Douglas Kerr
- Published in print:
- 1993
- Published Online:
- October 2011
- ISBN:
- 9780198123705
- eISBN:
- 9780191671609
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198123705.003.0010
- Subject:
- Literature, Poetry
After several unproductive months spent in England, Owen moved to Bordeaux, France, in September 1913 to teach. Although the initial omens did not seem to be very inviting as he could not study at ...
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After several unproductive months spent in England, Owen moved to Bordeaux, France, in September 1913 to teach. Although the initial omens did not seem to be very inviting as he could not study at university, and his health was under threat again, his move soon proved to be, in fact, very successful. This move, however, did not bring him fortune as he was paid poorly by the Berlitz school. As he widened his acquaintances, he worked harder and was able to acquire a few private pupils and this furthered his career as an English freelance teacher. By the end of July 1914 when he resigned from the Berlitz school, Owen was felt that he had achieved independent. In less than two weeks, he was involved in a war in which he would be immersed into a different kind of discipline and institution. Owen joined the army in October 1915, and this chapter illustrates his experiences at war and as a member of the army.Less
After several unproductive months spent in England, Owen moved to Bordeaux, France, in September 1913 to teach. Although the initial omens did not seem to be very inviting as he could not study at university, and his health was under threat again, his move soon proved to be, in fact, very successful. This move, however, did not bring him fortune as he was paid poorly by the Berlitz school. As he widened his acquaintances, he worked harder and was able to acquire a few private pupils and this furthered his career as an English freelance teacher. By the end of July 1914 when he resigned from the Berlitz school, Owen was felt that he had achieved independent. In less than two weeks, he was involved in a war in which he would be immersed into a different kind of discipline and institution. Owen joined the army in October 1915, and this chapter illustrates his experiences at war and as a member of the army.
Thomas Jackson Rice
- Published in print:
- 2008
- Published Online:
- September 2011
- ISBN:
- 9780813032191
- eISBN:
- 9780813038810
- Item type:
- book
- Publisher:
- University Press of Florida
- DOI:
- 10.5744/florida/9780813032191.001.0001
- Subject:
- Literature, 20th-century Literature and Modernism
The author of this book uses the concept of cannibalism (what he calls “dismemberment, ingestion, and reprocessing”) to describe Joyce's incorporation of so many literary and cultural allusions, both ...
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The author of this book uses the concept of cannibalism (what he calls “dismemberment, ingestion, and reprocessing”) to describe Joyce's incorporation of so many literary and cultural allusions, both “high” and “popular.” Beginning with examples of actual and symbolic cannibalism that fascinated Joyce — the Donner party, the Catholic Eucharist — the author moves on to the ways Joyce appropriated language and elements of material culture into his work. This book offers a wide range of connections and insights. A look at Berlitz's approach to teaching language leads to an examination of Joyce's aesthetic of disjunction in language. The author compares Joyce and Joseph Conrad in light of the difficulties of modernism for readers through a discussion of the condom. By focusing attention on colonial tales of cannibalism and Britain's treatment of the Irish, he provides a unique perspective on Joyce's politics.Less
The author of this book uses the concept of cannibalism (what he calls “dismemberment, ingestion, and reprocessing”) to describe Joyce's incorporation of so many literary and cultural allusions, both “high” and “popular.” Beginning with examples of actual and symbolic cannibalism that fascinated Joyce — the Donner party, the Catholic Eucharist — the author moves on to the ways Joyce appropriated language and elements of material culture into his work. This book offers a wide range of connections and insights. A look at Berlitz's approach to teaching language leads to an examination of Joyce's aesthetic of disjunction in language. The author compares Joyce and Joseph Conrad in light of the difficulties of modernism for readers through a discussion of the condom. By focusing attention on colonial tales of cannibalism and Britain's treatment of the Irish, he provides a unique perspective on Joyce's politics.
Thomas Jackson Rice
- Published in print:
- 2008
- Published Online:
- September 2011
- ISBN:
- 9780813032191
- eISBN:
- 9780813038810
- Item type:
- chapter
- Publisher:
- University Press of Florida
- DOI:
- 10.5744/florida/9780813032191.003.0003
- Subject:
- Literature, 20th-century Literature and Modernism
This chapter discusses Joyce's conception of language as an arbitrary axiomatic system as amplified and reinforced by his experiences as a teacher in the Berlitz schools of Pola and Trieste. This ...
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This chapter discusses Joyce's conception of language as an arbitrary axiomatic system as amplified and reinforced by his experiences as a teacher in the Berlitz schools of Pola and Trieste. This chapter takes a closer look at the Joycean Method, wherein Joyce as an author is seen as a teacher and his readers subsume the role of a student. In addition, it looks at the great impact and influence of his teaching stint in his works and literature wherein his experience as a Berlitz teacher created an impact on his culminating work of fiction upon his realization of the arbitrary nature of linguistic sign. As he has arrived at his conception of language from his intellectual training and his experience as a teacher, he incorporated both the “high” culture of world literary tradition invoking the epic journey of Odysseus for the title of his book and invoking the popular music hall song for the title of another book to create fictions that cannibalize worlds as well as words.Less
This chapter discusses Joyce's conception of language as an arbitrary axiomatic system as amplified and reinforced by his experiences as a teacher in the Berlitz schools of Pola and Trieste. This chapter takes a closer look at the Joycean Method, wherein Joyce as an author is seen as a teacher and his readers subsume the role of a student. In addition, it looks at the great impact and influence of his teaching stint in his works and literature wherein his experience as a Berlitz teacher created an impact on his culminating work of fiction upon his realization of the arbitrary nature of linguistic sign. As he has arrived at his conception of language from his intellectual training and his experience as a teacher, he incorporated both the “high” culture of world literary tradition invoking the epic journey of Odysseus for the title of his book and invoking the popular music hall song for the title of another book to create fictions that cannibalize worlds as well as words.
Guy Cuthbertson
- Published in print:
- 2014
- Published Online:
- September 2014
- ISBN:
- 9780300153002
- eISBN:
- 9780300198553
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300153002.003.0005
- Subject:
- Literature, Poetry
Wilfred Owen arrived in France in September 1913 to teach English at the Berlitz School. With time passing, he immersed himself in this city. Rather than playing the typical Englishman abroad, Owen ...
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Wilfred Owen arrived in France in September 1913 to teach English at the Berlitz School. With time passing, he immersed himself in this city. Rather than playing the typical Englishman abroad, Owen recreated himself and acquired a plausible French accent and a taste for the French lifestyle.Less
Wilfred Owen arrived in France in September 1913 to teach English at the Berlitz School. With time passing, he immersed himself in this city. Rather than playing the typical Englishman abroad, Owen recreated himself and acquired a plausible French accent and a taste for the French lifestyle.
Anna Botsford Comstock
Karen Penders St. Clair (ed.)
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9781501716270
- eISBN:
- 9781501716294
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501716270.003.0013
- Subject:
- History, American History: 19th Century
This chapter details Anna Botsford and John Henry Comstock's trip to Italy and Switzerland. The Comstocks went from Greece to Sicily on the German steamship “Baiern,” reaching Taormina on March 8, ...
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This chapter details Anna Botsford and John Henry Comstock's trip to Italy and Switzerland. The Comstocks went from Greece to Sicily on the German steamship “Baiern,” reaching Taormina on March 8, 1908. It was the most picturesque town they had ever visited, and Aetna seemed to them the most beautiful mountain they had ever seen. They then registered in the Berlitz School for instruction in the Italian language. On one of their last days in Taormina, they climbed Mt. Venere, from the heights of which they had a view of chaotic mountain ranges and peaks, a long coast line, and a blue sea. From Taormina, they traveled to Sorrento, Amalfi, Pompeii, Rome, and Venice. They also went to the Entomological Experiment Station in Florence. After their visits to Verona, Turin, and Bellagio, they were tired and found Locarno a good point for resting. On June 10, the Comstocks took the train for St. Gotthard tunnel.Less
This chapter details Anna Botsford and John Henry Comstock's trip to Italy and Switzerland. The Comstocks went from Greece to Sicily on the German steamship “Baiern,” reaching Taormina on March 8, 1908. It was the most picturesque town they had ever visited, and Aetna seemed to them the most beautiful mountain they had ever seen. They then registered in the Berlitz School for instruction in the Italian language. On one of their last days in Taormina, they climbed Mt. Venere, from the heights of which they had a view of chaotic mountain ranges and peaks, a long coast line, and a blue sea. From Taormina, they traveled to Sorrento, Amalfi, Pompeii, Rome, and Venice. They also went to the Entomological Experiment Station in Florence. After their visits to Verona, Turin, and Bellagio, they were tired and found Locarno a good point for resting. On June 10, the Comstocks took the train for St. Gotthard tunnel.
