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Thanks but no thanks. I don't teach to amuse, to divert, or even, for that matter, to be merely interesting. When someone says she "enjoyed" the course -- and that word crops up again and again in my evaluations -- somewhere at the edge of my immediate complacency I feel encroaching self-dislike. That is not at all what I had in mind. The off-the-wall questions and the sidebar jokes are meant as lead-ins to stronger stuff -- in the case of the Freud course, to a complexly tragic view of life. But the affability and the one-liners often seem to be all that land with the students; their journals and evaluations leave me little doubt.
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Thethemes of the play, which were pretty-much new with Shakespeare and very radical in his time, are (1) young people ought to be allowed to marry for love, not just whoever their parents choose for them; (2) young people's tragedies likely result from their parents' stupidity and meanness; (3) love matures people, and gives dignity, meaning, and beauty even in the worst of circumstances.
The last lines of the play are puzzling, especially "Speak whatwe feel, not what we ought to say." In Shakespeare's era, customrequired that the first and last lines of a scene be given to thehighest-ranking character on stage.
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Along with softening the grades, many humanities departments have relaxed major requirements. There are some good reasons for introducing more choice into curricula and requiring fewer standard courses. But the move, like many others in the university now, jibes with a tendency to serve -- and not challenge -- the students. Students can also float in and out of classes during the first two weeks of each term without making any commitment. The common name for this time span -- shopping period -- speaks volumes about the consumer mentality that's now in play. Usually, too, the kids can drop courses up until the last month with only an innocuous "W" on their transcripts. Does a course look too challenging? No problem. Take it pass-fail. A happy consumer is, by definition, one with multiple options, one who can always have what he wants. And since a course is something the students and their parents have bought and paid for, why can't. they do with it pretty much as they please?.
Enjoying "King Lear" by William Shakespeare
How did we reach this point? In part the answer is a matter of demographics and (surprise) of money. Aided by the G.I. bill, the college-going population in America dramatically increased after the Second World War. Then came the baby boomers, and to accommodate them, schools continued to grow. Universities expand easily enough, but with tenure locking faculty in for lifetime jobs, and with the general reluctance of administrators to eliminate their own slots, it's not easy for a university to contract. So after the baby boomers had passed through -- like a fat meal digested by a boa constrictor -- the colleges turned to energetic promotional strategies to fill the empty chairs. And suddenly college became a buyer's market. What students and their parents wanted had to be taken more and more into account. That usually meant creating more comfortable, less challenging environments, places where almost no one failed, everything was enjoyable, and everyone was nice.
Mark Edmundson's essay "On the Uses of a ..
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