I fell out of the habit of writing teaching posts last year, partly because I was doing so much else on my computer that blogging about it felt like a bridge too far, but also, and more so, because of the flattening effect of teaching asynchronously, as I discussed in this post in January. As I head into my third fully online term, I am more used to the strange sense that I am teaching somehow both all the time and never. With at least some of last year’s materials re-usable, too (if in need of tweaking and updating), I hope I won’t be so constantly overwhelmed with preparations for the next text or topic that I find it hard to focus on the current discussions. Maybe, too, I’ve been thinking, blogging regularly again about my classes would actually help restore more sense of structure and occasion. We’ll see.
Last year we were pretty much all online, in my department and across the university. This year, almost everybody else is back to teaching in person. Early in the planning process I had committed to doing my first-year course online. One reason was that it was such a big job planning and building it that I wanted to get more return on that investment. But it was also was the course that I least missed teaching in person. If our first-year classes were smaller, I might have felt differently, but teaching 120 students in a big auditorium, wearing a microphone, relying on PowerPoint, and knowing (and sometimes seeing) perfectly well that a lot of students in the room are only there because someone told them they had to be – that’s not a great experience, to be honest. I have always considered first-year teaching really important and I love engaging with the students who get excited about the material and the work – the ones who really show up for class (not just physically in class). It is especially gratifying when students taking intro primarily for their writing requirement discover a passion for analyzing literature and come back for more. Sometimes they even change their majors! But I don’t think lecture classes of 120 or more (however diligently you try to make them interactive, as of course I have always tried to do) are the right way to teach either literature or writing, and the crowd control aspects of it are always particularly disheartening. I also thought my online course went pretty well, all things considered. So why not do it that way again?
The harder question, as we headed into the summer, was what to do about 19th-Century Fiction. These courses are my absolute favorites to teach, and I did really miss the energy of in-class discussions last year, even though I thought the online version went quite well (again, all things considered). Offering this year’s version in-person seemed reasonable, even likely, back when our second dose dates got moved up and it looked like widespread vaccination was going to turn everything around. Then came Delta, and with it a lot of renewed confusion and uncertainty about what an in-person fall term would actually be like, along with slower than ideal vaccination uptake among the main student demographics. I remembered only too well how much work it was creating the materials for last year’s Dickens to Hardy course online and I knew I would not be able to do a good job on Austen to Dickens (there’s no overlap in the readings) if I put off the decision to the last minute, so I set August 1 as my deadline to make the call, and when things still looked too precarious for my liking, I committed to moving it online as well and got started right away on setting up the Brightspace site and creating materials.
A couple of weeks later, Dalhousie did finally implement a vaccination requirement, along with mandatory masking for at least the month of September (neither of which was in place when I made up my mind to go online). I really hope that these measures and a generally high level of diligence help make it a safe and positive term for everyone now back on campus! For myself, though, while I do have regrets (anyone who has followed this blog knows how much I love being in the classroom), I appreciate the clarity of my situation and the continuity I can be sure of providing to my students. I don’t need to have multiple contingency plans – or to lecture masked or to dodge crowds in the hallways, or to work in my overheated office where at the moment I am not allowed to open the window. I do also feel that I am serving a need: there are students who themselves could not get back to Halifax, or who aren’t confident about returning to in-person classes, and I honestly think we should have tried harder to make sure they had more and less haphazard options given the predictable complications of this in-between phase, especially for international students.
Classes began here yesterday, and the discussion boards in my courses are now filling up with students introducing themselves and checking out how things are going to work. It’s not the same as meeting them face to face, but those of us who are online a lot one way or another know that you can communicate a lot about yourself through virtual interactions, and also that it is possible to create, sustain, and cherish real communities that way. I think the most important things I learned last year, which did involve a lot of trial and error, was that simpler is better and personal is best of all – not personal in the sense of over-sharing personal information, but personal meaning you bring yourself to the work, you show yourself in the work, and treat everybody involved as if they are people too. I’ve been trying to welcome each student individually to the class as they make their introductions: I don’t know if I’ll be able to keep this up as the pace of their contributions increases (there are 150 students all told across my two courses) but I want to make my presence felt from the beginning.
As for course content, well, the first week of Literature: How It Works focuses on the idea and practice of close reading, with an emphasis on word choices. This is how I always begin my introductory courses, so the only difference is delivery. Across the next few modules we just keep adding things to pay attention to (“stocking our critical toolbox”!) – all the while trying out our ideas through low-stakes writing. I’m using specifications grading again, simplified and clarified (I hope) from last year’s version. In Austen to Dickens we warm up (again, as always) with a bit of background on the history of the novel: nothing fancy, just a rough sketch to give some context for our actual readings. Next week we start on Persuasion. My favorite part of class prep last year was devising slide presentations in which I tried to capture not just the main talking points of what would have been our classroom discussions, but the spirit of them. I actually found – find – this work quite creative! I don’t do anything fancy, but I do try to have a kind of unfolding narrative, illustrated by apt graphics (and sometimes silly graphics, because I miss drawing stupid stick figures on the whiteboard). This year I’m going to be more explicit about the limitations of the lecture components, which are never (in person or online) meant to “cover” everything or answer every question. Last year some students expressed frustration that I raised questions in my lectures but didn’t go on to answer them: realizing that they had this expectation surprised me a bit, because my in-person lectures also can’t possibly answer every question that comes up, but I think the recorded delivery seems like it should maybe be more definitive or complete.
So that’s where we are now: poised at the beginning of a term that, for my students, will be a hybrid one. One unknown factor is how they will feel about or treat what may well be their lone online courses. Will it seem less real or important to them in contrast to their campus work? I hope instead they will appreciate that they can tune into it on their own schedules – and know I will (more or less) always be there for them.Â



In my mind are all the tides, their seasons, their ebbs and their flows. In my mind are all the halls, the endless procession of them, the intricate pathways. When this world becomes too much for me, when I grow tired of the noise and the dirt and the people, I close my eyes and I name a particular vestibule to myself; then I name a hall. I imagine I am walking the path from the vestibule to the hall. I note with precision the doors I must pass through, the rights and lefts that I must take, the statues on the walls that I must pass.
The story of who he is and what he’s doing in this place is the novel’s central plot, and it has elements of an actual mystery, even a thriller, with clues and an investigation and a climactic face-off with a villainous antagonist. In a way it is even a horror story, or at any rate things about it are horrible. The oddity of Piranesi, though, is how beautiful Piranesi’s weird world is and how lovingly he studies and tends to it. It isn’t our world but it has things we are familiar with, including tides and sea birds and seasons, all of which are vividly evoked. Although Piranesi is essentially (we learn) a captive in this place, it’s not a story of suffering. He feels taken care of; in his isolation, he has created meaning through rituals and through relationships that are real and valuable to him. When the truth is revealed and he has to choose which world to live in, it’s not obvious where he will really be better off. Or, at any rate, the right choice may be obvious but it clearly comes with costs, with losses.
Happily, other people have written smart things about it, including 




“Something will break the blogjam!” said an encouraging friend on Twitter when I remarked on how long it has been since I wrote anything here. The problem is, that “something” has to be me actually writing something here, and it turns out that doesn’t just happen by itself! So I figure I have to just write something here, and maybe that will help me get back in the habit. Because for all the talk these days about blogging being over, it remains, for me, the best form the internet has come up with for the kinds of things that I value about the internet. I love Twitter but its conversations (while, at their best, informed, convivial, and supportive) are dispersed and fleeting. I’m not a fan of newsletters: as far as I can tell, they are just emailed blogs, which means if you want discussion to flow from them you have to go on Twitter (see previous comment!) or click over to the newsletter’s site … which is a blog, right? But because most people are getting the material delivered to them privately, there’s much less chance of conversation breaking out over there. I’m for blogs! Which means I’d better get back to writing my own and do my small part to keep them going. (I am so grateful to the book bloggers I follow who have been steadfastly keeping up regular posts lately: reading them is always a tonic, a reminder of the community and meaning created by books and the people who care about them.)
The thing is, I haven’t actually finished many books lately: that’s one reason I haven’t felt as if I had anything to post about. I don’t blame the books. They were just the wrong ones for me right now. (These include Kate Atkinson’s Big Sky, Olga Tokarczuk’s Flights, Simone St. James’s The Sun Down Motel, and Elif Shafak’s 10 Minutes 38 Seconds in this Strange World.) I may well return to a couple of them at another time, as I picked them up in the first place because they looked worth reading! I did finish a couple of others that I felt too inert to write up in detail: Becky Cooper’s We Keep the Dead Close (that’s a wrap on my experiment with “true crime”) and Mary Lawson’s Road Ends (I liked it! I have nothing else to say about it.) The one book I’ve read through recently with anything like eagerness is Miriam Toews’s Fight Night, and I’m going to be reviewing it so I can’t write it up here!
As I struggled through this slump, I picked up and put back a number of books from the array of unread ones I have on my shelves. I have much fewer of these than a lot of you do, I know from your Twitter posts and pictures! At times like these I wish I did have stacks and stacks of them, to increase the odds of finding something that looked really tempting. It turns out you don’t have to have thousands of them, though: you just have to have the right one, and happily I think maybe I do. Some months ago (maybe longer, who can keep track of time anymore) I bought Lonesome Dove, thinking it would be a perfect book for long lazy afternoons on the deck. This summer has been so humid and/or so rainy that sadly there haven’t been very many of those, and it’s just such a big book that I kept putting it aside. A couple of days ago, though, determined to throw myself into reading at least something, I picked it up and just started reading; I’m nearly 200 pages in now and I am loving it. Hooray for old-fashioned storytelling!
Other than that, my main preoccupation for the next little while is going to be gearing up for the fall term. I was always going to be offering my big first-year class online again, and after waiting as long as I could stand it for more information about Dal’s “return to campus” plans, I took my Faculty up on their promise that we could switch any other courses from in-person to online and decided to do the 19th-century novel class online too. I have many regrets about this, but they are mostly about being sad that we aren’t more clearly out of the pandemic yet, so that returning to the classroom would not be a simple or self-evidently safe experience. It’s not so much that I anticipated being anxious for my own health (though as we know, risks remain for the fully vaccinated) but that there just seem to be too many disruptive scenarios well within the range of probability, and I am much happier being able to plan out an online term than having to cope with a lot of complications and accommodations on the fly, or (heaven help us) another ‘pivot’ to online if things go south.
What affected her was that he had once been young, and that he had grown old, and was now dead. That was all. Youth and vigour had come to that. Youth and vigour always came to that. Everything came to that.
This is not a condemnation of The Old Wives’ Tale, though. One of the challenges for me all along has been figuring out what kind of book it is, so that I could figure out what I was reading it for, or, how to read it well. There are lots of specific aspects of it that I think would reward sustained analysis – especially the relationship between the sisters’ “tale” and the story the novel tells of the Five Towns. But for me anyway, what the final chapters really did was complete the pattern I hadn’t quite been able to make out. It is just the pattern of life, with its beginning, middle, and end. That’s at once not much (for a novel) and everything (for all of us). The result is at once weirdly dull and dissatisfying (is that really all?!) and immeasurably poignant (yes – yes, it is all).
And then it’s Constance’s turn. There’s an extra level of pathos in her being left alone to play out her last act. Like all the death scenes in the novel, hers is blunt, unsentimental, clinical (“It was not rheumatism but a supervening pericarditis that in a few days killed her”). Again, there are lots of specifics we could discuss: of course Cyril wasn’t there, and his career as a “dilettante” is its own form of stasis – but he did do a good job on Sophia’s funeral! and those of you 
They are worth more to us than the empty human shells we have taken them for; they were children who cried for their mothers, they were young women who fell in love; they endured childbirth, the death of parents; they laughed, and they celebrated Christmas. They argued with their siblings, they wept, they dreamed, they hurt, they enjoyed small triumphs.
She is also committed to undoing the sensationalism around her subjects’ lives and deaths: I think that’s another explanation for the way she writes the book. She avoids all the obvious kinds of narrative manipulation: she creates no suspense, she does not set a foreboding tone, use foreshadowing, or create melodramatic scenarios or dramatic climaxes. This is one way The Five differs from Dean Jobb’s The Case of the Murderous Dr. Cream: although I did not find his treatment of this murderer’s victims exploitive, Jobb does enjoy dramatic irony and foreshadowing, and overall he tells a more melodramatic and grisly tale. He also, obviously, focuses on the killer, whereas Rubenhold refuses to give Jack the Ripper any more attention than is absolutely necessary. (For instance, there is no speculation at all in The Five about who he was.)
And no matter how they came to be “sleeping rough,” they didn’t invite or deserve their horrendous deaths. The idea that any version of their life stories should mitigate our distress at the violence done to them—that in any way their murders open them up to that kind of judgment of their characters—is precisely what Rubenhold is crusading against. The epigraph for her conclusion comes from the judge at the trial of the so-called “Suffolk Strangler” in 2008: “You may view with some distaste the lifestyles of those involved,” he says, but “no-one is entitled to do these women any harm, let alone kill them.” Since the first inquests into their deaths, Rubenhold shows, her five have been dismissed as “only prostitutes,” perpetuating the familiar Madonna / whore dichotomy that “suggests there is an acceptable standard of female behavior, and those who deviate from it are fit to be punished.” She rightly points out how persistent this view is, to this day:
And Cream really was evil. For all Cream’s notoriety, both in the 1890s and among aficionados of serial killers in general and Jack the Ripper in particular, I knew nothing about him before reading this book. A lot of the fun (if that’s the right word!) of The Case of the Murderous Dr. Cream is following the trail of his known and suspected killings, as well as the twists and turns of various efforts over decades to prove his guilt definitively—so I won’t go into detail about all that here. Jobb’s research is extensive and meticulous: he explains in a note on his sources that “every scene is based on a contemporary description of what occurred and where events unfolded; all quotations and dialogue are presented as they were recorded in newspaper reports, memoirs, police reports, and transcripts of court proceedings.” The result is a remarkably specific and vivid account that gives a really complete picture of everything except what is perhaps the most baffling and disturbing aspect of the case: why Cream did what he did. Jobb notes that the concept of “serial killer” was not around at the time of Cream’s murders, and neither was “psychopath.” An attempt was made after his (last) trial to argue that he was legally insane, but it did not prevail. All that could really be said about him was that he was a monster.
As part of my current research on issues related to gender, genre, and the ‘novel of purpose’ (about which more eventually, when it takes on a clearer shape!) I asked our indefatigable Document Delivery staff to bring in a copy of Vera Brittain’s On Becoming a Writer (1947). It turns out to be in large part advice for aspiring authors, and I’ve been amused, reading it, by how familiar a lot of it sounds as well as how practical and discouraging Brittain is. I thought you might be amused as well, so here’s her list of “nine widely-held illusions regarding the literary life,” in her own words, along with some of her blunt recommendations for overcoming these “phantasies.”
Having cleared away these sad illusions, Brittain moves on in the next chapter (“First Essentials”) to offer some positive suggestions, though not without one more chastening reminder that your “desire for fame, wealth, and distinguished acquaintances does not in itself constitute a claim to literary success.” There really is something bracing about her Eeyore-like insistence that, while writing may well be worth the effort, it almost certainly won’t be fun, that it’s more likely than not that you aren’t very special or talented, and that the way forward is mostly drudgery. Would a book, not of this type (there are many such) but with this tone get published today? So far—I haven’t read to the end yet—it is certainly the antithesis of Elizabeth Gilbert’s irritating paean to half-assed creativity