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!’

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
Solitude has replaced the single intense relationship, the passionate love that even at Nelson focused all the rest. Solitude, like a long love, deepens with time, and, I trust, will not fail me if my own powers of creation diminish. For growing into solitude is one way of growing to the end.
There are lots of small interesting things along the way to Laura’s death, many of them spinning off from this attention to women’s relationships, but also comments about families and marriage and, of course, about dying. Sarton shows Laura gradually receding from the world around her. It’s not portrayed sentimentally or euphemistically, but for all the details about nausea and coughing up blood, it’s also not a catalog of medical horrors. Laura is very aware of her illness as a physical encroachment on her body, but Sarton gives us the story of her death primarily as a mental and emotional journey. “It seems as though a person dies when he is ready,” the caregiver Laura hires explains to her when Laura asks her to share what she knows about death. A Reckoning follows Laura as she readies herself. More touching and, I thought, more profound than the goodbyes to other people are the moments in the novel that are just about Laura taking a few last opportunities simply to be herself (an ongoing theme of Sarton’s writing), listening to the music she loves, drinking in the beauty of spring flowers:
I don’t suppose there’s anything wrong with Harris’s book on its own terms, though it turned out not to be the book I was looking for. It’s primarily about the challenge (as Harris sees it) of finding and coping with solitude in our hyper-connected technological age. As he tells it, nearly every activity that used to be solitary has become social. But while there’s no doubt that everything from reading to dating can now be carried on in a hyper-linked-up way, I thought he too hastily and completely conflated “using technology” with “not being alone.” Also, like many authors of this sort of book, he seemed to rush from his own habits and experience to universal proclamations. “Is there no middle road,” he asks,
Of course, I’m not sure I would like that much solitude in practice (any more than Sarton’s friend 



Plant Dreaming Deep is one of May Sarton’s memoirs. When she was 46, Sarton bought an 18th-century farmhouse in Nelson, New Hampshire. Her parents had recently died, and part of their legacy to her was furniture – big solid pieces that traveled with them from Belgium (where they had survived the First World War), and then moved with them from place to place until they settled in their own house. Sarton, who to that point had never owned her own home, had to store the furniture in the cellar (“my mother’s desk with its many pigeonholes and secret drawers, the bahut, the long refectory table that matched it, and two eighteenth-century chests of drawers”), and she found she could not bear having these “great pieces of our lives” stashed away:
