So We Read On: How The Great Gatsby Came to Be and How It Endures by Maureen Corrigan

Boats Against the Current: The Honeymoon Summer of Scott and Zelda: Westport, Connecticut, 1920

F. Scott Fitzgerald's self-proclaimed “profound admiration” (Life in Letters 137) of T. S. Eliot shines an important light on Fitzgerald's composition of The Great Gatsby. In October of 1925, Fitzgerald sent a copy of his novel to Eliot with the following inscription: For T.S. EliotGreatest of Living Poetsfrom his enthusiastic worshipperF. Scott Fitzgerald (Life in Letters 128) The following February, he commented to Maxwell Perkins that “T.S. Eliot for whom you know my profound admiration—I think he's the greatest living poet in any language—wrote me he'd read Gatsby three times + thought it was the 1st step forward American fiction had taken since Henry James” (Life in Letters 137).Eliot's influence on Fitzgerald surpassed general awe and inspiration; in fact, there are many indications that The Great Gatsby is in part an emulation of The Waste Land (1922). Several critics have already elucidated this literary relationship, such as Jeffrey Hart, who points out in his article “Rediscovering Fitzgerald” that “Fitzgerald studied The Waste Land … while he was working on Gatsby” and that “[t]he book both salutes Eliot and answers him” (208, 209). Careful readings of each text indeed reveal numerous similarities between The Waste Land and The Great Gatsby. Perhaps the most notable parallel is the presence of the “valley of ashes … the waste land” in Gatsby, home of George and Myrtle Wilson and setting for Myrtle's death (Gatsby 23, 24). Other intriguing echoes of The Waste Land include the water imagery that pervades The Great Gatsby. The “small, foul river” in the valley of ashes seems to be a counterpart of the “dull canal” in The Waste Land (Gatsby 24; Eliot 189). Nick lamenting Gatsby's death by the waters of Long Island Sound evokes Eliot's narrator who weeps by the waters of Leman. Imagery of water and color even suggest a similarity between Fitzgerald's Daisy and Eliot's hyacinth girl. When Daisy meets Gatsby at Nick's house, she appears “under the dripping bare lilac trees…. A damp streak of hair lay like a dash of blue paint across her cheek, and her hand was wet with glistening drops” (Gatsby 85). Similarly, Eliot's hyacinth girl returns “from the Hyacinth garden,” her “arms full, and [her] hair wet” (37, 38).Just as The Great Gatsby is indebted to The Waste Land, so too is The Waste Land indebted—“deeply … indebted,” to use Eliot's own words—to Jessie L. Weston's From Ritual to Romance (1920). In his notes to The Waste Land, Eliot credits Weston's book for “not only the title, but the plan and a good deal of the incidental symbolism of the poem” (21). Weston, a lifelong scholar of grail texts, wrote From Ritual to Romance as a culmination of her studies of pre-classical, classical, and medieval myth. From her enormous breadth and depth of research, she drew the conclusion that the grail legends are not rooted in Christianity or British folklore, but in the secret rituals of pre-Christian fertility cults. The symbolism that Eliot adopted from Weston's book includes not only that of the grail quest, but of these fertility rituals as well. In his notes to The Waste Land, Eliot says of From Ritual to Romance and Sir James Frazer's The Golden Bough (1890–1915) that “anyone who is acquainted with these works will immediately recognise in the poem certain references to vegetation ceremonies” (21).Themes of fertility, regeneration, and the quest are similarly important in The Great Gatsby. The quest motif in particular has received much attention from critics. Owing heavily to Nick's claim that Gatsby “had committed himself to the following of a grail” (149), most critics have concluded that Gatsby becomes an anti-hero who symbolically capsizes all romantic and honorable notions of a quest by pursuing wealth as a means to win back Daisy. In F. Scott Fitzgerald: A Critical Essay, Edwin Moseley analyzes the novel as an “initiation and quest for the grail,” arguing that The Great Gatsby is “the initiation story of Nick Carraway and the story of Jay Gatsby's misdirected quest” (22). Robert J. Emmitt, in “Love, Death, and Resurrection in The Great Gatsby,” argues that “Gatsby's romantic quest, with its search for a grail and its parodic connotations of the Christian sacrifice, is a parable of the fate of idolatry, and a commentary on its particular American manifestations” (283). In their article “Sangria in the Sangreal: The Great Gatsby as Grail Quest,” D. G. Kehl and Allene Cooper characterize Gatsby as a quester and conclude that the grail is “personified by Daisy Buchanan” (203). Similarly, in The Medievalist Impulse in American Literature, Kim Moreland calls Gatsby's story a failed romantic quest and Daisy “a false grail” (143).Indeed, The Great Gatsby is rife with symbols of a quest; however, each of the aforementioned arguments presupposes that the novel's quest motif is ironic, even “parodic.” It seems that none of these critics has considered that perhaps the quest motif has a much more serious, profound, and primeval significance than an ironic comment on contemporary American values.A close reading of The Great Gatsby unveils numerous allusions not only to the grail quest as Weston explains it in From Ritual to Romance but also to the specific mythical elements in which she believes the grail quest is rooted. Considering Fitzgerald's affinity for The Waste Land, he was undoubtedly aware that in the notes to the poem, Eliot states that “Miss Weston's book will elucidate the difficulties of the poem much better than my notes can do; and I recommend it (apart from the great interest of the book itself) to any who think such elucidation of the poem worth the trouble” (21). While Fitzgerald's letters do not explicitly mention Weston's work as they do Eliot's, myriad allusions in the novel—along with Eliot's reference to Weston—suggest that Fitzgerald was indeed inspired by From Ritual to Romance and that the grail quest motif in The Great Gatsby, like that in The Waste Land, was influenced by Weston's work. This likely source opens up a new realm of possibility for the significance of the quest in The Great Gatsby and allows us to view Gatsby and Nick not as, respectively, an amoral and a superficial anti-hero, but as archetypal characters in an ancient ritualistic drama.According to Weston, the purpose of the grail quest was not the possession of a material object but, as in the rites of ancient fertility cults, an apotheosis in which the quester gains true knowledge of physical and spiritual life. If we read The Great Gatsby from this perspective, the idea that Daisy is a personification of the grail and that Gatsby plays the role of the quester seems erroneous. As to Nick's assertion that “Gatsby had committed himself to the following of a grail” (149), it is likely that Fitzgerald intended to draw attention to the grail quest motif in the novel, but not in the way that most critics have interpreted it. While there is a dearth of evidence to support the idea that Gatsby mimics the quester and Daisy the grail, abundant evidence exists to suggest an alternative theory: The Great Gatsby is the story of a quest; but not, however, the romantic version of the grail quest associated with King Arthur and Lancelot and the search for a holy relic, nor the quest of Gatsby as he seeks material wealth in pursuit of Daisy. Instead, it is the story of a quest undertaken by Nick Carraway, who seeks gnosis of mortality and divinity, with Gatsby fulfilling the role of the maimed Fisher King who inadvertently leads Nick to his apotheosis. Throughout the novel, thorough evidence verifies that while Gatsby may have “committed himself to the following of a grail” (emphasis added), he is not in fact following the grail. Instead, it is Nick who seeks the grail, and his quest for initiation echoes the rituals of the mystic life cults in which the grail quest is rooted.Before exploring the ways in which The Great Gatsby mirrors the elements of the grail quest presented in From Ritual to Romance, it is necessary to highlight certain aspects of Weston's argument. During her thirty years of studying grail texts, Weston came to doubt the common belief that the myth emerged from either Christianity or British folklore, finding that both explanations of origin proved to be paradoxical, isolated, and disjointed. After studying Frazer's The Golden Bough, she began to formulate an explanation of the grail myth's origins that could reconcile these incongruities. Intriguing similarities between the grail stories and the descriptions of the nature cults in Frazer's book led her to believe that the grail legend may be a record of a life ritual commonly practiced in pre-Christian times and covertly observed in the centuries following the spread of Christianity.The true nature of the grail, Weston claims, can be illuminated by examining the task of the grail quester and its expected results. Scrutinizing the three cycles of the legend that feature Perceval, Gawain, and Galahad as quester/heroes, Weston found that in the majority of existing grail texts, the hero's task is to heal the Fisher King from a debilitating illness or injury, thereby regenerating the king's wasted lands as a result.In most versions of the legend, the exact affliction of the king is quite mysterious. However, Weston discovered in the Sone de Nansai (1250–75) an explanation that she claims applies to all versions in which the king suffers. In this romance, the Fisher King slays the Pagan King of Norway but subsequently falls in love with his daughter, the pagan princess. He baptizes her, though she is not a true believer, then marries her, provoking God's wrath. As punishment for his blasphemy, “His loins are stricken by this bane / From which he suffers lasting pain” (Weston 22). But that is not the only consequence; the Fisher King's infirmity not only emasculates him but renders his lands infertile as a result. As such, it is necessary for the hero to heal the king and in so doing, to restore his lands to vitality.This theme can be traced to earlier literature, most notably to the Rig Veda, or The Thousand and One Hymns (ca. 1500–1200 BC). Written in ancient India and sacred to Hindus, this collection of hymns and praises of the mainly agrarian Aryan population is dedicated to Indra, the god responsible for the rains. More significantly, Indra is praised in the Rig Veda for the “freeing of the waters” (Weston 26); when the evil giant Vritra imprisoned the seven rivers of India and thus imposed drought and starvation on the people, Indra slew him, freeing the rivers from their captivity and restoring the lands back to life and fertility. Weston notes that Indra's accomplishment is the same for which Perceval and Gawain are exalted in grail legend.Like the ancient Aryans who worshipped Indra, most nature cults personified the seasons, weather patterns, vegetation, and other natural elements as divine figures that resembled humans and their experiences. Since these deities symbolized the natural processes of the earth, they were believed to progress from birth to death in the course of a year. One of the primary examples that Weston cites is the Phoenician-Greek god Adonis, who represented the spirit of vegetation. Adonis's annual disappearance into the underworld brought death and sadness to the land; when he returned again in the spring, restoring his reproductive energies to earth, there was tremendous cause for celebration among the nature cults: vegetation bloomed, animals gave birth, and rivers flooded the plains (Weston 40, 43–44).A significant element in the story of Adonis is his cause of death: the vengeful Ares, jealous of Adonis's love affair with Aphrodite, sends a wild boar to wound Adonis mortally in the thigh. Interestingly, Weston points out, scholars generally agree that Adonis's thigh wound is euphemistic for an emasculating injury that symbolizes earth's infertility, with which his death is associated (Weston 43–44). The story of Adonis, a divine youth beloved by a goddess, whose loss of reproductive abilities came to represent the degeneration of earth in autumn and winter, bears a remarkable resemblance to the Fisher King's loss of fecundity, and that of his lands, as punishment for his love of a pagan princess.A final critical point in Weston's argument is her discussion of the “central rite” that explains the mystery of the grail. She tells us that nature cult rituals consisted of two separate rites: public celebrations, in which feasting and other physical pleasures were enjoyed by all members of the cult, and mystery rites observed by only a select few, in which the benefits were individual, spiritual, and often “aimed at … the attainment of a conscious, ecstatic union with the god” (140). These rituals, Weston claims, lie at the very heart of grail legend, for the secret of the grail is “a double initiation into the source of the lower and higher spheres of Life,” the lower sphere being knowledge of human life upon earth, the higher sphere being an understanding of the spiritual forces of life (159). Just as the ancient initiates sought a union with the gods of the nature cults, who transcended earthly existence by bringing the divine gifts of water and vegetation to an ailing land, so the grail quester seeks the ability to heal the king—who, like the fertility gods, embodies humanity and its struggles—thus achieving gnosis of human life.A critical reading of The Great Gatsby from the perspective of From Ritual to Romance reveals numerous striking parallels not only between Gatsby and the Fisher King, but between Gatsby and Adonis as well. Furthermore, extensive evidence links Nick to both the quester in grail legend and to his predecessor, the initiate of the mystic life cults. In many compelling ways, the roles of Daisy and Tom, as well as the novel's setting and plot, further support this theory.To Weston, the Fisher King is “the very essence” of the grail story; he “stand[s] between his people and the land, and the unseen forces which control their destiny”—namely the drought that wastes his lands as a consequence of his illness and the rains that result from his salvation (136). Like the Fisher King, Gatsby's life stages seem to function with the forces of nature. Several of the novel's important events, especially those pertaining directly to Gatsby, occur at a change of seasons. Nick arrives in Gatsby's domain of West Egg around the time of the summer solstice; “with the sunshine and the great bursts of leaves growing on the trees,” he feels “that familiar conviction that life was beginning over again with the summer” (4), and indeed his life takes a new turn when he meets Gatsby. The day that Daisy and Gatsby choose to reveal their affair to Tom—also the day of Myrtle's death—is “almost the last, certainly the warmest, day of summer” (114). Most importantly, the day on which Gatsby is killed holds “an autumn flavor in the air.” Gatsby's death is sprinkled with images of autumn: it is a “cool, lovely day” when Gatsby walks to his pool against the backdrop of “yellowing trees,” and his gardener tells him that he intends to drain the pool since “leaves'll be falling pretty soon” (153). When Gatsby's body is later discovered, “a small gust of wind” blows the mattress on which he floats, and around it revolves “a cluster of leaves” (162). The autumnal setting of Gatsby's death evokes the death of Adonis, predecessor to the Fisher King; in Cyprus, Adonis's death falls “on the 23rd of September, his resurrection on the 1st of October,” and his feast is celebrated on the autumnal equinox (Weston 46). Given Nick's references to the weather, it is likely that Gatsby's death also falls on or around 23 September, the day after what Nick calls “almost the last … day of summer.”Not only the timing but also the imagery of Gatsby's death highlights a fascinating similarity between Gatsby, Adonis, and the Fisher King. Gatsby is discovered floating on a “laden mattress” that “moved irregularly down the pool” like a bier carrying him to a watery grave (162). This scene resembles Weston's description of the “ceremonies of mourning for the dead god” Adonis, in which mourners “commit[ed] his effigy to the waves”; in some variations of the ceremony an effigy or head was borne “by a current … to Byblos” (Weston 47). Furthermore, in grail legend, the quester often upon at the grail a dead on a bier … or a king on a (Weston The of Gatsby's death scene mirrors these images of Adonis's and the grail king's a point also by Jeffrey Hart, who argues that the Gatsby himself by dead leaves in his death by like the dead fertility god of the of the Fisher King in rains that his Adonis's annual death and resurrection the that life to the Gatsby's immediately the his to Adonis and the Fisher King, it that in Gatsby's death we of The setting of Gatsby's is in the and in a the a and by a of Gatsby's wet to the As the the of are the dead that the falls to which to with this the mythical of Gatsby's As as Gatsby is to the forces of the earth, it is natural that his resurrection to the lands on which the of Long Island only a Nick the of the that Gatsby's death: As my emerged from the into only the of the the at The of the on the of the to me for a while into her and as her her into with a and its are by this which is by Gatsby's death and the that the day of his as the of both the Fisher King and Adonis and life back to their own Gatsby's with the him to the Fisher so his with water the Weston tells us that “the Grail is in the close of either on or the or on the of an important and that “the presence of either or is an important feature in the Adonis As many critics have already out, water images The Great on the is by This of water symbolism can be with the notable presence of the grail motif by reading Gatsby as the Fisher King and not the the Fisher King whose is in the close of Gatsby's physical to Long Island Sound is in descriptions of his much like a Gatsby's home is to de in with a on … and a Gatsby's is from the across from which “the of Egg the we a double to the grail Gatsby's is not only the but also as a its on the Gatsby's is often by its as is Gatsby him, Nick says that have the that Gatsby from the of Nick Gatsby, in his mythical wealth and his on the Gatsby's was story that in a at but in a that like a and was up and down the Long Island Gatsby's in his and Nick explains that in the I his from the of his or the on the of his while his two the water of the over of In the of the is with out at a Gatsby's on the of and and and Nick himself and of as “a of at the “the had and floating in the Sound was a of a to the of the The imagery that Fitzgerald when Nick later Gatsby's who include who was last summer up in … the … … S. … the and the and says Weston, a of which explains the significance of the of Fisher King However, a more specific origin of the can be found in Robert de of (ca. the text to of the Weston explains that the of that holy and his in the certain of the into the of a with the a mystic of which the was as though in other versions of the story “the is as a This story of of the mystic between Gatsby and the Fisher King. If we read the descriptions of Gatsby's we a of any description of Gatsby too a mystic against of and and to a Gatsby's a and who and their “on the of Gatsby's are as of the for certainly they are among the the feast is Gatsby, like the of Gatsby's some of the most compelling evidence Gatsby to the Fisher King and Like Adonis, Gatsby becomes the of it is that rites of the Adonis cults, which Weston numerous versions of grail legend, are also practiced at Gatsby's belief that Adonis each autumn and came back to life each was cause for and celebration by rites of a very specific nature. to The of the the birth and death rites of the Adonis cults “the of and the of and (Weston 46). Weston some intriguing of these that “the most notable feature of the ritual was the to that is the who for and him to his all Furthermore, very these was that of the hair in of the an that also to the of the cults. in grail legend, we upon the grail king on a when the injury to that by Weston notes “the presence of a or in the grail as well as “the of a who has her hair as a result of the … of the Fisher of these bears a to at Gatsby's “the of and the of and Gatsby's feature “a of and and and and and and and The as the the earth from the … the of a and “by the had In the small of the there is as the later Nick the and of a in which “a … had for some and to the already of the Gatsby's house, when the has its we are of a from a in She had a of and the course of her she had that was very was not only she was there was a in the she it with and then up the again in a The down her The presence of this resembles the in the Adonis rituals and in grail Furthermore, of the who has her in grail legend and the who their hair in the nature cult rituals is the presence at Gatsby's of with in new In these may be as but a of the and the of the may to the at the however, when with the numerous other allusions presented in this these images cult ritual grail also in her explanation of the origin of the grail to a ritual of the as they worshipped their god Indra, of the in this of and … are as in the same These presented as and as Weston on to that “the of notably of what we may as a to natural is among we a parallel to feature of Gatsby's in who a in the of an was on the in the … a great of or the for a of the of the or the the people were all over the while bursts of the summer A of who out to be the in a in The similarity between the who to Indra, predecessor of Adonis and of the Fisher King, and the who in celebration of the that is a to Gatsby's be nor can it be is to read Gatsby as a can Gatsby's be as an of the of the a of and for Nick feels at point in the that “the scene had into and The significance that Nick evokes the of and of the nature the and of the may but they are on the of their god (Weston 46). Gatsby, whose energies are to “the of a and (Gatsby becomes the god of these who his his his him in their for were him from those who had found that it was necessary to in this secret that Gatsby is a a even a are in of and more than of Gatsby's to a being further Gatsby's role as counterpart to Adonis and the Fisher becomes even when we the love affair between Gatsby and Daisy and its his Gatsby the affliction of Adonis and the Fisher King, who emasculating as punishment for

F. Scott Fitzgerald's self-proclaimed “profound admiration” (Life in Letters 137) of T. S. Eliot shines an important light on Fitzgerald's composition of The Great Gatsby. In October of 1925, Fitzgerald sent a copy of his novel to Eliot with the following inscription: For T.S. EliotGreatest of Living Poetsfrom his enthusiastic worshipperF. Scott Fitzgerald (Life in Letters 128) The following February, he commented to Maxwell Perkins that “T.S. Eliot for whom you know my profound admiration—I think he's the greatest living poet in any language—wrote me he'd read Gatsby three times + thought it was the 1st step forward American fiction had taken since Henry James” (Life in Letters 137).Eliot's influence on Fitzgerald surpassed general awe and inspiration; in fact, there are many indications that The Great Gatsby is in part an emulation of The Waste Land (1922). Several critics have already elucidated this literary relationship, such as Jeffrey Hart, who points out in his article “Rediscovering Fitzgerald” that “Fitzgerald studied The Waste Land … while he was working on Gatsby” and that “[t]he book both salutes Eliot and answers him” (208, 209). Careful readings of each text indeed reveal numerous similarities between The Waste Land and The Great Gatsby. Perhaps the most notable parallel is the presence of the “valley of ashes … the waste land” in Gatsby, home of George and Myrtle Wilson and setting for Myrtle's death (Gatsby 23, 24). Other intriguing echoes of The Waste Land include the water imagery that pervades The Great Gatsby. The “small, foul river” in the valley of ashes seems to be a counterpart of the “dull canal” in The Waste Land (Gatsby 24; Eliot 189). Nick lamenting Gatsby's death by the waters of Long Island Sound evokes Eliot's narrator who weeps by the waters of Leman. Imagery of water and color even suggest a similarity between Fitzgerald's Daisy and Eliot's hyacinth girl. When Daisy meets Gatsby at Nick's house, she appears “under the dripping bare lilac trees…. A damp streak of hair lay like a dash of blue paint across her cheek, and her hand was wet with glistening drops” (Gatsby 85). Similarly, Eliot's hyacinth girl returns “from the Hyacinth garden,” her “arms full, and [her] hair wet” (37, 38).Just as The Great Gatsby is indebted to The Waste Land, so too is The Waste Land indebted—“deeply … indebted,” to use Eliot's own words—to Jessie L. Weston's From Ritual to Romance (1920). In his notes to The Waste Land, Eliot credits Weston's book for “not only the title, but the plan and a good deal of the incidental symbolism of the poem” (21). Weston, a lifelong scholar of grail texts, wrote From Ritual to Romance as a culmination of her studies of pre-classical, classical, and medieval myth. From her enormous breadth and depth of research, she drew the conclusion that the grail legends are not rooted in Christianity or British folklore, but in the secret rituals of pre-Christian fertility cults. The symbolism that Eliot adopted from Weston's book includes not only that of the grail quest, but of these fertility rituals as well. In his notes to The Waste Land, Eliot says of From Ritual to Romance and Sir James Frazer's The Golden Bough (1890–1915) that “anyone who is acquainted with these works will immediately recognise in the poem certain references to vegetation ceremonies” (21).Themes of fertility, regeneration, and the quest are similarly important in The Great Gatsby. The quest motif in particular has received much attention from critics. Owing heavily to Nick's claim that Gatsby “had committed himself to the following of a grail” (149), most critics have concluded that Gatsby becomes an anti-hero who symbolically capsizes all romantic and honorable notions of a quest by pursuing wealth as a means to win back Daisy. In F. Scott Fitzgerald: A Critical Essay, Edwin Moseley analyzes the novel as an “initiation and quest for the grail,” arguing that The Great Gatsby is “the initiation story of Nick Carraway and the story of Jay Gatsby's misdirected quest” (22). Robert J. Emmitt, in “Love, Death, and Resurrection in The Great Gatsby,” argues that “Gatsby's romantic quest, with its search for a grail and its parodic connotations of the Christian sacrifice, is a parable of the fate of idolatry, and a commentary on its particular American manifestations” (283). In their article “Sangria in the Sangreal: The Great Gatsby as Grail Quest,” D. G. Kehl and Allene Cooper characterize Gatsby as a quester and conclude that the grail is “personified by Daisy Buchanan” (203). Similarly, in The Medievalist Impulse in American Literature, Kim Moreland calls Gatsby's story a failed romantic quest and Daisy “a false grail” (143).Indeed, The Great Gatsby is rife with symbols of a quest; however, each of the aforementioned arguments presupposes that the novel's quest motif is ironic, even “parodic.” It seems that none of these critics has considered that perhaps the quest motif has a much more serious, profound, and primeval significance than an ironic comment on contemporary American values.A close reading of The Great Gatsby unveils numerous allusions not only to the grail quest as Weston explains it in From Ritual to Romance but also to the specific mythical elements in which she believes the grail quest is rooted. Considering Fitzgerald's affinity for The Waste Land, he was undoubtedly aware that in the notes to the poem, Eliot states that “Miss Weston's book will elucidate the difficulties of the poem much better than my notes can do; and I recommend it (apart from the great interest of the book itself) to any who think such elucidation of the poem worth the trouble” (21). While Fitzgerald's letters do not explicitly mention Weston's work as they do Eliot's, myriad allusions in the novel—along with Eliot's reference to Weston—suggest that Fitzgerald was indeed inspired by From Ritual to Romance and that the grail quest motif in The Great Gatsby, like that in The Waste Land, was influenced by Weston's work. This likely source opens up a new realm of possibility for the significance of the quest in The Great Gatsby and allows us to view Gatsby and Nick not as, respectively, an amoral and a superficial anti-hero, but as archetypal characters in an ancient ritualistic drama.According to Weston, the purpose of the grail quest was not the possession of a material object but, as in the rites of ancient fertility cults, an apotheosis in which the quester gains true knowledge of physical and spiritual life. If we read The Great Gatsby from this perspective, the idea that Daisy is a personification of the grail and that Gatsby plays the role of the quester seems erroneous. As to Nick's assertion that “Gatsby had committed himself to the following of a grail” (149), it is likely that Fitzgerald intended to draw attention to the grail quest motif in the novel, but not in the way that most critics have interpreted it. While there is a dearth of evidence to support the idea that Gatsby mimics the quester and Daisy the grail, abundant evidence exists to suggest an alternative theory: The Great Gatsby is the story of a quest; but not, however, the romantic version of the grail quest associated with King Arthur and Lancelot and the search for a holy relic, nor the quest of Gatsby as he seeks material wealth in pursuit of Daisy. Instead, it is the story of a quest undertaken by Nick Carraway, who seeks gnosis of mortality and divinity, with Gatsby fulfilling the role of the maimed Fisher King who inadvertently leads Nick to his apotheosis. Throughout the novel, thorough evidence verifies that while Gatsby may have “committed himself to the following of a grail” (emphasis added), he is not in fact following the grail. Instead, it is Nick who seeks the grail, and his quest for initiation echoes the rituals of the mystic life cults in which the grail quest is rooted.Before exploring the ways in which The Great Gatsby mirrors the elements of the grail quest presented in From Ritual to Romance, it is necessary to highlight certain aspects of Weston's argument. During her thirty years of studying grail texts, Weston came to doubt the common belief that the myth emerged from either Christianity or British folklore, finding that both explanations of origin proved to be paradoxical, isolated, and disjointed. After studying Frazer's The Golden Bough, she began to formulate an explanation of the grail myth's origins that could reconcile these incongruities. Intriguing similarities between the grail stories and the descriptions of the nature cults in Frazer's book led her to believe that the grail legend may be a record of a life ritual commonly practiced in pre-Christian times and covertly observed in the centuries following the spread of Christianity.The true nature of the grail, Weston claims, can be illuminated by examining the task of the grail quester and its expected results. Scrutinizing the three cycles of the legend that feature Perceval, Gawain, and Galahad as quester/heroes, Weston found that in the majority of existing grail texts, the hero's task is to heal the Fisher King from a debilitating illness or injury, thereby regenerating the king's wasted lands as a result.In most versions of the legend, the exact affliction of the king is quite mysterious. However, Weston discovered in the Sone de Nansai (1250–75) an explanation that she claims applies to all versions in which the king suffers. In this romance, the Fisher King slays the Pagan King of Norway but subsequently falls in love with his daughter, the pagan princess. He baptizes her, though she is not a true believer, then marries her, provoking God's wrath. As punishment for his blasphemy, “His loins are stricken by this bane / From which he suffers lasting pain” (Weston 22). But that is not the only consequence; the Fisher King's infirmity not only emasculates him but renders his lands infertile as a result. As such, it is necessary for the hero to heal the king and in so doing, to restore his lands to vitality.This theme can be traced to earlier literature, most notably to the Rig Veda, or The Thousand and One Hymns (ca. 1500–1200 BC). Written in ancient India and sacred to Hindus, this collection of hymns and praises of the mainly agrarian Aryan population is dedicated to Indra, the god responsible for the rains. More significantly, Indra is praised in the Rig Veda for the “freeing of the waters” (Weston 26); when the evil giant Vritra imprisoned the seven rivers of India and thus imposed drought and starvation on the people, Indra slew him, freeing the rivers from their captivity and restoring the lands back to life and fertility. Weston notes that Indra's accomplishment is the same for which Perceval and Gawain are exalted in grail legend.Like the ancient Aryans who worshipped Indra, most nature cults personified the seasons, weather patterns, vegetation, and other natural elements as divine figures that resembled humans and their experiences. Since these deities symbolized the natural processes of the earth, they were believed to progress from birth to death in the course of a year. One of the primary examples that Weston cites is the Phoenician-Greek god Adonis, who represented the spirit of vegetation. Adonis's annual disappearance into the underworld brought death and sadness to the land; when he returned again in the spring, restoring his reproductive energies to earth, there was tremendous cause for celebration among the nature cults: vegetation bloomed, animals gave birth, and rivers flooded the plains (Weston 40, 43–44).A significant element in the story of Adonis is his cause of death: the vengeful Ares, jealous of Adonis's love affair with Aphrodite, sends a wild boar to wound Adonis mortally in the thigh. Interestingly, Weston points out, scholars generally agree that Adonis's thigh wound is euphemistic for an emasculating injury that symbolizes earth's infertility, with which his death is associated (Weston 43–44). The story of Adonis, a divine youth beloved by a goddess, whose loss of reproductive abilities came to represent the degeneration of earth in autumn and winter, bears a remarkable resemblance to the Fisher King's loss of fecundity, and that of his lands, as punishment for his love of a pagan princess.A final critical point in Weston's argument is her discussion of the “central rite” that explains the mystery of the grail. She tells us that nature cult rituals consisted of two separate rites: public celebrations, in which feasting and other physical pleasures were enjoyed by all members of the cult, and mystery rites observed by only a select few, in which the benefits were individual, spiritual, and often “aimed at … the attainment of a conscious, ecstatic union with the god” (140). These rituals, Weston claims, lie at the very heart of grail legend, for the secret of the grail is “a double initiation into the source of the lower and higher spheres of Life,” the lower sphere being knowledge of human life upon earth, the higher sphere being an understanding of the spiritual forces of life (159). Just as the ancient initiates sought a union with the gods of the nature cults, who transcended earthly existence by bringing the divine gifts of water and vegetation to an ailing land, so the grail quester seeks the ability to heal the king—who, like the fertility gods, embodies humanity and its struggles—thus achieving gnosis of human life.A critical reading of The Great Gatsby from the perspective of From Ritual to Romance reveals numerous striking parallels not only between Gatsby and the Fisher King, but between Gatsby and Adonis as well. Furthermore, extensive evidence links Nick to both the quester in grail legend and to his predecessor, the initiate of the mystic life cults. In many compelling ways, the roles of Daisy and Tom, as well as the novel's setting and plot, further support this theory.To Weston, the Fisher King is “the very essence” of the grail story; he “stand[s] between his people and the land, and the unseen forces which control their destiny”—namely the drought that wastes his lands as a consequence of his illness and the rains that result from his salvation (136). Like the Fisher King, Gatsby's life stages seem to function with the forces of nature. Several of the novel's important events, especially those pertaining directly to Gatsby, occur at a change of seasons. Nick arrives in Gatsby's domain of West Egg around the time of the summer solstice; “with the sunshine and the great bursts of leaves growing on the trees,” he feels “that familiar conviction that life was beginning over again with the summer” (4), and indeed his life takes a new turn when he meets Gatsby. The day that Daisy and Gatsby choose to reveal their affair to Tom—also the day of Myrtle's death—is “almost the last, certainly the warmest, day of summer” (114). Most importantly, the day on which Gatsby is killed holds “an autumn flavor in the air.” Gatsby's death is sprinkled with images of autumn: it is a “cool, lovely day” when Gatsby walks to his pool against the backdrop of “yellowing trees,” and his gardener tells him that he intends to drain the pool since “leaves'll be falling pretty soon” (153). When Gatsby's body is later discovered, “a small gust of wind” blows the mattress on which he floats, and around it revolves “a cluster of leaves” (162). The autumnal setting of Gatsby's death evokes the death of Adonis, predecessor to the Fisher King; in Cyprus, Adonis's death falls “on the 23rd of September, his resurrection on the 1st of October,” and his feast is celebrated on the autumnal equinox (Weston 46). Given Nick's references to the weather, it is likely that Gatsby's death also falls on or around 23 September, the day after what Nick calls “almost the last … day of summer.”Not only the timing but also the imagery of Gatsby's death highlights a fascinating similarity between Gatsby, Adonis, and the Fisher King. Gatsby is discovered floating on a “laden mattress” that “moved irregularly down the pool” like a bier carrying him to a watery grave (162). This scene resembles Weston's description of the “ceremonies of mourning for the dead god” Adonis, in which mourners “commit[ed] his effigy to the waves”; in some variations of the ceremony an effigy or head was borne “by a current … to Byblos” (Weston 47). Furthermore, in grail legend, the quester often upon at the grail a dead on a bier … or a king on a (Weston The of Gatsby's death scene mirrors these images of Adonis's and the grail king's a point also by Jeffrey Hart, who argues that the Gatsby himself by dead leaves in his death by like the dead fertility god of the of the Fisher King in rains that his Adonis's annual death and resurrection the that life to the Gatsby's immediately the his to Adonis and the Fisher King, it that in Gatsby's death we of The setting of Gatsby's is in the and in a the a and by a of Gatsby's wet to the As the the of are the dead that the falls to which to with this the mythical of Gatsby's As as Gatsby is to the forces of the earth, it is natural that his resurrection to the lands on which the of Long Island only a Nick the of the that Gatsby's death: As my emerged from the into only the of the the at The of the on the of the to me for a while into her and as her her into with a and its are by this which is by Gatsby's death and the that the day of his as the of both the Fisher King and Adonis and life back to their own Gatsby's with the him to the Fisher so his with water the Weston tells us that “the Grail is in the close of either on or the or on the of an important and that “the presence of either or is an important feature in the Adonis As many critics have already out, water images The Great on the is by This of water symbolism can be with the notable presence of the grail motif by reading Gatsby as the Fisher King and not the the Fisher King whose is in the close of Gatsby's physical to Long Island Sound is in descriptions of his much like a Gatsby's home is to de in with a on … and a Gatsby's is from the across from which “the of Egg the we a double to the grail Gatsby's is not only the but also as a its on the Gatsby's is often by its as is Gatsby him, Nick says that have the that Gatsby from the of Nick Gatsby, in his mythical wealth and his on the Gatsby's was story that in a at but in a that like a and was up and down the Long Island Gatsby's in his and Nick explains that in the I his from the of his or the on the of his while his two the water of the over of In the of the is with out at a Gatsby's on the of and and and Nick himself and of as “a of at the “the had and floating in the Sound was a of a to the of the The imagery that Fitzgerald when Nick later Gatsby's who include who was last summer up in … the … … S. … the and the and says Weston, a of which explains the significance of the of Fisher King However, a more specific origin of the can be found in Robert de of (ca. the text to of the Weston explains that the of that holy and his in the certain of the into the of a with the a mystic of which the was as though in other versions of the story “the is as a This story of of the mystic between Gatsby and the Fisher King. If we read the descriptions of Gatsby's we a of any description of Gatsby too a mystic against of and and to a Gatsby's a and who and their “on the of Gatsby's are as of the for certainly they are among the the feast is Gatsby, like the of Gatsby's some of the most compelling evidence Gatsby to the Fisher King and Like Adonis, Gatsby becomes the of it is that rites of the Adonis cults, which Weston numerous versions of grail legend, are also practiced at Gatsby's belief that Adonis each autumn and came back to life each was cause for and celebration by rites of a very specific nature. to The of the the birth and death rites of the Adonis cults “the of and the of and (Weston 46). Weston some intriguing of these that “the most notable feature of the ritual was the to that is the who for and him to his all Furthermore, very these was that of the hair in of the an that also to the of the cults. in grail legend, we upon the grail king on a when the injury to that by Weston notes “the presence of a or in the grail as well as “the of a who has her hair as a result of the … of the Fisher of these bears a to at Gatsby's “the of and the of and Gatsby's feature “a of and and and and and and and The as the the earth from the … the of a and “by the had In the small of the there is as the later Nick the and of a in which “a … had for some and to the already of the Gatsby's house, when the has its we are of a from a in She had a of and the course of her she had that was very was not only she was there was a in the she it with and then up the again in a The down her The presence of this resembles the in the Adonis rituals and in grail Furthermore, of the who has her in grail legend and the who their hair in the nature cult rituals is the presence at Gatsby's of with in new In these may be as but a of the and the of the may to the at the however, when with the numerous other allusions presented in this these images cult ritual grail also in her explanation of the origin of the grail to a ritual of the as they worshipped their god Indra, of the in this of and … are as in the same These presented as and as Weston on to that “the of notably of what we may as a to natural is among we a parallel to feature of Gatsby's in who a in the of an was on the in the … a great of or the for a of the of the or the the people were all over the while bursts of the summer A of who out to be the in a in The similarity between the who to Indra, predecessor of Adonis and of the Fisher King, and the who in celebration of the that is a to Gatsby's be nor can it be is to read Gatsby as a can Gatsby's be as an of the of the a of and for Nick feels at point in the that “the scene had into and The significance that Nick evokes the of and of the nature the and of the may but they are on the of their god (Weston 46). Gatsby, whose energies are to “the of a and (Gatsby becomes the god of these who his his his him in their for were him from those who had found that it was necessary to in this secret that Gatsby is a a even a are in of and more than of Gatsby's to a being further Gatsby's role as counterpart to Adonis and the Fisher becomes even when we the love affair between Gatsby and Daisy and its his Gatsby the affliction of Adonis and the Fisher King, who emasculating as punishment for

Gatsby:<i>The Cultural History of the Great American Novel</i><i>Beyond</i>Gatsby:<i>How Fitzgerald, Hemingway, and Writers of the 1920s Shaped American Culture</i><i>So We Read On: How</i>The Great Gatsby<i>Came to Be and Why It Endures</i>

Gatsby: <i>The Cultural History of the Great American Novel</i> <i>Beyond</i> Gatsby: <i>How Fitzgerald, Hemingway, and Writers of the 1920s Shaped American Culture</i> <i>So We Read On: How</i> The Great Gatsby <i>Came to Be and Why It Endures</i>

Reviewed by: Approaches to Teaching Fitzgerald's The Great Gatsby Bruce Michelson Approaches to Teaching Fitzgerald's The Great Gatsby. Edited by Jackson Bryer and Nancy P. VanArsdale. New York: Modern Language Association of America. 2009. A couple of years back, after a student told me she had kept company with The Great Gatsby as an assigned text in every college semester for five straight, zigzagging through an undergraduate major in English, I wheezed over to the university bookstore to see if such a pattern were really possible. A way to test for it is to pause in the aisles where required books are stacked by course and section, and let the eyes slide out of focus, like looking for one of those concealed images—space ship, smirking clown—in the dot-art pictures they sell at the mall. Sure enough: in that term at least, the familiar spine of the paperback, battered from multiple uses and sell-backs, popped up all along the shelf with frightening frequency. If that holds true at your own institution, and if you consider that hundreds of thousands of American students also have to negotiate this novel at least once in high school as well (as standard fare in an AP course), then what most of us are really up to is re-teaching The Great Gatsby, extending, refreshing, and complicating whatever it is that our students think they were taught before. In the Preface and the Introduction to this volume, Jackson Bryer and Nancy VanArsdale, as veteran and established scholars in both American Literature and American Studies, countenance that reality: four hundred thousand copies sold annually, and surveys attesting that most of us in the colleges know that we're leading a return visit. The MLA has been turning out this "Approaches to Teaching" series for a long time; these books provide cover for that professional monopoly, against innuendo that they have lost relevance to basic trades that keep them funded. The format of these volumes frontloads the material that working teachers will want to reach for in a hurry—concise descriptions of biographies, collections of criticism, contemporary reviews, high-quality book chapters and articles; and Bryer's presentation in the Gatsby guide is distinguished for its clarity and for the shrewdness of the choices it makes, sorting through a ton of published commentary and organizing it by subject and theme. VanArsdale's catalog and commentary on web resources is also a well-written and discriminating shortcut; and James L. W. West III's straightforward history of "The Composition and Publication of The Great Gatsby" can arm conscientious instructors with everything they need to know about how this novel came into being. After all that, the volume presents a buffet of critical engagements with the novel—some of them plausibly centered on the dynamics and cultural context of an undergraduate classroom, and some of them not. Though none of the contributed essays directly addresses the challenges or opportunities that might inhere in rereading and re-teaching Gatsby, most of them implicitly address a question that hangs in the air, with regard to a book whose very name has taken on iconic presence in our popular and literary culture: why so much fuss for so long about a short book in which a flashy, sleazy guy from nowhere obsesses about an essentially-worthless socialite and for his troubles gets shot in a swimming pool, a plotline that doesn't seem all that different from nightly fare on the CW Network? Kim Curnutt's piece on "Modernity and Milieu" provides cogent answers, highlighting "a profound shift in cultural conceptions of identity" (40), brought on by the rise of mass culture, by the marketing of personal style, by the erosion of old social orders, and by "the growing threat of anonymity in mass society" (41), a gaudy world offering up the possibility that anyone—random somebodies here and there—could become anything they wanted, and that most would be nothing at all. Jonathan Barron's essay on the theme [End Page 167] of regionalism and class is one of the few that countenances the potential importance of exactly where, right now, The Great Gatsby is being...

High school and university students—and I've taught both—like to communicate with mystery, which likely accounts for the persistence of rituals even in this day of a post-lost, millennial generation, now nearly a hundred years removed from the one that Fitzgerald declared “grown up to find all gods dead, all wars fought, all faiths in man shaken” (Paradise 260). Students, I think, are excited when they discover that some mysteries do, in fact, remain—and that contact with them is possible through works of fiction, quite often through short stories, taught in high school or university classrooms. These mysteries seem often associated with a place, whether a room, or a building, or a patch of soil, or a city that has been touched, even if just for a moment, by enchantment. Among many examples, Faulkner transforms Oxford, Mississippi, into Jefferson, located in the fictional Yoknapatawpha County in “A Rose for Emily” (1930), just one of his many works located in this setting; Sherwood Anderson immortalizes Clyde, Ohio, as Winesburg, Ohio, in the often-anthologized story “Hands” from Winesburg, Ohio (1919); Zora Neale Hurston mythologizes her hometown of Eatonville, Florida, as the home of Janie and Joe Starks in “Matt Bonner's Mule,” a section taken from Their Eyes Were Watching God (1937) and frequently anthologized as a story. The list of literal places touched by a writer's magic and transformed into mythic settings that house mystery—that is, settings that create representations of reality that defy easy access through the senses—is long.Fitzgerald, of course, touched many actual places in this way, creating enchanted worlds sprung free of actual time and place and existing in a dimension filled with mystery. An actual Montana dude ranch that Fitzgerald once visited is now and forever also a diamond mountain as big as the Ritz-Carlton Hotel. Manhasset Neck and Great Neck, New York, will also never cease to be the mythical East Egg and West Egg in The Great Gatsby, as Louisville, Kentucky, will remain the enchanted Louisville of Gatsby and Daisy's first love, which keeps its actual name in Gatsby, but which also in the non-fictional world honors its mythic status through ongoing disputes over which house in Louisville was actually the house that belonged to Daisy Fay's parents in the novel. A less-often discussed example of Fitzgerald's touching a specific place with enchantment and, in the process, mythologizing it, is that of Montgomery, Alabama, which becomes the fictional town of Tarleton, Georgia, a thinly disguised Montgomery of the 1920s. The three stories in the group set in Tarleton—“The Ice Palace” (1920), “The Jelly-Bean” (1920), and “The Last of the Belles” (1928), now known as the Tarleton Trilogy—are among Fitzgerald's best stories. Whether read and studied singly or as a group, these stories, in my experience, draw students in by inviting them to examine the ways by which Montgomery, the place where Scott and Zelda fell in love, becomes the mythic Tarleton, an enchanted place where the mystery that was and is romantic love, remained alive, though certainly not always entirely well, from the first story in the trilogy to the last.Early in the final story in the trilogy, “The Last of the Belles,” the narrator, Andy, reveals retrospectively that love and mystery are at the heart of all three stories. He informs the reader that he has been told that there are “only three girls” in Tarleton, a fact that interests him because “there was something magical about there being three girls” (Short Stories 450). Each girl is loved romantically by at least one man in each story, and each of the love stories provides the central focus of its narrative: Harry Bellamy loves Sally Carrol Happer in “The Ice Palace”; Jim Powell loves Nancy Lamar in “The Jelly-Bean”; Andy loves Ailie Calhoun in “The Last of the Belles.” In each case the reader is led to question, not each man's conviction that what he feels for each of the women is love, but rather whether the passion is for something that is less personal than the individual herself—a question familiar to readers of The Great Gatsby. In the case of Harry's love in “The Ice Palace,” is it Sally Carrol that he loves, or is it the exotic South that she so strongly identifies with and finally winds up choosing over the life Harry could offer her in the North? In Jim Powell's case, he says of Nancy Lamar, “I love her…. God!” (Short Stories 156); but the reader cannot ignore the subtext of Jim's feelings of social inadequacy that have perhaps led him to an idealization of this local doctor's daughter, a woman of privilege who has the luxury of declaring love for him in a moment of drunkenness and then proceeding on the same night to marry a man of higher social standing and more money than Jim. And in “The Last of the Belles,” Andy is fully convinced years after he had last seen Ailie Calhoun that he cares about her enough to return from his home in the North to Tarleton and marry her. When they are reunited he realizes that he had always been “deeply and incurably in love with her” (Short Stories 461). After he tells this to Ailie and asks her to marry him, she quickly turns him down because, as she says, she doesn't love him “that way” and, moreover, she could never “marry a Northern man” (Short Stories 461). The reader is left to question on what this love that Andy is convinced he feels for Ailie is founded. There is the hint that it is related to his wish to recapture a part of his youth and to his infatuation with the South. With Ailie gone, he realizes, “the South would be empty for [him] forever” (Short Stories 463).In all three Tarleton stories, Fitzgerald interrogates the subject of romantic love and its mysteries. However, in each story of the trilogy he complicates the love stories by closely connecting the passion that these men feel for the three women of Tarleton to other considerations—considerations of place (all of the women are associated with a magical city in the exotic South), of changing gender constructions (the three women exist in a time of dramatically increased freedom for women), and of social class (the personalities of all three women as well as their futures are, to some degree, tied to the privilege of their social position). The world of Tarleton is both of its time—that is, anchored in the rich cultural history of the Jazz Age—and beyond its time, sealed in the land of myth. In my experience of teaching all three of the Tarleton stories, I have found that they invite the reader both to enter contextually the world of 1920s Montgomery out of which the stories literally came and also to confront the world of mystery at the heart of three of Fitzgerald's most enchanted love stories.The roundtable discussion that follows addresses both of these worlds, and offers strategies for allowing students to view the Tarleton stories from many different perspectives.F. Scott Fitzgerald's writing is used in post-secondary classrooms around the world. While The Great Gatsby is his most widely recognized work, it is only one of his many texts taught in schools, from “Winter Dreams” (1922) to “Babylon Revisited” (1931). After all, there are approximately 175 short stories in his oeuvre, and over the years, critics have devoted more and more attention to his shorter works, offering educators a vast amount of secondary criticism to support their pedagogy.1 Three stories particularly useful in the classroom are “The Ice Palace,” “The Jelly-Bean,” and “The Last of the Belles.” Collectively known as the Tarleton Trilogy, these stories have received critical attention from academics since Arther Mizener discussed them in his 1951 biography of Fitzgerald, The Far Side of Paradise.2 In recent years, the Tarleton stories have been used in a number of university classrooms across North America.3What we lack, however, is pedagogy-oriented criticism that addresses the stories as educational tools. How exactly can the Tarleton Trilogy be used to foster learning experiences? As with many Fitzgerald stories, the trio offers a variety of possibilities. This roundtable will examine the Tarleton Trilogy from a pedagogical perspective, placing emphasis on deep learning.4 More specifically, it will describe the teaching philosophy and practices of Stella, a hypothetical professor, to illustrate how the trilogy might be used to foster critical inquiry by engaging dialogue and robust collaboration in a post-secondary setting.Varied classroom activities often lead students to take different approaches to their learning. A surface approach to learning “involves minimum engagement with the task, [and] typically a focus on memorization or applying procedures that do not involve reflection” (Smith and Colby 206). Conversely, in a deep learning approach, “the student focuses on relationships between various aspects of the content, formulates hypothesis or beliefs about the structure of the problem or concept, and relates more to obtaining an intrinsic interest in learning and understanding” (Smith and Colby 206). While surface learning and deep learning approaches are not defined as inherently good or bad processes, it is important to recognize that they are influenced by different approaches to teaching and assessment and may lead to very different sorts of learning experiences. In the following situations, Stella uses several teaching practices likely to inspire students to take deep learning approaches to their educational experience.Stella teaches in the English Department of her university. Her core research interests include social justice, self-identity, and modern American literature. She believes that for students to become invested in their learning they need to encounter planted opportunities to solve problems. She also holds that classrooms should be spaces where teachers and students engage in thoughtful dialogue on a variety of matters, including social issues.5 When teaching, Stella strives to foster an atmosphere that is conductive to collaboration and critical inquiry.To foster engaging learning experiences, Stella believes that teachers need to respond to the learning context. When reflecting on her own context, she asks herself a number of critical questions before preparing for a course, including the following: Who are the students? What do they know and what are they able to do? What are the skills they need to develop through taking this course, and why are these skills important? Stella believes that formulating these questions helps her to devise and facilitate learner-centered experiences. Moreover, she believes that deep learning experiences should present students with opportunities to solve problems creatively, collaborate, and critically inquire. She believes that students should have a voice, and she encourages students to articulate how they strategize their own work. Stella believes that student-centered deep learning shifts students from the more passive dynamic of information consumption to the more active interplay of dialogue and meta-cognitive awareness. Ultimately, she feels that learning is an intersection of context, active learning, and student engagement.One summer, Stella was given a copy of Some Sort of Epic Grandeur, Matthew J. Bruccoli's extensive 1981 biography of Scott Fitzgerald, revised in 1993 and 2002. With interest, she noted that Bruccoli described “The Last of the Belles” as a story that “examines the Yankee narrator's response to the South as expressed through his feelings for Ailie Calhoun” (267). Reading this passage prompted Stella to revisit the Tarleton Trilogy, and what follows is a description of three different contexts within which she used the stories in her teaching.Before choosing stories for her courses, Stella asks herself this question: What is the desired learning I intend to foster? Which stories could be used to support this learning? To address these questions, she reflects on the learning context within which she is teaching. Stella concludes that her twentieth-century literature class would benefit from further developing their critical literary skills. After all, critical literacy helps readers analyze thoughtfully the texts they encounter in their everyday lives. Struck by the retrospective nature and socio-cultural dimensions of the “The Last of the Belles,” Stella decides to use the story as an object and tool of study.Drawing from the socio-cultural dimensions of the story, she sets the following two learning outcomes: (1) identify key aspects of the socio-cultural context within which a story was written and published, and (2) draw conclusions from fictional social contexts regarding wider social issues. While both learning outcomes have benefits, the second can help to open critical conversations about social issues of the past and then compare and contrast them to issues of the present. “The Last of the Belles” struck Stella. From the perspective of the narrator's present time, the late 1920s, Andy gazes back to his past. He recalls a summer he was stationed in Tarleton, Georgia, Fitzgerald's fictionalized version of his wife Zelda's hometown of Montgomery, Alabama.In Stella's view, while critics have given limited attention to the socio-cultural dimensions of “The Last of the Belles,” the story presents a number of pedagogical possibilities in this regard.6 Consequently, she decides that a key question for her students to explore would be what “The Last of the Belles” can tell us about gender, class, and ethno-racial identity in 1920s America. Stella opens this unit by exploring the concept of socio-cultural context with her class. At the start of her first lesson she poses the following questions: What is socio-cultural context and what is a social issue?What do we need to know better to understand these things?During this discussion Stella invites students to list different dimensions of socio-cultural context on the board. Some key ideas the class identifies include ethno-racial identity, class, and gender. Stella makes a point of highlighting these three dimensions, informing students that as the unit continued they would reexamine the story in relation to these important dimensions of Fitzgerald's context. She also informs the class that learning about Fitzgerald's context will lead students to draw conclusions about his society, and make connections to their own.Stella then asks the class this question: How can we, as readers, learn about the context within which a writer writes and publishes? As the class brainstorms a number of ideas Stella invites some students to write their ideas on the board. She then focuses students on Fitzgerald himself by asking: How can we learn about the personal context within which Fitzgerald wrote and published “The Last of the Belles”? As the class discusses this question, students identify a variety of ways they might learn about Fitzgerald's context, including reading his correspondence and examining the ledger in which he recorded not only biographical events but also his earnings and sales figures.Stella then asks students to form groups and collaboratively identify ways readers might gather information about Fitzgerald's social context, specifically relating to ethno-racial identity, class, and gender. She instructs students to make a list and provide a rationalization for each of their choices, explaining that some groups will be called on to share their results with the class. During the subsequent class discussion, students identify a variety of ways of learning about 1920s America, such as examining laws, newspaper headlines, and advertisements. Stella tells students that the Saturday Evening Post itself could be a useful artifact to use to this end, and she also informs them that they will engage in this process later in the unit. Toward the end of the lesson, Stella asks students to reread the story and identify places where Fitzgerald portrays aspects of ethno-racial identity, class, or gender. After monitoring this process, she informs students that they will complete this task for homework and bring these context notes to the next lesson.Stella opens the second lesson by briefly sharing some background information regarding Fitzgerald and “The Last of the Belles.” She indicates that Fitzgerald wrote the story in late 1928 while struggling with his follow-up novel to The Great Gatsby. She also tells the class that Fitzgerald wrote “The Last of the Belles” with the intent of earning money, and the Post paid him $3,150 for the story. The Post itself, Stella explains, was widely distributed in Fitzgerald's era and had a circulation of nearly three million in the 1920s (Bruccoli Some Sort 534, 103). Stella explains that in the 1920s, editor George Horace Lorimer packaged the Post “for men, particularly the upwardly mobile, middle-class businessman of the Northeast, where America's financial life was based” (Potts 14). As with any magazine, the Post had certain boundaries regarding content (i.e., sexual content) and language (i.e., profanity) in the stories it published. As Fitzgerald had eighteen stories published in the Post from 1927 to 1929 alone, Stella explains that it would be reasonable to expect that he was familiar with these expectations.7 She asks the class to keep the final two points in mind when rereading the story, because the way Fitzgerald represents identity, class, and gender connects to the of the which itself to the social of next instructs students to take out their homework and share their context notes with the in their She asks students to their context notes from the ideas of the in their After students complete this process, Stella asks groups to three of their key ideas questions and she of group one draw attention to the way Andy, the narrator, the of a in the story it is to Andy and his for from with the that she is not The group makes of the fact that the is an in a and uses in his of information about she just she I tell her that when she Ailie she to that other about She in if (Short Stories The group connects this to a that struck them in the notes in her that (Short Stories second group is to the of who is seen by both Ailie and Andy through the of social class and take of the way Andy first in of and of as a as I have He was with high and He very and he was he was a and and with that of that well on the (Short Stories The students question the of the connecting it to an in the same how to from a have in and seem to background at (Short Stories The students then to explore the to which Andy is because of his and how the makes to that readers to share the also after is from the and has a to Andy and when his of had about with him that could be was with a his was and in a that and the have an end he had been to his for his on his as though he had been and but the background of and out at rather out at she had never quite the in these even the of that had (Short Stories their to the in the story, exploring how the their for points out that through the of Andy, Fitzgerald uses a as an to describe to Ailie from other Tarleton by I that she was and different from these other who and in the (Short Stories The group decides that in its reading it is what Fitzgerald actually by student if Andy to as or if he some other of such as The group notes that Andy uses this not in a moment of or but as an that his is The point is by a later use of the as Andy and years after the end of the Great revisit the of the the of a where there was the of and and over a that to into the the the of the (Short Stories of the group that the was by the and by its and they explore its on their for Andy and in the group on the way that gender Ailie in the story, her for her as a students what it to be a that women in the era not free them from The students why Ailie would be to at all and what her with a man of her social class could both and her in of the group discusses through their to his of his feelings whether his for her from a to her from her in gender or whether it her in The ideas and questions by different groups to engaging dialogue regarding the world in “The Last of the Belles.” In this second lesson, Stella asks students to two questions for should we use the Post to learn about socio-cultural can the Post be used to learn about Fitzgerald's social opens the lesson by the two homework questions with the class. offer a number of different for the Post to learn about Fitzgerald's context, and they also have a variety of ideas regarding how to this Stella one in the of as She then informs the class that they will use a copy of the Post to learn about Fitzgerald's world. During the of this lesson, Stella uses a to from a 1929 of the at three attention to the and students are to while examining each of the What is being is the this ethno-racial identity, social class, has led the class to these examining each students have a to take notes and on the way they what they each Stella the class in a discussion regarding the itself as well as her After the content and of the Stella asks groups to develop a list of conclusions they could draw about the way ethno-racial identity, class, and gender are in the story as well as in the in the She also asks groups to identify wider social issues relating to these three dimensions, as in the story the advertisements. groups are not able to complete this task in class, Stella asks students to their of conclusions as homework for the following She also informs students that each group will one social to focus on as the unit In subsequent Stella to use “The Last of the Belles” to focus students on developing their at key aspects of the socio-cultural context within which the stories that they read written and published. She also how conclusions them to aspects to social issues to their own social Ice Palace” is the first in Scott Fitzgerald's trilogy of stories set in fictional Tarleton, Georgia, in the 1920s. As a love story, it provides an tool for students to the of gender in romantic As a out of story, it is useful for exploring that to the particularly the North and the South. because the story as it Sally Carrol Happer her on the of an open on a day as provides an structure for exploring how experience is in the process of the of her Sally Carrol to out from home to marry a to the she feels as a woman in To her the South is a place where never and she to experience the North where on a big (Short Stories the of her Harry Sally Carrol is first by the land (Short Stories she becomes by several cultural by the of her to make her feel at home (Short Stories by Harry's that she only to about by Harry's about (Short Stories by the and by Harry's on her of her When Sally Carrol becomes from Harry in the that is the of his hometown she up in its for two and becomes and finally she was to the and of Tarleton (Short Stories In this way, the story questions about the of out from for women who have that at least to hypothetical Stella, is by Fitzgerald's rich use of to socio-cultural between the North and the South in “The Ice Palace,” and she decides to present a on the story at an literature in She to with her and while at the is now a of who teachers for high school English classrooms. She also teaches a on research in an of While Stella will one in past conversations with Stella that inquiry is a form of research that to learn more about life experiences by the stories that tell about experiences. that makes of their through had of the best ways to learn more about experience is by examining the stories that tell about their that typically or conversations with the who have to in their and to the stories that these share then in their own or the stories that they have been the stories for key and then the stories to provide to them so that they can be further or with The story may be around the of events that it it might be around such as and

Teaching Tarleton

In the essay "Different Themes Rendered with Similar Approaches — A Comparison between The Sun Also Rises and The Great Gatsby," the author examines thematic similarities between Hemingway’s The Sun Also Rises and Fitzgerald’s The Great Gatsby, highlighting the decadence, disillusionment, corruption, and failure of the 1920s (Shen). This essay provides valuable background for understanding the Lost Generation's literary history and societal context. However, using Harold Aram Veeser's New Historicism framework, our study narrows the focus to fickle relationships and chronic dissatisfaction in the post-WWI generation. By comparing The Sun Also Rises and The Great Gatsby, alongside The Sound and The Fury and works by T.S. Eliot, our research explores how unstable relationships reflect the broader existential crises of the era.

Fitzgerald and France, Or “The Course Of True Love Never Did Run Smooth” <i>A Review Essay</i>

The Challenges of Retranslating <i>The Great Gatsby</i> into Hungarian With a Focus on Metaphors of Emotion and Embodiment

Most undergraduate students are more interested in films than literary works these days. Therefore there are lots of literary courses in which DVD and YouTube are used for helping students understand literary works. Since the final objective of literary education is the development of students’ thinking ability, comparing a film with a literary text is a good way to achieve this goal. This essay examines how using a film adaptation in teaching a literary work can be helpful in developing students’ thinking ability, presenting my own teaching experience of comparing F. Scott Fitzgerald’s The Great Gatsby and Baz Luhrmann’s film adaptation of the novel. In the first place, this article discusses various critical issues in comparing the original work and one of its film adaptations in the preparation of the “British and American Literature and Film” course, such as the representation of Nick Carraway, Jay Gatsby and the issue of the American Dream. It then presents notable parts of the novel and the corresponding scenes from the film adaptation, as well as students’ activities in the class. It also examines the summaries of five outstanding student assignments that demonstrate their analytic, critical, creative, and logical thinking abilities. Finally, it analyzes students’ responses to the survey questions that confirms the effectiveness of a literature course that utilizes film adaptations.

Last Kiss The Great Gatsby The Great Gatsby: An Edition of the Manuscript

The Grotesque Rose:Medieval Romance and The Great Gatsby Jerome Mandel (bio) It might seem perverse if not plain wrong to affirm, as I shall in this paper, that F. Scott Fitzgerald, known for his careful examination of the human heart and for his realistic evocation of the Jazz Age, Swiss mental hospitals, and Hollywood in the 1930s, should also be guilty of writing medieval romance. Fitzgerald is known primarily as a "realistic" writer: to be sure, not as intelligent a realist as Gertrude Stein, nor as intellectual a realist as Joyce, nor as depressive a realist as Hemingway, nor as evocative a realist as Faulkner—but a palpable realist nonetheless. Perhaps Fitzgerald was a lyrical realist or, more likely, a romantic realist.1 We all accept the notion of romance in his writing. Both Tender is the Night and The Last Tycoon are subtitled "A Romance" (Bruccoli, Grandeur 343). And at the end of his life Fitzgerald thought of himself as a "romance writer." But I mean romance in quite a different sense. I want to look at the ways Fitzgerald used the design, characters, details, and distinguishing characteristics of medieval romance in composing The Great Gatsby. [End Page 541] I have said that to call Fitzgerald a writer of medieval romance appears a perverse claim. First of all, it presupposes a scholarly temperament and historical perspective of which Fitzgerald has never been accused before. Although he did become something of an aficionado of the Napoleonic wars, claiming to have 300 books on the subject in his library, Fitzgerald was no scholar (Turnbull 49). He was constantly about to fail out of Princeton, and he finally succeeded. His Latin was fair. But he knew French literature only in translation, and throughout his life he spoke no more than "restaurant French" (Bruccoli, Grandeur 238).2 The second reason it seems perverse to claim Fitzgerald was purposely writing medieval romance is that his doing so assumes a method of literary composition of which he has never been thought capable before. Fitzgerald composed at speed and revised at leisure. His method did not lend itself to the elegant transmutation of previous literary modes—the sort of thing one admires in Joyce, for instance. In his early works especially, Fitzgerald "transmuted autobiography": that is, by combining "his own emotions with the qualities of an actual figure" (Bruccoli, Grandeur 127) or someone he had read about or even characters he had created earlier, he transmuted the events of his personal and his imaginative life into fiction. Late in his life, he admitted to Laura Guthrie, his secretary: "I take people to me and change my conception of them and then write them out again. My characters are all Scott Fitzgerald. Even my feminine characters are feminine Scott Fitzgeralds" (Turnbull 267, 66, 315; see also Lid, Corso, Mellow). We know a great deal about Fitzgerald's personal life during the time he worked on The Great Gatsby: we know what he was reading and the kinds of things that were foremost in his mind. We can see how close his fiction is to his own life. During the eighteen months he spent with Zelda and the baby in Great Neck, New York, where he had gone to write The Great Gatsby, "so many New York friends" dropped in to drink and frolic "that serious, sustained writing had become impossible" (Piper 103). So they left in May, 1924, for the south of France where their money would go farther and where they could be free from the rigors of constant partying. As soon as he arrived on the Riviera, Fitzgerald wrote to a friend: "I'm going to read nothing but Homer & Homeric literature—and history 540-1200 A.D. until I finish my novel . . ." (Bruccoli, Grandeur 197). Curious reading for The Great Gatsby; perhaps he even did it.3 [End Page 542] That summer, while Fitzgerald was reading and writing, Zelda, who could rarely tolerate Fitzgerald at work, took Scottie to the beach at St. Raphael—and met and fell in love with Edouard Josanne, the handsome French aviator who kept her amused. Fitzgerald's Ledger identifies "13th of July" as the date of "The...

F. Scott Fitzgerald, Virginia Woolf, and the Watch for Spots of Time