Learning to be modern : Pound, Eliot, and the American University / Gail McDonald.

Format:

Book

Author/Creator:

McDonald, Gail.

Language:

English

Subjects (All):

Pound, Ezra, 1885-1972--Study and teaching (Higher)--United States.

Pound, Ezra.

Eliot, T. S. (Thomas Stearns), 1888-1965--Study and teaching (Higher)--United States.

Eliot, T. S.

Eliot, T. S. (Thomas Stearns), 1888-1965--Knowledge and learning.

Pound, Ezra, 1885-1972.

Eliot, T. S. (Thomas Stearns), 1888-1965.

American poetry--Study and teaching (Higher)--United States.

American poetry.

American poetry--20th century--History and criticism.

Didactic poetry, American--History and criticism.

Didactic poetry, American.

Pound, Ezra, 1885-1972--Knowledge and learning.

Modernism (Literature)--United States.

Modernism (Literature).

American poetry--Study and teaching (Higher).

United States.

Physical Description:

xii, 241 pages ; 22 cm

Place of Publication:

Oxford : Clarendon Press ; New York : Oxford University Press, 1993.

Summary:

It is axiomatic that the poetry of high modernism was composed by the educated for the educated. Learning to be Modern explores American educational history as a context of this commonplace: what Ezra Pound and T. S. Eliot learnt in universities, how these poets needed universities, and how universities needed them. Gail McDonald examines crucial uncollected essays as well as Pound's and Eliot's more familiar works on educational topics. She also reveals the vast amount of time they devoted to pedagogical concerns, emulating and assisting the American academy's evolution from nineteenth-century religious college to twentieth-century research university. This process demanded a continuous calibration of the relationship between tradition and innovation that resulted in a curious doubleness within high modernist aesthetics and American educational philosophy, a doubleness echoed in the contradictions of Pound's and Eliot's poetry. In addition to new readings of Pound and Eliot, this book offers a fresh way of thinking about high modernist literature at large and, in its examination of turn-of-the-century debates on educational progressivism, provides a historical context for current debates about the function of universities and the shape of the literary canon.

Notes:

Includes bibliographical references and index.

ISBN:

0198119801

OCLC:

26053834