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9781433129476

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Reading these committed, intense essays about teaching literature at Ridgeview is a rejuvenating experience for me. I think of something the twenty-three-year-old Keats said in one of his letters: 'Probably every mental pursuit takes its reality and worth from the ardor of the pursuer.' There's no doubting the ardor of these wonderful teachers of literature, nor the depth of engagement and insight that their fortunate students' continue to experience in their courses centered on wonderfully generative questions about the works they study! Speaking of which, was Keats right? Was his a despairing comment? Something deeper? How does it relate to his matchless poetry? Such are the kinds of questions that students discuss in this superb school. Many congratulations on the ardor and excellence of Ridgeview! (E. D. Hirsch, Author of Validity in Interpretation and The Making of Americans: Democracy and Our Schools) Slow down, don't move too fast. In essence, this is the approach to literature taken at Ridgeview Classical School, a charter K-12 where dedicated teachers turn ordinary kids into passionate, discerning readers. In an inspiring collection of essays written by both teachers and students, Teaching Literature at Ridgeview documents how close reading, when taught in discussion-based classes, can restore the Great Books to their necessary place in our schools, our minds, and our lives. (Elissa Guralnick, Professor of English and Musicology, University of Colorado Boulder)

Reading these committed, intense essays about teaching literature at Ridgeview is a rejuvenating experience for me. I think of something the twenty-three-year-old Keats said in one of his letters: `Probably every mental pursuit takes its reality and worth from the ardor of the pursuer.' There's no doubting the ardor of these wonderful teachers of literature, nor the depth of engagement and insight that their fortunate students' continue to experience in their courses centered on wonderfully generative questions about the works they study! Speaking of which, was Keats right? Was his a despairing comment? Something deeper? How does it relate to his matchless poetry? Such are the kinds of questions that students discuss in this superb school. Many congratulations on the ardor and excellence of Ridgeview! (E. D. Hirsch, Author of Validity in Interpretation and The Making of Americans: Democracy and Our Schools) Slow down, don't move too fast. In essence, this is the approach to literature taken at Ridgeview Classical School, a charter K-12 where dedicated teachers turn ordinary kids into passionate, discerning readers. In an inspiring collection of essays written by both teachers and students, Teaching Literature at Ridgeview documents how close reading, when taught in discussion-based classes, can restore the Great Books to their necessary place in our schools, our minds, and our lives. (Elissa Guralnick, Professor of English and Musicology, University of Colorado Boulder)

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Russell Weaver received a BA in English from Tulane University and a PhD in English from the University of Chicago. He has taught English for thirty-two years, the last twenty-nine at Ashland University in Ashland, Ohio. His publications include two books: Questioning Keats: An Introduction to Applied Hermeneutics (Peter Lang, 2006) and The Moral World of Billy Budd (Peter Lang, 2015), the interpretive procedure of each growing out of his teaching experience.

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