This week’s guest blogger, Frederick A. King, is a part-time faculty member of the Department of English and Cultural Studies at Huron University College. His research looks at late-Victorian Aestheticism and Decadence in relationship to textual studies and queer theory. Continue reading “The Pageant, Aestheticism, and Print Culture”
While in Middlemarch, published serially in 1871 and 1872, dear Dorothea suffered great “annoyance at being twitted with her ignorance of political economy, that never-explained science which was thrust as an extinguisher over all her lights” (Eliot 42) there were many other economies being developed in the 1870s which would rely on women as employees and proselytizers. I will leave domestic economy to the side for the nonce — it’s the economy of knowledge storage devices and spelling reform that has my interest.
I have completely fallen for the late-century American passion for efficiency experts, so once again will, at the risk of taxing Victorian Studies readers, offer up a post that features more American cousins rather than British ones. I had touched earlier in this blog on the invention of the vertical file. I’d like to pick up where I left off with a few remarks about the company the marketed the vertical file, the Library Bureau and the Bureau’s founder, that great promoter of “library economy,” Melvil Dewey (Classification 5). I’ve been dipping of late into Dewey’s “Librarianship as a Profession for College-Bred Women”, published by the Library Bureau, while Dewey was Columbia University’s chief librarian. Continue reading “Notes on the Economics of Library Economy”
If your syllabus looks anything like mine, at least once a semester you’re dusting off your Tennyson and Browning skills and teaching the dramatic monologue. My personal favourites to teach are “My Last Duchess” and “Porphyria’s Lover” (Day One) and then “Tithonous,” “Ulysses,” and “St Simeon Stylites” (Day Two).
This semester I decided to do something a little different. I have the privilege of teaching my Victorian literature class in one of the fancy new classrooms at the Taylor Institute for Teaching and Learning at the University of Calgary. My 40-person class has six big touch screens, and as a result we’ve been able to do a lot of hands-on work in small groups leading into discussions with the whole class. Continue reading “Teaching the Dramatic Monologue”
Of all of Dickens’s prose non-fiction, the one piece that has consistently troubled me the most since I started thinking about Dickens’s journalism and its bearing on the prehistory of immersive media spectacles is “Some Account of an Extraordinary Traveller,” published in Household Words in April, 1850. A typical Dickensian flight of Fancy, this notice introduces readers to the figure of Mr. Booley, who at the age of 65, “left England for the first time” (511) on a series of trips around the world. “Mr. Booley’s powers of endurance are wonderful,” Dickens writes: “All climates are alike to him. Nothing exhausts him; no alterations of heat and cold appear to have the least effect upon his hardy frame. His capacity for travelling, day and night, for thousands of miles, has never been approached by any traveller of whom we have any knowledge through the help of books […] Though remarkable for personal cleanliness, he has carried no luggage; and his diet has been of the simplest kind” (511-12). Readers follow this account of Mr. Booley’s travels, which take him to such far-off locales as New Orleans in the United States, New Zealand, Australia, Egypt, India, and the Arctic regions of the World, before reading in Booley’s own words the inspiration for his “roving spirit” (515): Continue reading “Dickens’s Extraordinary Traveller: Immersive Media Forms and the World as Panorama”
In my senior seminar on “The Victorian Bestseller,” we’ve just finished a big class project. When I found out that our Special Collections at the University of Calgary holds both of the periodicals in which Wilkie Collins’s The Moonstone (1868) was originally serialized–Harper’s Weekly in the U.S. and All the Year Round in the UK–the opportunity to get students into rare books and thinking about the material culture of the text was too good to pass up. In conjunction with Special Collections, the assignment I devised asked each student to take on one of the thirty-two parts The Moonstone originally appeared in, and to compare and contrast its publication in Harper’s and All the Year Round. Students selected and annotated about half a dozen images from the periodicals–which could be anything from advertisements, to illustrations, to the articles and fiction that appeared alongside the novel–to make an argument about the difference the publishing context makes to the reading experience. They then used Omeka to mount a digital exhibit showcasing what they had found in the archives. Our class archive now explores 13 out of 32 parts of the novel, leaving room for another class to try this project again.
The results were fascinating. Students found everything from advertisements for diamonds to articles on the colonies and knots and riddles–important contexts for a mystery story about a gem stolen from India! This project was both more work, and I think more rewarding, than the traditional research essay for all involved. It was only possible because of the tremendous support we had from Annie Murray, Kathryn Ranjit, and Catelynn Sahadath at the University of Calgary Library. Here are a few of my takeaways from the project: Continue reading “The Transatlantic Digital Moonstone”
For the past few semesters, inspired by Joshua Eyeler’s post on “Teaching with Twitter; or Adventures in Student Engagement,” I’ve had a social media participation component in my classroom. I’ve now used Twitter at all levels, from the freshman writing seminar to the graduate classroom. It’s worked well in all of these settings, but I think I’ve had the most success at the 400-level, with third and fourth year university students studying Victorian literature. The reason for this success, I think, is two-fold. One, third and fourth year students are sophisticated and engaged enough with literature that they get the possibilities of the medium immediately: they use Twitter to respond in real-time to plot developments (there’s a madwoman in the attic!), to comment on versions of Victorian texts that have entered the cultural mainstream (Please sir, can I have some more?), and of course, to raise questions for class discussion. The second reason for this success, I think, is that third and fourth year university students are not yet too worried about formulating identities as professional literary critics on the web, which leaves room for a freewheeling discussion.
In 1883 a young woman named Teena Rochfort Smith created a prototype of an experimental edition of Hamlet which, to this day, remains the most visually complex presentation of the play ever attempted. Even present-day digital interfaces such as the Enfolded Hamlet are less ambitious than what Rochfort Smith envisioned, which pushed Victorian typography and printing technology to its limits. Given Hamlet‘s unique complexity within the Shakespeare canon, and Shakespeare’s textual complexity within the larger canon of English literature, Rochfort Smith’s prototype should rank among other great experiments in humanities interface design, including Origen’s Hexapla, the Complutensian Polyglot Bible, Robert Estienne’s 1550 edition of the Greek New Testament, the New Variorum Shakespeare begun by Horace Howard Furness in the 1870s, the BBC Domesday Book project (an experiment, if not a great success), and more recent digital humanities projects such as the Versioning Machine, which visualizes the relationships among variant texts of the same literary work. Although Rochfort Smith’s story is a tragic one—she died very young, and has been remembered mainly as Frederick Furnivall’s mistress—she was nonetheless a proto-digital pioneer in an area that’s booming in the digital humanities today. She accomplished all this as a Victorian woman in a male-dominated field, and she did so by the age of twenty-one.