Mere Rhetoric

Welcome to Mere Rhetoric, the podcast for beginners and insiders about the ideas, people and movements who have shaped rhetorical history. I’m Mary Hedengren and every semester, I feel like it’s New Year’s Day. “This semester,” I say, “everything’s going to be different.” I revise my classes, everything from switching two minor assignments to rehauling the entire curriculum. I try to create assignments that will catch my students’ attention, prepare them for their other classes, and, because I teach dozens of students, be interesting to grade.

 

But how do I know if the assignments I find interesting are effective? Or even that the students will think they are interesting? In Engaging Writers and Dynamic Disciplines, Chris Thaiss and Terry Zawacki explore how students learn to write in their majors, and how instructors write in their disciplines. These two things are not synonyms. Disciplines are dynamic, even before you account for all of the interdisciplinary work that goes on between them. Thaiss and Zawacki interviewed scholars from across a wide variety of  disciplines and found that “many of our informants describe changes in their disciplines that allow scholars to work in alternative ways--ways that might formerly have been closed to them” some of these scholars are hesitant about these new ways of writing, but many embrace them (44).

 

I remember the first time I wrote an article that was truly alternative. It was an article for Harlot about the biopower of zombies and I referenced everything from Foucault to World War Z to Joshua Gunn. I wrote about my personal experience dressing up like a zombie for a “capture the flag” 5k and about buying a shirt off Etsy. And the whole thing was littered with hyperlinks and quirky footnotes and a half dozen pictures, which cost the journal nothing because the whole thing was exclusively online. This was a far cry from the time I literally sent three copies of an article in a manila folder, through the mail, to England for a more traditional journal. I’m not the only one who has had such exhilarating experiences encountering disciplinary writing in new ways.

 

Because we remember the heady rush of talking about scholarly topics in slightly less than scholarly ways and the sheer joy of doing something new and “fun,” we might be tempted to assign these new forms of writing to our students, to show them the great diversity of our discipline. If I was able to write the first draft of “The Biopower of Zombies” in one sitting, chuckling to myself in an airport terminal in Ohio, certainly my students would also delight in such open forms of scholarship, right?

 

According to Thaiss and Zawacki’s research, “the undergraduate students we interviewed and surveyed from across majors showed much less desire to experiment with format and method in their disciplinary classes than to conform to their professors’ expectations” (92). It’s maybe not surprising that scholars who are already pretty familiar with their field would have an easier time adapting to the variations than students who are just learning the ropes for the first time. But not all “alternatives” are equal.

 

Experimenting with new ideas (eg “Is our obsession with zombies a result of increased non-state organizations?”) is different than having to learn a new format (e.g. casual academic tone with generous hyperlinks). Over all, Thais and Zawacki suggest, that students crave structure and predictability, knowing what the professor is looking for, even more than the wide-open freedom of many disciplines.  Think about it: the seasoned professor knows not just what’s appropriate in biology or economics writing, but they also know what kinds of articles can be written by post-docs and what can be written by old-timers, they know what kind of writing different journals prefer. So professors, thinking about “good writing” can actually be combining academic, disciplinary, subdisciplinary and personal writing preferences in ways that baffle students. Sometimes they over generalize and assume that one class taught them “science writing” and sometimes they over patictularize, thinking that one teacher was just “picky.” Students do the best they can with the limited expereince they have.

 

This is especially evident at the beginning of the semester. One of Thaiss and Zawacki’s student informants pointed out that the first couple of assignments provide a lot of experience in what the class is supposed to be (125), and getting graded feedback provides a sense of not just what that professor is looking for, but what “counts” in the field. While “the mature writer in a field has encountered a sufficient range of course environments to develop an over all sense of disciplinary goals and methods” while novices “have not yet encountered the array of exigencies and therefor genres that typify it” (109). Following Perry’s developmental stages, Thaiss and Zawacki suggest three stages in disciplinary writing:

  1. When a writer with experience in very few course” comes up with generalized ‘rules’
  2. When the writer encounters many different instructors and perceives inconsistency, which is “sometimes interpreted as teacher idiosyncrasy” (110)
  3. A writer reaches an “articulated, nuanced idea of the discipline” (110).



Over all, it’s not surprising that Thaiss and Zawacki conclude that  students need both frequent writing in a variety of teachers and courses (in order to encounter that variety of a discipline) and the change to reflect on the choices they’ve made and why to begin to process how those differences occur (121). Other prescriptions are include frequent and detailed feedback on writing, and explicitly teaching what are the “generic academic” principles of writing and what are discipline specific. None of these are radical sounding to those of us in composition, but they do remind me of all the things I need to change next semester. Next semester. Next semester everything’s going to be different.

 

If you ever had a book inspire a change in your teaching, feel free to drop us a line at mererhetoricpodcast@gmail.com I’d love to hear it. Until next week!

Direct download: Engaged_Writers_and_Dynamic_Disciplines.mp3
Category:general -- posted at: 12:00pm CDT

Andocides

(An-DOS-id-dees)



Do you remember in the 90s when there was this huge “thug life” thing going on? Shady types getting money doing shady things. Andocides, the 5th century BCE rhetor, would have fit fell into that world. Even though he may have been acquainted with Socrates, he was more interested in roving with his friends of rabble-rousers. He was born to wealth and lived as what one editor called “a hot-headed young man-about-town with more money than sense” (321).

 

His carefree life came to a hard stop after a significant act of vandalism. Andocides was accused of multition of the Herms right before an Athenian expedition against Sicily--exactly not the time that you want to get the gods mad at you. Everyone was shocked. The act was seditious and blasphemous.  Athens could forgive some offences, but not parodying the most intimate religious beliefs on the eve of war. The act was seen as an affront against democracy from exactly the kind of rich snobs who would want to consolidate power. Numbers of the stone images of Hermes were mutated across Athens in one night. Just as quickly, informers sprang up to place the blame. Forty two members of the riotous party were named. Andocides was one of the accused.

 

But when they threw Andocides into prison, he did what all those 90s gangsters warned about--he turned snitch. He revealed the names of everyone who was involved, and, although he was an accomplice, he was still exiled from Athens and had his citizenship stripped from him. It turned out worse for the four men that he snitched on--they were all put to death.

 

But if you’re a young man of wealth, a little thing like state-defying vandalism and sending four people to their deaths doesn’t get you down. He traveled the city states of Greece, making friends with powerful people. Powerful and shady, but powerful. Andocides came back to Athens during the oligarchy and it didn’t go well--he narrowly missed being sentenced to death and was imprisoned. Later, he was set free, or maybe he escaped. The historical record is hazy on that detail.

So you can see the kind of life that he lived. And it reflects in his greatest speeches. On His Return was written as an attempt to get back into the city’s good graces. The reasons for his exile was fresh in their minds, and he openly admits his guilt. He claims to be a changed man: “my behavior today,” he says “is much more in keeping with my character than my behavior then” (26). He had been foolish and he had been unlucky--dreadfully unlucky. “No one came near suffering the sorrows which I suffered” (9). However, he points out, he is rich. That wealth can bring in a lot of corn to prevent famine. It also buys a lot of naval support. And he is willing to use his wealth to help Athens. “I have been reckless of both life and goods when called up” in an effort ”to render this city such a service as would sipose you to let me at last resume my rights as your fellow” (10).

 

Unfortunately, Andocides’ bad luck continued. Before he even began his speech, people were muttering against him. It might not help that he smugly referred to his accusors as “either the most stupid of mankind or the worst of public enemies” (1) and preemptively said that he would forgive the people all the wrongs he suffered (27). He still comes across as a rich snot weasling his way back.

 

Andocides did finally get back to Athens under a general amnesty after yet another political overthrow. For 3 years, everything was coming up Andocides. He held important roles in  political cultural life. His influence was growing and everyone was forgetting his youthful indescretions.

 

And then enemies old and new began to circle. Callias II, along with some others, created a legal case against him, arguing that the amnesty shouldn’t have applied to Andocides and that he should be kept out of the assembly and, oh yeah, how about put to death for rebellion? While he again had to confront the ghosts of his past,Andocides had some advantages this time.

 

For one thing, time had passed. People had moved on and forgotten much of the outrage they felt in the several political upheavals they had been suffering since then. Also, Andocides had become a productive member of society, totally supporting the city in many facets. It seems that Andocides had also learned to temper his rhetoric. “On the Mysteries” was a plea for his life, but it’s also a thrilling piece of legal rhetoric. He refutes claims that he was involved in other acts of blasphemy and sedition and recalls his very minor role in the destruction of the herms.  He also changes tactic from deigning to absolve Athens of the wrongs they had done him to emphasizing Athen’s positive qualities. “The whole of Greece,” he says “thinks that you have shown the greatest generosity and wisdom in devoting yourselves, not to revenge, but to the preservation of your city and the reuniting of its citizens...do not change your ways” (140). He calls on his family heritage “Our house is the oldest in Athens,” he says, “and has always been the first to open its doors to those in need” (147). He even makes the people of Athens his family: “It is you who must act as my father and my brothers and my children. It is with you that I seek refuge. It is to you that I turn with my entreaties and my prayers. You must plead with yourselves for my life, and save it” (149). Wow--you see what he did there? He recruited the jury to be his advocates. It’s powerful stuff and it went a lot better than “On the Return”--maybe time and circumstances have changed, but I think Andocides also became a more savvy speaker. “On the Mysteries” is a whole lot less cocky and more compelling than on the return. The verdict was in his favor and after that no one dragged up Andocides’ youthful thug life.

 

If you have a favorite ancient rhetorician gangster, why not tell us about it at mererhetoricpodcast@gmail.com ? I love hearing from listeners, even if they’re snitching on ancient Greek thinkers.





Direct download: andocides.mp3
Category:general -- posted at: 12:04pm CDT

Welcome to Mere Rhetoric, the podcast for beginners and insiders about the ideas, people and movements who have shaped rhetorical history. Uh, I guess including recent history, because today we’re going to talk about the February 2017 issue of College Composition and Communication as our “journal of the month” summary. This issue, as editor Jonathan Alexander points out, “takes up the notion of the ‘personal’ in a variety of ways” (436), departing from what we might think of as “composition as usual.” The articles in it include thinking about students who are full-time workers, students who have disablities, and indigenous methodology.

 

College Composition and Communication, if you’re unfamiliar with it, is one of the grand old dames of composition journals. It came about way back in the 50s as a summary of the conference on college composition and communication and many of the early issues were just summaries of what happened in the conference, so that you could follow along at home. The conference itself was an outgrowth of the rise of college writing classes. Many of these early composition classes were taught by people trained in literature, and they were eager to have their own place to share ideas about teaching and come up with theories that would apply as well in Tampa as in Toledo. CCC, or “the cs” as it is sometimes called, is still a great resource for composition instructors and researchers looking for theory as well as practice for their own classrooms.

 

In that spirit, let me take you through a whirlwind summary of all of the articles in this issue. Maybe you don’t subscribe to it. Maybe you just haven’t had time to sit down and read it. Maybe you haven’t thought that reading a journal could be fun. Okay, let’s dig in.

 

The first article called “Don’t Call it Expressivism” is Eli Goldblatt’s cautionary response to the emphasis in composition studies on job-readiness and college sucess. If, as Goldblatt worries, “the discussion about writing instruction [is] too narrowly around school success and professional preparation” (441), we lose sight of other important goals of writing. Writing, he suggests, can have real personal and political power beyond the instrumental ways that learning to write well makes someone a better student or worker. He gives examples like Tiffany Rousculp’s community writing center in Salt Lake City and Sondra Perl’s work in Austria with student whose parents had been complicit with Nazi atrocities. Over all, he “hope[s] to link [students’] acts of writing to purposes more compelling to them than passing the next class or getting a job” (462).

 

Rebecca Brittenham wants to not just talk about student’s next job, but their current ones. She points out that often universities see student’s “dead-end jobs” as competition to focusing on school. They downplay what students learn through working and expect them to approach school like some idealized fully funded 18-year-old. “The multidimensional realities of students’ actual work experiences are often rendered invisible or obsured through a narrative of interference,” she writes (527). She created a research instrument to discover what kind of work students do and how it actually affects their education in a wider sense. Some students indeed report being time strapped, but they know that they must work several jobs to make rent. Other student report pride in their time management skills through their work experience. Brittenham makes some great suggestions for universities, like encouraging advisors to discuss skills on the job and how they align with course work or even creating a database of student-friendly employers in the area. Such accommodations would benefit all students, whether they work 3 hours a week or 30.

 

Accommodations are also the theme of Anne-Marie Womack’s article “Teaching is Accommodation,” where she focuses on how universal design, the use of design principles to include students with physical and learning disabilities. These designs often help everyone. The “classic example is the curb cut,” which benefits people in wheelchairs and also people with carts or, like rollerblades. Applying this principle to our clases, and especially documents like syllabi and course descriptions, Womack gives practical suggestions on colors, fonts and design that can help all students get the information they need. I was fascinated, for example, that there’s a font called Dyslexie that’s especially reader-friendly for folks with dyslexia, and that creating a submission window of several days rather than a hard deadline can help a variety of students succeed.

 

Chris Mays discusses complexity theory in relation to writing. After all, we rhetoricians understand that writing always takes place in a context and both impacts and is impacted by the systems in which it participates. He gives students two visual examples to illustrate the fractal complexity--the top of a pine tree looks very much like the top half of a tree looks very much like a whole pine tree. Similarly, the outline of a formal school paper has several main points, nestled under each of which there are many supporting point and their own supporting evidence (578-580). “By making and comparing different cuts” Mays writes, “we reveal how the writing works independently at each level and works in relation to form a complex text” (574).

 

Research should also be complex, argue Katja Thieme and Shurli Makmillen, as they introduce a research stance they call “principled uncertainty” (466). Because “researchers make method choices by considering how a method is valued in their research community,” communities with different knowledge values will contribute to a different accepted method. Indigenous research methos like “commuity-based or tribal centered research, collaborative participatory research, storytelling or “storywork” “yarning” or conversational method (471) all expand method because “method is situated, interpellative and dialogic” and indigenous conversational method is linked to a “particular tribal epistemology” (484).

 

There you have it. Each of this articles could be a podcast in themselves, but when you have them all sitting side-by-side it certainly gives you a feel for the variety and connection across one regular issue of College Composition and Communication. If you teach college writing classes, I recommend joining the National Council of Teachers of English, despite their awkward name, and I recommend subscribing the CCC.

Direct download: College_Composition_and_Communication.mp3
Category:general -- posted at: 12:00pm CDT

Welcome to Mere Rhetoric, the podcast for beginners and insiders about the ideas, people and movements who have shaped rhetorical history. I’m Mary Hedengren and today I want to start with a walk down memory lane

 

Remember laser discs? You might not be old enough to, but I do. I remember my seventh grade science classroom had a laserdisc player and we watched just a couple of films, brilliantly bright documentaries about butterflies or some other medium-appropriate topic. I don’t remember the topic, only that it was beauitlful. But I do remember that we only had the two laserdiscs, partially because they were expensive, but partially because in just a couple of years, DVDs would become widespread and accessible.

 

How about mini-discs? I definitely had boxes of minidiscs I had recorded from cds--I could get a cd and a half  onto only one mini-disc!--and I could listen to seemingly endless music at my college early morning janitorial job. It seemed very impressive--until I bought my first iPod.

 

This is fun. But why am I talking about technological non-starters? Because it’s so hard to guess what kind of technology will be pivotal when you’re doing research on the role of technology in our society. Things are guarenteed to change as fast as you get your book to press.

 

Cynthia L. Selfe wrote Technology and Literacy in the Twenty-first Century in 1999 as a forward thinking volume. In 1999, mini-discs and laserdiscs were soon to fade into history, andsome of the terms she uses, like the Web to name the internet, seem almost quaint. But when technology changes all the time, the best tact, and the one Selfe takes, is to discuss principles of the technology rather than the technology itself.

 

Selfe’s foremost claim is straightforward and applicable today as when it was written: “Literacy professionals and the organizations that represent them need to commit to understanding the complex relationship between literacy and technology and to intervening in the national project to expand technological literacy. We must also realistically appraise the multiple roles that literacy educators are already playing in support of this project” (160).

 

The word “realistically” is key for Selfe. Technology, she points out, has always attracted boosters and boycotters. Somebody introduces, say, a wiki assignment into a composition classroom and assumes that the students will now learn collaboration and concision perfectly, while another teacher rolls their eyes, believing that such an assignment is, at best, an interesting distraction. As Selfe points out “By describing computer technology as either beneficial or detrimental, either good or bad, they limit our understanding”  (36) and instead she aims for us to “understand the complex ways in which technology has become inked with our conception of literacy and, possibly, to shape the relationship between these two phenomena in increasingly productive ways” (37).

 

So what does this word “literacy” mean anyway? We’ve talked about literacy before on the show, especially in the Deborah Brandt episode. Remember how we talked about how literacy has meant, in different times, everything from cursive to memorizing vast tracts of poetry to understanding chunks of French or Latin in the middle of a text? Cursive might not be useful at all for you now. Well, now, Selfe says, we need to think about technological literacy. She defines technological literacy as “a complex set of socialy and culturally situated values, practices and skills involved in operating linguistically within the context of electronic environments” (11). Whew. So what does that include? According to Selfe, it include reading and writing and communicating. It includes the “social and cultural contexts for discourse and communication” and it includes “print, still graphics, moving images” and “such tools as databases...e-mail, listserv software, bulletin boards, and graphics and line-art packages” (11-12).

 

If you’re like me the first thing...well, the first thing I thought was “heh! Bulletin boards. Clip art! That’s as old-fashioned as laserdiscs and minidiscs!” and we’ll get back to that thought in a moment, but the second thing I thought was “how?! How on earth am I supposed to teach visual rhetoric and how to use emerging technology and I might not even be that good at on top of all the other literacy practices that my students need?” It seems like too much for us, and too complicated.

 

And in many ways it is too much. For that reason, it can be tempting to buy a package of projects and assignments, or to subscribe to every new technology that comes out in the hope of covering all the basis. One of the complex relationships that Selfe emphasizes is that whereever there is change, there are people wanting you to buy stuff. The companies who make the technology--in Selfe’s day it’s all “word processing” and “home PCs”--advertise to schools and, especially, parents, that children will fall behind unless they own this or another type of technology, and if they fall behind, the number one consequence is that they won’t make as much money. Selfe says that we need to be cautious of accepting the premise of technology as a purely economic investment--buy a computer now and it will pay off one hundredfold! Other voices, too, will make them, in Brandt’s words “sponsors of literacy,” such as the government and your school’s administration. There are complex and sometimes conflicted voices in how our students are introduced to technology literacy. Okay, now that you know to be skeptical of some of the many voices with vested interests, how do you know how to proceed?

 

Well, let’s get back to that first thought we had--reading Selfe’s book, it’s remarkable to think that less than 20 years ago there were still teachers who didn’t like their students to type up their first draft of assignments and there wasn’t a computer with projector in practically every classroom. There was also relatively little “non-computer digital technology”--she talks a lot about the PC and chatrooms and listservs, not foreseeing the way smartphones, Reddit, and Facebook will transform literacy in the first decade of the 21st century. She couldn’t have, and no one can. So this is maybe a hint about how to incorporate technology literacy into your own pedagogy--things are going to change so quickly that perhaps what you can best do is to encourage students to develop the general skills that will help them to adapt to new forms of technology.  You can encourage conversations about privacy and anonymity, audience and permanence with their application to whatever technology is blooming and dying--FourSquare, Twitter, Pokeman Go. You can teach students about the way we talk about technology--how those vested interests like corporations and governments talk about how technology is to be used and the limits of both the optimists and the Luddites. You can also teach them the tools that will make them successful when they encounter new kinds of technology. Maybe you teach them how to use a peer review software that they will NEVER AGAIN use in their lives, as I had to do once. My students HATED it and, to be honest, I hated making them use it. We struggled over and over again, spending precious time in class explaining how to upload their papers, how to make comments. But what I should have done instead is emphasize how this experience taught them certain abstract technology skills--how to fiddle around with something without thinking you’re going to break it, how to search for FAQs online when you need to troubleshoot, how to read instructions and intuit from the interface what the program “wants” you to do. These are skills that will outlast listservs and laserdiscs and  their progeny.

 

In short, we need to realize, to quote Selfe’s subtitle “the importance of paying attention” and help students to identify the ideological, political, economic, and spiritual implications of the the technology they can ignore or embrace.

Direct download: Selfe_Tech_21st_Century.mp3
Category:Education -- posted at: 3:14pm CDT

Welcome to Mere Rhetoric, the podcast for beginners and insiders about the ideas, people and movements who have shaped rhetorical history. I’m Mary Hedengren, and I’ve had a hard time getting started on this one.

 

Sometimes I procrastinate an episode because I don’t want to get into an idea or movement that is potentially stupidfaced. Other times, I’m nervous about doing a great work a disservice in doing a stupidfaced episode. This is one of those times.

 

Patricia Roberts-Miller was one of my mentors at the University of Texas, and I always knew that she was doing work on demagoguery. She’s one of those wonderful rare people who let you in on the secrets of their research revision and editing process, letting you behind the curtain of producing academic work. But until I read Demagoguery and Democracy, I had no idea how important that work could be. I am not exaggerating when I say this is the most important book I’ve read this year.

 

First off, let me give you the caveat that the small, portable, ultimately very readable Demagogury and Democracy is not, strictly speaking, the academic version of her research. That’s forthcoming. But Demagoguery and Democracy is compact and makes a handy gift for friends and relatives this holiday season. Perhaps you can think of someone who needs it.

 

The fact is we all need it. Roberts-Miller argues that when we think of demagoguery, we usually think of demagogues-- silver tongued seducers who memorize their audience into doing stupid things they would normally never do. These lying liars know what they’re saying is false, but they know it will manipulate the sheeple follow them. But that’s not the direction it goes. “We don’t have demagoguery in our culture because a demagogue came to power,” she argues, “when demagoguery becomes the normal way of participating in public discourse, then it’s just a question of time until a demagogue arises” (2). So if we should be focusing less on individual demagogues and more on the practice of engaging in demagoguery, if it’s something you and I could be doing, how do we know if we’re doing it?

 

“Demagoguery,” Roberts-Miller says “is about identity. It says that complicated policy issues can be reduced to a binary of us (good) versus them (bad). It says that good people recognize there is a bad situation, and bad people don’t; therefore, to determine  what policy agenda is the best, it  says we should think entirely in terms of who is like us and who isn’t” (8). In other words “demagoguery says that only we should be included in deliberation because they are the problem” (20 emphasis in original).

 

I shouldn’t have to say that if you’ve been following American politics for the past, oh, especially year and a half, all of this is going to sound familiar, but again, remember that demagoguery isn’t about one powerful individual--it’s about a range of discourses that gives power to an individual. When compromise is out of the picture and persuasion is about being the right kind of person rather than having a good idea, democracy withers.

 

Roberts-Miller gives the example of Earl Warren as someone who go burned by participating the demagoguery. Warren, if the name doesn’t ring a bell, was the WWII-era attorney general for the state of California, and he advocated strongly for Japanese internment. He made spurious claims, like that people of Japanese descent were living disproportionately close to areas like factories, ports, railroads, highways etc. without considering that PEOPLE live disproportionately close to factories, port, railroads, etc. because that’s part of living in civilization. Years later, in his 1977 memoirs, Warren himself said he deeply regretted his role in advocating in Japanese-American internment. Warren wasn’t an evil mustache-twirler, even though he participated in some pretty wicked demagoguery. Later, Warren was the supreme court justice who, among other things, managed to bring about the pivotal Brown vs. Board ruling, hastening racial desegregation. So if this generally good dude could engaged in bad demagoguery, we’re all at risk of falling into it. I like to think that he might have had fewer regrets iif one of Warren’s friends had been all, “Hey Earl, seems like you’re getting carried away. Let’s take a couple steps back and talk about your reasoning.”

 

And that, Roberts-Miller suggests, is one of the keys to fighting demagoguery whereever we find it--with others or with our friends or even ourselves. She gives us some key todos:

 

  1. Consume less of it yourself. That means not clicking on links that say “Look at this stupid thing the other side did--aren’t they idiots?” It’s hard to restrain yourself because, as demagoguery, it will make you feel good for not being one of those idiots. But it’s not what you or democracy need
  2. Don’t engage in purely “us vs. them” arguments who are just repeating talking points someone told them to think. Instead, consider sharing counter-examples or stories, which can lead them to think for themselves. Instead of arguing abstractly with, for example, someone who thinks immigrants are lazy, tell them how proud you are of your sister-in-law for learning three languages and graduating college and becoming a high school math teacher. Even better, invite them to meet her and get to know her personally. It’s hard to think of someone as “them” when you’re meeting him or her individually.
  3. If appropriate, go ahead and engage those arguments, but be prepared to point out inconsistencies in reasoning. This is where Roberts-Miller encourages all of us to review our logical fallacies and learn to reason abstractly in order to look for internal inconsistencies. Again, think of Earl Warren’s imaginary friend saying, “Say, Earl, don’t you think those folks are living next to highways and railroads because they need to commute to work, not because they want to sabotage them?” You can’t just go around saying “that’s a fallacy” because that will make people want to punch you, so you might as well also ask, or discover, the key question “what are the circumstances under which [you] would change [your] mind?”
  4. Finally, and most importantly, support and argue for democratic deliberation. Encourage inclusion, fairness, self-skepticism and the other values of democratic deliberation. As Roberts-Miller puts it “Democracy is about having to listen, and compromise, and it’s about being wrong (and admitting it)” (129).

I’ve given you the quick summary and takeaways of this book, but I really do recommend checking it out yourself, and recommending it to others who are concerned about the increasingly bifurcated social and political world we inhabit. I don’t know about you, but I hate always having to wonder if I’m the “right kind of person.” It’s much more freeing to think, “Am I having the right kind of conversations?”

 

If you have a favorite strategy for more productive deliberation, why not send us an email at mererhetoricpodcast@gmail.com? I’m thinking we’re probably going to be talking a lot more about this sort of thing in the future, so probably an episode on listening rhetorics? Maybe something on protest rhetoric? What would you like?

Direct download: Demagoguery.mp3
Category:Education -- posted at: 12:00pm CDT

Don’t you love those group adventure movies? You know, the ones with a ragtag group of misfits who each have their special skill--Ocean’s 11, the Great Escape, Power Rangers? Rhetoric had that too and they were called the Canon of Ten of the Ten Attic Orators. Like most canonical lists, they weren’t clumped together until they well and dead. Aristophanes of Byzantium and Aristarchus of Samothrace compiled what’s called the Alexandrian Canon including these ten hotshots of the 5th and 4th century BCE. Later, a scholar who was probably not Plutarch, called the Psuedo-Plutarch, wrote “The Lives of the Ten Orators” to chronicle the Rat Pack of Classical Greek rhetoric. A couple of these ten will be familiar to you--Demosthenes and Isocrates. Demosthenes and Isocrates are like the George Clooney and Brad Pitt of the Ten Attic Orators, getting most of the screen time and most of the glory. We’ve have individual episodes on each of them as well as individual episodes on some of the works they’ve written. Mere Rhetoric isn’t alone in emphasizing these super stars of the Canon of Ten: the Psuedo Plutarch spends almost 3500 words on Demosthenes and a paltry 392 on Aeschines. So, to make it up to them, we’re going to dedicate eight episodes of Mere Rhetoric to the  other members of the Canon of Ten, the Bernie Macs and Casey Afflecks of Classical Greek Rhetoric.

 

And today we’re going to start with the anti-Demosthenes, Aeschines.

 

Aeschines hated Demosthenes. The most famous peice he ever wrote was a legal argument called Against Ctetisphon (k’tes-i-fawn), which really could have been “Against Demosthenes and His Stinkin’ Friend.”

 

First, some background. Aeschines came from a modest background. He wasn’t destitute, certainly but it is “generally doubted that his father could have afforded to provide him with an education in rhetoric” and he had to marry up to enter a public career (9). The Pseudo Plutarch describes him as “neither nobly born nor rich.”  Demosthenes, on the other hand, was born to privilege and had a first-rate education. Demosthenes was educated at the schools os Isocrates and maybe Plato; Aeschines was taught by someone named Leodamas, whose reputation in history is partially that he was a mathematician and partially that Plato may have taught him math. Not a particularly impressive training for a future political rhetor.

 

Aeschines was a good performer and did a stint as an actor, and while this wasn’t as shameful as it would become in later centuries, Demosthenes accuses Aeschines of being a bad actor, which is pretty shameful (10). Unlike Demosthenes, he never was a professional speechwriter--every speech we have is about his own political concerns, and all three of them may be all that there is to have--nothing seems to have been lost (12). The best of these three, “Against Ctetisphone,” requires a little political history.

 

Demosthenes, as we’ve discussed in our earlier episode, was a rabble rouser against King Philip, the father of Alexander the Great, and the aggressor of the Hellenistic cities like Athens. He defeated them and then ruled over them in something called the League of Corinth, sort of a loose confederation of vassal states. Demosthenes did not like that and called for activism, which was pretty popular. Aeschines on the other hand favored peace and capitulatoin with Macadonia and King Philip. He was badly let down, though, as were the rest of the pragmatists because they received no gains or special treatment from the partnership. Defiant Demosthenes gained all the cultural capital and Aeschines looked like a collaborator.

 

Demosthenes’ friend, Ctetisphon, seeks to give a public award to Demosthenes, kind of a lifetime acheivement award from the state, with some real money attached. This “Golden Crown” was a civic and almost religious honor : As Thomas Leland points out, “To give this transaction the greater solemnity, it was moved that the ceremony should be performed in the theatre of Bacchus during the festival held in honor of that god, when not only the Athenians, but other Greeks from all parts of the nation were assembled to see the tragedies exhibited in that festival.”  So everyone would be fawning over Demosthenes, not just the Athenians. Aeschines just can not. Ctesiphon gives public crown to Demosthenes, Aeschines brings suit against him, and, like an animal to a trap, Demosthenes shows up in person as a “speaker for Ctesiphon.”

 

So there you have it, head-to-head, Aeschines and Demosthenes in the courtroom arguing about whether Demosthenes is a public hero or an extravagant wastrel and war profiteer. Opposition political parties, opposite managerial styles, opposite backgrounds. You can kind of feel Aeschines boiling over in this oration. One scholar points out that “Against Ctesiphon” disorganized, uneven, although powerful in some places.”

 

But Aeschines makes three main claims that range from the reasonable to the vitriolic.

 

First off, there is the location. The law specifically says that the award is presented in assembly and nowhere else, certainly not at the theater! How humiliating, Aescheines says if “He confers this honor, not while the people are assembled, but while the new tragedies are exhibiting; not in the presence of the people, but of the Greeks; that they too may know on what kind of man our honors are conferred.”  Okay, I could see that.

 

Also, that the award being given to Demosthenes is a little preemptive. Aeschines complains about giving Demosthenes the crown--there hadn’t been a full investigation into his full character.

 

But finally, Aeschines says, the award is supposed to be for people who have excellent character and Demosthenes, he argues, is the opposite of excellent. He is not shy about it: “Say, then, Ctesiphon, when the most heinous instances of this man's baseness are so incontestably evident that his accuser exposes himself to the censure, not of advancing falsehoods, but of recurring to facts so long acknowledged and notorious, is he to be publicly honored, or to be branded with infamy? ”Demosthenes, as a senator, doesn’t acknowledge diplomats, and he led a lot of soldiers to their certain death in an ill-fated military campaign. Aeschines even attacks Demosthenes’ private life because “He who acts wickedly in private life cannot prove excellent in his public conduct: he who is base at home can never acquit himself with honor when sent to a strange country in a public character.”

 

At the beginning, he says,“An examination of Demosthenes’ life would be  too long a speech, why should I tell it all now…” then he does, tells tale of primary, nepotism, violence, heart of it though “the worst of the crimes” was his greed for a cut of the peace with Philip, benefitted from war profiteering and perjury, sacrificing the lives of the young soldiers “as yourselves whether the relatives of the dead will shed more teachers over the tragedies and sufferings of the heros that will be staged after this or at the city’s insensitivity” (152). He holds, even, his bad luck against him, because in ancient Greece, bad luck in a leader was as indefensible as stupidity.

 

Look, I’m team Demosthenes and fighting for independence is always going to sound better than capitulating to an occupying force and this speech is so venomous and spiteful that it’s hard not to just dismiss it because it is so angry, but Aeschines does make a lot of good points, and he’s mostly pointing out that we don’t make exceptions for Demosthenes, which could also be interpreted as “no one is above the law,” which I find quite reassuring. The law is a big deal for Aeschines--makes sense, this is a legal case, and he praises it throughout the speech. Aeschines proclaims how excellent the law is, how excellent the assembly is: “A noble institution this a truly noble institution, Athenians!” he declares.

 

I’m also sympathetic when Aeschines alleges the Demosthenes just wants to shut him up. “He compares me to the Sirens, whose purpose is not to delight their hearers, but to destroy them. Even so, if we are to believe him, my abilities in speaking, whether acquired by exercise or given by nature, all tend to the detriment of those who grant me their attention. I am bold to say that no man has a right to urge an allegation of this nature against me; for it is shameful in an accuser not to be able to establish his assertions with full proof.” You shouldn’t want to shut up your opposition--that leads to all kinds of tyrany.

 

But then again, Aeschines dishes it out again back at Demosthenes, “But when a man composed entirely of words, and these the bitterest and most pompously labored when he recurs to simplicity, to artless facts, who can endure it? He who is but an instrument, take away his tongue, and he is nothing.”

 

In the end, I think the jurors had the same unpleasant taste in their mouths that we do reading it--Aeschines comes across and a squirming, angry little man trying whatever he can to stop his wildly popular rival from getting praise. In the result of the trial, Ctesiphon was acquitted and Aeschines failed to get ⅕ of the votes. Aeschines was humiliated for having brought the lawsuit to the courts, and, because of the unsuccessful suit, he was slapped with a  “fine of 1000 drachmas and (probably) loss of the right to bring similar action again” to the court. Aeschines left Athens in shame, and ending up as a rhetoric teacher in Rhodes.  As a rhetoric teacher myself, I don’t think of this as that much of a crushing ignobility, and, really, history has looked fondly on him, including him, with his bitter enemy, on the list of the Ten Attic Orators.

Direct download: Aeschines.mp3
Category:Education -- posted at: 12:00pm CDT

This last year I adopted a dog, a scruffy grey schnauzer mix. I call him Pip. I talk to Pip all the time. But I don’t expect Pip to talk back to me, and I don’t think about what Pip calls himself. Maybe I should. The rhetorical power of non-human animals, this week on Mere Rhetoric.



Welcome to Mere Rhetoric, a podcast for beginner and indisers about the people, ideas and movements who have shaped rhetprical history. I’m Mary Hedengren

 

Today we start a new type of episode of Mere Rhetoric. In the past, I’ve given you the low-down on books and movements, scholars and terms, and now I’m going to expand on that to give you the heads-up on some of the most recent issues of major journals in the field. Consider it a sort of Reading Rainbow, a teaser-taster of what’s showing up in rhetorical scholarship today.

 

Reading journals is one of those activities that I was encouraged to do when I first became a grad student in rhetoric and I’m always surprised how useful what I read ends up being: sometimes I find scholarship that relates directly to what I’m working on, sometimes I find stuff that comes up in conversation, but it’s rare that I regret reading an issue. I recommend reading them to everyone interested in the field, partially because it gives a good sense of what our field actually is these days.

 

The first issue I’m going to feature, I’m willing to admit though, is a little weird. It’s a the special issue of Rhetoric Society Quarterly that came out this summer, and special issue usually means that there’s a theme that all of the articles are about, but even this special issue is special--it’s a Quote rhetorical bestiary unquote. A bestiary is a sort of encyclopedia of the animals, usually loose on the science and loaded on moralizing for a human world, but this rhetorical bestiary is specifically trying to break away from a human-centric orientation towards entering with animals more on their terms.

 

Within the bestiary, there are mini-essays on children raised by wolves, salmon spawning, a town full of roosting vultures and the cunning of snakes. These essays are an unusual lot for a scholarly journal: rich, imaginative, personal and poetic. They are grounded in theory, but are also beholden to activism, creative writing, and --as might be expected--animal behaviorism. One impetus for this collection is the 25th anniversary of George A. Kennedy’s “A Hoot in the Dark” article in Philosophy and Rhetoric.

 

Kennedy’s “Hoot in the Dark” isn’t included here, but it’s worth checking out on its own merits. George Kennedy was a tweedy classical rhetorician, translating, for example, the definite edition of Aristotle’s rhetoric. So it was a bit of surprise in 1992, when he argued that rhetoric is not an exclusively human endeavour, but that rhetoric “is manifest in all animal life and [that] existed long before the evolution of human beings” (4)... for instance “A rattlesnake’s rhetoric consists of coiling or uncoiling itself, threatening to strike and rattling its tail, which other creatures hear, even though a rattle-snake [sic] is itself deaf” (13). Pretty wild stuff. And the response, as Diane Davis writes in her afterward for the bestiary, “was to basically wonder what Kennedy had been smoking” (277).

 

But even if Kennedy’s work was out of character, some rhetorical scholars embraced the non-human animal turn. For instance Debra Hawhee, who also writes an afterword for the issue, has written such works like Rhetoric in Tooth and Claw and Moving Bodies, which explores “the places in rhetorical theory that are infested with nonhuman animals” (“towards a bestial rhetoric” 86). Looking at non-human animal rhetoric is a humbling practice that opens up our field and colors our received rhetorical traditions.

That being said,I was most impressed by the foreword by Alex C. Parrish and the afterwards by Hawhee and Diane Davis. Davis’ afterward is  espeically illuminating in highlighting that “there is no single, indivisible line between ‘the human’ and ‘the animal’” (278). She also provides a useful dichotomy between two threads in researching non-human animals in rhetoric. One is “studying human discourses about other animal species” --the way we use non-human animals in our human rhetoric--while the other involved “engaging the specific rhetorical practices of other species” (279).  This latter area of research is particularly interesting to me.

 

When Pip barks at a strange dog, or drops his ears backwards, or lulls his tongue out in a squinty-eyed smile, he is using symbols just as effectively as Burke’s “symbol using (symbol making and symbol misusing)” human agent. I mean, I can testify that he symbol misuses all the time, especially in his clumsy attempts to make friends at the dog park. Dogs are especially interesting because they are attuned to cross species communication: for millenia, they’ve been learning to read our weird symbols, like me pointing to Pip’s crate, and respond with their own communication, like Pip’s resulting “hangdog” expression. It’s almost like he’s telling me “I don’t want to go to my room.” But sometimes when you discuss communication with, or among, animals, you’ll be accused of anthropomorphism. Certain, I don’t think Pip communicates the same things in the same ways as he would if he were another human, but, as Davis points out, instead of throwing around accusations of  anthropomorphism, we would be better served by recognizing that communication is beyond the “anthro” and rather something inherent in creatures that live in proximity with other creatures.

 

If you have a great dog story, or other kind of animal communication story, why not drop us a line at Mererhetoricpodcast@gmail.com? Also, let me know what kind of journals you’d like me to be checking in with. I can’t promise I’ll read every issue of every rhetoric journal for you because there’s a lot out there--and you don’t have to take my word for it.

 

 

Direct download: rhetorical_bestiary.mp3
Category:general -- posted at: 12:00pm CDT

Just checking in to let you know that new episodes of Mere Rhetoric are just around the corner. I've moved to a new institution and we've been figuring out how to set up a recording studio, but I think it's time to just get started making episodes the old fashioned way--in my office with a blanket over my head to muffle the sound.

Direct download: check_in.mp3
Category:general -- posted at: 10:57am CDT

Welcome to Mere Rhetoric, the podcast for beginners and insiders about the ideas people and movements who have shaped rehtorical history. Before we get started, big announcement: Rerecordings are over! We’ve re-recorded over 80 episodes here in the studio thanks to the Humanities Media Project at the University of Texas. That’s an incredible feat and now that we’re done, there’s no more reruns, at least for a while. We’ve had new ones interspersed yeah, but now it’s all new from here on out. The other news is that having defended my dissertation and finished my time here at the University of Texas --boo!--I’m headed to the University of Houston Clear Lake --yippie! That means this might we one of the last episodes we record here at the booth at the University of Texas. Well, I hope it’s a good one!

 

Today we’re talking about LuMing Mao’s Reading Chinese Fortune Cookie. This book is not, as you might suspect, a treatise on how to decipher phrases like “Your smile is your best asset” or “Defeat your enemies by making them friends.” Instead, Mao is talking about what the fortune cookie represents. It might surprise you to know that fortune cookies are not the traditional end of meals in China. They aren’t even the dessert when you go to a Chinese restaurant in Europe. The fortune cookie is an American-Chinese invention, combining an ancient way to pass notes undetected with the American proclivity towards dessert at the end of a meal (18). In this sense, “Like the Chinese fortune cookies, the making of Chinese American rhetoric is born of two rhetorical traditions, and made both visible and viable at rhetorical borderlands as a process of becoming” (18). That’s the meaning of Mao’s Reading Chinese Fortune Cookie--we’re not talking about Chinese rhetoric, and no American rhetoric, but something distinctively Chinese American


All of this adds up to being more or less fluidly comfortable with these different elements. This might sound like a cheesy platitude about tolerance and strength of immigrants, but it’s more complex than that, argues Mao. “‘Togetherness-in-difference”--rather than harmony-in-difference--...becomes constitutive of the making of Chinese American rhetoric,” he writes (29). Instead of trying to be perfectly assimilated, this “togetherness-in-difference” highlights a distance between non-Western rhetoric and the other Americans around them.

First, we need to “recognize that there will be times when instances of incommensrablity become irreducible” (28) Second this is not a matter of celebrating diversity because, as Mao says, “there is nothing to celebrate”--the emergence of Chinese American rhetoric is a rhetoric of survival based on as the scholar Mao cites, Ang says ‘the fundamental uneasiness’ of interconnection. Third, Mao points out “at rhetorical borderlands where there is more than one... rhetorical tradition, if nothing else, the basic question of commununication never goes away in terms of who has the floor, who secures the uptake, and who gets listened to” (29).


Much of the book then focus on what these differences in rhetoric are and how we are to interpret them. For example, Mao talks about the (in)famous Chinese indirection. While the American academic writing values clarity, Chinese indirection communicates through “subtle, direct strategies, through innuendoes and allusions” (61). Many American writers, especialy those who teach first-year composition and English as a foreign language, or work in writing centers, find themselves slashing through sentences and paragraphs and repeated asking, “What are you trying to say here?” This deficiency model ignores the rich possiblities of indirection.

 

Okay, so get comfortable, because here’s a long quote from Mao: “Chinese indirection should not be seen, without discrimination, simply as an example of a non transparent style of communication or, worse still, of indecision and incoherence. Chinese indirection, be it realized or articulated by repeated appeals to tradition/authority or y recurrent parallel statements with or without a transparent profession of ideas, takes on new meanings or associations within its (newly-developed) context. To put the matter another way, the contextualized nature of the chinese language and the dominance of correlative thinking of the chinese language and the dominance of correlative thinking in Chinese culture both constitute a central context to understand the rhetoric of Chinese indirection more completely and provide a metadiscourseive language to talk about and reflect upon it more felicitously” (71). But remember the Chinese fortune cookie? Chinese American rhetoric doesn’t have a list of characteristics, but “border residents can behin to take advantage of this oportunity to develop and try out new ways of speaking, and to reconstitute rules of relationships and patters [sic] of communication” (75).

 

Another section talks about the mysterious and misunderstood concept of “face.” Americans will use phrases like “saving face” or “losing face” Mao points out, but they are talking about “the myth of the individual, of the individual’s need either to be free or to be liked” in contrast to the “public, communical orination, which underpins the original concept of Chinese face” (38). For one thing, there are two kinds of “face”: lian, which refers to moral dignity, integrity and shame and mianzi, which is more about what you do with your life, your position in society. Usually when Westerners think about losing face, they mean mianzi--prestige and position. Lian, though, the moral integrity, is consistered far more important and far worse to loose than mianzi (39). But Westerns think about pride, not the “ever-expanding circle of face-giving and -receiving in one’s own community and beyond” (43). This balance of self and community gets even more complicated as Chinese Americans negotiate and transform multiple communities. The urge to “yi”-- immigrate, move, transform-- re-emphasises that “togethenessr-in -difference”-- to “moliblize and put to practice a hybrid rhteoric that ...openly cultivates not a harmonious fusion,” but recognizes inherent tensions and potential” (50)?

 

This double-mindedness is not just a cultural sophistic exercise, but a robust theory that has implications in communities, in classrooms and in families. Mao closes his book with a sustatined case study of a statement prepared by Chinese Americans and others to protest the racist statements of a Cincinnati city councilman. Mao doesn’t just consider the document itself in this hybridity, but the process of putting together the document, of addressing the Westerner-American city council as well as the Chinese American community they are representing. Mao ends with three practical suggestions from his case study. First “we try to assert our agency and to establish our residency” to “speak out more openly about thee experiences” (141), and second “learn ow to place ourselves in the other’s position and ‘word the world through the other’s eyes”... “incorporating both self and other into a relaionship of interdependence and interconnectedness” (141-2). Finally, he calls for Chinese American scholars to “reconnect to our own rhetorical history”... as it “enables us to resist both the discourse of assimilation and the discourse of deficiency or difference” (142).

 

Reading this book reminded me of some of the other scholars who have felt pulled in two different traditions, like “Bootstraps” which was in an earlier episode. Well, I hope you don’t feel pulled in two different directions about this podcast. If you like us, please leave a message on iTunes or send us a message at mererhetoricpodcast@gmail.com, especially as I begin to figure out how Mere Rhetoric will continue at my new institutional home. And let me give one last thank you to the University of Texas for a great year of recording!

Direct download: Mere_Rhetoric_-_Fortune_Cookie_fix.mp3
Category:general -- posted at: 12:00pm CDT

 

Welcome to MR, the podcast for beginners and insiders about the ideas, people and movements who have shaped rhetorical history. I’m Mary Hedengren and a big thanks to the Humanities Media Project at the University of Texas for support for this show. Also thanks to Jacob in the booth. Today, All Hallow’s Eve is upon us and it’s been a long time since I attempted some terrible British accents, which means it’s time for the Mere Rhetoric HALLOWEEN SPECIAL [thunder sounds? Screeching cat? What have you.] But first, some background.

 

When you’re asked to give a description of what rhetoric is, as we did in our very first episode, What is Rhetoric?, you might say something like, “It’s the use of words to persuade someone,” and you would imagine someone in a toga standing around on a rostom shout-talking at people, but that’s not exactly all rhetoric is. Remember Kenneth Burke’s definition of rhetoric: that we can “influence each other's thinking and behavior through the strategic use of symbols.” Even Aristotle says that rhetoric is about discovering the available means of persuasion. Verbal or alphabetic rhetoric is only one of those available means of persuasion. Visual rhetoric is another.

 

As you might suspect, visual rhetoric focuses on other kinds of symbols than just words. Visual rhetoricians might interrogate the influence on other people of war posters, cartoons, even the layout of airport security. But visual rhetoric isn’t just about the object of study.

 

Sonja Foss puts it this way:

 

Visual rhetoric refers not only to the visual object as a communicative artifact but also to a perspective scholars take on visual imagery or visual data. In this meaning of the term, visual rhetoric constitutes a theoretical perspective that involves the analysis of the symbolic or communicative aspects of visual artifacts. It is a critical-analytical tool or a way of approaching and analyzing visual data that highlights the communicative dimensions of images or objects (305-306)

 

As you might imagine, visual rhetoric opens up a lot of possiblities for scholars. And those scholars will need more theories of how to approach that those artifacts. Foss herself suggests that critics look first at the elements of the object, then

 

Kostelnick and Roberts create canons of visual rhetoric [what do you think? The cannon sound again?] Really? As I was saying, these canons of visual rehtoric  parallel the classical canons of rhetoric. these canons can be remembered by the British-inspired acronym CACE-TE, but you have to be creative with your spelling the first C stand for Clarity, or ease of understanding for the reader. A stands for arrangement, how the visual elements are laid out; the second C (I told you that you had to be creative in how you spell CACE) is for concision with nothing extraneous; the E is for emphasis. TE is also spelled poorly: T for tone--sarcastic or sincere, loving or rageful and E for ethos--demonstrating good will for the reader. Clarity, Arrangement, Concision, Emphasis Tone, Ethos: Cake and tea.

Do you know what else is british? M. R. James ghost stories. And this year’s story demonstrates the dark side of looking too deeply into visual artifacts. And so, without futher aido, M. R. James’ 1904 story, “The Mezzotint.”


Some time ago I believe I had the pleasure of telling you the story of an adventure which happened to a friend of mine by the name of Dennistoun, during his pursuit of objects of art for the museum at Cambridge.

 

He did not publish his experiences very widely upon his return to England; but they could not fail to become known to a good many of his friends, and among others to the gentleman who at that time presided over an art museum at another University. It was to be expected that the story should make a considerable impression on the mind of a man whose vocation lay in lines similar to Dennistoun’s, and that he should be eager to catch at any explanation of the matter which tended to make it seem improbable that he should ever be called upon to deal with so agitating an emergency. It was, indeed, somewhat consoling to him to reflect that he was not expected to acquire ancient MSS. for his institution; that was the business of the Shelburnian Library. The authorities of that institution might, if they pleased, ransack obscure corners of the Continent for such matters. He was glad to be obliged at the moment to confine his attention to enlarging the already unsurpassed collection of English topographical drawings and engravings possessed by his museum. Yet, as it turned out, even a department so homely and familiar as this may have its dark corners, and to one of these Mr Williams was unexpectedly introduced.

 

Those who have taken even the most limited interest in the acquisition of topographical pictures are aware that there is one London dealer whose aid is indispensable to their researches. Mr J. W. Britnell publishes at short intervals very admirable catalogues of a large and constantly changing stock of engravings, plans, and old sketches of mansions, churches, and towns in England and Wales. These catalogues were, of course, the ABC of his subject to Mr Williams: but as his museum already contained an enormous accumulation of topographical pictures, he was a regular, rather than a copious, buyer; and he rather looked to Mr Britnell to fill up gaps in the rank and file of his collection than to supply him with rarities.

 

Now, in February of last year there appeared upon Mr Williams’s desk at the museum a catalogue from Mr Britnell’s emporium, and accompanying it was a typewritten communication from the dealer himself. This latter ran as follows:

 

Dear Sir,

 

We beg to call your attention to No. 978 in our accompanying catalogue, which we shall be glad to send on approval.

 

Yours faithfully,

 

  1. W. Britnell.

 

To turn to No. 978 in the accompanying catalogue was with Mr. Williams (as he observed to himself) the work of a moment, and in the place indicated he found the following entry:

 

978.— Unknown. Interesting mezzotint: View of a manor-house, early part of the century. 15 by 10 inches; black frame. £2 2s.

 

It was not specially exciting, and the price seemed high. However, as Mr Britnell, who knew his business and his customer, seemed to set store by it, Mr Williams wrote a postcard asking for the article to be sent on approval, along with some other engravings and sketches which appeared in the same catalogue. And so he passed without much excitement of anticipation to the ordinary labours of the day.

 

A parcel of any kind always arrives a day later than you expect it, and that of Mr Britnell proved, as I believe the right phrase goes, no exception to the rule. It was delivered at the museum by the afternoon post of Saturday, after Mr Williams had left his work, and it was accordingly brought round to his rooms in college by the attendant, in order that he might not have to wait over Sunday before looking through it and returning such of the contents as he did not propose to keep. And here he found it when he came in to tea, with a friend.

 

The only item with which I am concerned was the rather large, black-framed mezzotint of which I have already quoted the short description given in Mr Britnell’s catalogue. Some more details of it will have to be given, though I cannot hope to put before you the look of the picture as clearly as it is present to my own eye. Very nearly the exact duplicate of it may be seen in a good many old inn parlours, or in the passages of undisturbed country mansions at the present moment. It was a rather indifferent mezzotint, and an indifferent mezzotint is, perhaps, the worst form of engraving known. It presented a full-face view of a not very large manor-house of the last century, with three rows of plain sashed windows with rusticated masonry about them, a parapet with balls or vases at the angles, and a small portico in the centre. On either side were trees, and in front a considerable expanse of lawn. The legend A. W. F. sculpsit was engraved on the narrow margin; and there was no further inscription. The whole thing gave the impression that it was the work of an amateur. What in the world Mr Britnell could mean by affixing the price of £2 2s. to such an object was more than Mr Williams could imagine. He turned it over with a good deal of contempt; upon the back was a paper label, the left-hand half of which had been torn off. All that remained were the ends of two lines of writing; the first had the letters — ngley Hall ; the second,— ssex .

 

It would, perhaps, be just worth while to identify the place represented, which he could easily do with the help of a gazetteer, and then he would send it back to Mr Britnell, with some remarks reflecting upon the judgement of that gentleman.

 

He lighted the candles, for it was now dark, made the tea, and supplied the friend with whom he had been playing golf (for I believe the authorities of the University I write of indulge in that pursuit by way of relaxation); and tea was taken to the accompaniment of a discussion which golfing persons can imagine for themselves, but which the conscientious writer has no right to inflict upon any non-golfing persons.

 

The conclusion arrived at was that certain strokes might have been better, and that in certain emergencies neither player had experienced that amount of luck which a human being has a right to expect. It was now that the friend — let us call him Professor Binks — took up the framed engraving and said:

 

‘What’s this place, Williams?’

 

‘Just what I am going to try to find out,’ said Williams, going to the shelf for a gazetteer. ‘Look at the back. Somethingley Hall, either in Sussex or Essex. Half the name’s gone, you see. You don’t happen to know it, I suppose?’

 

‘It’s from that man Britnell, I suppose, isn’t it?’ said Binks. ‘Is it for the museum?’

 

‘Well, I think I should buy it if the price was five shillings,’ said Williams; ‘but for some unearthly reason he wants two guineas for it. I can’t conceive why. It’s a wretched engraving, and there aren’t even any figures to give it life.’

 

‘It’s not worth two guineas, I should think,’ said Binks; ‘but I don’t think it’s so badly done. The moonlight seems rather good to me; and I should have thought there were figures, or at least a figure, just on the edge in front.’

 

‘Let’s look,’ said Williams. ‘Well, it’s true the light is rather cleverly given. Where’s your figure? Oh, yes! Just the head, in the very front of the picture.’

 

And indeed there was — hardly more than a black blot on the extreme edge of the engraving — the head of a man or woman, a good deal muffled up, the back turned to the spectator, and looking towards the house.

 

Williams had not noticed it before.

 

‘Still,’ he said, ‘though it’s a cleverer thing than I thought, I can’t spend two guineas of museum money on a picture of a place I don’t know.’

 

Professor Binks had his work to do, and soon went; and very nearly up to Hall time Williams was engaged in a vain attempt to identify the subject of his picture. ‘If the vowel before the ng had only been left, it would have been easy enough,’ he thought; ‘but as it is, the name may be anything from Guestingley to Langley, and there are many more names ending like this than I thought; and this rotten book has no index of terminations.’

 

Hall in Mr Williams’s college was at seven. It need not be dwelt upon; the less so as he met there colleagues who had been playing golf during the afternoon, and words with which we have no concern were freely bandied across the table — merely golfing words, I would hasten to explain.

 

I suppose an hour or more to have been spent in what is called common-room after dinner. Later in the evening some few retired to Williams’s rooms, and I have little doubt that whist was played and tobacco smoked. During a lull in these operations Williams picked up the mezzotint from the table without looking at it, and handed it to a person mildly interested in art, telling him where it had come from, and the other particulars which we already know.

 

The gentleman took it carelessly, looked at it, then said, in a tone of some interest:

 

‘It’s really a very good piece of work, Williams; it has quite a feeling of the romantic period. The light is admirably managed, it seems to me, and the figure, though it’s rather too grotesque, is somehow very impressive.’

 

‘Yes, isn’t it?’ said Williams, who was just then busy giving whisky and soda to others of the company, and was unable to come across the room to look at the view again.

 

It was by this time rather late in the evening, and the visitors were on the move. After they went Williams was obliged to write a letter or two and clear up some odd bits of work. At last, some time past midnight, he was disposed to turn in, and he put out his lamp after lighting his bedroom candle. The picture lay face upwards on the table where the last man who looked at it had put it, and it caught his eye as he turned the lamp down. What he saw made him very nearly drop the candle on the floor, and he declares now if he had been left in the dark at that moment he would have had a fit. But, as that did not happen, he was able to put down the light on the table and take a good look at the picture. It was indubitable — rankly impossible, no doubt, but absolutely certain. In the middle of the lawn in front of the unknown house there was a figure where no figure had been at five o’clock that afternoon. It was crawling on all fours towards the house, and it was muffled in a strange black garment with a white cross on the back.

 

I do not know what is the ideal course to pursue in a situation of this kind, I can only tell you what Mr Williams did. He took the picture by one corner and carried it across the passage to a second set of rooms which he possessed. There he locked it up in a drawer, sported the doors of both sets of rooms, and retired to bed; but first he wrote out and signed an account of the extraordinary change which the picture had undergone since it had come into his possession.

 

Sleep visited him rather late; but it was consoling to reflect that the behaviour of the picture did not depend upon his own unsupported testimony. Evidently the man who had looked at it the night before had seen something of the same kind as he had, otherwise he might have been tempted to think that something gravely wrong was happening either to his eyes or his mind. This possibility being fortunately precluded, two matters awaited him on the morrow. He must take stock of the picture very carefully, and call in a witness for the purpose, and he must make a determined effort to ascertain what house it was that was represented. He would therefore ask his neighbour Nisbet to breakfast with him, and he would subsequently spend a morning over the gazetteer.

 

Nisbet was disengaged, and arrived about 9.20. His host was not quite dressed, I am sorry to say, even at this late hour. During breakfast nothing was said about the mezzotint by Williams, save that he had a picture on which he wished for Nisbet’s opinion. But those who are familiar with University life can picture for themselves the wide and delightful range of subjects over which the conversation of two Fellows of Canterbury College is likely to extend during a Sunday morning breakfast. Hardly a topic was left unchallenged, from golf to lawn-tennis. Yet I am bound to say that Williams was rather distraught; for his interest naturally centred in that very strange picture which was now reposing, face downwards, in the drawer in the room opposite.

 

The morning pipe was at last lighted, and the moment had arrived for which he looked. With very considerable — almost tremulous — excitement he ran across, unlocked the drawer, and, extracting the picture — still face downwards — ran back, and put it into Nisbet’s hands.

 

‘Now,’ he said, ‘Nisbet, I want you to tell me exactly what you see in that picture. Describe it, if you don’t mind, rather minutely. I’ll tell you why afterwards.’

 

‘Well,’ said Nisbet, ‘I have here a view of a country-house — English, I presume — by moonlight.’

 

‘Moonlight? You’re sure of that?’

 

‘Certainly. The moon appears to be on the wane, if you wish for details, and there are clouds in the sky.’

 

‘All right. Go on. I’ll swear,’ added Williams in an aside, ‘there was no moon when I saw it first.’

 

‘Well, there’s not much more to be said,’ Nisbet continued. ‘The house has one — two — three rows of windows, five in each row, except at the bottom, where there’s a porch instead of the middle one, and —’

 

‘But what about figures?’ said Williams, with marked interest.

 

‘There aren’t any,’ said Nisbet; ‘but —’

 

‘What! No figure on the grass in front?’

 

‘Not a thing.’

 

‘You’ll swear to that?’

 

‘Certainly I will. But there’s just one other thing.’

 

‘What?’

 

‘Why, one of the windows on the ground-floor — left of the door — is open.’

 

‘Is it really so? My goodness! he must have got in,’ said Williams, with great excitement; and he hurried to the back of the sofa on which Nisbet was sitting, and, catching the picture from him, verified the matter for himself.

 

It was quite true. There was no figure, and there was the open window. Williams, after a moment of speechless surprise, went to the writing-table and scribbled for a short time. Then he brought two papers to Nisbet, and asked him first to sign one — it was his own description of the picture, which you have just heard — and then to read the other which was Williams’s statement written the night before.

 

‘What can it all mean?’ said Nisbet.

 

‘Exactly,’ said Williams. ‘Well, one thing I must do — or three things, now I think of it. I must find out from Garwood’— this was his last night’s visitor —‘what he saw, and then I must get the thing photographed before it goes further, and then I must find out what the place is.’

 

‘I can do the photographing myself,’ said Nisbet, ‘and I will. But, you know, it looks very much as if we were assisting at the working out of a tragedy somewhere. The question is, has it happened already, or is it going to come off? You must find out what the place is. Yes,’ he said, looking at the picture again, ‘I expect you’re right: he has got in. And if I don’t mistake, there’ll be the devil to pay in one of the rooms upstairs.’

 

‘I’ll tell you what,’ said Williams: ‘I’ll take the picture across to old Green’ (this was the senior Fellow of the College, who had been Bursar for many years). ‘It’s quite likely he’ll know it. We have property in Essex and Sussex, and he must have been over the two counties a lot in his time.’

 

‘Quite likely he will,’ said Nisbet; ‘but just let me take my photograph first. But look here, I rather think Green isn’t up today. He wasn’t in Hall last night, and I think I heard him say he was going down for the Sunday.’

 

‘That’s true, too,’ said Williams; ‘I know he’s gone to Brighton. Well, if you’ll photograph it now, I’ll go across to Garwood and get his statement, and you keep an eye on it while I’m gone. I’m beginning to think two guineas is not a very exorbitant price for it now.’

 

In a short time he had returned, and brought Mr Garwood with him. Garwood’s statement was to the effect that the figure, when he had seen it, was clear of the edge of the picture, but had not got far across the lawn. He remembered a white mark on the back of its drapery, but could not have been sure it was a cross. A document to this effect was then drawn up and signed, and Nisbet proceeded to photograph the picture.

 

‘Now what do you mean to do?’ he said. ‘Are you going to sit and watch it all day?’

 

‘Well, no, I think not,’ said Williams. ‘I rather imagine we’re meant to see the whole thing. You see, between the time I saw it last night and this morning there was time for lots of things to happen, but the creature only got into the house. It could easily have got through its business in the time and gone to its own place again; but the fact of the window being open, I think, must mean that it’s in there now. So I feel quite easy about leaving it. And besides, I have a kind of idea that it wouldn’t change much, if at all, in the daytime. We might go out for a walk this afternoon, and come in to tea, or whenever it gets dark. I shall leave it out on the table here, and sport the door. My skip can get in, but no one else.’

 

The three agreed that this would be a good plan; and, further, that if they spent the afternoon together they would be less likely to talk about the business to other people; for any rumour of such a transaction as was going on would bring the whole of the Phasmatological Society about their ears.

 

We may give them a respite until five o’clock.

 

At or near that hour the three were entering Williams’s staircase. They were at first slightly annoyed to see that the door of his rooms was unsported; but in a moment it was remembered that on Sunday the skips came for orders an hour or so earlier than on weekdays. However, a surprise was awaiting them. The first thing they saw was the picture leaning up against a pile of books on the table, as it had been left, and the next thing was Williams’s skip, seated on a chair opposite, gazing at it with undisguised horror. How was this? Mr Filcher (the name is not my own invention) was a servant of considerable standing, and set the standard of etiquette to all his own college and to several neighbouring ones, and nothing could be more alien to his practice than to be found sitting on his master’s chair, or appearing to take any particular notice of his master’s furniture or pictures. Indeed, he seemed to feel this himself. He started violently when the three men were in the room, and got up with a marked effort. Then he said:

 

‘I ask your pardon, sir, for taking such a freedom as to set down.’

 

‘Not at all, Robert,’ interposed Mr Williams. ‘I was meaning to ask you some time what you thought of that picture.’

 

‘Well, sir, of course I don’t set up my opinion against yours, but it ain’t the pictur I should ‘ang where my little girl could see it, sir.’

 

‘Wouldn’t you, Robert? Why not?’

 

‘No, sir. Why, the pore child, I recollect once she see a Door Bible, with pictures not ‘alf what that is, and we ‘ad to set up with her three or four nights afterwards, if you’ll believe me; and if she was to ketch a sight of this skelinton here, or whatever it is, carrying off the pore baby, she would be in a taking. You know ‘ow it is with children; ‘ow nervish they git with a little thing and all. But what I should say, it don’t seem a right pictur to be laying about, sir, not where anyone that’s liable to be startled could come on it. Should you be wanting anything this evening, sir? Thank you, sir.’

 

With these words the excellent man went to continue the round of his masters, and you may be sure the gentlemen whom he left lost no time in gathering round the engraving. There was the house, as before under the waning moon and the drifting clouds. The window that had been open was shut, and the figure was once more on the lawn: but not this time crawling cautiously on hands and knees. Now it was erect and stepping swiftly, with long strides, towards the front of the picture. The moon was behind it, and the black drapery hung down over its face so that only hints of that could be seen, and what was visible made the spectators profoundly thankful that they could see no more than a white dome-like forehead and a few straggling hairs. The head was bent down, and the arms were tightly clasped over an object which could be dimly seen and identified as a child, whether dead or living it was not possible to say. The legs of the appearance alone could be plainly discerned, and they were horribly thin.

 

From five to seven the three companions sat and watched the picture by turns. But it never changed. They agreed at last that it would be safe to leave it, and that they would return after Hall and await further developments.

 

When they assembled again, at the earliest possible moment, the engraving was there, but the figure was gone, and the house was quiet under the moonbeams. There was nothing for it but to spend the evening over gazetteers and guide-books. Williams was the lucky one at last, and perhaps he deserved it. At 11.30 p.m. he read from Murray’s Guide to Essex the following lines:

 

16–1/2 miles, Anningley . The church has been an interesting building of Norman date, but was extensively classicized in the last century. It contains the tomb of the family of Francis, whose mansion, Anningley Hall, a solid Queen Anne house, stands immediately beyond the churchyard in a park of about 80 acres. The family is now extinct, the last heir having disappeared mysteriously in infancy in the year 1802. The father, Mr Arthur Francis, was locally known as a talented amateur engraver in mezzotint. After his son’s disappearance he lived in complete retirement at the Hall, and was found dead in his studio on the third anniversary of the disaster, having just completed an engraving of the house, impressions of which are of considerable rarity.

 

This looked like business, and, indeed, Mr Green on his return at once identified the house as Anningley Hall.

 

‘Is there any kind of explanation of the figure, Green?’ was the question which Williams naturally asked.

 

‘I don’t know, I’m sure, Williams. What used to be said in the place when I first knew it, which was before I came up here, was just this: old Francis was always very much down on these poaching fellows, and whenever he got a chance he used to get a man whom he suspected of it turned off the estate, and by degrees he got rid of them all but one. Squires could do a lot of things then that they daren’t think of now. Well, this man that was left was what you find pretty often in that country — the last remains of a very old family. I believe they were Lords of the Manor at one time. I recollect just the same thing in my own parish.’

 

‘What, like the man in Tess o’ the Durbervilles ?’ Williams put in.

 

‘Yes, I dare say; it’s not a book I could ever read myself. But this fellow could show a row of tombs in the church there that belonged to his ancestors, and all that went to sour him a bit; but Francis, they said, could never get at him — he always kept just on the right side of the law — until one night the keepers found him at it in a wood right at the end of the estate. I could show you the place now; it marches with some land that used to belong to an uncle of mine. And you can imagine there was a row; and this man Gawdy (that was the name, to be sure — Gawdy; I thought I should get it — Gawdy), he was unlucky enough, poor chap! to shoot a keeper. Well, that was what Francis wanted, and grand juries — you know what they would have been then — and poor Gawdy was strung up in double-quick time; and I’ve been shown the place he was buried in, on the north side of the church — you know the way in that part of the world: anyone that’s been hanged or made away with themselves, they bury them that side. And the idea was that some friend of Gawdy’s — not a relation, because he had none, poor devil! he was the last of his line: kind of spes ultima gentis — must have planned to get hold of Francis’s boy and put an end to his line, too. I don’t know — it’s rather an out-of-the-way thing for an Essex poacher to think of — but, you know, I should say now it looks more as if old Gawdy had managed the job himself. Booh! I hate to think of it! have some whisky, Williams!’

 

The facts were communicated by Williams to Dennistoun, and by him to a mixed company, of which I was one, and the Sadducean Professor of Ophiology another. I am sorry to say that the latter when asked what he thought of it, only remarked: ‘Oh, those Bridgeford people will say anything’— a sentiment which met with the reception it deserved.

 

I have only to add that the picture is now in the Ashleian Museum; that it has been treated with a view to discovering whether sympathetic ink has been used in it, but without effect; that Mr Britnell knew nothing of it save that he was sure it was uncommon; and that, though carefully watched, it has never been known to change again.

 

 

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