Meaning

1. What were some of the qualities Molly Brown possessed as a child that gave an early indication of what her adult personality would be like?

2. Was Mrs. Brown’s conduct in the Titanic disaster truly heroic, or was it simply characteristic of the way she approached every event in her life? Support your answer with references to the text.

Method

1. In writing, the theme is the author’s central idea or premise, forming the basis for the work - whether a poem, short story, essay, or full-length book. What is the theme of this essay? Express it in your own words.

2. The first paragraph of this selection opens with the statement: “Molly Brown was as naively colorful as she was brave.” Trace both elements as Fowler develops them through the essay.

3. “The Unsinkable Mrs. Brown” is an example of not only a familiar essay but also a journalistic style - with informal language, short sentences, verbs in the active voice, and brief paragraphs. Translate the following examples of journalese into standard English (for example, tin-roof Celt = an Irishman from a poor family):

• titled bigwigs

• tied the purse strings

• progress from Leadville

• social tabbies

• to lorgnettes

• preening dowagers

• conning spongers

4. Characterization refers to the methods the author uses to present a character. There are several techniques of characterization:

• showing the character’s actions and speech;

• giving a description of the character:

• revealing the character’s thoughts:

• revealing what others in the story think about the character;

• commenting on the character. Which of these five methods has Gene Fowler used in “The Unsinkable Mrs. Brown?” Give an example for each method you name.

Language: words derived from classical history and mythology

Gene Fowler says that Molly Brown is delicacy as an infant “in no way augured” her vigor and robustness as an adult. The verb augur, meaning “to give an early promise or indication of,” comes from the Latin noun augur, meaning “prophet” or “soothsayer.” In ancient Rome, public augurs regularly consulted before military campaigns, public events, or business transactions to interpret any signs or omens accompanying the occasion. The augurs usually read the omens, or auspices, by interpreting the flight or behavior of birds, by inspecting the entrails of slain beasts, or by studying such natural phenomena as thunder and lightning.

Another word with classical is cornucopia, which Fowler uses to describe the Little Johnny gold mine. The term comes from Latin cornucopiae, ”horn of plenty,” and is connected with two myths. The first concerns the myth of Zeus, the supreme god in Greek mythology, who as an infant was suckled by the goat Amalthea. Zeus later took the broken horn of Amalthea, filled it with fruits and grain as a symbol of plenty, and placed it with the goat among the stars. The second myth concerns Hercules, the most famous of the heroes in Greek mythology. Hercules once fought the river god Achelous and beat him, but Achelous changed himself into a bull and charged Hercules anew. Hercules won again and tore off one of Achelous’s horns, from which the water nymphs fashioned the Horn of Plenty, overflowing with fruit, grain, and flowers.

Many other words in our everyday language have classical or mythological origins. Some examples appear in italics in the following sentences.

Read the sentences and, using a dictionary if necessary, explain what each of the italicized words means in its context. Then look the words up in an unabridged dictionary. What are the classical or mythological origins of the word and its present meaning? If you can, look in a classical dictionary or in an encyclopedia of mythology for the full history or explanation of the myth behind the words.

1. The college tantalized her with an offer of a scholarship.

2. Mrs. Stevenson is the mentor of our drama society.

3. He certainly has a mercurial disposition.

4. Did you watch the Olympics on TV last week?

5. We spent last summer’s vacation in rather Spartan surroundings.

6. We are going to the museum of art tomorrow afternoon.

7. I managed to finish the report, but only through a herculean effort.

8. There is a new rostrum in the auditorium.

9. I just read an interesting article on vulcanization.

Discovering Rhetorical Strategies

1. Some of the author’s sentences are very long while others are quite short. What effects do these changes in sentences length have on you as a reader? Give a specific example of a shift in length from one sentence to another and explain its effect.

2. The essay is filled with interesting similes (comparisons using like and as) and metaphors (comparisons without like and as). Find at least one simile and metaphor, and explain how it works within the context of its sentence or paragraph. What additional information do we learn with the help of them?

3. What is the point of view of the author in this essay? Would the essay be more effective if it were reported from the standpoint of Mrs. Brown?