A Meditation on the One-Year Anniversary of Occupy Wall Street: Fear, Silence, and Participation

First, an admission: Before this evening I have never taken part in a political or social demonstration. But as a romanticist, I feel very close to revolution, social movements, and political protest.  So where is the disjunction?  There were numerous excuses I gave for not attending Occupy Wall Street events last year, namely writing a prospectus.  But I know I avoided the Occupy movement out of fear.  Fear of falling behind on my dissertation; fear of losing funding as a consequence; fear of being pepper sprayed by police; and fear of a stylistic change.  How do you go from pumping elbow patches to pumping fists?
Given my trepidation, tonight was perhaps the best introduction to protest.   In celebration of the one-year anniversary of OWS, Occupy Seattle held a silent demonstration.  For someone adverse to large crowds, yelling, and subjective forms of violence, in terms of appearance a silent march was a painless excursion.  Regardless, my legs shook the entire time.
In a silent protest, is there anything to really fear?  By and large the demonstration was one of the most innocuous experiences I have undergone with strangers.  I think on a scale of one to ten, the march ranked at a 1.  The American Nightmare concert I attended during college was a 7.  But—when you’re a graduate student—it is not often that you are of primary attention for the police.  It is a vulnerable feeling to have a dozen or more armed officers trailing you through city streets.  Of course, nothing is going to happen, you assure yourself.  No transgressions actually engender this fear, but the conditions of the situation do.  Structurally, we were surrounded.
With diminished levels of violence, it is questionable how effective a protest can be. Did not the group appear to be a bunch of lackluster whiners blocking traffic, hardly moving through the streets in silence?  And yet, the silence produced an eeriness.  Recall UC Davis’ Chancellor walking through a silent student protest last year.  There was a similar feeling tonight, but the structure was reversed.  The silence “emitted” outward from a center and arrested spectators.  Passersby stopped and observed; some took photos; some gawked; some didn’t notice.  One man howled out, “Occupy!”, then apologized to the crowd for his irreverence.  Eerie, yes—but without throwing bricks, engaging police, or detonating bombs it is difficult to make the front page.
But really, silence might be the most violent medium.  Academics enacting silence might benefit from Lenin’s example, as Slavoj Žižek describes it: “after the catastrophe of 1914…[Lenin] withdrew to a lonely place in Switzerland, where he ‘learned, learned, and learned’…And this is what we should do today when we find ourselves bombarded with mediatic images of violence” (8).[i]  Perhaps, but romanticists are a little touchy when it comes to withdrawing to a secluded place in the face of war and corruption.  Rather, we might translate silence to mean neglect.  Corporations need the average consumer.  They are not cancerous but infantile—neglect corporations and their power withers.
In a way, by studying romantic literature, romanticists have all been taking part in political demonstrations.  At the end of the evening, a representative from New York shouted out a “thank you” to New Yorkers for inaugurating Occupy.  A young man to my left replied in a low voice, “New York didn’t start Occupy.”  Agreed.  Forms of protest have a long history, each one particular in its own way, but a history nevertheless with which students of romanticism are familiar.  Familiar—but is reading about protest and revolution enough?  We lose something when we restrict “reading” to the page.  At the same time, it is not as if one marches in a demonstration in 2012 and suddenly “gets” the French Revolution, abolition, or women’s suffrage.  However, because revolutions do not die but decompose and scatter informational bits to be picked up and transformed, it is possible to connect to these historical and contemporary events through various media. So let’s make another admission: learning about revolution through study can be a form of protest, in fact, but if your legs never shake you have at least two limbs left uneducated.


[i] Žižek, Slavoj.  Violence.  New York: Picador, 2008.  Print.

 

All Songs [(Post)Romantically] Considered

This summer’s been a contemplative one for me. Packing up and moving to a new city to start my second program in two years has been cause for self-reflection. Such is the nature of moving right on from the M.A. to the Ph.D. (now ‘repping Northwestern, exchanging the #B1GCats for the Oregon #GoDucks). Recently, a thought provoking listen to NPR’s All Songs Considered–in line with some work I’m doing on music for my ICR paper–catalyzed a key moment of self-realization. I began to think back to how my trajectory into Romantic studies was, in fact, launched through music. It’s a great episode, so I highly recommend checking it out (http://www.npr.org/2012/09/04/160431581/the-most-important-band-of-your-college-years).
Broadly, in this post, I look to sort through some issues of scholarly development in dialogue with a close reading of the alternative artist Brand New’s song “The Quiet Things That No One Ever Knows.” Importantly, though, I hope to generate some comments that look to different points of departure into the field. It was music for me. Was it music for you? Or was it something visual, literary, or a different medium or some other circumstance entirely?
As already mentioned, the discussion on this episode of All Songs Considered reminded me of how my own intellectual interests were formed. It also alerted me to a function of contemporary music in line with Romantic poetics. Notably, the last person featured in the program discusses the way the group Fun. speaks to her in a language that she simultaneously knows while opening her up to new experiences in fresh ways. The music, for her, is a means to think through and habitually fall “blissfully in love with her life”–as she I think so profoundly puts it. At the core of it, for this person, listening to Fun. generates a headspace that forges a comforting emotional connection between band and listener that parallels what Coleridge famously describes as the defamiliarizing functionality of poetry in Chapter 14 of the Biographia. Poetry shatters what he describes as “the film of familiarity” whereby “we have eyes yet see not, ears that hear not, and hearts that neither feel nor understand.” Music, like poetry and art, can manifest a medium through which to clarify a sense of self-identity and  perception of one’s relation to the world. Granted, this is always historically situated, but nevertheless potentially purposeful.

Brand New performing at the Academy, Academy 1, Manchester, United Kingdom. (Photograph by Natalia Balcerska. 23 June 2009. © Natalia Balcerska Photography

I can’t help but think. Isn’t this precisely what is operative in Romantic art, both literary and visual? For me, in this respect, it was coming of age in the early- to mid-2000s that engendered a sense of the satisfaction of exploring emotionality in an intellectually charged way. The group Brand New, who’ve been charged by various critics and listeners as “the American Radiohead,” did this for me. Music in the period, generally, but Brand New, specifically, captured a deeply felt affective intensity. To my mind, Brand New’s sophomore effort Deja Entendu (2003) expanded artistic vocabularies of musical expression in especially important ways. It brought new influences into play that went beyond mere musical predecessors. I recall being particularly struck by the allusion to Picasso’s painting Guernica in the title of one of the songs–thereby connecting the psychological tumult of the track to the chaotic aesthetic underpinning the famous Picasso canvas. Deja was a record that directed the listener beyond itself in extraordinary ways.
Centrally, to explore a concrete example, the artistic self-consciousness of singer/songwriter Jesse Lacey’s lyricism is what catapults Brand New’s art into a rich interspace between music and textuality (See: “The Quiet Things That No One Ever Knows” from Brand New’s VEVO page on YouTube). Now, as when I heard the song for the very first time, the opening verse strikes me: “We saw the western coast / I saw the hospital / Nurse the shoreline like a wound / Reports of lovers tryst / Were neither clear nor descript / We kept it safe and slow / The quiet things that no one ever knows.” Initially, I was immediately drawn to my sense of Lacey’s unusual diction. The rhyme between “tryst” and “descript” elevated lyrical content beyond what I knew to be everyday language. The “western coast” signifies melancholy emotions, intersecting the direction in which the sun sets. The speaker’s woundedness is underscored both by seeing “the hospital” and the metaphorical turn towards “nurs[ing] the shoreline like a wound.” What I found to be Lacey’s brilliant poetry sparked an ember of interest in me for the literary.
Now, “deconstructionist me” can quite clearly see the intersections between all of this and the forms of Romantic literary and visual culture we’ve all come to know and love. In Lacey’s song, the “reports” the speaker alludes to are positioned in an impossible breach, being “neither clear nor descript.” The song therefore confronts the impossibility of resolution in the face of an intense set of emotions: specifically, an emotional knot between loss and a projected wedding day wrought with boredom. In doing so, it generates a polarity between description and clarity that’s impossible to resolve. Such an aporiaic play in Lacey’s lyrics accords well with tropes in Romantic art and literature, as I’ve realized in my graduate studies in both Art History and English at Oregon.
In any event, in looking at the present, I may have seen too much in the past. There may even be some over-intellectualizing going on. I’m not sure. Also, and perhaps mercifully, my tastes have certainly since evolved. However, it’s been interesting to see how past engagements inform present interests. In closing, I’d definitely love to hear from you all what experiences from the past connect to the work you’re doing in the present.
 
 
 
 
 
 
 

Coming Soon: The 18th-Century Common

In mid-August, I had the great fortune of attending NASSR 2012 in Neuchâtel, Switzerland and presenting on a Romanticism and New Media panel with Andrew Burkett, Assistant Professor at Union College. Following our panel, I wrote a fairly brief blog post that introduced a DH project for which Burkett is co-creator and co-editor, with Jessica Richard (Associate Professor of English, Wake Forest University): The 18th Century Common: A Public Humanities Website for Enthusiasts of 18th-Century Studies.
For blog two of this three-post series on The 18th-Century Common (a series that I am writing for HASTAC), I am happy to provide some details about this project that its co-editors have shared with me before the website launch on October 1. This is the trailer, if you will. (The third blog will be a tour of the website after its launch.) Here we go!

The Mission of The 18th-Century Common:
According to co-editors Burkett and Richard, the mission of The 18th-Century Common website is to “provide a medium for eighteenth-century scholars to communicate with an eager public non-academic readership,” and Richard Holmes’ The Age of Wonder: How the Romantic Generation Discovered the Beauty and Terror of Science (Knopf, 2009) provides the perfect vehicle for a project like this. More specifically, the success of Holmes’ award-winning popular science book inspired the co-editors, along with student and faculty collaborators at Union and Wake Forest, to create a website that would continue to captivate and cultivate a broad audience of readers interested in 18th-century studies—like those that are so drawn to Holmes’ bestseller—and explore new possibilities for digital public humanities scholarship that reaches beyond the Academy.

In The Age of Wonder, Holmes tells the stories of several 18th-century scientists and explorers and their landmark discoveries, including Sir William and Caroline Herschel’s discoveries of comets and the planet Uranus as well as the creation of the forty-foot telescope, James Cook and Joseph Banks’ epic nautical expeditions, and Humphry Davy’s contributions to chemistry and the invention of a “safety lamp” for miners. Holmes’ compelling and accessible prose, coupled with glossy color image spreads, were so popular with non-academic readers that the book could be purchased at Costco for $11.
A Short History of the Project:
Since Fall 2009, Richard has convened an interdisciplinary faculty seminar at Wake Forest on the subject of “Science and the Arts in the Eighteenth Century.” In 2010-11, the faculty seminar used Holmes’ book as a case study for investigating possible platforms on which popular and scholarly discourses on science studies can meet and, furthermore, what could be gained from such a discussion. The faculty seminar received a Ventures seed grant from the Humanities Institute at WFU—a grant funded in part by the National Endowment for the Humanities—in order to explore these questions. The study resulted in The 18th-Century Common website, which is set to launch this fall.
What’s in the Common?
While the website is still “incunabulum” and being polished and augmented before its launch, the demo site reveals the skeleton of a robust and exciting project. The homepage and “about” page deliver requisite introductions to the project and a place to subscribe to a list for updates as well as share and follow the website on Twitter, Google+, and Facebook—crucial social networking platforms that reach through and beyond the Academy to a wider audience. There is also a “Forums” page that will serve as a suggestion box and collect website feedback and content ideas once the site is officially up and running.

At this very early stage, it appears that the primary content pages will be the “Explore” page and the blog. The “Explore” section contains a collection of short essays from authors ranging from undergraduates to associate professors in a series entitled “The Age of Wonder: Science and the Arts in the Long-18th Century.” For example, Trista Johnson, an undergraduate at Union College, authored an essay in this collection that calls for a reconsideration of Holmes’ treatment of Caroline Herschel as merely an aide to her brother’s astronomical endeavors. She reveals a fascinating gap in Holmes’ research on the correspondence between Caroline and physicist Mary Somerville, even linking to Mary’s letter in Google Books, and suggests that more needs to be published on Caroline’s work not as a collaborator with her brother but as an astronomer working on her own. The blog section features pieces written only by professors, at present, who share intriguing short essays, such as Jake Ruddiman’s piece on soldiers’ amicable and amorous relationships with civilians during the Revolutionary War.
Call for Contributions:
While the project aims to increase the amount of popular science writing for a public readership that is hungry for this material, it also offers publishing opportunities to the scholarly community that will provide the material. With the launch of this website, scholars of eighteenth-century literature and culture that usually publish their research in books and journals addressed to other researchers within their discipline and in neighboring fields will have a new free, public digital venue for sharing their work with an enthusiastic public audience that is potentially larger than their academic audience. Furthermore, sections like the “Explore” page will offer opportunities for students to learn how to research and publish short essays on interdisciplinary topics that are in vogue with both scholars and the general public.
Specifically, in order to create a site of “public humanities scholarship” that communicates the results of research to an audience not limited to the Academy, The 18th-Century Common will seek a variety of contributions that include:

  • responses by scholars and students that contextualize and enrich Holmes’ work;
  • short articles, media, and other content aimed at a wide audience of readers; and
  • content solicited from academic contributors written specifically for a lay audience, including descriptions of recently published scholarly work in 18th-century studies, interesting holdings in library archives and museum collections, and critical controversies or research problems in the field.

For more information on the call-for-papers or if you have questions or comments about this project, please contact the editors. To subscribe to the website and receive updates on its launch, enter your information here. I’m looking forward to the launch and to the scholarly and pedagogical opportunities that this website will offer for outreach beyond the Academy.
Questions:
Are you participating in a DH project that is under construction or published and underway with similar aims? I think it will be important to consider the relationship between The 18th-Century Common and other literary DH literary and related projects that share the goal of public humanities scholarship. How can these projects learn from one another to achieve the best possible results? Furthermore, what does “success” for a project like this mean or look like?
——–
Author’s note: This blog post was originally written for and published on the HASTAC website on Sunday, Sept. 9, 2012. Find the identical original post here.

Back to School: Time to Learn

School season is here!  Many of us are returning to the classroom in the next few weeks.  Some already have.  Freshmen will start their first classes right out of high school.  College seniors are prepping for the working world.  Businesses cash in on the hype, as well, having “back to school” sales.  And it will become impossible to find an apartment.  For Americans, education starts in the fall.  The season runs until spring.
But those poles say very little about when we learn.  The larger epistemological questions I’m thinking of are, “when do we learn what we learn?” and “when do we know what we know?”  There are multiple adaptations to these question, for instance, when should we know what we know; how long should we take to learn what we learn; or even, when is it best to admit we don’t know?  These questions steer us away from those that focus exclusively on identification (“what do I know?”), and they are modifications of the epistemological standard, “how do I know what I know?”  I like thinking about “how” in terms of “when” and “how long” because it allows us to critique established and perhaps arbitrary temporal designations.  For instance, why do most students begin college at eighteen, or why does college lasts for four years?  For some, these designations feel like law.  For others, they were meant to be broken.
King James I, despite being the most powerful person in the country, still had more to learn, at least according to his most brightest servant, Francis Bacon.  If dedicating his The Advancement of Learning (1605) to the sovereign was not a big enough clue, mid-chapter Bacon nudges his audience by inserting an apostrophe to the chief, claiming that even kings need to strive for evermore learning.[i]   He warns his royal highness of learning’s various diseases (not to be confused with our contemporary “crises” of education).  One disease concerns knowing how to discern old, worthy information from new, transient information.  But Bacon also wants good kings and princes to know when modern thought has simply superseded the available knowledge of previous generations.  When knowledge loses its flavor, it must be thrown out and trampled on.  Perhaps most interesting is Bacon’s insistence that knowledge is at its most profound at the axiomatic stage—when it is confusing, disorganized, turbulent, and it can shoot in manifold directions.  The observation comes off in this context more as a suggestion.  You want to be a brilliant king, James?  Enter a re-birth: Write aphorisms!
Perhaps you can teach an old king new tricks, but according to Rousseau’s Emile (1762), education begins as soon as someone wraps the infant in a blanket.[ii]  The slightest imposition on the child’s temperature teaches the human body to rely on prosthetic implements rather than its natural resistance to inclement weather.  No blankets, caps, or swaddling (60).  Let the child’s body adapt to the cold air: “It has a powerful effect on these newborn bodies; it makes on them impressions which are never effaced” (59).  Exposure to air is its own kind of learning.  It is difficult to leave the child exposed when the nurse insists on its being “well-garroted.” The nurse must then be ordered to let the child be, because “where education begins with life, the child is at birth already a disciple, not of the governor, but of nature” (61).  So if you want to educate your children right, Rousseau says begin from day one, pick the right teacher, and just let the children play-ay-ay.
Organizing her book according to themes and not a chronological sequence like Rousseau’s, Mary Wollstonecraft’s Thoughts on the Education of Daughters (1787) presents an arbitrary sequence in girls’ learning.[iii]  There seems to be no priority over when girls should learn about “Benevolence” or “Card Playing.”  Of course, that is with the exception of the main event, “Matrimony.”  In Austen’s novels, weddings appear at the beginning and the end; in Wollstonecraft they are dead center (chapter 11 out of 21). It is as if marriage engenders the gravity holding the rest of the woman’s life in order.  However, form is deceptive.  Wollstonecraft opines, “Early marriages are…a stop to improvement” (31).  If the girl has not already had a thorough education she will forgo it on account of how much work marriage requires.  And quite frankly, Wollstonecraft says, “many women…marry a man before they are twenty, whom they would have rejected some years after.”  If anything, Wollstonecraft’s organization, or brilliant lack thereof, says that learning can happen in isolated bursts and need not follow any necessary sequence.
I do not know if anyone would disagree in saying that learning is a productive process, but that we have these false notions with regards to “when” we learn results in some serious runoff.  While working on my teaching philosophy this spring, I kept pushing this idea of “learning as a mode of living.”  Part of this mode means doing what you always do but looking at one’s daily activity as a subject for thought.  Too often have I heard phrases like, “when I come home I just want to watch something I don’t have to think about.”  But it is not the object that requires no thinking; the viewer merely judges the object as a thing for which no thought is required.  What I do not understand is why as humans we are so impatient with things that waste our time, but so willing to dedicate our time to things we find so unworthy of our thoughts.  Anything can be a subject for thought.
Learning as a mode of living also means that learning does not end.  Learning does not end after class, when we arrive home; in some sense, learning does not sleep, or wait until we’ve had our coffee.  The body takes in information nonstop.  The question is what are we going to do with that information. The more conscious I have become of thought the more I realize that the brain produces an infinite quantity of images, movements, feelings, ideas, colors, memories and so on throughout the course of a day.  Part of the challenge is to resign to them.  Admit to the idea.  Give it room or space.  Record it in some way.  Then forget it.  They come back, anyway (who knows when?).  But now you have the first bit of an idea, and it is ready to shoot in another direction.  The trick is to admit that learning can happen anywhere and at anytime.
So in answer to the question, “when do we learn what we learn” or “know what we know,” there is no designated time for learning and knowing.  Knowing is not an identifiable position from which one can declare his or her knowledge.  Knowledge is stretchy, turbulent stuff like the time in which we declare it.  Stretch it far enough and suddenly we don’t know what we thought we did.  In the classroom then, it is perfectly acceptable that students feel confused about a subject matter, because when are they not confused?  Confusion ends only when we choose to cease thinking about an object, a world, or ourselves.  Confusion is the process of thinking; comfort is its absence.  Learn to be uncomfortable!  I tell my students that by the end of the term, they still might not understand some of the concepts we will have discussed.  Rather, like my high school English teacher, Mr. Weiss, used to say (I’ve tweaked the phrasing): we’re planting seeds in class and there is no way to know when they will sprout, bloom, dehisce, scatter, and so on.


[i] Bacon, Francis.  The Advancement of Learning.  Ed. Michael Kiernan.  Oxford: Clarendon, 2000.  Print.
[ii] Rousseau, Jean-Jacques.  Emile or On Education.  Trans. Allan Bloom.  New York: Basic Books, 1979.  Print.
[iii] Wollstonecraft, Mary.  The Works Of Mary Wollstonecraft.  Ed. Janet Todd and Marilyn Butler.  Vol. 4.  London: Pickering, 1989.  Print.

Vital Viscera

Though I have temporarily shifted my research from early nineteenth-century depictions of the body to contemporary zombie studies, I’m finding my previous research and the ideas of Romantic-era physicians to be astoundingly enlightening for this project in terms of the vitalism controversy: does materialism or vitalism—“the theory that life is generated and sustained through some form of non-mechanical force or power specific to and located in living bodies”—dominate the motions of the body? (Packham 1).[i] One of the things I find interesting about this controversy, however, is that both still locates the source of life and animation within the body itself (rather than an outside force, such as a higher power or cosmic force, or sometimes even a physician). I’m just beginning my research on vitalism, but, in my mind, the difference between materialism and vitalism seems to be this “unknown” factor. A mechanism can be explained, but the words used to describe the core principle of vitalism—force, spark, power—speak to its vague and elusive nature in such a way that reveals the physican’s awe for the body while materialists seem to claim more authority, even over the individual whose body is in question. The concept of vitalism also disrupts the mind/body dichotomy, as Catherine Packham points out in her excellent study of Eighteenth-Century Vitalism. “‘Life’ itself began to look rather different:” she says, “no longer a physical entity passively carrying out the orders of reason, but a fluid, constant, dynamic, changeable and ultimately elusive force, existing and communicating throughout a vitally animated body” (19). My goal in this post is to describe and discuss the infatuation with interiority of the body shared with some of the prominent vitalists and their interest in movement within even a body that does not appear to be moving.
In 1785, a Mr. James Whytt wrote to accomplished Edinburgh physician William Cullen of the dissection of a Mr. James Cochman’s abdomen twelve hours after his death: “The swelling of [it] increased gradually to a very great extent after you saw him; previous to opening the abdomen, when filliped, it gave the sound of a drum; when open’d…” and goes on to describe the shape and color of various organs.[ii] Cullen himself was one of the leading vitalists at the Edinburgh Medical School, along with his associate Robert Whytt (any relation to the letter-writer, I have yet to surmise) (Packham 6). There are a few things in this brief example to note. Firstly, there is a distinction between the exterior and interior of the body, but also a correlation: swelling indicates an internal change. An action against the exterior, a “fillip,” can indicate even more about the quality and condition of that interior, but Whytt does not seem concerned about such an action disturbing it. The description that follows (which is not something to read right before lunch) compartmentalizes the body to a great extent, describing where in the body things have settled, as if they were settled in an unusual way and had found their way there themselves. Things have clearly been happening within this (leaky) body in the twelve hours since life had animated it, things that remain animated for a time beyond its larger entity.
Physician Robert Whytt describes this kind of body-agency in terms of three categories of animal motions in his 1751 text on vitalism: voluntary, involuntary, and “mixed”. These last two classifications “are performed by the several organs as it were of their own accord, without any attention of the mind, or consciousness of an exertion of its active power: such are the motions of the heart, organs of respiration, stomach, guts, &c; which have been also distinguished by the name Automatic…” (1-2).[iii] Though these ideas precede the Romantic era, they nonetheless inform the kinds of observations made by James Whytt later in his dissection.  They also speak to the claim made by Alan Richardson in his article “Romanticism and the Body,” about the prominence of the body in Romantic poetry. He suggests that Jerome McGann’s theory that Romantic poets strove to transcend the physical and political upheaval of their world through their poetry “failed to account for the diversity of available ideological positions” (2).[iv] Instead, criticism has been seeing more emphasis on the Romantic body within literature (something Aaron brought up in his post on feet at the beginning of the month). Whytt’s sentient principle, which he uses to explain the reanimation (re-sensitizing) of the body after a period of inaction or even momentary death, claims that, since these body parts do not have the ability of stimulation themselves, there must be an “active sentient PRINCIPLE animating these fibres” (Whytt 242). In other words, there must be some kind of energy or substance that sparks this movement and contributes to the overall animation of the body, particularly its involuntary and “mixed” actions. This begs the question, what are our bodies doing when we’re thinking of other things, when we’re not commanding its every move? The poet’s body, then, proves itself a mystery more expansive and active than even the poet’s mind, able to move and act almost of its own accord… even for a short time beyond death.


[i] Packham, Catherine. Eighteenth-Century Vitalism: Bodies, Culture, Politics. New York: Palgrave, 2012.
[ii] Letter from James Whytt. March 1785. Sibbald Library.
[iii] Whytt, Robert. MD. An Essay on the Vital and other Involuntary Motions of Animals. Edinburgh: Printed by Hamilton, Balfour, and Neill. 1751.
[iv] Richardson, Alan. “Romanticism and the Body.” Literature Compass 1 (2004): 1-14.

"Composition" and "Execution'": The Dramatic Efforts of William Godwin

The Romantic era witnessed the reemergence of closet drama, the rise of what scholars have come to call mental theatre, and Charles Lamb’s famous declaration that Shakespeare has always belonged in print and has always been meant to be read. Examining these attempts to remediate the theatre – to have print supplant the stage as the correct medium for theatrical exhibitions – under the larger categories of poetry, imagination, or mental theatre does not consider the shifting material situation of the period. While valuable work has been done examining theatre’s relationship to these categories as well as the social space offered by the theatre and changes in theatrical laws and practices, this post will show that one of the principal objections regarding writing for the stage during the Romantic era was more pragmatic. William Godwin, an early and neglected participant in this conversation, claims that the lag time between the composition and performance of a play prevents the theatre and playwrights from staying current.
As many critics have shown, Godwin and his circle – including Thomas Paine, Mary Wollstonecraft, John Thelwall, and others –share a “profound mistrust of the theater and theatricality in general.” [1] Summarizing the chief goals of Godwin’s landmark 1793 Enquiry Concerning Political Justice and its Influence on Morals and Happiness, Mark Philip echoes these sentiments when he claims that, according to Godwin, “as people become more fully autonomous, rational and benevolent, the institutions of property and government will fall by the wayside, but so too will such invidious practices as concerts and theatrical performances.” [2] A reexamination of his famous dismissal of the “invidious practices” of concerts and theatrical performances, however, reveals the effects print had on the theatre. It is when he is writing about cooperation that Godwin turns his attention to the arts, specifically music and the theater. Before asking “shall we have theatrical exhibitions,” the political thinker asks “shall we have concerts of music?” Godwin dismisses both music and the theater because he believes that it is detrimental for men to “come forward in any mode, formally to repeat words and ideas not their own.” [3] The, in Godwin’s terms, “mode” of music and theatrical exhibition simply facilitate repetition.
The distinction between “executing” and “composing” music and dramas reveals Godwin’s main concern regarding these two “modes” of artistic representation.[4] G. Thomas Tanselle’s discussion of literary texts and musical scores in A Rationale of Textual Criticism is useful in understanding Godwin’s objections. For Tanselle, both types of art serve as sets of instruction for the reader and performer: “As artifacts, literary texts are analogous to musical scores in providing the basis for the reconstitution of works, even though the medium of those works is different.” [5] According to Tanselle, both are sets of instructions for their reproduction. It is this idea of reproduction that Godwin believes to be problematic. The “execution” of earlier compositions is a type of submission to the authority of the past. To privilege the work of earlier generations is, according to Godwin, to “yield supinely to the superior merit of our  predecessors.” This anxiety regarding the “merit of our predecessors” connects Godwin’s concerns regarding music and the theater with the larger issues of Political Justice. For example, discussing the legislative decisions of the new national assembly in France, Godwin writes, “‘Man and forever!’ was the motto of the labours of this assembly. Just broken loose from the thick darkness of an absolute monarchy, they assumed to prescribe lessons of wisdom to all future ages.” As Angela Esterhammer points out, Godwin claims the French Constitution “fell into exactly the same trap of attempting to legislate for all time.”[6]  Likewise, the musical and theatrical compositions of his predecessors have come to dominate the art of the age.
It would seem, then, that the rehabilitation of the artistic modes of music and theatrical production is possible. When he concludes his discussion of the arts of his time, Godwin gestures towards a solution. He claims that the current moment’s submission to past compositions “borders perhaps, in this respect, upon a breach of sincerity, which requires that we should give immediate utterance to every useful and valuable idea that occurs.”[7]  “Every useful and valuable idea” must be expressed immediately. Godwin’s longing for “immediate utterance” reveals his “Romantic proclivity for the oral.” [8] It also begins to show why the theater, which “tended to relegate the written word to secondary significance, behind the spoken”[9] would appeal to him. Furthermore, as George Woodcock recognizes, “Godwin’s view of social change,” especially in 1793 when he was first gaining notoriety, required “a certain immediacy, for he believed men’s minds would be open to the persuasion of reason” if “the truth were shown to them.” [10] Therefore, showing “the truth” to men immediately through a medium that privileges the spoken word would be quite persuasive. Those capable of reviving the artistic modes of the music and theatrical production are not the performers or actors – that is, those who are responsible for the execution of a given work – but the composers. In other words, the execution of compositions written during his own moment would, for Godwin, put an end to the practice of “supinely” submitting to the superiority of his predecessors.
The extent of Godwin’s investment in the stage is most evident when after the performance of his play Antonio in 1800, he claims, “I regard the 13th of December last as a great era in my life, & I am not without hope that it may ultimately prove an auspicious one.” [11]   Despite the fact that the play was performed only once, this quotation shows that he clearly hoped that the first production of one his plays would not be his last. The fact that he labels the staged performance of his play as an “era” is also important. As Julie Carlson notes, writing for the stage is “precisely a writing for – for a future representation and reception that may or may not occur.”[12]  The “great era” Godwin identifies further highlights the distinction between the writing of a play and its staged performance.
Godwin wrote four plays over the course of his career, two of which made it to the Drury Lane stage. What happens to our understanding of Romantic drama when Godwin is put into the conversation? What happens when we consider Godwin’s distinction between “composition” and “execution” in relation to attempts to locate the theatre and theatrical performances in print as opposed to the stage?


[1] Karr, “Thoughts That Flash Like Lightning,” 327.
[2] Philp, Godwin’s Political Justice, 1.
[3] Godwin, Political Justice, 272.
[4] Ibid.
[5] Tanselle, A Rationale of Textual Criticism, 23.
[6] Esterhammer, “Godwin’s Suspicion of Speech Acts,” 560.
[7] Godwin, Political Justice, 572.
[8] Simpson, Romanticism, Nationalism, and the Revolt Against Theory, 135.
[9] Ibid.
[10] Woodcock, William Godwin, 125.
[11] Maniquis and Myers, Godwinian Moments, 227.
[12] Carlson, In the Theatre of Romanticism, 5.

Reflections on NASSR 2012

I’m on the train, heading in the direction of Germany, with Lake Neuchâtel slipping by in gray-blue early morning light. The experience of “Romantic Prospects” has been saturated by landscape. From the window of our student housing accommodation each morning the Swiss Alps marched sharply around the lake, appearing to advance and retreat with the shimmering heat. Last night at the closing dinner, held at the picturesque house in which once Rousseau lived, rows of verdant grapevines crawl up steep slopes and crumbling stone-walls demarcate historical pathways. I watched swallows like scraps of silver wheel in flight.
I won’t pretend that this is a comprehensive overview of the conference because in actual fact it’s quite personal and particular. I attended many sessions, and I even chaired one for the first time. Of the sessions I attended, the conversations, debates and experiences I had, and the people I met, the very best part was prospective: thinking about a future filled with more conversation, debate, learning, language and poetry. A romantic prospect, to be sure.
Best represented at NASSR 2012 were the fields Digital Humanities, Book History, and German Romanticism, though it seemed the most popular sessions were DH and Book History. Beginning with the DH Workshop on the first day, the idea of books containing “data” (words) to be text-mined and topic-modeled took hold of many of our imaginations. The general mood about DH seemed both skeptical and intrigued, with many scholars having already implemented these fairly new (to the study of the humanities, anyway) technologies in their research.
DH also has major pedagogical implications. Using DH as a teaching tool, according to Neil Fraistat, “won’t be optional in the next 10-15 years.” Probably sooner, I’d say, as class blogs become more commonplace and Franco Moretti’s Graphs, Maps and Trees (required reading) has launched a generation of graduate students interested in “distant reading.”
The words “Book History” appeared in the title of three different sessions and the topic was a major theme in many more. From a special session organized by Alex Dick and Nicholas Halmi about “Textual Prospects: Poetry, Bibliography, and Book History,” to the “Prospects for Book History” panels 1 and 2, and evident in panels on Media Studies, “Varieties of the Novel,” and Genre Theory, the study of books as historical objects has truly permeated Romantic scholarship. Taken over, perhaps. I was interested to see how the broadening of the definition of “books” has lead to the inclusion of scrapbooks, collections of letters, keepsakes and “Books in Pieces” as Michael Macovski puts it, under the auspices of Book History. Thus the physical manipulation of books (with scissors, as Deirdre Lynch illustrated) played an important role in this conference, by providing insight into the Romantic-era readers, writers, and literary participants.
Books as nooks took center stage after Robert Darnton’s plenary lecture, “Blogging: Now and Then,” in which he illustrated the ways in which scraps of information embed themselves in the cracks and crannies opened up by communications technologies. Darnton described how printed information in the early modern and Romantic periods created places to organize their fragmentary materials—such as in the tell-all books about public figures’ private lives, in early newspapers, and in the scandalous dailies. You can read my live-blogging during the reactions and responses seminar to Darnton’s lecture HERE.
German Romanticism was also represented in multiple specific sessions. My own special research interest, the poetry of Friedrich Hölderlin, got more attention than is usual in North American conferences and in fact, the special session on Hölderlins Ströme (Hölderlin’s Rivers), organized by the Bernhard Böschenstein was completely German-language. I don’t know if non-English panels have been done before at NASSR, but it was a fitting addition to the conference’s Swiss iteration. In addition, on the panel I chaired, I very much enjoyed Elena Pnevmonidou’s paper on Hölderlin’s Hyperion and questions of language, landscape and the body.
Overall, the two academic experiences that stood out for me at NASSR 2012 were the “Romantic Media Studies” session and Thomas Pfau’s seminar “After Sentimentalism: Liberalism and the Discontents of Modern Autonomy.”
For “Romantic Media Studies,” Lauren Neefe from SUNY Stony Brook read her paper “General Indistressible: Towards a Theory of Romantic Epistolarity,” with charm, panache and sharp insight. Her paper was fascinating and her dissertation sounds even more so. Yohei Igarashi from Colgate University discussed DH pedagogies alongside ideas of Romantic perception in his timely presentation, and Celeste Langan brought an inspired reading of the efficacy of news reports in her paper “The Future of Propaganda.” This session stood out for me because it both recognized the materiality of books (in the broad sense described above) and treated texts as particular sites for close reading and critique. I found Lauren’s characterization of Coleridge’s letter to himself in the Biographica Literaria to be unique as well as creative of openings in which more questions, more avenues for investigation, and more texts to read and re-read arose. I have so many excitedly scribbled notes from that session.
Thomas Pfau’s special session was so necessary and deserves the highest praise. It was totally en point, the kind of session that is a call for change, a meta-analysis of the state not only of Romantic scholarship but of our most pressing current philosophical and political issues, and that makes a strong argument for more wide-ranging, philosophically-sophisticated and responsible. To complain of Romantic scholarship’s irrelevance to practical contemporary concerns is not to have read Pfau.
The sun is now past noon. We’ve already sped through the Black Forest and the landscape is flattening out, dotted with farms and polka-dot Austrian flower boxes. I’m left with a feeling of satisfaction and fatigue, as well as a deep gratitude for the conference organizers, Angela Esterhammer of the University of Zürich (soon to be of the University of Toronto) and Patrick Vincent of the University of Neuchâtel. Merci beaucoup, Vielen Dank, and thanks.

The Painful Pleasures of Romantic Feet

In early July 1797, Sara Coleridge spilled hot milk on her husband’s foot, prompting one of the finest romantic poems, “This Lime-tree Bower My Prison.”  The preface to the poem reads: “some long-expected Friends paid a visit to the Author’s cottage; and on the morning of their arrival, he met with an accident, which disabled him from walking during the whole time of their stay.”[i]  As Coleridge’s preface and the rest of the poem demonstrate, feet and walking were an important aspect of the romantic experience given the exceptional tendency to stroll, pace, and hike.  Thomas De Quincey calculated that Wordsworth had walked an estimated 180,000 English miles.  Coleridge’s great decade of walking culminated with him being the first to scale Scafell Peak in 1804.  And despite—or in spite of—a clubfoot, Byron swam four miles to cross the Hellespont on 3 May 1810.  It is difficult to imagine British romanticism without feet.
But it is precisely the romantic imagination that displaces the foot.  Following Coleridge’s accident, he laments not joining his party of friends.  He finds relief in imagining their journey, substituting the mental representation for the actual, physical experience of walking.  Was it merely a coincidence then that romantic poets frequently walked and on occasion mentioned their feet?  For Robin Jarvis, the wounded foot provides an opportunity for the poet to “[trace] the path of his friends” with his imagination, providing a view of an “uneven progress through a landscape which…offers locomotive as well as visual obstructions.”[ii]  These obstructions are then imitated in the poem’s uneven rhythms.  So the imagination might elide the physical, but the mind relies on the information the feet have gathered about the rhythm of walking in order to construct its elision.
For romantics, walking supplemented writing, but also they required supplementation for their walking.  In the tradition of Romans adding shoes to the Olympics (called “krepis”),[iii] the romantics had special clothes made to accommodate walks, and De Quincey was “first to go on a walking tour with a tent.”  According to Solnit, the introduction of these tools marks the beginnings of the “outdoor equipment industry.”[iv]  Some of us might not think of them as equipment, but animals also mediate the walking experience.  Wordsworth walked compulsively in order to compose, and sure enough, he brought along his dog.  The boyhood companion would warn Wordsworth of oncoming pedestrians so that the poet might cease his compositional “murmuring” before being mistaken for a madman.[v]
If romantic poets were such innovators and advocates in the world of walking, why would they ever pass over these things in favor of a different focus?  From a phenomenological perspective, passing up the foot for another issue (actual or imagined) might be inevitable.  It is typical to identify a thing when it breaks, or in Coleridge’s case, when it is scalded.  The foot suddenly becomes conspicuously present because it ceases to be what it normally is—a functional foot.  Only when noticed does a foot become the starting point of a poem.  But the poem quickly moves past the foot and onto the image of the poet’s friends.  In this example, Coleridge’s recognition of the thing (his foot) is negative: the foot’s conspicuousness never allows the observer to know the foot itself, only a deferral of the foot.
But it makes good sense that if a thing can attract attention when it breaks, it will attract attention when it works, as well.  The phenomenological response a la Heidegger would say that because the thing works we take it for granted and so the thing goes unnoticed.[vi]  For instance, I don’t think about my feet so long as they get me to work in the morning, just as the cabinetmaker doesn’t think about his hammer so long as it still drives nails.  However, if something suddenly works differently it might also attract attention.  This difference may signal that the thing was, in fact, not working beforehand.  We may have only grown accustomed to what has been broken for as long as we can remember.  So in the case that the thing is repaired, would I actually be experiencing a deferral of the thing, or would I finally gain access to the thing itself?  Probably not the latter, but the fact that the closest thing to one’s person could suddenly attract attention while working without flaw is exactly the realization I had one morning while running barefoot.
Rather than adding more equipment to my running, recently I decided I would try it with less.  It was about five thirty in the morning when I made the somewhat uncharacteristic decision (romantic mornings tend to follow romantic evenings, I find).  My usual place to run is the Olympic Sculpture Park.  The park faces Puget Sound, a large body of water punctuated with sailboats and ferries, framed by the Olympic Mountains.  I would like to say the scene was sublime or awe inspiring.  But my attention was on the ground.  I attempted to jog lightly at first, but beginning on a gravel path, there was much more pain than pleasure.  Approaching the grass I thought the softness would mitigate the discomfort but the grass was wet and cold.  At one point in my youth, it was common to run through the yard or the nearby woods without shoes.  Half my life has passed since my feet braved the earth.  It was shocking to have limbs so near and so unacquainted with exposure suddenly stung by what otherwise felt like a perfectly temperate morning.  The grass and my feet had become alien.
Our feet have become restricted to a heavily mediated form of touching.  If I could ask my feet what the world feels like they would describe a hot and itchy place: moist, confining, argyle.  The fact is, due to socks, rubber, and plastic I hardly ever touch the ground beneath me, to say nothing of unconstructed ground.  But that first morning I ran unshod, my dainty jog eventually became a full run, my feet enjoying the various textures of the ground.  Skin rubbed against concrete and woodchips, mud and grass, gravel and puddles.  At one point I stepped into mixture of grainy rocks and water covering the footpath.  I felt tiny air-filled cells densely packed together burst.  The sensation was not unfamiliar.  It reminded me of roe I had recently tasted at a sushi restaurant.  Finally, my mouth and feet had something to talk about.
Having abandoned the daily prosthetics designed for feet, I felt elated.  The experience was painful, but also it changed the way I relate to the park I routinely visit.  The landscape did not suddenly become sublime but more various and diverse, characteristics Wordsworth constantly praises in his Guide to the Lakes.  But where he praises visual diversity, my feet explored a tactile dimension of textures and temperatures.  Where the eye looks for contrasting colors, my feet were contrasting the hardness and softness of things.  These differences cancelled out most of the pain in the end; instead, it felt good to be feeling.  Running unshod reminded me of how little I actually know about this familiar place, and equally important, about my own body.
While Coleridge might not remove his shoes in order sharpen his focus on feet, the scalded foot still manages to open new points of access to the body and its surroundings.  Recall, Coleridge sits in a lime-tree bower.  He could have depicted himself lying in bed or sitting by a fire, but he chooses to situate himself on the ground in the garden.  Such a position is important because, although Coleridge seems to displace the physical for the imaginary, consider the fact that he immerses himself in the ground by eschewing a chair.  Tim Ingold has recently pointed out the modern belief that stationary rest was a prerequisite for thinking.[vii]  One must cease to move or walk in order to think and enhancing such thinking requires its own prosthetic: the armchair.  In this particular case, Coleridge does not celebrate the relationship between walking, the feeling of walking, and its correlation with thinking; rather, with other regions of the body spread across a plane of dirt, grass, roots, and rocks, the poet espouses a less regulated form of sitting which might provide the conditions for a different way of thinking altogether.  Given the variety of furniture, shoes, and constructed ground surfaces, it seems as though the body has access to unlimited experience.  However, if the body is forever wrapped, comforted, and secured, then how little of the world we actually know.
[i] Coleridge, Samuel Taylor.  Poetical Works. Vol 1. Ed. J.C.C. Mays. Princeton: Princeton UP, 2001.  Print.

[ii] Jarvis, Robin.  Romantic Writing and Pedestrian Travel.  New York: St. Martin’s, 1997.  Print.  149.
[iii] Tenner, Edward.  Our Own Devices: How Technology Remakes Humanity.  New York: Knopf, 2003.  Print.  78-79.
[iv] Solnit, Rebecca.  Wanderlust: A History of Walking.  New York: Viking, 2000.  Print.  115-116.
[v] Wordsworth, William.  The Prelude: 1799, 1805, 1850.  Eds. Jonathan Wordsworth and M.H. Abrams.  New York: Norton, 1979.  Print.  130-1.
[vi] Heidegger, Martin.  Being and Time.  Trans. Joan Stambaugh.  Albany: SUNY P, 1996.  Print.  67-71.
[vii] Ingold, Tim.  “Culture on the Ground: The World Perceived Through the Feet.”  Being Alive: Essays on Movement, Knowledge, and Description.  New York: Routledge, 2011.  Print.  33-50.
 

Practical and Not-So-Practical Tips for Getting into Switzerland

In the last five months I’ve been to Switzerland at least ten times, maybe more. The Swiss border lies so close to Konstanz that it’s possible to buy an ice cream in Germany and enjoy eating it on a Swiss part of the lakeshore. This proximity leads to an interesting relationship between the Germans of Konstanz and the Swiss of Kreuzlingen and the other surrounding villages, one in which the buying power of the Swiss Franc against the Euro plays a major part. Everywhere around the Bodensee there are Swiss people spending and German people—here I am thinking of one example in particular, my first German instructor—bicycling across the border to make a little extra money.
I sense no resentment from either side, and in fact each side seems self-possessed and untroubled. Perhaps both the result and cause of this tranquility is the fact that the border goes largely (in my experience totally) unattended, unguarded, unobserved. I have walked into Switzerland, bicycled into Switzerland, driven a car into Switzerland, ridden a train into Switzerland, but I have never, not even once, had my passport checked going into Switzerland.
That was the not-so-practical part of this post. Now, for some ideas you might actually employ if you are attending NASSR 2012 in Neuchâtel…
SwissBahn, or the Swiss train and transit system, is expensive. Too expensive, I firmly believe. Nevertheless, a few things to know:
1. Buy a half-fare card. The half-fare card lets you pay half of the normal price for all travel using train, bus, boat, (some) gondolas, funiculars and mountain trains (this is Switzerland, after all). The card is good for a month, so plan your travel accordingly.
2. Never buy food on the train. The trains are lovely—so lovely—for having a snack of cheese and bread and watching the countryside flow by. And this loveliness increases when you’ve purchased your snacks at a grocery store, because €3,50 for a bottle of water does not a happy traveller make.
3. Use the toilet on the train. The toilets on the trains look space age and are fairly clean, so there’s no need to wait until you get to the station where you will inevitably be paying to use a public toilet.
4. Print your ticket. This does not apply if you purchase tickets at the station, because they will of course give those to you then and there. If you have purchased your ticket online, however, you will need a hardcopy on hand, as well as the credit card with which you booked the ticket.
5. Be there early: because your train will leave on time.

Love Letter to Mr. Lewis

As I mentioned in one of my earlier posts, the original Gothic tradition met with some pretty extreme ambivalence from other writers and pretty staunch criticism from reviewers in the late eighteenth century. Matthew G. Lewis—the writer of The Monk, who also happened to be an MP—got the brunt of abuse from those critical of his stories of terror and gore.  He mentions in one of his many undated letters to his mother, “You will observe that the Morning Herald continues to call [me] Monk Lewis, and to abuse me as much as formerly.” Though The Monk and much of Lewis’s poetry push the boundaries of the genre he helped create, I have found much of Lewis’s drama, including his best-known play, The Castle Spectre, to be surprisingly cautious and even conservative in terms of the supernatural. [i] In the same letter, however, he describes the failure of his play The Captive, which “proved much too terrible for representation, and two people went into hysterics during the performance and two more after the curtain dropped. It was given out again with a mixture of applause and disapprobation….”[ii]  Lewis, persisting in his penchant for creating tales of wonder and terror, was, nonetheless, not writing from an ivory tower but seemed keenly aware of the reception of his works. His letters reveal him to be especially sensitive of the impact his scandalizing works would have on the reputation and sensibility of his family, and he apologized profusely to his father for the outcome of The Monk, blaming his misjudgment of its reception on his youth (he was only 19 when it was published). After that, he sent some of his literary endeavors to his mother or his sister to edit for objectionable passages and eventually released a censored version of his novel.
Attracting severely negative attention from critics, Lewis also attracted his fair share of parody and satire.  The anonymous collection of poems, Tales of Terror followed the publication of his own collection, Tales of Wonder, an accumulation of original poems by himself and others such as Sir Walter Scott and Robert Southey as well as translations of German pieces. There is no evidence to suggest that Lewis is in any way associated with Tales of Terror beyond being the model for its creation: it is unlikely that he contributed to it in any way, and it is a mistaken attribution in an early biography and a later combined version of Tales of Terror and Wonder that instilled this misguided authorship through to the present time (Thomson 239).[iii] One poem in particular found in Tales of Terror, “Grim, King of the Ghosts; or the Dance of Death” is dedicated to Lewis, making it especially improbable that he was involved in its authorship. On the other hand, it is thought that Tales of Terror ridicules and reproaches Tales of Wonder by its exaggerated mimicry of it. This also seems unlikely or overly simplistic, at best. Douglass Thomson says, in his article on the relationship between the two texts, that Tales of Terror is “less an attack on Lewis than an homage to him, a carrying-on of the good fun that Lewis had with his own production. ‘Grim’ underscores the fact that that parody is, if not the sincerest form of flattery, at least a form of imitation and tribute” (17).[iv]
In a very roundabout way, this fine line between condemnation and appreciation is the point I want to make in this post, and it extends beyond these two published volumes. Lewis was a source of criticism and disdain, as well as humor and real adoration in many contexts. I recently discovered a fantastic little “tribute” to him in the National Library of Scotland, a fourteen-page poem entitled “The Old Hag in a Red Cloak: A Romance,” attributed to George Watson-Taylor.  On the surface, the moral of the story and last stanza of the poem seems to make it very clear that the writer disapproves of Lewis’s antics:
If you wish me the moral, dear Mat, to rehearse,
‘Tis, that nonsense is nonsense, in prose or in verse,
That all, who to talents claim any pretense,
Should write not at all, or should write COMMON SENSE.
However, if the writer disagrees with Lewis’s style or subject matter, it certainly does not stop him from reading more or less everything that Lewis has ever written.  Only half of those fourteen pages contain the short poem. The bottom half of each page boasts two or three extensive footnotes detailing each and every reference to a line or a character in one of Lewis’s works.  For example, the first page reads:
Matthæus was little, Matthæus was young,
Of wonders he chanted, and quaintly he sung; i
Thro’ fire, and water, and clouds could he see, ii
For this bard, a profound necromancer was he. iii
i. “Lord Ronald was handsome, Lord Ronald was young,  / The Greenwood he travers’d, and gaily he sung, &c.” “The Grim White Woman”
ii. The Cloud King, the Water King
iii. This spectre, the Grim White Woman she was.
Matthæus is, of course, Matthew Lewis, referred to for most of the poem as simply “Mat.” The plot follows the consequences of Mat refusing to give a poor old woman a sixpence to buy some bread. The old woman turns out to be Mother Goose, a witch-like figure who torments him for both denying her the money and getting her kicked out of bookshops. She calls on all of the creatures of her literature to accost him. He tries to call on his own creations, but they fail him, and he is forced to admit that she rules the “realms of romance” and to vow to write more appropriate literature. Most of the footnotes just relate the lines from the particular poem the writer is mocking, but others give more detailed information. One provides a laundry list of “ghosts and hobgoblins, and horrible shapes” found in popular romances of the day, with which the reader should be familiar. This guy has done his homework! As Thomson says, “as imitation of a pre-existing style comprises an essential feature of parody, this satiric mode especially depends upon a degree of identification with its satiric object” (2). It’s clear from the detailed lists of Lewis’s creatures throughout the poem that a real enjoyment went into describing them, even though it is hidden behind the guise of criticism. I might suggest that it feels like a guilty love-letter to a writer and type of writing that had become fashionable to criticize but also fashionable (among a different sort, perhaps) to read. Crafting a poem with such subject matter, despite the didactic symbolism and moral, also speaks to a writer who has learned a thing or two from what he has read. It speaks to the complicated love/hate relationship endured by the Gothic as well as the Gothic tradition’s invitation to parody and a little bit of fun.


[i] At least part of the reason for this caution is due to the censorship restrictions on drama and the uneasiness with showing the supernatural on stage. Jeffrey Cox has a fantastic explanation of this in his introduction to Seven Gothic Dramas, Ohio University Press, 1993.
[ii] “The Captive” closed in 1803, so this letter was sent sometime after March of that year. The letter is simply dated “Wednesday___”. Papers Concerning Matthew Gregory Lewis, 1792- circa 1834.
[iii] Douglass Thomson gives a thorough overview of this in an appendix about Tales of Terror in his 2009 Broadview edition of Tales of Wonder.
[iv] Thomson, Douglass H. “Mingled Measures: Gothic Parody in Tales of Wonder and Tales of Terror.” Romanticism and Victorianism on the Net. (May 2008) 50: 22 paragraphs. http://www.erudit.org/revue/ravon/2008/v/n50/018143ar.html