By Katherine Chaddock
This primary biography of John Erskine perspectives him within the higher contexts of the mass tradition and elevated commercialism that helped propel his reputation. It additionally relates a lifestyles narrative that demonstrates perils of educational superstar alongside a conceptual course from public highbrow to pop icon.
Read or Download The Multi-Talented Mr. Erskine: Shaping Mass Culture through Great Books and Fine Music PDF
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Extra resources for The Multi-Talented Mr. Erskine: Shaping Mass Culture through Great Books and Fine Music
Sample text
Erskine quickly came to know Trent as “a beloved figure . . ”39 Erskine also admired the brilliant activist Joel Elias Spingarn, who had just completed his PhD at Columbia and was immediately appointed Woodberry’s assistant in comparative literature. Ludwig Lewisohn, working with the same professors at the same time, was far less sanguine. “The lectures of these excellent professors were dull and dispiriting to me” he recalled 20 years later in his autobiography. He maintained that his undergraduate years at the College of Charleston had familiarized him with the literature relevant to his graduate English studies, and he had expected graduate classes to build on that knowledge with more complex meanings and interpretations.
Attendance at Columbia Grammar School required a combination of ferry, cable car, and two different horse-drawn cabs—a nearly two-hour trip each way. 15 Erskine found that he had a facility for Greek beyond even his strong natural ability in foreign languages, and he credited the formal and humorless Dr. Richard S. ”16 He would later enjoy four more years of Greek as an undergraduate at Columbia College. Another memorable teacher George C. D. Odell, who would one day become a colleague of Erskine’s in the English department at Columbia, sparked Erskine’s interest in poetry as well as his confidence, at age 14, in his ability to criticize poetic work.
32 When the campus moved to Morningside Heights, MacDowell was rewarded with some relief from his overloaded teaching schedule in the form of two assistants who instructed elementary classes and took the lead with the university orchestra and Barnard chorus. This Th e C olu m bi a Sta m p 31 allowed the great musician to unleash some of his most creative, if not always tightly focused, teaching on advanced students. Erskine later recalled: “I had the impression always that his point of departure was not the precise frontier of his students’ knowledge or ignorance, but some musical problem which at the moment engaged his interest .