I don’t want you to blame yourself for what happened. I know you would have come to get me if you could, but I couldn’t have gone anyway, not with Agnes ill.
I wanted to come, and if I hadn’t, they would have been all alone, and nobody would have ever known how frightened and brave and irreplaceable they were.
Connie Willis’s To Say Nothing of the Dog did not really prepare me for Doomsday Book, even though they are in the same series and are structurally very similar: both belong to her “Oxford time Travel” series and involve “historians” sent back in time as part of current-day (actually futuristic) research. In both of them, the novel’s present is marked by bureaucratic stuffiness, mostly well-meaning incompetence, and crises more or less of the “stuff that goes on at work” variety—dealing with annoying colleagues, for example. But in To Say Nothing of the Dog it all stays essentially comic, and the trip to the Victorian period is an affectionate pastiche, full of clichés and peppered with literary allusions, many of them to the Golden Age crime fiction to which the intricate puzzle plot is overtly paying homage.
To say that Doomsday Book is darker is an understatement. In this one, both historical layers deal with unfolding pandemics (linked, we eventually learn, through an archeological dig). While the present-day storyline retains some comic aspects, the humor recedes as the crisis mounts; the bureaucratic rigidity that prevents a more nimble and effective response also felt less funny because it was a bit too real. As the infection spreads and characters become ill and even die, well, that’s not funny at all, of course. I’m going to avoid making a lot of COVID connections, but I do feel as if it would be salutary for some segments of our society to remember how virulent and scary our virus was—and how prevalent it still is. 
Along those lines, the atmosphere of mounting dread in Doomsday Book felt pretty familiar to me—and though in the novel’s present the characters have all kinds of highly effective responses, it still takes them a while to figure out what exactly they are dealing with and actually enact the right measures. Even so, things are much worse in the other timeline, where the modern researcher, Kivrin, has been erroneously transported, not to the relative benignity of 1320, as intended, but to 1348 just as the bubonic plague is beginning its deadly spread across England.
The 14th-century part of Doomsday Book would have been a completely gripping historical novel all on its own. Willis gives us a detailed picture of the setting, from the pristine forests and the astonishingly starry skies of the pre-modern landscape to the cold, grime, and stench of medieval peasants’ huts—and, for that matter, of a manor house of the same period. Before the plague arrives (and before Kivrin realizes the mistake made in her “drop”) she is ill herself, so her first impressions combine the disorientation of temporal relocation with her feverish confusions. Eventually her ‘translator’ begins working and bit by bit she gets to know the people whose lives she has landed in the midst of, with their aspirations and jealousies and forbidden loves. She becomes especially close to Agnes, the younger daughter of the house. These personal connections make the onset of the plague something Kivrin bears witness to in a way that is in one sense entirely out of keeping with her role as a historian, but in another sense fundamental to it. In other contexts I have often quoted what Carlyle said about Scott’s fiction: that his historical novels
taught all men this truth, which looks like a truism, and yet was as good as unknown to writers of history and others, till so taught: that the bygone ages of the world were actually filled by living men, not by protocols, state-papers, controversies and abstractions of men. Not abstractions were they, not diagrams and theorems; but men, in buff or other coats and breeches, with colour in their cheeks, with passions in their stomach, and the idioms, features and vitalities of very men. It is a little word this; inclusive of great meaning! History will henceforth have to take thought of it.
This is very much Kivrin’s experience, and thus ours, as we read both Willis’s conventional narration of Kivrin’s time in 1348 and the more fragmentary bulletins Kivrin records for those back home in her own time, which gradually take on more and more the character of the few remaining testaments of those who actually lived through the plague years, documents which had once seemed to Kivrin melodramatic and implausible. Where the archive is scant, as it must be in such dire circumstances, we rely on our imaginations to fill in the blanks and to fully humanize it. I don’t think anyone could read Doomsday Book and not be overcome with horror and pity for those who faced what they understandably believed was the end of the world.
But Doomsday Book is not just a historical novel, and though at times I wondered about the value of the time-travel framing, by the end I appreciated the layers Willis had added through it. The most obvious one was just the point that, for all our advances in science and medicine, we are not immune from catastrophes, including ones caused by mutating viruses. A more subtle and thought-provoking one was the interplay between the science fiction aspects of time travel and the religious beliefs of the 14th-century people Kivrin encounters, especially the priest, Father Roche, who tends Kivrin in her initial illness and then labours beside her as one by one the others around them fall victim to the plague
—until his turn comes as well. It turns out that Father Roche sees Kivrin’s arrival as literally miraculous, her presence among them a kind of gift or grace from God, whose love and mercy he never doubts, in spite of everything he sees and experiences. For Kivrin, fighting against a malicious, invisible enemy, and always thinking of those who care for her and especially of her tutor, Mr. Dunworthy, whom she believes to the very end will come to her rescue, the line between science and religion starts to blur. Who is Mr. Dunworthy to Kivrin, after all, but an unseen presence—the thought of whom gives her hope and strength in her darkest hours—and an audience for her testimony, which is spoken into a recording device which it had seemed so clever to place in her wrist, so that she would appear to be praying? “It’s strange,” she says in one of her final such messages to someone who may or may not ever receive it;
When I couldn’t find the drop and the plague came, you seemed so far away I would not ever be able to find you again. But I know now that you were here all along, and that nothing, not the Black Death nor seven hundred years, nor death nor things to come nor any other creature could ever separate me from your caring and concern. It was with me every minute.
I don’t want you to blame yourself for what happened. I know you would have come to get me if you could, but I couldn’t have gone anyway, not with Agnes ill.
In summer, and particularly when the wind blows from the south-west across the lawn, the septic tank gives out a strong stench, and guests move uneasily nearer the house. ‘Oh, it is a body,’ the girls say. ‘We have a body in there, no one you know. It decomposes, of course, but so slowly one quite despairs.’
How much of a shadow did AI cast over my term? It’s actually a bit hard to say. I tried not to be preoccupied with it. I had just two cases of clear use, both evident from their hallucinations. There were many other submissions that made me wonder. I hated that. I don’t want to be suspicious about my students; I certainly don’t want fluency to become grounds for accusations. I’ve seen a lot of professors confidently declaring that they can spot AI usage. Maybe I’m naïve, or maybe I don’t assign tricky enough questions, or maybe my general expectations are too low, but I’m not nearly so confident. I know what they mean when they talk about the vacuity of AI responses and the other (likely) “tells”—previously rare (for students) words like “delve,” everything coming in threes, too-rapid turns to universalizing proclamations. I caught what I considered a whiff of AI from a lot of students’ assignments. But many of these things used to show up before there was Chat GPT, sometimes because of high school teachers who taught them that’s what good writing or literary analysis should look like, or because some students are authentically fluent, even glib, and nobody has pulled them up short before and demanded they say things that have substance, not just style. I honestly don’t really know how to proceed, pedagogically, beyond continuing to make the best case I can for the reasons to do your own reading, writing and thinking. I do know that I wish we could slow the infiltration of AI into all of the tools we and our students routinely use. I also believe that there are many students still conscientiously doing their own work, and they deserve to have teachers who trust them. I try hard to be that teacher unless evidence to the contrary really stares me in the face.
Anyway. The first-year course went fine, I thought. I wish it didn’t have to be a lecture class, but with 90 students (next year we will all have 120), there’s really no other option. I always try to get some class discussion going, and we meet in tutorial groups of “only” 30 once a week as well, but the real answer to “what to do about AI” is the same as the answer to most pedagogical problems we have: smaller classes, closer relationships, more individual attention, especially to their writing. I probably won’t be teaching a first-year class next year, for the first time in a long time, because I will have a course release for serving as our undergraduate program coordinator. In part but not just because of AI, I am glad for the chance to give the course a refresh, maybe even a complete redesign. I want to keep using specifications grading but I’d like to reconsider the components and bundles I devised. I want to think about the readings again, too, maybe moving towards more deliberate thematic groupings, or including some full-length novels again. When you teach a course for several years in a row the easiest thing to do is repeat what you just did, because the deadlines for course proposals and timetabling and book orders come earlier and earlier. I’ve done a lot of different first-year classes since I started at Dalhousie in 1995. Who knows: the next version I develop might be my last! And maybe by the time I am offering it, probably in Fall 2026, the AI bubble will have burst. I mean, surely at some point the fact that it is no good—that it spews bullshit and destroys the environment and relies on theft—will matter, right? RIGHT?
My other class was The 19th-Century British Novel from Dickens to Hardy. I enjoyed it so much! The reading list was one I haven’t done since 2017: Bleak House, Adam Bede, Lady Audley’s Secret, and Tess of the d’Urbervilles. It was particularly lovely to hear so many students say they had no fears about Bleak House because they had enjoyed David Copperfield so much last year in the Austen to Dickens course. I think I have mentioned before in these posts that in recent years I have been making a conscious effort to wean myself from my teaching notes. I still prepare and bring quite a lot of notes, but I try to let that preparation sit in the background and set up topics and examples for discussion that then proceeds in a looser way. The notes are always there if I think we are losing focus or running out of steam, but I don’t worry about whether I’m following the plan I came with. It was interesting, then, to dip into my notes from that 2017 version, because I realized how much my approach has in fact changed since then. I was very glad to have them to draw on and adapt, but although if you’d asked me in 2017 whether I did much “formal” lecturing I would have said I did not, in fact they show that I did run much more scripted classes than I do now. The things I want to talk about have not changed that much, although of course I do browse recent criticism and introduce new angles or approaches that interest me. Basically, though, I guess my attitude to this class (and the Austen to Dickens one) is “if it ain’t broke, don’t fix it”: I believe them to be rigorous, stimulating, and fun, and students seem to agree. Unlike the first-year course, then, these ones are likely to stay more or less the same until I retire. More or less, not exactly! They have evolved a lot already, in more ways than my own teaching style, and I will not let them go stale. I wouldn’t want that for my own sake, never mind for my students’.
This is all very general, without the kind of “here’s what we talked about today” specificity that I used to incorporate when I really did post nearly every week about my classes. (There are 318 posts in that
What a nice conversation unfolded under my previous post! I suppose it isn’t surprising that those of us who gather online to share our love of books also share a lot of experiences with books, including making often difficult decisions about what to keep. Acquiring books is the easy part, as we all know, especially because our various social channels are constantly alerting us to tempting new ones. I have really appreciated everyone’s comments.
I read two fabulous memoirs in 2024: Mark Bostridge’s In Pursuit of Love (which deserved but did not get its own post) and Sarah Moss’s My Good Bright Wolf (
If I had to identify a low point of my reading year, it would probably be
I’m a bit disappointed in how much (or, I should say, how little) writing I got done in 2024. It was my slowest year yet for reviews at the TLS, with just two, of Perry’s Enlightenment and, “in brief,” Sara Maitland’s True North. (I am working now on a review of Anne Tyler’s Three Days in June, so they haven’t quite forgotten me!) I reviewed three novels for Quill and Quire in 2024: Elaine McCluskey’s 
In my
So I started 2024 by clearing out a lot of books. The other change since the separation has been to my reading time. I don’t quite understand why, but there seem to be a lot more hours in the day now that I live alone! I have wasted an awful lot of them watching TV, and many of them idly scrolling online, and plenty also just moping or mourning. I think (though this may be just making excuses) that I should not be too hard on myself about these bad habits, as the past few years have been pretty tough and we are all entitled to our coping strategies. I make intermittent resolutions to do better, to use my time better; I have made some of these for 2025. (Yes, blogging regularly again is one of them. We’ll see.) However! I have had more time for reading, and I have sometimes taken advantage of it. I have especially enjoyed taking time to read in the mornings. For many years—around two decades, really—mornings were my least favorite time of the day, what with all the kid stuff (breakfasts, lunches, getting dressed, remembering backpacks and permission slips and other forms, trying to get out the door on time) on top of bracing for my own work days, with the non-trivial (for me) anxiety of driving in winter weather adding a nice additional layer of stress from November through April. Things were simpler once the kids were older then out of the house, but I never felt like it was a good time for relaxing: I still had to get off to work, for one thing. Now, between habitually waking up early and living easy walking distance to work, even on weekdays I can afford to get in some peaceful reading while I have my tea and toast. We used to end most days in front of the TV; I still do that, especially on days when I’ve read a lot for work, but other days I can settle into my reading chair, put on some quiet music, and there’s nothing and nobody to interrupt me.
I also remember how angry it made me, in what I now know to call the “acute” phase of grief, to be told “it takes time.” Time for
Like Riley, whose meditations on grief have been interwoven with my own since almost the beginning, after three years I have nearly stopped writing about it, at least publicly. As I realized long ago, there is a terrible 
She was surprised to find it more or less possible, most of the time, to follow her meal plan: it seemed that perhaps the battle was over, the endgame complete. She had followed the rules all the way to the end, until it was possible to go no further. She had met the experts’ standards until her heart and liver and kidneys failed in quantifiable and quantified ways, until other experts told her that it was time to stop and now, surely, there must be a period of grade, a little mercy.
That instant, the memory of a long-lost word rises up in her, cut in half, and she tries to grab hold of it. She had learned that, in times past, there had been a word, a Hanja word . . . by which people had referred to the half-light just after the sun sets and just before it rises. A word that means having to call out in a loud voice, as the person approaching from a distance is too far away to be recognized, to ask who they are . . . This eternally incomplete, eternally unwhole word stirs deep within her, never reaching her throat.
And yet overall I was captivated by Greek Lessons, not so much by its particulars as by the melancholy space it created. Ordinarily I prefer some forward momentum in a novel (both cause and effect of my specializing in the 19th-century novel for so long!). What Greek Lessons offers instead, or this is how it felt to me, is a kind of time out, from that fictional drive and also from the busy world that these days overwhelms us with “content” and noise. In the intimacy of the portrayal of these two people, both of whom are retreating from the world partly by choice but mostly from the cruelty of their circumstances, there is some recognition of how hard it is to be ourselves, to be authentic, to see each other. The quiet sparseness of Han Kang’s writing could be seen as an antidote to the pressure to perform who we are and to insist on making space for ourselves out there. (Pressured by her therapist to break her silence, the woman thinks, “she still did not wish to take up more space.”)
November wasn’t a bad reading month, considering how busy things were at work—and considering that “work” also means reading a fair amount, this time around including most of both Lady Audley’s Secret and Tess of the d’Urbervilles for 19thC Fiction and an array of short fiction and poetry for my intro class. (I have not managed to get back into a routine of posting about my teaching, but I would like to, so we’ll see what happens next term.)
I felt the need for something cheering in the wake of The Election and landed on Connie Willis’s To Say Nothing of the Dog: it was a great choice, genuinely comic and warm-hearted but also endlessly clever. I had a lot of LOL moments over its characterizations of the Victorian period, and it is chock full of literary allusions, many of which I’m sure I didn’t catch. A lot of them are to Agatha Christie and Dorothy L. Sayers: who know that Gaudy Night would be one of its main running references. I liked it enough that I’ve put The Doomsday Book on my Christmas wish list, even though I don’t ordinarily gravitate towards this genre.
I knew I would read Noémi Kiss-Deáki’s Mary and the Rabbit Dream the first time I heard about it. It sounded like exactly my kind of thing: a fresh style of historical fiction, with a strange and subversive story to tell. It was published in the UK by Galley Beggar Press—and maybe that should have been a red flag for me, as they are the publishers and champions of Lucy Ellmann, whose Ducks, Newburyport I have begun three times, never making it more than 30 pages, but more significantly (because I still believe Ducks, Newburyport may be worth yet another try) whose Things Are Against Us I absolutely hated. On the other hand, I didn’t hate After Sappho, which they also published, and I do try, on principle, to push my own reading boundaries. So when Coach House Press here in Canada put out their edition of Mary and the Rabbit Dream, I promptly picked it up and happily began it.
There is a lot that is good and interesting about this novel, especially the way that, while it centers sympathetically on Mary and her experience, it also uses her story as a device to expose the cruelty of misogyny and the punishing self-satisfaction of a certain species of scientific certitude. There is a particularly harrowing scene in which a powerful man, determined to break her and expose her as the fraud he is sure she is, threatens Mary with live vivisection, explaining to her with truly menacing “objectivity” that
I might have tolerated the long stretches of this kind of stuff better if they hadn’t so often devolved into heavy-handed comments on what is perfectly obvious from the story itself, about how vile and prejudiced and uncaring the men are; or about how unfair the whole system is, especially to Mary (as happens in the example above); or about the symbolic meaning of what is going on. The worst such moment was this one, right after Mary, in excruciating pain and exhausted from relentless examinations, breaks down and begins screaming (“she slips down on the floor, she starts screaming, she screams and screams and screams”):