Willa Cather
For an Editorial on Willa Cather's life Click Here.
CONTEMPORARY LIT. AGAIN
My dear Editor:Like Mr. Canby, I do not believe in courses in contemporary literature, and for just the reasons which he advances, namely:
I think that the material is still too untested for satisfactory teaching, and that the very large majority of teachers are not sufficiently in the atmosphere of the writing world to interpret and discriminate in any definite way.
But I am afraid you will not think me very obliging if I merely quote Mr. Canby—you will think I am taking a very easy way of replying to your question.
I have also other reasons. In the first place, most American boys are hurried into active life so early, that even the few who have the possibility of developing literary taste have scarcely time to do so. Unless they read the great English classics in high school and in college, they never find time to read them. And that means that in their maturity they have no background. By "classics" I certainly do not mean rather special things like the works of Sir Thomas Browne or De Quincy, but the great books that still influence the life and thought and standards of the English speaking peoples. Within the last five years, for example, an amazing number of quotations from Shakespeare's plays and sonnets have been pertinently used in the editorial columns of the New York Times and the New York Herald-Tribune. In each case the editor used them not to exhibit his knowledge, but to drive home his point. I think we should all, in our school days, be given a chance at Shakespeare, Milton, Fielding, Jane Austen—coming down as late as Thackeray, George Eliot, George Meredith, and Thomas Hardy. I don't mean that Macbeth or The Egoist or Henry Esmond can be "taught" at all. I mean that the students can be "exposed," so to speak, to the classics. If the germ "takes," even in very few, it will develop, and give them a great deal of pleasure in life. And those who do not catch the infection will certainly not be at all harmed. As regards contemporary literature, the work of living authors, I think young people should be allowed to discover for themselves what they like. For young people, half the pleasure of reading new books is in finding them out for themselves. If a boy goes quite wild about a very silly new book, his teacher can never convince him that it is not good. If he finds a really good one out for himself, it counts with him for a great deal more than if he had been told he must read it. No book can be called a "classic" until it is a hundred years old, surely. How many so-called "classics" have you seen die in your own lifetime, Mr. Johnson? A fine taste for literature is largely a matter of the ear, and is as rare as absolute pitch in music. But a great many boys and girls can enjoy a great play like Julius Caesar because of its relation to life, and they do get something out of the power and beauty of the lines.
While I do not believe that English literature can be "taught" in the sense that Latin can be taught, I know from experience that an instructor who is really steeped in his subject, who loves both literature and life, can, by merely expressing his own honest enthusiasms, or his honest objections, have a great influence on young people. If the English teacher is vain and opinionated, and wishes to astonish his classes by a lot of diagrams and formulae which are supposed to explain to them how Julius Caesar was written, and why Far From the Madding Crowd is a fine novel, he will prejudice his better students against the subject he teaches, and will immensely reinforce the self-satisfaction of the shallow and conceited ones.
Willa Cather
LITERARY EXPERIMENTATION
(Members of the CEA will recall the discussion started by Mr. Henry Canby and carried on in these columns over the desirability of English courses exclusively devoted to contemporary literature. In the course of that argument it was pointed out that much writing of the moment is experimental, and that the author himself is testing devices and techniques which later may be abandoned.Miss Willa Cather who has been overburdened by letters from strangers, especially teachers and students, asking her judgment on literary matters, may have had her burden made heavier as a result of her contribution to this argument in last December's "News Letter." Yet she graciously permits us to reprint the following paragraphs from a letter to a friend which will serve to illustrate her own experimental attitude in one of her books. —Ed.)
Let me try to answer your question. When I wrote The Professor's House, I wished to try two experiments in form. The first is the device often used by the early French and Spanish novelists; that of inserting the Nouvelle into the Roman. "Tom Outland's Story" has been published in French and Polish and Dutch, as a short narrative for school children studying English. But the experiment which interested me was something a little more vague, and was very much akin to the arrangement followed in sonatas in which the academic sonata form was handled somewhat freely. Just before I began the book I had seen, in Paris, an exhibition of old and modern Dutch paintings. In many of them, the scene presented was a living room warmly furnished, or a kitchen full of food and coppers. But in most of the interiors, whether drawing-room or kitchen, there was a square window, open, through which one saw the masts of ships or a stretch of gray sea. The feeling of the sea that one got through those square windows was remarkable, and gave me a sense of the fleets of Dutch ships that ply quietly on all the waters of the globe—to Java, etc.
In my book I tried to make Professor St. Peter's house rather overcrowded and stuffy with new things; American proprieties, clothes, furs, petty ambitions, quivering jealousies—until one got rather stifled. Then I wanted to open the square window and let in the fresh air that blew off the Blue Mesa, and the fine disregard of trivialities which was in Tom Outland's face and in his behaviour.
The above concerned me as a writer only, but the Blue Mesa (the Mesa Verde) actually was discovered by a young cowpuncher in just this way. The great explorer Nordenkjoeld, wrote a scientific book about this discovery, and I myself had the good fortune to hear the story of it from a very old man, brother to Dick Wetherell. Dick Wetherell as a young boy forded Mancos River and rode into the Mesa after lost cattle. I followed the real story very closely in Tom Outland's narrative.
Willa Cather
-->Willa Cather’s own opinion on Literature:
Willa
Cather wrote several novels within her lifetime. Although her style was among
the romanticism style she has been classified within the realistic works. This
classification could come from moments in her literary life where she followed
the narration very closely to historical contexts like in The
Professor's House where she“the
Blue Mesa (the Mesa Verde) actually was discovered by a young cowpuncher in
just this way. The great explorer Nordenkjoeld, wrote a scientific book about
this discovery, and I myself had the good fortune to hear the story of it from
a very old man, brother to Dick Wetherell. Dick Wetherell as a young boy forded
Mancos River and rode into the Mesa after lost cattle. I followed the real
story very closely in Tom Outland's narrative.”
Willa
Cather also had a strong belief on how the youth of her generation should be
taught literature, and if literature should be taught at all. How the classics may not necessarily be the
classics that we as readers think of today, and how we were forced into
literary genres and classics rather than finding the inspiration on our own
accord. Even though she had her own taste in literature she thought that it was
vital that the youth of her generation would not be forced into liking one area
of literature verses another, but that they had the freedom to choose.
“And those who do not catch the
infection will certainly not be at all harmed. As regards contemporary
literature, the work of living authors, I think young people should be allowed
to discover for themselves what they like.”
Although Willa Cather
is classified into the category of Realism she believes that everyone should be
able to figure out his or her own likings and disliking’s of style. This may
not be her own opinion upon the novels out there today but it shows her
character and how she would want the youth of her time to be able to find their
own way into literature. And this quote can also show the reader that if
literature does not reach into someone’s heart then there is no harm done. She
is not forcing the world of literature onto someone, or stating that one style
is more important than the other but she is simply writing to the editor to
make her point clear that the youth needs to be able to figure out their own
opinions when it comes to contemporary literature.
“No book can be
called a "classic" until it is a hundred years old, surely. How many
so-called "classics" have you seen die in your own lifetime, Mr.
Johnson? A fine taste for literature is largely a matter of the ear, and is as
rare as absolute pitch in music.”
This quotation can
show the reader how important literature was to Cather as “A fine taste for
literature is largely a matter of the ear, and is as rare as absolute pitch in
music.” A classic, a great form of literature is something that not everyone
can do, it only comes around every once in awhile and only then when it is
truly heard could it be understood just like that of music. When it comes to
music the idea of the perfect pitch is extremely hard to find, to resonate and
to produce. This is the same as literature. Only every now and then will
literature have its perfect pitch, and can be considered a classic.
“While I do not
believe that English literature can be "taught" in the sense that
Latin can be taught, I know from experience that an instructor who is really
steeped in his subject, who loves both literature and life, can, by merely
expressing his own honest enthusiasms, or his honest objections, have a great
influence on young people.”
When the reader sees
this, not only could it be directed towards the editor at this time period but
it could also be seen through a teacher’s perspective today. English literature
cannot be taught, but it can be felt. It takes a teacher who has immersed his
or her into the art to be able to talk about the art, even then this is not
classified as teaching. Only when the students see the teacher model just how
important literature is, the feeling one can get through literature and the
emotions that can be physically felt can one help a student see the importance
and the power of literature. The other side of this quotation is that if a
teacher tries to teach literature the way one would teach math, or in her words
“Latin” all power and emotion would be lost. When someone is trying to think
about why the novel was wrote, what the authors purpose was, drawing “diagrams
and formulae which are supposed to explain to them how Julius Caesar was
written;…” the teacher then looses all of the emotion behind the piece itself.
Literature is something that is meant to be enjoyed, not torn apart like math
is broken down into different segments.
Willa Cather was seen
as many things throughout her lifetime, a student, an editor, a friend however,
she was also an author. "There are only two or three human stories, and
they go on repeating themselves as fiercely as if they had never happened
before" this idea of human stories helped her within her writing and her
ability to see the world for more than it was, or in this particular case two
or three ways which can repeat only with different twists and turns. Willa
Cather was the author who saw these twists and turns and was able to put it
into paper, at first with the help of her friend Sara Orne Jewett “ who encouraged
the writer to develop her own voice with her own materials”.
For Further Discovery:
http://cather.unl.edu/life.shortbio.html
An Interesting Willa Cather Letter By:Julian Mason
Cather Bibliography
Myth in the Works of Willa Cather By: Evelyn Helmick
