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Yet in retrospect I see that I and the s themselves were not simply hostile toward Holden caulfield and huckleberry finn essay, but divided and ambivalent. When Marilyn Monroe, who in had divorced the retired baseball hero Joe DiMaggio, married the playwright Arthur Miller inthe symbolic triumph of Mind over Jock suggested the way the wind was blowing.
Even Elvis, according to his biographer, Peter Guralnick The germs of intellectualism had already been sown in the seemingly philistine debates about which boys were the toughest. I was practicing being an intellectual before I knew that was what I would be or wanted to be.
Could the White Sox beat the Yankees? Could a Chicago Cubs fan also root for the White Sox? When I declared my change of loyalty to the boys and men at the local package store where I hung out, they were contemptuous and scornful.
Today one can hardly pick up the sports page or listen to sports talk radio without being plunged into conflicts over race, gender, drugs, and economics, making sports an extension of the larger social world rather than the escape from it that it once seemed. I suspect we underrate the role of sports in the elementary literacy training of future intellectuals not necessarily only male ones either.
He does not say what the football books were like, but I imagine that without them he would not have made the transition as readily. I certainly would have been incredulous if somebody had suggested that there might be a connection between the habits of mind I was forming in playground disputes about tough kids and sports and the intellectual work of school.
Since school defined itself as everything that supposedly debased American popular culture was not, sports and games could only be an escape from—and an antidote to—schooling and intellect. Yet sports were full of challenging arguments, debates, problems for analysis, and meaningful statistical math in a way that school conspicuously was not.
Furthermore, sports arguments, debates, and analyses made you part of a community, not just of your friends but of the national public culture.
Whereas schoolwork seemingly isolated you, you could talk sports with people you had never met. Of course, schools can hardly be blamed for not making intellectual culture resemble the World Series or the Super Bowl, but schools might be learning things from the sports world about how to organize and represent intellectual culture, how to turn the intellectual game into arresting public spectacle.
My schools missed the opportunity to capitalize on the gamelike element of drama and conflict that the intellectual world shares with the world of sports. In this competition, points were scored not by making arguments in intellectual debate, of which there was little or none, but by a show of knowledge or ostensibly vast reading or by the academic one-upmanship of putdowns and cleverness.
History, for example, was represented to me not as a set of debates between interpretations of the past, but as a series of contextless facts that one crammed the night before the test and then forgot as quickly as possible afterward.
Such memory work might have been valuable had there been some larger context of issues or problems to give it point and meaning, but there rarely was. To paraphrase Terry Eagleton The result was an odd curricular mixture that combined courses in which I memorized historical facts and literary quotations with courses in home economics, typing, and driver education.
But though the old and new theories behind the mixture were opposed, they came together in discouraging genuine intellectual engagement. I failed for a long time to see the underlying parallels between the sports and academic worlds, parallels that might have enabled me to cross more readily from one argument culture to the other.
And insofar as academic intellectual culture is still defined by its supposed contrast with popular culture, schools are still passing up the chance to bridge the gap between the argument culture of adult intellectuals and the ones students join when they grow up arguing about sports, parental authority, dress fashions, soap operas, teen entertainment idols, weight, personal appearance, dates, and the myriad other things adolescents talk about.Jerome David Salinger (/ ˈ s æ l ɪ n dʒ ər /; January 1, – January 27, ) was an American writer known for his widely read novel, The Catcher in the rutadeltambor.coming his early success publishing short stories and The Catcher in the Rye, Salinger led a very private life for more than a rutadeltambor.com published his final original work in and gave his last interview in The conflicts faced by Huckleberry Finn and Holden Caulfield Bob Marley said “Emancipate yourself from mental slavery.
None but ourselves can free our minds.”.
Precisely. By hiding the pain of the individual, you lose quite a lot. The loss of names was a great illustration of it, but also spoiler spoiler (I assume that’s specific enough for people in the loop, as regards which spoiler might refer to loss of identity).
Huckleberry Finn & Holden Caulfield, Free Study Guides and book notes including comprehensive chapter analysis, complete summary analysis, author biography information, character profiles, theme analysis, metaphor analysis, and top ten quotes on classic literature.
In Twain's novel The Adventures of Huckleberry Finn, the main character Huckleberry Finn exhibits many similarities in his personality with Salinger's character Holden Caulfield, from his . Throughout the novel we see that, similar to Huck Finn in The Adventures of Huckleberry Finn, Holden Caulfield is constantly living and reminiscing about the past.
Both of them are longing for scenarios that they wish to happen but are simply impossible and an illusion. Catcher in the Rye Essay: Holden Caulfield - A Nice Kid in a Cruel World.