The transcriber actually missed two words from the first line. A glance at the manuscript shows that Wallace wrote "so hard" twice. So his first line was really...
My mother works so hard, so hard,
...which is a much better line, fits the meter of the poem and repeats the phrase to evoke the repetitive nature of her hard work.
I enjoyed seeing his little ditties in his original schoolboy scrawl. I really like that a teacher of that generation did NOT get out her red pencil to change "threw" to "through", or "there" to "their". I also like his sense of humor in using "dayd" for dead, and that the teacher let it be.
That is fundamentally good practice to teach in edu101 - when to correct and when not to. Fortunately I had such a professor, long ago.
I really like that a teacher of that generation did NOT get out her red pencil to change "threw" to "through", or "there" to "their". I also like his sense of humor in using "dayd" for dead, and that the teacher let it be.
Today those errors would go uncorrected because the teacher wouldn't spot them.
It's a lovely romantic idea in play here, the celebrated writer who was already a budding literary genius in kindergarten. Behind that idea is the reality of an academic treadmill, with newly (and not so newly) minted PhDs desperate to find some author about whom to make their career. UT Austin seems to have a leg up in the DFWallace sweepstakes.
AS I read this article, I started thinking back to WJBate's bio of Keats, and the (to me) harsh judgments about his early poetry -- really, almost everything before the great Odes in his last year. When DFWallace finally meets his WJBate, I suspect the judgments will be harsher still. But that will come later. It seems we're still in the adulatory phase.
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9 comments:
We murder to dissect.
Analyzing "so hard and for bread" as a single phrase is very peculiar.
The transcriber actually missed two words from the first line. A glance at the manuscript shows that Wallace wrote "so hard" twice. So his first line was really...
My mother works so hard, so hard,
...which is a much better line, fits the meter of the poem and repeats the phrase to evoke the repetitive nature of her hard work.
Well lardy-dardy. . .
I enjoyed seeing his little ditties in his original schoolboy scrawl.
I really like that a teacher of that generation did NOT get out her red pencil to change "threw" to "through", or "there" to "their". I also like his sense of humor in using "dayd" for dead, and that the teacher let it be.
That is fundamentally good practice to teach in edu101 - when to correct and when not to. Fortunately I had such a professor, long ago.
Agree with Paul. These are separate phrases and there is no particular justification for reading them as a single thought like that.
I really like that a teacher of that generation did NOT get out her red pencil to change "threw" to "through", or "there" to "their". I also like his sense of humor in using "dayd" for dead, and that the teacher let it be.
Today those errors would go uncorrected because the teacher wouldn't spot them.
It's a lovely romantic idea in play here, the celebrated writer who was already a budding literary genius in kindergarten. Behind that idea is the reality of an academic treadmill, with newly (and not so newly) minted PhDs desperate to find some author about whom to make their career. UT Austin seems to have a leg up in the DFWallace sweepstakes.
AS I read this article, I started thinking back to WJBate's bio of Keats, and the (to me) harsh judgments about his early poetry -- really, almost everything before the great Odes in his last year. When DFWallace finally meets his WJBate, I suspect the judgments will be harsher still. But that will come later. It seems we're still in the adulatory phase.
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