Sadly, I don't think it is much taught at all. Our first-year course is a 12-week one with little time! I'm wondering how many people drop Spenser. I teach some of the sonnets in the first year but work in books of the FQ (usually 3 or 5) in other courses.
----- Original Message -----
From: Jean Goodrich <[log in to unmask]>
To: [log in to unmask]
Sent: Wed, 29 Oct 2008 09:13:57 -0400 (EDT)
Subject: Re: Book I in survey courses
Besides demonstrating a more sophisticated use of allegory than what
students will have seen in *Everyman* or *Second Shepherd's*, I stress
Spenser's method of instructing the reader how to read as well as the
disconnect between *seeming* and *being*. This allows us to look at
Redcrosse as in process of becoming Holiness, and not necessarily there yet.
I've also found an increasing lack of familiarity with the religious
background, including things as basic as differences between Catholicism and
Protestantism. Students will get the Una/Redcrosse/Archimago confrontation,
and love the Seven Deadlies, but they'll completely miss the significance of
Abessa/Corceca/Kirkrapine and the repeated occurrences of Pride beyond
Lucifera.
Jean Goodrich
University of Arizona
On Wed, Oct 29, 2008 at 5:48 AM, Michael Saenger
<[log in to unmask]>wrote:
> I spend most of my time on Book I as an exploration of how allegory works.
>
> Michael
>
>
> Quoting James Broaddus <[log in to unmask]>:
>
> How is Book I presently discussed in undergraduate survey courses? Back in
>> my day, of course, it was discussed as the story of a fall and consequent
>> redemption. Is it still so discussed in those courses?
>>
>> Jim Broaddus
>>
>> --
>> Retired, Ind. State.Univ.
>> 2487 KY 3245
>> Brodhead, KY 40409
>>
>>
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