Another Member Of The U.L.S. — Robbie Cheadle Writes On The Red Badge of Courage

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I want to welcome Robbie Cheadle to the U. L. S., The Underground Library Society! This group is an unofficial collection of people who deeply value books. It is based on the idea of The Book People from Fahrenheit 451 by Ray Bradbury.  Robbie is the newest member of this group of book lovers!

Robbie has excellent blogs: Robbie Cheadle books/poems/reviews and   Robbie’s inspiration. Both are wonderful; please be sure to visit them.

The Red Badge of Courage

Background

The Red Badge of Courage is a novel about the American Civil War, written by American author, Stephen Crane. Although the author was born after the war and had not ever participated in a battle when he wrote the book, The Red Badge of Courage is cited for its realism and naturalism.

The book depicts several very vivid and intense battle scenes which are graphically depicted from the perspective of the young protagonist, Henry Fleming, a private in the Union Army. The book explores the themes of maturism, heroism and cowardice with regards to Fleming’s regiment which comprises mainly of inexperienced first-time soldiers who have conscripted for various reasons and the indifference of nature to the follies of man.

The red badge of courage referred to in the title of the book is a wound incurred during battle.

My review of this book

The Red Badge of Courage was a fascinating insight into the psychology of warfare for young recruits who have never experienced battle before. I read the author’s biography and was astonished that he had never experienced war before he wrote this startling descriptive and vivid account of the fictional 304th New York Infantry Regiment during the American Civil War.

The main character is 18-year old man from a farming background called Henry Fleming. Henry is tired of the monotony of his life helping his mother on the farm and enlists because he has romanticized battle as a result of reading several accounts of war. He is attracted by his perceived glamour of battle and enlists against the advice of his mother. When she attempts to give him some practical advice before he leaves to join his new regiment, he resents her words which belie and detract from his romantic notions.

Henry’s main ambition is to prove that he is man enough to be a soldier, and he suffers endless anxiety about how he will react when his regiment eventually sees some action on the front. He becomes friendly with a number of his compatriots, including a young man named Jim Conklin, who confesses that he would run from battle if all his peers did so.

Henry’s regiment finally faces the enemy and is successful during their first session of combat. After a short reprieve, the regiment faces the enemy again and this time Henry is convinced that his regiment will lose and he runs away from the battle. He retreats into a nearby wood and comes across a dead body. In his fear and fright at coming across this grim sight, he joins up with a group of injured soldiers, one of whom is is friend, Jim Conklin. Henry is deeply ashamed of his cowardly behavior and does his best to hide the fact that he is not injured but has fled the battle. He manages to get away with it, but his disgust at his own behavior and fear of discovery results in later behaviour that is almost reckless and lacking in reasonable self-care in his attempt to redeem himself in his own mind.

I loved the characterisation of Henry as a thinker and a person who is sensitive to his own potential failings and fears. I am sure that many young men must feel like this when faced with the real possibility of their own imminent death. The effect of peer pressure and the comradery or brotherhood of soldiers when in a group is also intriguing and believable.

Once again, thank you to Robbie Cheadle, and welcome to the U. L. S., The Underground Library Society!

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Teaching Shakespeare!

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I usually write about writing in some way, but in this post, I want to talk about teaching Shakespeare. The spring semester is over, but as an adjunct professor, I teach the entire year. I am not complaining about this situation, because I love my work, just explaining the schedule.

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I have loved Shakespeare most of my life—the reading of the plays, the viewing of productions, acting in them, directing one production, writing about the plays, and teaching the plays. I studied Shakespeare as one of my areas of specialization in graduate school, so I am always excited when I have the opportunity to teach Will.  Shakespeare has been a lifelong companion.

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This college class is being held at The Wescoe School of Muhlenberg College.  Because this is an adult evening college, which also administers the summer session, all of the students in my class are adults.  They are working towards their undergraduate degrees as are the traditional age students, but they bring the added responsibility and attentiveness to the class that comes with maturity and experience.  I love teaching both traditional and non-traditional students, but both bring different needs and different expectations.

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The class has just begun, because the first summer session has already started. I have held the first class, which was an introductory lecture on Shakespeare’s theater and England at the time. Tomorrow we will begin examining the plays. We will cover some of the comedies in the first half of the session and some of the tragedies in the second half. By the end of 12 classes during the span of 6 weeks, we will read and explored 9-10 plays. The first play of the course will be one of my favorites: A Midsummer Night’s Dream.   I feel like I have a special relationship with this comedy, because I have studied it, taught it, written about it, acted in it, and directed it.  It was also the play of the first live Shakespeare production that I saw when I was in 10th grade.

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I am looking forward to teaching Shakespeare!

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