The Power of Tragedy: An Eighteenth-Century Debate on Theater and its Relevance to Literature Pedagogy Today

This article brings to light a debate on tragic fiction in eighteenth-century France, and more specifically, on whether or not tragedy has the power to transform individuals intellectually and emotionally. Through analysis of abbé Dubos’s Reflexions critiques sur la poésie et sur la peinture and Jean-Jacques Rousseau’s Lettre à d’Alembert sur les spectacles, I contend that Dubos’s overwhelmingly positive conception of fiction—and especially his contention that we learn through the emotions when we engage with tragic fiction—can serve as an admirable pedagogical model for today’s fiction-focused foreign language classrooms.

Review of Nineteenth-Century Geographies: The Transformation of Space from the Victorian Age to the American Century, eds. H. Michie and R. Thomas

It is by now a banal observation that published collections of conference papers tend to add up to a whole that is considerably less than the sum of the parts. Nineteenth-Century Geographies, a book that grew out of an interdisciplinary conference held at Rice University in 1998 falls into this category. While assuring my readers that each individual contribution is independently worth a read is likewise a predictable cliché, it is in fact the case that every one of the 17 articles collected here—notwithstanding the rather convoluted Introduction—has much to offer the study, broadly speaking, of ‘cultural spaces’ of British and American imperialisms in the nineteenth century. . . . All of my complaints aside, this turns out to be a much more enjoyable book to read than to review, and I would recommend skimming and dipping at length. I cannot quite imagine when a read-through of this book might be called for, except perhaps in graduate seminars on related topics.