Course Group II
Age of Satire
Visit the great age of British Satire. In a time when literacy was rapidly expanding, party politics was emerging and women’s rights were being advocated in print for the first time, satire ruled the literary scene. This course will explore the plays, poems, and novels of satirists from the libertine Earl of Rochester to the great satirist, Alexander Pope, not omitting the works of Aphra Behn, the first woman dramatist, and Mary Astell’s sardonic comments on the role of women in marriage. May include: the comedies of Wycherey and Congreve, Gulliver’s Travels by Jonathan Swift, and the novels of Daniel Defoe. There will be an opportunity to study the techniques of satire and its role in social and personal criticism. Dist: LIT; WCult. W. Course Group II.
Reason and Revolution
Was there a British Enlightenment? In the age of the American and French Revolutions, Britain seemed to hold steady. But in the literature of the period there are many social and literary struggles which took their tolls in the madness and suicide of writers such as Smart and Chatterton, the difficulties of attaining creative freedom, and the emergence of new literary forms such as the Gothic. This course will trace the fortunes of writers such as Samuel Johnson, James Boswell, Oliver Goldsmith, and Edmund Burke as they grapple with the anxieties of their time. We will also consider how women thinkers and novelists such as Charlotte Lennox and Mary Wollstonecraft forged new roles for themselves and we may include studies of the novel of political paranoia as exemplified by Caleb Williams, and by Wollstonecraft’s husband, William Godwin. Dist: LIT; WCult: W. Course Group II.
The Rise of the Novel
A study of the eighteenth- and early nineteenth-century English novel, from Daniel Defoe to Jane Austen. The course will look at the major sub-genres of the period, including criminal biography, scandalous memoirs, epistolary fiction and the Gothic novel. It will also explore the relationship between narrative fiction and the changing cultural landscape of a period defined by commercial uncertainty, imperial expansion, and the threat of revolution. Finally, and most importantly, the course will ask why the novel became so central to modern conceptions of subjectivity, sexuality, social cohesion and transgression. Readings may include work by Daniel Defoe, John Cleland, Jonathan Swift, Henry Fielding, Samuel Richardson, Laurence Sterne, Fanny Burney, Ann Radcliffe, Matthew Lewis, Charlotte Dacre, Maria Edgeworth, and Jane Austen. Dist: LIT, WCult:W Course Group II.
Romantic Literature: Writing and English Society, 1780-1832
This course offers a critical introduction to the literature produced in Britain at the time of the Industrial Revolution, the French Revolution, and the Napoleonic wars.There will be a strong emphasis throughout the course on the specific ways in which historical forces and social changes shape and are at times shaped by the formal features of literary texts. The question of whether romantic writing represents an active engagement with or an escapist idealization of the important historical developments in this period will be a continuous focus. Readings include works by Blake, Wordsworth, Helen Maria Williams, Edmund Burke, Thomas Paine, Mary Wollstonecraft, Robert Southey, Coleridge, Percy Shelley, Mary Shelley, Keats, and Clare. Dist: LIT; WCult: W. Course Group II.
Victorian Literature and Culture, 1837-1859
A young Queen Victoria took the throne in 1837, the same year Charles Dickens published his first novel, The Pickwick Papers. The early British Victorian period (1837-1859) was an age of intense social and political reform, as well as a time of vibrant literary production and artistic innovation. This course emphasizes close reading as well as historical and cultural context, asking several key questions about the period: How were Gothic tropes from the 18th century adapted to tell stories of crime and detection in the London streets? To what extent did debates about industrialization and the rights of the working classes intersect, overlap, or compete with discussions about race and the new popularity of minstrel shows and Orientalist spectacles on the London stage? Did the invention of photography alter the language of vision and surveillance found in popular novels of the period? How did the coronation of a female queen influence debates about female education and legal rights? We will read fiction, poetry, and drama alongside architectural treatises, visual images, political essays, pseudo-scientific texts, and contemporary literary criticism. Readings may include texts by Elizabeth Gaskell, Charles Dickens, John Ruskin, Elizabeth Barrett Browning, Thomas Carlyle, the Bronte sisters, and Ira Aldridge. Dist: LIT. WCult: W. Course Group II.
Victorian Literature and Culture, 1860-1901
The second half of the British Victorian period (1860-1901) witnessed immense social, geographical, political, and artistic changes: the rise of the New Woman and debates about female sexuality, a surge in religious doubt, public discussion of economic theories and Socialist ideals, the expansion of the Empire, and fallout from theories of evolution. In studying these concurrent (and sometimes contradictory) discourses, this class emphasizes close reading as well as historical and cultural contexts. We will read fiction, poetry, and drama alongside scientific publications, artistic manifestos, political essays, visual images, and contemporary literary criticism. Readings may include texts by George Eliot, Thomas Hardy, Rudyard Kipling, Christina Rossetti, Charles Darwin, George Bernard Shaw, William Morris, and Matthew Arnold. Dist: LIT; WCult: W. Course Group II.
The Nineteenth-Century British Novel
The British novel achieved great popularity during the nineteenth century. This was a period of imperial and economic expansion in which writers insisted nevertheless on the destructive effects of imperialist and capitalist culture. We will look at the novel's contributions to formations of English identity and English character, with reference to class, gender, and race; and consider the powerful critique of dreams of progress in fiction's representations of private lives. Readings may include Charlotte Brontë’s Jane Eyre, Charles DIckens's Great Expectations, Wilkie Collins's The Woman in White, George Eliot’s Daniel Deronda, Thomas Hardy's Tess of the d'Urbervilles, and Oscar Wilde's The Picture of Dorian Gray. Dist: LIT; WCult: W. Course Group II.
A survey of American poetry from the colonial period to the early decades of the twentieth century. Readings will include works by Bradstreet, Taylor, Wheatley, Emerson, Poe, Whitman, Dickinson, Melville and Dunbar. We will also study Native American poetry and schools like the Fireside Poets, 19th-century women poets, and precursors of early Modernism and the Harlem Renaissance. We will look at lyric, meditative, religious, comic and political poetry, the long poem and the epic. Some themes we will trace include the transatlantic character of American poetry, its “newness,” its engagement with religion and self-definition, with nature, and with gender and race. Emphasizing close readings as well as historical and cultural contexts, this course examines the complexities of an American poetic vision and serves as an introduction to reading poetry and to American literature. This course will contain a Community Based Learning (CBL) component in collaboration with the Ledyard Charter School in Lebanon, NH. Dist: LIT; WCult: W. Course Group II.
A survey of American non-fiction narrative and other prose from the early republic to the rise of modernism. The course examines how autobiographies (Franklin, Douglass, Larcom, Thoreau, Stein) and other prose genres construct individual selves and national belonging while negotiating the pressures of transcendentalism, abolitionism, feminism, and class consciousness by means of aesthetic experimentation. Additional authors vary but often include Jefferson, Apess, Fuller, Hemingway, Adams, Hurston, Kerouac, and Agee.. Dist: LIT; WCult: W. Course Group II.
American Fiction to 1900
A survey of the first century of U.S. fiction, this course focuses on historical contexts as well as social and material conditions of the production of narrative as cultural myth. The course is designed to provide an overview of the literary history of the United States novel from the National Period to the threshold of the Modern (1845-1900). To do justice to the range of works under discussion, the lectures will call attention to the heterogeneous cultural contexts out of which these works have emerged as well as the formal and structural components of the different works under discussion. In keeping with this intention, the lecturers include the so-called classic texts in American literature, The Last of the Mohicans, Moby Dick, The Scarlet Letter, The Narrative of the Life of Frederick Douglass, but also the newly canonized Uncle Tom’s Cabin, Incidents in the Life of a Slave Girl, Life in the Iron Mills, Hope Leslie in the hope that the configuration of these works will result in an understanding of the remarkable complexity of United States literary culture. Dist: LIT; WCult: W. Course Group II.
ENGL 30/AAAS 34
Early Black American Literature
A study of the foundations of Black American literature and thought, from the colonial period through the era of Booker T. Washington. The course will concentrate on the way in which developing Afro-American literature met the challenges posed successively by slavery, abolition, emancipation, and the struggle to determine directions for the twentieth century. Selections will include: Wheatley, Life and Works; Brown, Clotel; Douglass, Narrative; Washington, Up from Slavery; DuBois, Souls of Black Folk; Dunbar, Sport of the Gods; Chestnut, House Behind the Cedars; Harriet Wilson, Our Nig; Johnson, The Autobiography of an Ex-Coloured Man; and poems by F. W. Harper, Paul L. Dunbar and Ann Spencer. Dist: LIT. WCult: W. Course Group II.
Special Topics in Course Group II: Literature of the late Seventeenth through the Nineteenth Century
These courses are offered periodically with varying content: one or more individual writers, a genre, or an approach to the literature of this historical period not otherwise provided in the English curriculum. Requirements will include papers and, at the discretion of the instructor, examinations. Enrollment is limited to 30. Dist: LIT; WCult: Varies.
Whitman, DIckinson and Ecocriticism
The poems of Walt Whitman and Emily Dickinson, for all their thematic and stylistic differences, intersect on a number of important levels. In particular, their respective constructions of a new poetic voice revolve around related notions of the nonhuman world and human-nature relations. In this course, we will approach Whitman’s and Dickinson’s poetry by way of theories and concepts developed in environmentally oriented criticism, or ecocriticism. Beginning with a discussion of ecocriticism’s major theoretical interventions, we will explore its genealogy and recent controversies about ethics and aesthetics, place and displacement, transnationalism and globalization. A reading informed by these debates reveals complex and often ambivalent environmental implications in Whitman’s and Dickinson’s work. We will look at a wide variety of their poems against major nineteenth-century transformations, including shifts in the natural sciences and their relationship to religion, the emerging conservation movement, the political conflicts that led to the civil war, and changing notions of the body, gender, and sexuality. Enrollment is limited to 30. Dist: LIT; WCult: W. Group II
The Civil War in Literature
Surveys in American literature often omit the Civil War. Yet the war called forth a vast range of literary responses, in genres as diverse as poetry, popular song, novels and other prose genres. This course will examine how literature depicts the war, and where the limits of that depiction lie. Readings include Walt Whitman's Drum Taps, Herman Melville's Battle Pieces and Aspects of the War (1866), Louisa May Alcott's "Hospital Sketches," Stephen Crane's Red Badge of Courage. Dist: LIT; WCult: W. Course Group II.
52.03/AAAS 82.05/COCO 3.01
Dave the Potter: Slavery Between Pots & Poems
This course examines the work of David Drake, a South Carolinian slave who made some of the largest ceramic storage vessels of this region, signing them and etching sayings and poems onto them as well. This seminar engages with Drake's poetry-pottery through critical and historical research, interpretive writing, and our own creative adventures in ceramic handicrafts. As a culminating assignment, students will contribute chapters to a scholarly book on Drake, which the professor shall edit. Dist: ART; Course Group II
The American Renaissance at Dartmouth
The course will feature weekly readings from each of the writers – Emerson, Whitman, Thoreau, Hawthorne, Melville – F.O. Matthiessen included under that rubric in his benchmark American Renaissance; Art and Expression in the Age of Emerson and Whitman. Students will also read key works that American Literature scholars have added to Matthiessen’s canon: Margaret Fuller’s Woman in the 19th Century, Frederick Douglass,’s The Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself, Harriet Beecher Stowe’s Uncle Tom’s Cabin, and Mark Twain’s The Adventures of Huckleberry Finn. Dist: LIT; WCult: W. Course Group II.
Vox Clamantis: Wilderness in 19th Century American Literature
Inspired by the motto of Dartmouth College, this course examines tropes of wilderness in nineteenth-century American literature and the types of voices that cry out within them. While helping to establish a national literary tradition, the American 'deserto' or wilderness has also functioned as a kind of rhetorical staging area, in which various (often competing) notions of individualism, community, and political philosophy emerge. As a result, the novels, poems, slave narratives, and short stories of nineteenth-century American literature abound with landscapes as social and psychological as they are physical. Authors will include Nathaniel Hawthorne, Edgar Allan Poe, Frederick Douglass, Emily Dickinson, Herman Melville, Henry David Thoreau, Charles Chesnutt, Mark Twain, and Willa Cather. Dist: LIT; WCult: W.; Course Group II.
From crumbling monasteries and crafty priests, to bleeding nuns and fake hauntings, gothic novels exploded in popularity in late eighteenth century British print culture. But what happens when the strange tropes, figures, and rhetorical techniques of the gothic travels across the Atlantic to adapt to the dark pathologies and monstrous histories of the Americas? This course will expand notions of the gothic to frameworks that understand late eighteenth to early nineteenth century gothic literature as a transatlantic phenomenon. Reading the complex interrelations of Atlantic rim cultures, we will look at the centrality of gender and sexuality as it intersects with topics such as colonialism, slavery, disease, conspiracy, trance, and the foreign in the atmospheric terror of the gothic. Readings may include fiction by Ann Radcliffe, Monk Lewis, Charles Brockden Brown, William Godwin, Charlotte Smith, Heinrich Von Kleist, Victor Hugo, John Howison, Edgar Allen Poe, and Sheridan Le Fanu. We will also read theory by Sigmund Freud, Eve Kosofsky Sedgwick, Tzvetan Todorov and others. Dist: LIT. Course Group II.
Junior Colloquia in Course Group II
Limited to 20 students, these courses will vary in content. They are intended to introduce students to advanced research and prepare them for their senior seminars and honors theses. Coursework and instruction will build toward a substantial paper of 12-15 pages of sustained inquiry and with a research component. Recommended prerequisites: two completed English courses, or permission of the instructor. Dist: LIT: WCult: Varies.
British Fictions of Revolution
The year 1848 was, for most of Western Europe, a year of revolution. In England, one of the few countries to escape widespread violence, 1848 was a year of rampant publication. The texts published in the UK, ranging from Marx and Engels’ The Communist Manifesto to Gothic novels and Pre-Raphaelite poems, do not always seem obviously radical or even similar to one another in theme and mood. Are these texts in fact revolutionary? Are any of the texts politically or socially conservative, or do they represent conservative characters or perspectives? Do they take revolutionary forms or structures? To what extent are the texts participating in the same public sphere and historical moment? In responding to these questions, this colloquium will read literary texts (by Gaskell, Dickens, Emily Bronte, Christina Rossetti, Browning, and Tennyson) alongside artistic and political manifestos, popular political poetry, visual images, scientific and critical prose, and contemporary literary criticism (feminist, Marxist, psychoanalytic, poststructuralist). Students will work toward a substantial research project (12-15 pages) focused on a topic related to the course and of their choosing. DIST: LIT; WCult: W. Course Group II.
The New Emily Dickinson: After the Digital Turn
This colloquium offers an in-depth study of the poetry of Emily Dickinson with a particular focus on how the tools of the digital humanities have renovated our views, including unsettling just what a Dickinson poem is. Since her death in 1886, rival editors have fought over Dickinson’s canon, producing their versions of her poetry. Likewise, biographers have romanticized her life, characterizing her as “The Belle of Amherst,” eccentric, reclusive and even a bit mad. Then, in 1981, Ralph Franklin published The Manuscript Books of Emily Dickinson, an event that revolutionized Dickinson studies. Scholars began working with the extensive manuscripts, sewn booklets called fascicles, loose sheets, letters, and fragments, revealing how Dickinson herself preserved her poetic “performances,” often “choosing not choosing,” as Sharon Cameron describes the poet’s preservation of many variations of poems. These developments have inspired an ongoing “undoing” of a century of editorial, biographical and critical work that has been abetted by the wide availability of Dickinson’s manuscripts in digital form. This colloquium will introduce students to the “new” Dickinson that is emerging from the plethora of materialist, feminist, post-modernist, and cultural studies approaches. We will use digital archives to reread and reconsider Dickinson’s work and life. Finally, we will study the year 1862, an immensely productive time for Dickinson and the height of the Civil War, also the focus of an annual daily blog I am preparing. For their final projects, students will examine one week of poetry in this tumultuous year, producing research that will be vetted for inclusion on the blog. DIST: LIT; WCult: W. Course Group II.
As novels, and translated into film and television, Jane Austen's fiction has recently achieved extraordinary popularity, much greater than she experienced in her lifetime. In this course, discussions will focus on the times and the culture in which she wrote and on her more recent popularity. Topics will include Austen's reactions against Romanticism; her continuing exploration of the moral and emotional dynamics of domestic life; her concern with the freedom of middle-class women; her use of history; her innovations in fictional narrative; and translations of her fiction into film. We will read Northanger Abbey (written 1797, published 1818), Sense and Sensibility (1811), Pride and Prejudice (1813), Mansfield Park (1814), Emma (1816), and Persuasion, (written 1816, published 1818), and view film versions of Pride and Prejudice, Emma, and Persuasion. Dist: LIT; WCult: W Course Group II
Victorian Faces/Facial Politics
In Victorian England, a person’s face was his or her calling card: a clue to social identity, a signifier of inner personality, or a mask, a socially-constructed and performed persona. The period witnessed the expansion of photography, the popularity of pseudo-sciences such as physiognomy and phrenology, the “scientific” study of race, and the birth of psychology. In studying these facial mediations, this colloquium will read literary texts alongside artistic manifestos, scientific and pseudo-scientific prose, visual images, and contemporary literary criticism (poststructuralist, psychoanalytic, feminist, queer, performance theory, critical race). The literary texts will include: Mary Elizabeth Braddon, Lady Audley’s Secret; Charlotte Bronte, Villette; George Eliot, Daniel Deronda; Amy Levy, The Romance of a Shop; and Oscar Wilde, The Portrait of Dorian Gray. Enrollment is limited to 20. Dist: LIT; WCult: W Course Group II.
Eng 62.22/AAAS 88.11
Atlantic Slavery/Atlantic Freedom
When does slavery find itself chiasmatically mirrored in freedom? From the recent Hollywood blockbuster 12 Years a Slave (2013) to the streets of Ferguson and Baltimore, the legacies of slavery and racial violence continue to cast their shadow over horizons of emancipationist history even as America commemorates the sesquicentennial of the U.S. Civil War. In this course we will revisit the literatures of slavery and antislavery in the Atlantic world from the eighteenth century to the present. Our novels and stories imagine episodes of slavery, slave rebellion, and fugitive flights to freedom across two centuries: from early transatlantic crossings of slaves and servants to the New World; to Tacky’s Revolt and its place in what Vincent Brown has recently called the “Coromantee Archipelago” in eighteenth century slave rebellion; to the spectacular soundings of the Haiti Revolution in the Age of Revolutions; to the messianic prophecies of Nat Turner in the early nineteenth century; to slave rebellions at sea; and finally to fugitive slave fictions in the abolitionist decade leading up to the Civil War. Dist: LIT; WCult: NW. Course Group II & Course Group IV
Senior Seminars in Course Group II
The Civil War in Literature
Although Walt Whitman famously claimed that “the real war will never get into the books,” the American Civil War did in fact call forth a vast range of literary responses, in genres as diverse as poetry, popular song, novels and other prose genres. In this course, we will examine how literature depicts the war, and especially how it grapples with Whitman’s claim that there is something unrepresentable about the war’s carnage. Readings may include Walt Whitman’s Drum Taps (1872), Herman Melville’s Battle Pieces and Aspects of the War(1866), Words for the Hour: A New Anthology of American Civil War Poetry, Louisa May Alcott’s “Hospital Sketches” (1869) and excerpts from Little Women (1869), Stephen Crane’s Red Badge of Courage (1895). Dist: LIT, WCult: W, pending faculty approval. Course Group II.
Decadence, Degeneration and the Fin de Siècle
The end of the nineteenth century saw the emergence of genuinely mass readerships, but it also saw the development of literary forms that pitted themselves against the commercialization and homogenization of literary culture. In this course we will look at so-called decadent writers and artists who imagined heightened forms of aesthetic experience in order to displace the political and sexual norms of their societies. We will also examine the controversies their work evoked and the theories of degeneration, deviance and abnormality that were frequently deployed to explain their excesses. Texts will include Oscar Wilde’s The Picture of Dorian Gray, J.K. Huysmans’s Against Nature, Marie Corelli’s Wormwood, and Bram Stoker’s Dracula. Dist. LIT: Course Group II.
What can the literature of a single decade tell us? From The Scarlet Letter(1850) and Uncle Tom’s Cabin (1851-52) to Leaves of Grass (1855) and Lincoln’s “House Divided” Speech of 1858, the literary output of America in the 1850s provides us with a snapshot of a turbulent culture amidst unprecedented growth and crisis. Slavery and xenophobia, minstrelsy and mass entertainments, crowds, consumerism, and cities, the “woman question,” labor rights, economic panics, and the secularization of Christian sentiment—these are just some of the issues that clamor in the literature of the decade. Our texts shall represent the gorgeous miscellany that is the 1850s, drawing from both high and low culture, canonical and forgotten authors, and from both established genres and media like novels and slave narratives to more ephemeral ones like newspapers, almanacs, caricatures, and inscribed material objects. Classes will meet in Rauner so that we may use these and other period rarities to spawn discussion and topics for original, independent research. In addition to the rich content of the texts themselves (their historical contexts and theoretical possibilities), another object of inquiry shall be the nature of literary history itself. Dist: LIT; WCult: W. Course Group II.
Recent critics have argued that our image of “nature” as static and separate from humans is our chief stumbling block in cultivating ecological thought. In this course, we will read literature from the eighteenth century to track the emergence and environmental legacy of developments such as the Industrial Revolution and the Anthropocene, the geological epoch in which humans became the primary driver of climate change. Topics will include the vogue for georgic poetry, the aesthetics of the sublime, colonial expansion, the rise of natural history, it-narratives and thing theory, and questions of the animal. We will read contemporary theory about ecology and object-oriented ontology in the context of the eighteenth century and twenty-first century environmental concerns. Dist: LIT. Course Group II.