I teach at a beautiful campus on the southern shores of Lake Ontario in Oswego, New York. Oswego is a place of remarkable history. Its geographical position relative to waterways and other supply routes through central New York made it the target of military tussling between French and British forces during the Seven Years’ War and between American and British forces during the War of 1812. The Oswego Canal, completed in 1828, connected the epic Erie Canal system to Lake Ontario, thus accelerating Oswego’s contribution to the anthropogenic remaking of the Great Lakes ecosystem that’s been ongoing since the seventeenth century. Oswego was a launching-point to Canada for those traveling on the Underground Railway; its library, founded in 1853 on a principle of universal access for all persons, regardless of “their race, complexion, or condition,” is the oldest continuously operating public library in New York State (“About Us.”). In 1943, Oswego became the site of the single World War II refugee camp in the United States.
Last month I had the pleasure of attending the joint conference of the Victorian Studies Association of Western Canada and the Victorian Studies Association of the Western United States, whose theme this year was Victorian education. As the conference Storify attests, we gathered for two days of conversation about research and teaching on a wide range of associated topics, including Victorian food education and activism; the relationship between queer identity and instruction; representations of embodied learning; religious and imperial education systems; and the production of school textbooks. The great weather in beautiful Vancouver—defying forecasts for unremitting drizzle—made those two days even more delightful. Continue reading “Victorian Education: April 28-29, 2017”
This week’s guest blogger, Frederick D. 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”
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”
or How the Gendered Wage Gap and Child Labour Killed the British Computer Industry before it Even Started*
All I ever want to do these days is talk about late-Victorian offices (much to the chagrin of my partner and students, I’m sure), but I have already laid bare my soul on the subject of vertical files and press books on this blog, so thought I might stray a bit into a frank eye-to-eye chat about the American influence on late 19thC British census taking and the history of computing (it’s these frank eye-to-eye chats on the history punchcards, ink wells, and clerk’s stools that, I think, try my students so much, but bear with me. So far they have shown me great latitude and patience and I hope you will too. I will let you know in future posts if they ever reach their breaking point). I have a keen interest in the social history of computing, and get real pleasure from ferreting out the points where computing might have taken a left turn or a right one, giving us some other version of the colonial, gendered, or racialized state of computing that we live with today.
One of these pinch points was the development and commercialization of census taking technology. The British were census-takers extraordinaire. The Royal Statistical Society was formed in 1834 and they had a centralized General Register Office by 1837, led by novelist Thomas Henry Lister, who, alongside statistician William Farr, guided the 1841 census. The British continued to use Farr’s labour intensive system until 1911 when the British census was mechanized. The mechanization process was not a British affair (Campbell-Kelly). In 1894 former superintendent of the US Census Office, Robert P. Porter and his former employee Continue reading “Our Calculating Cousins”
A couple of years ago, Connie introduced us to The Yellow Nineties Online, a project edited by Lorraine Janzen Kooistra and Dennis Denisoff at Ryerson University dedicated to producing a TEI-edition of late Victorian periodicals including not only the Yellow Book but also periodicals like the Evergreen and the Pagan Review. Since that post, I’ve used The Yellow Nineties Online in two of my courses this past winter term (we don’t even pretend to call it a spring term here in Calgary!), and I thought it would be a good follow-up to blog about my experiences in the classroom here.
One of Lionel Grimston Fawkes’ engravings for Anthony Trollope’s 1875 novel, The Way We Live Now, features Mr. Squercum, a lawyer, lolling in his office. His desktop is a mess of paper, with more sheets affixed with push pins to the office walls, and still others spilling out of pigeonholes. It doesn’t look as though any of the papers on his desk are bound save, perhaps, those in either books or folders of some sort resting atop the pigeonholes. Trollope had, of course, been writing about office life for years, chiefly in sympathy with the much put-upon clerks, those responsible for “the management of little details, the answering of big men’s letters, the quieting of all difficulties” (The Three Clerks 36). Even the most odious office workers, such as Mr. Kissing in The Small House in Allington (1864), get Trollopian compassion (I say this tongue firmly in cheek) for the weight of their work: Kissing’s “hair was always brushed straight up, his eyes were always very wide open, and he usually carried a big letter-book with him, keeping in it a certain place with his finger. This book was almost too much for his strength, and he would flop it down, now on this man’s desk and now on that man’s, and in a long career of such floppings had made himself to be very much hated” (545 emphasis added). Continue reading “A Pressing Problem and a Vertical Solution”