{"id":1763,"date":"2009-09-07T00:26:24","date_gmt":"2009-09-07T04:26:24","guid":{"rendered":"http:\/\/fryeblog.blog.lib.mcmaster.ca\/?p=1763"},"modified":"2009-09-07T00:26:24","modified_gmt":"2009-09-07T04:26:24","slug":"fryes-inductive-survey-and-the-english-curriculum","status":"publish","type":"post","link":"https:\/\/macblog.mcmaster.ca\/fryeblog\/2009\/09\/07\/fryes-inductive-survey-and-the-english-curriculum\/","title":{"rendered":"Frye’s “Inductive Survey” and the English Curriculum"},"content":{"rendered":"

\u00a0\"VanityFair\"<\/strong><\/p>\n

Some observations in a time of transition (and at the start of a new academic year).<\/em><\/strong><\/p>\n

\u00a0Frye\u2019s claim that literary criticism was a science was quite controversial when the Anatomy of Criticism<\/a><\/em> first appeared.\u00a0 One of the things that Frye meant by this claim was that criticism should be more inductive than deductive.\u00a0 Instead of applying a preconceived model from another discipline (his usual examples are Marxist<\/a>, Freudian<\/a>, and neo-Thomist <\/a>criticism), the literary scholar should derive his or her conceptual framework \u201cfrom an inductive survey of the literary field\u201d (Anatomy of Criticism<\/em>; Collected Works<\/em> 22:9).\u00a0 The implications of this for the teaching of literature are obvious.\u00a0 From undergraduate curricula and required texts to PhD course requirements and comprehensive examination reading lists, the aim should be to survey as wide a range of the literary field as is possible.<\/p>\n

\u00a0In terms of literary value, Frye of course famously opposed the idea that literary judgments could be demonstrated, but he was equally sure that some texts were more rewarding to study than others.\u00a0 The frequency with which he refers to Shakespeare and Milton would suggest that they should figure prominently in any programme of English-language literary education.<\/p>\n

\u00a0How do Frye\u2019s ideas relate to the state of literary studies today?\u00a0 For one thing, as he observed through the decade before his death, some of the deterministic forms of criticism of his youth have returned, along with new but analogous models.\u00a0 At the same time, and as a result of some of these theoretical positions, the idea that there is a distinct literary field with certain established \u201cmonuments\u201d has become much more problematic (there are a few exceptions such as Shakespeare, Jane Austen, and possibly Henry James).<\/p>\n

\u00a0In my own field of Victorian studies, I would like to make a modest defence of the idea that the aspiring scholar should make a fairly extensive inductive survey as part of his or her professional training.\u00a0 One useful barometer of the state of Victorian studies is the conversation on the VICTORIA listserv (which is archived here<\/a>).\u00a0 It would be invidious to single out examples, especially since graduate students are often required to post questions on the list as part of a course requirement.\u00a0 But speaking generally, the questions that are posted sometimes reveal that students are able to reach the stage of independent research for their PhD in a state of apparent ignorance of what I would regard as key texts of relevance to their work.\u00a0 One well-known scholar lamented on the VICTORIA list a couple of years ago that courses require fewer and fewer texts, and those that are assigned tend to be shorter, so that Hard Times<\/em> generally represents Dickens, to the exclusion of the longer and more characteristic works, while Thackeray is gradually disappearing from view altogether.\u00a0 Another Victorianist, elsewhere<\/a>, notes sadly the fact the Oxford World\u2019s Classics<\/a> series no longer includes all of George Eliot\u2019s novels.\u00a0 At the same time, the sensation novel has become far more prominent, so that Lady Audley\u2019s Secret<\/a><\/em>, once a vague rumour even to most PhD students, is now among the most frequently taught of all Victorian texts.<\/p>\n

\u00a0Obviously I have opened up larger questions about the changing nature of reading and education, which I will not develop here.\u00a0 Nor do I want to deplore in neoconservative manner all the recent developments in my field, some of which I have in fact contributed to.\u00a0 I am simply arguing that those of us who teach and who determine syllabuses and reading lists should consider our responsibility to promote the reading of a wide variety of Victorian texts, including novels such as Vanity Fair<\/a><\/em>, David Copperfield<\/a><\/em>, Bleak House<\/a><\/em>, or the longer novels of George Eliot<\/a>.\u00a0 Or, thinking of Frye\u2019s own fascination with the Victorian sages, it would be nice if students were exposed to Carlyle<\/a>, Ruskin<\/a>, Mill<\/a>, Arnold<\/a>, and Newman<\/a> more frequently than now tends to be the case. There is nothing wrong with studying Lady Audley\u2019s Secret<\/em>, whether as a Victorian scholar or in an undergraduate classroom, but Vanity Fair<\/em> remains for me a more significant literary experience; just as, in Frye\u2019s words, \u201cThe critic will find soon, and constantly, that Milton is a more rewarding and suggestive poet to work with than Blackmore\u201d (CW<\/em> 22:26).\u00a0 (Lest any of my fellow-Victorianists feel that I am chiding them for their choice of research topics or class texts, I admit to publishing on Dinah Maria Mulock<\/a> and Charlotte Mary Yonge<\/a>, and to teaching John Halifax Gentleman<\/a><\/em> and Tom Brown\u2019s Schooldays<\/a><\/em>!)\u00a0 A last quotation from the Anatomy<\/em>: \u201cA critic may spend a thesis, a book, or even a life work on something that he candidly admits to be third-rate, simply because it is connected with something else he thinks sufficiently important for his pains\u201d (CW<\/em> 21<\/a>:29).<\/p>\n","protected":false},"excerpt":{"rendered":"

\u00a0 Some observations in a time of transition (and at the start of a new academic year). \u00a0Frye\u2019s claim that literary criticism was a science was quite controversial when the Anatomy of Criticism first appeared.\u00a0 One of the things that Frye meant by this claim was that criticism should be more inductive than deductive.\u00a0 Instead […]<\/p>\n","protected":false},"author":23,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[92],"tags":[],"class_list":["post-1763","post","type-post","status-publish","format-standard","hentry","category-literary-criticism"],"yoast_head":"\nFrye's "Inductive Survey" and the English Curriculum - The Educated Imagination<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/macblog.mcmaster.ca\/fryeblog\/2009\/09\/07\/fryes-inductive-survey-and-the-english-curriculum\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Frye's "Inductive Survey" and the English Curriculum - 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