High School Research Paper On Mark Twain

In 1850 the oldest Clemens boy, Orion, returned from St. Louis, Mo., and began to publish a weekly newspaper. A year later he bought the Hannibal Journal, and Sam and his younger brother Henry worked for him. Sam became more than competent as a typesetter, but he also occasionally contributed sketches and articles to his brother’s paper. Some of those early sketches, such as The Dandy Frightening the Squatter (1852), appeared in Eastern newspapers and periodicals. In 1852, acting as the substitute editor while Orion was out of town, Clemens signed a sketch “W. Epaminondas Adrastus Perkins.” This was his first known use of a pseudonym, and there would be several more (Thomas Jefferson Snodgrass, Quintius Curtius Snodgrass, Josh, and others) before he adopted, permanently, the pen name Mark Twain.

Having acquired a trade by age 17, Clemens left Hannibal in 1853 with some degree of self-sufficiency. For almost two decades he would be an itinerant labourer, trying many occupations. It was not until he was 37, he once remarked, that he woke up to discover he had become a “literary person.” In the meantime, he was intent on seeing the world and exploring his own possibilities. He worked briefly as a typesetter in St. Louis in 1853 before traveling to New York City to work at a large printing shop. From there he went to Philadelphia and on to Washington, D.C.; then he returned to New York, only to find work hard to come by because of fires that destroyed two publishing houses. During his time in the East, which lasted until early 1854, he read widely and took in the sights of these cities. He was acquiring, if not a worldly air, at least a broader perspective than that offered by his rural background. And Clemens continued to write, though without firm literary ambitions, occasionally publishing letters in his brother’s new newspaper. Orion had moved briefly to Muscatine, Iowa, with their mother, where he had established the Muscatine Journal before relocating to Keokuk, Iowa, and opening a printing shop there. Sam Clemens joined his brother in Keokuk in 1855 and was a partner in the business for a little over a year, but he then moved to Cincinnati, Ohio, to work as a typesetter. Still restless and ambitious, he booked passage in 1857 on a steamboat bound for New Orleans, La., planning to find his fortune in South America. Instead, he saw a more immediate opportunity and persuaded the accomplished riverboat captain Horace Bixby to take him on as an apprentice.

Having agreed to pay a $500 apprentice fee, Clemens studied the Mississippi River and the operation of a riverboat under the masterful instruction of Bixby, with an eye toward obtaining a pilot’s license. (Clemens paid Bixby $100 down and promised to pay the remainder of the substantial fee in installments, something he evidently never managed to do.) Bixby did indeed “learn”—a word Twain insisted on—him the river, but the young man was an apt pupil as well. Because Bixby was an exceptional pilot and had a license to navigate the Missouri River and the upper as well as the lower Mississippi, lucrative opportunities several times took him upstream. On those occasions, Clemens was transferred to other veteran pilots and thereby learned the profession more quickly and thoroughly than he might have otherwise. The profession of riverboat pilot was, as he confessed many years later in Old Times on the Mississippi, the most congenial one he had ever followed. Not only did a pilot receive good wages and enjoy universal respect, but he was absolutely free and self-sufficient: “a pilot, in those days, was the only unfettered and entirely independent human being that lived in the earth,” he wrote. Clemens enjoyed the rank and dignity that came with the position; he belonged, both informally and officially, to a group of men whose acceptance he cherished; and—by virtue of his membership in the Western Boatman’s Benevolent Association, obtained soon after he earned his pilot’s license in 1859—he participated in a true “meritocracy” of the sort he admired and would dramatize many years later in A Connecticut Yankee in King Arthur’s Court (1889).

Clemens’s years on the river were eventful in other ways. He met and fell in love with Laura Wright, eight years his junior. The courtship dissolved in a misunderstanding, but she remained the remembered sweetheart of his youth. He also arranged a job for his younger brother Henry on the riverboat Pennsylvania. The boilers exploded, however, and Henry was fatally injured. Clemens was not on board when the accident occurred, but he blamed himself for the tragedy. His experience as a cub and then as a full-fledged pilot gave him a sense of discipline and direction he might never have acquired elsewhere. Before this period his had been a directionless knockabout life; afterward he had a sense of determined possibility. He continued to write occasional pieces throughout these years and, in one satirical sketch, River Intelligence (1859), lampooned the self-important senior pilot Isaiah Sellers, whose observations of the Mississippi were published in a New Orleans newspaper. Clemens and the other “starchy boys,” as he once described his fellow riverboat pilots in a letter to his wife, had no particular use for this nonunion man, but Clemens did envy what he later recalled to be Sellers’s delicious pen name, Mark Twain.

The Civil War severely curtailed river traffic, and, fearing that he might be impressed as a Union gunboat pilot, Clemens brought his years on the river to a halt a mere two years after he had acquired his license. He returned to Hannibal, where he joined the prosecessionist Marion Rangers, a ragtag lot of about a dozen men. After only two uneventful weeks, during which the soldiers mostly retreated from Union troops rumoured to be in the vicinity, the group disbanded. A few of the men joined other Confederate units, and the rest, along with Clemens, scattered. Twain would recall this experience, a bit fuzzily and with some fictional embellishments, in The Private History of the Campaign That Failed (1885). In that memoir he extenuated his history as a deserter on the grounds that he was not made for soldiering. Like the fictional Huckleberry Finn, whose narrative he was to publish in 1885, Clemens then lit out for the territory. Huck Finn intends to escape to the Indian country, probably Oklahoma; Clemens accompanied his brother Orion to the Nevada Territory.

Clemens’s own political sympathies during the war are obscure. It is known at any rate that Orion Clemens was deeply involved in Republican Party politics and in Abraham Lincoln’s campaign for the U.S. presidency, and it was as a reward for those efforts that he was appointed territorial secretary of Nevada. Upon their arrival in Carson City, the territorial capital, Sam Clemens’s association with Orion did not provide him the sort of livelihood he might have supposed, and, once again, he had to shift for himself—mining and investing in timber and silver and gold stocks, oftentimes “prospectively rich,” but that was all. Clemens submitted several letters to the Virginia City Territorial Enterprise, and these attracted the attention of the editor, Joseph Goodman, who offered him a salaried job as a reporter. He was again embarked on an apprenticeship, in the hearty company of a group of writers sometimes called the Sagebrush Bohemians, and again he succeeded.

The Nevada Territory was a rambunctious and violent place during the boom years of the Comstock Lode, from its discovery in 1859 to its peak production in the late 1870s. Nearby Virginia City was known for its gambling and dance halls, its breweries and whiskey mills, its murders, riots, and political corruption. Years later Twain recalled the town in a public lecture: “It was no place for a Presbyterian,” he said. Then, after a thoughtful pause, he added, “And I did not remain one very long.” Nevertheless, he seems to have retained something of his moral integrity. He was often indignant and prone to expose fraud and corruption when he found them. This was a dangerous indulgence, for violent retribution was not uncommon.

In February 1863 Clemens covered the legislative session in Carson City and wrote three letters for the Enterprise. He signed them “Mark Twain.” Apparently the mistranscription of a telegram misled Clemens to believe that the pilot Isaiah Sellers had died and that his cognomen was up for grabs. Clemens seized it. (See Researcher’s Note: Origins of the name Mark Twain.) It would be several years before this pen name would acquire the firmness of a full-fledged literary persona, however. In the meantime, he was discovering by degrees what it meant to be a “literary person.”

Already he was acquiring a reputation outside the territory. Some of his articles and sketches had appeared in New York papers, and he became the Nevada correspondent for the San Francisco Morning Call. In 1864, after challenging the editor of a rival newspaper to a duel and then fearing the legal consequences for this indiscretion, he left Virginia City for San Francisco and became a full-time reporter for the Call. Finding that work tiresome, he began contributing to the Golden Era and the new literary magazine the Californian, edited by Bret Harte. After he published an article expressing his fiery indignation at police corruption in San Francisco, and after a man with whom he associated was arrested in a brawl, Clemens decided it prudent to leave the city for a time. He went to the Tuolumne foothills to do some mining. It was there that he heard the story of a jumping frog. The story was widely known, but it was new to Clemens, and he took notes for a literary representation of the tale. When the humorist Artemus Ward invited him to contribute something for a book of humorous sketches, Clemens decided to write up the story. Jim Smiley and His Jumping Frog arrived too late to be included in the volume, but it was published in the New York Saturday Press in November 1865 and was subsequently reprinted throughout the country. “Mark Twain” had acquired sudden celebrity, and Sam Clemens was following in his wake.

Despite the fact that it is the most taught novel and most taught work of American literature in American schools from junior high to graduate school, Huckleberry Finn remains a hard book to read and a hard book to teach. The difficulty is caused by two distinct but related problems. First, one must understand how Socratic irony works if the novel is to make any sense at all; most students don't. Secondly, one must be able to place the novel in a larger historical and literary context -- one that includes the history of American racism and the literary productions of African-American writers -- if the book is to be read as anything more than a sequel to The Adventures of Tom Sawyer (which it both is and is not); most students can't. These two problems pose real obstacles for teachers. Are they surmountable? Under some circumstances, yes. Under others, perhaps not. I think under most circumstances, however, they are obstacles you can deal with.

It is impossible to read Huck Finn intelligently without understanding that Mark Twain's consciousness and awareness is larger than that of any of the characters in the novel, including Huck. Indeed, part of what makes the book so effective is the fact that Huck is too innocent and ignorant to understand what's wrong with his society and what's right about his own transgressive behavior. Twain, on the other hand, knows the score. One must be skeptical about most of what Huck says in order to hear what Twain is saying. In a 1991 interview, Ralph Ellison suggested that critics who condemn Twain for the portrait of Jim that we get in the book forget that "one also has to look at the teller of the tale, and realize that you are getting a black man, an adult, seen through the condescending eyes -- partially -- of a young white boy." Are you saying, I asked Ellison, "that those critics are making the same old mistake of confusing the narrator with the author? That they're saying that Twain saw him that way rather than that Huck did?" "Yes," was Ellison's answer.

Clemens as a child accepted without question, as Huck did, the idea that slaves were property; neither wanted to be called a "low-down Abolitionist" if he could possibly help it. Between the time of that Hannibal childhood and adolescence, however, and the years in which Twain wrote Huckleberry Finn, Twain's consciousness changed. By 1885, when the book was published, Samuel Clemens held views that were very different from those he ascribed to Huck. It might be helpful at this point to chart for your students the growth of the author's developing moral awareness on the subject of race and racism -- starting with some of his writings on the persecution of the Chinese in San Francisco (such as Disgraceful Persecution of a Boy), then moving through his marriage into an abolitionist family, the 1869 anti-lynching editorial that he published in The Buffalo Express entitled Only a Nigger, and his exposure to figures like Frederick Douglass and his father-in-law, Jervis Langdon.

By the time he wrote Huckleberry Finn, Samuel Clemens had come to believe not only that slavery was a horrendous wrong, but that white Americans owed black Americans some form of "reparations" for it. One graphic way to demonstrate this fact to your students is to share with them the letter Twain wrote to the Dean of the Yale Law School in 1885, in which he explained why he wanted to pay the expenses of Warner McGuinn, one of the first black law students at Yale. "We have ground the manhood out of them," Twain wrote Dean Wayland on Christmas Eve, 1885, "and the shame is ours, not theirs, & we should pay for it."

Ask your students: why does a writer who holds these views create a narrator who is too innocent and ignorant to challenge the topsy-turvy moral universe that surrounds him? "All right, then, I'll go to Hell," Huck says when he decides not to return Jim to slavery. Samuel Clemens might be convinced that slavery itself and its legacy are filled with shame, but Huck is convinced that his reward for defying the moral norms of his society will be eternal damnation.

Something new happened in Huck Finn that had never happened in American literature before. It was a book, as many critics have observed, that served as a Declaration of Independence from the genteel English novel tradition. Huckleberry Finn allowed a different kind of writing to happen: a clean, crisp, no-nonsense, earthy vernacular kind of writing that jumped off the printed page with unprecedented immediacy and energy; it was a book that talked. Huck's voice, combined with Twain's satiric genius, changed the shape of fiction in America, and African-American voices had a great deal to do with making it what it was. Expose your students to the work of some of Twain's African-American contemporaries, such as Frederick Douglass, Charles Chesnutt, and Paul Laurence Dunbar. Those voices can greatly enrich students' understanding of both the issues Huckleberry Finn raises and the vernacular style in which it raises them.

If W.E.B. Du Bois was right that the problem of the twentieth century is the color line, one would never know it from the average secondary-school syllabus, which often avoids issues of race almost completely. Like a Trojan horse, however, Huck Finn can slip into the American literature classroom as a "classic," only to engulf students in heated debates about prejudice and racism, conformity, autonomy, authority, slavery and freedom. It is a book that puts on the table the very questions the culture so often tries to bury, a book that opens out into the complex history that shaped it -- the history of the ante-bellum era in which the story is set, and the history of the post-war period in which the book was written -- and it requires us to address that history as well. Much of that history is painful. Indeed, it is to avoid confronting the raw pain of that history that black parents sometimes mobilize to ban the novel. Brushing history aside, however, is no solution to the larger challenge of dealing with its legacy. Neither is placing the task of dealing with it on one book.

We continue to live, as a nation, in the shadow of racism while being simultaneously committed, on paper, to principles of equality. As Ralph Ellison observed in our interview, it is this irony at the core of the American experience that Mark Twain forces us to confront head-on.

History as it is taught in the history classroom is often denatured and dry. You can keep your distance from it if you choose. Slaveholding was evil. Injustice was the law of the land. History books teach that. But they don't require you to look the perpetrators of that evil in the eye and find yourself looking at a kind, gentle, good-hearted Aunt Sally. They don't make you understand that it was not the villains who made the system work, but the ordinary folks, the good folks, the folks, who did nothing more than fail to question the set of circumstances that surrounded them, who failed to judge that evil as evil and who deluded themselves into thinking they were doing good, earning safe passage for themselves into heaven.

When accomplished fiction writers expose the all-too-human betrayals that well-meaning human beings perpetrate in the name of business-as-usual, they disrupt the ordered rationalizations that insulate the heart from pain. Novelists, like surgeons, cut straight to the heart. But unlike surgeons, they don't sew up the wound. They leave it open to heal or fester, depending on the septic level of the reader's own environment.

Irony, history, and racism all painfully intertwine in our past and present, and they all come together in Huck Finn. Because racism is endemic to our society, a book like Huck Finn, which brings the problem to the surface, can explode like a hand grenade in a literature classroom accustomed to the likes of Macbeth or Great Expectations -- works which exist at a safe remove from the lunchroom or the playground. If we lived in a world in which racism had been eliminated generations before, teaching Huck Finn would be a piece of cake. Unfortunately that's not the world we live in. The difficulties we have teaching this book reflect the difficulties we continue to confront in our classrooms and our nation. As educators, it is incumbent upon us to teach our students to decode irony, to understand history, and to be repulsed by racism and bigotry wherever they find it. But this is the task of a lifetime. It's unfair to force one novel to bear the burden -- alone -- of addressing these issues and solving these problems. But Huck Finn -- and you -- can make a difference.

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