The Little Child Had Come to Link Him Once More with the Whole World

No, not that child, though there is a seasonal allusion. I’m rereading Silas Marner and finding it every bit as good a secular fable for the holidays as A Christmas Carol–better, even, as the inspiring transformation of a lonely and bitter miser in this case is entirely the result of human accident, agency, and love. Here’s poor Silas, bereft at the loss of his gold:

Silas spent his Christmas-day in loneliness, eating his meat in sadness of heart . . . . In the morning he looked out on the black frost that seemed to press cruelly on every blade of grass, while the half-icy red pool shivered under the bitter wind; but towards the evening the snow began to fall, and curtained from him even that dreary outlook, shutting him close up with his narrow grief. And he sat in his robbed home through the livelong evening, not caring to close his shutters or lock his door, pressing his head between his hands and moaning, until the cold grasped him and told him that his fire was grey.

It’s no supernatural visitor, but a golden-haired child who stirs “old quiverings of tenderness” in Silas’s bruised heart, animates his past, present, and future, and restores him to the human community:

[I]n this way, as the weeks grew to months, the child created fresh links between his life and the lives from which he had hitherto shrunk continually into narrower isolation. Unlike the gold which needed nothing, and must be worshipped in close-locked solitude–which was hidden away from the daylight, was deaf to the song of birds, and started to no human tones–Eppie was a creature of endless claims and ever-growing desires, seeking and loving sunshine, and living sounds, and living movement; making trial of everything, with trust in new joy, and stirring the human kindness in all eyes that looked on her. The gold had kept his thoughts in an every-repeated circle, leading to nothing beyond itself; but Eppie was an object compacted of changes and hopes that forced his thoughts onward . . . . The gold had asked that he should sit weaving longer and longer, deafened and blinded more and more to all things except the monotony of his loom and the repetition of his web; but Eppie called him away from his weaving, and made him think all its pauses a holiday, re-awakening his senses with her fresh life . . . and warming him into joy because she had joy. . . .

In the old days there were angels who came and took men by the hand and led them away from the city of destruction. We see no white-winged angels now. But yet men are led away from threatening destruction: a hand is put into theirs, which leads them forth gently towards a calm and bright land, so that they look no more backward; and the hand may be a little child’s.

Recommended Reading

By popular demand–or, at any rate, at the request of ‘Robby Virus,’ of Blogging the Canon, one of my favorite sources for lively commentary and good drinks recipes–here is the list of ‘recommended further reading’ I offered to the students in my 19th-century fiction class at the end of term.

If you liked Persuasion:

  • other Austen novels, but especially Pride and Prejudice (you never know, some of them might not have already read it)
  • for a similar combination of delicate social satire and affectionate domestic comedy, try some Trollope; I have a fondness for The Warden, but Barchester Towers is also manageable in length and delightful
  • for a novel that combines an Austen-like sensitivity to social and moral nuances with an intellectual range closer to George Eliot’s, Elizabeth Gaskell’s last novel Wives and Daughters
  • for fun, Bridget Jones’s Diary (smarter and wittier than the adaptation)

If you liked Vanity Fair:

  • Tom Jones, if you have the patience for it
  • Trollope’s The Eustace Diamonds (Lizzie Eustace, Becky Sharp, and Scarlett O’Hara should be in some kind of “Literary Diva Survivor” show)

If you liked Jane Eyre:

  • Anne Bronte’s The Tenant of Wildfell Hall (in some ways, I think this is a better-crafted and more subtle novel than Jane Eyre, with all its melodrama)
  • Charlotte Bronte’s Villette, another one of those novels that ought to put paid to the idea that nineteenth-century fiction is all about naive realism
  • Mary Elizabeth Braddon’s Lady Audley’s Secret, if melodrama is what you like best
  • Sarah Waters’s Fingersmith, because I never miss an opportunity to recommend it

If you liked Bleak House:

  • other Dickens, of course, especially Great Expectations, David Copperfield, and Little Dorrit
  • or, if what you liked about it was its social conscience, then Gaskell’s Mary Barton
  • or, if what you liked about it was its capaciousness, then Trollope’s The Way We Live Now or He Knew He Was Right, for more multiplot madness

If you liked The Mill on the Floss:

  • Middlemarch. Actually, no matter what else you like, my recommendation is that you read Middlemarch.
  • Daniel Deronda, because once you’re done reading Middlemarch you’ll be temporarily dissatisfied with every other author, so you’ll go looking for more George Eliot to read.
  • Felix Holt (see previous comment)
  • Hardy, Tess of the d’Urbervilles

And some recommended neo-Victorian novels, if you’re interested in what smart contemporary novelists have done with this legacy:

  • Fowles, The French Lieutenant’s Woman
  • Byatt, Posession and Angels and Insects (the latter might be of particular interest to the scientifically inclined)
  • Waters, Fingersmith (just go read it!)
  • Michel Faber, The Crimson Petal and the White, a novel that may actually deserve the adjective “Dickensian”

Ring in the Holidays with “The Chimes”

(cross-posted)

It’s that time of year again–you know, the time for “paying bills without money,” for “finding yourself a year older, but not an hour richer,” and, of course, for re-reading A Christmas Carol. But wait: we all know (or think we know) A Christmas Carol. What about Dickens’s other Christmas stories? I’ve actually never read them, and I’d like to. I thought I’d start with “The Chimes,” which is short and appears, promisingly, to involve goblins. It’s easily available in electronic editions (here and here, for instance); some contextual information and the illustrations are available here. At The Valve, I’ve proposed a miniature version of the Adam Bede project we did in the summer. I’ll post a reminder there in a week or so, and then somewhere around December 19 or 20, post a few comments and/or questions and see who comes to the party. If you think the story will go down easier with a little “Smoking Bishop,” here’s the recipe. Everyone’s invited; bring a friend! Or post on your own blog and we’ll make a decorative blog-link chain.

WordPress Experiment

I’m not much of a “techie,” and I also generally use technology as a convenient support for my “real” work, rather than as an end in itself, so I’m always looking for the easiest ways to get things done. Currently I use FrontPage for making my departmental web pages, but I like the convenience of web-based tools, so I was wondering about adapting a blog site into a more general home page, perhaps even phasing out my Dalhousie-based page. One option is to add Google Pages to this site, but for no reason I can really articulate, I kind of like having a little distance between this place and my other sites. Also, I gather Google Pages is sort of on hiatus until Google Sites is up and running. Anyway, I have been poking around with WordPress a bit and figured out enough to build this little site. Does anyone have any particular thoughts about or experience with using WordPress that they’d like to share, or any different suggestions? I admit, I started this site on Blogger for the simple reason that it was the one I had heard of, back in the day. Also, is there a way to use something like WordPress but have it come up at my “myweb.dal” URL?

Review and Conclusions (December 3, 2008)

Both classes met just once this week, for “Exam Review and Conclusions” in both cases. Although reviewing for finals is of course important, lately I feel compelled also to offer what I only half-jokingly describe to my colleagues as “closing perorations”–remarks aimed at drawing out, or drawing together, the major intrinsic motives for our work in the class. The accounts that follow here are reconstructed from my lecture notes and retain the…looseness…of that genre.

In Introduction to Prose and Fiction, I returned us to our course epigraph, taken from Ian McEwan’s essay “Only Love and then Oblivion“: “Imagining what it is like to be someone other than yourself is at the core of our humanity. It is the essence of compassion, and it is the beginning of morality.” A major point I tried to drive home over the term is that (literary) reading and writing have never usually been intended as ‘academic exercises’—writers use literary and rhetorical strategies to further ideas and achieve effects in the real world, by changing the way people see the world, or think about the world, and thus the way they act in the world. It is possible to conceive of all of the readings we did as outreach projects of this kind, though their strategies have ranged from the very direct and overt (such as Martin Luther King’s “I Have a Dream” speech) to the subtle, even ambiguous (Woolf’s “The Death of the Moth,” for instance, an invitation to her readers to acknowledge the ‘grandeur’ of life in its smallest forms—but to what ends?). Even the aesthetic and affective aspects of our readings alter our perception of the world around us, as well as our experience of and in it.

We particularly worked on understanding the tools of a writer’s trade, from argumentative strategies to rhetorical and literary devices, so that we could talk about how we got the ideas we did from them, how they made these ideas memorable, or thought-provoking, or persuasive. We worked on distinguishing between better and worse readings of their works—better readings being those that account most fully and accurately for the material in the text–and we discussed the concept of “coduction,” a coinage by Wayne Booth that describes the way we test, modify, and improve our readings by conversation with other readers.

What in particular did we study? We worked through our lists of the “Elements of Prose” and the “Elements of Fiction,” learning terms and definitions for key techniques. We need to know enough about writing styles and techniques to test and explain our interpretations, which can be wholly inaccurate if, for instance, we fail to recognize irony (as in Swift’s “Modest Proposal”) or unreliable narration (as in Poe’s “The Tell-Tale Heart”). In some cases historical context is also crucial: you can’t work appropriately with Wiesel’s Night, for instance, without understanding, first, that it is a version of his own life story, and second, that his story is an individual piece in the larger story of the Holocaust–which itself, of course, is part of a number of still larger stories including the history of Germany as a nation, or the history of anti-semitism in Europe and elsewhere—which is also an important part of the story of TheRemains of the Day. Sometimes literary history is a great aid to our understanding: the history of different literary genres, for instance (such as the short story) or argumentative styles (such as oratory or rhetoric) can help us appreciate about how our individual examples work with or against literary conventions (such as the way female gothic texts–“The Yellow Wallpaper,” say–use but also subvert the traditional gothic mode). And information about individual writers can help us understand texts that might otherwise be obscure in their purposes or styles, and illustrate the point that writers too work with the kind of knowledge (the sense of options) that we developed in this course (self-consciously placing themselves into genres, traditions, and also historical and political moments).

The larger context for this work is my hope that our readings and discussions encourage the students to think about writing and literature as in some way relevant to their own lives. The aim is not to turn them on to any particular writer or form, but to demonstrate that the process of engaging with writing (both fiction and non-fiction) matters because writing is one of our sites of interaction with each other. The larger aim, then, is to experience something of the variety of conversations that people have about prose and fiction and learn what is necessary to participate in these conversations in a responsible, well-informed, and rewarding way.

In The Nineteenth-Century Novel, I remind the class that I opened the course with review of some of the pejorative stereotypes associated with the Victorian age in general and Victorian literature in particular (assisted by Virginia Woolf’s Orlando). As I explained at that time, the object of the course was not so much to disprove or dispel myths and stereotypes as to complicate them and rethink them. In fact, to some extent, I embrace and advocate a specific aspect of the stereotype, namely earnestness–which I believe is important, Oscar Wilde notwithstanding.

I chose an array of novels that in some sense do represent the “Victorian” qualities of social and moral earnestness—though, in their sheer variety of style and approach (narrative techniques and structures, plots and characters, tone, humour, ‘flavour’), I think they make it more difficult to generalize (pejoratively or otherwise) about Victorian literature. All of our books in their own ways ask us to get worked up about “the way we live now”—using fictional techniques (intrusive narration, direct address, thematization, multiple narrators, sensationalism, comedy, pathos…) and artistry to engage us. Even in our ‘lighter’ books, this preoccupation with social conditions and the need for or conditions for change helps explain the stereotypical association of Victorianism with ‘earnestness.’ But where the issues are important ones (marriage, morality, authority, the status of women, class conflict, conflicts between duties to ourselves and duties to others, care for the weak and suffering and ill…)—where the stakes are so high, being earnest surely seems appropriate, if not essential—what would it mean, after all, to take these issues lightly? To me, that quality of earnestness, then, is nothing to be ashamed or apologetic about, but is part of the appeal of Victorian novels, as is the way that the great 19th-century novelists combine it with great humour, charity, curiosity, and formal innovation.

A further, and related, feature of these novels, and one that seems to me of increasing importance, is the imperative they communicate that we, as readers, have a lot of responsibilities: to read well, to judge carefully, and to think about our own role in the social worlds and institutions the novelists examine so imaginatively and often so critically—many of which have continuations or counterparts, after all, in modern society. At heart, this is the demand these novels make on us—to get involved, as readers—to acknowledge that the world they talk about is always, if not always literally, our own. When still an aspiring novelist herself, George Eliot remarked that “art is the nearest thing to life; it is a mode of amplifying experience and extending our contact with our fellow-men beyond the bounds of our personal lot.” Right now, there is a lot of interest in fiction in this way, as a literary form that perhaps is specially suited to bringing about change in the world as well as in individuals. For example, Martha Nussbaum has published a book called Poetic Justice in which she holds up Dickens’s Hard Times as exemplary of the potential role of the literary imagination in public life—holding up a vision of human flourishing that contrasts with the theories most at play in socio-economic theory today, and that she argues is best cultivated precisely through the form of the novel. This is part of a broader attempt on her part to get the novel as a genre recognized as a form of moral philosophy. I myself have published a paper arguing for the value of George Eliot’s Middlemarch as an ethical text.

My general point is that the very qualities that make 19th-century novels problematic if your approach is formalist, aesthetic, or modernist can be those that make them matter if your approach is philosophical, activist, humanist, or communicative—why not, we might ask, use the powers of language and story-telling to get people thinking and talking about the way they live with other people, or about their ability to face themselves in the mirror in the morning? Yes, these novels are demanding in their length and complexity. But the greatest demand they place on us as readers is to be active, rather than passive, whether through the great moral “labour of choice” we experience vicariously in The Mill on the Floss or through the exercise of our sympathetic imagination and social conscience on behalf of those who need our help, as Bleak House might inspire us.

And then, in an equally Victorian spirit of optimism, I conclude with a list of more 19th-century novels for future reading.

Now, on to exams!

Weekend Miscellany: Wisdom, Paul Auster, Chess Novels, and the NYTimes 100 Notable Books

Update: Further to my remarks on tiring of over-hyped new books, hooray for the folks at The Millions for these remarks, and for their plan to have their contributors share “the best book(s) they read in 2008, regardless of publication date”:

There will be plenty of lists in the coming days assigning 2008’s best books (and movies and music and everything else you can think of), but it is our opinion that these lists are woefully incompatible with the habits of most readers. As it does with many things in our culture, what we call “the tyranny of the new” holds particularly strong sway over these lists. With books, however, it is different. We are as likely to be moved by a book written 200 years ago as we are by one written two months ago, and a list of the “Best Books of 2008” feels fairly meaningless when you walk down the aisles of your favorite bookstore or library. (bookmark this post to follow the series)

Morris Dickstein is eloquent on “why literature still matters” (though I wonder about the rhetorical valence of that “still”):

We readers and critics do what we do because we love it, but also because it disquiets us, throws us off balance, unsettles our easy assumptions. No two readings of a genuinely significant book, no performances of a living play, are ever quite the same. When they work their spell, they enfold us in an action that is radically provisional, not easily paraphrased, open to interpretation — and therefore to the unexpected. Since literature resists closure, our work — which is not exactly work — remains open-ended, with no real endgame. Always provisional, never definitive, this wisdom is our special form of knowing. (read the rest here)

Just in time to help me prepare for teaching City of Glass next term, Michael Dirda writes up Paul Auster in the NYRB:

Auster himself has emphasized that he is fascinated by “certain philosophical questions about the world,” in particular aspects of identity and human psychology. His art, in its serious playfulness, aims to heighten our awareness of life’s overall unreality, to recreate on the page some of its wondrous serendipity and strangeness. . . .

Some of Auster’s tics or techniques—the incestuous literary connections, the skewed autobiography, the ambiguous blurring of fact and fiction, the pervasive fatefulness—might sink any ordinary novel from sheer portentousness. And portentousness, as well as sentimentality, has been a criticism regularly leveled at his work. At its best, his tone is unruffled, meditative, intelligent, yet sometimes it does grow gravely august, both orotund and oracular. His characters are all too often the playthings of invisible forces; and the most trivial action—answering a telephone, buying a blue notebook—can bring about the most improbable and dire consequences. What may look like chance is usually kismet, and to Auster New York really is Baghdad on the Hudson, an Arabian Nights world of omens, shifting identities, unexpected windfalls, improbable meetings, wildly good and bad luck, and all those sudden peripeteias that seem more the stuff of melodrama than of modern fiction. (read the rest here)

As my earlier post on Auster reveals, I’m not sold on ingenuity and metatextuality as a basis for great literature. I was recently exposed to another “novel” that made me even more dissatisfied with what seems like the substitution of intellectual games and hyper-cleverness for the humanity of art….Well, for people who like that sort of thing, I’m sure this is just the sort of thing they like.

The yearly orgy of “best of” lists is underway; the New York Times offers its list of “100 Notable Books of 2008” here. Pat Barker’s Life Class, Kate Atkinson’s When Will There Be Good News and Richard Price’s Lush Life are three from the fiction list that I hope to get around to. I’m actually feeling a bit tired of reading much-hyped literary newcomers that disappoint (more about that when I get around to writing up my own “year in reading” post). My Christmas wishlist this year is heavy on more classic titles (like a little thing called War and Peace that I really should have reread in a good translation long ago).

And in a more idiosyncratic vein, at the Washington Post we get a list of novels for “chess enthusiasts (and those who love them).” My son is an avid chess player (and former provincial champion), but at 11 I don’t think he’s quite ready for any of the books described here. Still, it’s worth noting them down in case the enthusiasm endures. A commenter already mentioned Michael Chabon’s The Yiddish Policeman’s Union, which was the one book I could think of with a chess-driven plot. Dorothy Dunnett’s Lymond Chronicles all feature chess-y titles, and some chess games are played (one, memorably, with live ‘pieces’), but they aren’t really about chess in any particular way.

Well Marked

A couple of weeks ago, Nigel Beale posted some tips from Mortimer Adler on ‘How to Mark Your Books “Fruitfully and Intelligently.”‘ The recommendations sounded pretty familiar, though understandably there’s no mention of my own must-have accessory, the Post-It Note. I think anyone who teaches literature has to get over any initial reservations about making a mess on the page; a large part of what we want to convey to our students is that reading is an active process, for one thing, and writing on the text is one way to make sure you are actually engaging with it. Textual annotations can also serve as prompts and guides for lecture and discussion. As someone who mostly teaches ‘loose baggy monsters,’ I also feel that one of my primary responsibilities is just being able to find important passages to help students make their observations and analyses specific. Herewith, some samples of a well-used teaching copy of Middlemarch, marked up Maitzen style.

First, the Big Picture Post-It Index and Finder’s Guide.


Next, the Inside Cover Index to Essential Information:

Here’s a sample of a key passage annotated for teaching point of view and free indirect discourse:


And a sample of a Cross-Referencing Post-It–probably the most important kind (it’s blue because it marks the blue-green boudoir passages, of course!):


Here’s this year’s Post-It opus:


See how you can track Jo through the novel? And the hot pink tabs point to the clues to Lady Dedlock’s past. Hmmm. It starts to look a little obsessive, doesn’t it?

This Week in My Classes (November 25, 2008)

It’s the last full week of classes–unbelievable, how fast the term goes by. That means it is wrapping up time. It would be nice if the end of a course could feel like a culmination and a triumph. Instead, it’s always a struggle to keep the momentum (and the attendance) up and the focus on the intrinsic interest and merits of our work. In my new-found cynicism, I now always save one “surprise” quiz for the last day of class, to maximize the number of students who will actually be there for my closing perorations. I do think there is more at stake than what will be on the exam, and I like to take a little time during our last meeting to say a few things about that; it’s disheartening if nobody is there to listen! So coercion is my little helper.

In Introduction to Prose and Fiction, the students’ final papers are due next week. As it is a designated Writing Requirement course, we are supposed to spend time explicitly on writing, so I have scheduled two class hours this week for editing workshops. Last time, they did peer editing. I always have to fight my fear that peer editing is simply a case of the blind leading the blind; I have almost never seen evidence on their drafts or worksheets that I’m wrong about this, but I remain committed to the principle that it is good to read and edit other people’s work, and also that it is excellent to finish a full draft a week before the final due date so that you have at least the opportunity to improve it before you submit it. This time I am asking them to edit their own essays. I think this is an even harder task, and yet in many ways, for a writer, nothing is more important than learning to look critically on your own writing, to achieve enough distance to identify weaknesses in your arguments or evidence, and to develop the fortitude to mess with something you worked hard to produce in the first place. Their worksheet includes a “reverse outline” exercise: the idea is to produce an outline working backwards from the draft, checking as you go whether you have in fact put all the parts in place that you need. One small detail I have come to see as important, though it often seems trivial at first, is whether they have a strong title for the paper. In my experience, a bland (“English Essay”), vague (“Interpreting The Remains of the Day), or simply missing title is a symptom of an essay without a strong organizing idea. We’ll see how it goes. At the very least, again, they have won themselves a few days to reconsider their first try. Many of them will not take advantage of the time they have to rewrite (they tend to tinker with individual words, rather than move pieces around, reconsider their thesis, or choose better examples). But those who are motivated and listening to our advice will end up with much better essays, which ultimately makes our work of grading them more pleasant too.

In The Nineteenth-Century Novel, we are nearly through The Mill on the Floss. After emphasizing last week how important the long, detailed account of Maggie and Tom’s childhood is because it prepares us (and them) for the complexities of their adult decisions, now we are getting to the moral heart of the book: Maggie’s struggle with the conflict between her own needs and desires, and the demands of her conscience and her duty to family and her past. So far this week we’ve focused on the limitations of available stories or narratives for Maggie (helped along by Carolyn Heilbrun, in Writing a Woman’s Life, for instance, and Nancy Miller’s “Emphasis Added: Plots and Plausibilities in Women’s Ficton”). We can take this issue up fairly literally by considering Maggie’s reading of Thomas a Kempis, and a bit more literarily by considering the significance of the Scott novels with which Philip courts her, and which lead to her famous resolution to “read no more books where the blond-haired women carry away all the happiness.” Sadly, of course, her quest to read, much less live, a story “where the dark woman triumphs,” “to avenge Rebecca and Flora MacIvor, and Minna and all the rest of the dark unhappy ones,” is doomed. To help explain why, I’ve handed around copies of George Eliot’s essay “The Antigone and Its Moral: the analysis she offers of the intractable opposition of competing goods clarifies at least one way of understanding the structure of the novel’s ending, though we’ll have to get into specifics of Maggie’s choices to see just what goods are in opposition for her and why she can’t come up with a better resolution (and here “she” could refer with equal reason to Maggie or George Eliot, I’d say).

It is a treat to be reading The Mill on the Floss. Much as I love Dickens’s verbal acrobatics and all the other qualities that make Bleak House one of my top 3 Victorian novels, the combination of intelligence, philosophical breadth, social and historical insight, humour, and charity in George Eliot’s narration is enormously stimulating, and her language, so very different from Dickens’s, has its own aesthetic as well as intellectual beauty. Here (because it’s my blog and I can!) is a long and wonderful passage from a chapter with the unpromising title, “A Variation of Protestantism Unknown to Bossuet.” Bossuet, the notes tell those of us who wouldn’t otherwise know, was a 17th-century French bishop who wrote a history of Protestantism; the unknown variation belongs to Tom and Maggie’s family and “consist[s] in revering whatever was customary and respectable’–it is based on convention and habit, on material and social habits and expectations, rather than on any grand spiritual notions. The Dodsons and Tullivers invite, deserved, and get plenty of satirical treatment and criticism, but, characteristically, George Eliot is concerned to contextualize both their “theory of life” and her own analysis of it, and to prepare us for how their beliefs in turn provide a crucial constraining context for the ardent efforts of her protagonists. I’ve copied the text from this nice searchable e-text.

JOURNEYING down the Rhone on a summer’s day, you have perhaps felt the sunshine made dreary by those ruined villages which stud the banks in certain parts of its course, telling how the swift river once rose, like an angry, destroying god sweeping down the feeble generations whose breath is in their nostrils’ and making their dwellings a desolation. Strange contrast, you may have thought, between the effect produced on us by these dismal remnants of commonplace houses, which in their best days were but the sign of a sordid life, belonging in all its details to our own vulgar era – and the effect produced by those ruins on the castled Rhine which have crumbled and mellowed into such harmony with the green and rocky steeps, that they seem to have a natural fitness, like the mountain pine: nay, even in the day when they were built they must have had this fitness, as if they had been raised by an earth-born race who had inherited from their mighty parent a sublime instinct of form. And that was a day of romance! If those robber barons were somewhat grim and drunken ogres, they had a certain grandeur of the wild beast in them – they were forest boars with tusks tearing and rending, not the ordinary domestic grunter: they represented the demon forces for ever in collision with beauty, virtue, and the gentle uses of life: they made a fine contrast in the picture with the wandering minstrel, the soft-lipped princess, the pious recluse and the timid Israelite. That was a time of colour when the sunlight fell on glancing steel and floating banners: a time of adventure and fierce struggle – nay, of living, religious art and religious enthusiasm; for were not cathedrals built in those days and did not great emperors leave their western palaces to die before the infidel strongholds in the sacred east? Therefore it is that these Rhine castles thrill me with a sense of poetry: they belong to the grand historic life of humanity, and raise up for me the vision of an epoch. But these dead-tinted, hollow-eyed, angular skeletons of villages on the Rhone, oppress me with the feeling that human life – very much of it – is a narrow, ugly, grovelling existence, which even calamity does not elevate, but rather tends to exhibit in all its bare vulgarity of conception; and I have a cruel conviction that the lives these ruins are the traces of were part of a gross sum of obscure vitality, that will be swept into the same oblivion with the generations of ants and beavers.

Perhaps something akin to this oppressive feeling may have weighed upon you in watching this old-fashioned family life on the banks of the Floss, which even sorrow hardly suffices to lift above the level of the tragi-comic. It is a sordid life, you say, this of the Tullivers and Dodsons – irradiated by no sublime principles, no romantic visions, no active, self-renouncing faith – moved by none of those wild, uncontrollable passions which create the dark shadows of misery and crime – without that primitive rough simplicity of wants, that hard submissive ill-paid toil, that child-like spelling-out of what nature has written, which gives its poetry to peasant life. Here, one has conventional worldly notions and habits without instruction and without polish – surely the most prosaic form of human life: proud respectability in a gig of unfashionable build: worldliness without side-dishes. Observing these people narrowly, even when the iron hand of misfortune has shaken them from their unquestioning hold on the world, one sees little trace of religion, still less of a distinctively Christian creed. Their belief in the unseen, so far as it manifests itself at all, seems to be rather of a pagan kind: their moral notions, though held with strong tenacity, seem to have no standard beyond hereditary custom. You could not live among such people; you are stifled for want of an outlet towards something beautiful, great, or noble: you are irritated with these dull men and women, as a kind of population out of keeping with the earth on which they live – with this rich plain where the great river flows for ever onward and links the small pulse of the old English town with the beatings of the world’s mighty heart. A vigorous superstition that lashes its gods or lashes its own back, seems to be more congruous with the mystery of the human lot, than the mental condition of these emmet-like Dodsons and Tullivers.

I share with you this sense of oppressive narrowness; but it is necessary that we should feel it, if we care to understand how it acted on the lives of Tom and Maggie – how it has acted on young natures in many generations, that in the onward tendency of human things have risen above the mental level of the generation before them, to which they have been nevertheless tied by the strongest fibres of their hearts. The suffering, whether of martyr or victim, which belongs to every historical advance of mankind, is represented in this way in every town and by hundreds of obscure hearths: and we need not shrink from this comparison of small things with great; for does not science tell us that its highest striving is after the ascertainment of a unity which shall bind the smallest things with the greatest? In natural science, I have understood, there is nothing petty to the mind that has a large vision of relations, and to which every single object suggests a vast sum of conditions. It is surely the same with the observation of human life.

Who wouldn’t want to spend more time in this company, at once erudite and ironic, astutely critical and warmly compassionate? The demands are many, but the rewards are too.

Milton Marathon

The Chronicle of Higher Education chronicles Professor Richard DuRocher’s experiment in a Milton Marathon: a “straight-through, out-loud reading of John Milton’s Paradise Lost — all 12 books of it, from Satan’s fall to Adam and Eve’s eviction from the Garden of Eden.” From the article:

Here are some of the things you learn when you participate in a Milton marathon:

  1. Milton is not as boring as you think. Paradise Lost has something for everyone: Hot but innocent sex! (You thought Adam and Eve spent all their time in Eden gardening?) Descriptions of hellfire that would make The Lord of the Rings‘ archfiend, Sauron, weep with envy! Epic battles, with angels hurling mountains at their demonic foes! This is edge-of-your-seat material. “It’s a really cool story, which I wasn’t expecting,” said Anna Coffey, a sophomore who took part in the reading to get a jump on her homework for a “Great Conversations” core-curriculum course.
  2. Milton is not that hard to read out loud. As Mr. DuRocher pointed out in a set of “Guidelines for Reciting” he handed out before the marathon, “Paradise Lost is written in modern English.” Compared with Beowulf, Paradise Lost is a walk in the park.
  3. Milton is really hard to read out loud. Very few people get words like “puissance” right on the first try. Milton loved a runaway sentence and just about any now-obscure classical or geographical reference he could get his hands on, many of them polysyllabic nightmares. Partway through Book VI, Mr. DuRocher offered advice to the tongue-tied. “Whenever you encounter a word you don’t know, that’s a word to pronounce with special certainty,” he said. “It’s probably best to mispronounce demonic names anyway.”
  4. It’s worth it. “It’s really a good poem,” said Mr. Goodroad. “It’s a lot better to hear it than to read it.”

This venture is not as original as it may sound. Many years ago (in 1990, to be precise), the members of UBC professor Lee Johnson’s Honours Milton seminar decided the best way to prepare for their final exam was to do the same thing. We started at 9:00 a.m. and read for the whole day. It was a tremendous experience, and one that got better as the day (and the poem) went along. I think those who got to read Satan’s speeches had the most fun. I would second all four points above, particularly that it is a better poem to hear (or to proclaim), not just to read. And I would add that the whole experience goes better when fuelled by mimosas… Ah, to be a keen undergraduate again.

Posner on the “Decline of Literary Criticism”

In the most recent issue of Philosophy and Literature, Richard Posner reviews Ronan McDonald’s The Death of the Critic (discussed previously here):

The problem with “criticism conceived as magistrate”—the problem that McDonald not only does not solve, but does not acknowledge—is that there are no objective criteria of aesthetic distinction. The reason is that there is nothing that all great works of literature have in common but lesser works of literature do not. When critics propose criteria that they think will distinguish the great from the non-great, they end up narrowing the canon of great literature in arbitrary ways, as T. S. Eliot attempted to do with Milton and Shelley. There is no need to develop a litmus test for great literature. Critics can point to the features of literary works that they like or dislike without assuming the authority to tell people what they should read. And Croce was right: you don’t need evaluative critics in order to have a “canon” of great literature. The canon evolves in Darwinian fashion; writers compete, and the works that are best adapted to the cultural environment flourish.

I fear that McDonald has succumbed to the cliché that the enemy of my enemy is my friend: the cultural studies crowd is against evaluative criticism, so McDonald is for it, provided it is objective—but he does not show how literary criticism can be objective. But the problem is not that modern-day literary criticism is not evaluative; it is that literary criticism aimed at increasing the readership of great literature has been displaced by literary theory, on the one hand, and by literary scholarship for literary scholars only . . . on the other hand.

Though I might take issue with some of Posner’s specific points, I agree with him that “the dearth of evaluative criticism” is not what accounts for the diminished significance of literary criticism. He concludes that “If there were less pretentious literary theory and no evaluative criticism, but more readable literary criticism in the style of Cleanth Brooks or F. R. Leavis, the literary culture would be in a lot better shape than it is.” I’ve been reading a fair number of books that attempt to offer “readable literary criticism“; it’s not that such books aren’t out there, but perhaps that often they aren’t often as intellectually challenging or rhetorically exhilirating as the examples Posner gives–often they seem to me to underestimate their intendend audience. The two books I’m reviewing on the 19th-century novel (Case & Shaw and Levine) are actually pretty good options of this kind, but they are overtly aimed at a student audience and so unlikely, I’m guessing, to reach very far out into the world. I admit, “readable literary criticism” with the effects Posner describes (work that “quickens” the reader’s interest in reading literary works) is pretty much the kind I would like to write one day… “literary criticism that helps people understand and enjoy serious literature,” which is why the kinds of debates he and McDonald are engaged in are of such interest to me.