Hopkins elementary school sherwood: Hopkins Pre-Kindergarten – Now Accepting 2019-20 Interest Forms

J Clyde Hopkins Elementary School in Sherwood, OR

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School District
Sherwood School District 88j

J Clyde Hopkins Elementary School Information:

• Enrollment, Ranking, and Statistics
• Find Alumni
• Students by Gender
• Students by Ethnicity
• Free and Reduced Lunch Assistance
• Compare to Other Schools
• Top Nearby Elementary Schools

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J Clyde Hopkins Elementary School Enrollment, Ranking, and Statistics

J Clyde Hopkins Elementary School is a public elementary school located in Sherwood, OR in the Sherwood School District 88j. It enrolls 539 students in grades 1st through 12th.
J Clyde Hopkins Elementary School is the 125th largest public school in Oregon and the 18,422nd largest nationally.
It has 20.2 students to every teacher.

Total Students: 539
Pupil/Teacher Ratio: 20.2:1
Full Time Teachers: 26.7

Enrollment Rank Nationally: 18,422nd out of 56,369
Enrollment Rank in Oregon: 125th out of 779
Student/Teacher Rank in Oregon:
473rd out of 779
Full Time Teacher Rank in Oregon:
151st out of 779

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Find Former JCHES Alumni

View alumni from J Clyde Hopkins Elementary School at Classmates.com®

The form below lets you find J Clyde Hopkins Elementary School alumni info and J Clyde Hopkins Elementary School students.

First Name

Last Name

Graduation Year

Graduation Year202620252024202320222021202020192018201720162015201420132012201120102009200820072006200520042003200220012000199919981997199619951994199319921991199019891988198719861985198419831982198119801979197819771976197519741973197219711970196919681967196619651964196319621961196019591958195719561955195419531952195119501949194819471946194519441943194219411940193919381937193619351934193319321931193019291928192719261925192419231922192119201919191819171916191519141913191219111910

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J Clyde Hopkins Elementary School Students by Gender

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J Clyde Hopkins Elementary School Students by Ethnicity

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J Clyde Hopkins Elementary School Free and Reduced Lunch Assistance

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Out of 711 ranked schools in Oregon, J Clyde Hopkins Elementary School is ranked 350th for total students on lunch assistance.

The percentage of J Clyde Hopkins Elementary School students on free and reduced lunch assistance (38.6%) is lower than the state average of 53.8%. This may indicate that the area has a lower level of poverty than the state average.

Students at a participating school may purchase a meal through the National School Lunch Program. Families with incomes between 130%
and 185% of the federal poverty level are eligible for reduced price meals.
Schools may not charge more than 40¢ for reduced-price lunches, nor more than 30¢ for reduced-price breakfasts.
Students from families with incomes at or below 130% of the federal poverty level are eligible for free meals.

For 2014, a family of two needs to make an annual income below $20,449 to be eligible for free meals or below $29,100 for reduced price meals.
A family of four needs to make an annual income below $31,005 for free meals or $44,122 for reduced price meals.

J Clyde Hopkins Elementary School Trends Over Time

Total Students Over Time

Student Teacher Ratio Over Time

Student Teacher Ratio Over Time

Year	Student Teacher Ratio
2005	20. 8
2006	19.7
2007	19.3
2008	19.8
2009	18.1
2010	20
2011	20.7
2012	22.9
2013	20.3
2014	20
2015	20.2

Lunch Assistance Over Time

Lunch Assitance Over Time

Year	Lunch Assitance
2005	0.1696
2006	0.16842105263158
2007	0.17298937784522
2008	0. 23259259259259
2009	0.36563876651982
2010	0.33663366336634
2011	0.34563106796117
2012	0.36943907156673
2013	0.3508064516129
2014	0.37109375
2015	0.38589981447124

Compare J Clyde Hopkins Elementary School to Other Elementary Schools

Student Teacher Ratio Comparison

1,598.0%	16.0:1
1,780.7%	17.8:1
2,020. 0%	20.2:1

Free and Reduced Lunch Comparison

Top Nearby Elementary Schools

School	Type	Grades	Students	Student Teacher Ratio	Distance
J Clyde Hopkins Elementary School Sherwood, OR	Public	PK – 05	539	20. 2:1
Sherwood Middle School Sherwood, OR	Public	06 – 08	735	22.9:1	1 miles
Sherwood Charter School Sherwood, OR	Public	KG – 08	217	17.5:1	1 miles
St Francis School Sherwood, OR	Private	KG – 08	171	15:1	1 miles
Archer Glen Elementary School Sherwood, OR	Public	KG – 05	525	22. 5:1	1 miles
Edy Ridge Elementary School Sherwood, OR	Public	KG – 05	539	21.8:1	2 miles
Laurel Ridge Middle School Sherwood, OR	Public	06 – 08	491	22.1:1	2 miles
Middleton Elementary School Sherwood, OR	Public	KG – 05	621	23. 1:1	2 miles
Deer Creek Elementary School Tigard, OR	Public	KG – 05	600	19.5:1	4 miles
Hazelbrook Middle School Tualatin, OR	Public	06 – 08	958	19.7:1	4 miles
Edward Byrom Elementary School Tualatin, OR	Public	KG – 05	560	20. 4:1	4 miles
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J Clyde Hopkins Elementary School in Sherwood, OR

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To verify enrollment eligibility, contact the school or district directly. School data provided by National Center for Education Statistics, Precisely, and GreatSchools. Intended for reference only. The GreatSchools Rating is based on a variety of school quality indicators, including test scores, college readiness, and equity data.

Hopkins ES / Homepage

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  Parents, click on the picture above for tips on how to support your Kindergarten, First, Second and Third Grade readers! The tips are available in English and Spanish!  

  ¡Padres, hagan clic en la imagen de arriba para obtener consejos sobre cómo apoyar a sus lectores de jardín de infantes, primero, segundo y tercer grado! ¡Los consejos están disponibles en inglés y español!

  
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• Hopkins Students and Staff! Get excited! Pajama Day is coming! Students pay $1 to support our Relay for Life team and you can wear your favorite, school appropriate, pajamas the day before Fall Break!

   

  ¡Estudiantes y personal de Hopkins! ¡Emocionarse! ¡Se acerca el día del pijama! ¡Los estudiantes pagan $ 1 para apoyar a nuestro equipo de Relay For Life y pueden usar su pijama favorito apropiado para la escuela el día antes de las vacaciones de otoño!

   

  
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  Hopkins Elementary School Council Dates

  2022-2023

  September 30, 2022 @ 8:30am, Hopkins ES

  November 16, 2022 @ 8:00am, Berkmar HS

  January 27, 2023 @ 8:30am, Hopkins ES

  March 24, 2023 @ 8:30am, Hopkins ES

  Please email Noelle. [email protected] to confirm your attendance.

  
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• Hopkins hosted Los Ninos Primero this summer!

  
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• Our business partner, Horace Mann, treating teachers to a cool treat during Teacher Appreciation Week.

  
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• Staff members showed their creativity and summer readiness as they participated in the Ultimate Team Challenge for Teacher Appreciation Week.

  
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• Students engaging in various activities related to science, technology, engineering, art, and math while dressing the part.

  
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• Berkmar High School soccer students reminding our students to cheer them at their game to become region champs!

  
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• Students participating in DEAR time for their final Read Across America activity.

  
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• Dr. Hunter is the recipient of the 2022 Gwinnett County Elementary School Counselor of the Year award. Dr. Hunter has a passion for children and making a difference in their lives—whether it’s through church ministry, work in the community, or her role as a school counselor. She believes that every child deserves a champion and she strives to be that champion for all students that she serves.

  
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• Celebrating Black History Month by recognizing HBCUs and African-Americans who have made great contributions to American history.

  
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• Staff proudly wearing the spirt wear shirts donated by Peach State Federal Credit Union.

  
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• Students and staff creatively celebrating the 100th Day of School.

  
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• Students and staff making a large United Way donation to see their principal get taped to the wall.

  
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• Business partner, Horace Mann, visiting Hopkins to donate a bike to the recipient of the Perfect Attendance Bike Raffle. During their visit they also made pancakes for the staff!

  
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• Faculty, students, and community members sharing their culture with students.

  
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• Our principal for the day, Mrs. Alana Hardison, interacted with students and staff members as she experienced being an elementary school principal.

  
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• Teachers and students supporting the United Way campaign by participating in different Friday events.

  
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• Students working at their B. E.S.T.

  
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• Students and staff celebrating their love for reading and math.

  
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• Raising awareness for Breast Cancer Awareness Month.

  
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• Hopkins celebrates National Hispanic Heritage Month.

  
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• This year’s Teacher of the Year, Dr. Melissa Cable!

  
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View Calendar

• SCHOOL INFORMATION

  Principal:  Mr. Gabriel Zaragoza

   

  Student Arrival:  7:30a.m. – 8:15a.m.

  Tardy Bell:  8:15a. m.

  Dismissal:  2:45p.m.

   

  School Colors:  Red, White, and Blue

   

  Mascot:  Patriot

Staff / Information

Routh		Julie	Routh, Julie	Principal	..Administration	Sherwood Elementary		417-523-3800		[email protected]	https://www.sps.org/cms/lib/MO01909182/Centricity/Domain/127/Julie%20Routh.JPG
Wortley		Lisa	Wortley, Lisa	Administrative Assistant	.Administration	Sherwood Elementary	My name is Lisa Wortley and I am originally from Wisconsin (Go Packers!), but I have lived in the area for many years. My husband, daughter, dog and I live in Nixa. I love being in the water during the summer and in the snow in the winter. After last year, I retired from teaching at Cherokee, but it seems that I just can’t get enough of school. Everyone has been nice and welcoming here at Sherwood!	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/802/Wortley.jpeg
Loughary		Brianne	Loughary, Brianne	Administrative Assistant	.Administration	Sherwood Elementary	I’m Brianne Loughary and I’m the administrative assistant at Sherwood. I’m married and have two children, Benjamin and Allison. I enjoy spending time with my family, traveling, being outside, and reading. I’m a Sherwood parent in addition to being a part of the staff. I love being a part of the Sherwood community!	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/802/Bri.jpg
Logan		Abby	Logan, Abby	School Nurse	. Administration	Sherwood Elementary	I started my nursing career way back when as an LPN. I had started my medical career previously as a PCA for several years on the Orthopedic floor and the ortho hospital. Once I received my LPN I started work at the Mercy Rehabilitation hospital and then also picked up work through phoenix home healthcare where I started taking care of Pediatric patients. From there I bridged over at SBU and received my RN license. Once my RN License was obtained I took a position at Mercy on the Pediatric unit!	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/802/Abby.jpg
Mason		Hugh	Mason, Hugh	Interim Community Liaison	.Administration	Sherwood Elementary		417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/802/Mason. jpg
Maggard		Mackenzie	Maggard, Mackenzie	Teacher	.Kindergarten	Sherwood Elementary	I am so excited to be a part of the Sherwood family! I teach because I want to play a part in the lives of the future generations. In teaching an early grade, I get to help shape their view of education and learning and impart the passion that I hold for education to them. I am originally from Lee’s Summit, MO. I moved to Springfield in 2014 to attend Missouri State University, where I graduated in 2018 with a degree in Early Childhood Education.	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/802/Maggard.jpg
Vincent		Amber	Vincent, Amber	Teacher	.Kindergarten	Sherwood Elementary	Hello, my name is Amber Vincent. I just moved to Springfield with my husband, daughter, and our two dogs from Nampa, Idaho. As much as I loved living in the west, I grew up in Pennsylvania and other East Coast states and am happy to be closer. After teaching fourth grade for two years, then preschool, and kindergarten, I realized how much I love the younger grades. I am excited to be teaching Kindergarten again this year! When I am not teaching I enjoy spending time with my family.	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/802/vincent.jpg
McHaffie		Tamra	McHaffie, Tamra	Teacher	.Kindergarten	Sherwood Elementary	I have taught for over 20 years. My husband and I have two children. Kyle is 19 and Summer is 16. I graduated from SBU with my bachelor degree and MSU with a master’s degree. I love teaching-children are my passion! Being able to watch the growth and development that occurs through the year is such a privilege! Mrs. Vorse and I taught together for 16 years at Campbell Elementary. At Sherwood, we have the chance to teach in the same classroom!	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/40/kyle_sbday.jpg
Vorse		Kimberly	Vorse, Kimberly	Teacher	.kindergarten	Sherwood Elementary	My name is Kimberly Vorse. I have taught kindergarten for twenty-one years. I graduated from MSU with my bachelor degree in 1998. I completed my masters in reading in 2003. I taught at Campbell Elementary for seventeen years before coming to Sherwood Elementary School in 2015. Mrs. McHaffie and I have taught together for twenty years. I love teaching! I believe that kindergarten is the foundation for lifelong learning. I am married to my husband, Sean, and have two boys, Matthew and Bradley.	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/802/Vorse. jpg
Cook		Scott	Cook, Scott	Teacher	1st	Sherwood Elementary		417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/802/Cook.jpg
Smith		Sienna	Smith, Sienna	Teacher	1st	Sherwood Elementary		417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/802/Smith.png
Marshall		Laquisha	Marshall, Laquisha	Teacher	1st	Sherwood Elementary	I received a B.S. in elementary education from Charleston Southern University in Charleston South Carolina. I taught 2nd grade in South Carolina for a year before making the decision to relocate back here to my hometown of Springfield, Missouri. I have 3 children. I enjoy singing, spending time with family, and listening to music.	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/40/Marshall.jpg
Garland		Jodi	Garland, Jodi	Teacher	1st	Sherwood Elementary	I was initially inspired to teach through the influences of my former teachers. I have many teachers and coaches who left such a positive impact in my life and a love in my heart for learning. I wanted to become a teacher to inspire others in the same way they inspired me. I continue teaching year after year because, next to being a mother, there is nothing more rewarding than seeing the excitement on the face of a child who just learned what they are capable of.	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/802/Garland.jpg
Burton		Christie	Burton, Christie	Teacher	2nd	Sherwood Elementary	My name is Christy Burton and I am so happy to be working at Sherwood Elementary! I’ve taught over 10 years and I love it! When I am not at school, I am with my wonderful family riding bikes and spending time together. Last summer, added a puppy named Lucy to our family!	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/40/Burtonfamily.jpg
Matson		Anne	Matson, Anne	Teacher	2nd	Sherwood Elementary	My name is Mrs. Anne Matson and I teach 2nd grade at Sherwood. I received my undergrad from MSU and my masters at Drury University. I’ve taught 4th grade, 1st grade, and preschool. I’ve been married for eighteen years and have two children. I enjoy reading, watching old movies, and vacationing at the beach.	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/40/Matson .jpg
Rust		Kylie	Rust, Kylie	Teacher	2nd	Sherwood Elementary	My name is Kylee Rust. I’ve taught second grade at Sherwood for several years. I graduated from the University of Missouri with my undergraduate degree and graduated from Missouri State University with my master’s degree. In my free time I enjoy reading, cooking, doing crafts, and spending time with my family and my dog. I have enjoyed working at Sherwood and look forward to another year filled with learning and laughter!	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/40/rust.jpg
Oligschlaeger		Sam	Oligschlaeger, Sam	Teacher	3rd	Sherwood Elementary	Hello, my name is Sam Oligschlaeger and I am really excited to be joining the Sherwood team as the new 3rd grade teacher! A few things to help you get to know me: I was born and raised in Eureka, Missouri which is just outside of St Louis. I attended Missouri State University and have lived in Springfield for the past 5 years. I love sports, as shown in the picture above when I visited FC Barcelona’s stadium. And some of you may have seen me around since I worked at the boys and girls club at Sh	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/802/Sam.jpg
Cartwright		Lacy	Cartwright, Lacy	Teacher	3rd	Sherwood Elementary	My name is Lacy Cartwright. I’m from Springfield, and moved to the country just outside of Willard a few years ago. My husband, Robby, and I have a daughter, Jamie and I have two stepsons, Matt and Andi. We are the proud grandparents to three grandchildren, Tanner, Alli and Peyton. When I am not at school, I am spending time with my family, my animals, swimming, and building miniature dollhouses with electricity. I collect anything and everything “Turtle”!	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/40/Cartwright Family. jpg
Garner		Lee Amber	Garner, Lee Amber	Teacher	3rd	Sherwood Elementary	A former Sherwood Superstar! I have lived in Springfield all of my life, now with my husband and two kids. Growing up I attended Sherwood, Carver, and Parkview. I then moved onto college using my A+ Scholarship at OTC. I continued perusing my teaching career at Drury University, where I graduated with my Bachelors of Elementary Education degree in 2010. I have taught for 6 years in Springfield Public Schools. I love teaching and watching my students learn! I am excited to be a Sherwood Superstar	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/802/Garner.jpg
Rowley		Emily	Rowley, Emily	Teacher	3rd	Sherwood Elementary	My name is Emily Rowley. I am a 3rd grade teacher at Sherwood. I graduated from Missouri State and am from Bolivar, MO. We have 1 dog, named Bella that we like to take on walks and spend time with outside. We like to spend our weekends exploring and traveling around the area and trying local restaurants and shops. I love being part of the Sherwood community and can’t wait to see the amazing things that we do together at our school!	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/802/EmilyRowleyFamilyPhoto.jpg
Hove		Brooke	Hove, Brooke	Teacher	4th	Sherwood Elementary	Hello, Sherwood!! My name is Brooke Hove. I grew up in Minnesota and graduated from Evangel University with a major in Elementary and Special Education. Besides being a teacher and loving kids, my heart is the happiest when I’m with my friends and family. Some of my favorite things include photography, being on the lake, playing games, and eating ice cream! I’m ready to bring my passion for learning to the classroom this upcoming school year. I am extremely excited to be a Sherwood Superstar!	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/802/Hove.jpg
Rounsaville		Stephanie	Rounsaville, Stephanie	Teacher	4th	Sherwood Elementary	Hi, my name is Stephanie Rounsaville! I teach 4th grade at Sherwood. I attended Springfield Public Schools through grade school and graduated from Hillcrest. It was through my experience in SPS that I developed a passion for teaching. I graduated from MSU with a degree in Elementary Education 2015. Outside of school, I enjoy spending time with my family and friends, attending church, running, yoga, reading, and watching movies.	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/40/Rounsaville.jpg
Cox		Tracie	Cox, Tracie	Teacher	4th	Sherwood Elementary	I am excited to be a part of the 4th grade team at Sherwood Elementary. Prior to Sherwood, I spent three years as a 6th grade teacher in Bois D’Arc, Missouri. When not in the classroom, I can be found with my husband, Greg, cheering on my youngest daughter, Melanie, at volleyball games, and my older daughter, Sarah, at swim meets. Both girls are students at Kickapoo High School. I also have a son, Jonathan, who is a student at Missouri State University.	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/40/cox.jpg
Mercado		Caitlyn	Mercado, Caitlyn	Teacher	4th	Sherwood Elementary	Caitlyn Mercado is in her 9th year of education, first year at Sherwood. She holds a B.S. in Elementary Education, a M.S. in Literacy, and her Specialist’s in Educational Leadership. She is married to her husband, Noel, and they have 2 children, Noelle and Creek. In her free time, Caitlyn loves to read, spend time with her family and friends, make shirts, and be outdoors.	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/802/Mercado.jpg
Weaver		Elizabeth	Weaver, Elizabeth	Teacher	5th	Sherwood Elementary	I am Elizabeth Weaver and I love teaching fifth grade. I am always amazed by the growth first graders make. I have served in several leadership positions in the district and continue to be a part of district teams. I have been married for 26 years and have two daughters and a new son-in-law.	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/40/Weaver family.jpg
Benton		Alex	Benton, Alex	Teacher	5th	Sherwood Elementary	My name is Alex Benton, and I’m happy to be here at Sherwood for another year! I graduated in May of 2018 with my Bachelor’s degree in Elementary Education. I am currently getting my Master’s degree in English Language Learning. Some of my hobbies include reading, baking, practicing yoga, and making art! I teach because I believe in giving our future generation hope. I want students to know that they have an opportunity to learn, feel inspired, and have a voice in our society.	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/802/Benton.jpg
Osborn		Carla	Osborn, Carla	Teacher	5th	Sherwood Elementary	I look forward to teaching at Sherwood Elementary every day! I continued my education by earning a Master’s Degree in Elementary Administration. I have a son and a daughter who both attend MSU. We enjoy going to the movies or just “hanging out” at home. I love Italian food, movies, reading, playing golf, traveling, and spending time with my friends and family. I am very proud to be working in such a great community.	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/40/Osborn.jpg
Snelson		Laura	Snelson, Laura	Specialty	Reading Specialist	Sherwood Elementary	My name is Laura Snelson. I was born and raised in Springfield, MO and am a Glendale High School graduate. I went on to Missouri State University where I graduated with a Bachelor’s degree in Early Childhood Education. As a teacher, I spent my first five years teaching kindergarten at Weaver Elementary before moving to Sequiota Elementary and now at Sherwood Elementary.	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/802/Snelson.jpg
Wolfe		Holly	Wolfe, Holly	Specialty	Art	Sherwood Elementary	My name is Holly Wolfe. I have been married since 1995 to Tim Wolfe. We have three children: Carlee, Peyton and Jaxson. I graduated from Drury University in 1997 with a bachelor’s in Art with an emphasis on graphic design. I have worked in the graphics field at both Bass Pro and Noble and Associates. I return to school in 2007 to pursue my master’s, which I acquired in 2010. I taught at Pleasant Hope Schools for 8 years as the art teacher to grades kindergarten through 8th.	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/40/Wolfe.jpg
Davis		Amy	Davis, Amy	Specialty	Building Paraprofessional	Sherwood Elementary		417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/802/Amy.jpg
Groves		Josie	Groves, Josie	Specialty	Building Paraprofessional	Sherwood Elementary	Hello, all! My name is Josie Groves. I grew up in Minneapolis and just graduated from Evangel University with a double major in Early Childhood Education and Elementary Education. I am an extrovert who values honest and up-front communication and strives to be authentic in all that I do. I am ready to help out wherever necessary, and I would love to get to know as many of you as I can. I am very excited to join your team at Sherwood!	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/802/Josie.jpeg
Knight		Amber	Knight, Amber	Counselor	.Administration	Sherwood Elementary	My name is Amber Knight and I am so excited to rejoin teachers and staff at Sherwood Elementary. I love being a counselor and watching students grow and learn and look forward to continue to build relationships with you and your child this year. My husband and I have two beautiful young girls, and as you can imagine, our life is never boring! 🙂	417-523-3800		adknight@spsmail. org	/cms/lib/MO01909182/Centricity/Domain/40/Knight Family.jpg
Shindele		Denae	Shindele, Denae	Counselor	.Administration	Sherwood Elementary	My name is Mrs. Schindele and I am the part time school counselor at Sherwood and Jeffries. I have two children, Carson is 17 and my daughter Carli is 13. I love my work as a school counselor, even though I am only here one day a week, everyone is great to work with! I look forward to another fun school year.	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/40/danae.jpg
Sukany		Lindsey	Sukany, Lindsey	Specialty	English Language Learning	Sherwood Elementary	Lindsey Sukany is the ELL Specialist at Sherwood Elementary. She graduated from Truman State University with a B.A. in Spanish in 2004 and from Missouri State University in 2008 with an M. S. in Elementary Education as well as her TESOL endorsement (Teaching English to Speakers of Other Languages). She has taught over 12 years in Springfield Public Schools. She lives with her husband and 2 children in Springfield.	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/40/Sukanyfamily2018.jpg
			,	Specialty	Instructional Technologist	Sherwood Elementary		417-523-3800
Talburt		Jenny	Talburt, Jenny	Specialty	Learning Specialist	Sherwood Elementary	Dr. Jenny Talburt currently serves as a Learning Specialist in Springfield Public Schools, supporting early career teachers and site and district professional learning. Prior to that role, she spent fifteen years as a regular classroom teacher and reading specialist, teaching in both elementary and middle school settings. She earned a M.Ed. in Special Reading from Drury University in 2008 and an Ed.D. in Educational Leadership in Curriculum and Instruction from Evangel University in 2020, wher	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/802/Jenny headshot.jpg
Garrett		Lara	Garrett, Lara	Specialty	Library	Sherwood Elementary	I began my career in education at McGregor Elementary in 2004. I’ve taught 3rd – 5th grades as a classroom teacher for 11 years, then moved into the library position at Sherwood in the fall of 2015. I am thrilled to be a member of the Sherwood team! I graduated from Drury University with a degree in Elementary Education and Political Science. In May of 2012 I completed my Masters Degree in Instructional Technology, also from Drury. My personal interests include reading, running, hiking and campi	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/802/Garrett.jpeg
Bunn		Vicky	Bunn, Vicky	Specialty	Music	Sherwood Elementary	My name is Vicki Bunn and I am very excited to teach music at Sherwood Elementary! In 2016, my family and I moved back home to the Midwest after living in the Fort Worth, Texas area for 17 years. My education includes a Bachelors degree in music from Southwest Baptist University in Bolivar, MO and a Masters degree in music from Southwestern Baptist Theological Seminary in Fort Worth, TX. My family includes my husband, Matthew, and our 3 boys, Andrew, Toby, and Logan.	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/40/Bunn Family 2018.jpg
Pierce		Kari	Pierce, Kari	Specialty	P. E.	Sherwood Elementary	This year starts my 20th year in teaching and my first year at Sherwood. My family loves to travel, spend time outdoors and play sports! I love to show students how being physically active can improve their quality of life as well as help them excel in academics! My favorite hobbies are watching/playing sports, running, and spending time with friends and family.	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/802/Pierce.jpg
Hopkins		Robin	Hopkins, Robin	Specialty	Parent Educator	Sherwood Elementary		417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/802/Hopkins.jpg
Stephenson		Marissa	Stephenson, Marissa	Specialty	Special Education	Sherwood Elementary	I am new to Springfield, but have lived Missouri my entire life. This is my 7th year teaching. I have worked in Special Education and also Elementary Reading and ELA. I love being a teacher! In my free time, I love spending time with my big family, or having craft time, and I love to cook!	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/802/stephenson.jpg
Faucher		Liz	Faucher, Liz	Specialty	Special Education	Sherwood Elementary	This year I kicked off my 6th year of teaching with a move to Sherwood Elementary! I have spent the last 5 years teaching in a high school Functional Skills classroom, and 2 elementary Special Education classrooms. I graduated with my Bachelors Degree in Special Education in 2015, and my Masters Degree in Special Education, with an emphasis in Autism Spectrum Disorders in 2017. My husband, James, is also a Special Education teacher in the district. We have one beautiful daughter, Bella.	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/802/Faucher.jpg
Weems		Barbara	Weems, Barbara	Specialty	Special Education Paraprofessional	Sherwood Elementary	I am starting my 11th year working for SPS. I have worked with the Visually Impaired, Hearing Impaired, Functional Skills, Behavior Disorder, Early Childhood, and now Cross Cat. I have enjoyed all aspects of this job! Being a positive role model for children is my goal! I have 3 amazing children of my own. My son Brady is a Business Major. My daughter Bailey is attending SBU on a track scholarship for Athletic Training/Physical Therapy! Last but not least is my daughter Summer.	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/802/Weems.jpg
Stewart		Keera	Stewart, Keera	Specialty	Special Education Paraprofessional	Sherwood Elementary	I am originally from Washinton State. I love all things mountains and lakes. I grew up over seas in China. I can speak Mandarin and some French. I enjoy spending time with my friends or being home on the couch watching Netflix with my dog. I would love to travel all over the world.	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/802/Keera.jpg
Heslin		Jennifer	Heslin, Jennifer	Specialty	Speech Language	Sherwood Elementary	My name is Jennifer Heslin. I am the Speech-Language Pathologist at Sherwood Elementary. I am originally from South Bend, Indiana. My family and I moved to Springfield in 2002. I am married and have 3 children. I enjoy cooking. I inherited that passion from my mother. I like to collect cookbooks and try new recipes. I work at Sherwood 3 days a week. Typically I am here on Mondays, Wednesdays and Fridays. I also work with students at Cherokee Middle School. I have been working for Springfield Pu	417-523-3800		[email protected]	/cms/lib/MO01909182/Centricity/Domain/40/Heslinfamily.jpg

Champions at Archer Glen Elementary in Sherwood, OR

16155 SW Sunset Blvd.
Sherwood
OR
97140

(503) 688-0481

Located in portable behind school.

Enroll Now

• Welcome
• Pricing
• Frequently Asked Questions

Champions has a great solution for busy working families: activities that combine fun and learning, together with the safety and convenience of a high-quality program right inside your school. Champions offers a variety of group and individual activities designed to keep your child exploring and growing.

From art, dramatic play, math and science to problem-solving, language, motor skills and more, we help your child continue learning and developing essential life skills – whether school is in session or not.

After-School: K-6

Ages: 5-12
Dates: 2022/2023 School Year: Dates based on school district’s schedule
Hours: 2:15 – 6:00 PM (Wednesday only: 1:15 – 6:00 PM)

2022/2023 School Year
After-School:
1-2 days: $74 per week
3-5 days: $103 per week
 
Additional Fees:
Registration: $65 per child or $95 per family
Summer Registration: $35 per child or $65 per family
Non-School Full Day: $21
Non-School Full Day (Unscheduled): $39
Drop-In: $39 per day

Discounts:
Multi-Child: 10%
Military: 10%
School District Employee: 10%

DHS/ERDC/Subsidy Accepted. Provider Number: ZFG00015

How soon can my child start Champions?

Your child can attend our program as early as 48 hours after you complete the online enrollment process.

When is tuition due?

Tuition is charged weekly on Thursday mornings for the following week, and is due by Friday. Payments can be made with a debit or credit card through your online account. We offer autopay for your convenience, so you can store your payment account and it will be charged weekly.

What if my child’s schedule changes?

Please make any schedule changes by Wednesday for the following week. Tuition is based on the schedule you have chosen in the system.

What if there are school closures or changes in scheduling?

During inclement weather conditions, it may be necessary to delay and/or close schools and childcare sites entirely. Champions will follow the delay schedule set by the school district. If school is cancelled, Champions will be cancelled. Please be sure to check with your local Champions contact to find out how scheduling is handled in the event of either an early release or late start, and always call ahead if you are unsure whether Champions will be in operation for these types of days.

When do I need to pick up my child?

Please be available to pick up your child before or as near the program end time as possible. To avoid late fees, arrive to collect your child within 15 minutes after the listed time. Fees will apply for extended tardiness as follows; $10.00 for the first 16-30min, and an additional $10 each 15min following that.

Does Champions offer subsidy options?

Yes, at Champions we accept DHS and many other childcare subsidy programs. In addition, Champions offers the following discounts; school district employee, multi-child, and active military family. Please see the Pricing page and contact the site you are interested in for further information.

Does Champions provide care for non school days, vacations, and early release?

Yes, we consolidate programs to Hopkins Elementary in Sherwood when regular school is closed. These programs are open 6:30am-6:00pm. Please see site director for details. Note: There are a few holidays that programs are closed. We have posted these days in the site.

What happens if there are school closures or changes in scheduling?

During inclement weather conditions, it may be necessary to delay and/or close schools and childcare sites entirely. In the event of a late opening, every attempt will be made to open the site. Champions will follow the delay schedule set by the school district.

If school is cancelled: Champions will be cancelled.
If school is released early: We will make every effort possible to have a Champions staff member on site to receive children. Champions will also close early and we ask that you pick up your children as soon as possible.
If school is delayed: Our staff will arrive two hours after our regular start time of 6:30am by 8:30am, and will remain on site until school begins. Please keep in mind that some of our staff members travel a distance to their sites each day.

PLEASE BE CERTAIN TO CALL YOUR CHAMPIONS PROGRAM DIRECTLY AHEAD OF TIME TO MAKE SURE WE ARE IN OPERATION.

Orthodontic Community Involvement in Sherwood & Newberg OR

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WOLF, THOMAS
(Wolfe, Thomas) (1900–1938), American writer. Born October 3, 1900 in the mountain resort town of Asheville (pc. North Carolina). Developed beyond his years, the boy grew up in the chaotic environment of the boarding house, which was kept by his mother. At the age of fifteen, he entered the University of North Carolina with the intention of studying law. After graduating in 1920, Woolf decided to become a playwright and enrolled at Harvard University, principally to attend the well-known drama workshop led by Professor J.P. Baker (Workshop 47). Three years later he went to New York with 9 plays0141 Welcome to our city
( Welcome to Our City
) and Mannerhaus
( Mannerhouse
), but did not find producers willing to produce these unusual productions with many characters and cumbersome scenes. In order to have time for writing, Wolfe taught English literature at New York University. He worked at the university from February 1924 to January 1930, occasionally visiting Europe. In 1925 he fell in love with Alina Bernstein. She encouraged him to complete an autobiographical novel that was published at 1929 titled Look back at your house, angel
( Look Homeward, Angel
). M. Perkins (1884-1947), the renowned editor of the Charles Scribners Suns publishing house, who became his mentor and close friend, helped Wolfe to assemble the book from a bulky manuscript. The book was well received by critics. In 1930, having received a Guggenheim Fellowship, Woolf broke with Mrs. Bernstein and left for Europe. During the Great Depression (1929-1933) he led a solitary life in Brooklyn and was eventually spurred on by Perkins to complete his second novel, About time and about the river
( Of Time and the River
, 1935), about the later life of his hero Eugene Gant. This book was also a great success. Woolf spoke about his creative method in essay The Story of a Novel
( The Story of a novel
, 1936; Russian translation 1974).

In the last years of his life, Woolf changed publishers, moving to Harper’s and Brothers, partially departed from his former intensely lyrical style and made the hero of two autobiographical novels published posthumously – Web and rock
( The Web and the Rock
, 1939) and No return home
( You Can’t Go Home Again
, 1940) – a new character, George Webber. In the summer of 1938, while on a trip to the West Coast of the United States, Wolfe contracted pneumonia; as a result, a tuberculosis infection intensified, affecting the brain. Wolfe died at Johns Hopkins Hospital in Baltimore on September 15, 1938.

Four novels and short fiction by Wolfe, collected in two books, From death to morning
( From Death to Morning
, 1935) and Over the hills
( The Hills Beyond
, 1941), are, in fact, one huge roman à clef (fr.; a novel in which real people are bred under fictitious names) – its characters and events directly reflect the experience of the author himself.

American writer. Born October 3, 1900 in the mountain resort town of Asheville (pc. North Carolina).

Born October 3, 1900 in the mountain resort town of Asheville, North Carolina. Developed beyond his years, the boy grew up in the chaotic environment of the boarding house, which was kept by his mother. At the age of fifteen, he entered the University of North Carolina with the intention of studying law. After graduation at 19

20 Wolfe decided to become a playwright and went to Harvard University, mainly to attend the well-known drama workshop taught by Professor JP Baker (“Workshop 47”). Three years later, he went to New York with the plays Welcome to our city (Welc

ome to Our City) and Mannerhouse (Mannerhouse), but did not find producers willing to stage these unusual works with many characters and cumbersome scenes. In order to have time for writing, Wolfe taught English literature at New York University. He worked at the university for

from February 1924 to January 1930, visiting Europe from time to time. In 1925 he fell in love with Alina Bernstein. She encouraged him to complete an autobiographical novel, which was published in 1929 under the title Look Homeward, Angel. M. Perkins (1884-1947), the renowned editor of the Charles Scribners Suns publishing house, who became his mentor and close friend, could compose the book from Wolfe’s cumbersome manuscript at

. The book was well received by critics. At 19On 30, having received a Guggenheim Fellowship, Wolfe broke with Mrs. Bernstein and left for Europe. During the Great Depression (1929–193

3) he led a solitary life in Brooklyn and was eventually spurred on by Perkins to complete a second novel, Of Time and the River (1935), about the later life of his hero Eugene Gant. This book was also a great success. Woolf spoke about his creative method in his essay The Story of a novel

(The Story of a novel, 1936; Russian translation 1974).

In the last years of his life, Wolfe changed publishers, moving to Harper’s and Brothers, partially departed from his former intensely lyrical style and made the hero of two posthumously published autobiographical novels – The Web and the Rock (The W

eb and the Rock, 1939) and No return home (You Can “t Go Home Again, 1940) – a new character, George Webber. In the summer of 1938, during a trip to the west coast of the United States, Wolfe fell ill with pneumonia; as a result, a tuberculosis infection that affected the brain became more active. Wolfe died in Baltimore on September 15, 1

Wolfe’s four novels and short prose, collected in two books, From Death to Morning (1935) and The Hills Beyond (1941), are, in fact, one huge roman clef (

This book reveals to the Russian reader another powerful talent, born in the most fruitful twenty years for American literature between the two world wars. Sherwood Anderson, F. Scott Fitzgerald, Dreiser of the American Tragedy period, Sinclair Lewis – author of “Babbitt” and “Main Street”, young Faulkner, young Hemingway, young Steinbeck and, finally, Thomas Wolfe – all of them, following Twain, re-plowed the literary soil of America, rapidly brought American prose to the intersection of the world’s spiritual highways. In essence, realists, vitally connected with the life of the country, they were all surprisingly dissimilar artists. Each of them painted his own America, and together they created a grandiose portrait of America in the first decades of the 20th century – with its horizons and stuffiness, onslaught and wanderings, cruel sorrows and indomitable hopes. In this galaxy of masters and innovators, Thomas Wolfe seems to be the most “unskilled”, uneven, – in a sense, he remained in the history of American literature as an “eternal youth”. But there was not among his contemporaries, and writers of subsequent generations, a man for whom this goal – the creation of a portrait of America – to such an extent became the meaning and content of a short life filled with truly furious literary work.

As a chronicler, Woolf was lucky: he came to literature in the year of the historical turning point in the entire life of the American nation. Look Homeward, Angel, a voluminous novel by an unknown young author, was published by Scribners in early October 1929, mere weeks before the New York Stock Exchange crashed. Much later, returning to this period of his life, Thomas Wolfe said: “I did not realize then that the year 1929, which meant so much directly and personally to me, was to become such a significant, fatal year for the whole country.” The economic crisis in the United States, the rise of fascism in Europe are two themes that resonate persistently in Wolfe’s later work. He died a year before the start of World War II, anticipating the approach of catastrophe and stubbornly repeating his creed, found in painful and passionate reflection: “I believe that America has lost its way, but I believe that it will come out on the right path.”

An artist of extraordinary openness, naked susceptibility to everything that happens around him, Thomas Wolfe from the very beginning showed great interest in the phenomena of social life; over the years, his outstanding satirical gift also gained strength. However, according to his inner disposition and temperament, Woolf was primarily a lyricist, and the world existed for him as something deeply personal, as the homeland – or place of exile – of the romantic soul of the poet. In the best that Wolfe has created, there always appears this special fusion of intense restless lyricism, poetic pathos – and the harsh epicness of a sharp-sighted realist, satirist, a man deeply disturbed by the social disasters of the era.

Thomas Wolfe is credited with four novels: Look Homeward, Angel (1929), About Time and River (1935) and the posthumously published Web and Rock (1939) and No Return Home (1940). ). But, in essence, he always worked on one monumental work – the story of his lyrical hero. In the first two books, both outwardly and according to life circumstances, the hero is as close as possible to the author and is called Eugene Gant; starting with “The Web and the Rock”, the main character gets the name George Webber and is endowed with a diametrically opposite appearance, however, just as unusual. But if we exclude some variants and repetitions, then the whole story of the hero unfolds sequentially, from book to book. This is not only a chain of events that closely follows the biography of Wolfe himself, but also a biography of the spirit, which tells about the stormy “education of feelings”, about love and hatred, about passionate attachment to the motherland and flight from it, and, finally, about what is most accurate will call the old-fashioned expression “the creative torments of the writer. ”

Wolfe was unusually forthright about his professional principles, methods, and difficulties. He had a need to “bring out” all these problems, and he speaks of his work with naive recklessness, sometimes pompously, willingly using such similes as “lava”, “flow”, “volcanic eruption”. But the fact is that Wolfe, firstly, is not at all smug, on the contrary, he treats himself mercilessly, and secondly, he is completely accurate. This is exactly how he wrote, not distinguishing between day and night, filling boxes, suitcases, huge bookcases (specially taken from the publishing house) with thousands of pages of handwritten and typewritten text, knowing, of course, that only a small part of these deposits really “would go to a business”. And then from the blocks of this petrified lava, Thomas Wolfe and enthusiastic editors carved, hewn, put together fragments and parts that were destined to form separate books. The novels Look Homeward, Angel (the only work that Woolf submitted to the publishing house in its finished form) and About Time and the River were edited by Scribners author and editor Maxwell Perkins for almost a year each. The last two books were prepared for publication by the publishing house’s editor Harper Eswell, with input from Perkins, in the same way. Thomas Wolfe was no longer alive then. Until now, in American literary criticism, there is an opinion that, perhaps, it was not necessary to cut out these two books from more than a million words of the writer’s unpublished manuscript heritage, since it is not known how Wolfe himself would have built them (he managed to convey to Eswell only a general plan – the outline of the narrative ). Perhaps it was necessary, without thinking out anything and without combining anything, to publish a whole series of small stories and fragments, without linking them together? But most researchers of Wolfe’s work are convinced that everything was done correctly, despite the inevitable compositional miscalculations and exaggerations. After all, Thomas Wolfe did not leave stories and novels (the stories and novels written by him were published in this form), but a book, as he called it. His ideas were extensive – the epic was supposed to include at least six more books, the action of which would cover about one and a half hundred years of American history. The posthumous publication of two novels was the completion of at least part of these plans. More importantly, in these books, Wolfe appears as an artist and a man on his way to maturity.

The personality of Thomas Wolfe is “projected” by Wolfe the artist on the vast canvas of his narrative. But Wolfe himself, the prototype of Gantt and Webber, was a figure of considerable proportions in all his attractive properties and shortcomings. A very emotional person, always following the dictates of his nature – open, trusting, but extremely egocentric, sometimes painfully suspicious, he gave a lot to loved ones, demanded even more and was capable of unconscious cruelty. Human connections that were important to him usually ended in a dramatic break; despite his great sociability, Wolfe was, in fact, very lonely. His personal fate was difficult and unsettled.

Thomas Wolfe was born on October 3, 1900 in Asheville (North Carolina) – a small town surrounded by mountains. Wolfe’s mother, Julia Westall, was a local native, raised in a huge farming family that fought a fierce struggle for existence. Julia’s ancestors were from Ireland and Scotland; during the Civil War, men from the Westall family fought against the army of the North. U.-O. Wolfe, the widower whom Julia married in 1884, was a stranger in Asheville. A descendant of immigrants from Germany and Holland, Wolfe was born in a Pennsylvania town near Gettysburg, the site of a historic Civil War battle, he saw the retreat of the defeated troops of the southerners. Wandering from state to state, Wolfe became a skilled stone cutter, in Asheville he opened a workshop for tombstones and monuments.

So thoroughly mixed – both in the national and in the historical sense – the origin of Thomas Wolfe made him the heir to many contrasting, warring properties and traditions. Moreover, the marriage of Wolfe’s parents was, in the words of his biographer Turnbell, “an epic misalliance”; it was hard to imagine a great incompatibility not just of characters – of human natures. Like Eliza Gant, Mrs. Wolfe was engaged in buying and reselling land, gradually taking over all the financial affairs of the growing family. At 19In 06, she opened a boarding house for visiting Asheville vacationers, “Old Kentucky”, and moved into it with her younger children – the youngest was Thomas; the father remained in their former house, and the family actually split. Thomas Wolfe discovered extraordinary abilities early on. At the age of five, he, on his own initiative, went to school with his older brothers and sisters and turned out to be such a promising student that later his parents were persuaded to send him to a private school. Margaret Roberts, the wife of the director of this school, who taught literature, immediately singled out a twelve-year-old boy and warmly attached to him. Several people were destined to play a special, formative role in the life of Thomas Wolfe, and Margaret Roberts was the first such person; he retained his attachment to her until his death.

Wolfe studied with the Roberts for about four years, and then his parents, eager to put their son on a practical path, hastened to send him (the only child) to the University of North Carolina at Chapel Hill. At the age of sixteen, Wolfe becomes a student. His mother wanted to see Thomas as a lawyer, and his father as a major political figure, but young Wolfe’s aspirations were directed in a completely different direction. He continues to voraciously absorb books (he was fond of reading since childhood) and makes attempts to write plays. The last two years at the university were difficult for Wolfe. He survived a heartbreak, went on vacation to Norfolk – a port city, worked as an accountant on the docks, wandered, drank and came home just before the start of the school year, emaciated and ragged.

In the autumn of 1918, a tragedy struck the family that shook Wolfe deeply. From pneumonia, his beloved brother Ben died, apparently an unusual man, but “failed.” Mrs. Wolfe, absorbed in business, was always careless about the health of children, and Ben’s body was undermined from his youth by night work in the printing house. Thomas Wolfe could not forget and forgive his family this untimely, ridiculous death.

Wolfe became a student so early that graduating from the university did not bring certainty to his life plans; most of all he wanted to continue his studies in literature and dramaturgy at Harvard, where the well-known professor J. P. Baker conducted a seminar. It was very difficult to convince the parents to allocate the necessary funds for this. Julia Wolfe finally agreed to send her son to Harvard for a year; he studied for three years; during this time, troubles arose more than once due to non-payment of fees, until he signed a paper renouncing his share of the inheritance in exchange for maintenance at the university. Summer 19W.-O. died at the age of 22. Wolf. The loss of his father turned out to be much less painful for Thomas Wolfe than Ben’s death, but it has also grown into the flesh of his writer’s memory. The brightest impressions of early childhood were associated with his father, when the family still lived together, Wolfe’s father was related to the love of solemn, festively decorated speech, love of poetry (old Wolfe knew by heart and often recited whole pieces from Shakespeare), from his father he inherited a distaste for efficiency and hoarding – a trait that later determined the lifestyle of Thomas Wolfe when he became a famous and well-paid author.

At Harvard, Wolfe chose to study several humanities, but all his thoughts were focused on dramaturgy. J. P. Baker becomes for him in these years the highest authority. Woolf still does not understand that the theater is contraindicated by the very nature of his talent: a clear form, conciseness, plot – all these were not his virtues. But these early experiments – one-act plays with folklore motifs – spoke of artistic temperament and fantasy. The most interesting plays by students were staged on the stage of the university theater: on May 19For 23 years, this honor was awarded to Woolf’s accusatory drama “Welcome to Our City”, on which he had high hopes.

“Now I know: I am inevitable, I believe in it completely,” Woolf writes pathetically to his mother from Harvard. “Now only madness, illness or death can stop me…” “The world is not so bad, but not so good, not so ugly and not so beautiful either. It’s all life, life, life, and that’s the only thing that matters. Life is fierce, cruel, kind, noble, passionate, generous, stupid, ugly, beautiful, painful, joyful – it has all this, and much more, and I want to know all this . .. I am ready to go to the ends of the world to comprehend her to get her. I will know my country like my own hand, and I will put everything I know on paper so that there is truth and beauty in it.

The naive selfless “gigantism” that breaks through in the ardent message of the student was invariably inherent in Wolfe, to the end he retained this greedy, insatiable desire to absorb all life, all of America, to perceive it with his heart, and mind, and all five senses of the writer -giant. And he really saw life in close-up – every detail, every collision appears on the pages of his books on a telescopic scale.

After graduating from Harvard in 1923, Woolf made a vain attempt to stage his play on the professional stage and soon became convinced that drama would not feed him. Reluctantly, Wolfe decides to take up teaching. He managed to find a position teaching literature at New York University. It was a huge institution with a very “plebeian”, mostly immigrant, student body. Wolfe was not a good teacher, and this work irritated him, although he sometimes got carried away, reading aloud passages from his favorite poets: Shakespeare, Ben Jonson, the Romantics. In New York, Wolfe first settled with a few comrades of his student years, then rented himself a cheap private room; during the whole time that he lived in New York – and there he returned after all his trips and travels – Wolfe changed many dwellings. Sometimes it was a room in a run-down hotel, sometimes – at the end of his life – a two-room apartment, but he always lived alone, and almost always his abode, littered with manuscripts and books, looked equally uncomfortable. New York occupies the most important place in the “geography” of Wolfe’s writing preferences; to master the city – in a purely topographical, social, psychological terms, to get used to it as an artist – he began from the very first days. In the evenings, Wolfe continues to write and gradually moves from drama to prose. There are fragments of memories of Asheville, of the family – the inner connection with the homeland was felt by Wolfe the stronger, the farther and more irrevocably he left home. Autumn 19At the age of 24, having received some subsidies from his relatives, Wolfe took a vacation and went on his first European trip, which lasted almost a year. There is an acquaintance with Paris, which also occupies a large place in his later books. Returning to the United States in August 1925, on board the ship, Thomas Wolfe met Aline Bernstein, a theater artist, the wife of a wealthy businessman, and the mother of two adult children. Wolfe and Alyn became close, their relationship lasted more than five years. This full of energy and vitality woman, absorbed in her work, had a huge influence on Wolfe, was convinced of his talent and treated him with extraordinary love and care. According to the successful expression of E. Turnbell, “Alin Bernstein and Maxwell Perkins, like two engines, tore off the heavy aircraft of Thomas Wolfe’s creativity from the ground.” Not without the influence of Alyn Wolfe came close to the idea of ​​a large prose work, the source of which was to be the memories of childhood and youth.

Woolf began writing in London in the summer of 1926 for his future novel Look Homeward, Angel (originally titled O Lost and written in the first person). Almost two years later, in March 1928, the work was completed. Wolfe prefaced the manuscripts of Explanatory Notes for a Publisher’s Reviewer, and the novel’s wanderings through the editorial offices began, unsuccessfully at first. The painfully proud young author fled these tests of character abroad, but A. Bernstein, an enthusiast of the book, continued to search for a publisher. Finally, the novel sailed to its pier: the senior editor of the publishing house Scribners Maxwell Perkins (on whose “personal account” was the publication of the first books of Hemingway and Fitzgerald), showed the most ardent interest in the new talent. A man of fine taste, great insight, disinterestedly devoted to literature, able to modestly and unobtrusively help writers, Perkins turned out to be the very second “motor” that lifted Wolfe the artist up.

In January 1929, Wolfe returned to New York, and the daily work of the author and editor began on the manuscript, consisting mainly of cuts (which was difficult for Wolfe) and rearrangement. In August of the same year, an excerpt from the novel was published in Scribner’s Magazine. Wolfe’s collaboration with Perkins, which ended in October of that year with the release of the novel, marked the beginning of their many years of close friendship.

Criticism reacted to the “Angel”, in general, very well, but in Asheville, whose inhabitants immediately “discovered” the prototypes of almost all the characters and “remembered” episodes, even composed by the author, a scandal erupted; Asheville took the book as a libel or sensational exposé chronicle. Wolfe began to receive many letters, anonymous and signed: he was shamed, reproached, sometimes threatened with a lynching and expressed deep condolences to his unfortunate relatives. Worst of all, the family, the Robertses, and other people close to him, if not shared the malice of the townsfolk, then, in any case, were deeply upset by the “arrogance” and “cruelty” with which Woolf spoke about the past. It cannot be said that all this was a complete surprise to him. But Woolf did not expect the book to be considered offensive. He wrote with complete sincerity in Notes to a Publishing House Reviewer: “To me, connected with the people depicted in this book by passionate emotional ties, it always seemed that these are the most wonderful people I have ever known, and the very fabric of their being is richest and most unusual.

Until the last days of his life, Thomas Wolfe was tormented by the memory of his moral expulsion from his homeland at the hour of his first literary triumph. He did not come to Asheville for seven years, until the spring of 1937, when much of his attitude was flattened or revised; but the sediment remained until the end.

In 1930 Woolf stopped teaching; royalties from the American and English editions of Angel and the Guggenheim Prize ensured his existence for a while. The writer leaves America again. In France, Woolf met Fitzgerald, in London – with Sinclair Lewis, who shortly before, accepting the Nobel Prize in Stockholm, enthusiastically spoke about the novel “Look at your home, angel. ”

What made Thomas Wolfe leave his homeland often and for a long time? It is not so easy to answer this question. The insatiable, feverish curiosity of the artist was drawn to other lands, eternal restless restlessness, personal troubles were pushed out of America (the relationship with A. Bernstein developed dramatically, a break was approaching, which she did not want). But, above all, Wolfe needed to periodically move away from America in order to get closer to it.

“I lived alone in a foreign country until I stopped sleeping because of America, its spaces and sounds and colors, because of the unbearable memory of America – its fury, wildness, immensity, beauty, ugliness and magnificence…”

These are lines from a letter from 1930 – and he has many such lines. In his autobiographical essay “History of the Novel” (1936) – a most frank writer’s document – Woolf tries to understand the reasons for the then characteristic phenomenon, the writer’s flight “from home” (he was by no means alone in this sense) and comes to the harsh conclusion that, according to in fact, it was an escape from oneself, an attempt to get away from solving pressing problems – human and literary. And yet he repeats: “In those years, I realized that in order to discover your country, you have to leave it; to find America, you have to find it in your heart, memory and spirit, being in a foreign country.

Memory – an intense, sensual, most detailed recreation of what he saw and experienced – worked for Woolf with a monstrous load, uninterruptedly supplying energy to this creative dynamo. Sitting in a Parisian street cafe, he recalled “… the iron railing along the pavement in Atlantic City … a heavy iron pipe, its rough galvanized surface …”, or “… an old bridge thrown over a river in America, the noise of a passing train … clay slopes, slow , the thick, yellowish movement of an American river … “, or “… the loneliest, most poignant sound I have ever heard – the clatter of wheels of a milk van entering the street of an American town at a gray dawn, a leisurely lonely clatter of hooves along the pavement …”.

Wolfe’s second book On Time and the River continued for about five years. Most of this time he lived in Brooklyn – a proletarian, immigrant district of New York, which became the focus of poverty, unemployment and despair during the years of crisis. Getting out of his basement room after many hours of hard work, Wolfe began to roam the streets. He saw the hunger, the degradation, the dullness of the suffering, hopeless people who spent the winter nights on subway platforms and in public latrines. The everyday life of this grief and horror not only weighed heavily on the heart, it made one think about what used to be very far from the writer. The novel came out on March 1935 years old. Wolfe’s position was strengthened, money appeared again, which, perhaps, did not significantly change anything in his way of life.

The last years of Thomas Wolfe were overshadowed by a break with the publishing house Scribners and the resulting divergence from Maxwell Perkins, which was hard for both of them. The article of the critic B. De Voto “Genius is not enough”, which appeared in 1936 in the “Saturday Review”, played a truly fatal role here. At some points, this penetrating and precise article, at the same time, revealed the limitations of De Voto’s critical thought, incapable of perceiving the artistic phenomenon in its entirety. The critic persistently recommended that the writer “separate” in his work “objective” realism from “personal” poetic pathos and throw the latter overboard. Wolfe was always given a lot of advice: to an outsider’s eye, all his weaknesses, the source of which was excessive strength, the unrestrained creative energy that raged in him all his life, seemed easily eliminated. Curious in this sense is his exchange of letters with F.-S. Fitzgerald, who advised Wolfe to learn from Flaubert and, in general, from writers who “clean up” as much as possible. Wolfe, quite reasonably, names in his answer the writers who “take in” as much as possible – Dostoevsky, Stern, Cervantes… fragments-details, like products on a production line, and that the author himself has very little to do with this. It was said evilly and unjustly; for such a vulnerable author as Thomas Wolfe, the accusation of artistic lack of independence sounded deadly and demanded immediate action. Wolfe had to prove that he existed as a writer without Scribners and Maxwell Perkins. Of course, it wasn’t just De Voto’s insinuation that was the cause; rather, it was an occasion that gave definiteness to the moods characteristic of Woolf; he is drawn to independence, the desire to “get rid of guardianship”, “break free” is growing stronger. He starts negotiations with several publishers and on December 1937 years old signs a contract with Harper; editor E. Eswell, not as experienced as Perkins but enthusiastic about Wolfe’s books, was assigned to work with him. Going on a long trip around the country in June 1938, Wolfe handed over to Eswell several boxes of manuscripts of the “book” – everything that he had written in the last two or three years, and everything that had been cut off in due time, on the advice of Perkins, from original version of the novel “On Time and on the River”. For a little over a month – while Wolfe spoke at Purdue University and made, in the company of friends, a car trip through all the national parks-reserves of the Western United States – Eswell carefully became acquainted with the material. It was agreed that as soon as the writer returned, they would begin working together on the manuscripts, adhering to the author’s plan, which was already with the editor. But this was not destined to come true. On the way back, near Seattle, Thomas Wolfe fell ill with influenza, which turned into pneumonia; then the tuberculosis that had once been transferred became more active, terrible headaches began – the infection penetrated the brain. In early September, they tried to operate on him, but the situation was hopeless. On September 15, Thomas Wolfe died of tuberculous meningitis at the Johns Hopkins Hospital in Baltimore. Maxwell Perkins was also with his relatives, who were on duty in these last days and hours near his room. They had not seen each other for a long time, but the last letter that Woolf wrote (August 15, from the hospital, contrary to the doctors’ order) was addressed to Perkins – short lines full of sadness, humility and love.

E. Eswell completed the enormous work bequeathed to him by the writer; under his editorship, the novels “Web and Rock”, “No Return Home”, “Over the Hills” were published – chapters from the historical chronicle conceived by Wolfe about the Pentlands, the ancestors of Eliza Gant, along with stories and sketches that have not yet been published (collection of short stories Wolfe’s “From Death to Morning” was published in 1935). Later, after the war, two volumes of letters were published – this work was carried out by M. Perkins, who was appointed Wolfe’s literary executor – and the full text of the speech at Purdue University. Over the following decades, a clearer and more holistic view of the place of Thomas Wolfe in the history of US literature began to take shape in American and European criticism. Now the bibliographic Wulfian has dozens of books and many hundreds of articles. Fundamental biographies of the writer appeared, the authors of which used the richest material – published, handwritten, oral. And that’s when it was clearly revealed what a huge artistic transformation the material of life has undergone even in the most autobiographical work of Wolfe – in the novel “Look at your home, angel.”

“The most autobiographical” was called by its author in 1938, speaking to students at Purdue University, and saw this as his “main weakness”. But he meant something else. Woolf was generally convinced that every serious work of fiction is autobiographical. He saw the weakness of his first novel in the fact that the real human appearance of the author-hero “… grew not only from what was really experienced, but was also thoroughly colored by romantic aestheticism … In short, the hero was an“ artist ”- an extraordinary, suffering super-sensitive being in conflict with with the whole environment, with Babbitt, with the tradesman, with the province, with the family. These were all moods adopted by the student Wolfe in his Harvard days, when “…the creature that figured in our imagination as an ‘artist’ was a kind of aesthetic Frankenstein. At least not a living person.”

Woolf here is undoubtedly too harsh on his first book, which does not prevent him from adding with good feeling: “There was something of the flaming intensity of youth in the idea and its implementation.” “Angel” is a book created by Wolfe, what he was, but even more – what he will be. And although the hero, having changed his name and appearance, becomes more mature, wiser with life experience, in essence he remains the same. George Webber is a grown-up Eugene Gant, he is obsessed with the same “Faustian” thirst for knowledge of the world. Feeling always and with every cell that he is waging an unequal duel with Time, Wolfe’s hero furiously hurried to embrace the whole world, stop all moments, go beyond the boundaries of memory, beyond the limits of the possibilities allotted to man by nature, in a word – to subordinate the stunning stream of life to the artist’s gigantic “sensitum”. Thus the very concept of the image, which is essentially romantic, remains the same in all four of Wolfe’s books. And yet he had reason to talk about his first book “from a hillock” – not only and not so much because of its youthful unevenness and immaturity (both of these qualities are present in the later works of the writer), but also because this novel absorbed impressions of the most important, formative era of the life of Thomas Wolfe, and when he wrote it, this era was irrevocably a thing of the past. Everything else was written in hot pursuit, the author continued to live with the problems of his hero, even separated from him by several years. Here – the American critic A. Kazin draws attention to this – there is a special distance between the author and the hero, and this pathos of distance, the feeling of a completely obsolete strip determines both the pathos, and nostalgic lyricism, and the generous humor of the story about Eugene Gant – a boy and a young man.

In “Notes to a Publisher’s Reviewer,” which Woolf prefaced the manuscript, he clearly stated his writing goals; the author understood that it would not be so easy to break through this thicket:

“Perhaps the book lacks a plot, but it cannot be said that it lacks a plan. This densely constructed plan is strictly followed throughout the narrative. The story moves in two main directions: one leads outward, the other leads inward. The outward movement is connected with the efforts of a child, a boy, a young man to break free, to find loneliness and independence in foreign lands. The movement in depth is embodied in the continuous excavation of the buried life of a group of people and follows the cyclic curve of the history of the family – its emergence, union, decline and destruction.

The first line is through and dominant. “Look at your house, angel” is first of all “a novel of education” in its most classical form. The character of the hero develops and acquires details before our eyes, from the first vague impressions and impulses of a child, almost a baby (Eugene’s romantic exclusivity is emphasized by his incredibly far-reaching, almost uterine, meaningful memory), to the most complex inner world of a young man – talented and, from an outsider’s point of view , very strange. Rabelaisian, sensual greed for life coexists in Eugene with spiritual disgust of the touchy, with an almost painful delicacy; mocking, sometimes evil observation, physical aversion to the petty deformities of everyday life – with childish gullibility; thirst for warmth and human recognition – with the arrogant isolation of a dreamer.

Eugene’s inner world is like an endless tunnel breaking through the depths of life. But this tunnel is not hermetic at all, and the hero’s communication with other people is usually accompanied by collisions, sometimes comical, more often dramatic. Not only the law of repulsion operates in Eugene’s relations with those around him. This strange boy is connected with the bosom of the vast, in its own way just as strange, Gant family by ties not only of blood, but also of cordial kinship. The family is really unusual, explosively temperamental, full of conflicts, unhappy, gifted, and to the roots American – we have before us, as it were, a spectrum of the most heterogeneous, but characteristically “national” properties, shown large, exaggerated and at the same time humanly penetrating. Eugene Gant is constantly fighting with his family, torn from home bonds, but the family fascinates him, attracts him, an endless theatrical performance is taking place in the house, which the boy absorbs with the unconscious greed of an artist. The grandeur, the masculinity, the acting festivity of old Gant, punctuated by bouts of drunken riot, childish selfishness, and cowardice; Eliza with her greedy bustle, with the patience of a draft horse, with her unbearable “official optimism”, streams of empty speeches, vulgar “worldly wisdom” – and hidden somewhere at the bottom of this soul, hardened in self-interest and work, timid kindness, inept and painful love to children. Insignificant, early corrupted by the “commercial spirit” Steve; gruff, humorous Luke; hysterical, active, gifted Helen; well-behaved and faceless Daisy and, finally, Ben – a lonely soul, the best and alien to them all, except for Eugene. Ben seems to want to be “a man like everyone else”, to follow the same beaten path leading (but so rarely leading) to success and prosperity, but internally he remains “out of the game”.

The death of Ben, surrounded by the whole family, who only for a moment managed to rise above squabbles and strife and feel the whole tragedy of the death of a noble young man who had not had time to do anything with his life, is described by Wolfe amazingly, with that measure of “truth and beauty” , which he dreamed of at the beginning of his writing career.

The family is a warm and stuffy shell, the first arena where Eugene tries his hand, his first miniature universe. This shell is enclosed in another, larger one – Eliza Gant’s Dixieland Boarding House, with its motley inhabitants, some of whom happened to play a role in Eugene’s life. The next, even bigger shell is Altamont, a patriarchal town for the time being, safely hidden among the mountains, existing in a calm, somewhat sleepy rhythm – the excitement of the post-war boom and the catastrophe of the thirties is far ahead. And, finally, the university’s Pulpit Hill, student life, Eugene’s first vacation vagrancy, who was cheated on by his beloved; his work at the docks… All this is depicted with good realism.

Different stylistic layers of the narrative are usually associated with several plans of action.

It is easy to see that almost the entire line of Eugene makes the author want to speak in an elevated, metaphorical, pretentiously pathetic language. Detention occurs only in comic situations, which Woolf feels and conveys superbly. This comedy is rude and sometimes cruel in its vital basis (the description of Ben and Eugene’s visit to the old doctor McGuire), and sometimes it is good-naturedly ironic (the story of Eugene’s participation in the city’s Shakespeare festival, about his “movie dreams”, about his first acquaintance with ” deity in a bottle). And when it comes to the city and its customs, there is a sharp and at the same time natural switching to a different tone – poetic pathos gives way to the mundane, lapidary language of a realist observer. But the multi-style of the novel is not always organic. Alluvial currents are also found in the seething narrative stream. Wolfe’s commitment to the pompous, solemn speech of the “Elizabethites” often turns into archaism; the desire for romantic breadth – an attempt to “embrace the immensity” within the framework of one sentence.

The influence of his contemporary James Joyce, whom the young writer ardently revered, is clearly visible in Wolfe’s first novel. It is felt both in the technique of the story (internal monologues, “stream of consciousness” – remember how old Gant rides the tram in the early morning, returning to Altamont from California), and in the very tendency of the author to mythologize the ordinary. And yet this is not a relationship, but an external resemblance. Compared to “Ulysses”, this labyrinth novel, “Look at your house, angel” is the very purposefulness and openness.

On the night before his final departure from Altamont, young Eugene comes to the town square, where the sign above the abandoned workshop of his father is still preserved and stone angels still stand on the porch – symbols of old Gant’s profession and symbols of his unsatisfied desire for beauty, for creativity. There is a long conversation between Eugene and the ghost of Ben – a philosophical conversation – about the meaning and direction of life’s searches.

“Where, Ben? Where is the world? Nowhere, Ben said. “Your world is you.”

The path of self-knowledge of Eugene Gantt – George Webber – Thomas Wolfe inevitably led to people, led through the barriers of egocentric passions and difficult to overcome prejudices of the provincial and southerner. It could not be otherwise, because in the very core of this contradictory nature lived a huge, inextinguishable, active humanity.

This path, stretching for a decade and a half, led the writer and his heroes along the roads of almost all of America and all the major states of pre-war Western Europe. In his second and most extensive novel “On Time and on the River. The Legend of Man’s Youthful Hunger ”Wolfe tells about the student years of Eugene, who entered Harvard, about his arrival in New York, work in college, wandering around Europe. The author leaves his hero on board the ship on which Eugene returns to the States; here is his significant meeting with Esther Jack – an artist, a wealthy society woman; the complex, turbulent vicissitudes of the novel of Esther and Eugene will occupy a very large place in the last two books of the epic.

“Of Time and the River” is the work most powerfully and perhaps fatally marked by the “universalist” tendencies of the young Wolfe. The very significant titles of parts of the book: “Jason”, “Kronos”, “Orest”, “Faust” – speak of the author’s intention to give a monumental-epic, mythological scale to the life Odyssey of a provincial youth. At the same time, in many chapters of the book one can feel the growing skill of Wolfe – a realist and a psychologist.

The third novel in the epic, The Web and the Rock, begins with the childhood of Wolfe’s new hero, George Webber, in the southern town of Libya Hill.

One of the reasons that prompted Wolfe to start over again and in a different way the story of his young provincial was Asheville’s indignant reaction to “Angel”. Other moments also played their role, also related to the writer’s heightened sensitivity to other people’s opinions: many critics emphasized the autobiographical nature of Wolfe’s work as something pejorative, not realizing that only a powerful artistic fantasy could transform the “raw materials of life” into a work of art. However, Thomas Wolfe himself, who defended his artistic principles with such perseverance in The History of the Novel, was at the same time painfully unsure of himself, painfully proud. The need to prove the diversity of his possibilities forced him to turn to the “completely objective” novel, as he wrote, and to the hero, as if completely opposite to Eugene Gant. However, George Webber turned out to be Gant’s spiritual twin, and from about the middle of the book, the story of the previous hero, in his new guise, resumed from the point where the author parted ways with Eugene. Webber’s connection with Esther Jack, at first full of spiritual fire and Rabelaisian joys, gradually turns into a nightmare. Webber begins to write a book, and creative torments bring him almost to madness. Fleeing from all these emotional difficulties, the hero goes abroad. In Germany (the “German theme” was of particular importance to Wolfe) George Webber was severely beaten in a drunken brawl. Slowly recovering in a Munich hospital, for the first time he reviews the events of recent years with sufficient severity to himself, condemns his wild egocentrism of a “rebellious young genius” and for the first time realizes that the past has gone completely – “there is no return home.”

This final phrase, “Spiderwebs and Rocks,” appropriately became the title of Wolfe’s last, in many ways significant, work.

In it, the hero almost “caught up” with the author – the action of the novel “No Return Home” begins in the spring of 1929 and ends in the second half of the thirties. George Webber returned to the States, his first book was published, which brought the young writer some fame. Webber again became close to Esther Jack and parted with her again, now irrevocably, not in vehemence and confusion of emotions, but with deep sadness, with a clear feeling that her world of rich and idle people, businessmen, fashionable prophets, pretentious pseudo-artists, snobs and Chatterboxes is deeply alien and dangerous to him as a writer. Slowly, with the smallest details, as if admiring the “perfection of forms” of this bourgeois existence, Wolfe the satirist writes the story of one fatal day in Mrs. Jack’s house, devoting ten chapters to it – the central part of the book. The collapse of the stock exchange occurs, and this event, not immediately and not truly appreciated by all, embraces the life of the nation in ever-expanding concentric circles. George visits Libya Hill, which until recently was engulfed in speculative hype – now it is a dead city, a city of suicides and desperate unemployed. When the economic situation in the country somewhat stabilizes, Webber leaves for Germany, where his book has already been translated and where he is greeted with open arms. All this follows fairly closely the personal experience of Thomas Wolfe. The feeling of “blood” kinship (through his father), admiration for the great art of the past, tenderness for German landscapes, passion for folk traditions and festivities – all this connected Wolfe with Germany much stronger than with Europe in general. He was hostile to “European decadence”. All the more difficult and painful for Wolfe was the “discovery” of German fascism – for a long time he did not want to believe what was already well known in the world in the mid-thirties, and, even convinced of the truth, he still tried to keep for himself “a list of good deeds and crimes” of the new regime. Only the last trip to this country at 19In 36, she put everything in its place: pain, horror and anger sound in the novel “There is no return home”, in the stories and letters of Wolfe, who saw the main thing – humanity trampled by fascism.

There are two key episodes in Wolfe’s latest book that are particularly powerful. This is a description of a fire in a skyscraper – the end of a party at the Jacks – and a story about the arrest, in front of Webber, of his Jewish fellow traveler who was trying to leave Nazi Germany. The real, the concrete becomes symbolic in these scenes, without losing its poignant authenticity.

The novel ends with reflections that sound like a summing up of life.

“There is no going home,” the author says of George Webber, who returned from Nazi Germany. – No return home to childhood, to romantic love, to youthful dreams of glory and splendor, no return to self-imposed exile, to wandering around Europe, to foreign countries, no return to lyrics, to song for song’s sake, to aestheticism, to youthful performance about the “artist” and the dominant, all-encompassing meaning of “art”, “beauty” and “love”, there is no return to the ivory tower, to country houses, to a cottage in Bermuda, away from all the world’s conflicts and upheavals, there is no return to there is no return to the father whom you have lost and long to find again, to someone who can help you, save you, lighten your burden, there is no return to former forms of life and to systems that previously seemed eternal, but which are constantly changing, there is no return to the havens that Time and Memory provide. ”

This is a declaration of independence from the former themes of creativity that have not let the artist go for so many years, and a declaration of involvement in what is happening in the world. This is a declaration of involvement in the struggle against fascism – and not only German – the struggle against the “ubiquitous and ancient enemy” – selfishness and greed, the idea of ​​\u200b\u200bchanging the very structure of society. In a huge letter that concludes the book, George Webber’s letter to a friend whose paths diverge, a passionate, pathetic, extremely sincere letter, the hero and the writer behind him reject the position of spiritual non-intervention, removal from social evils, hopeless resignation to fate.

“Man is born to live, suffer and die, he is destined for a tragic lot. Ultimately, this cannot be denied. But we must, dear Fox, refute it all our lives.”

The historical optimism of Thomas Wolfe, which makes him related to Whitman, and the ardent belief that “the real discovery of America is yet to come,” do not contradict this simple and profound thought.

It contains the hard-won result of his whole life as a man, a writer, a son of America.

Thomas Clayton Wolfe – American writer, representative of the so-called “lost generation” – born October 3, 1900
in Asheville, North Carolina. He was the youngest of eight children of William Oliver Wolfe (1851-1922) and Julia Elizabeth Westall (1860-1945).

Thomas’ father, a successful stone carver, owned a gravestone company. Mother took an active part in the family business. In 1904, she opened a boarding house in St. Louis during the World’s Fair.

B 1906
Julia Wolfe purchased the Old Kentucky Home at 48 Spruce Street in Asheville and settled there with her youngest son, while the rest of the family stayed at Woodfin Street. Wolfe lived in a boarding house on Spruce Street until he entered college in 1916
. Now it is the home-museum of Thomas Wolfe. Wolfe was attached to his brother Ben, whose early death at age 26 is captured in the novel Look Homeward, Angel.

Thomas Wolfe entered the University of North Carolina at Chapel Hill when he was 15 years old. He was a member of the Dialectic Society and the Pi-kappa-fi fraternity. In 1919
Wolfe enrolled in a drama course. During his studies, he was the editor of the university’s student newspaper, The Daily Tar Heel. Graduated from university with a Bachelor of Arts degree in June 1920
. In September
of the same year entered the Graduate School of Arts and Sciences at Harvard University, where he studied drama under George Pierce Baker. Two versions of Wolfe’s The Mountains were staged at Baker’s 47 Workshop in 1921.
.

In 1922
Wolfe graduated from Harvard University with a master’s degree. For another year, he continued his studies at the 47 Workshop studio, which staged his play Welcome to Our City in 1923
.

In February 1924
Thomas Wolfe began teaching English as an intermittent professor at New York University for seven years.

Having become famous as a writer, Woolf spent a lot of time in Europe. He was especially popular in Germany, where he felt very comfortable and made many friends. Still in 1936
he witnessed several manifestations of discrimination against Jews, which caused him grief and changed his views on the political development of Germany. Wolfe returned to the US and published a story called “I Have a Thing to Tell You” in The New Republic magazine. After this publication, Thomas Wolfe’s books were banned by the German government, and the writer himself was banned from staying in Germany. Summer 1937
, the first time he has returned to Asheville since the publication of his first book.

In 1938
Wolfe went on a trip to the US West. While visiting Seattle, he contracted pneumonia and spent three weeks in the hospital. However, Wolfe’s health did not improve, and in the end the doctors diagnosed him with miliary tuberculosis of the brain. September 6, 1938
he was referred to the Johns Hopkins Hospital in Baltimore, but an emergency operation revealed that the disease had affected almost the entire right hemisphere of the brain.

Wolfe’s first two novels, of immense length and intensity of epic style, “Look at Thy Home, Angel” and “Of Time and River” (the title given by the publisher) were brutally edited by Maxwell Perkins, an experienced editor who had previously worked with Hemingway and Scott Fitzgerald. After his death, two more novels were published – “Web and Rock” and “No Return Home”. They placed Wolfe in the forefront of 20th-century American prose writers. Faulkner recognized him as the greatest writer of his generation.

Artworks:
Look Homeward, Angel ( 1929
)
Of Time and the River ( 1935
)
From Death to Morning ( 1935
)
The Web and the Rock ( 1939
)
No Return Home / You Can’t Go Home Again ( 1940
)
The Hills Beyond ( 1941
)
The Mountains: A Play in One Act; The Mountains: A Drama in Three Acts and a Prologue ( 1970
)
Welcome to our City: A Play in Ten Scenes ( 1983
)
Mannerhouse: A Play in a Prologue and Four Acts ( 1985
)

Research and Medicine at Johns Hopkins University

Johns Hopkins University (Johns Hopkins University) in Baltimore is deservedly considered one of the leading universities in America and ranks 17th in the ranking of the best educational institutions in the world QS World University Rankings 2018 .

Founded in 1876 by the patron Johns Hopkins, this institution became the country’s first research university, and today it remains one of the leaders in the number of awarded scientific grants from the US government and external organizations. Here you can get not only a first-class education, but also unprecedented support for independent research projects and developments.

What is JHU known for?

Currently, Johns Hopkins University educates more than 24,000 students annually from around the world. Being a multidisciplinary university, JHU consists of 10 academic departments, schools and institutes.

The university’s Krieger School of Arts and Sciences and the Whiting School of Engineering traditionally attract the most attention from students. Local students study art and design in specially equipped studios, work on real architectural projects, and take photographs at overseas photo shoots in Europe and Asia.

JHU School of Pedagogy ranked 2nd in the U.S. News & World Report 2017 , and the Peabody Institute, a university conservatory that offers a variety of programs in the field of music, is recognized as one of the best conservatories in the world.

On the basis of these and other schools, students can actively engage in research and implement their own ideas. At the same time, Johns Hopkins University supports not only research groups, but also individual scientific projects of young scientists. The university even has its own applied physics laboratory, which fulfills orders from the US Department of Defense.

The names of 36 Nobel Prize winners are associated with this university. Here you will learn from the best, because among the teachers of the university there are winners of the same Nobel Prize and other awards, members of the American Association for the Advancement of Science, the American Academy of Arts and Sciences and National Academies!

The best medical education

Since its founding, Johns Hopkins University has been regarded as one of America’s best places for medical education. Initially, the Hospital was also opened at the university. Johns Hopkins, which laid the foundation for high-quality university education in the field of health and medicine.

The

School of Medicine, affiliated to JHU, is one of the top medical schools and one of the top biomedical research institutes worldwide. It is this school that is the national leader in the number of grants received from the US National Institutes of Health.

On the basis of various departments of the school, students are prepared for all possible medical specialties. Here you can study surgery, dentistry, anesthesiology, dermatology, gynecology, pediatrics and much more. Programs in the field of neuroscience, biomedicine, molecular biology and genetics are also very popular. Scientific support for students is provided through a number of research institutes and centers of the school.

The quality of Johns Hopkins medical education is internationally recognized. For example, in the last subject ranking QS the university took 2nd place in the world in the discipline “nursing”.

Campuses in America and abroad

Johns Hopkins University is located in Baltimore, but all 10 of its departments are distributed on 10 campuses on three continents. Here you are guaranteed a truly international experience!

In Baltimore, the university owns four campuses at once: Homewood, East Baltimore, Peabody Institute and Harbor East. Here, students study most disciplines, including the humanities, sciences, engineering, and medicine. The campuses of the university are built according to the classical scheme. They consist of historical and modern academic buildings, red brick residences and common green recreation areas. At the service of students are canteens, libraries, computer, entertainment and sports centers, as well as student buses that run along city and suburban routes.

A number of departments, institutes and research centers of the university are also located in different parts of Maryland. In Washington, an hour from Baltimore, is the university’s School of Advanced International Studies.

Johns Hopkins University has also acquired foreign departments as part of its expansion of international partnerships.

One of the university’s foreign campuses, Johns Hopkins University SAIS Europe, is located in Bologna, Italy and provides students from 35 countries with an education in international relations.

The Chinese campus of the university was opened with the cooperation of Johns Hopkins University and Nanjing University. It also offers certificate courses and degree programs in English in various aspects of international relations.

For its students, JHU offers excellent study abroad options for a semester or a year at one of our partner universities around the world. Today, as a student at Johns Hopkins University, you can go to study in countries such as Germany, Spain, Italy, France, Great Britain, Switzerland, Singapore, Japan, China, Israel, Cuba, Chile, Argentina, etc.

How much does tuition cost?

For the 2017-18 academic year, Johns Hopkins University has the following tuition fees:

Undergraduate

Humanities and Natural Sciences – $52,170 per year

Engineering – $52,170 per year

Music – $46,328 per year

Master

Humanities and Natural Sciences – $52,170 per year

Business – $58,700 per year

Pedagogy – $39,000 per year

Engineering – $52,170 per year

Medicine – $51,900 per year

How to apply to JHU ?

Today Johns Hopkins University has almost 500 international students from 61 countries. The university seeks to facilitate the procedure for submitting documents and enrolling foreigners as much as possible.

Submission of documents for admission to a university is carried out in an online format and involves filling out an admission form, submitting existing certificates, diplomas, transcripts, TOEFL, SAT or ACT test results. Foreigners also need to submit a bank statement showing the availability of funds.

To start their studies in the fall semester, students are advised to apply for admission in the winter or early spring. Further, the decision of the selection committee is announced in April, after which the student is given time to accept the invitation to study.

Scholarships for foreigners

More than 10% of international students at Johns Hopkins receive scholarships and grants ranging from $1,000 to $25,000. They are issued on the basis of high academic performance, other merit or financial need. At the same time, the university has both university-wide scholarships and scholarships from individual schools.