2023: My Year in Books: The Infographic

Happy New Year everyone! I wanted to share the Goodreads “My Year in Books” infographic, with some brief reflections to follow. You can see the interactive online infographic here, or read on.

“Congratulations! You’re really good at reading, and probably a lot of other things, too!” I’m starting to think Goodreads is repeating some themes. 2023, though, was a challenging year, and reading played a critical role in helping me heal.

Here is the rest of the infographic. Best wishes in the literary year to come!

 

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C.S. Lewis’ Christmas Sermon for Pagans in the Strand

I have spoken often enough of literary Providence: from time to time, the book we really need falls from the shelf, lands in our mailbox, or gets handed to us by a friend (or enemy) just when we need it. In scholarship, for me, that has meant finding out-of-print materials in used bookstores, being gifted poor-condition-but-still-costly 1st editions, and being part of a great social media community of scholars who often do the impossible. In archival research, there is also a kind of serendipity at play. In my own life, it was the discovery and publication of an unpublished preface of The Screwtape Letters that opened up new possibilities for reading Lewis’ work. Time and again, the magic of archives leads people to reveal the lost-but-found works of C.S. Lewis

A few years ago, serendipity struck again with what is a rare find: a previously unknown essay by C.S. Lewis. While preparing to do research for her PhD at the University of Stirling on Lewis’ international reception, Stepanie Derrick discovered two entries in The Strand index referring to essays by Lewis that are not in any of our collections. Although published just after WWII, these articles have been overlooked ever since. You can read about her discovery in a recent Christianity Today article, “Christmas and Cricket: Rediscovering Two Lost C. S. Lewis Articles After 70 Years.”

Like most 20th-century British writers, Lewis had a bit of history with The Strand Magazine.

The Strand was where most readers first encountered Sherlock Holmes and some of Arthur Conan Doyle’s other stories. It became a massively popular magazine. Indeed, in a Nov 22nd, 1908 letter, one week before his eleventh birthday, Lewis wrote to his father in anticipation of reading the Strand for a schoolboy book club. A quarter of a century later, on Sep 6th, 1933, Lewis and his brother went for a swim and then a walk through Oxford. They landed at the Eastgate Hotel, where they languished at tea, reading old volumes of the Strand. Lewis later fictionalizes the moment in the hapless character of Mark Studdock, using his connection to Strand Magazine to describe Mark’s long journey out of and back into the self:

Mark went into the little hotel and found a kind elderly landlady. He had a hot bath and a capital breakfast, and then went to sleep in a chair before a roaring fire. He did not wake till about four. He reckoned he was only a few miles from St. Anne’s, and decided to have tea before he set out. He had tea. At the landlady’s suggestion he had a boiled egg with his tea. Two shelves in the little sitting-room were filled with bound volumes of The Strand. In one of these he found a serial children’s story which he had begun to read as a child, but abandoned because his tenth birthday came when he was half way through it and he was ashamed to read it after that. Now, he chased it from volume to volume till he had finished it. It was good. The grown-up stories to which, after his tenth birthday, he had turned instead of it, now seemed to him, except for Sherlock Holmes, to be rubbish. “I suppose I must get on soon,” he said to himself (That Hideous Strength 17.I).

The Strand was no doubt nostalgic for Lewis, but “nostalgia” is really just a word to evoke some effect of the past that we cannot describe. The Strand was specifically symbolic of something lost and recovered in his own childlike maturity. Perhaps this is why, just after publishing That Hideous Strength, Lewis agreed to write an article or two for the Strand. Indeed, there are echoes in the “Sermon” of That Hideous Strength and at least one direct quotation (from ch. 8, section III).

One of these newly discovered articles–an unusual piece written by “Clive Hamilton,” Lewis’ pen name in his 20s–is, for me, a doubtful connection. I’ll leave that to Dr. Derrick and others to discuss. But the Christmas piece of 1946 is most definitely a Lewisian discovery–not least for the upsidedown nature of the essay.

Knowing that he is supposed to be simply writing a Christmas sermon for post-Christians–pagan England after the collapse of Christianity–Lewis takes time to set the words “pagan” and “heathen” in context. Though beginning as words for backward countryfolk, people on the heath and in the pagus (village), in popular speech, “pagan” became a term for “pre-Christian.” To assume that post-Christian England will be like pre-Christian England, Lewis argues, is to assume that the experience of a widow is like that of a young woman before her wedding day, or that an uncultivated field and a ruined street are the same things.

Lewis then takes time to think about the difference between what a pre-Christian pagan was and what a post-Christian Brit might be like. The difference isn’t just disenchantment, the Western experience of losing that sense of the universe being alive. Real pagans, Lewis argues, had a clear morality of right and wrong, a true sense that what we do matters, and a fully integrated life in the natural world. By contrast, in the contemporary world, whether or not we are post-religious, nature is not a spiritual reality, the universe is a machine ready to hand for exploitation, and there is no ultimate right and wrong–only ideology. When something is wrong, Lewis suggests, the post-Christian Englishperson points to the Government or the education system or to God or whatever as the problem. Rarely does a post-Christian carry around a sense that they might be at fault.

Besides the dreary worldview of the post-Christian mechanistic universe–compared with the colour of the pagan world, at least–Lewis is concerned about the social and environmental implications of the approach current in his time. In particular, as he argues in The Abolition of Man (1943) and That Hideous Strength (1945), an imperial approach to nature is not merely “Man’s conquest of Nature” but “really Man’s conquest of Man.” Lewis was right that in WWII and the years after, the real question was how some people were going to rule others. Although the Soviet Union has collapsed–the so-called end of ideology–that temptation to oligarchical domination is in us, whether in public life, in cultural morality, or on social media.

In this “Christmas Sermon for Pagans,” as in The Abolition of Man, Lewis is really focused on warfare technology, environmental damage in the name of progress, and social control. Beyond the warning of those things, he suggests that we are going to need a root for our morality. In order to say that Nazi ideology is “wrong,” we need to compare it to something which is truly “right.” He leaves that root of truth against great evil open for the post-Christian world to discover.

Well, not totally open. In his characteristic way, Lewis turns everything on its head. Derrick includes this intriguing moment in her CT article:

“It looks to me, neighbours, as though we shall have to set about becoming true Pagans if only as a preliminary to becoming Christians. … For (in a sense) all that Christianity adds to Paganism is the cure. It confirms the old belief that in this universe we are up against Living Power: that there is a real Right and that we have failed to obey it: that existence is beautiful and terrifying. It adds a wonder of which Paganism had not distinctly heard—that the Mighty One has come down to help us, to remove our guilt, to reconcile us.”

Thinking of post-Christians and those Christians who have no knowledge of the pagan world, I can’t think of anything more horrifying at Christmas than this sermon (except children’s Christmas concerts, which I think are universally horrifying, but I seem to be alone in this belief). In many ways, it isn’t a very Christmasy sermon. Fortunately, it isn’t anything like his Christmas curmudgeon essays I’ve talked about before.

In the CT article, Derrick describes her find in terms I can resonate with: “The thrill of discovery has brought home a few points (of encouragement) in a time when it sometimes seems as though all the stones have been overturned.” More than ever, I am convinced not all archival stones have been turned, that there are still discoveries to be had. More than the great moments–and this neat discovery is small compared with the work of Derrick’s research project as a whole–working in the archives brings a thousand additions, clarifications, and little points of interest to any curious reader. Archive research is like the sand settling between the stones in a jar, filling in the unknown empty spaces of our research for a fuller knowledge of what we study.

I would encourage you to read Stephanie Derrick’s CT article. Serendipitous discoveries can occur in twos. In volume 34 of SEVEN journal, Joel Heck (of “Chronologically Lewis) and Christopher Marsh provide a transcription and an introduction, “Discovering ‘A Christmas Sermon for Pagans.'” I hope you enjoy this unusual piece, and best wishes at Christmas!

Stephanie Derrick’s PhD research was published by Oxford University Press as The Fame of C. S. Lewis: A Controversialist’s Reception in Britain and America. Here are some other important books that assess C.S. Lewis’ impact:

  • Samuel Joeckel, The C.S. Lewis Phenomenon: Christianity and the Public Sphere (2013)
  • George Marsden, C.S. Lewis’s “Mere Christianity”: A Biography (2016)
  • Alan Snyder, America Discovers C. S. Lewis: His Profound Impact (2016)
  • Mark Noll, C.S. Lewis in America: Readings and Reception, 1935–1947 (2023)
  • Chad Walsh, The Literary Legacy of C.S. Lewis (1979)

The cover of The Strand with C.S. Lewis and Laurence Olivier reminds me of one of my favourite Christmas movies, A Christmas Story (or the Ralphie movie, as we call it).

Posted in Feature Friday, Lewis Biography, Memorable Quotes, News & Links, Original Research | Tagged , , , , , , , , , , , , | 16 Comments

Happy 125th Birthday C.S. Lewis! (#CSLewisReadingDay)

“It’s my 125th birthday!” C.S. Lewis might cry out in celebration to a gathering of a few dozen of his closest friends. If he could have lived until he was 125, that is. And if he was a rather remarkable hobbit.

Though hobbits were scarce in Oxfordshire in the 20th century, Lewis shared with them a ruddy, brusque cheerfulness and love of homely things. And like Bilbo, Lewis combined a Tookish and a Bagginsish side. Lewis was an adventurous scholar and playful traditionalist whose life and work were the bringing together of word and image, reason and imagination, realism and the fantastic, love and loss, death and resurrection. Indeed, I believe that because he recognized the new life principle in the character of God and the patterns of creation, he was able to have a healthy view of death, loss, and self-giving love. The epic journey from Good Friday to Easter Sunday absolutely fills the landscape of Lewis’ creative writing in every mode: poetry, fairy tales, speculative fiction, literary history, cultural criticism, and theological reflection.

What do you get such a remarkable man of contrasts and possibilities for his 125th birthday? As there is no common etiquette for quasquicentenniality in the days since the longlivers have left our shores, I thought I would give C.S. Lewis readers the gift of some of my favourite writings about Lewis on A Pilgrim in Narnia. It is C.S. Lewis reading day, after all!

Some of these are my most popular essays and blog posts, but a couple of them are things I wrote that I still have fond feelings about, even if few noticed them at the time. Click on the snippet, and it should take you there. In any case, be well, read with wonder, and share generously.

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An Obituary of C.S. Lewis’ Life as an Oxford Don, by John Wain (on the 60th Anniversary of Lewis’ Death)

Today is the 60th anniversary of C.S. Lewis’ death. Among the public figures from Lewis’ history, poet-novelist-critic-playwright John Wain is a complicated character. He comes into Lewis’ story not just as a student but as someone connected to the Inklings and yet separate from them. Wain was an insider-outsider who could speak with both intimacy and distance in the dynamic and changing milieu of Britain’s 1960s literary scene, of which Wain wanted to see himself as a kind of revolutionary. Like Lewis, Wain was a controversialist, and his 1962 memoir, Sprightly Running, raised Lewis’ ire when it touched the Inklings. Wain wasn’t far off the mark, however, and his obituary of his old teacher and friend is engaging reading. 

I clearly don’t agree with Wain that Lewis’ novels are “simply bad” and that an author’s interest in science fiction is “a reliable sign of imaginative bankruptcy.” Of all the balance sheet issues I face, my imaginative life is perhaps the only one in the black. Under it all, of course, is his belief that popular writing is bad thinking–an unreflective prejudice that is the antithesis of Lewis’ vocation as a writer and what I am trying to do here on A Pilgrim in Narnia.

However, Wain’s assessment of Lewis’ life-work of literary history, English Literature in the Sixteenth Century, excluding Drama. I quite like how it leads to his conclusion with a Chaucer quotation, “gladly would he learn and gladly teach.” Of Lewis’ public profile–and his personal walls of protection against a public life–Wain may have something to say. Do you agree with Lewis’ old student, who only saw the veiled Lewis and never the revealed one? Even with his own blindspots, John Wain sees much of C.S. Lewis that is worth reading about on the 60th anniversary of his death.  

The transcription is my own from the May 1964 issue of Encounter, and I include photographs of it below. The pictures and links are obviously my editorial inclusions, along with some changes in the format (though none of the words). Best wishes on this day of memory.


Most dons, like most schoolmasters, are more or less conscious “characters.” Their lives are lived in the gaze of numerous watchful young eyes, and their ordinary human traits are discussed and commented on by eager young tongues until they become magnified into lovable or laughable idiosyncrasies. Student generations succeed each other so rapidly that by the time a don has been in his post for a mere fifteen years or so, his pupils are being asked by people who seem to them middle-aged, “Is old So-and-so still as such-and-such as ever?” In time, even the most retiring don becomes a legend; his face and voice, walk and gestures, are studied far more intimately than those of a merely public figure such as a politician. For the don is semiprivate. He “belongs to” the university at which he works. His activities are watched and criticised by an audience who feel themselves personally
insulted if he does something they don’t like, personally complimented if they approve.

For this reason every don is equipped with a persona, a set of public characteristics which in time he finds it hard to lay aside even in privacy. After all, the politician who sets up an image simple enough to be adopted by cartoonists, or the “maverick” man of letters who aims to capture the attention of journalists and TV interviewers, need only construct a scarecrow with some faint resemblance to himself.

But the don’s image is tested and scrutinised by alert twenty-year-old eyes, half-a-dozen times a day, in the privacy of his study fireside. It has to be lifelike. It must very nearly approximate to his real character: the mask must have almost the same play of expression as the face beneath it.

john wain oxfordSo that the don who makes an impact on the wider scene (Gilbert Murray, F. R. Leavis) or becomes a star performer in a mass medium (C. M. Joad, A. J. P. Taylor) starts with a big advantage over the cruder performer from Westminster or Fleet Street. Such men are like Dickens characters. We know they are not real, that no human being was ever quite like that; but we cannot deny that they are true to a certain kind of “nature.”

C.S. Lewis was a rare case of the don who is forced into the limelight by the demands of his own conscience. He had a secure academic reputation before beginning that series of popular theological works which made him world-famous; I believe he would never have bothered to court the mass public at all had he not seen it as his duty to defend the Christian faith, to which he became a convert in early adult life, against the hostility or indifference that surrounded it.

Many of his Oxford acquaintances never forgave him for a book like The Screwtape Letters, with its knock-down arguments, its obvious ironies, its journalistic facility. But Lewis used to quote with approval General Booth’s remark to Kipling: “Young man, if I could win one soul for God by playing the tambourine with my toes, I’d do it.” Lewis did plenty of playing the tambourine with his toes, to the distress of some of the refined souls by whom he was surrounded at Oxford.

He had a naturally rhetorical streak in him which made it a pleasure to cultivate the arts of winning people’s attention and assent.

Lewis’ father was a lawyer, and the first thing that strikes one on opening any of his books is that he is always persuading, always arguing a case. If he wrote a book or essay about an author, the assumption was that he had accepted a brief to defend that author. It was his duty to bring the jury round to his point of view by advancing whatever argument would be likely to carry weight with them. It is this, more than anything else, that gives his literary criticism its curious impersonality. We feel that Lewis is simply not interested in telling us what it was that first made him, Lewis, a devotee of Spenser or Milton or William Morris. He consistently attacked what he called “the personal heresy,” and despised the argumentum ad hominem. To him, every important issue lay in the domain of public debate. Whether it was the choice of a book to read or the choice of a God to believe in, Lewis argued the matter like a counsel. His personal motives were kept well back from the reach of curious eyes. All was forensic; the jury were to be won over and that was all.

For this reason the parts of Lewis’ work that are most disappointing are those that ought to be personal and aren’t. He wrote a great deal about Christian belief, and liked to begin his discourse with, “When I was an atheist.. . .” But the personal revelation was entirely mechanical; the former Lewis had taken a generalised atheistic position, the present-day Lewis took a generalised Christian position. So that when his autobiography, Surprised by Joy, appeared in 1955, many people turned eagerly to the account of his own conversion, hoping at last to have a glimpse of the personal reasons behind it, the reasons that counted for something in the silence of his own heart. The result was disappointment. The account is as lame and unconvincing as it could possibly be. All one brings away from it is the fact that it occurred at Whipsnade.

This inability to share his inner life is of course no disgrace to Lewis. We have suffered too much in this century from men and women who rush in, proffering their souls on a tin plate, eager to button-hole us and “tell all”; and then, in most cases, making up a pack of lies. Lewis would have been too honest to follow their example. And on the rare occasions when some kind of personal element was needed–in his work or in his relationships with people–what held him back was not lack of honesty but simply a deep-seated inhibition which he could not break.

Everyone who knew Lewis was aware of this strange dichotomy. The outer self-brisk, challenging, argumentative, full of an overwhelming physical energy and confidence-covered an inner self as tender and as well-hidden as a crab’s. One simply never got near him. It was an easy matter to become an acquaintance, for he was gregarious and enjoyed matching his mind against all comers. And if he liked what he saw of you, it was easy to go further and become a friend–invited to visit him at Magdalen and enjoy many hours of wide-ranging conversation. But the territory was clearly marked. You were made free of a certain area-the scholarly, debating, skirmishing area which the whole world knew. Beyond that, there was a heavily protected inner self which no one ever saw.

No one? Doubtless there were a few, here and there; two or three friends of forty years’ standing, who were of his own generation and shared his Christianity; the wife he married late in life; possibly a few blood-relations. But if anyone ever really knew his inner mind, the secret was well kept.

If anyone doubts this, let him take a look at the book Lewis wrote about the experience of
having to endure his wife’s death and the subsequent religious and philosophical turmoil of his thoughts. It was published by Faber & Faber in 1961 as A Grief Observed, by “N. W. Clerk.” (“N. W.” was Lewis’s signature for the clever pieces of light verse he was at one time in the habit of contributing to Punch; it stands for “nat while’’–more correctly, I think, “hwilc”–which is Anglo-Saxon for “I know not whom.”) This book, evidently composed with a great deal of care as a refuge from grief and a monument to love, is just as impersonal, as non-intimate, as anything signed by Lewis. One gets no impression of the living presence of a real woman. I don’t mean only that we are not told whether she was tall or short, fat or thin. (Though even that would have helped.) The want is subtler.

A palpable human presence is there, but it is the presence of a mind; it has no heartbeat or smell or weight. Characteristically, we are given a description of her mind; it was “lithe and quick and muscular as a leopard. Passion, tenderness, and pain were all unable to disarm it.” Beyond that, nothing.

Not that the book fails to take us into a human situation. Its notes on the psychology of grief are interesting and valuable. But what we see is generalised grief, not one particular man’s. It is what Johnson desiderated for literature, a “just representation of general
nature.”

What caused this withdrawal, this inner timidity, I do not know. I could make a clumsy, amateur effort to psycho-analyse Lewis, but my findings could not be of any clinical value, and in any case I shrink from any such probings; I liked and admired the man, and if he wanted his inner self left alone I think we should leave it alone. I mention the matter only because it is one of the keys to the work he has left us. In his writings Lewis adopts a strongly marked role, for the reasons I gave at the beginning. But this role is a wooden dummy. It bears the individual features of no living man. Lewis grew up in the Edwardian age and his chief allegiances were to that age. He became a Fellow of Magdalen in 1925 and from then on it was easy for him to ignore the modern world; the interior of an Oxford college has probably changed less since Edwardian days than anywhere, always excepting the House of Commons. And even before he got his Fellowship, he had noticed the 1920s only to draw away from them in hostile dissent. From about 1914 onwards, he disliked modern literature because it reflected modern life.

This withdrawal from the age he lived in went easily hand in hand with Lewis’ impersonality in human contacts, his construction of a vast system of intellectual outworks to protect the deeply-hidden core of his personality. As time went on, and the younger people he met began to seem more and more Martian (as they do to all of us, goodness knows), Lewis deliberately adopted the role of a survival. He was “Old Western Man,” his attitudes dating from before Freud, before modern art or poetry, before the machine even. When, in 1954, he left Oxford for Cambridge, he introduced himself to his new audience in this role.

You don’t want to be lectured on Neanderthal Man by a Neanderthaler, still less on dinosaurs by a dinosaur. And yet, is that the whole story? If a live dinosaur dragged its slow length into the laboratory, would we not all look back as we fled? What a chance to know at last how it really moved and looked and smelled and what noises it made! And if the Neanderthaler could talk, then, though his lecturing technique might leave much to be desired, should we not almost certainly learn from him some things about him which the best modern anthropologist could never have told us? He would tell us without knowing he was telling.

Hence:

Speaking not only for myself but for all other old Western men whom you may meet, I would say, use your specimens while you can. There are not going to be many more dinosaurs.

Such a public application of the grease-paint did him, I believe, no good among the stern, no-nonsense men of Cambridge, who have no time for play-acting. And it must be admitted that there is an element of disabling unreality about the striking of such an attitude. A man born in 1850 might naturally inhabit an older “order”; a man born, as Lewis was, in 1898 could only reconstruct it from boyhood memories and adult reading. Lewis, who was twenty-four in the year that saw the publication of The Waste Land, couldn’t claim to belong to a generation whose taste in poetry, for instance, was formed before Eliot “came along.” His true role was not that of either “Old Western Man” or a dinosaur, but the humbler and more commonplace role of laudator temporis acti [one who praised the past].

Once this has been grasped, the all-pervading contentiousness of Lewis’ writing becomes more explicable. He was fighting a perpetual rearguard action in defence of an army that had long since marched away.

In some respects this may be a valuable thing to do; to be “modern” and up-to-date is not necessarily a good quality–many of the most appalling people have it. On the other hand, Lewis’ parallel about the dinosaur creeping into the laboratory is an unhelpful oversimplification. Lectures given by an Elizabethan critic on Shakespeare would be very illuminating, but only to scholars who already understood the main points of 16th-century thought, and wanted clarification on the finer shades. To interpret the masterpieces of one age to the young of another, we need such understanding as we can muster of both ages. As Allen Tate has remarked, “The scholar who tells us that he understands Dryden but makes nothing of Yeats or Hopkins is telling us that he does not understand Dryden.” What Lewis was actually doing, most of the time, was interpreting the past in terms of the Chesterbelloc era as he reconstructed that era in his own mind.

Thus we find him, in an after-dinner speech on Scott (They Asked for a Paper, pp. 98-99), admitting the charge that Scott often turned out work that he knew to be inferior and was quite happy as long as it sold. “There is little sign, even in his best days, of a serious and costly determination to make each novel as good in its own kind as he could make it. And at the end, when he is writing to pay off his debts, his attitude to his work is, by some standards, scandalous and cynical.” And Lewis goes on:

Here we come to an irreducible opposition between Scott’s outlook and that of our more influential modern men of letters. These would blame him for disobeying his artistic conscience; Scott would have said he was obeying his conscience. He knew only one kind of conscience. It told him that a man must pay his debts if he possibly could. The idea that some supposed obligation to write good novels could override this plain, universal demand of honesty, would have seemed to him the most pitiful subterfuge of vanity and idleness, and a prime specimen of that ‘literary sensibility’ or ‘affected singularity’ which he most heartily despised.

Two different worlds here clash. And who am I to judge between them? It may be true, as Curtius has said, that ‘the modern world immeasurably overvalues art’. Or it may be that the modern world is right and that all previous ages have greatly erred in making art, as they did, subordinate to life, so that artists worked to teach virtue, to adorn the city, to solemnize feasts and marriages, to please a patron, or to amuse the people.

The point is gracefully made; but that list of the possible motives for art in the traditional society simply breaks down when we try to apply it to Shakespeare, or Michelangelo, or Beethoven. (Or is Beethoven already corrupted by modernity?) And whatever Curtius may have meant by his remark, do we in the 20th century actually feel that we live in an age that “overvalues” art, or values it at all, for that matter? But how characteristically skilful of Lewis to bring up a big gun in defence of a weak point!

It is early days yet for a final estimate of Lewis’ work, but I think the general view, ultimately, will be that his writing improves as it gets further from the popular and demagogic. Thus, in a miscellany like They Asked for a Paper, the weaker pieces are those in which he could assume an audience less intelligent than himself (e.g., the English Association lecture on Kipling, or the banquet speech about Scott), and the best those in which he addressed himself to some problem before fully qualified people (e.g., the very original and acute “Is Theology Poetry? ”). Setting aside his novels, which I take it are simply bad–he developed in later years a tell-tale interest in science fiction, which is usually a reliable sign of imaginative bankruptcy–I think I would put his Reflections on the Psalms at the bottom of the scale, and at the top his contribution to the “Oxford History of English Literature,” English Literature in the Sixteenth Century. The “psalms” volume is frankly popular, addressed to the average Christian who would like to use the psalms as an aid to piety but is put off by certain features that baffle or repel him. Lewis goes at these great poems like a hard-worked C. of E. parson making Sunday morning sermons out of them; making hardly any attempt to deal with their quality as poetry, he draws simple moral and devotional lessons from them, and often falls into that detestably hard, almost menacing tone which dogs his weaker writings. I mean, for example, the chapter on “Connivance,” where he argues that the Christian ought not to associate with people who behave in an un-Christian fashion, ought not to give them the benefit of his company and conversation. And Lewis goes on to regret the good old days when people who didn’t toe the line of Christian morality were made to feel their guilt by various bits of bullying:

It may be asked whether that state of society in which rascality undergoes no social penalty is a healthy one; whether we should not be a happier country if certain important people were pariahs as the hangman once was-blackballed at every club, dropped by every acquaintance, and liable to the print of riding crop or fingers across the face if they were ever bold enough to speak to a respectable woman.

When Lewis got into his silly-truculent mood, his historical sense always failed him; surely it is obvious that the adulterer or horse-doper in 1850 was in a better position than his modern counterpart, since the hideous weapons of the gutter press and the flashlight camera did not exist to be used on him. What price Profumo? Riding-crops weren’t in it.

It is true that Lewis immediately adds, “To this question I do not know the answer.” But there is in this passage, as in some of the diatribes of Screwtape–so unfortunately licensed by the presiding “irony”–a flavour of eagerness, something suspiciously like relish.

At the other extreme, his “Oxford History” volume is a model. Here, where too intrusive a personality would be fatal, Lewis has just the right amount of idiosyncrasy, combined with that wonderful intellectual vitality and zest. Time after time he performs the feat of writing about some deservedly forgotten book, or some crabbed controversy among the theologians of the Reformation, in a way that makes one follow him with a real eagerness. Not by gimmicks or Chestertonian antics: simply by that keen–almost fierce–pleasure in debate and exposition which made him such a great teacher.

It would be a pity if this fine book were never to be read by any but literary students, for it is many things in one. There are passages of pure exposition, examples of how to set out a complex question with economy and lucidity, which ought to be studied by everyone who has to use his mind for a living; e.g., the brilliant and rapid sketch of Renaissance poetics at the beginning of the chapter “Sidney and Spenser.” Or thumbnail portraits of key characters in the story, such as the beautiful miniature of King James IV of Scotland (on pp. 66-67). There is, likewise, a fine humility in the book. Lewis, unlike so many dazzling stars of the “Eng. Lit.” business, is not too proud to get down and do some of the dull, slogging work involved in the academic study of the subject-making a bibliography, looking up endless dates, all the long vistas of headaches and inky fingers.

The photo Gabriel is fascinated withThat humility is crystallised for me in a personal reminiscence. As he worked on the book–and it took nine years–Lewis showed various chapters in typescript to friends who might advise him. I got, for some reason, “The Close of the Middle Ages in Scotland.” I read it with nothing but admiration; I knew nothing of most of the writers mentioned in it, but his account made them seem attractive. I laid it on his desk, on one of my visits to him, without comment; and a year or two later, when the book came out, he complained half-comically, ‘‘I never got any criticism of that chapter I gave you.” It was like his humility to bring work of that quality, so deeply pondered and so brilliantly written, to an insignificant young man in his twenties, completely unknown then in the world of letters, and ask quite genuinely for “criticism.” God rest him; “gladly wolde he lerne and gladly teche.”

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The Office Hours Dialogues: What I Am Looking For in a Research Paper (Part 1)

The student stared at me in horror.

“You do what when you grade research papers?” Skyler asked.

“After looking at the title,” I repeated, “I flip to the bibliography.”

I have had this conversation dozens of times, and I must admit that I love it when a bright student figures it out. I held their paper upside down on my knee as we sat in the well-worn chairs that had migrated into the sessional faculty office. Skyler was completely unaware of the bare walls and motley collection of spare computer parts. A sociology adjunct was working quietly in the corner, studying conspiracy theorists.

“But why?” Their look of shock had turned to disbelief.

“For me, the title and the first line are about whether you have taken time to invite me into your piece–a sense of your creativity and awareness that there is a reader (me). It’s true that your paper formatting on the first page reveals your commitment to professionalism, but first-years make the same mistakes–and almost always about spacing.”

They glanced briefly down at their paper with a worried look.

“In a Works Cited page, though, I can see a number of things at a glance. Do you have a sense of proportion? Have you partnered with a citation engine or merely allowed it to do the work? Have you gone deep or wide in your research? Is each of your sources someone who has gone deep enough into their study to tell you something?”

“You can see all of that?” they asked. Their expression was turning from disbelief and anxiety to something like curiosity.

“I can see all of that in just a few seconds,” I answered. I don’t know if I had a twinkle in my eye, but I was trying to project one.

“Especially, though, my real question is this: Have you chosen the best sources for your particular argument?”

“How do you know if they are the best sources?”

“Excellent question. That’s when I have to turn back to the first page and read. There are two kinds of ‘best’ that I’m looking for in a References list. First, are your research conversation partners credible?”

“You keep saying ‘conversation partners,” they interrupted with a quizzical smile. “What do you mean by that?”

“Skyler, remember what I said in my lecture about cherry-picking research?”

“Yeah, I play soccer, so it made me laugh. You don’t want our research to look like we came up with an idea and then went and found the sources needed to prove it.” As they seemed much more comfortable now in something they know well, I decided to press in a bit on it.

“Good. I’m curious, Skyler. In soccer, are the best scorers the forwards or midfielders who sacrifice their team so they can be in the right place for a pass?”

“No. Soccer has too much space on the field. On the wings, it doesn’t have to be man-to-man like football, basketball, or hockey.”

“Oh, I get it,” I answered. I was on thin ice here, using a soccer metaphor, but I skated toward the net. “Defensively, you can triangulate them with your own goal.”

“Yep, our coach just said that, actually. Well, sort of. He drew a triangle on the strat board. The further out of play a player is, the longer we have to create a defence.”

“Well, that’s a neat analogy. You would understand better than me: Who are the best scorers in soccer at your level?”

Skyler thought for a moment.

“Honestly, I don’t know. It’s about footwork and speed, I guess, but also the ability to see the play. Most goals come from a melee in front of the net after a race from the wings. But it isn’t a straight-on thing. When it’s me in the mob, I almost never get the goal when I see the opening and take it. Goaltenders are too smart. It only works when I can make a good close pass.”

“So you get the assist, not the goal?”

“Sure, but I will often get the pass and have a chance to score. The best scorers are the best playmakers too.”

“I think that’s how it works with scholarship, Skyler. You know how we keep talking about Collaboration?”

“You never stop talking about it!” they joked.

“Right, well, I like how, in the sciences, papers are published in partnerships or a full team. But it is more than teamwork. In research, we have a sense that we are part of a community of discovery. We don’t launch out on the adventure of learning alone. We have been taught by others, and we enter the scholarly conversation at a certain point. Most of the research we do in our undergraduate degrees is to learn how to learn. Beyond that, our goal is to add to scholarship in some way.”

“Oh, like Sandy trying to solve the impossible math question. It’s about learning, but someday that exercise will create something new.”

“You’ve got it.”

“By the way, ‘community of discovery’ and ‘adventure of learning’ are kind of cheesy.”

“Ah, well. Sometimes, after-school specials actually teach us something.”

We both laughed, mostly because another student had made fun of me for a similarly cheesy statement during class that morning.

“So,” I continued. “Research is about entering a conversation. The game is already in play when you are subbed in. Like your play, your research has to be part of the full game, right?”

“I get it,” they affirmed. Suddenly, the light came on.

“Then by ‘credible scholarship,’ you don’t just mean accurate?”

“Accurate, yes, but deeper. If a paper in your bibliography is so complex that you can’t test the logic with your current understanding, it isn’t ‘credible.’ You can’t say something is credible if you can’t test its credibility, right?”

“I get it. So when you look at our Works Cited page, you are checking to see that it is full of good scholars who write in such a way that we can use their work in our research.”

“Right,” I answered eagerly. “When we contribute to scholarship, that also means we contribute to student learning. That’s why, when I can, I write my papers in such a way that smart readers can understand what I’m saying. And I want them to test my argument, so my references and footnotes need to be clear.”

“That’s why you give your stuff away on your website.”

“Well, folly comes in all kinds of forms. But I do prioritize placing my work in open-sourced journals or giving it away on social media or on A Pilgrim in Narnia.”

“So the citations in our References list have to be from the best scholars and accessible to us.”

“Sure thing. But it doesn’t have to be scholars, exactly. A TikTok influencer might be the best person to talk about parasocial relations. A farmer might be able to say more about breeding in a few lines than an Ag researcher can say in a chapter.”

“Oh, I see,” Skyler responded, building in excitement. “That’s what you meant about the two ways of seeing.”

“Right, exactly. We learn one thing from an anthropologist and another thing from the indigenous person they are studying.”

“I don’t know anything about Anthropology, but I got what you were saying when you talked about lovers in love–how the lover in love teaches us something different than the neuroscientist.”

“It wasn’t actually me who came up with that.”

“Yeah,” they said. “The Narnia guy.”

“Yes, that guy. And that brings us to the second kind of thing I can see in your bibliography: Are your references the best sorts of resources for your study? If you think of the 3S approach to research–Statistics, Stories, and Studies–you should be using case studies and personal testimonies for one kind of research, data analysis for another, and historical review for a third.”

“Can you have a mix of those?”

“Absolutely. It’s about the kind of writing you are doing. A student newspaper write-up of the Hippies of Harmony Happy Hallowe’en Horror House is going to be different than an academic research paper, a literary analysis, a lab report, or a pitch to investors, right?”

They nodded, eyes brightening. I seized the moment to press in.

“Interdisciplinary disciplines may include a lot of different kinds of research. History, Religious Studies, Social Psychology, Diversity and Social Justice Studies, Applied Communication, Leadership, and Culture….”

“I’m actually an ACLC Major!”

“Great! I love that program. A paper in any of these fields and a dozen others could combine all three of the S-research trio. A Social Psych References list often has YouTube videos, archival research, big data analyses, case studies, and experimental results.”

There was a sudden dawning in their eyes.

“Ah, that’s what my Religious Studies prof meant when she said we could choose any research methodology we wanted.”

“Yep, exactly. When I teach in Religious Studies, I use as many methods as I can so I can connect with as many different kinds of learners as possible, and so I can….”

“So you can model it for your class! I get it. Sorry for interrupting.”

“No problem, that’s exactly it. I keep harping on about it in class, but modelling lifelong learning and curiosity is key to my teaching philosophy.”

They flashed me a knowing smile. It is something I talk a lot about.

by Dominid Kranes“This paper here,” I continued, holding it up. “Is a first-year foundation course paper. Although all the papers have a single theme for the semester, you were able to choose any research question and any way of answering it.”

“Except we must consult two peer-reviewed essays or chapters, right?”

“Not just consult, but utilize. It has to be meaningful. I love your project idea, where you have students audition for a role by reading famous Hollywood lines. I can’t wait to see whether AI can estimate their educational history by their reading. Having our Theatre Studies prof do the same analysis as a control is pretty neat.”

“I’m really excited about the experiment. I was afraid I wouldn’t think of anything.”

“Awesome. But before you experiment on your fellow humans and take a professor’s valuable time, I want to know who else has done this experiment, or something like it. What have they learned? What mistakes did they make that you can learn from?”

“I see,” they answered. They looked down at their paper, pondering.

“What is your research question, Skyler?”

“‘Can AI software detect educational backgrounds based on voice patterns?'”

“No, that isn’t it.”

“It isn’t?”

“It isn’t how you described it to your team. Are you trying to test AI capacity–whether it is good enough?”

“Kind of. Not really. I want to know about bias.”

“Exactly! So what’s your real research question?”

“I think it’s something like, ‘What biases does AI have when it comes to different accents?'”

“You are getting there. Do you think there is any research yet on AI and bias?”

“Tonnes,” they said. They were looking down at the paper resting against my knee.

“So,” I asked. “Did you want to submit this research background paper now, or would you like a bit more time with it? The deadline isn’t until Thursday.”

They looked at me with determination.

“I would like it back, please.”

“You know what to do?” I asked, handing them the paper.

“I do,” they answered, revealing new confidence behind the weariness students project at this time of term.

“Excellent. I look forward to reading it!”

“Thanks. See you Thursday.”

“See you then, Skyler.”


Readers may also appreciate the following pieces:

A Garden Gate Summer Note on Teaching and the First Days of School

What I Want from AI

A Rationale for Teaching C.S. Lewis’ Fiction in The Wrong Order

Teaching Students to Ask Their Own Questions, with the Right Question Institute

Clarity, Care, Connection, and Credibility: Lessons from 15 Years of Online Teaching”: My Talk at the UPEI Community Teaching Conference

Experimenting on Students: A Thought about Playfulness and Personal Connection in Teaching

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