Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Bibliography: leaves 230-236.

Thesis (Ph. D.)--Johns Hopkins University, 1915. / Vita. Bibliography: p. [95]-96.

Revised version of author's Thesis (doctoral)--University of Oxford, 1984. / Includes bibliographical references (p. 113-116) and index.

Inaug.-diss--Breslau. / Vita.

Proefschrift--Amsterdam.

The purpose of this essay is to determine the use to which Hugh MacLennan has put his knowledge of classical literature, especially myth, in writing three of his novels. The novels are first considered individually and are then related to one another to indicate the development of their structures and themes, MacLennan's technique and thought. The first chapter shows MacLennan's affinity for classical literature, indicates the general critical awareness of classical elements in his novels, and also shows how mythic analysis is of use in interpreting the novels. Central to MacLennan's use of classical myth is Homer's Odyssey, and the basic plot and characters of the Greek epic are described, indicating what MacLennan chooses from the classic for his own purposes. The importance of myth, as such, is considered, and it is suggested that MacLennan himself has attempted to write a "myth" appropriate to modern Canada. The second chapter is a consideration of Barometer Rising, indicating mythic parallels and relevant structures of imagery. The plot structure is examined and is compared to the mythoi or archetypal plots suggested by Northrop Frye in Anatomy of Criticism. The novel is shown to be a comic-romance in which the romantic hero is dominant, although there is an ironic hero present. The main theme appears as a search for national identity. The third chapter is a consideration of Each Man's Son, again indicating mythic parallels and relevant structures of imagery. Examination of the plot structure reveals a growing stress on the ironic hero and an unstressing of the romantic hero. The theme appears as a more personal search for identity. The fourth chapter is a consideration of The Watch that Ends the Night, again indicating mythic parallels and relevant imagery. Here, the ironic hero comes to full dominance over the romantic. The theme has become almost entirely a personal search for internal identity. It is shown how, in this novel, MacLennan resolves the conflict explored in the other two novels by submerging it in a larger (basically mystical) pattern. The fifth chapter shows how MacLennan’s techniques and themes have developed, how his final religio-philosophic resolution is related to classical humanism (particularly the philosophy of Heraclitus), and how his use of myth is relevant and valuable to the modern world. It becomes clear that the farther MacLennan moves from a direct representation of the classical myth, the closer he moves to creating a meaningful myth of his own. MacLennan is related to other modern writers and is shown to be in a main stream of modern thought, following a major theme in western literature that has been particularly important since the Victorian Period. He comes to a synthesis of classical and Christian thought which results in an affirmative philosophy. / Arts, Faculty of / English, Department of / Graduate

No description available.

This project is divided into two parts. It is argued in Part I that the teaching of mythology to students in English programs at the secondary level provides a foundation for their study of literature. The mythology of the ancient Greeks, the legends and myths of Europe, and native North American folklore are a rich source for students, both in the characters, plots and themes they present, and also for the structures that have becom1e archetypes upon which much literature is based. In order to show that the mandate set out by the Ministry of Education for this development of curriculum is satisfied by this project, an examination of the relevant literature is presented. A critical analysis of the curriculum theories of Joseph Schwab is presented in some detail. The suitability of his theory of deliberation as the basis of the development of this curriculum project is explained. The implementation of these units in one particular school is recounted. The concluding chapter of Part I describes the data collection that has been used in evaluating and revising of these units. Part II contains one unit of mythology for the advanced level English program in each of grades 9, 10, 11 and 12. These units reflect and contain the ideas developed and expanded upon in Part I. Each unit is the first one taught at that grade level and informs the way in which the students read the other literature on the course. These units identify objectives, strategies and suggested evaluation procedures. Each of the units also includes a resource list, and a bibliography. In addition, each unit represents a balanced selection of literature, language and media, in keeping with the guidelines established by the Ministry of Education. Part II also presents specific lesson plans and activity sheets for individual lessons. The instruction strategies suggest a variety of pedagogical activities for individuals, pairs, small groups and whole class instruction. An independent study component is provided with each unit. / Thesis / Master of Arts in the Teaching of English (MATE)

No description available.

No description available.