If you have to ask what jazz is, Louis Armstrong supposedly said, you’ll never know. But the poet Langston Hughes, who in his 1955 First Book of Jazz reveals himself as a great enthusiast of Armstrong indeed, seems to have operated on a very different premise. Hughes pitched that book, which we featured last month, toward children, an audience that, at their best, embodies inquisitiveness: they have to ask what everything is. And before Hughes could explain jazz to them, he had to explain rhythm.
“Rhythm is something we share in common, you and I,” Hughes writes in 1954’s The First Book of Rhythm, “with all the plants and animals and people in the world, and with the stars and moon and sun, and all the whole vast wonderful universe beyond this wonderful earth which is our home.” It doesn’t just belong in music, he says; it belongs pretty much everywhere, from the realm of nature to those of athletics, machines, furniture — everything in “this wonderful world,” in his view, has its own rhythm.
If explaining jazz to kids strikes you as a daunting task, then just imagine explaining this more abstract foundational quality of jazz, finding it in a host of different domains, and then laying it all out in terms that will engage an elementary schooler. But only such a master of language and lover of sound like Hughes could do it with such overall vitality and concision, even if the subject, as Ariel S. Winter writes at We Too Were Children, Mr. Barrie, moves Hughes to get “too lyrical, too abstract, caught up in his song of the world,” somehow drifting from an observation of the rhythm of knitting needles to the conclusion that everyone “should arrange her hair to suit the shape of her face.”
Serena Bramble, the mastermind behind this supercut writes, “Sterling Archer, the modern take-down of James Bond on Adam Reed’s cult animated show Archer, is many things,” including a book nerd, “but that last detail has always been a quirk in the show, with literary references spouted out almost as often as jokes about oral sex.” If you’ve watched the show, you may have caught the references to Chekhov, Tolkien and Orwell, just to name a few. But, in case you didn’t, Bramble’s supercut gathers them together and shows proof that Archer’s creator indeed had a “tenure as a frustrated English major.” Check it out.
The science of argumentation can seem complicated, but in day-to-day terms, it quite often comes down to competing emotions. Political disagreements thrive on disgust and fear; we shut down our reasoning when we feel stressed or angry; and it is difficult to get opponents to hear us, whether they agree or not, if we do not exhibit any sympathy for their position, hard as that may be.
However, subjects in tests told not to feel anything about an issue before viewing media about it tend to be more supportive. They’ve had some opportunity to access higher order thinking skills and to override knee-jerk reactions. Most arguments take place in the fray—family dinners, online forum wars—but even in these cases, applying the best of our reasoning, before, during, or after, can put us in better stead. As Ali Almossawi, author of An Illustrated Book of Bad Arguments (read online version here) puts it in his preface:
… formalizing one’s reasoning [can] lead to useful benefits such as clarity of thought and expression, objectivity and greater confidence. The ability to analyze arguments also help[s] provide a yardstick for knowing when to withdraw from discussions that would most likely be futile.
Almossawi’s strategy to mitigate bad, or wasted, thinking comes in the form of an inoculation. He quotes Stephen King, who “describes his experience of reading a particularly terrible novel as, ‘the literary equivalent of a smallpox vaccination.’” Rather than a Ciceronian treatise on what makes a good argument, Almossawi presents us with nineteen examples of the bad: informal logical fallacies we may be familiar with—Appeal to Authority (below), Circular Reasoning (further down), Slippery Slope (bottom)—as well as many we may not be.
The twist here is in Alejandro Giraldo’s playful illustrations, and the memorable examples that follow Almossawi’s descriptions. Inspired partly by “allegories such as Orwell’s Animal Farm and partly by the humorous nonsense of works such as Lewis Carroll’s stories and poems,” the drawings are also highly reminiscent, if not very much inspired by, the baroque cartoons of Tony Millionaire. The art is rich and full of surprises; the sample arguments silly but effective at making the point.
The next time you find yourself melting down over a disagreement, it will likely help to take a time out and refresh yourself with this useful primer. If nothing else, it will give you some insight into the shortcomings of your own arguments, and maybe some measure of when to drop the subject altogether. As Richard Feynman—quoted in an epilogue to the book—once remarked, “The first principle is that you must not fool yourself and you are the easiest person to fool.” Find the book online here, or purchase a copy here.
As if we needed the competition—am I right, parents?—of some very excellent children’s books read by some beloved stars of stage and screen, and even a former vice president. With Storyline Online, the SAG Foundation, charitable arm of the Screen Actor’s Guild, has brought together top talent for enthusiastic readings of books like William Steig’s Brave Irene, read by Al Gore, Satoshi Kitamura’s Me and My Cat, read by Elijah Wood, and Patricia Polacco’s Thank You, Mr. Falker, read by the fantastic Jane Kaczmarek. There are so many readings (28 total), I could go on… so I will. How about Betty White’s irresistible reading of Harry the Dirty Dog, just above? Or Rita Moreno reading of I Need My Monster, below, a lighthearted story about our need for darkness? Or James Earl Jones, who touchingly discusses his own childhood struggles with reading aloud, and tells the story of To Be a Drum, further down?
I won’t be able to resist showing these to my three-year-old, and if she prefers the readings of highly acclaimed actors over mine, well, I can’t say I blame her. Each video features not only the faces and voices of the actors, but also some fine animation of each storybook’s art. The purpose of the project, writes the SAG Foundation, is to “strengthen comprehension and verbal and written skills for English-language learners worldwide.” To that end, “Storyline Online is available online 24 hours a day for children, parents, and educators” with “supplemental curriculum developed by a literacy specialist.” The phrase “English-language learners” should not make you think this program is only geared toward non-native speakers. Young children in English speaking countries are still only learning the language, and there’s no better way for them than to read and be read to.
As a matter of fact, we’re all still learning—as James Earl Jones says, we need to practice, no matter how old we are: practice tuning our ears to the sounds of well-turned phrases and appreciating the delight of a story—about a dirty dog, a monster, cat, cow, or lion—unfolding. So go on, don’t worry if you don’t have children, or if they happen to be elsewhere at the moment. Don’t deny yourself the pleasure of hearing Robert Guillaume read Chih-Yuan Chen’s Guji Guji, or Annette Bening read Avi Slodovnick’s The Tooth, or… alright, just go see the full list of books and readers here… or see Storytime Online’s Youtube page for access to the full archive of videos.
No doubt about it, Marshall McLuhan was a cryptic thinker and a bit of an odd duck. Earlier this week, Colin Marshall brought you an Introduction to Marshall McLuhan, presented by Tom Wolfe (best known for The Electric Kool-Aid Acid Test and The Bonfire of the Vanities). In putting together that post, we stumbled upon another gem of a video, a testament to McLuhan’s quirkiness — and we mean that in the best possible way. Above McLuhan, kicking back on a couch, reveals his “peculiar reading habit,” admitting: “If it’s a frivolous, relaxing book, I read every word. But serious books I read on the right-hand side only because I’ve discovered enormous redundancy in any well-written book, and I find that by reading only the right-hand page this keeps me very wide awake, filling in the other page out of my own noodle.” There’s a bit of hubris in that approach, but also a certain amount of creativity too. Perhaps you’ll want to give it a try.
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You could pay $118 on Amazon for the Metropolitan Museum of Art’s catalog The Art of Illumination: The Limbourg Brothers and the Belles Heures of Jean de France, Duc de Berry. Or you could pay $0 to download it at MetPublications, the site offering “five decades of Met Museum publications on art history available to read, download, and/or search for free.”
Since I haven’t yet turned to art collection — I suppose you need money for that — these books don’t necessarily make me covet the vast sweep of artworks they depict and contextualize. But they do make me wish for something even less probable: a time machine so I could go back and see all these exhibits firsthand.
Image by Università Reggio Calabria, released under a C BY-SA 3.0 license.
In general, the how-to book—whether on beekeeping, piano-playing, or wilderness survival—is a dubious object, always running the risk of boring readers into despairing apathy or hopelessly perplexing them with complexity. Instructional books abound, but few succeed in their mission of imparting theoretical wisdom or keen, practical skill. The best few I’ve encountered in my various roles have mostly done the former. In my days as an educator, I found abstract, discursive books like Robert Scholes’ Textual Power or poet and teacher Marie Ponsot’s lyrical Beat Not the Poor Desk infinitely more salutary than more down-to-earth books on the art of teaching. As a sometime writer of fiction, I’ve found Milan Kundera’s idiosyncratic The Art of the Novel—a book that might have been titled The Art of Kundera—a great deal more inspiring than any number of other well-meaning MFA-lite publications. And as a self-taught audio engineer, I’ve found a book called Zen and the Art of Mixing—a classic of the genre, even shorter on technical specifications than its namesake is on motorcycle maintenance—better than any other dense, diagram-filled manual.
How I wish, then, that as a onetime (longtime) grad student, I had had access to the English translation, just published this month, of Umberto Eco’s How to Write a Thesis, a guide to the production of scholarly work worth the name by the highly celebrated Italian novelist and intellectual. Written originally in Italian in 1977, before Eco’s name was well-known for such works of fiction as The Name of the Rose and Foucault’s Pendulum, How to Write Thesis is appropriately described by MIT Press as reading: “like a novel”: “opinionated… frequently irreverent, sometimes polemical, and often hilarious.”
For example, in the second part of his introduction, after a rather dry definition of the academic “thesis,” Eco dissuades a certain type of possible reader from his book, those students “who are forced to write a thesis so that they may graduate quickly and obtain the career advancement that originally motivated their university enrollment.” These students, he writes, some of whom “may be as old as 40” (gasp), “will ask for instructions on how to write a thesis in a month.” To them, he recommends two pieces of advice, in full knowledge that both are clearly “illegal”:
(a) Invest a reasonable amount of money in having a thesis written by a second party. (b) Copy a thesis that was written a few years prior for another institution. (It is better not to copy a book currently in print, even if it was written in a foreign language. If the professor is even minimally informed on the topic, he will be aware of the book’s existence.
Eco goes on to say that “even plagiarizing a thesis requires an intelligent research effort,” a caveat, I suppose, for those too thoughtless or lazy even to put the required effort into academic dishonesty.
Instead, he writes for “students who want to do rigorous work” and “want to write a thesis that will provide a certain intellectual satisfaction.” Eco doesn’t allow for the fact that these groups may not be mutually exclusive, but no matter. His style is loose and conversational, and the unseriousness of his dogmatic assertions belies the liberating tenor of his advice. For all of the fun Eco has discussing the whys and wherefores of academic writing, he also dispenses a wealth of practical hows, making his book a rarity among the small pool of readable How-tos. For example, Eco offers us “Four Obvious Rules for Choosing a Thesis Topic,” the very bedrock of a doctoral (or masters) project, on which said project truly stands or falls:
1. The topic should reflect your previous studies and experience. It should be related to your completed courses; your other research; and your political, cultural, or religious experience.
2. The necessary sources should be materially accessible. You should be near enough to the sources for convenient access, and you should have the permission you need to access them.
3. The necessary sources should be manageable. In other words, you should have the ability, experience, and background knowledge needed to understand the sources.
4. You should have some experience with the methodological framework that you will use in the thesis. For example, if your thesis topic requires you to analyze a Bach violin sonata, you should be versed in music theory and analysis.
Having suffered the throes of proposing, then actually writing, an academic thesis, I can say without reservation that, unlike Eco’s encouragement to plagiarism, these four rules are not only helpful, but necessary, and not nearly as obvious as they appear. Eco goes on in the following chapter, “Choosing the Topic,” to present many examples, general and specific, of how this is so.
Much of the remainder of Eco’s book—though written in as lively a style and shot through with witticisms and profundity—is gravely outdated in its minute descriptions of research methods and formatting and style guides. This is pre-internet, and technology has—sadly in many cases—made redundant much of the footwork he discusses. That said, his startling takes on such topics as “Must You Read Books?,” “Academic Humility,” “The Audience,” and “How to Write” again offer indispensable ways of thinking about scholarly work that one generally arrives at only, if at all, at the completion of a long, painful, and mostly bewildering course of writing and research.
FYI: You can download Eco’s book, How to Write a Thesis, as a free audiobook if you want to try out Audible.com’s no-risk, 30-day free trial program. Find details here.
Samuel Beckett, Pic, 1″ by Roger Pic. Via Wikimedia Commons
Clad in a black turtleneck and with a shock of white hair, Samuel Beckett was a gaunt, gloomy high priest of modernism. After the 1955 premiere of Samuel Beckett’s play Waiting for Godot (watch him stage a performance here), Kenneth Tynan quipped, ”It has no plot, no climax, no denouement; no beginning, no middle and no end.” From there, Beckett’s work only got more austere, bleak and despairing. His 1969 play Breath, for instance, runs just a minute long and features just the sound of breathing.
An intensely private man, he managed to mesmerize the public even as he turned away from the limelight. When he won the Nobel Prize in 1969, his wife Suzanne, fearing the onslaught of fame that the award would bring, decried it as a “catastrophe.”
A recently published collection of his letters from 1941–1956, the period leading up to his international success with his play Waiting for Godot, casts some light on at least one corner of the man’s private life – what books were piling up on his bed stand. Below is an annotated list of what he was reading during that time. Not surprisingly, he really dug Albert Camus’s The Stranger. “Try and read it,” he writes. “I think it is important.” He dismisses Agatha Christie’s Crooked Houseas “very tired Christie” but praises Around the World in 80 Days, “It is lively stuff.” But the book he reserves the most praise for is J.D. Salinger’s Catcher in the Rye. “I liked it very much indeed, more than anything for a long time.”
You can see the full list below. It was originally published online by Cambridge University Press in 2011. Books with an asterisk next to the title can be found in our collection of 700 Free eBooks.
Andromaque* by Jean Racine: “I read Andromaque again with greater admiration than ever and I think more understanding, at least more understanding of the chances of the theatre today.”
Lautreamont and Sade by Maurice Blanchot: “Some excellent ideas, or rather starting-points for ideas, and a fair bit of verbiage, to be read quickly, not as a translator does. What emerges from it though is a truly gigantic Sade, jealous of Satan and of his eternal torments, and confronting nature more than with humankind.”
Jonathan Crow is a Los Angeles-based writer and filmmaker whose work has appeared in Yahoo!, The Hollywood Reporter, and other publications. You can follow him at @jonccrow. And check out his blog Veeptopus, featuring lots of pictures of badgers and even more pictures of vice presidents with octopuses on their heads. The Veeptopus store is here.
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