Revenge and Release in High School Lexicography :: Education Teaching Lexicography Essays

Revenge and Release in High School Lexicography Eighteenth deoxycytidine monophosphate British literature can be a hard sell for high school students excepting Gullivers Travels, it seems they would rather chew through the ossified gum underneath their desks than the periods personal essays and heroic couplets. Given their general reaction to the century, studying Dr. Johnsons lexicography would not seem a sure-fire visualise for pedagogical fireworks. Nevertheless, it was I had underestimated the emotional potential of high school lexicography. Simply reading portions of Johnsons A Dictionary of the English Language did not break open my students interest, but reading his entries with the prospect of writing their own caused a few mental sparks. It was, however, the process of defining and sharing these words--their words and their world--that brought literary ignition amidst a seemingly inflammable century. Why? There are peripheral reasons which I will discuss, but the central fuel was the emotional element of lexicography, the potential for penalize and release. Our crucial first step was acquaintance with the Great Lexicographer (Dixon 220). We needed the invigoration of knowing the man, and his friend Boswell introduced us. In our texts excerpt from his The Life of Samuel Johnson, the transportation system which ingratiated Johnson with students was his initial joke at the biographers expense for with that quickness of wit for which he was so remarkable, he seized the expression come from Scotland, which I used in the sense of being of that country and, as if I had said that I had come away from it, or left, retorted, That, Sir, I find, is what a very great numerous of your countrymen cannot help. (578) Perhaps Johnsons cockiness or Boswells reaction--This stroke stunned me a good deal and when we had sat down, I felt myself not a little embarrassed, and apprehensive of what might come next (578)--resonated with the students experience. Either way, reading and discussing this passage coalesced the 18th C. parlor and the 20th C. locker room, instilling well-nigh respect and preconditioning recognition of Johnsons witty agenda. Analysis of Johnsons preface to A Dictionary of the English Language deepened their relationship with the lexicographer. We appreciated his sarcasm in contrasting his labor with that of other scholars and artists Among these unhappy mortals is the writer of dictionaries . . . doomed only to remove rubbish and clear obstructions from the paths through which learning and genius press earlier to conquest and glory, without bestowing a smile on the humble drudge that facilitates their progress.