March 14, 2005

Unnyt cræft

Hmm, this description of me makes me kind of sad…

It 's comforting to say that 'practice makes perfect'....
You are ‘Gregg shorthand’. Originally designed to
enable people to write faster, it is also very
useful for writing things which one does not
want other people to read, inasmuch as almost
no one knows shorthand any more.

You know how important it is to do things
efficiently and on time. You also value your
privacy, and (unlike some people) you do not
pretend to be friends with just everyone; that
would be ridiculous. When you do make friends,
you take them seriously, and faithfully keep
what they confide in you to yourself.
Unfortunately, the work which you do (which is
very important, of course) sometimes keeps you
away from social activities, and you are often
lonely. Your problem is that Gregg shorthand
has been obsolete for a long time.

What obsolete skill are you?
brought to you by Quizilla

Posted by Mark at 06:16 PM | Comments (2)

March 10, 2005

The lyf so short, the crafte so longe to lerne

As I posted earlier, I’m also currently teaching Chaucer this year for the first time. This has been a very rewarding, if very busy, experience. It’s been a lot of work, but I’ve now built a Chaucer course, so the dividends should continue to pay off.

As it turns out, those dividends will be paying off this summer, as I’ll be teaching Chaucer again here at U of T as a summer evening course (Tuesdays and Thursdays 6 to 9). I’m quite looking forward to this, since I’ll already have most of the hard work done and can enjoy myself and the texts more. Chaucer students seem to be really good at in-class discussion.

Of Chaucer’s literary works, The Canterbury Tales was what I had the most experience with prior to this course — actually I’ve probably worked most with Chaucer’s translation of Boethius, but one doesn’t usually teach such a text in an undergraduate course. We covered the Tales in the first term and this term we started off with Troilus and Criseyde, a poem which fascinates me greatly, both in terms of its Boethian content and its generic manipulation, as well as for many other reasons. More recently we’ve been working through the dream vision poems. We recently finished The Book of the Duchess and are now in the middle of The House of Fame.

I have to say that The House of Fame is the Chaucer poem that I feel least able to make a final pronouncement upon. Sure I have plenty to say about it, but I don’t know if I have a final statement about it. This may in part be because the poem is in fact unfinished, but it’s also a complex and slippery poem. I guess my take on it is that it is Chaucer’s anxiety attack. Welcome to the wonderful world of Chaucer’s neuroses! In addition to the more minor sources of anxiety such as the classification of dreams — which it must be admitted is likely a merely rhetorical stance on Chaucer’s part — Chaucer seems to be deeply concerned with dealing with inconsistant or potentially ureliable sources. The dreamer/narrator in the poem is taken to the House of Fame to learn “tidings” to use in his poetry, but true and false tidings are mixed up together, and how can one distinguish them? The poem exudes uncertainty and anxiety, and I think this adds to my own uncertainty about it. It’s funny but I find this poem more troubling than some of Chaucer’s longer and ostensibly more complex works such as the Tales or Troilus and Criseyde. I think I’m going to have to live with this one for a bit longer before I fully come to terms with it.

Soon we’ll be on to The Parliament of Fowls, which can be seen as almost a sequel to The House of Fame, as Chaucer continues his quest for some sort of knowledge or information about love for his poetising.

Posted by Mark at 05:10 PM | Comments (1)

March 04, 2005


I haven’t yet posted on my teaching since my blog rose from the ashes a few weeks ago, so now seems like a good time. As I posted a long time ago, I’m teaching two full year courses this year, Old English again and Chaucer, and both have gone quite well. Today I’ll post about the Old English class and soon I’ll do another about the Chaucer class.

I tried out a new Old English grammar textbook this year, Peter Baker’s Introduction to Old English. While I like the idea behind the arrangement of the book, I’m not entirely satisfied by the execution. The main problems with the old standard textbook for Old English, Mitchell and Robinson’s Guide to Old English, are that it isn’t user friendly, it presumes that the students already have some grounding in at least modern English grammar if not another inflected language like Latin, and it isn’t arranged in a pedagogically useful manner. Thus, it is up to the instructor to provide the necessary structure and explanation, as I did last year when I used the book. Baker’s book, on the other hand, is an attempt to make up for this lack. The material is arranged in such a manner so as to allow the students to progress through the grammer in a somewhat graduated fashion, while slowly introducing them to simple short texts. Unfortunately, there are a number of errors in the book and some of the explanations are rather vague or incomplete. Perhaps these issues will be addressed in future editions, but I don’t think I’ll use this textbook again. Instead, I would go back to Mitchell and Robinson, which is far more reliable, and supplement this with a photocopied package of materials which I would put together myself. This proposed package would include what is essentially an interface to Mitchell and Robinson, arranging the material in a pedagogically sound manner with accompanying readings and exercises. This way I would have the reliability of Mitchell and Robinson’s treatment of the grammar with an arrangement more like the old warhorse Latin texbook by Wheelock in graduated sections. Well, it’s a bit of a pipe dream now, as it would be much work to put such a thing together, but I do think it would be worth it.

Otherwise the class is going well. The enrollment dropoff is a little higher than in recent years, but those who are sticking with it are talented and keen. We just finished with The Wanderer, which seemed to really catch the students’ interests and produced some good class discussion. Before that we looked at The Dream of the Rood. I become more and more fascinated by the poem every time I read it. One of these days I’m going to have to sit down and put together an article on it. Now we’re on the Deor, which is always fun because it gives me the opportunity to tell all the stories behind the allusive (and often elusive) references to Germanic legend in it. By the way, it’s interesting to note that my entry from exactly one year ago today has much the same comments.

Posted by Mark at 03:33 PM | Comments (0)