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Beloved

Except for an occasional request for color [Baby Suggs] said practically nothing––until the afternoon of the the last day of her life when she got out of bed, skipped slowly to the door of the keeping room and announced to Sethe and Denver the lesson she had learned from her sixty years a slave and ten years free: that there was no bad luck in the world but white people. “They don’t know when to stop,” she said, and returned to her bed, pulled up the quilt and left them to hold that thought forever.

Toni Morrison is an author who has been on my radar for a long time, but despite using the Nobel Prize for Literature to build a reading list and wanting to diversify my intake I have always found reasons to read something else instead. I have struggled with a lot of books set in the American south, for one, and her books just didn’t seem to be my speed––whatever that means, these are excuses. Morrison’s recent passing inspired me to rectify this oversight.

Beloved is a novel of two places, each with two phases, linked by Sethe––wife, mother, slave, freedwoman, murderer.

124 is the first place, once a refuge for former slaves outside Cincinnati and now where Sethe and her daughter Denver live with the ghosts.

The second place is Sweet Home, a bucolic plantation where Sethe had been a slave before fleeing with her family.

Two arrivals shake 124 from its dismal, spiteful routine. First comes Paul D, a man who had been a slave with Sethe at Sweet Home years past. Second comes the ethereal Beloved, a young woman who seems to have appeared out of the Ohio River. With each arrival Sethe gets further lost in the world of memory. Paul D reminds her of Halle, the father of her children and chosen husband, and of Sweet Home. Beloved, who Sethe associates with her dead baby with “beloved” carved on its headstone,” reminds her of the trauma of 124.

The main thread of Beloved begins in 1873, eight years after the end of the Civil War and longer since Sethe gained her freedom, but this is very much a novel about the lasting impact of slavery. The older women of 124 (Sethe and Baby Suggs, her husband’s mother) physically wear the carry the marks on their bodies, yes, but how Morrison writes the psychological scars is what sets this novel apart.

The most obvious example of these scars––and one that only deepens as the novel progresses––is Sethe’s decision to kill her infant her former owners track her down. This is obviously *the* central scene to the book, but smaller moments were equally revelatory. Some are expected having read about slavery in the United States. Racism from abolitionists, broken and lost families, casual sexual violence (albeit not from an expected angle). Others were less expected, such as Baby Suggs’ preoccupation with color once she is free and realizes she is allowed to have opinions about such things or the disconnect between the names the white slave owners use and the names that the enslaved people want to have.

What stood out most to me, though was how Sethe and Paul D remember Sweet Home.

Sweet Home is repeatedly referred to in glowing terms. It is a beautiful, peaceful place. The Garners, the original owners of the plantation, are generally remembered positively. They treat their slaves well, never beating or raping them, valuing their skills and opinions, and even arming the men to let them hunt. They don’t force Sethe into a sexual relationship, but allow her to have one with the man of her choosing and allow Halle (that man) to hire out his services so that he can purchase his mother’s freedom.

The Garners’ benevolence stands out because, after Mr. Garner’s death, a relation known as Schoolteacher takes over management. His opinion is that the Garners have been too lenient, and begins beating the slaves, restricting their movements, and employing any number of implements, including semi-sexual violations. Saying Sweet Home turned sour understates the toxicity of the change and underscores the depths of horror that slavery enabled.

But Morrison also uses this island of blessed tranquility to demonstrate the grotesqueness of slavery. Even with impossibly benevolent owners, slavery dehumanized the enslaved. Within the confines of Sweet Home the owned had a dim shadow of freedom, but they are isolated and still living their lives for the benefit of their owners. Whatever goodness the Garners have is forfeit by their participation in this system.

Beloved is not necessarily a book written with me, a white man, in mind. I frequently like a voyeur even while I was swept away by the power of Morrison’s prose or was caught by a turn of phrase that made me reread a sentence, paragraph or page. Yet, this discomfort is exactly the reason that people like me ought to read this book. Morrison simultaneously breaths life into the expected jagged wounds of American history and upends any usual assumptions.

If the purpose of literature is to liberate us from our own experience and build empathy, Morrison succeeds in spades. Beloved is spectacular and deserving of every accolade it won.

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I have been snowed under for the past two weeks with the start of the fall semester and have for the most part chosen to read rather than write here. In this stretch, and speaking of discomfort, I have finished reading Roxane Gay’s Hunger, which is a powerful look at her weight and am now making my way through Eric Rauchway’s Winter War, which is a really well-written look at the political gamesmanship between Herbert Hoover and Franklin Roosevelt between the 1932 election and Roosevelt’s inauguration.

First Day Fragments

Last August I posted some assorted thoughts going into the new academic year. One post does not a tradition make, but I liked the reflective practice.

Going into my third year of teaching post-PhD, I have been reflecting on the mismatch between the stated learning objectives and the way many, though certainly not all, history courses are taught. Lower-level surveys particularly suffer because they often have higher enrollments as students are required to take them by outside forces that agree in a general about the importance of history, but have little idea what that actually entails.

The result is that the students are tossed into a lecture hall where they receive an information dump from a knowledgable person and (maybe) some time talking about primary sources. In a perfect world with a good lecturer, students who do the reading, and invested TAs, this system offers a way to scale up the mandate for students to learn some history.

But the world we live in is not perfect and these courses can resemble an information dump that students recall just long enough to take the exam.

There are a number of guides for how to improve the “dreaded survey course” that often boil down to “do less” so that the students can do more. This is good advice that I start the semester following and invariably end up clinging tighter and tighter to the sound of my own voice as the semester spirals beyond my ability to adequately manage a full discussion every day.

Nevertheless, I have be changing the format of my lectures to better model historical practice. For instance, I have begun thinking about my classes in terms of narratives and arguments, both in the big picture and in individual classes. The overall syllabus has a trajectory and each individual class has its own thesis. In the slideshow I will often include the thesis at the outset and then use subsequent slides to lay out the evidence for that thesis, taking the time to explore the consequences of this evidence as a class.

Thinking about the class in these terms also embeds a structure that both focuses the content to prevent sprawl and allows it to build on itself as the semester goes along. The further my classes are from my field of research, though, the harder it is to articulate these narratives ahead of time.

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Since around midsummer I have noticed a marked improvement in my mood, and even commented on it with regard to my writing. Since then, I have written a few #AcWri threads on Twitter about approaching writing as a discipline and a practice and equating it to physical workouts.

For years now I have been making sure to prioritize my physical wellbeing, using the basketball, running, lifting weights and other exercises to work out stress and stay healthy. My workouts change periodically (recently I’ve been working on flexibility with regular yoga routines), but I make a point of staying active even when the semesters get busy. This year I added mandatory downtime, resolving to take at least one day entirely away from work each weekend.

With this semester poised to be even busier than usual, I need protect time for writing for reasons that go beyond professional output. The hard part will be doing it in a way that preserves balance; simply adding one more obligation to my already full dance card is a recipe for burnout.

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I teach five courses this semester, two of which are entirely new and a third that is substantially overhauled from a summer course to a full semester. As a result, I teach everything from the first half* of the world history survey to colonial America, to a survey of American history after the Civil War, to two seminars on Classical Reception.

(The colloquialisms for these surveys are ludicrous. To call all of human history from the earliest civilizations through Columbus’ voyages “half” is patently absurd, even if it is half of the class time dedicated to the world history survey.)

This many classes, and particularly this many *new* classes, takes an enormous amount of time and energy, but they also provide me opportunities to indulge my interest in times and places I don’t usually work on. I may not be the best qualified person to teach every course going into it, but beyond knowing how to craft assignments, find readings, and help students develop their analytical skills, I hope that my own curiosity proves infectious.

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The weather in Missouri turned hot and humid just in time for classes to start. The heat index currently sits at 106 at the end of the first Monday of the semester, making it hard to believe that summer has ended. But time flies and I have a lot to do, so here we go.

The Invisible Gorilla

The first viral video I remember in college is the eponymous video from this study, the invisible Gorilla. It came from a psych study of the same name where the researchers showed their subjects a video of people passing basketballs back and forth, some wearing white shirts and some black. They asked the viewers to count the number of times the people wearing white shirts passed their basketball. Then they asked them if they noticed a person in a gorilla suit. About half of the participants missed the gorilla, who walks through the middle of the game, turns to the camera, and beats its chest.

The experiment tested selective attention, showing how when the mind is focused on a particular task, particularly when that task involves tracking unfamiliar patterns, people are much more likely to miss what they are not explicitly tracking. When I watch the video I see the gorilla, but sometimes miss at least one of the passes.

In Invisible Gorilla, Christopher Chabris and Daniel Simons explain this and other experiments, supplemented with real world examples, to give an engaging explanation for how the mind works, covering issues from attention to confidence to the potential for growth.

If I had to put a thesis to Invisible Gorillas it is that the human mind is extraordinarily well adapted for pattern recognition and focusing on individual tasks, but is easily overwhelmed.

Invisible Gorillas offers an exceptionally compelling discussion of (relatively) recent developments in the science of memory and intuition. Some sections of the book dated themselves. While talking about the illusion of patterns and predictive behavior, for instance, they praise John Roberts’ explanation in the Shelby County supreme court decision that struck down the Voting Rights Act, which has aged poorly in ways that were entirely predictable for reasons cultural, historical, and political. If these case studies can be misguided, I can only imagine that the science has developed since the original publication in 2010.

In general, though, I have little negative to say, and found that it offers a few practical lessons. Given the title of the book, the top-line takeaway is the dangers of divided attention. Chabris and Simons spend a significant amount of space talking about driving and other activities that people can do while distracted under ideal circumstances, but explain that distraction primarily interferes with the ability to adapt to the unexpected.

Secondarily, they explain, people overestimate their ability to multitask. I have noticed this when it comes to my writing. I often multitask when writing blog posts, with something on a second screen that I can passively absorb but don’t care if I miss anything. By contrast, when I’m working on projects I hope to publish, I have to eliminate distractions by closing down social media, turning off podcasts or anything visual, and often turn up music on my headphones.

(Chabris and Simons debunk the urban myth that listening to classical music makes one smarter in the illusion of potential; the music I listen to while writing varies, and I find the beat matters more than the genre because I usually tune the songs out.)

But as much I already knew and/or had discovered the issues with illusions of attention, the two studies I found particularly valuable were the illusion of confidence and false beliefs about memory.

On the former, people trust those who express confidence more than those willing to express doubt. In 2019, this is more important than ever. It would be easy to tie this illusion to any number of political and media issues, but I saw a relevance here for academia, too. I have long believed that one of the greatest disservices the US educational system does to students, particularly through standardized tests, is to make them believe that they need to have all of the answers. In turn, this means I try to model for my students how to not-know the answers; that is, to teach them to place confidence in being able to find explanations rather than in feigning them through confident bluster even though, as Chabris and Simons explain, society generally values the latter.

The latter caught my attention because I have been working with memory as a historical construct. I introduced this post with a memory of watching the invisible gorilla video in college, which I thought was a viral video, perhaps on Youtube. The facts line up: I was in college around the time the video made news and Youtube and Facebook both existed. In truth, though, I don’t actually know that this was when or how I saw the video, only that I have been aware of the video for a long time. This inconsistency is exactly the point of Chabris and Simons’ section on memory: memory is malleable and flawed, connected to our emotions and experiences, and highly impressionable. My reading of historical memory is that the same holds true, except with more intentionality behind the shaping of memory.

There is also more to Invisible Gorillas that is worth consideration, including discussion of why we believe so strongly in the potential to improve ourselves quickly and the way in which people tend to misunderstand probabilities. In short, this is a worthwhile read on a number of levels, from simple curiosity to practical applications in a range of settings.

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I just started Toni Morrison’s Beloved because her passing reminded me that I had never read any of her books even though I’ve been trying to read more African and African-American authors. I am only a few chapters in, but am so far finding it viscerally affecting and awkwardly voyeuristic in a way that is making me particularly conscious of my whiteness. The last part is heightened by having seen clips of Morrison commenting on tone deaf critiques of her literature as not addressing white audiences.

The Farthest Shore

“The traitor, the self; the self that cries I want to live; let the world burn so long as I can live! The little traitor soul in us, in the dark, like the worm in the apple. He talks to all of us. But only some understand him. The wizards and the sorcerers. The singers; the makers. And the heroes, the ones who seek to be themselves. To be one’s self is a rare thing, and a great one. To be one’s self forever: is that not better still.

“What is a good man, Arren? Is a good man one who would not do evil, who would not open a door to the darkness, who has no darkness in him? Look again, lad.”

Decades after the events of The Tombs of Atuan, Prince Arren of Enlad has arrived on Roke, the island of the Wizards, with dire news: magic is disappearing from the world. Signs of this impending doom haven’t reach Roke yet, but the Archmage Sparrowhawk (Ged) who watches the balance of the world decides to trust Arren and venture out into the world to see what is happening.

They go first to the Southern Reaches where magic has indeed vanished, and with it most restraints of social connection. The disappearance of magic from the world of Earthsea so disrupts the fabric of society that it begins to unravel as people turn to drugs to cope. People alternate between despair and succumbing to a destructive, addictive promise of oblivion where they are being told that they can find eternal life. The mage and his guardian then head west, encountering the people of the open ocean who live on rafts where the magic of the song is also vanishing, before heading past the islands of dragons and to Selidor where they have to cross over into the land of the dead to find the source of this darkness.

The best thing about Le Guin’s Earthsea novels is her oblique and nuanced approach to themes. Where most fantasy literature relies on supernatural or eternal evil, these novels have grand stakes through intimate stories. A Wizard of Earthsea tackled taking rash actions and overcoming an internal darkness. The Tombs of Atuan took on issues of gender, power, and uncritical belief. The Farthest Shore is no different. Here she tackles the banality of human evil and, ultimately, the ordinariness of heroism when individuals have the courage to take action even at a cost to themselves––regardless of whether the person is young Arren or Ged, the most powerful mage alive.

The themes in The Farthest Shore turn it into a thoughtful meditation on good and evil, but it was my least favorite of the first three Earthsea novels. As usual, Le Guin’s new afterword is an engaging read, here focusing on dragons, the human face of evil, and why the novels seem to skip forward in time at irregular intervals. Contrasted with the first two books, though, I found the plot and most of the character development got lost for the meditation on good and evil. I had this same problem to an extent with A Wizard of Earthsea, but the fact that it was also a story about Ged’s coming of age, character came to the fore.

Here, we get a glimpse of Ged at the height of his powers, something we know because he have heard the tales about his deeds even when we haven’t seen them, but much of the story hinges on Arren, who Ged mostly takes under his wing. So far this isn’t a problem, and Arren even has his moments, but then he is revealed to be the descendant of Morred, one of the good kings of old and therefore a candidate to take up the Ring of Erreth-Akbe and justly rule the land. Where The Tombs of Atuan revealed “reincarnation” to be the work of a dangerous cult and A Wizard of Earthsea showed the nobody Ged to be a hero because of how he used his prodigious gifts, The Farthest Shore offered us an entitled heir if only he has the courage to claim it. For me this undercut much of Le Guin’s otherwise incisive story.

The fourth book in the series, Tehanu, won the Locus and Nebula awards for best fantasy novel in 1991, so I am looking forward to reading it despite my issues with The Farthest Shore.

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Next up, I just finished Christopher Chabris and Daniel Simons’ The Invisible Gorilla and other ways our intuitions deceive us, pop-science book about the psychology of intuition. I haven’t decided what to start next. I have a copy of Tehanu, but may need to read Beloved first, in light of Toni Morrison’s passing.

The First Crusade: The Call from the East

I first encountered Peter Frankopan’s work a few years ago when I read his global history The Silk Roads, which aimed to understand the world along an axis unfamiliar to most people: the pathways of exchange that linked Europe and East Asia known collectively as the Silk Road. While reading that book I came across a reference to this one, Frankopan’s first, and made a note to read it at some point. Preparing to teach a survey of world history before 1500, it seemed like an appropriate time to pick it up.

The First Crusade hinges on a simple conceit: historians of the crusades get swept away by the stirring oratory of Urban II at Claremont and the remarkable victories of the western knights that established crusader kingdoms and so miss the forest for the trees.

The Byzantine Emperor Alexios I Comnenus (r.1081–1118) sits at the center of Frankopan’s retelling. When Pope Urban II issued his call for crusade and began preaching across most of Europe, he fired up his audiences with stories about the collapse of the Byzantine frontier and the horrors that the Turks visited upon their Christian brethren. Byzantium, the great Christian empire and one-time protector of Jerusalem, he said, was on the verge of collapse. Indeed, a Seljuk army under the command of Alp Arslan had inflicted a humiliating defeat on the Byzantine Emperor Romanus IV in 1071. The empire had suffered additional setbacks in the two succeeding decades, including invasions by Norman knights who would go on to be Crusaders, and by the early 1090s a sudden turn for the worse in Anatolia that included the loss of Nicaea, a strategically-located and heavily-fortified city, prompted Alexios to make his appeal to Urban.

But neither was the Byzantine Empire decaying anachronism. Frankopan contextualizes Alexios’ actions in the institutional and diplomatic traditions of the Byzantine Empire. In this light, the beleaguered empire of the 1070s had recovered under Alexios’ careful hand in the 1080s, thwarting repeated invasions of the Balkans from both Norman knights and nomads from the north, while also choosing careful marriage alliances at Constantinople and stabilizing the situation in Anatolia through careful diplomacy that brought the Turkish leader Malik Shah into the imperial orbit. The death of Malik Shah in 1092 unravelled Alexios’ hard work and ultimately led to a attempted coup in the capitol.

These conditions, Frankopan argues, prompted Alexios to again turn to Byzantine diplomacy for a solution: the call from the east. In Urban II, he found an ally quarreling with the German Emperor Henry IV, who had installed his own Pope, Clement III, in Rome. Alexios’ appeal presented Urban an opportunity to claim legitimacy as the true pope. Urban’s call to arms promised knights wealth and the forgiveness of sin, thereby completing the necessary conditions for the crusade. In short order, thousands of soldiers gathered for war.

Compared to explanation of these machinations, Frankopan’s account of the campaign itself is almost perfunctory. He mentions the preparations in passing, offers explanations for the near-defeats turned spectacular victories won by the Crusaders, and duly mentions the thousands of crusaders who died along the way, but only briefly mentions People’s Crusade and does not explore the social or cultural sides of the campaign.

Instead, Frankopan keeps the focus on the Crusader leadership because that allows him to keep focus on their relationship with Alexios, who had hoped to regain Byzantine possessions in the East. All of the Crusader leaders swore oaths of fealty to the Emperor throwing their support behind his cause, but as the campaign surged forward they began to feel betrayed––because Alexios continued to negotiate with the Turks and, particularly, because they believed he was deliberately late with supplies––which ultimately led to the creation of independent Crusader States in the Levant. That is, with the exception of Baldwin, who spent two years ruling Edessa as Alexios’ delegate.

The First Crusade is a slim monograph, coming in at just over 200 pages before notes, meaning that it is not a new synthesis or a magnum opus. It is a relatively narrow thesis that achieves its aim, showing that the Byzantine context is the key to understanding the crusade. This diplomatic focus means that it is at times dry and the fact that the prose is rife with passive voice made certain chapters read like running into a stiff wind, but these are both superficial concerns. I already understood the legacies of the crusades (both the traditionally-numbered ones, as well as the Northern and Spanish crusades) in a global context in terms of trade, diplomacy, culture and religion, and I went into The First Crusade looking for a way to understand the start of the Crusades in the same light. Frankopan offers just that.

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I have since finished The Farthest Shore, the third book in Ursula K. Le Guin’s Earthsea Cycle and begun Christopher Chabris and Daniel Simons’ The Invisible Gorilla, a pop-science bestseller about how intuition and memory can deceive us.

The Lies of Locke Lamora

Welcome to Camorr, a city state built on the twin pillars of the ruins of an ancient civilization and commerce. Officially the Duke Nicovante rules from the luxurious heights of the Five Towers, his city guard patrolling the streets in yellow tabards and secret police skulking in black. Unofficially, Capa Barsavi rules. Barsavi controls the city’s criminal underworld, keeping the duke’s Secret Peace that keeps the gangs from targeting the aristocracy and city guard and keeping their actions from spilling into public riots.

The Gentleman Bastards, trained by the blind priest Chains and led by the silver-tongued Locke Lamora, are one of the gangs sworn to Capa Barsavi. A small gang, the Gentleman Bastards let Barsavi believe that they are pretty thieves when, in fact, they specialize in elaborate, non-violent confidence games that flaunt the Secret Peace.

Their target now is Don Salvari. Posing as Master Fehrwight, a foreign merchant, Locke intends to relieve Salvari of a sizable portion of his estate by getting him to fund the rescue of “his” family’s brandy business from an unstable political situation in return for a stake in all future profits. To grease the wheels, they give Salvari a push from the opposite side, posing as the secret police to enlist his aid in capturing the Thorn of Camorr, a thief who has been terrorizing the aristocracy––all Salvari has to do is play along until all of the Thorn’s compatriots can be identified.

Thus The Lies of Locke Lamora begins, a tightly written heist that alternates the Salvari con with interludes that flash back to Locke’s origin and training, as well as introducing the rest of the Gentleman Bastards, the twins Calo and Galdo and Locke’s antithesis, Jean Tannen––large where Locke is small, meticulous and rational where Locke is impulsive and intuitive.

If the novel ended there, it would have been a largely insubstantial book, but a rollicking good time. The Gentleman Bastards are lovable, genteel rogues who steal from those who can afford it and do so without violence. They hoard their money because they haven’t considered what they could do with the money. The deft touch of this plot line conceals a darker setting, which are foreshadowed with brutal revels and the blood that stains Locke’s glib tongue from the time he was a youngest.

This darkness rushes to the fore in the back half of The Lies of Locke Lamora when an ambitious new player arrives in Camorr. The Grey King threatens to upend the balance of power in the Camorri underworld by targeting the heads of the gangs and undermining Capa Barsavi’s organization. Nobody knows the Grey King’s identity, let alone what he wants, but it is only a matter of time before he is going to come after Locke.

Characters can make or break a book of this nature, almost as much as the pacing. We need to buy that our protagonists can plan, prepare, and execute a plan of this scope, while making their marks competent enough so as to not be pushovers. On this point Lynch has an overwhelming success. He populates Camorr with competent, dangerous individuals, while using the interludes to demonstrate how Locke and his friends acquired the necessary skills to outwit them. These characters skew male because of the composition of the Gentleman Bastards, but Camorr is more balanced; I particularly liked Dona Salvari who is a canny partner for her husband and we are given tantalizing hints but never see the one woman Locke loves.

The Lies of Locke Lamora is an immensely satisfying book. Adding to the success of the structure Lynch achieves an effective balance of stakes by balancing the lightness of Locke’s gang with the darkness of the setting.

In fact, there was only one feature of the Lies of Locke Lamora that I *didn’t* like, a seed buried in the world building.

In most of its formal aspects, the world of this novel is a spin on Renaissance North Italy, with Camorr taking the place of Venice. In addition to Camorr being a city of canals and the italianate vocabulary, other aspects of the world reinforce this impression: the bones of the lost civilization that Camorr is built upon is Rome, there are other city states at odds with an empire to the north with an uncouth tongue (Germany), and Emberlain as a poorly-defined place that could be France. Similarly, instead of inventing the epigraphs at the start of each section, Lynch chooses real quotes, first from Shakespeare and then from Jean-Jacque Rousseau.

Over time Lynch developed the world away from this seed––the lost civilization, for instance is both more magnificent than Rome and utterly wiped away while Renaissance Rome was the Papal Seat––until the maps of the world bear little resemblance to the real world, but the underlying disconnect remained.

Using a seed like this doesn’t have to be a problem. Jaqueline Carey’s Kushiel series, for instance, steers into its second-world European setting to good effect. Where complications emerge is when the setting gets caught between a the historical setting and a fully fictional world. As I have previously written, history has advantages: it can imbue a setting with social, cultural, and environmental depth created through the slow processes of geological formation and trade where fictional settings can be unnaturally static, with each region being both a curious mishmash of features and oddly-siloed away from each other.

The fact that The Lies of Locke Lamora remains so tightly focused on Camorr avoids most of these pitfalls. Lynch is able create a richly-textured city while leaving the lands beyond largely undefined. Cracks only occasionally showed, such as the arrival of a frigate constructed after the model of Emberlain, a ship style most associated with eighteenth-century France.

In the end, though the triumphs of The Lies of Locke Lamora more than compensated for any concerns I had with the setting. This is a deeply satisfying fantasy novel that begins as a fast-paced romp before taking a sudden dive into emotional depth.

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I have also finished Peter Frankopan’s The First Crusade: The Call From the East and am now using the last gasp of summer to continue Ursula K. Le Guin’s Earthsea series. I am about a quarter of the way through The Furthest Shore.

The Witch Elm

Toby describes himself as lucky, his cousin Leon says that he gets away with everything. He has always had things easy: a rugby star in school, smart, attractive, from an affluent background, and always able to talk his way out of jam––a skill that comes in handy in his job promoting an art gallery. He makes friends easily, has kept close friends since school, and has devoted girlfriend, Melissa.

Outside a minor scrape at work, life is good. That is, until he is beaten within an inch of his life during a home invasion.

The assault lands Toby in the hospital and suffering from brain injuries that leave him physically and emotionally fragile and struggling to speak. Around the time that he is to be released from the hospital, the second of his two cousins, Susanna approaches Toby about moving in to the Ivy House, the family estate where the three cousins spent summers as children, because his uncle Hugo has been diagnosed with late-stage cancer.

Melissa agrees to move in with Toby while he recovers, so the couple relocates to the old home. The new arrangement, alternating between quiet genealogical work with Hugo and the overwhelming activity of family gatherings, is good for Toby’s health. Life settles into predictable routines and, gradually, he recovers. Hugo’s health declines in step, though, and what will happen to the house after his death hovers over the proceedings.

Then one of Susanna’s kids finds a skull in the old Witch Elm tree in the back yard and their lives are thrown into chaos. The police cut down the tree and tear up the yard in their investigation. Once the identity of the body is determined to have been Dominic Ganly, an old classmate of Toby, Susanna, and Leon’s who was reported to have committed suicide just after they graduated, Toby begins his own investigation. He thinks he remembers the dead man as a friendly acquaitance, but could he have been wrong? Is his failure to remember the result of the brain injury or repressed memory? Could he have killed Dominic?

Tana French distinguished herself with the Dublin Murder Squad stories in her ability to spin out tight psychological dramas that build both suspense and emotional depth to relatively simple cases that her detectives solve. In The Witch Elm she flips the script, building a tight psychological drama in two separate cases, this time from the perspective of the victim of one of the crimes. We rarely get to see what the police do to solve the cases, and their methods only serve to exacerbate Toby’s anguish, leading eventually to an explosive late turn that worked after a sort, but put the rest of the story in a different the rest of the story in a different hue that was, in my opinion unnecessary.

(In broad terms, the twist shapes the form the story takes, adding depth to some of the questions of memory and call into question the entire story, but since they are impossible to talk about without spoilers for the whole book, so I will not talk about them here.)

Toby’s PTSD shapes the story, but the overriding themes are memory and identity. The assault and subsequent investigations force Toby to question who he is, even while Melissa tries to keep him grounded. First, the injuries fundamentally change how he interacts with the world and leave him with blanks in his memory. Then, when the skull turns up, everything he remembers about high school and his younger self is called into question.

In Toby’s memory, high school was generally fun, the other people generally benign. But, as Leon and Susanna are quick to point out, Toby has always had things easy. He was a popular, intelligent athlete. For Leon, a gay and eccentric loner, and Susanna, a quiet, nerdy girl, high school was not so fun and their classmates not so harmless. In truth, I came away from this part of the story rethinking what my own high school experience was like since, in some respects, my background was similar to Toby’s.

Lingering over everything is the question of whether or not Toby is a good guy. Melissa certainly thinks so and Hugo agrees, as do his friends, all of whom reassure him that he was the generally benign person that he saw in everyone else. Even Susanna and Leon generally agree, albeit with some minor qualifications. Before the assault, Toby would have taken this as his due; once he is forced to face the consequences of his actions, he is not so sure.

Minor issues with the final twist notwithstanding, The Witch Elm is a powerful and compelling drama that dives deep into questions of memory and family. I went into this novel with high expectations based on having read two of her earlier novels, Broken Harbor and The Trespasser, and a couple of positive reviews, and French more than met them. This is just more evidence that French is one of, if not the best mystery-suspense writer currently working.

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I am now reading Scott Lynch’s The Lies of Locke Lamora, the first book in the Gentleman Bastards series.

Teaching College

Through the heat-scorched landscape of late July, it is almost possible to feel the first winds of autumn, which means that it is time to be thinking about the courses for the fall semester. In preparation for teaching I have once again gone back to the well of teaching books and done another thread for the #PhDSkills tag on Twitter, this time reading Norman Eng’s lauded book, Teaching College.

This post follows the model I used for my previous threads, on John Warner’s Why They Can’t Write and Helen Sword’s The Writer’s Diet, as well as the posts I wrote after reading Jay Howard’s Discussion in the College Classroom, James Lang’s Small Teaching, and Mark Carnes’ Minds on Fire. A longer list of resources can be found here, in a post with collected suggestions for guides on how to teach in the humanities that I solicited a year or so ago. I have added to the original posts as I find new resources.

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Norman Eng’s Teaching College often comes up on lists of books for college instructors to read. It promises to be a practical guide to teaching and learning, with lessons from the worlds of marketing and K–12 teaching, fields Eng worked in before getting his ED.D.

You can find my sprawling reading notes in this Twitter thread.

Eng tries to do everything in Teaching College, and the result is a lot of useful tips. Even with the book by his own admission being less useful for humanities classes, I do not disagree with most of what Eng writes. For instance, he stresses reflective practice, both on the part of the teacher and for the students, and the importance of creating a safe learning environment. I think both of these are central to good pedagogy, as is making sure that you are finding ways to keep the class engaged through active learning exercises and discussions. This can be easier said than done, but Eng advocates a “less is more” approach in getting students to learn rather than to simply commit facts to short-term memory––which Kevin Gannon, among others, have suggested is the best way to improve even the bloated survey courses.

( I think we teach history backward, but I also teach in the system we have.)

For as useful as Teaching College was at points, though, I was often frustrated with it. This frustration came in several different forms, but they started early on with an unrelated book. One of the media groups in Columbia, MO has been running the same set of radio ads for the past few years promoting the book The Wizard of Ads with a series of tips on marketing strategies. The Wizard of Ads promises to teach the reader simple rules to ensure marketing success. Teaching College came across like an educational version of that book. This is not to say that either book is necessarily wrong, just that there is something about the tone promising quick fixes that rubbed me the wrong way.

But my issues went beyond the superficial.

First, Eng’s approach to class structure struck me as overly formulaic, even when he offered variations. In his defense, he added the caveat that there is no one-size-fits-all solution to teaching, but in the body of the text he blows right past that advice. I will be taking his advice that I need to make sure that I am being aware of how much interaction I plan because when I get overwhelmed I tend to just talk, but I am unlikely to entirely jettison things that are working in my classes.

Second, while Eng offers some additional reading (or Ted talks to watch) and some citations, it often came across like a Ted talk where one person with a particular expertise tells the audience how to improve––ironically unlike his advice for how to teach. He is persuasive, I thought, in showing how college professors could learn from marketers and K–12 teachers, though we have all had our share of poor teachers there, too, but the fact that it is generally heavy on personal stories and light on relating scholarship about best practices in teaching and learning made Teaching College seem insubstantial.

Third, Eng tries to cover too much, offering panaceas for everything from classroom management to syllabus design to readings. On the one hand, this means that he is arguing for a comprehensive overhaul with prescribed changes, but, on the other, there is also limited space dedicated to explaining the purpose of any of the changes. Compare this to James Lang’s Small Teaching, which similarly covers a lot, but with the explicit purpose of making small tweaks to improve a class rather than a full overhaul.

Fourth and finally, perhaps my biggest frustration is that other than a critique of using a single midterm to assess student performance, there was almost no discussion of assessment. My issue here is that reflection on how we are assessing students is about as important as reflecting on why students are not doing the reading. You can’t have one without the other, and I find that particularly in history and civ surveys the course aims and course assessment are wildly mismatched. Eng boils this problem down to thinking about your client profile (the students, with their big-picture goals) and aligning your course goals accordingly, but identifying these and adjusting the class procedure only does so much good if the assessment remains out of alignment with what you want the students to take from the course.

In sum, I wonder if I would have found more utility in Teaching College if I hadn’t read Small Teaching and Discussion in the College Classroom first. This is a useful little book that gave me a few ideas, but much of what it offers can be found in more detail in other resources.

The Tombs of Atuan

When I finished A Wizard of Earthsea, I concluded that it was a good story, but clearly geared toward a younger audience. Friends on Twitter convinced me that I should keep reading and, in short, I never should have doubted Le Guin.

The Tombs of Atuan is an old temple complex in the Kargish lands (a region left unexplored in A Wizard of Earthsea). The complex contains multiple temples, including for the Godking and the God-brothers, but the oldest is the Place of the Tombs, a sanctuary dedicated to the Nameless Ones. According to tradition, the priestess of the tombs is forever reborn, her essence transferred into a new body born at the moment of the old priestess’ death. That child becomes “The Eaten One,” her soul consumed by the Nameless Ones and her body raised by the temple as the new priestess.

Year by year, Arha (formerly Tenar) learns of her charge. The eunuch Manan is her faithful companion and the older priestesses of lesser gods see to her education, teaching her the lore of the Tombs and about the soulless magic-users of the western lands. But the rest are forbidden from entering the Labyrinth beneath the tombs, so the most important parts of Arha’s training must be self taught. She must discover the secret paths and the long-forgotten offerings for herself––and, equally important, Arha must see to the appropriate sacrifices. Human sacrifices.

Arha’s youth puts her at a disadvantage to the other priestesses. Her primary rival is Kossil, the priestess of the Godking, who regards the Tombs as a forgotten relic of little consequence. Arha has to tread carefully, lest Kossil have her killed and conveniently forget to replace the priestess.

The arrival of a stranger, a thief from the Western Islands trapped beneath the labyrinth, disrupts their tenuous balance of power. That stranger is Ged/Sparrowhawk, come to steal the greatest treasure held in the Tombs: half of the Ring of Erreth-Akbe, which, when joined with its other half, promises to reveal a rune that could bring peace to the world. Curiosity stays Arha’s hand, but this initiates a dangerous game with Kossil, who demands his execution.

The Tombs of Atuan is a brilliant novel, and a leap in complexity from the youthful coming of age story in A Wizard of Earthsea, despite the latter’s subtle sophistication.

(As a note, I cannot recommend the new afterwords Le Guin wrote for the series enough. They combine reflection on the process of writing, reflection on development of the genre, and a keen eye for literary analysis.)

Le Guin comments in her afterword how The Tombs of Atuan is, in some ways, a direct inversion of A Wizard of Earthsea, much of which stems from the protagonist’s gender. She writes:

Be that as it may, when I wrote the book, it took more imagination than I had to create a girl character who, offered great power, could accept it as her right and due. Such as situation didn’t then seem plausible to me. But since I was writing about the people who in most societies have not been given much power––women––it seemed perfectly plausible to place my heroine in a situation that led her to question the nature and value of power itself.

The word power has two different meanings. There is power to: strength, gift, skill, art, the mastery of a craft, the authority of knowledge. And there is power over: rule, dominion, supremacy, might, mastery of slaves, authority over others.

Ged was offered both kinds of power. Tenar was offered one…

In such a world, I could put a girl at the heart of my story, but I couldn’t give her a man’s freedom, or chances to equal a man’s chances. She couldn’t be a hero in the hero-tale sense.

And it is true. Tenar is the protagonist in The Tombs of Atuan, but Ged is the hero. That is, Tenar undergoes the emotional journey that drives the story, but her evolution is contingent on Ged as the doer of great deeds.

Le Guin rightly and astutely comments on the issue of gender in her afterword, but makes no mention of a second issue that features prominently in the book: the power of belief. This power forms the basis of the conflict between Kossil and Arha/Tenar in that Kossil is an ardent non-believer (though her non-belief may itself be corrupted) whose interests lie in the exercise of power over the younger priestess.

Despite the sinister overtones of human sacrifice, severe routines, and an indoctrinated child, the circumstances could be set for a more benign sort of story. In Arha/Tenar’s privileged position, this cult and culture is not inherently evil. Her charge simply is, so her questioning of the power is caught up in her struggle with Kossil. Only when Ged arrives does Tenar begin to question what she had been taught about the “soulless” westerners and the very nature of the religion.

Fantasy worlds allow for primordial and magical powers to exist, but the power of belief is no less real in life than it is in books. Tenar’s struggle for liberation from the only life that she has ever known elevates The Tombs of Atuan into a masterpiece and reduces Ged’s quest for an artifact that promises to bring good governance, a worthy ambition in its own right, to just a McGuffin.

In short, I loved this book. Simon and Schuster markets it as a teen fantasy, but in Le Guin’s masterful hands it is a brilliant sequel to A Wizard of Earthsea and I look forward to reading the next book in the series with eager anticipation.

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Work and travel have interfered with regular updates. The ship may have sailed on a full writeup A Long Day’s Evening, a philosophical novel by the Turkish novelist Bilge Karasu, though I still hope to write some notes. I have also finished Tana French’s The Witch Elm and have a full post planned about that one. I am now reading The Lies of Locke Lamora, the first book in Scott Lynch’s The Gentlemen Bastards series. I’m enjoying its cleverly interwoven origin and heist stories, but a small part of my brain is hung up on aspects of the world building that so far are a little too on the nose for Renaissance North Italy and Germany.

The best Sherlock Holmes adaptation is on network TV

After about the tenth time a host on the Writing Excuses podcast plugged the show Elementary to illustrate a point about plot or characterization I decided to give it a shot. I needed a new show to watch on the exercise bike or to have in on the background while baking, anyway. What I discovered is, by far, my favorite adaptation of Arthur Conan Doyle’s classic character.

I mentioned this on Twitter recently and received a lot of pushback, so I’ll put my cards out on the table. No one defended the Will Farrell or the Robert Downey Jr. versions (I have seen the latter, but not the former), and I have not seen the Ian McKellen Holmes, where he plays an aging detective struggling with dementia. There are other adaptations, some of which I have seen (e.g. House), but many that I have not.

The main pushback came from fans of the Benedict Cumberbatch modern take on the character that leaned into Holmes’ sociopathy and Moriarty’s manic energy. This version is fine––the acting is top notch, the production great, but the series ultimately left me flat because it doesn’t really develop the characters beyond a particular interpretation of the Doyle text.

Character development is not a problem in Elementary. I was ready to declare this my favorite adaptation after one season, but, nearly three seasons into the show, I continue to be surprised by smart developments that continue to add depth to the archetypal character.

Jonny Lee Miller plays Sherlock Holmes, a consulting detective who once worked for Scotland Yard, but now lives in New York City consulting for the NYPD. Holmes is also a recovering drug addict, and we are introduced to Lucy Liu’s Joan Watson, a former surgeon, who Holmes’ wealthy father contracted to be a live-in companion to monitor his sobriety. Other recurring characters include a mix of competently drawn crime-a-week stock type characters like Captain Gregson of the NYPD (Aidan Quinn) and Detective Marcus Bell (Jon Michael Hill) and characters pulled from Doyles’ stories such as Mycroft Holmes (Rhys Ifans) and Jamie Moriarty (Natalie Dormer) that capture the essence of the text while offering creative spins on it.

The case-a-week drama is a perfect vehicle to showcase Sherlock Holmes. In this iteration, Holmes comes from a wealthy family and so can work for free, selectively choosing cases that pique his interest, and each week offers an opportunity to demonstrate his deductive process in solving the crimes. Once Watson transitions from sober companion to consulting detective in her own right over the course of season two, their ongoing partnership offers her as a counterpoint: complementary in terms of methods, but different in their needs and relationship to the work.

In addition to being an astute choice of medium, the writers have clearly taken care to lay the groundwork for the sort of esoterica that Holmes would know, from the cigarette ash of different brands to having a source for moose cheese as a barter chip. At the same time, they don’t fall into a common trap of shows trying to show their characters are smart by having them banter in factoids that sound erudite, but fail to pass muster. I am sure there are slips and fanciful exaggerations because it is a television show, but based on summary review of the bits I either knew or cared to look up, including the moose cheese, Holmes is sufficiently right to establish his bona fides.

But these two points are necessary prerequisites. The choices the show makes in character development are what sets this version apart.

When we meet Sherlock Holmes in Elementary he is effectively insufferable. A recovering addict who doesn’t want help and is absolutely convinced that he is smarter than everyone around him. Like the Cumberbatch version, this Holmes struggles to understand emotions, turning to sex for physical release rather than for intimacy, but here his incapacity results in an underlying desire and overcompensation.

From that single character decision comes a series of further choices.

Elementary establishes early on that Sherlock is smarter than everyone else around him, but with that intelligence he then overestimates them. He knows that other people can provide services and relies on his own consultants, but always on his own terms, never just in the run of daily life. The show uses this weakness in a number of ways. In one, Holmes believes that he has hidden his addiction from everyone, but is forced to realize that the police know his secret and work with him anyway. In another, Holmes learns that Watson is also intelligent, turning their companionship into a genuine partnership and believable friendship rather than a superior-inferior relationship. Then, in season three, Holmes comes up against the possibility that he killed someone during the period of his addiction.

But the smartest choices that the show makes might be in the direction of their relationships. It would have been all-too easy for a male Holmes and a female Watson to hook up, but their relationship is one of friendship. Much more interesting is to offer a twist on Irene Adler-Jamie Moriarty character. Other receptions of Sherlock Holmes have done something similar with Adler, pushing a romantic angle on the proper Victorian admiration of Doyles’ text. Without going into details for the sake of spoilers, Elementary doesn’t stop there, twisting Holmes’ emotions and using Adler/Moriarty as an opportunity to reflect on his relationship to society, a choice that gains power as the show layers additional depth on the character.

Sherlock Holmes in Elementary is in few respects a Victorian detective, but that is not the nature of reception. Instead, the show interprets and develops the characters in ways that are both eminently watchable and imbue it with more depth than it has any right to.