Jessica Mitford, "The Embalming of Mr. Jones"



Note: Jessica Mitford (1917-1996) was Born in Batsford Mansion, England, to a wealthy, aristocratic family. She rebelled against her sheltered upbringing, became involved in left-wing politics, and eventually immigrated to the United States. In the 1950’s, she began a career in investigative journalism, which produced t he book The American Way of Death: Behind the Formaldehyde Curtain (1963), about the abuses in the funeral business as well as other critiques on the U.S. prison system and American Health care.

           
            The drama begins to unfold with the arrival of the corpse at the mortuary.

            Alas, poor Yorick! How surprised he would be to see how his counterpart of today is whisked off to a funeral parlor and is in short order painted, rouged, and neatly dressed-transformed from a common corpse into a Beautiful Memory Picture. This process is known in the trade as embalming and restorative art, and is so universally employed in the United States and Canada that the funeral director does it routinely, without consulting corpse or kin. He regards as eccentric those few who are hardly enough to suggest that it might be dispended with. Yet no law requires embalming, no religious doctrine commends it, nor it is dictated by consideration of health, sanitation, or even of personal daintiness. In no part of the world but in Northern America is it widely used. The purpose of embalming is to make the corpse presentable for viewing in a suitable costly container; and here to the funeral director routinely, without first consulting the family, prepares the body for public display.
*  * *
            Embalming is indeed a most extraordinary procedure, and one must wonder at the docility of American who each year pay hundreds of million of dollars of its perpetuation, blissfully ignorant of what it is all about, what is done. Not one in ten thousands has any idea of what actually takes place. Books on the subject are extremely hard to come by. They are not to be found in most libraries or bookshops.
            In an era when huge television audiences watch surgical operations in the comfort of their living rooms, when, thanks to the animated cartoon, the geography of the digestive system has become familiar territory even to the nursery school set, in a land where the satisfaction of curiosity about almost all matters is a national pastime, the secrecy surrounding embalming can, surely, hardly be attributed to the inherit gruesomeness of the subject. Custom in this regard has within this century suffered a complete reversal. In the early days of America embalming, when it was performed in the home of the deceased, it was almost mandatory for some relative to stay by the embalmer’s side and witness the procedure. Today, family members who might wish to be in attendance would certainly be dissuaded by the funeral director. All others, except apprentices, are excluded by law from the preparation room.
            A close look at what does actually take place may explain in large measure the undertaker’s intractable reticence concerning a procedure that has become his major raison d’etre. Is it possible he fears that public information about embalming might lead patrons to wonder if they really want this service? If the funeral men are loath to discuss the subject outside the trade, the reader may, understandably, be equally loath to go on reading at this point. For those who have the stomach for it, let us part the formaldehyde curtain…
            The body is first laid out in the undertaker’s morgue—or rather, Mr. Jones is reposing in the preparation room—to be readied to bid the world farewell.
            The preparation room in any of the better funeral establishments has the tiled and sterile look of a surgery, and indeed them embalmer—restorative artist who does his chores there is beginning to adopt the term dermasurgeon (appropriately corrupted by some mortician-writers as “dermasurgeon”) to describe his calling. His equipment, consisting of scalpels, scissors, augers, forceps, clamps, needles, pumps, tubes, bowls, and basins, is crudely imitate of the surgeon’s, as is his technique, acquired in a nine-or twelve-month post-high-school course in an embalming school. He is supplied by a advanced chemical industry with a bewildering array of fluids, sprays, pastes, oils, powders, creams, to fix or soften tissue, shrink or distend it as needed, dry it here, restore the moisture there. There are cosmetics, waxes, and paints to fill and cover features, even plaster of Paris to replace entire limbs. There ingenious aids to prop and stabilize the cadaver: a Vari-Pose Head rest, the Edward Arm and Hand Positioner, the Repose Block (to support the shoulders during the embalming), and the Throop Foot Positioner, which resembles an old-fashioned stocks.       
            Mr. John H. Eckels, president of the Eckels College of Mortuary Science, thus describes the first part of the embalming procedures: “In the hands of a skilled particular, this works may be done in a comparatively short time and without mutilating the body other than by slight incision—so slight that is scarcely would cause serious inconvenience if made upon a living person. It is necessary to remove the blood, and doing this not only helps in the disinfecting, but removes the principal cause of disfiguration due to discoloration.”
            Another textbook discusses the all-important time element: “The earlier this is done, the better, for every hour that elapses between death and embalming will add to the problems and complications encountered…” Just how soon should one get going on the embalming? The author tell us, “On the basis of such scanty information made available to this profession through its rudimentary and haphazard system of technical research, we must conclude that the best results are to be obtained if the subject is embalming before life is completely extinct—that is, before cellular death has occurred. In the average case, this would mean within an hour after somatic death.” For those who feel that there is something a little rudimentary, not to say haphazard, about this advice, a comforting thought is offered by another writer. Speaking of fears entertained by early days of premature burial.” How true; once the blood is removed, chances of live burial are indeed remote.
            To return to Mr. Jones, the blood is drained out through the veins and replaced by embalming fluid pumped in through the arteries. As noted in The Principles and Practices of Embalming, “every operator has a favorite injection and drainage point—a fact which becomes a handicap only if he fails or refuses to forsake his favorite when conditions demand it.” Typical favorite are the carotid artery, femoral artery, jugular vein, subclavian vein. There are various choices of embalming choices. If Flextone is used, it will produce a “mild, flexible rigidity. The skin retains a velvety softness; the tissue is rubbery and pliable. Ideal for a woman and children.” It may be blended with B. and G. Producers Company’s Lyf-Lyk tint, which is guaranteed to reproduce “nature’s own skin texture…the velvety appearance of living tissue.” Suntone comes in three separate tints: Suntan; Special Cosmetic Tint, a pink shade “especially indicated for female subjects”; and Regular Cosmetic Tint, moderately pink.
            About three to six gallons of a dyed and perfumed solution of formaldehyde, glycerin, borax, phenol, alcohol, and water is soon culating through Mr. Jones, whose mouth has been sewn together with a “needle directed upward between the upper lip and the gum and brought out through the left nostril,” with the corners raised slightly “for a more pleasant expression.” If he should be bucktoothed, his teeth are cleaned with Bon Ami and coated with colorless nail polish. His eyes, meanwhile, are closed with flesh-tinted eye caps and eye cement.
            The next stop is to have at Mr. Jones with a thing called a trocar. This is a long, hollow needle attached to a tube. It is jabbed into the abdomen, poked around the entrails and chest cavity, the contents of which are pumped out and replaced with “cavity fluid.” This done, and the whole in the abdomen sewn up, Mr. Jones’s face is heavily creamed (to protect the skin from burns which may be caused by leakage of the chemicals), and he is covered with a sheet and left unmolested for a while. But not for long—there is more, much more, in store for him. He has been embalming, not yet restored, and the best time to start the restorative work is eight to ten hours after embalming, when the tissue have become firm and dry.  
            The object of all this attention to the corpse, it must be remembered, is to make it presentable for viewing in attitude of healthy repose. “Our custom require the presentation of our dead in the semblance of normality…unarmed by the ravages of illness, disease, or mutilation,” says Mr. J. Sheridan Mayer in his Restorative Art. This is rather a large order since few people die in the full bloom of health, unravaged by illness and unmarked by some disfigurement. The funeral industry is equal to the challenge: “In some case the gruesome appearance of a mutilated or disease-ridden subject may be quite discouraging. The task of restoration may seem impossible and shake the confidence of the embalmer. This is the time for intestinal fortitude and determination. Once the formative work is begun and affected tissues are cleaned and removed, all doubts of success vanish. It is surprising and gratifying to discover the results which may be obtained.”
            The embalmer, having allowed an appropriate interval to elapse, returns to the attack, but now he brings into play the skills and equipment of sculptor and cosmetician. Is a hand missing? Casting one in the plaster of Paris is a simple matter. “For replacement purpose, only a cast of the back of the hand is necessary; this is within the ability of average operator and is quite adequate.” If a lip or two, a nose, or a ear should be missing, the embalmer has at hand a variety of restorative waxes with which to model replacements. Pores and skins textures are simulated by stippling with a little brush, and over this cosmetic are laid on. Head off? Decapitation cases are rather routinely handled. Raged edges are trimmed, and head joined or torso with a series of splints, wires, and sutures. It is a good idea to have a little something at the neck—a scarf or a high collar—when times of viewing come. Swollen mouth? Cut out tissue as needed from inside the lips. If too much is removed, the surface contour can be easily restored by padding with cotton. Swollen necks and cheeks are reduced by removing tissue through vertical incisions made down each side of the neck. “When the deceased is casketed, the pillow will hide the suture incisions…as an extra precaution against leakage, the suture may be painted with liquid sealer.”
The opposite condition is more likely to present itself—that of emaciation. His hypodermic syringe no loaded with massage cream, the embalmer seems out and fills the hallowed and sunken areas by injection. In this procedure the backs of the hands and fingers and the under-chain area should not be neglected.
Positioning the lips is a problem that recurrently challenges the ingenuity of the embalmer. Closed too tightly, they tend to give a stern, even disapproving expression. Ideally, embalmer feel, the lips should give the impression of being ever so slightly parted, the upper lip protruding slightly for a more youthful appearance. This takes some engineering, however, as the lips tend to drift apart. Lip drift can sometimes be remedied by pushing one or two straight pins through the inner margin of the lower lip and then inserting them between the two front upper teeth. If Mr. Jones happens to have no teeth, the pins can just as easily be anchored in his Armstrong Face Former and Denture replacer. Another method to maintain lip closure is to dislocate the lower jaw, Which then held in its new position by a wire run through holes which have been drilled through the upper and lower jaws at the midline. As the French are fond of saying, il faut souffrir pour etre belle*.                                                                                           
               
            If Mr. Jones has died of Jaundice, the embalming fluid will very likely turn him green. Does this deter the embalmer? Not if he has intestinal fortitude. Making pastes and cosmetics are heavily laid on, burial garments and caskets interiors are color-correlated with particular care, and Jones is displayed beneath rose-colored lights. Friends will say “How well he looks.” Death by carbon monoxide, on the other hand, can be a rather a good thing from the embalmer’s viewpoint: “One advantage is the fact that this type of discoloration is an exaggerated form of the natural pink coloration.” This is nice because the healthy glow is already present and needs but little attention.
            The patching and filling completed, Mr. Jones is now shaved, washed, and dressed. Cream-based cosmetics, available in pink, flesh, suntan, brunette, and blond, is applied to his hands and face, his hair is shampooed and combed (and, in the case of Mr. Jones, set), his hands manicured. For the horny-handed son of toil special care must be taken; cream should be applied to remove ingrained grime, and the nails cleaned. “If he were not in the habit of having them manicured in life, trimmed and shaping is advised for better appearance—never questioned by kin.” Jones is now ready for casketing (this is the present particles of the verb “to casket”). In this operation his right shoulder should be depressed slightly “to turn the body a bit to the right and soften the appearance of lying flat on the back.” Positioning the hands is the matter of importance, and special rubber positioning blocks may be used. The hands should be cupped slightly for a more lifelike, relaxed appearance. Popper placement of the body requires a delicate sense of balance. It should lie as high as possible in the casket, yet not so high that the lid, when lowered, will hit the nose. On the other hand, we are cautioned, placing the body too low “creates the impression that the body is in a box.”             
Jones is next wheeled into the appointed slumber room where a few last touches may be added—his favorite pipe placed in his hand or, if he was a great reader, a book, a book propped into position. (In the case of little Master Jones a Teddy bear may be clutched.) Here he will hold open house for a few days, visiting hours 10 a.m. to 9 p.m. 

* It is necessary to suffer in order to be beautiful.



Questions on Meaning
1.      What was you emotional response to this essay? Can you analyze your feelings?
2.      To what does the author attribute the secrecy that surrounds the process of embalming?
3.      What, according to Mitford, is the mortician’s intent? What common obstacles to fulfilling it must be surmounted?
4.      What do you understand form Mitford’s remark in paragraph 10, on dispelling fears of live burial: “How true; once the blood is removed, chances of live burial are indeed remote”?
5.      Do you find any implied purpose in this essay? Does Mitford seem primarily out to rake muck, or does she offer any positive suggestions to Americans?

Question on Writing Strategy
1.      What is Mitford’s tone? In her opening two paragraphs, exactly what shows her attitude toward her subject?
2.      Why do you think Mitford goes into so much grisly detail? How does it serve her purpose?
3.      What is the effect of calling the body Mr. Jones (or Master Jones)?
4.      Into what stages has the author divided the embalming process?
5.      To whom does Mitford address her process analysis? How do you know she isn’t writing for an audience of professional morticians? 


ICE: Coming-of-Age

  • Prompts
    • (1) Coming-of-age: Compare a coming-of-age experience of your own with that of any single protagonist in our recent reading.  You must include at least one other key term from our story unit as you compare the experiences (irony, plot, atmosphere).  
      • Irony: make sure you treat this in detail in at least one paragraph of your essay (consider a structure that moves from innocence to experience to wisdom)
      • Plot: make sure you treat the key points of a plot line (exposition, inciting incident, rising action, climax, falling action, conclusion) 
    •  (2) Compare-Contrast: Compare and contrast two of the recent coming-of-age stories you've read, focusing on at least one of the literary elements from our story unit: plot and its elements, irony, atmosphere and tone, or symbolism.

Block Day, Week 12: Writing

* Open
  • Starting with a blank sheet of paper (I have some if you need it; I also have pens; you to legibly and in pen), please compose a note for Mrs. Price's birthday!
    • You may compose with one friend to share the letter
    • Dear Mrs. Price, 
    • Friendly Letter Format 
      • You do not need to fill in the upper right-hand return address lines
      • If you click on various parts of the page, you will learn more 
    • Music: Brother Down: "Old Paths, New Feet" (Psalms reconsidered)
      • It was released today!
      • Mr. Reno sings and plays guitar; Mr. O'Donnell plays the drums; Mr. Dauphin plays the bass guitar; Mr. Schwager plays the iTunes
* Stories!

* Group work based on the story you read

* Essay Writing
  • Strategies
  • Essay Preparation 
  • I. C. E.
HW: Outside Reading (choose a book for your teacher to approve for your Q2 outside reading; do not purchase the book until your teacher approves it)

Detective Story I.C.E.

Prompt: Compare the characterization (focus on the detectives) and atmosphere of "The Eternity Ring" (Foyle's War) and either "The Adventure of the Speckled Band" or "The Blue Cross."

Note
  • 35 minutes
  • Be sure to plan before you write
  • You may write in pencil or pen
  • Single space
  • Use MLA formatting otherwise
  • You may us your binder
When you finish, please staple and turn in.

Please see the blog when you return to your seat.

Wednesday, 10/30/13: Stories

* Open
  • Grammar (per. 1, for tomorrow)
    • Not a sound was herd in the coffin makers work shop that is to say no human sound.
* Discussion
  • Terms
  • Stories
    • What is the narrative perspective of this story?  How does this perspective affect the narrative?
    • Explain at least one symbol in this story. 
    • Explain at least two instances of irony in this story. 
    • Explain how this is a coming-of-age story.
  • Essays
* New story: Your choice! (Choose one of the stories below to read tonight.)
  • If you liked "Mista Courifer," you will enjoy this:  "The First Seven Years"
    • What is the narrative perspective of this story?  How does this perspective affect the narrative?
    • Explain at least one symbol in this story. 
    • Explain at least two instances of irony in this story. 
    • Explain how this is a coming-of-age story.
  • If you need a cowboy tale right now--yeeha!--read this: "Trap of Gold
    • What is the narrative perspective of this story?  How does this perspective affect the narrative?
    • Explain at least one symbol in this story. 
    • Explain at least two instances of irony in this story.
  • If you like realism and adventure, you will enjoy this: "Into Thin Air"
    • What is the narrative perspective of this story?  How does this perspective affect the narrative?
    • Where do you see foreshadowing in this story?
    • Is this, technically, a coming-of-age story?  
      • If so, explain. 
      • If not, what elements of coming-of-age does it share with an actual coming-of-age story? 
 * On Block Day we will review together before we write our essay.

HW: Read one new story; answer questions in your notes (for use in your essay)











The Five-Paragraph Essay

History
  • The essay began as a humbler creation, more of a thought experiment on a given subject.  You can blame the French (Michel de Montaigne in the late 16th century) for the curse of the essay (see a list of essayists here).  Early essays tended to be brief (one to two paragraphs) meditations written by well-educated people (here are some essayists for senior students).  
College

Consider Purdue's Overview:

Though the word essay has come to be understood as a type of writing in Modern English, its origins provide us with some useful insights. The word comes into the English language through the French influence on Middle English; tracing it back further, we find that the French form of the word comes from the Latin verb exigere, which means "to examine, test, or (literally) to drive out." Through the excavation of this ancient word, we are able to unearth the essence of the academic essay: to encourage students to test or examine their ideas concerning a particular topic.

Essays are shorter pieces of writing that often require the student to hone a number of skills such as close reading, analysis, comparison and contrast, persuasion, conciseness, clarity, and exposition. As is evidenced by this list of attributes, there is much to be gained by the student who strives to succeed at essay writing.

The purpose of an essay is to encourage students to develop ideas and concepts in their writing with the direction of little more than their own thoughts (it may be helpful to view the essay as the converse of a research paper). Therefore, essays are (by nature) concise and require clarity in purpose and direction. This means that there is no room for the student’s thoughts to wander or stray from his or her purpose; the writing must be deliberate and interesting. (Purdue) 
  • The five-paragraph essay became a standard in schools. 
  • The archetypical school essay structure:

 

Tuesday, 10/29/13: Tunnels and Coffins

* Open
* Review "Through the Tunnel"

* Take notes on three new terms
* Read "Mista Courifer" (pg. 285)
  • You will find this text on your Focus online course under "Short Stories."

* As you read the next two stories, take notes on the following thoughts.  You will be able to use your handwritten binder notes when you write your next I.C.E. on block day.
  • What is the narrative perspective of this story?  How does this perspective affect the narrative?
  • Explain at least one symbol in this story. 
  • Explain at least two instances of irony in this story. 
  • Explain how this is a coming-of-age story.
HW: Notes

Bernard Malamud: "The First Seven Years" (written in 1950; first published in 1958)

     Feld, the shoemaker, was annoyed that his helper, Sobel, was so insensitive to his reverie that he wouldn’t for a minute cease his fanatic pounding at the other bench. He gave him a look, but Sobel’s bald head was bent over the last as he worked and he didn’t notice. The shoemaker shrugged and continued to peer through the partly frosted window at near-sighted haze of falling February snow.

Adelaide Casely-Hayford: "Mista Courifer" (1961)

Setting:  Sierra Leone 

Not a sound was heard in the coffin-maker's work-shop, that is to say no 
human sound. Mista Courifer,  a solid citizen of Sierra Leone, was not 
given to much speech. His apprentices, knowing this, never dared address 
him unless he spoke first. Then they only carried on their conversation 
in whispers. Not that Mista Courifer did not know how to use his tongue. 
It was incessantly wagging to and fro in his mouth at every blow of the hammer. 
But his shop in the heart of Freetown was a part of his house. And, 
as he had once confided to a friend, he was a silent member of his own 
household from necessity. His wife, given to much speaking, could 
outtalk him. 

Monday, 10/28/13: Point of View Continues

*Open
  • Grammar
    • Dont you love that old palendrome a man a plan a cannal panama

File:T Roosevelt.jpg
My favorite President (1901–1909): Theodore Roosevelt (1858–1919)
     
  • Note that new nails and terms are at the bottom of the lists to the left. 


* Schwager: 
  • Discuss Journal 5 
  • Now read "Through the Tunnel" by Doris Lessing.  Takes notes on the following in your binder:
    • 1. Check the text to see what you learn about the thoughts and feelings of Jerry’s mother. How would the story be different if she, rather than the omniscient narrator, were telling it? 
    • 2. What details about Jerry’s swim through the tunnel were most vivid and terrifying to you? 
      Doris Lessing novelist top 100 women
      Doris Lessing (1919-- ) holding the Nobel Prize in Literature, 2007
    • 3. Have you ever taken great risks to prove yourself?  Do you find it convincing that Jerry takes such a risk and survives? Explain. 
  • (Reno)
    • Journal 5 (at least 1/2 page): Examine the role narrative perspective plays in something you have read (book, story, poem), watched (movie, television show), or heard (song).  What is the perspective?  How well does it work with the message of the piece?  What would happen if the perspective were different (say, another character; or perhaps moving from omniscient to limited, etc.)? You might want to revisit your notes on POV. 
 HW: 
  1. (Schwager)"Through the Tunnel" and notes 
  2. (Reno) J5

    Block Day, Week 11: Weeping by the Waters

    * Open
    • Note that new nails and terms are at the bottom of the lists to the right.  
    Danny and Annie Perasa on their wedding day on April 22, 1978.
    * Review Notes on Point of View

    * Finish "By The Waters of Babylon"
    In pairs, discuss and note answers (not a journal) to the following questions.

    Wednesday, 10/23/13: Essay Time



    * Open

    * Essay

    Prompt: Compare the characterization (focus on the detectives) and atmosphere of "The Eternity Ring" (Foyle's War) and either "The Adventure of the Speckled Band" or "The Blue Cross."

    Note
    • 35 minutes
    • Be sure to plan before you write
    • You may write in pencil or pen
    • Single space
    • Use MLA formatting otherwise (Reno's classes DO NOT write your name on the front; please write it on the back of your last page)
    • You may use your binder
    When you finish, please staple and turn in.

    * Please begin reading "By The Waters of Babylon" by Stephen Vincent Benét .

    HW: Read "By The Waters of Babylon" through part 28 (I numbered the text to make it easier to discuss)

    Tuesday, 10-22/13: Detectives

    * Open
    • Grammar
      • Please fix the following using only hyphens and dashes:
      • The thirteen year old boy would you believe it listed over seventy five requests on his Christmas wishlist. 
    * (Reno) pass back essays

    * Essay

    * Take notes on point of view.  Know the following:
    • First-person p.ov.
    • Third-person p.o.v.
      • limited
      • objective or dramatic
      • omniscient
      • unreliable

    * If you finish early: Begin Reading "By The Waters of Babylon" by Stephen Vincent Benét 

    HW: Finish point of view notes

    Monday, 10/21/13: Foyle, etc.

    * Open
    • Grammar
      • Oh, dash it all!
        • - hyphen (on a keyboard, same as the minus sign): use this punctuator for hyphenation. It is the shortest of the three.
          • Example: The red-headed, eight-year-old boy caused the fight, oddly enough, with a well-intentioned remark.
        • – en dash (ctrl-minus in Word or hyphen hold on the iPad): use this punctuator for spans. This is longer than a hyphen but shorter than an em dash.
          • Example: William Shakespeare (15641616) was a wondrous wordsmith.
        • — em dash (double hyphen or ctrl-alt-minus in Word or hyphen hold on the iPad): use this to signal a break in a sentence or to insert an emphasized parenthetical thought. This is what we commonly call a dash. This is the longest of the three.
          • Example: Great Gotham, Batmanpunctuators like these portend pernicious perils!
          • Example: This is the day—how does it go?—that the Lord has made; we will rejoice and be glad in it. 
    • New Seats 
    • Course Plan
    • Food Platters 
    * Schwager's Class: Finish Foyle
    • Take notes; your next in class essay will have you compare Foyle and Holmes and Father Brown.  It will be an open-note experience!
    * Reno's Class: Spend the rest of the class time reviewing Foyle's War and the other short stories, taking notes in preparation for your ICE (In Class Essay).
    •  Take notes; your next in class essay will have you compare Foyle and Holmes and Father Brown.  It will be an open-note experience!
    *Reno's Class: Please grade yourself using the categories below. (7.5/10 is nice and average.) If you believe you deserve higher, please provide a reasoned account:

    • Discussion (__/10): Student contributed to the quality of classroom discussion.
    • Diligence (__/10): Student was on task, especially upon entering the room and during transitions; student rarely engaged in extraneous conversation.

    HW: Take characterization, plot, atmosphere and tone notes on our three detective pieces

    C. S. Lewis: On Tolkien's Hobbit

    As we grade your GTB essays, ruminate on this wonderful snippet from C. S. Lewis' Times Literary Supplement review (2 October 1937) of The Hobbit: 

    "For it must be understood that this is a children's book only in the sense that the first of many readings can be undertaken in the nursery. Alice [in Wonderland] is read gravely by children and with laughter by grown-ups; The Hobbit, on the other hand, will be funniest to its youngest readers, and only years later, at a tenth or a twentieth reading, will they begin to realise what deft scholarship and profound reflection have gone to make everything in it so ripe, so friendly, and in its own way so true. Prediction is dangerous: but The Hobbit may well prove a classic."

    Block Day and Monday: Sherlock Holmes and Father Brown!

    Our new author: Sir Arthur Conan Doyle (1859-1930)
    Friends, you will be finishing your PSAT practice and working through some wonderful stories (this plan applies for two days as Mr. Schwager is out of town). 
    • When I return on Tuesday, we will (Lord willing) have our binder check. 
      • Here are the requirements (under course documents)
      • If you have been absent, scroll through the blog entries (or ask a friend) for grammar and notes to make up
      • I will also be looking for the notes and journal you will work on while I'm gone.
    •  You need to enter a contest by Tuesday; here are some to choose from.
      • You may print a screen shot or picture of your entry and put it in the essay section of your binder.  I will see it and give you credit when I check your binders. 
    • Please work wisely into our Sherlock Holmes stories while I'm gone these two days. 
    • As long as I get a good report from the substitute, we will have a class party at the end of next week (quarter's end).  Consider what you might like to bring to the feast (and how you might like to dress up). Here is my party page for ideas and instructions.  You will not have a memorization (or other) quiz on that day; we already had our memorization quiz. 

    Your Assignment
    • First, do section 5 of your PSAT.
    • Third, read one G. K. Chesterton investigative adventure
    • Finally, write one comparative journal (Journal 4)
      • Compare the characterization, plot (exposition, complication, rising action, climax, falling actions), tone, and atmosphere of these two detective tales.  You are applying all the terms you have learned thus far in your comparison.  Your work must be handwritten, single-spaced, and at least one page in length.  It is due when I check your binder on Tuesday. 

    Enrichment
    • You may like to watch these videos at home for fun. 
    HW:  Due Tuesday
    • PSAT complete and answers checked
    • Binder in order (with new notes and the new journal in there)
    • Contest entered with evidence in your binder (such as a printed screen-shot or picture)
    • Journal 4
    • Auf Wiedersehen!

    Wednesday, 10/9/13: Midterm Quiz

    * Open

    * Midterm Quiz (ATTENTION: Reno's 7th period will take the quiz on Thursday . . . a new and improved one ; )

    * Don't forget to enter a contest by Tuesday of next week. 

    * If you have finished your contest entry, you may begin our next tale, "The Adventure of the Speckled Band" by Sir Arthur Conan Doyle.


    HW: Please be sure to bring your PSAT test for block day; of course, bring your binder and iPad also.

    Tuesday, 10/8: Death and Life

    * Open
    * Read the following essay:
     * Take Notes (not a full journal; just a few sentences): Compare the atmosphere and tone of "The Masque of the Red Death" and "The Mowing of a Field"

    HW: Review your notes for tomorrow's midterm

    Walk the wonderlands with Belloc.

    Monday, 10/7: Poe, etc.


    http://upload.wikimedia.org/wikipedia/commons/c/c0/Masqueofthereddeath-Clarke.jpg

    * Open
    •  Grammar: The scarlet stains upon the body and especially up on the face of the victem we're the pest ban witch shut him out from the aid and from the sympathy of his fellow-men. 
    • This week:
      • Story Today
      • Belloc Tomorrow
      • Test on Wednesday
      • Video on Block
      • Sweet Copy of your CWP due this Block (for Reno) and by the end of next week (for Schwager...I'll be out of town this block)
    * Time to read (remember, look for atmosphere and tone...note them in your binder notes, please):
    HW: Finish Reading "The Masque of the Red Death";
    Work on Your CWP

    Block Day: PSAT, etc.

    * Open

    * Reno's classes - Poetry Recitation

    * CWP (Reno's classes proofread)

    * Review Notes from Yesterday

    * PSAT parts 2 and 3

    HW: Work on your awesome map!

    Wednesday, 10/2/13: "A Piece of Chalk"

    * Open
    • Grammar: And I stood their in a transe of plesure realising that this Southern England is not only a grand penninsula and a tradition and a civilisation it is something even more admirable.
    • Today, you will see the answer in your reading today.
    * We will read an essay together.  Here are some introductory remarks to assist you.
    • G. K. Chesterton (1874--1936) is staying at a house (perhaps a friend's?) in the country and decides to go out on the downs (rolling grass hills) to draw.  
    • He has a few chalks but needs to get some paper.  He likes to use brown paper for chalk drawings. 
    • He informs the reader that he is not going out to draw "Nature," which was the common thing to do in that day.  
      • Chesterton breaks off onto an idea that though ancient poets might not have described nature as some do closer to his day, it is not because they were less blessed by it.  In fact, they probably drank it in more deeply in times past.
    • He realizes he has no white chalk.  
      • The color white causes Chesterton to meditate on things many people assume to be blank, void, neutral, unimportant, or dull.  Some people see the color white, sexual purity, and virtue in general as falling into this dull zone.  Chesterton knows otherwise. 
      • Chesterton recalls his location, and all is well.  
    • Assignment: as I read, note any words or phrases that pertain to atmosphere or tone.  You may write them in your notes or mark them with a .pdf editor on your iPad.
      • HTML: "A Piece of Chalk" (1909)
      • A .pdf for, say, Notability: "A Piece of Chalk" by G. K. Chesterton  (in Focus)
      • Atmosphere
        • What feelings communicate to you?  Is this a scary environment?  A safe environment?  A jovial environment?  Is this a dull world of walking and chalk?  A wonderful world of walking and chalk? A deadly world or walking and chalk?
      • Tone
        • What is Chesterton's attitude toward brown paper?  Nature?  The color white?  White chalk?  England, generally?
        • How does Chesterton seem to view the reader?  Does he seem to be an intellectually superior Brit?  Does he seem timid?  Does he seem frank?  Do you picture him smiling or scowling or laughing or sneering or blankly staring? 
    • Discussion:  
      • Compare notes
      • Let's discuss
    * CWP

    HW: Your typed, printed, MLA formatted CWP Story




    The White Cliffs of Dover (also chalk)


    Chalk walk: Glory be to God for chalky things!
    Pieces of Chalk: The Uffington Horse on White Horse Hill. 3,000 years old and still galloping. G.K. Chesterton's greatest poem is The Ballad of the White Horse.