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The Rise and Fall of English: Reconstructing English as a Discipline
In this lucid book an eminent scholar, teacher, and author takes a critical look at the nature and direction of English studies in America. Robert Scholes offers a thoughtful and witty intervention in current debates about educational and cultural values and goals, showing how English came to occupy its present place in our educational system, diagnosing the educational illness he perceives in today’s English departments, and recommending theoretical and practical changes in the field of English studies. Scholes’s position defies neat labels―it is a deeply conservative expression of the wish to preserve the best in the English tradition of verbal and textual studies, yet it is a radical argument for reconstruction of the discipline of English.
The book begins by examining the history of the rapid rise of English at two American universities―Yale and Brown―at the end of the nineteenth and beginning of the twentieth century. Scholes argues that the subsequent fall of English―discernible today in college English departments across the United States―is the result of both cultural shifts and changes within the field of English itself. He calls for a fundamental reorientation of the discipline―away from political or highly theoretical issues, away from a specific canon of texts, and toward a canon of methods, to be used in the process of learning how to situate, compose, and read a text. He offers an eloquent proposal for a discipline based on rhetoric and the teaching of reading and writing over a broad range of literatures, a discipline that includes literariness but is not limited to it.
The book begins by examining the history of the rapid rise of English at two American universities―Yale and Brown―at the end of the nineteenth and beginning of the twentieth century. Scholes argues that the subsequent fall of English―discernible today in college English departments across the United States―is the result of both cultural shifts and changes within the field of English itself. He calls for a fundamental reorientation of the discipline―away from political or highly theoretical issues, away from a specific canon of texts, and toward a canon of methods, to be used in the process of learning how to situate, compose, and read a text. He offers an eloquent proposal for a discipline based on rhetoric and the teaching of reading and writing over a broad range of literatures, a discipline that includes literariness but is not limited to it.
222 pages, Paperback
First published January 1, 1998
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About the author
Robert Scholes
82 books17 followersRobert E. Scholes was an American literary critic and theorist. He is known for his ideas on fabulation and metafiction.
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Displaying 1 - 13 of 13 reviews
January 10, 2009
Narrates the "fall of English" from a passionate oratory form to the theory heavy literature focused discipline it hypothetically is now (according to Scholes). But, this book only looks at this fall via the lens of Yale and Brown. And, the difference between English and Composition is hardly acknowledged.
July 9, 2021
The Dismantling of Rhetoric and Revival of the Trivium - I came across this book and its follow-up volume when looking into history of rhetoric and oratory (see my review of Gaillet et Homer's "The Present State of Scholarship in the History of Rhetoric: A Twenty-First Century Guide )" along with where the English discipline fits into that progression. Moreover, I had read and found value in Scholes’ works before (see my reviews of "Fabulation and Metafiction" and Moretti's "Distant Reading") so I was curious to see what he had to say.
As it turns out, I read his second book in the set first (see my review of "English after the Fall: From Literature to Textuality") due to its more immediate availability for me. However, I found this initial text even more useful in terms of background in the immediate topic of my concern as well as well as other related interests, i.e. the revival of the classic trivium, but more about all that below.
Regarding contents, Scholes proceeds through a Preface and Acknowledgements, then 5 chapters. In Chapter 1, he treats ‘The Rise of English in Two American Colleges’ and ‘Assignment One: My Life in Theory’.’ More specifically, he relates history of the discipline at Yale and Brown, the former where he got his Ph.D. and the latter where he taught longest and finished his career. Within Chapter 2, "No Dog Would Go on Living Like This" and ‘Assignment Two: Theory in the Classroom,’ Scholes relates the way English has operated in more recent years and how he developed his own practices. Continuing in Chapter 3 with “What is Becoming an English Teacher?’” and “Assignment Three: ‘So Happy a Skill,’” he relates English profession requirements and his working with students and texts. As a departure in Chapter 5,” A Flock of Cultures: A Trivial Proposal” and “Assignment Four: Pacesetter English,” Scholes conveys proposed changes and a related reform effort with which he was involved. Finally, in Chapter 5, “A Fortunate Fall?”, Scholes concludes that perhaps the current of events will eventually turn out to be beneficial (again see his follow-up book)
Parts of this book that I found most useful were the history of the discipline and learning more about Scholes’ background (Although regretful that Scholes had died in December 2016 and there would no further from him on these matters, I was glad for what he has left us). There are the parts about how English arose from Rhetoric, the diminution of oratory and the concentration on reading, writing and criticism until that’s what it became. Then, there was my delight that Scholes came back to including all the elements of classic trivium, i.e. rhetoric, grammar and dialectic or logic (see my review of Sister Mariam Joseph’s "The Trivium: The Liberal Arts of Logic, Grammar, and Rhetoric"), in his revival proposals.
Although Scholes provides us with much background, I wanted to know further about how rhetoric as oratory or speech came to be addressed within and outside academia. Also, while the author substantiates his view of English’s rise and fall with ample documentation, I would like to have seen some data and the use of a chart for a visual depiction. Tables would also have been helpful in further representing and better clarifying his recommendations as well. Such steps would be in keeping with the kind of facility that would be the result of the combining skills from all elements of the trivium.
Even with my desire for more, Scholes’ The Rise and Fall of English” and “After the Fall” remain indispensable resources in helping point the way forward for his discipline, other Humanities and all fields that could benefit from more balanced investigation and learning in the ongoing pursuit of truth and useful knowledge.
As it turns out, I read his second book in the set first (see my review of "English after the Fall: From Literature to Textuality") due to its more immediate availability for me. However, I found this initial text even more useful in terms of background in the immediate topic of my concern as well as well as other related interests, i.e. the revival of the classic trivium, but more about all that below.
Regarding contents, Scholes proceeds through a Preface and Acknowledgements, then 5 chapters. In Chapter 1, he treats ‘The Rise of English in Two American Colleges’ and ‘Assignment One: My Life in Theory’.’ More specifically, he relates history of the discipline at Yale and Brown, the former where he got his Ph.D. and the latter where he taught longest and finished his career. Within Chapter 2, "No Dog Would Go on Living Like This" and ‘Assignment Two: Theory in the Classroom,’ Scholes relates the way English has operated in more recent years and how he developed his own practices. Continuing in Chapter 3 with “What is Becoming an English Teacher?’” and “Assignment Three: ‘So Happy a Skill,’” he relates English profession requirements and his working with students and texts. As a departure in Chapter 5,” A Flock of Cultures: A Trivial Proposal” and “Assignment Four: Pacesetter English,” Scholes conveys proposed changes and a related reform effort with which he was involved. Finally, in Chapter 5, “A Fortunate Fall?”, Scholes concludes that perhaps the current of events will eventually turn out to be beneficial (again see his follow-up book)
Parts of this book that I found most useful were the history of the discipline and learning more about Scholes’ background (Although regretful that Scholes had died in December 2016 and there would no further from him on these matters, I was glad for what he has left us). There are the parts about how English arose from Rhetoric, the diminution of oratory and the concentration on reading, writing and criticism until that’s what it became. Then, there was my delight that Scholes came back to including all the elements of classic trivium, i.e. rhetoric, grammar and dialectic or logic (see my review of Sister Mariam Joseph’s "The Trivium: The Liberal Arts of Logic, Grammar, and Rhetoric"), in his revival proposals.
Although Scholes provides us with much background, I wanted to know further about how rhetoric as oratory or speech came to be addressed within and outside academia. Also, while the author substantiates his view of English’s rise and fall with ample documentation, I would like to have seen some data and the use of a chart for a visual depiction. Tables would also have been helpful in further representing and better clarifying his recommendations as well. Such steps would be in keeping with the kind of facility that would be the result of the combining skills from all elements of the trivium.
Even with my desire for more, Scholes’ The Rise and Fall of English” and “After the Fall” remain indispensable resources in helping point the way forward for his discipline, other Humanities and all fields that could benefit from more balanced investigation and learning in the ongoing pursuit of truth and useful knowledge.
February 18, 2018
This book is not something I've read cover to cover, but it's useful for the undergraduate student.
September 3, 2008
I am on a serious pedagogy kick right now, and this filled the void that Bloom left- the "what should we really DO?" void, as well as the oft-ignored need for a direction in the humanities, a real aspiration toward truth and away from trends for their own sake. As a future college educator I feel rewarded and inspired by the lucid outlining of the real concerns of education in the liberal arts and the "assignments" provided some serious insights without seeming too rigid or stuffy...though, how could a call for movement toward truth and beauty be stuffy?
The writing is loose and fluid overall- when he speaks to having wanted to be a "writer" (whatever that means), I believe it. Writes like he was educated by his response to educational reform. Anecdotal, but not overly so. Serious but refreshing and occasionally playful...blah blah blah.
The best essay is "So Happy a Skill" (assignment 3)- we witness the meta-development of metaphor as descriptive tool which is really friendly and flawless.
Really deserves he 5 stars. And if you were supposed to get this book for class and the Bookie was sold out- sorry. I wanted to read it. I'll bet that was a great class, though.
The writing is loose and fluid overall- when he speaks to having wanted to be a "writer" (whatever that means), I believe it. Writes like he was educated by his response to educational reform. Anecdotal, but not overly so. Serious but refreshing and occasionally playful...blah blah blah.
The best essay is "So Happy a Skill" (assignment 3)- we witness the meta-development of metaphor as descriptive tool which is really friendly and flawless.
Really deserves he 5 stars. And if you were supposed to get this book for class and the Bookie was sold out- sorry. I wanted to read it. I'll bet that was a great class, though.
November 24, 2016
First of all, this is a very well-written collection of linked essays. Non-narrative non-fiction that drew me in and compelled me to keep turning pages--that is quite a feat. And I was buying the premise of his argument and agree wholeheartedly with his identification of the problems of English Departments. Perhaps I'm just a too thoroughly indoctrinated child of the theory era, but I found his solution to be far too conservative in its thinking. I won't offer spoilers, but he lost me by Chapter 4 when he began to introduce a trivium of classical skills from which English programs should be built. Undoubtedly a smart, well-informed, well-written piece. But I simply couldn't get on board with the classical nature of his solution.
January 4, 2008
I read this book the second to last semester of my undergrad program (Music Ed and Spanish Majors) and I very nearly decided that I was going to be an English teacher because of it. It got me so excited about my own language, and Scholes seems to rise above the clamor of the pendulum swings that typify our educational and philosophical foci.
This book is a must read for any English-Speaking educator or teacher of English. It gives a greater sense of purpose and perspective to our profession, which sometimes gets lost in the fray of lesson plans and crappy administration.
This book is a must read for any English-Speaking educator or teacher of English. It gives a greater sense of purpose and perspective to our profession, which sometimes gets lost in the fray of lesson plans and crappy administration.
February 2, 2012
Shockingly, I really enjoyed this text. I anticipated hating the book, which was certainly not the case. I really enjoyed the way Scholes broke down the evolution of English as a discipline. It reminded me of many of the flaws of the English department I experienced during undergrad. My one issue with the text was the lack of diversity in the authors he referenced throughout the book as well as within the teaching unit he presents in the end. But definitely readable and helpful.
September 9, 2012
Scholes presents some interesting ideas on the rise of English literature departments in America, current decline, and ways to restructure or reorient thinking to make literature studies more widely accessible and relevant. Not all the politics may agree, but the ideas (esp. Ch 3-5) are good. Recommended for those teaching literature or devising writing courses.
September 5, 2016
I feel like I should keep this book because it's "important" and represents a lot of what we discussed/argued in the courses for my master's in English, but... will I ever read it again? Did I even read it all the way through in the first place. I'm thinking...no.
May 28, 2013
This book has me thinking deeply. It's characterized by a breezy tone (breezy for a theoretical piece, at least). But the arguments Scholes makes are strong. I'm surprised at how compelling I find them.
October 7, 2009
I wish I could rate this book lower than one-star. Like negative 10 stars. It was so awful and the only reason I read it is because it was required for school.
December 11, 2009
Read for grad school, but I can't remember a whole lot about it.
March 15, 2011
"if we can no longer find it possible to believe in Truth, we must nevertheless find our way to truthfulness" p. 151
Displaying 1 - 13 of 13 reviews