Tag Archives: AP

Thug Notes: Oedipus Rex

Katharsis in the house, y’all. Be warned! Salty language and adult themes ahead. Proceed with caution.

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The Seminar Process

Mention a Socratic seminar to students, and often the response is just like the one portrayed in “Oh God, Teacher Arranged Desks in a Giant Circle” from The Onion. In other words, uncertainty, anxiety, and even panic. But if you enter a seminar prepared, you’ll find your fears allayed and, I hope, your knowledge of the work we’re discussing extended and deepened.

The first thing you need to understand is that a Socratic seminar is not a debate. The point is not to win an argument. Instead, a Socratic seminar aims to deepen understanding through discussion and questioning. A more detailed explanation can be found here: Dialogue vs. Debate. Seminar participation will be graded like a test, and there are three keys that will help you do your best.

PREPARATION
Come to the seminar prepared. Students should have their Six Pack Sheet for the work completed as fully as possible, including their ideas on motifs and symbols, references to important scenes/conversations, and character information. Crafting thoughtful questions can also provide you with something to share. Remember that your questions should explore WHAT IS in the work (cause and effect, character motivation, etc.) and not WHAT IF (speculation based on something that occurs). We’re discussing the work as presented, not writing fanfic. The ultimate goal is to discern an appropriate meaning of the work as a whole (MOWAW) that can be supported by textual evidence.

PARTICIPATION
Most seminars will be conducted over two days. On the first day, we will open with a question round. Everyone present will share one of the questions they have prepared on their Six Pack Sheet. We will then select a question to kick off the day’s discussion.

During the discussion, your job is to listen and connect. One person should speak at a time. Comments should be directed to the class as a whole rather than to the teacher, who acts as a facilitator rather than a leader. Comments should ADD something new to the conversation, REFER to the text to clarify or support, or EXTEND what another student has introduced. Please take notes on what you hear using the appropriate field in the Six Pack Sheet. Day 2 of the seminar will begin with a comment round, with everyone sharing something interesting from the first day that they found thought provoking or wish to discuss further. Six Pack Sheets with their seminar notes will be submitted to Canvas at the end of Day 2.

While you are speaking, I will be observing and making notes on your seminar input and behavior. Positive behaviors that will earn you points include the following:
     • offers new idea
     • asks a new or follow-up question
     • refers to the text
     • paraphrases and adds to another’s idea
     • encourages others to speak
Please avoid interrupting others, side conversations, and dominating the conversation—the best seminars allow everyone a chance to speak and respond. Conversely, don’t sit in silence. Have a question or quotation ready to go if you don’t feel confident expressing yourself off the cuff.

FOLLOWUP
To extend the conversation and provide a record for review later, we will also conduct a followup discussion using Canvas. All students will be expected to contribute to the online discussion even if they spoke in class. The online discussion will be open for a few days after the in-class seminar is concluded. Once the online discussion closes, seminar grades will be finalized.

Seminars will be graded based on both your contributions to the discussion (speaking in class and posting to the discussion board) and the quality of those contributions (specific text references rather than general comments). The fewer comments you make and more general your input, the lower the grade, and vice versa. If you wish a high seminar grade, you will need to contribute thoughtfully and precisely both during the class and online. Ultimately, your seminar participation should reveal your understanding of and thinking about the work in question.

If you are absent from class on a seminar day, you will be expected to increase your participation in the online conversation. In addition, you will have a separate written assignment to complete.

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Oedipus Rex Socratic Seminar

In preparation for our final discussion and writing on Oedipus Rex, please review the following:

Review the Oedipus the King analysis post on the website.

Complete your MWDS for Oedipus Rex. Be sure to include plenty of apt text references to aid your discussion! Think carefully as you complete the MOWAW and question boxes on the second page; these will be very helpful to have handy during the discussion.

Consider the Aristotelian definition of a tragedy and a tragic hero and consider how they apply to the play and the character. Aristotle believed that plot was the primary element in tragedy, and the plot must follow these four principles: 1) The plot must be a whole, with a beginning, middle, and end; 2) The plot must be internally whole, with incidents relating to each other and not interrupted by a deus ex machina or completed by a coincidence; 3) The plot must reflect a serious treatment in terms of its complexity and universal appeal; and 4) The plot should not only include a change of fortune for the central character, but also some reversal or surprise and a recognition within that character of his/her changed status that brings about knowledge.

Consider how the character of Oedipus fits Aristotle’s definition of a tragic hero: 1) neither completely good or bad; 2) of high stature; 3) suffers a change in fortune due to a tragic mistake (hamartia) of some kind–most often through hubris; and 4) has a “moment of truth” or insight into his tragic flaw and what it has taught him. The following questions will lead you to deeper thinking about the play and AP’s main focus, the MOWAW, or Meaning of the Work as a Whole. You do not need to prepare answers for them, but do think about how they apply to the play, the development of Oedipus as a character, and the MOWAW. You may wish to incorporate some of these ideas into your Major Works Data Sheet:

1. Is Oedipus a helpless victim of fate, or were there ever times when he could have acted to prevent his downfall? Was Oedipus made to do what the oracle had prophesied, or is he responsible for his own destiny?

2. Discuss the meaning of power and powerlessness as it applies to Oedipus. Consider the following questions: What is his blindness symbolic of? Is he powerless by his blindness, or is his newfound blindness a powerful means for him to finally understand his own fate? Which Oedipus is more powerful: the one who didn’t know his fate (at the beginning of the play), or the one who now knows (by the end of the play)?

3. In what sense may Oedipus be regarded as a better, though less fortunate, man at the end of the play? What has he gained from his experience?

4. In many works of literature a character has a misconception of himself or his world. Destroying or perpetuating this illusion contributes to a central theme of the work. Which characters in Oedipus Rex could be examined through this lens? Discuss what the character’s illusion is and how it differs from reality, and then explain how the destruction or perpetuation of the illusion contributes to the meaning of the work.

Our discussion will not be text-specific in that you will not be expected to support your ideas with exact quotations from the Roche translation. However, you will be expected to mention appropriate occurrences within the play that can back up your conclusions. Free downloads of Oedipus Rex are widely available, as are links to the text. Check this post for a list of possibilities.

Finally–and this is really important!–be prepared to speak. Your active participation is required for you to receive top marks on the seminar discussion.

♦ ♦ ♦ ♦ ♦

BONUS: Tom Lehrer, a professor of mathematics at Harvard University, is best-known for a catalogue of songs written in the 1950s and 60s, which discussed art, politics, and current events in humorous and satirical ways. This song is a rather irreverent (and funny) take on the most tragic of Greek dramas. Enjoy!

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Oedipus Rex Analysis

OIΔIΠOΥΣ TYPANNOΣ

Oedipus-Rex-1957

Still from the 1957 Sir Tyrone Guthrie production of Oedipus Rex.

 

Like all great plays, Oedipus the King develops a number of important themes. One is stated in the final lines:

And count no man blessed in his life until,
He’s crossed life’s bound unstruck by ruin still.
–Roche translation

The play shows the fall of Oedipus from the place of highest honor to that of an outcast and demonstrates the uncertainty of human destiny. A second motif is man’s inability to control his own fate. Oedipus is a man who attempts to do his best at all times; he wants to help his people. He has taken what he considers the necessary steps to avoid the terrible fate predicted by the oracle (that he will kill his father and marry his mother). But humans are limited in their vision, no matter how they may attempt to avoid mistakes. The contrast, then, between humans seeking to control their destiny and other forces determining destiny is clearly depicted. But while fate (or the will of the gods) is always the superior force in the play, it works through human beings. It is Jocasta’s attempt to destroy the infant Oedipus, Oedipus’ desire to avoid his parents, and Oedipus’ search for the murderer that lead inevitably to the outcome. At the end, while Oedipus accepts his fate as he must, he still does not see himself entirely under the control of the gods:

Friends, it was Apollo, spirit of Apollo,
He made this evil fructify,
Oh, yes, I pierced my eyes, my useless eyes, why not?

It is significant that no attempt is made to explain why destruction comes to Oedipus. It is implied that man must submit to fate and that in struggling to avoid it he only becomes more entangled. There is then an irrational, or at least an unknowable, force at work. This idea is emphasized through the various attempts to communicate with the gods (through oracles) and to propitiate them. The plague is viewed as a punishment from the gods; the exiling of Oedipus is an attempt to placate them, but no one asks why the gods have decreed Oedipus’ fate. The truth of the oracles is established, but the purpose is unclear. The Greek concept of the gods, however, did not demand that all the gods be benevolent, since all forces were deified whether good or evil. Therefore, a god might visit evil upon human beings, and they had to be constantly on guard not to offend any of the many gods.

It is also possible to interpret this play as suggesting that the gods, rather than having decreed events, have merely foreseen and foretold what the characters will do when confronted with certain problems. Such an interpretation, while it shifts the emphasis somewhat, does not contradict the picture of humans as victims of forces beyond their control, no matter by what name we call those forces.

oedipus

Charles François Jalabeat, Antigone Leads Oedipus Out of Thebes (1849)

Another implication, which may not have been a conscious one with Sophocles, is that Oedipus is a scapegoat. The city of Thebes will be saved if one guilty man can be found and punished. Oedipus, in a sense then, takes the sins of the city upon himself, and in his punishment lies the salvation of others. Thus, Oedipus becomes a sacrificial offering to the gods…

sophoclesandsphinxAnother motif—blindness versus sight—is emphasized in poetic images and in various overt comparisons. A contrast is repeatedly drawn between the physical power of sight and the inner sight of understanding. For example, Tiresias, though blind, can see the truth which escapes Oedipus, while Oedipus, who has penetrated the riddle of the Sphinx, cannot solve the puzzle of his own life. When it is revealed to him, he blinds himself in an act of retribution.

These themes indicate that Oedipus the King is a comment in part on humankind’s relationship to the gods and on humans’ attempt to control their own destiny. While the Greek views of these problems may not be ours, the problems and many of the implications are still vital and meaningful.

from Brockett, Oscar G. Historical Edition. The Theatre: An Introduction. New York: Holt, 1979.

 

Here is the closing scene from Igor Stravinsky’s opera Oedipus Rex, filmed in Japan in 1992 with a multiracial case directed by Julie Taymor. Dame Jessye Norman is singing the role of Jocasta, while Philip Langridge (voice) and Min Tanaka (dance) create the role of Oedipus. Opera certainly fits Aristotle’s requirement for spectacle, does it not?

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Greek Tragedy Overview

Drama as we know it today has its roots in the plays of ancient Greece. These plays were created as part of the worship of Dionysus, the god of fertility and wine. The four Dionysian festivals, the Rural Dionysia, the Lenaia, the Anthesteria, and the City (or Great) Dionysia, celebrated the god, with plays performed in competition at all but the Anthesteria. Playwrights in competition would be expected to create and produce three tragedies and a satyr play. An excellent explanation of this process may be found at this link from Reed College.

Greek play performances differ quite a bit from modern theater. A key element of each performance was the chorus of fifteen. The chorus normally performed in unison, often with movement. The chorus served several functions. It could serve as an actor in the drama itself, establish the ethical framework of the play (the Prologue in Romeo and Juliet is very much like a Greek choral ode), act as a spectator modeling the reactions the playwright hopes to evoke in the audience, and, most importantly, set the mood of the play and enhance its dramatic effect. Choral performances often involved movement and dance which broke up the action of the play and allowed the audience time to absorb the themes being expressed. Older men were often assigned parts in the chorus, adding to the dignity and wisdom the chorus represents.

Three actors apart from the chorus played all the major parts in a Greek play. Most actors wore a simple chiton fastened by brooches, tall boots, and a series of masks which represented the variety of characters the actor was playing. Depending on the demands of the play, an actor might play a single role throughout or switch roles. As in Shakespeare, men played all the roles.

Although Greek theater featured comedies, satyr plays, and dithyrambs (hymns to Dionysus sung and danced by a chorus of fifty), it is the Greek tragedies that were held in the highest esteem. The philosopher Aristotle, in his Poetics, defined tragedy this way:

Tragedy, then, is an imitation of an action that is serious, complete, and of a certain magnitude; in language embellished with each kind of artistic ornament, the several kinds being found in separate parts of the play; in the form of action, not of narrative; through pity and fear effecting the proper purgation of these emotions.

In essence, a tragedy contained the following elements, listed in order of importance:

Plot (mythos)
The ideal Greek play should have a complex plot involving a change in fortune for the main character. Reversals, recognitions, and suffering are common features.

Character (ethos)
The central character of a Greek tragedy is usually a good person who holds a position of honor or status. The character’s downfall can occur because of a mistake he makes (hamartia) either knowingly or unknowingly. The concept of hamartia is the origin of the “tragic flaw” often referenced in Shakespeare.

Diction (lexis)
The language of the play should be well-chosen to enhance the meaning and message of the work.

Melody (melos)
The songs and dancing of the chorus should be an integral part of the play.

Spectacle (opsis)
Although the visual presentation of the play was considered a key element, Aristotle viewed it as the “least artistic” element of tragedy. Think of a movie which is all visuals and action and very little plot, and you’ll understand what Aristotle means.

The audience of a well-presented Greek play should undergo a catharsis, a purging of the emotions of pity and fear. Dr. Barbara F. McManus, Professor of Classics Emerita, College of New Rochelle provides an excellent, detailed explanation of these aspects of Greek theatre here.

A translation of Aristotle’s Poetics may be found at the Classics Archive at MIT.

Adapted from Brockett, Oscar G. Historical Edition. The Theatre: An Introduction. New York: Holt. 1979.

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Poetry Journals: Annotation and Analysis

Without a doubt, working with poetry causes AP Lit students the most angst. However, this process does not have to be onerous! Working your way through a poem thoughtfully takes care and attention. Here are two methods you can employ to help you process even the most mysterious of sonnets and have it make (more) sense.


COLOR MARKING PROSE AND POETRY PASSAGES

Technique by Dr. Jan Adkins, St. Petersburg High School IB Program

Defining the Terms:

IMAGE: a word (or more than one word) appealing to at least one of our senses; an image deals with reader response. Of our five senses (visual, auditory, olfactory, tactile, gustatory), the visual is the strongest.

IMAGE PATTERN: the repetition of three (yes, three is a magic number!) images, not necessarily in uninterrupted succession.

MOTIF: a repeated pattern of any type within a work. Note that an image pattern IS a motif, but a motif is NOT always an image pattern.

The Process:

  • Mark with a different color each type of image/image pattern/motif predominant in the passage.
  • Based on your color marking, ask these questions (think about them as you go; you don’t necessarily have to write the answers):

–Why?
–Is there some logical progression of imagery/motifs, from one type to another?
–Is the progression illogical?
–Why?
–How do the images/motifs reinforce and/or illustrate the content of the passage? Imagery reinforces content by giving it emphasis, making it fresh (an unusual or creative use of imagery), and/or by adding irony (imagery appears to contradict the content or describe it in terms of its opposite qualities).

  • Based on your answers to these questions and any others you think appropriate, CODE each color marked with INFERENCES you draw about the use of that particular image/image pattern/motif.
  • At the bottom of the page, write a brief interpretation of the poem. Use information from your color marking to explain your reasoning.

TPCASTT

The TPCASTT method helps you make sense of a poem by considering different parts/aspects.

T – TITLE: The meaning of the title without reference to the poem.
P – PARAPHRASE: Put the poem, line by line, in your own words. DO NOT READ INTO THE POEM. Only read on surface level.
C – CONNOTATION: Looking for deeper meaning. Consider nuances of word meanings and how they are being applied:
     Diction and symbolism
     Imagery
     Metaphors and similes
     Rhyme scheme
     End rhymes and internal rhymes
     End stop
     Enjambment
     Alliteration
     Assonance
     Consonance
     Mood
     Allusions
     Punctuation
     Personification
A – ATTITUDE: Looking for the author’s tone. How is the writer speaking?
S – SHIFTS: Looking for shifts in tone, action, and rhythm. Don’t just write the number. Discuss how the shift(s) affects the poem.
T – TITLE: Reevaluate the title now that you have considered the elements in the piece. How does it signal the overall meaning?
T – THEME: What does the poem mean? What is it saying? How does it relate to life?

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Learn as You Go: How to Succeed in AP Lit

There’s a kitchen principle known as “clean as you go” that suggests that if you keep a sink full of hot, soapy water available as you’re cooking, then drop in your messy tools and bowls as you finish using them, the cleanup afterwards goes much faster. The same is true of learning. If you do a little as you go along, there’s much less effort right at the end, whether that means studying for test, writing a paper, or preparing for a seminar. Here are some “learn as you go” principles that will help you be a successful student in AP Lit.

Plan Your Reading – Senior year can become great practice for college. A heavy class load, lots of responsibilities, extra activities like college and scholarship applications, and the usual demands at home and work can really eat up your time. Plan your reading so you don’t get behind. Divide the number of pages you need to read by the number of days available, and read a little every day. It’s okay to schedule in breaks as long as you maintain your pace.

Take Note – In college, you’ll be able to mark up your books, since you’ll probably be buying your own copies. With plays and novels, you have two primary options: sticky notes or directly on your Six Pack Sheet. When you come across something in a book that makes you go “Hmm…” or “Aha!” or “I wonder…”, that’s something to note. Poetry notations will go directly into your journal.

Once Is Not Enough – You always notice new details when you watch a movie for a second time. Why should reading be any different? Rereading is okay. In fact, it’s encouraged! If you’ve read one of our class selections before, don’t decide you can skip it this time. You’ll gain more from the rereading and probably make some insights you missed the first time.

Connect – Read everything with a question mark in your head. How does this sound familiar? Why does this image keep recurring, and what could it mean? Where have I seen characters like these before, and what happened to them? What were people like during this period of history, or how did this event change people’s lives? Connection is the way human brains make ideas stick. The more you connect what you read with something you already know, the more you’ll be able to recall and analyze later. 

Check the Website – When in doubt, check this website. Background information on the author or the context of the book can sometimes be a key that unlocks an idea in a play or novel.

Keep thoughts thoughts bubbling. Happy reading!

 

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What’s This Class About?

The Course Description for AP Literature and Composition states that students will:

…read deliberately and thoroughly, taking time to understand a work’s complexity, to absorb its richness of meaning, and to analyze how that meaning is embodied in literary form. In addition to considering a work’s literary artistry, students reflect on the social and historical values it reflects and embodies. Careful attention to both textual detail and historical context provides a foundation for interpretation…

In essence, AP Lit is the study of the human reaction to four major influences, which form the theme for this course:

 

growth, struggle, sex, and death

 

Growth
“Why do you go away? So that you can come back. So that you can see the place you came from with new eyes and extra colors. And the people there see you differently, too. Coming back to where you started is not the same as never leaving.”
—Terry Pratchett, A Hat Full of Sky

Making the transition from childhood to adulthood, shedding old beliefs in favor of new ones, refining thoughts about love, life, and happiness—all of these exemplify the growth of humans into fully-realized individuals. Works of literature explore these ideas of growth, how that process works, and its results.

Struggle
“Suffering has been stronger than all other teaching, and has taught me to understand what your heart used to be. I have been bent and broken, but – I hope – into a better shape.”
—Charles Dickens, Great Expectations

One of the first lessons you learn about storytelling is the notion of conflict: humans vs. other humans, humans vs. nature, humans vs. themselves. Much as muscles cannot build without first being broken, the presence of conflict and struggle is what ultimately defines how we see the world and its people. Whether benevolent, benign, or malevolent, these struggles focus our attention and reveal our inner character. The introspection in the pages of a novel or the dialogue in a play provide a means to explore situations we may not encounter in our normal lives.

Sex
“Pillowed upon my fair love’s ripening breast, / To feel for ever its soft fall and swell, / Awake for ever in a sweet unrest, / Still, still to hear her tender-taken breath, / And so live ever — or else swoon in death.”
—John Keats, “Bright Star”

Ah, love! It fuels our imaginations, helps us write our poems and songs, and can be the source of life’s greatest pleasures—and its pains. Companionship, both friendly and sexual, is one of humankind’s core desires. Longing, passion, comfort, healing, closeness, and poison can all be found in literature.

Death
“Man cannot possess anything as long as he fears death. But to him who does not fear it, everything belongs. If there was no suffering, man would not know his limits, would not know himself. ” 
—Leo Tolstoy, War and Peace

The last and ultimate question of the human life is its most defining: What happens when we die? Many of the great works focus on the results of facing one’s own or another’s mortality. Death comes for us all, and literature looks at that journey and whether those on the path face it with grace or, as the poet Dylan Thomas puts it, “do not go gentle into that good night.”

All of the novels and plays we will read together will touch on one or more of these universal experiences. The interplay among them will provide much to talk about!

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Oscar Wilde Introduction

Oscar Wilde, the Irish playwright who became the darling of British high society, is probably the best-known and most-quoted satirist of the late 19th century. Born in Dublin, Ireland in 1864, Wilde became a well-known lecturer, essayist, and playwright who enjoyed near-universal popularity until the shocking trial that ended his literary career and, not long after, his life.

Wilde’s parents encouraged his intellectual pursuits. His success at Dublin’s Trinity College ended in his receiving a scholarship to Oxford University in England, where he won prizes for his academic achievements and his writings. He graduated with a degree in classics. Wilde was a strong proponent of the intellectual movement known as aestheticism, which emphasized the pursuit of beauty more than social-political themes for the arts. His lecture tour of the United States introduced him to many American artists and intellectuals, including the poet Walt Whitman. He continued lecturing upon his return to England in 1882.

Wilde began his professional writing career as the editor of the magazine Lady’s World. In 1888, he published The Happy Prince and Other Stories, a collection for children. Three years later, his only novel, The Picture of Dorian Gray, about a man whose enchanted portrait ages so that he can continue living a life of sin, was published in 1891. Dorian Gray was viewed as scandalous and immoral, a hint of troubles to come.

The next year, Wilde’s first play, Lady Windermere’s Fan, made its debut to great acclaim. Playwriting became Wilde’s preferred literary style. Lady Windermere’s Fan was followed in short order by A Woman of No Importance in 1893 and both An Ideal Husband and his most famous play, The Importance of Being Earnest in 1895. Each of these works skewered the pretensions of British high society through clever wordplay and Wilde’s satirical wit. 

Irene Vanbrugh as Gwendolen Fairfax and George Alexander as Jack Worthing in the 1895 production of ‘The Importance of Being Earnest’, from The Sketch magazine, London, March 1895. NAL 131655

Wilde’s gift for the cutting remark and his razor-sharp acuity about human folly would have made him a natural at Twitter, had social media existed at the time. As it was, he could be counted on to provide a smart remark about just about any topic:

“There is always more books than brains in an aristocracy.” —Vera, or The Nihilists

“The English mind is always in a rage. The intellect of the race is wasted in the sordid and stupid quarrels of second-rate politicians or third-rate theologians.” —The Critic As Artist

“One is impressed in America, but not favourably impressed, by the inordinate size of everything. The country seems to try to bully one into a belief in its power by its impressive bigness.” —Impressions of America 

“If one could only teach the English how to talk, and the Irish how to listen, society here would be quite civilised.” —An Ideal Husband

“The Rhine is of course tedious, the vineyards are formal and dull, and as far as I can judge, the inhabitants of Germany are American.” —Letter to Robert Ross

“It is the Philistine who seeks to estimate a personality by the vulgar test of production.” —Pen, Pencil, and Poison

“There is no sin except stupidity.” —The Critic as Artist

The year 1895 proved both the pinnacle of Wilde’s success as an artist and the nadir of his personal life. Wilde was married to a woman named Constance Lloyd, and although he and Constance had two children together, it was no secret that Wilde’s true affections lay elsewhere. He had for years enjoyed a close relationship with Lord Alfred “Bosie” Douglas, the son of the powerful Marquess of Queensbury. When the Marquess found out about the relationship, he publicly accused Wilde of homosexuality, which was a crime in Great Britain at the time. Wilde sued the Marquess for libel, which proved his undoing. At the trial, excerpts from his writings and his personal letters to Bosie were presented as evidence. His libel case was dismissed. Wilde was convicted of “gross indecency” and sentenced to two years at hard labor.

Wilde emerged from prison a broken man, his popularity shattered and his family and fortunes gone. He spent the next couple of years in exile. His only writing from that period was the long poem “The Ballad of Reading Gaol,” which chronicled his prison experience.

In 1900, Wilde contracted a serious case of meningitis at the age of 46 while living in a shabby Paris hotel. Witty to the end, his reputed last words were, “My wallpaper and I are fighting a duel to the death. One or other of us has got to go.”

 

SOURCES:
https://www.biography.com/people/oscar-wilde-9531078
http://www.vam.ac.uk/content/articles/t/the-importance-of-being-earnest-first-stage-production/
http://quotes.yourdictionary.com/articles/oscar-wilde-s-reputed-last-words.html

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Brontë Sisters Power Dolls

This bit of inspired lunacy from Phil Lord and Chris Miller was created in 1998. It’s a never-aired fake commercial for a line of educational action figures based on historical figures. Enjoy!

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