Fight For It: Claire Cameron, How to Survive a Bear Attack

Will I survive a bear attack? I’d been asking the wrong question. Being alive is one big risk and it will end in death, but the bridge between those two things is love.

After this investigation, my recommendation is to spend your time falling in love with the people and the world around you. Don’t let a fear of death eclipse your life. Run towards love, fight for it, and die for it.

When I was a child, my family went camping most summers, often at Saltery Bay, a significant drive (and two ferry rides) up B. C.’s optimistically named ‘Sunshine Coast.’ I wasn’t – and still am not – particularly outdoorsy, and I am irrationally afraid of starfish, and, less irrationally, of barnacles, so I am not sure I ever swam in the water off the rocks where we hung out day after day. I loved the tidal pools, though, full of mussels and crabs and tiny fish, and I loved staking out our favorite picnic table, the only one with any shade, early in the morning with my dad (the other families must have hated us!). We played Scrabble there, and painted rocks, and colored in our coloring books. Back at the campsite after dark, we played card games and colored some more and designed outfits for my beloved paper doll Hitty (named for and patterned after the wooden doll in this book) and sang songs by the fire when my dad played his guitar.

Every so often on these trips my dad would make a joke to my mother about bears. I am morally certain, now, that she never found them funny. I don’t remember ever taking bears seriously myself. I also don’t remember any particular precautions that we took to keep them at bay. But the elegant and informative B. C. Parks website (no such thing existed during my childhood in the 1970s and 1980s, of course) does say that “bears, cougars, wolves, and other potentially dangerous animals may be present,” and gives advice about how to keep yourself safe.

We were more wary about bears when we camped at Manning Park, I guess because it’s in the mountains and bears were known to roam there. In fact, I think I remember us all getting into the car once because we spotted a bear in our vicinity, though I am not 100% sure about this.* If we did, it can’t have helped my mother’s anxiety about these burly threats to her family. As Claire Cameron is at pains to emphasize in her new memoir How to Survive a Bear Attack, bear attacks are vanishingly rare. The couple whose grim deaths on a camping trip in 1991 are the anecdotal center of her story were, statistically speaking, in much greater danger on the drive to Algonquin Park; as she also points out, the woman of the pair was – again, statistically speaking – more likely to be killed by her male companion than by a bear. Still, if you are the rare target of a charging bear, those statistics are not going to feel reassuring, and if a bear does actually attack you, you are in extreme danger.

Claire Cameron was not attacked by a bear. The title of her book is not exactly misdirection: in fact, How to Survive a Bear Attack is full of information about bear attacks and how to survive them. The sections have titles like “When to Play Dead,” “When to Fight,” and “A Time to Surrender.” Cameron had turned to the wilderness after her father’s death from cancer,  and had found courage and strength in the beauty of the Canadian landscape and her own active engagement with it, hiking, climbing, paddling, and camping. Anyone with these interests has to think about bears, and Cameron often had. A turning point in what became a “full-blown bear obsession” was a close encounter with one when she was planting trees in Northern Ontario. She knew the story about the couple who had died in Algonquin Park, but the cinnamon bear she saw on that expedition was  an “apple-eating bear” smart enough to pry the lid off the Tupperware container he’d taken out of her backpack (which the bear had lifted from a van when someone foolishly left the window down a bit) and eat the peanut butter sandwiches inside.

Over the years, Cameron had been plenty close to bears – and also “stood close enough to mountain lions, and jumped over rattlesnakes.” It was only practical to know something about what to do in the event that a bear saw her as a threat, or as prey. But it had never come to that, and then at 45, she got a diagnosis that changed everything. “It was only now,” she says, “that I realized how foolish I was. I’d been preparing to fight a bear when the thing that would most likely kill me – my own DNA – had been lurking in a place much closer.” What she is fighting is cancer, specifically the rare and threatening form of melanoma that led to her father’s death at only 42. At the time of her own diagnosis, Cameron was 45.

Some of the strongest writing in the book comes in the passages where Cameron reflects on how it feels and also what it means to understand that “nature” is not a setting for our lives but that our lives are themselves natural. In the wake of this frightening news, she and her husband hold each other, wonder what to tell their kids, and contemplate a future without the “false sense of security” that comes from the walls we build around ourselves. “Every now and then,” she says,

something happens. A reminder. The mask of control slips to the side and there is a glimpse of what lies behind. We are subject to natural forces. We are delicate, vulnerable creatures, no matter how much time we spend telling ourselves otherwise. Our teeth are blunt, our skin is thin, and our hearts flutter close to the surface. We are subject to the pull of the moon; we can be shifted by the tides and pushed by the wind.

Later, in the context of the deadly bear attack in Algonquin Park, she will note specifically the vulnerability of the backs of our necks: “a person approached from behind with force stands little chance.” This, she thinks, is how Carola died – instantly, at least, unlike her partner Ray, who seems to have fought with everything he had. (Fair warning: parts of this book are quite graphic about the damage bears can do.)

What does a bear attack have to do with cancer? Is it just a metaphor? Yes, partly: the book is about Cameron’s illness and her desire to survive it, and so the section headings (especially 12, “How to Live”) take on dual meaning. But Cameron is also, still, obsessed with literal bears, and just as her turn to the outdoors helped her come back to life after her father’s death, so her strong and initially inexplicable fixation on finding out what exactly happened at that campsite in 1991 helps her find purpose, motivation, and eventually meaning after the surgery that, provisionally anyway, removes her cancer but leaves her weakened and unmotivated. The quest starts with an anomaly, perhaps a mistake, in a note she’d written about the case for her earlier novel The Bear. Suddenly “every hour became urgent”:

By that time, I had lived three years longer than my dad. This felt like borrowed time. I made a list of questions. I was sore and tired. I suspected I might be dying, but finding answers became more pressing than fear.

The next big shift comes as she pursues those answers and comes across a photograph of the killer bear. She had always focused on the people, the victims, the search party, the mourners, herself. Only at that moment does she realize there’s another point of view: the bear’s. Bears “are individuals. They do individual things.” To complete her story of that fatal meeting, she “needed to understand this bear on his terms, not mine.”

The bear’s story becomes the third strand in the narrative Cameron weaves, which combines her personal story, the story she puts together (including various testimonies and evidence) about Carola and Ray’s horrific final day, and sections from the point of view of the bear that attempt to portray him as a character in his own right – personality, curiosity, hunger, all as far as possible conveyed as aspects of what we might call bearishness. I admit I found these parts not completely convincing, not so much because they are inevitably speculative but because, well, it’s a bear. Cameron knows, and tells us, a lot about bears, including how smart they are, but this bear thinks, remembers, and plans to a degree that seems improbable. I think the idea probably was to make explicit what in reality is more implicit or instinctual; the risk is anthropomorphizing him, and while I think Cameron makes a valiant effort not to do that, still, well, it’s a bear. I still found it very interesting to learn so much about a bear’s life, though! And I liked the connections Cameron makes to Beowulf, one of the stories her father had loved to share with her. Toni Morrison, in an essay on Beowulf, “makes the point that nowhere in the story do people ask questions about why Grendel was hell-bent on eating them.” “When I followed Morrison’s thought,” Cameron explains, “I understood that the bear wasn’t beyond comprehension . . . It felt like trying to reach out and touch Grendel.”

The bear is a bear; the bear is Grendel, embodiment of our oldest and deepest fears; the bear is cancer; the bear is nature. They are all, in their own way, wild – and the wilderness is not somewhere else, separate, held back or “conserved” within inside the arbitrary boundaries of a park:

The wilderness has never been empty. It doesn’t have borders. It’s a word that defines a relationship between the people, the wildlife, and the land. It’s ancient and will be here long after I’m gone. I can’t control where or how it goes. It’s under the carpet, in the alley behind my house, in the lake, inside a glacier, and on an island in Algonquin Park. It’s inside the mind of a black bear.

It’s also much closer. It lives in my cells. To some, those cells might have a mutation. To me, they are cells inherited from my dad. I have cancer. It’s wild inside me.

Cameron completes her investigation and writes her account of what happened, to Carola and Ray, to the bear, to her father, and to herself. There is ultimately no comforting answer to the question that once preoccupied her: “If I’m attacked by a bear, will I survive?” None of us survive, so the question, the preoccupation, is itself misguided, she concludes. “Being alive is one big risk and it will end in death”; instead of running away from bears (which, just by the way, is not a good move in the case of a literal bear attack) we should “run towards love, fight for it, and die for it.” The lesson might seem a little pat, even trite, but the urgency and the poignancy of it are real for Cameron, which gives it power, and besides, things are often trite precisely because they are true. There’s a reason a story as old as Beowulf can still speak to us, can still give Cameron the words she needs to face the end: “I’ll let go then, of all my holdings, my throne, my carefully guarded bones.”


*I checked with my parents and my mother confirms: “The night before, a bear prowled around our tent. At lunch the next day when many were enjoying themselves by a stream at a picnic site, a bear wandered in and I was the only one who made my family get in the car.” That seems a very sensible precaution to me!

Chartres Cathedral, Redux

I taught Joyce’s “Araby” recently in my first-year class, the first time in years I have done so in person. I love the story, but I’ve never reacted to it as intensely as I did this year: I found myself sobbing over it as I prepared my notes because the boy’s plight—standing anguished in the wreckage of his dreams, clutching his bright but tragically inadequate coin in his hand—reminded me so much of Owen bringing his gifts and his talent and his humor to the world only to end up feeling there was no place for them or him in it. Anguish indeed.

I think this is why this old post on teaching “The Dead” has been on my mind. What is—what can or should be—the relationship between such intensely personal responses to literature and the work I do every day? I had put the last paragraph of “The Dead” on one of my slides for my “Araby” lecture, just to show them how beautiful Joyce’s prose can be; I told the class I wouldn’t read it aloud, both because it deserves better than I can do and because I feared I might start crying. I don’t know if that meant anything to them, but I do know that our discussion of “Araby” was a lot like the sluggish session on “The Dead” that prompted me to write this post in 2010. That was a long time ago; I’ve been trying to think about what, if anything, has changed since then. I think I try harder, now, when I’m teaching to hold the cathedral doors open, but I also still believe that analysis is not just pedagogically essential but intrinsically valuable.


Standing in Chartres Cathedral Unmoved

I’ve been thinking more about this passage from May Sarton’s The Small Room that I quoted in my earlier post on the novel, from Lucy’s irate speech to her students on returning their woefully inadequate assignments:

Here is one of the great mysterious works of man, as great and mysterious as a cathedral. And what did you do? You gave it so little of your real selves that you actually achieved boredom. You stood in Chartres cathedral unmoved. . . . This is not a matter of grades. You’ll slide through all right. It is not bad, it is just flat. It’s the sheer poverty of your approach that is horrifying!

I’ve been marking assignments myself (in my more benign moments, I call it ‘evaluating assignments,’ which sounds less adversarial). But that’s not actually what has had the line about standing in Chartres cathedral unmoved running through my head. Instead, it’s our recent class meeting on James Joyce’s “The Dead,” which I know I am not alone in finding one of the greatest pieces of modern fiction: smart, patient, subtle, powerful, poignant. My very smart talented teaching assistant led the class, and as always happens when I hand over the reins, I learned a lot and was reminded why I ended up where I am today, namely, because I loved being an English student. (I had the same treat today because another of our very smart and talented graduate students kindly took over the class on T. S. Eliot. Boy, we can pick ’em!) Because I was sitting among the students, I couldn’t see their faces, so I had less than my usual sense of whether they were engaged or listening, but there was certainly not a flurry of responses in answer to Mark’s questions about the story.

Now, it’s not a hugely forthcoming group anyway,  and for that I partly blame both the style in which I have decided to teach the course (basically, lectures, with some Q&A, which seemed to fit the purpose of the course) and also the room we were assigned (quite a formal tiered lecture hall, narrow but deep, which exaggerates the distance and difference between the front of the room and the back and makes the prospect of throwing up your hand to volunteer an idea more intimidating, I expect, to any usually reticent students). Anyway, I sat listening to Mark and looking at the moments on the page he called our attention to and filling up with the old excitement—but also simmering a little at what seemed to me an undue lack of excitement in the rest of the room. ‘Aha!’ I thought. ‘This is what Lucy was talking about! Here they are, in Chartres cathedral, unmoved!’

chartres

But the more I’ve thought about that moment and my reaction, the less satisfied I am—not with them (though come on, it’s “The Dead”!), but with myself and with the unfair lose-lose situation I am (silently) putting the poor students in.

The thing is, my classroom is nothing like Chartres cathedral. And I don’t mean just in the look and layout, though here’s a picture so you can imagine the scene for yourself:

[2023 update: the classroom for my current intro class is at least as grim.] No, the dissimilarity I’m thinking about is one of atmosphere. Or, perhaps more accurately, attitude. As I remarked in my write-up of The Small Room, Sarton seems to me to be appealing to “an old-fashioned view of literature as a kind of secular prophecy,” imagining a world in which “the professor’s scholarship giv[es] her the wisdom to speak ‘from a cloud,’ a ‘creative power,’ a ‘mystery.'” I wasn’t—and I’m not—lamenting that this is not my academy. I’m not a secular priest; I have no special creative power, no authority to speak to them from some mysterious height– no interest, either, in evoking spiritual revelations. That’s not my business. We can’t just stand there and emote, after all. There’s not much point in their bringing their “real selves” to their work in the way Lucy seems to want it: what would I grade them on? Failure (or success) at having their own epiphanies, rather than failure (or success) at explaining the concept of ‘epiphany’ in the context of Joyce’s fiction in general and “The Dead” in particular? As Brian McCrea writes,

People who want to become English professors do so because, at one point in their lives, they found reading a story, poem, or play to be an emotionally rewarding experience. They somehow, someway were touched by what they read. Yet it is precisely this emotional response that the would-be professor must give up. Of course, the professor can and should have those feelings in private, but publicly, as a teacher or publisher, the professor must talk about the text in nonemotional, largely technical terms. No one ever won a National Endowment for the Humanities grant by weeping copiously for Little Nell, and no one will get tenure in a major department by sharing his powerful feelings about Housman’s Shropshire Lad with the full professors.

And as I wrote in response to McCrea in a (much) earlier post,

While we can all share a shudder at the very idea, to me one strength of McCrea’s discussion is his admission that marginalizing affect, pleasure, and aesthetic response is, in a way, to be untrue to literature, and that the professional insistence on doing so also, as a result, marginalizes our conversation, alienating us, as McCrae says, “from our students, our counterparts in other academic departments, our families [unless, he allows, they include other professional critics–otherwise, as he points out, even they are unlikely to actually read our books and articles], and, ultimately, any larger public” (164-5). (In Democracy’s Children, John McGowan makes a similar point: “There remains a tension between the experience of reading literature and the paths followed in studying. . . . To give one’s allegiance to the academic forms through which literature is discussed and taught is to withdraw [at least partly] allegiance to literature itself” [65]).

They aren’t standing in Chartres cathedral unmoved. I’m slamming the door of Chartres cathedral in their face. They might well have been feeling all the excitement I could hope for, or at least those who actually did the reading for the day might have. But it wouldn’t be their fault if they thought the CIBC Auditorium was no place to bring it up. It wouldn’t be Mark’s fault either, or mine. We do show enthusiasm and appreciation for the literature we’re covering, to be sure, but it’s not of the viscerally rapturous variety, or even the aesthetically transcendent variety. It’s a heavily intellectualized variety, and while I don’t think that makes it inauthentic, it isn’t something they are quite ready to emulate, not yet. I want them to feel the readings, and to show that they feel them, but there’s really no appropriate way for them to express that feeling in the ways they would find natural.

But what are we to do?  I’m not a fan of the unreflective response, and taking down the nets would open up our class discussions (at least potentially) to a particularly banal and subjective kind of verbal tennis (“I really like this” / “Can you say more about why?” / “Not really, I just thought it was nice / beautiful / relatable”). Nobody learns anything from that. I usually just hope that my enthusiasm (however peculiar its variety) catches their interest and makes them read more, and more alertly, then they otherwise would. I try to give them tools to notice and think about their more personal responses, too: how they might have been achieved by the formal strategies of the work, and what their implications might be. I was remembering, though, a conversation of my own with one of my undergraduate professors. We had been reading Matthew Arnold, including “To Marguerite—Continued,” at a time when a lot of emotionally difficult things were going on in my life, and after our seminar (in which, as I recall, we talked about things like faith and doubt, and modern alienation, and verse forms, and metaphors) I very tentatively went up to the professor—one of my favorites, a wry 18th-century specialist who always looked faintly sardonic (as is only fitting, of course, for that period). “But don’t you think,” I remember saying (and those who know me now would not, probably, believe how nervous it made me even to stand there and ask this kind but intimidating man anything at all) “don’t you think that life is like he says? that we are isolated like that?” “Perhaps,” was his only reply—that, and a quizzical lift of his eyebrow. Well, what else could he say? What did my angst have to do with his class?

But (I’m full of these equivocations tonight, apparently) I can’t help but think that, for all the gains involved in professionalizing the study of literature, one of the reasons our students don’t graduate and go out into the world and absolutely trumpet the value and significance of the work they did with us is precisely that we have given up that prophetic role. We stood with them outside the cathedral, perhaps, and told them it mattered, and explained its history and architecture and social role and so forth, but left them to stand inside, moved, on their own. To be sure, they might have ignored it altogether if it weren’t for us (how many of these kids would pick up Joyce on their own?), but no wonder they are left thinking that when it came to the things that really mattered, we weren’t there for them.

Originally published November 10, 2010

“Simple Truths”: Alice Elliott Dark, Fellowship Point

darkThey belonged here. Of course. It was obvious. They belonged here and they should be here. Why not? Why on earth not? Why should she and Polly leave the Point to a land trust rather than to the people who had loved it the longest? Her heart pounded. It had taken her her whole life to see it, but now that she did, nothing could be as clear. The simple truths are always hidden in plain sight, only veiled by the complications of the human mind.

I read almost all of Fellowship Point‘s 575 pages in a single day, which is a testament to how engrossing I found it. That said, by the time I finished it I was disappointed in it: although it is admirably smart and ambitious and encompasses a lot of people, events, and themes, there’s a central plot “resolution” that I found very artificial, not satisfying in any way except as a planned revelation to pull things too neatly together. Furthermore, the final resolution about the future of the land known as Fellowship Point, while the right answer in probably every way, nonetheless felt awkwardly didactic as it actually played out. (Note that I avoid saying exactly what that plot point is or what happens to the land: this is partly because I consider it a courtesy to avoid spoilers here, but also because if you do go on to read the novel itself, I don’t want my stamp of disapproval to mark these elements too prominently. My guess is that you’ll recognize them in any case, but you may well respond to them differently!)

Fellowship Point is like a Barbara Taylor Bradford novel if it were written by Elizabeth Strout: it’s a family saga that sprawls across generations, and it’s a close-up study of two idiosyncratic older women, Agnes and Polly, long-time best friends, whose lives are intimately connected to their neighboring family properties on the coast of Maine. These two women are the best part of the book, and since they are a big part of it, that’s a good thing! Agnes is the most Strout-like of the two, acerbic, independent, uncompromising, unmarried—a grouch with a heart of gold. Polly is kinder, gentler, easier, more accommodating. She is married to a Casaubon-like scholar, a retired philosophy professor struggling to sustain his self-esteem and sense of purpose now that he’s cut off from formal academic life. I had to laugh at his response to Polly’s helpful suggestion that “until his next book came out he write a weblog to express his opinions”:

“Are you serious?” He frowned. “A weblog, on the computer? I’d be laughed out of the profession. . . . ” He’d adopted blog as a catchphrase rather than an activity. “Time to work on my blog,” he’d say for all kinds of transitions—when he repaired to the bathroom, for example.

OK, fair enough! But Polly’s ideas aren’t in fact foolish ones, in this case or in other circumstances, and much of the novel is about her learning to trust herself and her judgment, to stand up against his and then her sons’ tendency to belittle or dismiss her, often in the condescending guise of loving concern.

dark2Agnes, in contrast, has to get out of her own way, to stop guarding her secrets and make space in her life for love and forgiveness. This means reckoning with a traumatic incident from her past, which we learn about through the device of a long series of letters she wrote to her dead sister, which she eventually decides to share with the novel’s third protagonist, Maud Silver, an ambitious young editor eager to convince Agnes to write a full and frank memoir.

For me, it was the letters that began to sap the energy of the novel. They felt like a device, for one thing, an answer to “how do we get this backstory in?” Agnes as shown through the third-person narration is a more vivid and engaging character than Agnes in their first-person voice, too. And the backstory itself took way too long to unspool. I was curious about it, but after a while I was tempted to skim through the letters so I could just find out what the big deal was. Once I knew and I began to suspect how the other pieces fit together, I got somewhat irritable about it all, even though I liked Agnes and Polly enough to want to know how it all turned out.

Thematically, the most substantial issue in the novel is people’s relationship to the land they live on: how ideas about ownership or stewardship, about belonging or sharing or developing or loving the land, affect how it is treated and reflect other, broader, values about how we live in the world. In her acknowledgements, Dark says

As a child I learned that I lived on land where indigenous peoples had lived for hundreds of years. I never stopped thinking about this and wondering what to do about it. The question found its way into this novel. I hope we all find a just answer.

I think the novel does offer “a just answer” to its own specific scenario, but it comes across as pat, rather than as artistically satisfying. It’s true that clues about what that answer might or should be are present from early in Fellowship Point, and maybe if I reread it I would find that this thread (political, ethical, and thematic) is interwoven more richly than I noticed. Maybe, too, it’s thematically appropriate to keep the better alternative to the two options that are more overtly the novel’s central conflict out of sight until nearly the end: it makes sense, I suppose, that the third option wouldn’t even occur to Agnes, loving Fellowship Point and its family history as she does, until quite late—indeed, almost too late. Maybe this answer was meant to feel disruptive of our expectations, especially given the novel’s otherwise familiar genre. All I can say is that I wasn’t convinced by it, however just and right it is in principle, as the right ending for Fellowship Point or, to look at it the other way around, Fellowship Point didn’t read to me like the right novel for that ending. There’s just too much else going on in it that doesn’t really tie in to it.

I also wasn’t in love with Maud’s plot, and I really didn’t like the Big Reveal about it . . . but enough criticism. Really, it’s strange that I have so many complaints about the novel, considering how immersed I was in it in the moment. It is very readable, clearly. I don’t mean that as damning it with faint praise: it’s a lot! Many novels don’t achieve even that much. I appreciated, too, the obvious ambition of the novel, even if, in my judgment, its ambition is not matched by its achievement. Before I read it, I was surprised that my local independent bookstore has it filed under “fiction,” rather than “literature.” I’m always amused by their confident distinction between these two categories and I’m often tempted to challenge them both on the concepts and on their choices about what goes where. Now I think that in this case, they got it right—which isn’t to say it isn’t a good novel, but I am not at all convinced that it’s a great one.

“In My Mind”: Susanna Clarke, Piranesi

piranesiIn 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.

Piranesi is a strange, wondrous, mysterious novel, the kind of book that makes me marvel that someone ever had the idea to write it, much less carried it out so that a reader like me could be moved and transported by it. By training and inclination I am (more or less) a realist; the two genres I always have the least success with reading are fantasy and science fiction. I gave up on Clarke’s earlier novel Jonathan Strange & Mr Norrell – not just gave up, but gave it up, donating it to the book sale after a couple of failed attempts to get into it. Now I wish I still had it, because if Clarke is good enough to make the weird world of Piranesi feel real to me, I trust her enough to try it again.

I’m not going to say much specific about Piranesi, mostly because it’s such an intricately delicate construction that describing or explaining it seems unlikely to do it justice – and might, worse, spoil its carefully unspooled revelations. Most of it takes place in a kind of labyrinth made up of halls and vestibules, populated with statues and skeletons and one solitary living person, the man we know, and who knows himself, only as ‘Piranesi’ – until we learn more about him, that is, and he too is brought to confront some elusive truths about himself.

piranesi2The 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.

I wasn’t really sure what to think about Piranesi as I read it, partly because both Piranesi and his labyrinthine world are so captivating and partly because it takes the whole novel to really understand what is happening in it. It is a fantasy novel of a sort; it is perhaps a kind of parable; it may or may not be saying something about the imagination, or art, or religion, or mythology. I think it’s about freedom in some way – about whether a life can be a good one, for example, if it is lived under duress (even unknowingly), or whether a life stripped down to its bare elements might have a kind of purity that is some compensation for what has been taken away or sacrificed. It is about human needs, including for love, and the way they find outlets wherever they can. It is incredibly sad, but by the end it is also quietly hopeful.

arch-piranesiHappily, other people have written smart things about it, including Teresa at Shelf Love, whose post was one reason I had made a mental note to read Piranesi for myself even though I thought it sounded a bit far out for me (which it is). I also appreciated Ron Charles’s review, and this one by Ilana Teitelbaum in the Los Angeles Review of Books – I don’t know the Narnia books well enough to make the connections she does, but I found them really interesting. The title of the novel of course tells us to make connections to Piranesi, who in turn was an influence on M. C. Escher: these allusions are good visual cues, but whether they help much with interpreting the novel I’m not sure. In any case, because Piranesi is at once so memorable and so enigmatic, I know it will linger with me for a long time.

“They wept, they dreamed”: Hallie Rubenhold, The Five

the-fiveThey 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.

Hallie Rubenhold’s The Five admirably fulfill’s Rubenhold’s stated ambition for it: to restore “their dignity” to five women whose individual life stories have been subsumed by the horror of their deaths and the horrifyingly glamourous mythology of their murderer. These women, the “canonical five” victims of Jack the Ripper, have long been cast as bit players in his drama, in parts that, Rubenhold shows, reduce or misrepresent who they actually were.

I’m not going to reiterate the life stories Rubenhold has (somewhat astonishingly) managed to reconstruct in The Five, partly because it’s the sheer accumulation of detail that matters to the book’s effectiveness. At times I did wonder if we really need so much detail—Rubenhold risks bogging us down in minutiae, and I admit that sometimes I found myself starting to skim, looking to reconnect with a storyline, to regain some forward momentum. But even as I did that, I was aware that I was going against the grain of the book, which is by design anti-narrative.

What I mean by that (and of course this is just my theory about Rubenhold’s approach) is that we already know something crucial about each woman: we already know how their stories end. For too long that one thing has been considered enough to know about them, or at least the most important thing to know about them, and it has been used to make assumptions about what came before—and about who these women were. In order to undo that ending, to refuse it as the defining moment in their lives, Rubenhold has to repress it almost completely, even as each step of each of her five biographies takes its subject closer and closer to it. It’s a really interesting conceptual challenge.

the-case-of-the-murderous-dr-creamShe 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.)

This is not to say that The Five is a dull, plodding, or wearily studious book, though it is very much a work of social history. It gets its considerable energy from Rubenhold’s frankly feminist perspective on her subjects’ lives, deaths, and posthumous treatment. “The courses their lives took,” she says early on, “mirrored that of so many other women of the Victorian age.” The book is really one long quietly furious riposte to the still too-common victim-blaming question about women who are assaulted: “what was she doing there in the first place?” She answers that question five times, recounting how one by one these women were worn down by social constraints, by economic struggles, by lack of education, by lack of employment options, by their inability to control their fertility; she shows families broken by disease, by poverty, by alcoholism, and especially by the lack of support and resources to recover from any of these problems. The women she tells us about were not helpless victims of circumstance, but their world was hard, hostile, and often dangerous—and profoundly misogynistic. They ended up in vulnerable situations, not because they made uniquely bad decisions or were in any way “looking for it,” but because they had run out of other options.

fiveAnd 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:

When a woman steps out of line and contravenes accepted norms of feminine behavior, whether on social media or on the Victorian street, there is a tacit understanding that someone must put her back in her place.

Never having read any “Ripperology,” I was shocked at the examples she gives of writers (recent ones!) about Jack the Ripper who casually degrade his victims and “elevate the murderer to celebrity status.” “Our culture’s obsession with the mythology,” she convincingly argues, “serves only to normalize its particular brand of misogyny.” Women shouldn’t have to be nice, good, perfect to be safe; men shouldn’t be able to use anything about women’s lives as justifications for violence against them. It might seem like a stretch when Rubenhold declares that by accepting the “Ripper legend” we not only perpetuate the specific injustice done to her subjects but “condone the basest forms of violence”—but if we understand them, as she wants us to, as representative rather than unique, as important because they are ordinary, not because they are outliers, then she is exactly right, and in that respect The Five is very much a book about the present as well as the past, and it is not just sad but infuriating.

“And then what?” Margot Livesey, The Hidden Machinery

liveseyStevenson’s advice to the young writer is misleadingly simple, a Zen koan in disguise. Read everything that is good, nothing that is bad. And then what? … Then, learn to read as a writer, to search out that hidden machinery which it is the business of art to conceal and the business of the apprentice to comprehend … And then you have to hope for grace and luck, the Lares and Penates of fiction, to knock at your door.

I don’t have a lot of specific things to say about Margot Livesey’s The Hidden Machinery: Essays on Writing. I’m more interested in what I learned (or didn’t learn) from it about teaching creative writing, something I have been–mostly idly–curious about for some time, for personal and professional reasons. I’ve always been a bit of a skeptic about it: none of the novelists I admire the most, after all, had any kind of training in “craft,” and given the impossibility (in my view, anyway) of setting reliable standards for good or bad art, I have never been convinced that creative writing can or should be graded. These opinions are, I frankly admit, more prejudices than convictions or conclusions–they are not supported by extensive study on my part of how creative writing programs work or whether on balance they do seem to be good or bad for the literary world. I have read a number of essays and articles about this question over the years, both pro and con, but it hasn’t been an issue of great importance to me. Lately I have thought that perhaps it should be, not least because creative writing is an increasingly large part of the curriculum in my own department. I certainly have no doubt whatsoever about the talent, dedication, and good faith of the people who do this work at Dalhousie, and that is actually one reason I have been feeling more curious lately about creative writing as a process or a discipline.

between-the-coverrsWith that in mind, I asked the Twitter ‘hivemind’ for examples of what people consider the best books for or about teaching creative writing. I got a lot of suggestions: Charles Baxter’s Burning Down the House; Nancy Kress’s Beginnings, Middles, and Ends; Sarah Painter’s Stop Worrying, Start Writing; Robert Boswell’s The Half-Known World; Graywolf Press’s The Art Of series; Tin House’s Between the Covers podcast; Ursula LeGuin’s Steering the Craft, Janet Burroway’s Writing Fiction.* One that got a few strong endorsements was Margot Livesey’s The Hidden Machinery. It sounded appealing, so it’s the one I decided to read first (and, I now think, maybe last).

I did learn something from The Hidden Machinery, but it wasn’t quite what I expected or was looking for, though I suppose I’m not exactly sure what that was–something concrete, I think, about the actual pedagogy of writing, about the movement from reading to doing. Livesey’s book is not a textbook (of the list I compiled, I now see that only Burroway’s is of really of that kind), but it is described as a “masterclass,” so it’s not unreasonable to think that it is meant to do more than talk about how other people’s books are written. And yet that’s really all that it does, with a few nods towards using them as models and some stories about Livesey’s experiences writing her own novels. Rather than being a book of an unfamiliar kind, it turned out to belong to a category of books I spent a lot of my early blogging years exploring: “books about books.” Only I was reading them, back in the old days, looking for models of criticism, trying to answer my questions about what kind of literary analysis had any traction outside the academy. It hadn’t occurred to me (though maybe it should have) to look at these books as how-to-write guides, not (or not just) how-to-read ones.

oup-persuasionThe Hidden Machinery is a perfectly fine book about how some really good novels are written. It is mostly close reading. There are zero revelations in it for anyone who has read, say A Passage to India or Persuasion or Madame Bovary attentively with an eye to things like point of view or narrative form or metaphorical patterns or character development. Livesey does a good job walking us through her examples; she is an observant and insightful reader. In her discussion about her own fiction, she explains clearly what she thinks she learned, where she thinks she succeeded or failed, as a result, at least in part, of the attention she learned to pay to other writers. These sections are interesting, but they are not really transferable “lessons”, because each of her novels (like every novel) is unique. There is absolutely no specific advice about how to be as good as her exemplary writers are–and how could there be? There is, near the end, a list of “rules” (derived, a bit unexpectedly for a novelist, from her study of Shakespeare) and it is as useful and as useless as every such list I’ve ever seen: “don’t keep back the good stuff”; “negotiate your own standard of plausibility”; “don’t overexplain”; “write better sentences.” “Don’t overexplain” would probably rule out a novel like Byatt’s The Children’s Book, which I loved. “Write better sentences” is a good Flaubertian proposal–but for some of us, one Flaubert is more than enough. “Negotiate your own standard of plausibility” at least allows for the ridiculous level of coincidence in Dickens…but he (and those who love him for, rather than in spite of, his excesses) would laugh off “be careful how you repeat yourself.”

the_new_novelI was looking for something in Livesey’s book that would be an “aha” moment for me about creative writing as something that can be taught. There was such a moment, but it didn’t exactly confirm for me that what’s most important is classes or programs dedicated to the how-to side. Many, many times I have sat at the English Department’s table at the “academic program fair” held yearly to showcase and recruit students to our various majors and honours program. Year after year, since we started offering creative writing courses, the vast majority of student inquiries are about them, not about our “standard” literature courses. But in those literature courses we do exactly what Livesey does in The Hidden Machinery,** and if you do a majors or honours degree in our department you will perforce study examples across a range of periods and genres–not just the contemporary ones or the ones students already know they are interested in, but the ones they don’t know they are going to love, the literary “unknown unknowns.” Many, many times I have asked prospective creative writing students what other writers, what literary periods or forms, they are most interested in, and many, many times they have had no answer: they just “like to write.”

burrowayI love that they like to write! But I have always thought (and sometimes said, as tactfully as I could) that to write well you really, really need to read widely. If Livesey’s typical at all–and in this respect I do think she is–that’s what creative writing teachers think too. I’m just still left wondering why an English degree isn’t, then, the right or even best way for these students to proceed, and why they don’t know that. The counter-argument probably turns as much on time, encouragement, and mentorship as on the belief that you can actually teach someone to write something worth reading or even, one day, something that is itself worth studying as an example. Those are definitely good things for aspiring writers to have, even if they are neither necessary nor sufficient factors for producing good, much less great, writers.

I’m not trying to take a stand for or against creative writing programs as such: that’s really not my place as a non-expert, for one thing, and there are lots of reasons (including administrative and financial ones) that make it inevitable that they will not just continue but expand. There can be (and there is, at Dalhousie, I’m glad to say) valuable integration or at least intersection between creative writing and English, in individual courses as well as in the programs as a whole. For these reasons among others, I’m still interested in questions about how reading leads to writing, and about craft, creativity, and pedagogy. I like the look of the Tin House podcast, so I might have a go at some of its episodes next.


*I don’t know what, if anything, to make of the fact that these are by and large not writers I had heard of or read before (I’d heard of Livesey, but not read any of her novels; I’d obviously heard of LeGuin!).

**While I was thinking about this post (and, to be honest, second-guessing the wisdom of wading into these waters at all), I happened to read a review in the Los Angeles Review of Books of George Saunders’s new book about writing, A Swim in a Pond in the Rain, that included this comment: “One doubts that a lesser writer could recognize the skills of the masters so readily, or be able to analyze the short stories as cogently and incisively as Saunders does.” That immediately struck me as absurd: it describes precisely the work of literary criticism, and it reflects what I have always found a problematic assumption, which is that authors make the best critics. Review assignments (in Canada especially) often seem to assume this as well. I think the two skills sets are intimately related but different, and I wonder if this assumption that those who are critics and not practicing novelists lack insight is what leads to books like Livesey’s and Saunders’s being hyped as revelatory, expressions of some special creative power, rather than a good reflection of (some of) the things an English degree will teach you about and how to do.

“The Complexity of Life”: Marina Endicott, The Difference

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‘Still, was it right, to take a child from his people?’

Thea shook her head and got up from the rocker. ‘You make me tired, Kay,’ she said. ‘You have a way of simplifying an argument that ignores the complexity of life.’

Marina Endicott’s The Difference was a near miss for me. It has a lot of elements and qualities that I usually enjoy, and that I mostly did enjoy in this case. It is meticulous historical fiction–though ‘meticulous’ is not my highest term of praise because it rightly implies that the novel made me a bit too aware of the care with which it renders its imagined version of a particular time and place. I prefer more exuberance, and The Difference as a whole only occasionally risks more expansive expressiveness.

When it does so, it is around the wonders of the sea and its creatures: it is very much a sea-faring novel, and while (again) this meant it was filled with good things, things I usually like (like vivid descriptions of water and light and dolphins, and plenty of neepery about sailing) often it felt to me as if we were proceeding at a speed a bit too close to real time on the Morning Light‘s voyage from Yarmouth to the South Pacific and around again. For over 250 pages (so, much more than half of the novel) The Difference seemed to be going nowhere in particular except on that literal voyage, which provides a deliberate, well-crafted, but rather protracted set-up for the problem that is supposedly the crux of the story and its themes.

The Difference tells the story of Kay, her half-sister Thea, and Thea’s husband Francis, the ship’s captain, as they travel the ocean on Francis’s trading route. Endicott’s account of both the trip and their many varied stops are full of fine detail and Kay is a well-developed character: young, thoughtful, unconventional (of course – she has to be, I guess, to be a protagonist), excited to be tutored in Greek.

Part of the backstory for both Kay and Thea is their father’s work at an “Indian” school, where conditions were harsh and the treatments punitive for the pupils who were taken away from their own families and cultures. It’s clear that Endicott means this large-scale wrong as a counterpoint to the specific wrong on which the book’s plot eventually pivots: about half way through the book, off the coast of a small island called Pulo Anna, the ship encounters boats full of men eager to trade – including, it turns out, one of their own number, a young boy whom they leave on the Morning Light in exchange for four pounds of tobacco. Thea, who has had multiple miscarriages, essentially adopts the boy, whom they call “Aren”; she delights in being his “mother,” and Kay embraces her role as his big sister. Aren adjusts with seeming ease to his new life but becomes ill with TB, and they end up stopping in New York so he can recover.

difference1We pick up again about a decade later and much has changed. Most importantly, Aren has left his adopted family and is living a bit of a rough life in Halifax. Distressed and frustrated, both on his behalf and her own, Kay comes up with a plan to take him “home” to Pulo Anna. Once more we find ourselves on board ship and traveling across the seas. Although the next part of the book is as carefully and thoughtfully crafted as the first part, as I made my way through it, and even more so at the end of the novel, I found myself preoccupied with what Endicott had left out by not addressing the intervening years: a lot was missing, I thought, that would have illuminated both the action and, more importantly, the meaning, of the novel’s resolution.

The moral heart of the novel is the question of whether, as Kay very belatedly asks, it can have been right for them to take Aren away with them. Near the end of the novel, Thea reveals in a letter to Kay that when Aren was very sick, he yearned for his original family to “come to get me.” This is the first and almost the only explicit evidence we get that Aren did not in fact accept his new situation as placidly as it seemed, and while perhaps it should go without saying that his experience was traumatic, I can’t understand why that truth (assuming it is supposed to be the truth) was so completely suppressed in Endicott’s story-telling. Perhaps the point is to indict both Kay and Thea for taking his contentment for granted – an assumption as reductive to his humanity as the more overtly racist things people say to him or about him after he has joined their family – and thus to indict us by association if we haven’t questioned their points of view. Still, it seems odd to make the alternative perspective – a potential source of significant moral conflict not just elusive but invisible almost to the very end.

It’s Kay who has the most chance to be a figure of resistance and an ally for Aren, as she is set up as a bit of a maverick or nonconformist from the start, but she doesn’t express any concerns until that late and quite muted confrontation with Thea, and her relationship with Aren is genuinely affectionate, and (as far as we are ever shown) mutually so. Only her tutor, Mr. Brimner, shows any shock at the crude transaction these kindly people have engaged in. “We’ll leave Thea to tell the tale of her purchase of this little fellow,” Francis says lightly, at which

Mr. Brimner’s eyes snapped up to Francis’s face, as if he checked for a jape or jollity, but he schooled his expression quickly to one of objective interest.

His reaction does cast a skeptical shadow over the family’s own account, which casts them as benevolent saviors (“One could not credit how desperate the people were,” Thea explains to Mr. Brimner), and perhaps that is supposed to be enough to drive a wedge between us and them, even though the novel proceeds to depict both them and Aren as carrying on quite happily together.

I wonder if Endicott decided not to show the actual years Aren spends with his adopted family (skipping ahead as she does to his eventual alienation and departure) because that actually avoids treating Kay’s question as one that presents a genuine moral problem. Is the idea that we should not even try to weigh the life he had against the life that, in some sense, he should have had, or that at any rate he would have had, if his brother (as it turns out) had not so cavalierly traded him for tobacco? If the question of whether he might not, by some measures, have benefited from the trade is simply inadmissible, than I can see that it would be wasted time, argumentatively at least, to lay out the results as if there is any value or meaning in doing so: as if the specifics of his experience of being raised as  part of Thea and Francis’s family could possibly make any difference to the absolute moral wrong of his having been take away in that way from his own home. (Does he consent? What would count as consent, for a child and in those circumstances? Would it matter if he did?)

Taking that initial trade as a kind of original sin, from which no good can come, there is a certain simplicity, rather than complexity, to the novel’s moral framework: no matter how kind you are or how good your intentions, you have no right (to answer Kay’s question) to take a child from “his people.” If that is the novel’s point, it approaches it quite circuitously and by omission, rather than inquiry or dramatic enactment. Why not more directly expose the inadequacy of Thea’s version of the story, for one thing? (“A benevolent God,” she thinks, “had given her the chance to save this one soul at least from poverty and starvation,” and she considers this repayment for, not duplication of, “the deaths of all those poor Blade Lake children.”) Why not show us, too, what exactly Aren gave up, what the loss is to him, which remains not just abstract but actually a bit hard to take for granted, because something else we learn on that final voyage is that “his people” have not survived: war and then famine have wiped them out. If he had never left, he would presumably have died with them; his body might well have been one of those found “littering” the beach. I guess what I missed as I finished the novel was clearer evidence of how (or, I guess, whether) the novel thought we should wrestle with these alternatives. Is the news of the island’s catastrophe actually evidence of complexity after all, because it is hard to say for sure whether Aren was, ultimately, better off for being spared this fate? Or, again, do the terms of his “adoption” make any further moral considerations moot as there’s nothing that can possibly compensate for or mitigate that harm?

Endicott’s acknowledgments suggest she intends the latter. The Difference was inspired by real events, and she says that she “heard Miss Ladd’s story of the boy bought for four pounds of tobacco with an instantaneous feeling of revulsion.” She also makes explicit the connection I alluded to between Aren’s story and “the terrible legacy of residential schools in Canada.” Kay and Thea both carry profound guilt with them for how their father’s pupils suffered; it is surprising that they do not more readily make this connection themselves, though Kay moves closer to it by the end. One of the reviews quoted on my edition of The Difference says that the novel shows “how many mistakes can lead to kindness.” To me, the thrust of the novel seems rather to be “how many intended kindnesses can lead to mistakes.” I just wish the novel had been more direct about both dramatizing and philosophizing about – making the arguments for – that theme.

This Week In My Classes: Online

1015StartHere-cropIt is hard to know how to begin the 2020-21 iteration of this ongoing series without cliches about how everything about it is unprecedented. In recent years I had started to worry that continuing to post about my teaching might be boring–a bit, perhaps, to me but more so to the people who still come by and read this blog–because in so many ways, things had been going on more or less the same for so long. I kept tweaking things, including both my teaching methods and my course design and reading lists, but the academic year has a predictable routine and one way or another I have kept teaching more or less the same material. And now none of that seems boring to me at all. I would so much rather be writing again about how annoying our long add-drop period is than about what’s actually going on. But here we all are, in general, without the option to go back to the way things used to be, and here I am, in particular, one week into the unprecedented experience of an all-online semester.

1200px-Gnome-computer.svgSo how is it going? One of the oddest things about it, to be honest, is that I really have no idea. The whole past week felt like a massive anti-climax: after months of work, trying to re-train myself and take on board an overwhelming amount of information about “best practices” for online course design and student engagement and teacher presence, after taking a 9-week online course myself to learn about how to do this, after countless hours revising my course outlines and schedules and learning new tools and building my actual Brightspace course sites … all with September 8 as the looming deadline for when the students would “arrive” and the whole experiment would really begin … After all of this, there was no one moment when we were back in class, no online equivalent to that exhilarating and terrifying first face to face session. Instead, because this is how asynchronous online teaching works, students just gradually and on their own timeline started checking in and making their first contributions, while I watched and waited and wondered and tried not to pounce too fast whenever a new notification appeared.

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It was strange–it is strange–but in many ways the lack of drama is obviously exactly what I should want: it means that, so far anyway, nothing has imploded. Students seem to be doing fine learning their way around Brightspace; I haven’t had a wave of messages (I haven’t had really any, in fact) asking for clarification of policies or procedures; I haven’t heard, so far, of anything at all going wrong, from acquiring the course books to viewing the uploaded video lectures. I’m sure that eventually there will be problems, at their end or mine, but I am relieved that we seem to have had an uneventful roll-out in both courses.

hello badgeI’m also genuinely pleased about the contributions that have come in, especially, in both courses, the introductions students have been posting on our “getting to know each other” discussion boards. As I said to them, our first crucial task is to begin building the class into a community, and it has been lovely to see them embrace that goal by telling us a little bit about themselves and then (best of all) responding with great friendliness to each other. I don’t usually solicit individual introductions in all of my F2F classes, only in the smaller seminars, so actually I know more about these groups than I think I ever have this early in the term. While a lot of what I read and practiced this summer was about how to make myself present to my students as a real, if virtual, person, this exercise has been great for making them present to me, not just “students” in the abstract but two really varied and interesting groups of people who bring different perspectives, interests, and needs to our collective enterprise.

Latour reading womanStill, I find the spread of the experience out over all hours of the day and all the days of the week disorienting, destabilizing, uncomfortable. Usually my weekly schedule involves regular build-ups to each class meeting: preparing notes and materials and ideas and plans, doing the reading, summoning the energy. Then there’s the live session, which in the moment absorbs all my concentration. When it’s over, I’m drained, even if (especially if!) there has been a really good, lively discussion: being in the moment for that kind of exchange is unlike anything else I do in terms of how focused but also flexible, how attentive to others but also on-task I need to be. I love it, and I really miss it already. I know we can have engaged and intellectually serious exchanges in our online format, but they won’t have the same rhythm, or perhaps any rhythm at all, who knows. Not having to be up and dressed and out the door early in the morning (or ever!) is some compensation, and I expect I will find more of a routine as we settle into the term, but (and I expect I’m going to be saying things like this a lot this term, so sorry for the repetition) it’s a strange new way of being a professor.

hardtimesAs for specifics, well, we’re discussing Seamus Heaney’s “Digging” and Adrienne Rich’s “Aunt Jennifer’s Tiger” in my intro class this coming week, and in 19th-Century Fiction it’s time for Hard Times (which I assigned this term because we ended up cutting it last term when we ‘pivoted’ to online). These are all texts I like a lot, though in my experience Hard Times is often a hard sell, even to students who otherwise like Dickens (which is never all of them, of course). Will I be able to communicate my enthusiasm and generate the kinds of discussions I aspire to in the classroom without being in the classroom? I guess I’ll find out. I’m trying to create recorded lectures that open up into writing prompts, rather than drawing conclusions, much as I would move in the classroom through laying out some ideas, contexts, or questions and then opening things up to their input. I am actually having some fun with this, though yet one more unknown is how effective my first attempts will be. I have the next two weeks of material nearly completed, so that buys me a bit of time: as I see what works and what doesn’t, and which approach to the lectures they prefer, I can adapt the next round accordingly.

I guess I would characterize my current feeling about this term as “cautiously optimistic.” Besides, it doesn’t really matter how I feel: this is what we all have to do. Doing it as well as possible under the circumstances remains the only plan I have.

“Holes in the Fabric”: Sandra Newman, The Heavens

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Because Kate’s anomalies had now spawned enigmas, discrepancies, holes in the fabric of Kate. It wasn’t that she was crazy, or not like any crazy girls he’d known before. She didn’t weep; she didn’t scream. She wasn’t hyperemotional. If anything, she was all too sanguine–wore the same clothes for days on end and forgot to brush her hair and was perfectly content. . . . But there was also the incident where Kate told Ben a story about an ex-Green Beret who had climbed the White House fence and broken into the White House and bearded the president and the First Lady in bed, and instead of calling for the Secret Service, the president called downstairs for tea, and they sat drinking tea in the president’s bedroom and discussing the treatment of veterans, and the man became the president’s personal friend. She couldn’t remember which president. It had happened sometime in the nineties.

I found Sandra Newman’s The Heavens really engaging until I started getting confused about how exactly it worked, about what the essential conceptual links were between its variable pasts and presents. It is, definitely, a high-concept novel, one that invites that kind of probing: it’s clear that Newman is using the elements of her genre-bending time-traveling speculative historical dystopian romantic novel to say something–lots of things, probably–rather than simply as plot devices. If I understand her at all, some of these things are about the better alternatives we can imagine to the world we actually live in. Some of them are about how to get to that world we would have to, or have had to, make different choices, including about what, or who, or whose stories, we value most.

What I couldn’t ultimately hang on to, though, was why exactly Shakespeare is somehow placed at the center of this project. Is the novel a critique of something exemplified, maybe, by what is sometimes called ‘Bardolotry,’ so that Sad Will (as Kate, or, rather, Emilia, knows him) is present more as a symbol than a character? Is the notion that our fixation on individual accomplishment and fame–what we routinely but perhaps sloppily, think of as ‘genius’–crowds out other kinds of achievement that might lead to better communal futures? If that’s the idea, I feel as if I should be more certain of it, as well as clearer about why Emilia Lanier is the specific device Newman chooses to set up that implicit argument.

heavens2I also didn’t understand the relationship between Kate’s specific choices in the past and the outcome she hopes for from them. She believes (or Emilia believes) that she has some kind of mission to save the world, but as the novel wound on I got more confused about the nature of that mission and the metaphysics that presumably make sense of it, never mind how she and we are supposed to get from what she does then to what happens now. (It probably didn’t help my attempts to never mind all that and just go along with Newman’s unexplained model of time travel that I’ve been proofreading my husband’s book on determinism, which includes compelling arguments about the logical consequences of any speculative ‘what if’ re-imaginings of the past.) Newman is writing fiction, so she doesn’t necessarily have to meet a stringent philosophical standard, but there wasn’t even enough narrative coherence to her version to hold doubts at bay. As far as I can remember it, Audrey Niffenegger’s The Time Traveler’s Wife (to which The Heavens has inevitably been compared) is every bit as metaphysically confusing and implausible but was at least an intensely gripping story.

By the end, then, my appreciation had become quite fragmented. Newman does some things really well, and I was able to sustain an interest in the love story that threads through the novel as well as in the various versions of their ‘now,’ each of them a bit worse than the last but all vividly recognizable. The 9/11 section in particular had a grim emotional intensity without sentimentality or sensationalism. The historical novel that is Kate’s dream life (or whatever it is rightly called) as Emilia is also really well done–again, vivid, specific, and tense. The question of whether Kate is mad or actually somehow having experiences outside of linear time is well handled, often painfully as those around her try to secure her in what they believe to be the only reality. I just couldn’t sort out my thematic and conceptual confusions well enough to feel satisfied with the novel as a whole. That said, I’m not at my most patient and attentive right now as a reader, and it is quite possible that the fault lies not with The Heavens but with me.newman2

Matt Keeley’s review of The Heavens is worth checking out: he is much less equivocal about it than I am, and I think he is right about all the strengths of the novel. As always, if you read this novel too I’d love to know what you thought.

This Week In My (Fall 2020) Classes: Coming to Terms

DALHOUSIE-UNIVERSITYWell, it’s official: Dalhousie’s Fall 2020 classes will be “predominantly online,” the only planned exceptions being specialized programs that rely on “experiential learning” — “medicine, dentistry, select health professions, agriculture.” In the Faculty of Arts and Social Sciences, we were told some time ago to begin planning for an online term: if some miracle occurred and suddenly it was safe to resume business as (formerly) usual, after all, it would have been easier to revert to face-to-face teaching than it would have been to have to pivot the other way. It is definitely helpful to have more certainty, though, especially for our students.

Because planning ahead suits me much better than waiting and wondering, I had already begun trying to come to grips with what it would (now, will) mean to teach my classes online. The first stage was wrestling with my emotions about this. I love teaching–it is my favourite part of my job, sometimes the only part of it that really makes sense to me and certainly the part of it that I am most motivated about. I have always accepted that there are people who do a good job of online teaching and that there are ways to make it a good experience. Still, I have always resisted doing it myself, because I enjoy being in the live classroom so much and because I spend a lot of time online for other reasons and didn’t want to lose one of my main sources of in-person human contact.

Dal_MarionMcCain_BuildingHaving the decision made for me by circumstances hasn’t changed everything about how I feel about teaching online, but it has made a lot of those feelings irrelevant. Also, countering my wistfulness about what we’ll be missing are other, stronger feelings about what we will, happily, be avoiding by staying behind our screens. Every description I’ve seen of ways to make face-to-face teaching more or less safe for everyone involved has involved a level of surveillance, anxiety, and uncertainty that I think would make it nearly impossible to teach or learn with confidence: a lot of what is good about meeting in person would be distorted by the necessary health and safety measures, and even without taking into account the accessibility issues for staff, students, and faculty who would be at higher risk, being in a constant state of vigilance would be exhausting for everyone. Frankly, I’m relieved and grateful that Dalhousie has finally made a clear call that (arguably) errs on the side of caution. Now we can get on with planning for it.

The Student (Dixon)As my regret about the shift to online has been replaced by determination to make the best of it, I’ve also noticed something I’ve seen experienced online teachers point out before, which is a tendency to idealize face-to-face teaching, as if just being there in person guarantees good pedagogy. It doesn’t, of course. In my own case, I know that what I’ll miss the most is lively in-class discussions. But if I’m being honest, I have to admit that even the liveliest discussion rarely involves everyone in the room. Of course I try hard to engage as many people as possible, using a range of different strategies depending on the class size and purpose and layout: break-out groups, think-pair-share exercises, free writing from discussion prompts, discussion questions circulated ahead of time, handouts with passages to annotate and share, or just the good old-fashioned technique “ask a provocative question and see where it gets us.” Even what feels to me like a very good result, though, might actually involve 10 people out of, say, 40 — or 90, or 120 — speaking up. Others are (hopefully!) engaged in different ways, and there are different ways, too, to ask for and measure participation than counting who speaks up in class. Still, I’d be fooling myself if I pretended that there wasn’t any room for improvement–and what I want to think about as I make plans for the fall is therefore not how to try to duplicate that in-class experience online (ugh, Zoom!), partly because we are supposed to focus on asynchronous methods but also because maybe I can use online tools to get a higher contribution rate, which in turn might make more students feel a part of our collective enterprise. And, not incidentally, if all contributions are written, they will also get more (low-stakes) writing practice, which is always a good thing, and they will be able to think first, and more slowly (if that suits them), and look things up in the text, before having to weigh in.

Bookworm's Table (Hirst)There are other ways in which (and we all know this to be true) face-to-face teaching isn’t perfect, and there are also teachers whose face-to-face teaching does not reflect best practices for that medium. Given these obvious truths, and especially since the shift to online teaching is driven by factors that themselves have nothing to do with pedagogical preferences, I have been getting pretty irritable about professors publicly lamenting these decisions, especially when it’s obvious that they haven’t made the slightest effort to learn anything about online teaching, or to reflect on the limitations of their own usual pedagogy. One prominent academic just published an op-ed in a national paper declaring that online teaching can only ever be a faint shadow of “the real thing”; others have been making snide remarks on Twitter about the obvious worthlessness of a term of “crap zoom lectures” (that’s verbatim) or questioning why students should pay tuition for the equivalent of podcasts. Besides the obvious PR downside of making these sweepingly negative and ill-informed statements when your institutions are turning themselves upside down to find sustainable ways forward, what kind of attitude does that model for our students? The situation is hard, I agree, and sad, and disappointing. But at the end of the day we are professionals and this, right now, is what our job requires. If we value that job–and I don’t mean that in the reductive “it’s what we get paid for” way (though for those of us with tenured positions, that professional obligation is important to acknowledge and live up to) but our commitment to teaching and training and nurturing our students–then, if we can*, I think we need to do our best to get on with it.

Arcimbolo LibrarianAnd happily, though most of us are not trained as online teachers, we do have a superpower that should help us out: we are trained researchers! We can look things up, consult experts, examine models, and figure out how to apply what we learn to our own situations, contexts, pedagogical goals, and values. At this point, that’s what I’m working on: learning about online learning. Yes, I had other projects I was interested in pursuing this summer. In fact, I still do, but I have scaled back my expectations for them, because I can’t think of anything that’s more important right now than doing everything I can to make my fall classes good experiences, for my students and also for me. I have the privilege of a full-time continuing position, after all, and my university is making experts and resources available to me–plus there are all kinds of people generously offering guidance and encouragement through Twitter and I have been following up their leads and bookmarking sites and articles and YouTube videos.

I still feel a lot of generalized anxiety about the pandemic–both its immediate risks and its broader implications–but I can’t influence those outcomes, except by following expert advice and “staying the blazes home” (to quote our premier!), doing my part to slow the spread of the virus by doing as little as possible. It’s hard! I am still really struggling with my own feelings of fear and helplessness and uncertainty. But that’s why it actually feels good to focus on this pedagogical work: there is so much about the wider situation that I can’t control, but this effort is up to me. It is genuinely challenging, and I also genuinely like learning how to do new things. Sometimes now I even feel excited about what my classes might be like. After all, I have years of experience forming important relationships and experiencing real community online, through blogs and Twitter and the collaborative work of editing Open Letters Monthly, for example. I believe it can be done! Now, if I can just convince more of my colleagues–and reassure my students–about that …


*I realize not everyone is equally able to do this–those in precarious positions, those with young children who are no longer in daycare or school and who may not have summer camps; those with limited access to technology and other resources. As many people have been discussing, this crisis is highlighting and exacerbating inequities of many kinds, both in and out of the academy. Institutions should be asked over and over what they are doing to address them, and then held to account. For instance, it has always been wrong to assign courses to contingent faculty at the last minute: now it would be simply impossible for them to prepare their materials in a matter of days or even weeks. It’s already clear to me that three months isn’t really enough time!