Well, 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.
Having 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.
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.
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.
And 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!

But–why have a painter in this role? Is there something specifically meaningful about her portrait of Lucas? Are we meant to discern a contrast between what she makes (art) and what Jonathan makes, or pretends to make (money)? Is there a further connection along these lines to Paul, brother of Jonathan’s “trophy wife” (she isn’t quite that) Vincent, who is also an artist? Is Paul’s “theft” of Vincent’s archive of videos (repurposing, he prefers to consider it) meant as some kind of analogy to Jonathan’s abuse of his investors’ trust? How does the hotel of the title fit in, besides as a memorable setting? Is it symbolic? (People who live in glass hotels shouldn’t … what?) Is there meant to be a parallel between Vincent’s final moments, as she drowns (this is where the novel begins, so it’s not a spoiler) in the ocean, and the reclusive peace the hotel’s caretaker finally finds? Is the recurrence of drug addiction significant? Why are there so many ghosts? Is the message on the window somehow at the heart of it all? I have a lot of questions!
When Krister came home at one a.m. the girls were asleep, but Irene was still up. After telling him about Jenny’s troubles and about the impending end to her skinhead period, she tried to seduce her husband. But he was too tired and not at all in the mood. The Christmas rush at the city’s restaurants had begun. She lay awake for a long time, her whirling thoughts of skinheads, millionaires, bombs, murderers, biker gangs, sexual relations between people who shouldn’t be having any, and sexual relations between people who should.
The novel’s central murder plot does not ultimately have anything to do with anti-Semitism or neo-Nazis, but it does have a lot to do with the “seamy underworld” mentioned in the précis. Even the most polished and privileged characters turn out to be at most one or two degrees of separation away from drug dealers, Hell’s Angels enforcers, or (as scary, if less socially contextualized) narcissistic sociopaths. Like the Beck books, that is, and like Henning Mankell’s novels, Detective Inspector Huss shows a pretty unflattering version of Sweden–though it’s no uglier than, say, Ian Rankin’s Edinburgh or
Something Tursten draws particular attention to is sexism in the police force. Irene herself is aware of and angry about it, but in this book at least she mostly chooses not to confront it directly. In contrast, her colleague Birgitta–who is assaulted by a witness she’s interviewing and then informs their boss Superintendent Andersson that she has also been experiencing ongoing harassment from another officer–has eventually had enough. First, when Superintendent Andersson asks if the witness has annoyed her “in some way,”
Birgitta’s “blue balls” comment is an example of a quality in Detective Inspector Huss that struck me as somehow slightly alien–a reminder that I was reading a book based in a culture that is not my own. The best way I can think of to describe it is that (again, at least in this translation) the novel has a kind of bluntness uncharacteristic of the Anglo-American crime fiction I usually read. It’s not that those books aren’t (sometimes) sexually explicit or graphically violent, or that they don’t often include plenty of swearing. There was just something about the tone or the idiom of the conversations in Tursten’s novel that seemed different, though I have been struggling with how to explain it. Another example: Irene recalls a male colleague who got the mumps as an adult, which caused his testicles to swell up “so grotesquely that he couldn’t walk. Unfortunately, his name was Paul, and he was always called ‘Paul Fig-Ball’ after that.” Poor Fig-Ball comes up a few more times during the rest of the novel and nobody seems to find it in any way an unseemly nickname. (These are just the examples I thought to highlight in my ebook; one problem with this technology is that I can’t flip through the pages easily to find others, including ones that aren’t about testicles! But I know there were many others.)

This is not to say that there is nothing original about Square Haunting; Wade has not just done her homework and synthesized her findings but added details and insights of her own. Still, the most original thing about her book is its concept: grouping these five women together because they (more or less) shared an address. Wade makes the most of this geographical link, discussing the history of Bloomsbury in general and Mecklenburgh Square more specifically to clarify what it meant to choose to live there, especially for women moving away–as all her subjects were–from women’s conventional roles and paths. Having rooms of their own was both a vital practical step towards the independence they wanted and a heavily symbolic one, a point Wade makes (inevitably and rightly) with plenty of allusions to Woolf’s A Room of One’s Own.
Harrison is the “J—- H—-” of A Room of One’s Own:


My question is not well-posed, perhaps. After all, it’s never actually length that’s the problem when a book seems too long, is it? It’s
Why, then, does Mantel include so much of it? Or (to set aside the tired and unhelpful question of authorial intent) what is the effect of her decision to include every little thing–to reject the taut intensity that made both earlier books in her trilogy feel so much shorter, go by so much faster, in favor of this more expansive process? One answer that occurred to me as I neared the novel’s conclusion is that our immersion in the daily nitty-gritty of Cromwell’s life at the peak of his power–the constant demands that he do something, fix something, say something; the endless petty but also perilous contests for political dominance with his rivals and enemies; the fraught delicacy of his dances with Henry’s needy vanity–made his death feel shockingly sudden, even though his eventual fate has always been the one absolute certainty of Mantel’s story. Right to the very moment that he finds himself surrounded, arrested, and imprisoned–the moment that he knows too well is the beginning of the end of his life–Cromwell is in the midst of the complicated business of living. While the dramatic irony that is an inevitable feature of historical fiction always hovers over the novel’s action, the steady hum of everything that’s happening in the moment made me less aware of it, papering over the gap between my knowledge of what’s coming and Cromwell’s ignorance. This effect really heightened the emotional power of the last 200 pages, when his efforts prove (as we knew they would) insufficient to save him.
Another way I came to think about the novel’s length: The Mirror and the Life is very much a novel about middle age, a time of life in which (as I am learning) present experiences share mental and emotional space with intense memories of the past and a heightened awareness of the finite future. One reason The Mirror and the Light is longer than Wolf Hall and Bring Up the Bodies is that it contains (or Cromwell’s consciousness contains) both of them within it. In this final novel Cromwell is not just living through his present but constantly recalling his past, reaffirming his history and identity, puzzling out continuities and discontinuities between the boy he once was and the man he now is–and at the same time he is anticipating what will come next, always with a sense of being surrounded by the ghosts of his past actions and (not incidentally) his past victims. Also, like many middle-aged people he has reached a professional plateau: The Mirror and the Light is about a man at the height of his career but with no options for lateral movement and no possibility of a graceful retirement. All he can do is hang on and try to enjoy the rewards his many years of hard work have brought him, while others eye his accomplishments, underestimate the price he paid for them, and dream of succeeding him. There’s less intrinsic drama in maintaining power than there is in either winning or losing it–hence the feeling, at times, that both Cromwell and the novel are spinning their wheels and getting nowhere. When the likely next step is disgrace and death, though, just staying in place has its own particular kind of dramatic tension, and again, this set-up made the ending all the more
Thinking about the novel’s length in these ways reminded me of George Eliot’s comment about Middlemarch: “I don’t see how the sort of thing I want to do could have been done briefly.” It is hard to tell a story that captures the whole scope of life–or, in Mantel’s case, of a particular life–without somehow reflecting that inclusive ambition in your formal choices. Still, my attention and interest did sometimes flag during the frequent scenes of Cromwell and his (few) friends and (numerous) rivals and enemies plotting and nattering and jockeying for position. In contrast, I was riveted by many sections that actually contributed comparatively little to the plot but showcase Mantel’s marvelous writing. Her long sentences are intricately shaped and ornately detailed but always completely controlled:

We can’t get close to Catherine, or follow her story to its bloody end, for a very simple reason: chronology. Cromwell’s execution preceded hers, though by barely 18 months. This returns me to the second of my questions about the novel’s form: how would it end? This is obviously not a question about plot; my interest was in the novel’s narration. One of the most discussed aspects of Mantel’s trilogy has been her use of a particularly close form of limited omniscient narration: it is in third-person but as if perched on Cromwell’s shoulder, barely acknowledging that it is not in fact first-person narration, never using the license Austen (to give one example of someone who also loves close third person) sometimes uses in her novels to change point of view once in a while to show us the story’s focalizing character from the outside, or to introduce a bit of information she’s not privy to. (I’m thinking of the rare but vital glimpses we get of Wentworth’s point of view in Persuasion, for example.)
The Mirror and the Light starts in the immediate bloody aftermath of Anne Boleyn’s execution, making Cromwell’s own, less refined ending (“they don’t write words on the head of the axe”) a neat formal symmetry. The trilogy as a whole achieves something similar, beginning with Cromwell beaten to the ground by his father Walter, “pulled downstream on a deep black tide,” and ending with Walter’s voice still challenging him to “get up.” Even at the very last, the force of personality Mantel has created for Cromwell is so strong I almost expected that he would, like the case he recalls even as he mounts the scaffold: the Earl of Arundel “was axed down on this spot and his corpse leapt upright to say a Pater Noster. All headsmen … talk of it as a fact.” He doesn’t, of course, and at the last moment Mantel’s third-person narration proves its value as well as its logic, because he slips away and we are left behind. It is hard to mourn a man like Cromwell, but she has made it impossible not to miss him now that he’s gone.
In spite of everything, our academic term here is wrapping up on schedule: we are now in the middle of our exam period, final grades are due May 1, and a week or two after that my department will hold a remote version of our annual “
I guess that’s a sort of peroration, isn’t it? Apparently I’m working them in wherever I see an opportunity. Anyway, it’s odd and a bit sad to be wrapping up a term and feel so deflated about it. I think one reason it hits hard is that I spent so much time planning for this one, especially for the Brit Lit survey class–and I was so excited about Three Guineas and about moving from it to The Remains of the Day. Ordinarily at this point I would be throwing myself into choosing the readings for my first-year class in the fall, as instead of doing Pulp Fiction again I am taking on a section of “Literature: How It Works”; I’m finding that hard to focus on, though, both because there’s a lot I still don’t know about what kind or size of class it will be and because I have lost some enthusiasm for advance planning given how much I had to toss out this term. I did put in an order for the books for 19th-Century Fiction from Dickens to Hardy, but for whatever reason, for the first time I can remember it is not filling well (and it’s not, or not obviously, a coronavirus thing, as many of our other courses at that level seem to be filling up just fine) so that’s a bit deflating as well. But there’s time for all of this to get sorted.
All of this is told in Miss July’s own voice. In some ways this is one of the most appealing features of The Long Song, because July is sharp, funny, and ruthless and because the interplay between her and her son Thomas (at whose prompting she is recounting her life story) draws attention in a clever way to the mediation required between the story she wants to tell and the story he wants her to tell — and also, more generally, to the layers of mediation that were part of how many actual slave narratives reached their audiences. (One of the works cited in Levy’s bibliography is The History of Mary Prince, which I read with my British Literature survey class this term.) I admit, though, that I really struggled with her narration: its cadences and idiom were hard for me to follow, which of course is a reflection on the limitations of my own reading ‘ear.’ The differences from ‘standard’ English are actually pretty subtle most of the time, but they tripped me up surprisingly often, frequently forcing me to go back and start a sentence again to be sure I caught its meaning properly.

“We’re not members of Molotschna,” Salome bursts out at one point, challenged to consider whether the women owe the imprisoned men any loyalty because they belong to the same colony.
Peters’s literal absence, and the absence of most of the other men of the colony, is what creates the space in which these women can talk, and that itself is one of the novel’s critical interventions. For most of their lives these women have not been in control of their own stories; their illiteracy has also prevented them from knowing first-hand the terms on which they have understood and lived their lives. “My point, says Salome,”
I’m not sure whether I’m surprised that it has already been three weeks since we began extreme social distancing here or surprised that it hasn’t been even longer — normalcy itself seems so distant now! It seems remote in both directions, too: hard as it is to think back on the relative simplicity of ordinary life before, it is even harder to look ahead because there is so much uncertainty about when and how those conditions will return. That’s as good an argument as any for trying to take this massive disruption one day at a time, which is certainly what I have been trying to do. My success varies, as does my ability to get through each day with anything like the (again, relative) equanimity and focus I used to have.





Stitching has been used for commemoration, solace, and survival, to record personal losses and as a means of political protest and consciousness raising. The NAMES Memorial Quilt became a focal point for raising awareness about AIDS: “it played its part in raising funds for research, better sex education, preventative measures and effective drugs.” Under Pinochet’s harsh rule in Chile, women created arpilleras (“embroideries sewn on burlap”) telling “of their own experiences, of kidnapped sons and daughters, of their search to find them, of the loneliness of not knowing what had befallen loved ones.” At first the regime overlooked these deceptively cheerful-looking crafts “as tools of subversion”–sexism providing women protective camouflage. But once their subversive intent was clear, “the women were followed, their homes raided.” Esther Krintz and her sister survived the Holocaust by pretending to be Catholics; the rest of her family was murdered by the Nazis. “We know this story,” Hunter tells us, “because Esther sewed it down”:

Threads of Life covers so much it would be better for you to read it yourself if you’re interested, rather than for me to keep giving more examples! But there are two others I want to just touch on, because I found them so interesting, and because they represent the two poles of needlework that Hunter’s book moves between: the intensely intimate and personal keepsake, and the deliberately calculated public display. The first, of the former kind, is the “billet book” she looks through from
My last example, at the other extreme, is Hunter’s discussion of
Hatshepsut is also the subject of one of my longtime favorite historical novels, 