The Great Gatsby

The Great Gatsby

The Great Gatsby

The Great Gatsby


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Overview

Notes From Your Bookseller

Considered by many to be the greatest novel of all time. Set against the bopping back drop of the Jazz Age, the story of Jay Gatsby and his lover Daisy is truly timeless. Just as relevant now as when it was written, it's the story of class divides, moral depravity and the death of the American Dream.

The mysterious Jay Gatsby embodies the American notion that it is possible to redefine oneself and persuade the world to accept that definition. Gatsby's youthful neighbor, Nick Carraway, fascinated with the display of enormous wealth in which Gatsby revels, finds himself swept up in the lavish lifestyle of Long Island society during the Jazz Age. Considered Fitzgerald's best work, The Great Gatsby is a mystical, timeless story of integrity and cruelty, vision and despair.

Product Details

ISBN-13: 9780593311851
Publisher: Knopf Doubleday Publishing Group
Publication date: 01/05/2021
Series: Vintage Classics
Sold by: Random House
Format: eBook
Pages: 192
File size: 2 MB

About the Author

About The Author
F. Scott Fitzgerald was born in 1896 in St. Paul, Minnesota. He attended Princeton University, where he began writing what would become his first novel, This Side of Paradise. He left Princeton to join the army during World War I, though the war ended shortly after his enlistment. This Side of Paradise, published in 1920, was a critical and financial success and was followed the same year by his first story collection, Flappers and Philosophers, followed by Tales of the Jazz Age in 1922Fitzgerald went on to publish three more novels—The Beautiful and Damned, The Great Gatsby, and Tender Is the Night—and many more stories. He died in 1940, leaving his last novel, The Love of the Last Tycoon, unfinished.

Date of Birth:

September 24, 1896

Date of Death:

December 21, 1940

Place of Birth:

St. Paul, Minnesota

Education:

Princeton University

Read an Excerpt

from the INTRODUCTION by Malcolm Bradbury

“The uncertainties of 1919 were over – there seemed little doubt about what was going to happen – America was going on the greatest, gaudiest spree in history and there was going to be plenty to tell about it. The whole golden boom was in the air – its splendid generosities, its outrageous corruptions and the tortuous death struggle of the old America in prohibition. All the stories that came into my head had a touch of disaster in them.” --F. Scott Fitzgerald, “Early Success” (1937)

No writer ever set out more determinedly to capture and condense in fiction the tone, the style, the spirit, the noise, the excitement, the hope and the despair of his own decade than Francis Scott Key Fitzgerald. The decade was, of course, the American 1920s—the era when, in the wake of the Great War, the United States became modern and a leading world power, and in an era of economic boom and unprecedented change the nation entered on what Fitzgerald himself tagged the “greatest, gaudiest spree in history.” The great, gaudy spree was not merely something that Fitzgerald observed and then wrote about. Beside his flamboyant wife Zelda, herself a Fitzgerald flapper heroine and the obvious source for the headstrong new women who populate his five novels and his many short stories, Fitzgerald went on to live out the times as a great and glorious spectacle. He gave himself so thoroughly to the task, that it all became personal; on behalf of Ameicans at large, Fitzgerald publicly performed the Twenties. From the moment when his first novel, This Side of Paradise, came out in 1920, just as the new decade started, to win immediate success because it seemed so exactly to voice the spirit, hopes and anxieties of the new post-war generation, he became a cultural icon, an embodiment of what was happening. “I who knew less of New York than any reporter of six months standing and less of its society than any hall-room boy in a Ritz stag line, was pushed into the position not only of spokesman for the time but of the typical product of the same moment,” he noted later. So it was Fitzgerald who ensured that the more frankly sexual and independent young men-women of this golden age were known as “flappers,” and that the age itself acquired, from the sound of its most novel and freewheeling music, the title of “the jazz age.” It was he who could be counted on to bring to fiction the new songs and dances, the new hairstyles, the new manners and mores of dating and petting, the glitz of the new urban amusements, the style of the decades’ parties, he who could voice the disillusionment of the young with their elders and sense the shifting rhythms of excitement and unease that belonged to a decade that was, more than most, in rapid and modernizing transition and, more than most, in a state of apocalyptic anxiety.

In a famous essay, “The Crack-Up,” written in the mid-1930s when the bubble had burst and his younger generation was no longer young and no longer carelessly wealthy, he summed up this singular identification between writer and times. The historical development of America from the weary decadence of the immediately post-war years, through the rising excitements of growing wealth, change and excess, represented, he said, his own psychic curve. The Great Crash of 1929, when the whole flimsy structure suddenly settled earthward, and the free credit was called in, was the exact analogy of his own and Zelda’s breakdown, when the psychic price was paid. The grim political assessments of the Depression Thirties, when glitter gave way to breadlines and dancing gave way to dustbowl, was the match for his onw bitter and struggling endeavor to put his spiritual and historical house in  rder. Unlike some other American writers, who had watched the shift from expatriation in Paris, Fitzgerald had been no distant observer of the great American change. It was nothing less than the story of his own life, his parvenu expectations, his obsession with success, fame, glittering wealth and beauty—and his rising sense of disaster, because he had the steady Calvinistic feeling that for all these amusements and fragile splendours there was an ultimate, and inward, price that would duly have to be paid.

Yet so lovingly had Fitzgerald given himself over to the great gaudy bubble that for a long time the critics doubted him and his works; indeed he came to doubt them himself. They saw him chiefly as a stylish chronicler, a literary popularizer, a writer so thoroughly immersed in the unworthy dreams of an age that, in retrospect, seemed so politically naïve and economically foolish that its discredit often became his. He was a writer who had involved himself so deeply with the themes and dreams, the extravagances and wastes, of an uncriticial age that he never himself found the time or the artistic strength to stand back, to examine, to criticize, and certainly not to produce a fully serious, detached and considered work of art. To a certain point (he acknowledged as much himself), the charges were deserved. No writer was apparently more willing to be taken along by the seductive rhythms of success and popular adulation. None granted more to the special and yet specious wonder of the American rich, the grandees of a time of confident American power, nor fell more readily under the sexual spell of its exotic, expensive and often self-destructive women. None seemed more wasteful of his own evident charm, more careless of his own obvious talent. Much of what he wrote seemed a writing of glitzy surfaces, deliberately designed for impermanence. This story was written, he was happy to suggest, to pay for the champagne at one of his famous and newsworthy parties; that novel was produced at speed to equip Zelda with the expensive squirrel coat that she craved and, since craving had to be satisfied, really had to have. As even his good friend Edmund Wilson, who had discovered his promising talents when both were students at Princeton, once said, “he has been given imagination without intellectual control of it; he has been given the desire for beauty without an aesthetic ideal; and he has been given a gift for expression without many ideas to express.”

This view of Fitzgerald persisted well after his early death from alcoholism in Hollywood in 1940, when he had been doing boring work as a screenwriter and when his reputation had fallen low. In 1951, Arthur Mizener produced an excellent and important biography, The Far Side of Paradise, which, along with other studies of the time, did much to rehabilitate his reputation as one of the great modern American writers. Yet the book takes the form of a Modernist tragedy (indeed, with the suicide of Ernest Hemingway in 1961, it increasingly came to seem that most of the tales of the major American novelists of the 1920s took the shape of a tragedy). Mizener’s version seemed to confirm Fitzgerald’s own dictum that there are no second acts in American lives. His Fitzgerald is an American dreamer who squanders his talents, loses his way, finds himself trapped in an unhappy marriage which was to culminate in Zelda’s final madness, caught in a world of bills, economic and emotional, that proved too great ever to pay. He was a man who admitted himself, using a favorite economic analogy, that all his investments had gone wrong, who had “been drawing on resources that I did not possess, . . . mortgaging myself physically and spiritually up to the hilt.” His writing came from a singular identification with the life of his times – “my material” – but the demands of popular fiction persistently discouraged him from seriousness. In later life his powers cracked, and he became, in Hemingway’s famous and condescending phrase, “poor Fitzgerald.” It was a familiar American literary tragedy, the story of the writer who always meant to write something “maybe great,” but granted too much to his own glossy, impermanent culture, and who therefore could never acquire the detachment, the originality, to achieve what his talent and ambitions seemed to promise.

To a considerable extent this still remains the “myth” of Fitzgerald, the myth that sees him as what Lionel Trilling once called him, the “maimed hero” of modern writing. It has encouraged the still very common view that of the truly important and genuinely radical modern writers—Hemignway, Stein, Faulkner, Dos Passos—who emerged in the United States during the remarkable literary decade of the 1920s, when the American novel was totally transformed and when it acquired the dignity and character of a true world literature, Fitzgerald, though of the greatest representative importance, was one of the most profligate and least realized authors of the generation. So, where Hemingway, through style, achieved a pure and hard perfection of modernist prose, and Faulkner and Dos Passos, through complex formal experiment, achieved the experimental radicalism of modernist vision, Fitzgerald was to stay the eternal amateur who never mastered what his talent and imagination offered. It is certainly true that Fitzgerald was one of the less obviously experimental writers of experimental times; but that was largely because he made the first object of his experiment not the literary text, rather life itself in an experimental time which he sought to understand in its contradiction and complexity. For Fitzgerald, style in life and style in art were always to be inextricably interwoven, and his writing is in endless passage from one to the other. It is of course entirely true that, of the many short stories Fitzgerald wrote and indeed lived by, many were slight and trivial. It is also true that, of the five novels he wrote, the first two—This Side of Paradise and The Beautiful and Damned, so popular in their time—were works of youthful charm but indulgent and imperfect method, while the last two –the brilliant Tender Is the Night and the final The Last Tycoon, which were largely disliked in their time—were works of vast ambition that were nonetheless, for different reasons, never truly finished. This, however, still leaves us with a good deal worthy of the highest respect. There remain many remarkable short stories, some cunning and subtle criticism and commentary, of which the once despised “Crack-Up” essays are a distinguished example, and one novel so perfect that it surely stands among the finest of twentieth-century American novels. That book, the book T. S. Elio called “the first step the American novel has taken since Henry James,” the book that in fact offers the most profound and critical summing up we have of the ironies and disorders behind the wonderful glow of the Twenties, the great novel of the American Dream in its modern condition, was The Great Gatsby.
 
  . . . 
 

Table of Contents

Acknowledgments; Illustrations; Introduction; The Variorum Text; Emendations and variants; Explanatory notes; Illustration; Appendix: introduction to the modern library impression (1934).

What People are Saying About This

From the Publisher

James Dickey Now we have an American masterpiece in its final form: the original crystal has shaped itself into the true diamond. This is the novel as Fitzgerald wished it to be, and so it is what we have dreamed of, sleeping and waking

Reading Group Guide

This Scribner reading group guide for The Great Gatsby includes an introduction, discussion questions, and ideas for enhancing your book club. The suggested questions are intended to help your reading group find new and interesting angles and topics for your discussion. We hope that these ideas will enrich your conversation and increase your enjoyment of the book.

Introduction

The Great Gatsby, one of the classics of twentieth-century literature, brings to life America’s Jazz Age, when, as The New York Times puts it, “gin was the national drink and sex the national obsession.” Nick Carraway, a Yale graduate and veteran of the Great War, moves to Long Island in the spring of 1922, eager to leave his native Middle West behind. He rents a tiny house in West Egg, dwarfed by a mansion owned by the most celebrated host of the season, Jay Gatsby. Everyone loves to drink and dance at Gatsby’s legendary parties, and everyone loves to gossip about Gatsby’s secret past. Directly across the bay in the tonier town of East Egg lies the home of Nick’s beautiful cousin and her millionaire husband: Daisy and Tom Buchanan. When Nick starts dating Daisy’s friend, the famed but deceitful golfer Jordan Baker, he finds himself caught up in a different romance: Gatsby begs for a reintroduction to Daisy. Gatsby and Daisy fell in love years ago, but the war and Tom Buchanan came between them. As the love triangle of Daisy, Tom, and Gatsby resurfaces – and Tom’s mistress, Myrtle, grows desperate with jealousy – Nick finds himself missing the plains of the Middle West, where hope can thrive in a wider landscape.

Discussion Questions

The discussion questions and activities particularly address the following English Language Arts Common Core State Standards: (RL.9-10.1) (RL.9-10.2) (RL.9-10.3) (RL.9-10.10) (RL.11-12.1) (RL.11-12.2) (RL.11-12.3) (RL.11-12.9) (RK.11-12.10)

1. On page one, Nick Carraway, the narrator, quotes his father, “Whenever you feel like criticizing anyone, just remember that all the people in this world haven't had the advantages that you’ve had.” Later, Nick adds, “In consequence, I’m inclined to reserve all judgments.” Discuss how characters throughout the story judge one another, fairly or unfairly. What does Nick mean by his belief that “reserving judgments is a matter of infinite hope”?

2. Nick describes East Egg and West Egg in chapter one. Discuss the differences between the Buchanan and Gatsby mansions. How does Fitzgerald’s language hint at the tension between the “old money” class and the nouveau riche?

3. Appearances play a significant role in The Great Gatsby. Discuss your first impressions of Nick, Tom, Daisy, and Jordan. What specific lines of dialogue or gestures begin to reveal their true characters? Daisy confides to Nick that she’s “‘had a very bad time . . . and I’m pretty cynical about everything.’” What does it mean to be cynical? How does cynicism appear throughout the story?

4. Discuss the role and treatment of women in the novel. Daisy tells Nick that upon the birth of her daughter she said: “I’m glad it’s a girl. And I hope she’ll be a fool—that’s the best thing a girl can be in this world, a beautiful little fool.” Do you think Daisy believes what she says? What does Nick mean when he states, “‘Dishonesty in a woman is a thing you never blame deeply’”?

5. Rumor, innuendo, fabrications, and speculations pervade the story, especially around the true identity of Jay Gatsby. Daisy brings up Nick’s engagement to a girl “out West.” Nick replies that it’s “libel.” Daisy rejects Nick’s straightforward response by exclaiming, “‘We heard it from three people, so it must be true.’” Discuss how Daisy’s insistence relates to the way untruths and false information permeate today’s society.

6. At chapter one’s conclusion, Nick witnesses Gatsby reaching across the bay toward a single green light. This light has come to be one of the most enduring symbols in twentieth-century literature. What does the green light represent to Gatsby in this part of the story as compared to its symbolic meaning near the end of the book? Discuss other recurring symbols in the text, including the eyes of Dr. T. J. Eckleburg; the colors white and yellow; and New York City.

7. People flock to Gatsby’s parties compelled by the stories they’ve heard of their mysterious host. Discuss Nick’s observations of these people: “It was testimony to the romantic speculation he inspired that there were whispers about him from those who had found little that it was necessary to whisper about in the world.” How does Gatsby encourage the rumors surrounding his true identity? What affectations does Gatsby employ to protect the façade? How does the man with the owl-eyed spectacles foreshadow that Gatsby is not who he claims to be? How and why does Nick see through Gatsby’s pretense from the start? Although Nick seems somewhat immune to gossip, how do his observations betray his apparent detachment?

8. Discuss the role of class in the novel. How do Tom and his friends condescend to those whom they determine are below them? Gatsby strives to be accepted by Tom and the East Egg residents, but they look upon him and his outward displays of wealth. How does this scorn reveal their hypocrisy? Discuss the character of Myrtle Wilson. How does she adopt the snobbery of the upper classes? In the New York apartment, Nick notices “The intense vitality that had been so remarkable in the garage was converted into impressive hauteur.” What does hauteur represent to Myrtle? When Myrtle says Daisy’s name out loud, Tom breaks her nose. Why does he feel entitled to enact violence on Myrtle?

9. Although The Great Gatsby is set in the 1920s during the Prohibition Era, many scenes feature alcohol. What commentary might the author be making in regard to how drinking affects human relationships? How does alcohol play a role in the Plaza scene? During the Prohibition Era it was illegal to purchase, sell, or drink alcohol, but booze flows freely in East and West Egg, as well as in NYC. How is this an example of privilege?

10. Why does Gatsby care about Nick’s opinion of him? While Nick believes that Gatsby is lying about his past, he is still drawn to him. Why is Nick so fascinated by Gatsby? How is this fascination with Gatsby’s life story for Nick “like skimming hastily through a dozen magazines”? As Gatsby and Nick drive into New York City, Nick thinks, “‘Anything can happen now that we’ve slid over this bridge . . . anything at all.’ Even Gatsby could happen, without any particular wonder.” What does Nick mean by “Even Gatsby could happen”?

11. Ethnographic stereotyping occurs throughout The Great Gatsby, and references to racist and white supremacist ideologies are introduced in chapter one: “It’s up to us, who are the dominant race, to watch out or these other races will have control of things.” In addition to Tom’s embrace of “Nordic” supremacy, anti-Semitic descriptions of Meyer Wolfsheim and his secretary appear disturbing and out-of-touch to the twenty-first-century reader. Discuss the overt language and stereotypical imagery that Fitzgerald employs. What purpose, if any, does the language serve to reveal character? What does it tell you about this period in time in which the novel was first published?

12. In chapter five, Gatsby and Daisy are reunited in Nick’s cottage. Discuss how each character reacts on this occasion. How does Gatsby reveal his insecurities? How does the author use the weather as a metaphor for their emotions? Gatsby believes that Daisy has only truly loved him, yet he goes to extremes to impress her. Why do you think that is? What do you think Daisy means in Gatsby’s room when she says, “‘They’re such beautiful shirts. . . . It makes me sad because I’ve never seen such—such beautiful shirts before.’” Gatsby shows Daisy news clippings he has collected about her that. In what other ways has Gatsby’s love or infatuation for Daisy become an obsession?

13. In chapter six, Nick wonders why the “inventions” surrounding Gatsby’s identity “were a source of satisfaction” to James Gatz. The reader learns that then seventeen-year-old James Gatz concocted “The most grotesque and fantastic conceits [that] haunted him in his bed at night.” Discuss the following line in relation to Gatz’s early machinations for a different life: “For a while these reveries provided an outlet for his imagination; they were a satisfactory hint of the unreality of reality, a promise that the rock of the world was founded securely on a fairy’s wing.” How does the phrase “unreality of reality” relate to aspects of twenty-first-century life in America?

14. In chapter six, how does Tom’s and Daisy’s presence at the party illuminate differences between the old-moneyed families, represented by the Buchanans, and the newly moneyed, represented by Gatsby and certain partygoers, including movie producers, celebrities, and bootleggers. How does Tom reveal his disdain for Gatsby, and by association his condescension for people he deems below him? Why does Gatsby insist on introducing Tom as “the polo player,” and why does Tom say, “‘I’d a little rather not be the polo player”? At the end of the evening, Nick surmises that the party “offended” Daisy, noting, “She was appalled by West Egg, this unprecedented ‘place’ that Broadway had begotten upon a Long Island fishing village—appalled by its raw vigor that chafed under the old euphemisms and by the too obtrusive fate that herded its inhabitants along a short-cut from nothing to nothing. She saw something awful in the very simplicity she failed to understand.” Discuss the meaning of this complex sentence, and rephrase it using simpler terms.

15. Hopes and dreams figure prominently in The Great Gatsby. Toward chapter six’s conclusion, Gatsby feels bereft after Daisy leaves the party. Although he convinces himself that he can re-create the past and marry Daisy, the illusion begins to crumble. How does the “desolate path of fruit rinds and discarded favors and crushed flowers” foreshadow the shattering of Gatsby’s dreams?

16. The story’s tone abruptly shifts at the start of chapter seven. Gatsby has fired his servants, and the parties are no more. Discuss the simile “So the whole caravansary had fallen in like a card house at the disapproval in her eyes.” Why are the parties and staff no longer necessary to Gatsby? Discuss how Tom confronts Gatsby in the Plaza suite, as well as Daisy’s ultimate betrayal by choosing Tom over Gatsby. Why does Daisy’s admission of her love for Tom “bite physically” into Gatsby?

16. What does Nick mean in writing that Jordan, “Unlike Daisy, was too wise to ever carry

well-forgotten dreams from age to age”? Ultimately, why do you think Daisy chose Tom over Gatsby? Given the corruption of Gatsby’s life, why is his dream “incorruptible”? What are Gatsby’s dreams? Discuss how Gatsby’s need to fulfill these dreams destroyed him in the end.

17. When Mr. Wilson, distraught with grief, stares out at the eyes of Dr. T. J. Eckleburg, he says, “‘God sees everything.’” What message can you glean from this simple statement? What comment do you think the author is trying to make by equating God with an advertisement?

18. As Nick says goodbye to Gatsby during what will be the last time he sees him alive, he says, “‘They’re a rotten crowd . . . you’re worth the whole damn bunch put together.’” Do you agree or disagree with Nick? Do you think Nick really believes this? Explain your answers.

19. Discuss the final three paragraphs of the book. How is this conclusion a statement on the dangers and delusions of holding on to the past? Explain your answer.

Extension Activities

1. A Sense of Place

The various settings in The Great Gatsby provide Fitzgerald with opportunities to describe each place in detail and also to reveal the class contrasts so foundational to the narrative. Read the following analyses of the various settings in the story: https://www.bbc.co.uk/bitesize/guides/z48cqp3/revision/1.

Then place students in small groups; assign each one a setting. Create a class mural that depicts key imagery from each setting; if available to you, consider working with the art department to help with design and supplies. For example, the East Egg section of the mural might contain the Buchanan interior that Nick first visits in chapter one, the green light, or the expansive rose garden. The valley of ashes might include the train line, Wilson’s garage, and the Doctor T. J. Eckleburg billboard. Encourage students to layer words and phrases into their sections of the mural in addition to significant images. Allow time for each group to present their section.

2. Molar Cufflinks and the Yolks of Their Eyes

Racist and anti-Semitic stereotypes appear in The Great Gatsby. From chapter one in which Tom expounds on “The Rise of the Colored Empires” to Fitzgerald’s bestial description of Meyer Wolfsheim (whose surname is inspired by a ferocious predator), to Nick’s observation of three African Americans being chauffeured across the bridge by a white driver (“In which sat three modish negroes, two bucks and a girl. I laughed aloud as the yolks of their eyeballs rolled toward us in haughty rivalry), the author’s use of language and description of African Americans and Jews has long been discussed and questioned. Have students research race relations and anti-Semitic sentiments in 1920s America. How did government policies, postwar attitudes, and cultural shifts inform the public’s views of minorities and promote stereotypical thoughts and attitudes?

3. You Can’t Relive the Past, Old Sport

The themes that run through The Great Gatsby have been analyzed and debated by generations of students, scholars, and lay people alike. Some of the prominent and widely agreed-upon themes in the novel include class division; artifice and delusion; money and greed; loss of youth; the pursuit of the American Dream; dreams and disillusionment; and decadence and the degradation of moral values. Invite students to choose one of these themes to analyze in the text. Then they can write an essay that presents how Fitzgerald wove the theme into the story, using specific examples from the text.

4. Perspective on a Classic

Since its publication in 1925, The Great Gatsby has been the subject of scorn—having been poorly reviewed when first published—dismissal, rebirth, and adulation. Today it is considered one of the greatest, if not the greatest, American novel of the twentieth century. Have students each read one article or review of The Great Gatsby. Then they can present the piece’s main ideas and perspectives to the class. Have them choose one main point and lead a class discussion, encouraging debate and commentary from classmates. Here are examples of articles that can generate rich conversation:

“The Road to West Egg”

“The world's most misunderstood novel”

“The Master Race? Xenophobia and Racism in F. Scott Fitzgerald’s The Great Gatsby”

“Why ‘The Great Gatsby’ Is the Great American Novel”

“Fitzgerald and the Jews”

5. Ain’t We Got Fun?

The Great Gatsby is the ultimate novel of the Jazz Age. Place students into small research pods and assign each a cultural aspect of 1920s America. For example, students can research prohibition laws and the effect they had on crime; fashion; music; visual arts; and other sociocultural aspects of American life. Have students create a slide presentation or other artifact to demonstrate their findings.

This guide was created by Colleen Carroll, reading teacher, literacy specialist, curriculum writer, and children’s book author. Learn more about Colleen at www.colleencarroll.us.

This guide has been provided by Simon & Schuster for classroom, library, and reading group use. It may be reproduced in its entirety or excerpted for these purposes. For more Simon & Schuster guides and classroom materials, please visit simonandschuster.net or simonandschuster.net/thebookpantry.

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