Tewa (Pueblo) poem

Oh our Mother the Earth, oh our Father the Sky,
Your children are we, and with tired backs
We bring you the gifts that you love.
Then weave for us a garment of brightness;
May the warp be the white light of morning,
May the weft be the red light of evening,
May the fringes be the falling rain,
May the border be the standing rainbow.
Thus weave for us a garment of brightness
That we may walk fittingly where birds sing,
That we may walk fittingly where grass is green,
Oh our Mother the Earth, oh our Father the Sky!

Tewa: a member of a cluster of pueblo-dwelling North American Indian peoples of New mexico and Arizona.

Warp:the set of yarns placed lengthwise in the loom, crossed by and interlaced with the weft, and forming the lengthwise threads in a woven fabric.

Weft: Textiles . yarn carried by the shuttle and interlacing at right angles with the warp in woven cloth

Fringe: a decorative border of thread, cord, or the like, usually hanging loosely from a raveled edge or separate strip.

Native American Prayer

Every part of this earth is sacred to my people. Every shining Pine needle, every sandy shore, every mist in the dark woods, every meadow, every humming insect.
All are holy in the memory and experience of my people. We know the sap which courses through our veins. We are part of the earth and its part of us. The perfumed flowers are our sisters. The bear, the deer, the great eagle, these are our brothers.
The rocky crests, the juices in the meadow, the body heat of the pony, and man, all belong to the same family. The shining water that moves in the streams and rivers is not just water, but the blood of our ancestors.
Each ghostly reflection in the clear water of the lakes tells of events and memories in the life of my people. The water's murmur is the voice of my father's father. The rivers are our brothers. They quench our thirst. They carry our canoes and feed our children. So you must give to the rivers the kindness you would give any children.
So you must give to the rivers the kindness you would give any brother … Remember that the air is precious to us, that the air shares its spirit with all the life it supports. The wind that gave our grandfather his first breath also receives his last sigh. The wind also gives our children the spirit of life.
Will you teach your children what we have taught our children? That the earth is our mother? What befalls the earth, befalls all the sons of the earth. This we know: the earth does not belong to man, man belongs to the earth.
All things are connected like the blood which unites us all. Man did not weave the web of life, he is merely a strand in it. Whatever he does to the web, he does to himself.
- Chief Seattle Prayer

Welcome to American Literature at FACO

Approach: The emphasis of the course will not be on information, but on finding our critical individual voice for evaluating and understanding the American literary experience that spans over five centuries. Genuine American literature has been to a large extent a pioneer experience. It has been the expression of a hope to arrive at a unique personal account vis à vis the surrounding universe. Emerson in his famous essay Self Reliance exhorts his readers to “judge for yourself” and Emily Dickinson promotes the individual “house” of human consciousness that is able “to support itself”. This attitude is at the core of American experience. To thoroughly come to terms with this viewpoint one needs at the end to stand on one’s own intellectual feet and judge for oneself.

Practical Criticism:
Practical criticism is, like the formal study of English literature itself, a relatively young discipline. It began in the 1920s with a series of experiments by the Cambridge critic I.A. Richards. He gave poems to students without any information about who wrote them or when they were written. In Practical Criticism of 1929 he reported on and analysed the results of his experiments. The objective of his work was to encourage students to concentrate on 'the words on the page', rather than relying on preconceived or received beliefs about a text. For Richards this form of close analysis of anonymous poems was ultimately intended to have psychological benefits for the students: by responding to all the currents of emotion and meaning in the poems and passages of prose which they read the students were to achieve what Richards called an 'organised response'. This meant that they would clarify the various currents of thought in the poem and achieve a corresponding clarification of their own emotions.



Evaluation:
1) Diary: An ongoing record based on a short summary of authors and concepts discussed in the class plus one or two paragraphs of personal comments and criticism at the end of each entry. Neatness and legibility is important.


2) Seminar: Every student will be responsible for presenting at least one seminar per semester. Students should choose a topic ahead of time (a list will be provided) and offer an oral presentation to the class lasting between ten to fifteen minutes. A team of two to three students can work together on a topic and offer a joint presentation.


3) Regular attendance and active participation in the discussions.


4) Use of secondary material without providing the source will be considered plagiarism.


Recommended Texts:

1) An Outline of American Literature by Peter B. High, Longman, 1986
2) An Introduction to American Literature: time present and time past by Françoise Grellet, Hachette
3) La Littérature américaine par Dominique Lescanne, Langues Pour Tous, 2004



Objective: This course aims at a critical survey of texts that are representative of American thought and literature. It will include extracts from novels, short stories, plays, essays and poetry. The works of major American authors will be examined in the following order: 
Native American outlook
Puritan Legacy: John Winthrop, William Bradford (1590-1657)
Benjamin Franklin ( 1706-1790)
Thomas Jefferson ( 1743-1826)
Washington Irving ( 1783-1859)
Ralph Waldo Emerson ( 1803-82)
Mark Twain ( 1835-1910)



Words to ponder: "There is nothing the matter with Americans except their ideals. The real American is all right; it is the ideal American who is all wrong. "

Chesterton, Gilbert K.

America
by Walt Whitman (1819-1892)

Centre of equal daughters, equal sons,
All, all alike endear'd, grown, ungrown, young or old,
Strong, ample, fair, enduring, capable, rich,
Perennial with the Earth, with Freedom, Law and Love,
A grand, sane, towering, seated Mother,
Chair'd in the adamant of Time.