for the twenty-first century (achieved most immediately by changing the Jim character to an undocumented immigrant and moving action to Los Angeles). In the segment, Cowan offers a context for the new work by discussing the original novel, explaining some of its initial readers “didn’t find it such a charming tale” and declaring “it’s now required reading in most schools.” This recent release and the recent news item show the continued relevance of Huckleberry Finn, but Cowan’s assertion that the book is required reading shows a limited realization about the current state of Mark Twain reading in schools.

In the current world of K-12 education, there are few texts that are literally “required reading in most schools.” Plenty of individual schools require texts for their students, and some works, of course, appear more often than others. However in today’s world, it is no longer the norm to expect that certain books be taught annually across the board at all schools. And despite the label of “Common Core,” students do not necessarily navigate a common curricular path through the contemporary classroom. The Common Core for English/Language Arts standards provides would-be teachers with lists of “exemplar texts,” and the use of these texts varies depending on both teacher preference and text availability. (The list of exemplar texts does promote The Adventures of Tom Sawyer as a text for middle school students, but its sequel does not appear on the equivalent list for secondary student reading.)

The selection of texts in the modern high school classroom is influenced by many factors. In the post-No Child Left Behind classroom, standardized testing remains dominant, and various forms of testing and other school requirements regularly cut time from teaching, making the choice of those literary works that are to be studied critical. However, even after factoring in the available time for a specific work to be taught, teachers then have to consider the availability and condition of copies (never guaranteed in an era with consistently limited resources, even with the move to e-texts in many schools); the curricular unit plans that will be used to teach those texts; the forms of assessment to be administered; and how well received the selection will be by the students, parents, and administration. With all of these factors at play, texts that are perceived as difficult and challenging are often avoided, and those works which evoke controversy are more and more regularly avoided by teachers as they plan their lessons. All of these issues are brought forth in John Nogowski’s Teaching Huckleberry Finn: Why and How to Present the Controversial Classic in the High School Classroom (2018, McFarland). Nogowski recounts his experiences, challenges, and triumphs teaching Huck in a Florida high school (although not necessarily in that order).

Readers who are removed from the high school experience may find some of the account surprising, but Nogowski does a good job painting a thorough version of his experience in a few pages. His book is a quick and appealing read driven and enhanced by his clear passion for his work in the classroom and for his students. Nogowski starts his preface by downplaying his own scholarship, saying it “might not be termed academic mainstream” (1), but this book is clearly meant to be a pedagogical approach to the use of the novel and not an academic treatise. Readers should approach Teaching Huckleberry Finn as a case study in teaching practices. Given that expectation, Nogowski is perhaps overstating the value he sees in teaching Clemens’s novel since those coming to this text likely are already convinced it should be taught. But, as he reveals throughout his work, there is still a need to argue for the teaching of this work with some school stakeholders. Unfortunately, some school administrators see the novel as too controversial a text to be worth the potential challenges. In the final chapter of this book, Nogowski details meeting an administrative roadblock after seven years of teaching Clemens’s novel. Despite his documented success reaching historically struggling students through Mark Twain and finding that students connect with Huck’s “street smarts” and quick thinking (66), Nogowski was blocked from continuing to use Twain’s novel once he was assigned to teach an Advanced Placement course. Apparently, he moved out from under the radar when he drew this teaching assignment, and the administration, which should have been aware of his teaching throughout the years, suddenly became wary of his text selection.

Clearly, Nogowski has both experience and expertise with Adventures of Huckleberry Finn. However, his efforts to solidify his own ethos threaten at times to overstep, as he declares that, despite the fact he cannot and does not call himself a scholar, “I doubt there are many educators in America who have taken Twain’s work […] into the places I have” (2). There are a few moments early in the text which Nogowski seems to try a balancing act, disclaiming his expertise as a scholar while proclaiming his authority as a practical teacher. These attempts threaten to disrupt his purpose because of distractions. Luckily once he gets into the discussion of his actual teaching (which starts as early as the first true chapter), they stop. Having been a sportswriter before entering teaching, Nogowski knows how to write economically and engagingly, and his charming style enhances the overall work. Although one might presume a limited and very specific readership for a book of this type, any reader could pick up this work and both follow and enjoy it.

…continue reading Hugh Davis’s review on Mark Twain Forum.

Copyright © 2019 Mark Twain Forum

This review may not be published or redistributed in any medium without permission.

The Mark Twain Forum Review Editor is Barbara Schmidt.

Twain For Teachers: “The N-Word In The Classroom” (C19 Podcast)

Posted on by Matt Seybold

Teachers at all levels may be intrigued by this recent episode of the C19 podcast featuring (and produced by) Koritha Mitchell of Ohio State University. The episode is not exclusively about Mark Twain’s Adventures of Huckleberry Finn. Mitchell considers a range of texts by authors from various historical periods and with various racial identities. But Twain’s novel is prominent and she also alludes to the NewSouth edition of the novel which replaced the n-word with slave. Mitchell says, “The Huck Finn example is important because C19 scholars likely believe its more directly related to their work than the aforementioned books by [Randall] Kennedy and [Jabari] Asim. But what makes it even more important is that people working on the 19th century also seem to view the debate in terms of whether Twain is being censored, rather than considering how they might hold themselves to a higher standard as teachers and scholars.”

Central to Dr. Mitchell’s pedagogical perspective is her classroom covenant, portions of which she discusses in detail. This document, along with further commentary, can be viewed in full at her website: KorithaMitchell.com

You can subscribe to the C19 podcast on iTunes, SoundCloud, and other popular platforms. Check out other projects from C19: The Society of 19th-Century Americanists at their website: C19Society.org

Interactive Map of 1901 Elmira Now Available

Posted on by Joe Lemak

In collaboration with SmallTown 360, the Center for Mark Twain Studies has created an interactive map of 1901 Elmira. The map highlights the important people and places that shaped Mark Twain and the Langdon family during his summers in Elmira. Key points include Quarry Farm, the Langdon Mansion, and the Park Church. The map also points out lesser known places like the home of Darius Ford, friend of Twain and Elmira College professor who was offered to accompany Charley Langdon as a companion and tutor on a round the world tour; the home of John Slee, associate of Twain during his Buffalo days and the eventual manager of J. Langdon & Co.; the Lyceum Theater, where in 1868 Twain first performed in public in Elmira, with a young Olivia Langdon in the audience; and the Elmira Reformatory, a prison in which Twain performed for the “captivated” audience – Twain later wrote that he found the group extremely satisfactory.

The map is located under CMTS “Online Resources” and can be accessed HERE.

The Center for Mark Twain Studies hopes that this map is used by all teachers, students, and Twain enthusiasts with the goal of promoting Mark Twain’s important legacy in Elmira. At the same time, CMTS endeavors to celebrate its own local history as a vibrant, cosmopolitan upstate New York town in the latter half of the19th and early 20th century.

CMTS would like to thank the following people with their help on this project:

Winners Announced for the Second “Quarry Farm Fireplace Creative Writing Contest”

Posted on by Joe Lemak

Winners have been selected for the Quarry Farm Fireplace Creative Writing Contest sponsored by the Center for Mark Twain Studies. Two area students in grades 2-6 have been selected for their creative writings inspired by the fireplace tiles in the Quarry Farm Parlor: Treya Das Banerjee (Carder Elementary, Corning) and Elizabeth McNett (Finn Academy, Elmira).

Mark Twain often encouraged his children to create and tell their own stories based off the tiles adorning the parlor fireplace. The 24 tiles around the fireplace depict fables written by ancient Greek storyteller, Aesop, who utilized animals, such as crows, snakes, mice, and foxes, to illustrate moral lessons.

The winning students and their classmates will receive a personal tour inside Quarry Farm, something that is normally only open to Twain Scholars. In addition, the winning students will be able to read their story next to the Quarry Farm parlor fireplace, tour the grounds at Quarry Farm, and enjoy Mark Twain’s favorite dessert: gingerbread, vanilla ice cream, and lemonade.

CMTS has an extensive list of online resources for teachers, available to everyone at no cost to the student, teacher, or school.  To access this list, please click here.

CMTS encourages all local schools to participate next year.  For more information contact Director Joseph Lemak at [email protected]

2019 Summer Institute For Teachers: Mark Twain & Generation Z

Posted on by Matt Seybold

The Center for Mark Twain Studies, in association with the Elmira College Office of Continuing Education & Graduate Studies and the Greater Souther Tier Teacher Center, will once again host a two-day institute for primary and secondary school educators this July. As in the past, participants will, for a relatively small fee, subsidized by our partner organizations, get to spend time intensively studying the life and works of Mark Twain in the historic environs of Elmira College and Quarry Farm.

Jocelyn Chadwick

This year, in addition to myself (Assistant Professor of American Literature & Mark Twain Studies at Elmira College and resident scholar at the Center for Mark Twain Studies), the institute will be led by Jocelyn Chadwick. Dr. Chadwick recently finished a term as President of the National Council For Teachers of English, during which she paid particular attention to how 21st-century students responded to sensitive texts, including Adventures of Huckleberry Finn. In addition to her many years as a secondary-school teacher and an education professor, currently at the Harvard Graduate School of Education, Dr. Chadwick has a lengthy track record of scholarship on Mark Twain’s works in U.S. classrooms, notably her book, The Jim Dilemma: Reading Race in Huckleberry Finn, as well as numerous articles (for instance, in this special section of English Journal from 2017) and presentations.

In March of 2018, Dr. Chadwick used MarkTwainStudies.com as a vehicle for her response to a decision by Duluth Public Schools to drop Huckleberry Finn and Harper Lee’s To Kill A Mockingbird from their curriculums. This remains one of the most popular pages on our site, as is the follow-up, in which she shared excerpts from interviews with teachers and students which she had conducted during her nationwide travels for NCTE. In these posts and her ongoing work, Dr. Chadwick focuses on the importance of reframing these texts for this generation of readers, as well as putting Mark Twain into conversation with other writers and utilizing additional primary sources which both situate students in the historical contexts of the novels and put those novels in conversation with contemporary culture.

During this year’s institute, “Mark Twain & Generation Z,” Dr. Chadwick is eager to both share the perspective she has gained from visiting classrooms around the country and engage with the unique perspectives of faculty from our region.

As has always been the case, participants in the Summer Institute will receive a certificate, but for the first time in 2019, Institute attendees will also have the option of enrolling in an abbreviated course, offered during the Fall 2019 term, at Elmira College. The course will meet once a week, on Wednesday evenings, for six weeks. Teachers who attend both the Summer Institute and take the course will earn 3.0 credits towards their Masters in Education at Elmira College.

This course will include more sustained discussions of texts introduced during the institute and pedagogical approaches to them. Participants will also have the opportunity to follow-up with Dr. Chadwick via video-conferencing and engage with other Twain scholars in residence at the Center for Mark Twain Studies during the Fall of 2019.

For more information and registration information, please check out this page and feel free to contact the Center for Mark Twain Studies or the Elmira College Office of Continuing & Graduate Studies.

Mark Twain: Television Star

Posted on by David Bianculli

The following introduction and collection of television clips come from one source: David Bianculli, nationally known television critic, professor at  Rowan University, and contributor to NPR’s Fresh Air with Terry Gross. CMTS is deeply grateful to Mr. Bianculli for his work on assembling these clips. CMTS hopes that this collection helps contribute to the academic discussion of Mark Twain’s portrayal in the television era and beyond.

David Bianculli

INTRODUCTION by David Bianculli

Examining the topic Mark Twain on Television would seem to be an absurdly easy endeavor. Samuel Clemens died in 1910, several decades before the earliest experiments in TV. So, no Mark Twain on television, period. And though he was photographed extensively for most of his adult life, Clemens was an elusive figure in other media. If there indeed were audio recordings of his voice made when he visited Thomas Edison’s workshop, none has yet been known to survive. And on the then-new motion picture medium, Clemens was captured for posterity precisely once – at his Stormfield home, with daughters Clara and Jean, in 1909, the year before his death. So for media historians, at the moment, that’s the final score for Mark Twain appearances: Movies 1, Television 0.

But Mark Twain the character, as portrayed by others? That’s a different matter entirely, and it’s fascinating.

On television, the entire Mark Twain TV canon can be divided into two camps: before and after Hal Holbrook’s 1967 Hal Holbrook CBS production of Mark Twain Tonight! Before Holbrook, portrayals of Twain were all over the map in terms of looks, voice, and other physical manifestations. After Holbrook, almost every portrayal of the elder Twain borrowed heavily, and unashamedly, from Holbrook’s brilliant portrayal – down to the then anachronistic, but visually striking, white suit.

That and one other seminal early portrayal of Mark Twain on TV, the 1960 The Shape of the River teleplay on the CBS anthology series Playhouse 90, both have been investigated and dissected at length by my TV-critic colleague and fellow Twain enthusiast, Mark Dawidziak. But that still leaves plenty of Mark Twain TV portrayals to revisit and examine – and spread over the entire history of television, it’s a strange, as well as long, list.

Yes, Hal Holbrook impersonated Mark Twain on television – but over the years, so did Bing Crosby and James Stewart, James Garner and Woody Harrelson, and William Shatner and Vanilla Ice. This video presentation includes samples of them all.

Some of the approaches, like many of the performances, are full of surprises. The character of Samuel Clemens showed up on three different episodes of NBC’s Bonanza, played over the years by three different actors. Clemens, as Twain, also appeared on other early TV Westerns, drawing on partly autobiographical writings and articles: NBC’s Laramie, ABC’s The Rifleman, and the syndicated Death Valley Days. The first portrayal of Clemens on TV was on an ABC anthology series in 1953, called Cavalcade of America, in an episode called “Riders of the Pony Express.” Over the years, among the most dramatized portions of the author’s life were the latter years, especially the tragic death of his daughter Jean. Shape of the River got there first, with Horton Foote’s still-potent account – but the same tragedy was presented by, among other TV shows and specials, PBS’s Mark Twain: Beneath the Laughter in 1979 and the CBS series Touched by an Angel in 1997.

The portrayals of Mark Twain on TV do, indeed, range from the sublime to the ridiculous: the former represented by Holbrook’s triumphant one-man show, the latter by, say, the Mark Twain we see in 2013 on Comedy Central’s Drunk History. It’s all here to sample and enjoy – straight up, or on ice. Vanilla Ice.

COLLECTION

#1 – Mark Twain, 1909

The title card of this short silent film says it was “Photographed by Thomas Edison,” but there’s no proof of that. Filmed by someone from Edison’s film company, but still amazing. The only moving picture of the real Samuel Clemens, walking around his Stormfield property, and sitting with daughters Clara and Jean, in 1909. Both Jean and her father would soon be dead.

#2 – Cavalcade of America, “Riders of the Pony Express” (ABC, Dec. 15, 1953)

First TV appearance of the Sam Clemens/Mark Twain “character.” Twain doesn’t speak, but is filmed atop a stagecoach as he narrates quotes approximating those in Roughing It, witnessing a fleet rider from the Pony Express. Robert Cornthwaite plays the young Mark Twain.

#3 – Bonanza, “Enter Mark Twain” (NBC, Season 1, Episode 5, Oct. 10, 1959)

Sam Clemens, played by Howard Duff, writes under the name of Josh for Virginia City’s local paper, the Territorial Enterprise (just as Clemens did). Virginia City is right there on the Bonanza opening credits map, right next to the Ponderosa. Sam Clemens enters the newspaper office and introduces himself. First speaking role on TV.

Sam drinks with the judge’s wife, mentions Calaveras County and “fancy writing”

Sam Clemens plots with the Cartwrights to ridicule the judge and influence election. Then Adam reads a news clipping making fun of a “Professor Pronoun,” with the article signed “Josh.” (Keokuk’s The Gate City published such a story, signed by “Josh,” that was a dispatch from Clemens in 1863, under the headline, “Report on the Lecture of Prof. Personal Pronoun.”)

Clemens is writing story in the Enterprise office as bullets fly, and the Cartwrights defend him. Gives new meaning to the term deadline, and provides a “bonanza” about how the Mark Twain name really came about.

The Cartwrights read aloud from a new dispatch in the Enterprise about Professor Pronoun: “Prof. Personal Pronoun Won’t Be Around Any More.”

#4 – Laramie “Company Man” (NBC, Season 1, Episode 21, Feb. 9, 1960)

In Arizona in the 1870s, in Wyoming Territory, 12 miles outside Laramie, there’s a ranch that has a stage stop. One of the passengers is a villain named Jack Slade. Another is a man who wrote about him: Sam Clemens, played by Dabbs Greer, who identifies himself.

Sam Clemens leaves on the stage, discusses his next book with youngster Andy. Next scene, a package arrives for Andy: a copy of Twain’s Roughing It.

#5 – Playhouse 90, “The Shape of the River” (CBS, Season 4, Episode 16, May 2. 1960)

This was the penultimate production of Playhouse 90, written by Horton Foote, who focused on Twain’s last, difficult years and did a superb job. (So did Mark Dawidziak, who both wrote a book about this TV special and unearthed a copy of it, long considered lost.) Franchot Tone plays Mark Twain, and introduces the drama.

Lecture tour: snippets from Twain’s lecture tour, including quotes about kids and parents.

Jean dies in the bathtub on Christmas Eve day, 1909. The first of several TV depictions of this tragedy, and Twain’s reactions to it.

After Jean’s death, Twain discusses leaving for Elmira.

Twain writes of Jean’s death and the imminent return of Halley’s comet.

#6 – The Rifleman, “The Shattered Idol” (ABC, Season 4, Episode 10, Dec. 4, 1961)

Kevin McCarthy plays an embittered Clemens, who arrives by stagecoach, witnessed by Rifleman’s son.

#7 – Death Valley Days, “$275,000 Sack of Flour” (Syndicated, Season 11, Episode 2, Oct.1, 1962)

Credits and introduction, explaining premise of episode.

Sam Clemens is played by William Schallert, who enters a store in Clinton, sees Gridley (a friend from Hannibal, a.k.a. “Frogskin”), and suggests pulling a stunt in nearby Virginia City.

As the host explains in the conclusion to this episode, Twain wrote about this incident in Roughing It.

#8 – Bonanza, “The Emperor Norton” (NBC, Season 7, Episode 23, Feb. 27, 1966)

This is the second of three Samuel Clemens appearances on Bonanza, each played by a different actor. In this one, Sam Clemens is played by William Challee, and it’s a cameo, with Clemens arriving, briefly, as a character witness at someone else’s trial.

#9 – Mark Twain Tonight! (CBS, March 6, 1967)

This landmark TV special, capturing for posterity one of Hal Holbrook’s impressively researched one-man shows as Mark Twain, already has been authoritatively recounted, and again by Mark Dawidziak, this time in a presentation at Elmira 2013: The Seventh International Conference on the State of Mark Twain Studies. Most TV “appearances” by Twain can be divided into before and after Holbrook’s triumph. Before, the Twains could be wildly diverse. After, they are all, more or less, variations on Holbrook’s interpretation. In this opening segment, Twain discusses whiskey – and truth.

More Holbrook as Twain, talking of riding West on the Overland stage.

More Holbrook as Twain, discussing lies and Congress

#10 – Death Valley Days, “Ten Day Millionaires,” (Syndicated, Season 17, Episode 12, Dec. 21, 1968)

Tom Skerritt plays a young Sam Clemens, with Dabney Coleman as Calvin Higby, his partner during his short-lived Nevada mining-camp days. The second of two Death Valley Days featuring Clemens – this one in color.

The young prospectors reunite after a misunderstanding, and Clemens vows to survive wielding not a pick, but a pencil.

Conclusion to Death Valley Days, in which the host reads the opening to Twain’s Roughing It, dedicated to Higby.

#11 – Swing Out, Sweet Land (alternate title, John Wayne’s Tribute to America) (NBC, Nov. 29, 1970)

In this first TV special by John Wayne, he introduces Mark Twain and Frederick Douglass, played respectively by Bing Crosby and Roscoe Lee Browne.

Twain and Douglass chat, in a conversation culled from their letters to one another.

#12 – Bonanza, “The Twenty-Sixth Grave” (NBC, Season 14, Episode 7, Oct. 31, 1972)

This is the third of three appearances by an actor playing Mark Twain on Bonanza. The first was in 1959, the second in 1966, and this third one, maintaining the once-per-decade pace, is from 1972. Sam Clemens is played by Ken Howard, who later starred in Puddn’head Wilson for American Playhouse on PBS in 1984. Here, after a Twain quote about “26 Graves” is displayed directly and accurately on screen, Howard spins stories at the newspaper office.

#13 – Huckleberry Finn (ABC, March 25, 1975)

This 1975 made-for-TV movies stars Royal Dano as Mark Twain, who “hosts” this adaptation of Twain’s masterpiece. The casting says it all: Huck Finn is played by Ron Howard, and Tom Sawyer by Donny Most. Their hit nostalgia sitcom, ABC’s Happy Days (on which Howard played Richie Cunningham and Most played Ralph Malph) had premiered the year before. Also featured, though not in this clip: Jack Elam and Merle Haggard as the nonsensical King and Duke, and Antonio Fargas (who played Huggy Bear on another ABC hit, Starsky and Hutch) as Huck’s raftmate, runaway slave Jim.

#14 – General Electric’s All-Star Anniversary (NBC, Sept. 29, 1978)

This NBC special is another one which, for this portion at least, was hosted by John Wayne. In this excerpt, Michael Landon, in his Western get-up from NBC’s Little House on the Prairie, gets the chance to travel magically through time and interview one of his idols, Mark Twain (as played by James Stewart). Twain reminiscences, in particular, about his days as a riverboat cub pilot on the Mississippi River.

#15 – Mark Twain: Beneath the Laughter (PBS, Dec. 10, 1979)

In this often sad made-for-TV movie, Dan O’Herlihy plays Sam Clemens, who is greeted by reporters upon his return to America in Dec. 1909, and says he is anxious to get to his Stormfield home and spend Christmas with his daughter Jean. This special has a noteworthy collection of academic advisers in its credits, including Hamlin Hill, Frederick Anderson, William Gibson, Lewis Leary and Walter Blair.

In this Beneath the Laughter clip, as in The Shape of the River, Clemens is told of, and reacts to, Jean’s tragic death.

#16 – Great Performances: Life on the Mississippi (PBS, Nov. 24, 1980)

In this 1980 dramatization, a very young Sam Clemens is portrayed by David Knell, while the imposing riverboat pilot under whom he trains, Horace Bixby, is played by Robert Lansing. In this scene, young Sam applies for, and gets, the job as apprentice pilot.

#17 – Great Performances: The Innocents Abroad (PBS, May 9, 1983)

This movie-length dramatization quotes accurately from Twain’s Innocents Abroad, and this clip shows an example of that, followed by a scene in which young Sam Clemens, played by Craig Wasson, talks himself into becoming the Alta newspaper’s correspondent for the first-ever luxury tourist excursion cruise. Co-stars include Brooke Adams as Julia Newell as David Odgen Stiers as Doc.

#18 – Cheers, “Pudd’nHead Boyd” (NBC, Season 6, episode 9, Nov. 26, 1987)

Woody Boyd (played by Woody Harrelson) gets to understudy as Mark Twain in “Authors in Hell” play. Wears the white suit, adopts the persona, even when working as a bartender.

#19 – Mark Twain and Me, (Disney Channel, Nov. 22, 1991)

Mark Twain is played by Jason Robards, daughter Jean by Talia Shire, friend and biographer Albert Paine by R.H. Thomson. Amy Stewart portrays Dorothy Quick, the author of book remembering her time with Samuel Clemens in London, 1908. This clip features a preamble from Dorothy, and Clemens reflecting to Paine about his children after receiving a cable with bad news about daughter Susy.

#20 – Star Trek: The Next Generation, “Time’s Arrow,” Part 1 and Part 2 (Syndicated, Season 5, Episode 26, June 13, 1992; Season 6, Episode 1, Sept. 19, 1992).

Sam Clemens is played by Jerry Hardin. Crew members from the Enterprise travel back in time to Twain’s era, where he discusses his own fanciful time-travel musings in his A Connecticut Yankee in King Arthur’s Court.

#21 – Touched By an Angel, “It Came Upon A Midnight Clear,” (CBS, Season 4, Episode 12, Dec. 21, 1997).

John Cullum plays Sam Clemens, who returns home to daughter Jean on Christmas Eve, 1909. She has a special gift for her father and slips it into the Christmas tree branches. He delivers some well-known Twain quotes, and tells Jean to get her rest.

Jean dies in the tub.

Clemens, that very day, writes of Jean’s death. Then Monica visits him, reveals herself as an angel – after which he angrily argues theology with her.

#22 – Mark Twain. Documentary by Ken Burns. (PBS, Jan. 14-15, 2002)

Kevin Conway as the voice of Mark Twain. The end of his life, including the prediction of Halley’s Comet returning as he died, is recounted in this nonfiction study.

#23 – Roughing It (Hallmark Channel miniseries, March 16, 2002)

James Garner plays Samuel Clemens, giving a speech to his daughter Susy’s graduating class at Bryn Mawr college outside Philadelphia. But she never graduated from there, and did not remain long. Regardless, Garner, in the famous Mark Twain persona (anachronistic white suit and all), gets to reminisce from the lectern about his old salad days, setting up flashbacks to his time in the Nevada territory, and the events recounted in the book Roughing It. Robin Dunne plays young Sam in flashbacks, with Adam Arkin as Henry and Jill Eikenberry as Livy Clemens.

#24 – Drunk History, “San Francisco.” (Comedy Central, Season 1, Episode 5, Aug. 6, 2013)

After series credits are shown, inebriated storyteller Derrick Beckles introduces his version of how Mark Twain’s literary career was launched. Steve Little plays Mark Twain.

The story is told, drunkenly, of how an overheard “Jumping Frog” story proved to be Twain’s “jumping-off point.”

#25 – Murdoch Mysteries (Alternate US title: The Artful Detective) “Marked Twain” (Ovation, Season 9, Episode 2, Oct.12, 2015)

William Shatner guest stars as Mark Twain, making a somewhat unpopular speaking appearance in Toronto as an avowed anti-imperialist visiting Canada on an international speaking tour. At his first speech, he’s shot at.

In this clip, undaunted, Twain returns to the podium at a later date – and gives a very modern speech about women’s rights.

#26 – The Ridiculous 6 (Netflix, Dec. 11, 2015)

This made-for-TV movie is a comedy Western, co-written by Adam Sandler and Tim Herlihy, in which several familiar Western-era figures congregate tro play poker. General Custer, for example, is portrayed by David Spade – and Mark Twain steals the show, and concludes this presentation, as portrayed by…..Vanilla Ice.

New Documentary focuses on Twain’s Time in Buffalo

Posted on by Thomas Reigstad

For over three decades I poked around in the area of Twain’s connection to my hometown, Buffalo, NY.

Mark Twain’s home in Buffalo (472 Delaware Avenue) as pictured in 1947. The home was demolished in 1963.

I spent countless hours in the Grosvenor Room of the Central Library in downtown Buffalo flipping through pages of the over one hundred volumes of the Local History and Local Biographies scrapbooks, taking notes from pasted newspaper clippings that contained relevant information. I read and cross-referenced entries in Buffalo City Directories of the late 1860s and 1870s searching for names and addresses of Twain’s Buffalo Express colleagues, his fellow renters in a boarding house on East Swan Street while he was still a bachelor, various friends and associates that he socialized with, and neighbors in the posh Delaware District community that he moved into once he married Olivia Langdon. A kind and trusting Buffalo History Museum research librarian once even let me borrow an 1869 Buffalo City Directory that had belonged to Millard Fillmore for a weekend so I could study it at home.

I also logged hour after hour hunched over at cumbersome, hand-cranked, dimly-lit microfilm reader machines at public libraries in Buffalo, Niagara Falls and Elmira, at the former Buffalo Courier-Express library, at the Niagara Gazette library, at the Elmira College archives, and at SUNY Buffalo State’s E.H. Butler Library, scrutinizing each issue of the Buffalo Express, the Buffalo Daily Courier and the Buffalo Commercial-Advertiser from 1869 to 1871 for any references to items related to Twain and the Buffalo he resided in, worked at and wrote about.

Finally, I spent much of those thirty-plus years exploring leads gleaned from obituaries, tips from human sources and hunches that led me to identify and contact living descendants of Twain’s Buffalo professional and social circle who generously shared nuggets of family lore about their forbearer’s association with Twain. I was extremely fortunate to have mentors, too, like Vic Doyno, Bill Loos, Charles Brady, and Martin Fried, and countless other librarians, scholars, friends and family members, to nudge me in the right direction. The research was never tedious or boring. Rather, the detective work was gratifying, often exhilarating. Along the way, I published bits of my findings in academic journals, magazines and newspapers, delivered presentations at Twain conferences and gave illustrated lectures to many service organizations.

Next, I embarked on a book-length project intended to comprehensively document Twain’s affiliation with Buffalo. The result was the publication of Scribblin’ for a Livin’—Mark Twain’s Pivotal Period in Buffalo in 2013. In the four years after its release I participated in over sixty book talks and signings. Occasionally, I met people who provided new insights into Twain’s relationship with Buffalo, and on my own I continued to make startling discoveries. Frankly, I was surprised to be stumbling across heretofore unknown facts in the aftermath of what I had hoped would become the “seminal” book about Twain’s Buffalo experience.

I decided that I wanted to add these new revelations and discoveries in a second, revised version of the book. Unfortunately, after the initial print run of 1,500 copies was fully distributed and sold, the original publisher insisted on only filling subsequent orders “on demand.” These print-on-demand (POD) products were inferior—smaller than the original book, with virtually photocopied pages, and with a lower quality cover–in short, an embarrassing-looking book. Furthermore, when I inquired, the publisher was not at all interested in sponsoring a revised edition with new, additional insights into Twain and Buffalo.

So, in January of 2018 I hired an attorney to pursue termination of my contract. Within a few weeks a legal agreement was struck terminating the contract and reverting all rights for the book to me. By springtime, I had lined up a new publisher, NFB Publishing, and by the end of June, a new, expanded version of Scribblin’ for a Livin’, with thirty additional pages of text, a couple of new images, an improved index, and a colorful new cover design, was available.

Around that time I had noticed on NFB Publishing’s website that one of their book titles—a biography of hall of fame 1920s-30s boxer Jimmy Slattery—was accompanied by an entertaining 10-minute documentary about Slattery; the film was meant to tie-in to the new Slattery biography. When I asked if something similar could be done in conjunction with my expanded edition of Scribblin’, the publisher, Mark Pogodzinski, put me in touch with videographer Kevin Heffernan of Rise Collaborative. I invited Amy Pickard, curator of Rare Books for the Buffalo & Erie County Public Library and supervisor of their Mark Twain Room, and Bob Butler, an Emeritus Professor of English at Canisius College, to be interviewed for their thoughts on Twain’s life and times in Buffalo, and I sought permission ffrom various sources to include still images. Kevin Heffernan filmed the interviews with Bob, Amy, and I in late September and early October of 2018 at Canisius and at the Central Library.

In late November, the 10-minute documentary went public, including a sparkling narration by Holly Kirkpatrick, and extra video “bonus commentaries” by Amy and me. The film covers Twain’s Buffalo period and helps to promote the expanded edition of my book. To my knowledge, it represents the first extended documentary ever produced that focuses on Twain in Buffalo.

COMMENTARY: Scribblin’ For a Livin’ – Mark Twain’s Pivotal Period In Buffalo

BONUS COMMENTARY: Mark Twain Used his Bully Pulpit to both Help his Family, Denounce Racism

BONUS COMMENTARY: Buffalo and Erie County Public Library’s Manuscript of Huckleberry Finn