Katherine Mansfield and the Bloomsbury Set

Katherine Mansfield’s letters and journals, much like her fiction, read as wonderful, fragmentary little vignettes of life, which find and exult the extraordinary in the everyday. Mansfield is both funny and profound, at times dazzling with her sharp wit as she reviews books and relates (what I suppose could now be called) Bloomsbury gossip, and at other moments, sometimes within the same entry, she is dark and troubled, as she comes to terms with the difficulties of living and dying, struggling with her extrapulmonary tuberculosis, and crippling bouts of self-doubt and depression.

Katherine Mansfield

Her portrait of the novelist D. H. Lawrence and his wife Frieda, in a journal entry entitled ‘Remembrances’, is particularly vivid and touching:

‘Always, when I see foxgloves, I think of the Lawrences.

Again I pass in front of their cottage and in the window – between the daffodil curtains with the green spots – there are the great, sumptuous blooms.

“And how beautiful they are against the whitewash!” cry the Lawrences.

As is their custom, when they love anything they make a sort of Festa. With foxgloves everywhere. And then they sit in the middle of them, like blissful prisoners, dining in an encampment of Indian Braves’.

Their mutual love of nature is something that seems to connect Mansfield with Lawrence, in both their friendship and writing. In her journal she writes that his presence makes her feel ‘green’, and proclaims that she is ‘more like L[awrence] than anybody […] unthinkably alike, in fact.’ Mansfield also remarks in a letter to the painter Dorothy Brett:

‘I Loved him. He was just his old merry, rich self, laughing, describing things, giving you pictures, full of enthusiasm and joy in a future where we all become ‘Vagabonds’ – we simply did not talk about people. We kept to things like nuts and cowslips and fires in the woods and his black self was not. Oh there is something so loveable about him and his eagerness for life – that is what one loves so.’

This ‘black self’ of Lawrence’s, is the stubborn, hostile, violent side of his character. Mansfield notes that, whilst she and her husband J. M. Murry were staying with him and Frieda in Cornwall, he had ‘gone a little out of his mind […] if he is contradicted about anything’ or if anyone says ‘anything which isn’t quite “safe”’, he flies off in one of these rages, and ‘whatever your disagreement is about he says it is because you have gone wrong in your sex and belong to an obscene spirit’. Being with Lawrence in these moods, Mansfield writes, was ‘like sitting on a railway station with Lawrence’s temper like a big black engine puffing and snorting’. However, Mansfield blames these rages, which often turned violent, largely on the antagonistic presence of Frieda (who she found trying at best). She recounts an instance in which, sparked by a disagreement over Shelley’s ‘Ode to a Skylark’, Lawrence ‘beat her – he beat her to death – her head and face and breast and pulled out her hair’. ‘I don’t know which disgusts me worse’, she writes, ‘when they are very loving and playing with each other or when they are roaring at each other and he is pulling out Frieda’s hair’.

This ‘black self’ which Mansfield links with imagery of industry, of coal and smoke, is something that often crops up in Lawrence’s fiction; Mansfield herself reads a play of his and finds it ‘black with miners’. But the ‘eagerness for life’ and his ‘joy in a future’ in which we all become ‘Vagabonds’ that Mansfield enjoys and so aptly describes, is also apparent in his writing. Particularly in Women in Love, a novel inspired by the events of this summer in Cornwall, and in which Mansfield is taken as inspiration for the icy, self-destructive character of Gudrun.

Lawrence’s influence seems to spill over into other letters and journal entries of the same period. Three days after Armistice Day, she wrote in a letter to Lady Ottoline Morrel on the 13th of November 1918:

‘I opened the window and it really did seem – just in those first few moments that a wonderful change happened – not in human creatures hearts – no – but in the air, there seemed just for a breath of time – a silence, like the silence that comes after the last drop of rain has fallen – you know?

It was so wonderful – and I saw that in our garden a lilac bush had believed the South wind and was covered in buds –‘

But this optimism doesn’t extend to humanity. Mansfield, noting the ‘drunks passing the house on Monday night, singing the good old pre-war drunken rubbish’ made her feel ‘cold with horror’, fearing a continuation of the attitudes of which the First World War was a result, rather than a new beginning. She wishes that nations and individuals would ‘fly at each other, kiss and cry and share everything.’ She wonders why ‘people hide and withdraw and suspect’, feeling, like Lawrence (in a sentence which could almost be from Women in Love), that it is because of a ‘lack of heart: a sort of blight on them which will not let them ever to come to full flower.’

The letters also capture well her relationship with Virginia Woolf,  close friend and chief literary rival, whose short story, Night and Day, Mansfield reviewed for her husband’s literary magazine Athenaeum in November 1919. In a letter to Murry, she admits that she ‘didn’t like it […] My private opinion is that it is a lie on the soul. The war never has been: that is what the message is’. As artists, she declares, ‘we are traitors if we feel otherwise: we have to take into account and find new expressions, new moulds for thoughts and feelings’, something which she believes Woolf has failed to do: a cardinal sin for the modernist writer.

Taking this as an opportunity to distance herself from the Bloomsbury group, Mansfield confesses she inwardly ‘despises’ them as a ‘set of cowards’, finding their ‘intellectual snobbery’, which Woolf’s Night and Day ‘reeks’ of, ‘long and tâhsõme’. She berates Woolf for being old fashioned and out of touch, comparing Night and Day to Jane Austen, and stipulates that ‘What has been stands, but Jane Austen could not write Northanger Abbey now – or if she did, I’d have none of her.’

This review did not go unnoticed by Woolf. As she wrote in her diaries:

‘Katherine Mansfield wrote a review which irritated me – I thought I saw spite in it. A decorous elderly dullard she describes me; Jane Austen up to date. Leonard [Woolf’s husband] supposes that she let her wish for my failure have its way with her pen. But what I perceive in all this is that praise hardly warms; blame stings far more keenly; and both are somehow at arms length.’

Mansfield however, almost immediately regretted what she had written, noting that ‘my review of Virginia haunts me’, feeling she may have ‘missed it’, and calling herself a ‘cursed little creature’. Between October 1919 and January 1920 Mansfield was holed up in a villa near the French-Italian border, suffering badly from her illness. She became lonely and frustrated, her moods tempestuous, and so these harsh reviews, written during this period, may be in part attributed to her illness. Mansfield wrote later to Murry that ‘it is my illness which has made me so bad-tempered at times. Alas! one can’t fight without getting battle stained, and alas! there have been so many occasions when I’ve never had time to wash away the stains or renew myself […] You must forget these melancholy things, my own precious darling.’

It is clear in the Letters and Journals, that life was a constant fight for Mansfield:

‘In the middle of the night I decided I couldn’t stand – not another day – not another hour – but I have decided that so often – In France and in Looe, and have stood it. “So that proves,” as they would say, “it was a false alarm”. It doesn’t. Each time I have decided that, I’ve died again. Talk about a pussy’s nine lives: I must have 900. […] I walk up and down, look at the bed, look at the writing table, look in the glass and am frightened of that girl with burning eyes, think “Will my candle last until it’s light?”’ Though at this stage, recovered from a bout of physical illness, Mansfield is still anxious, and clearly terrified by the ‘idea that one must die, and may be going to die…’ adding that ‘I really have suffered such AGONIES from loneliness and illness combined that I’ll never be quite whole again …’

The struggle to live and the struggle to write, often seem entwined for Mansfield – the creative process both immensely difficult, and her only source of pleasure:

‘I pose myself, yet once more my eternal question. What is it that makes the moment of delivery so difficult for me? If I were to sit down – now – and just write out, plain, some of the stories – all written, all ready, in my mind ‘twould take me days. There are so many of them. I sit and think them out, and if I overcome my lassitude and do take the pen they ought (they are so word perfect) to write themselves […] And don’t I want to write them? Lord! Lord! It’s my only desire – my one happy issue. And only yesterday I was thinking – even in my present state of health is a great gain. It makes things so rich, so important, so longed for … changes one’s focus.’

However, in January 1923 Mansfield finally lost the battle with her illness, dying aged 34. Her life and career, short as they were, left behind a wealth of literature to influence countless generations after her, and if anything, her story serves as a reminder to those who falter and doubt, of the preciousness of time, and of their potential to make a lasting impression.

Woolf gives a heartfelt eulogy, in a diary entry just after her death:

‘When I began to write, it seemed to me there was no point in writing. Katherine won’t read it. Katherine’s my rival no more […] Did she care for me? Sometimes she would say so – would kiss me – would look at me as if (is this sentiment?) her eyes would like always to be faithful. She would promise never to forget. That was what she said at the end of our last talk […] I was jealous of her writing – the only writing I have ever been jealous of […] Probably we had something in common which I shall never find in anyone else’.

Jack  Thurland, 2nd  Year English Literature.

Katherine Mansfield, The Letters and Journals of Katherine Mansfield: A Selection, ed., C. K. Stead, (Harmondsworth: Penguin, 1977).

Virginia Woolf, Virginia Woolf: Selected Diaries, ed., Anne Olivier Bell, (London: Random House, 2008).

 

 

How I like to teach

Dr. Jess Moriarty researches in the field of pedagogy in writing practice, especially in auto-ethnographical academic writing and in creative writing with undergraduates. Jess is the Course Leader for English Language and Literature at the University of Brighton, and the co-founder of Work Write Live, which provides a range of writing short courses and volunteering opportunities for students in the Faculty of Arts to develop the vocational and academic skills they are acquiring on their degree program. Here’s her approach to teaching:

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How I like to teach

My Dark Material

3:35 York to King’s Cross,
going home to Brighton and you.
I am an alien in the North,
exhausted, sweaty from the effort
of being so cut off.
Heart muscles stretch,
sinew and tendon reaching out,
not quite getting through.
You are everywhere –
your face in the £1.80 cup of tea,
your laugh in the chugging and clacking
of train on track,
racing the wires linking pylon to pylon,
all pointing South, all leading back
cross country to you.
I will the train on, navigating past
Doncaster, Peterborough, Potter’s Bar,
needing the dent of you on my chest,
needing more than just love
to join us through the air.

Moriarty, J. (2014).

Leaving the blood in: Experiences with an autoethnographic doctoral thesis. In N. Short, Zeeman, L., & Grant, A. (Ed.), British Contemporary Autoethnography. Rotterdam, Boston, Taipei: Sense.

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The above poem featured in my doctorate, which looked at the triangulation between research, autobiographical experiences and creative outputs. I am interested in academic writing that breaks with tradition and in the teaching that is essential to such practice.

When teaching Creative Writing I use a mixture of writing workshops, master classes with local guest speakers and community projects to help my students develop skills in a variety of genres and to build confidence with their creative processes.

My students are expected to engage in a writing community and to share their ideas and their writing with their peers and with me. It is my job to ensure the workshop space is challenging but that they feel safe and supported when reading their work aloud and discussing any feedback. Working in a range of genres, I ask students to take risks and experiment with prose, poetry, script, autobiography and graphic novel writing so that they understand concepts of ‘good’ storytelling and can apply this to all practices of writing. Students who take part in my modules can expect to work with local school children, residents of a retirement village, professional writers and performance artists in order to enhance their awareness of the craft, apply their writing and creativity to real life scenarios and push themselves academically, vocationally and personally.

I expect my students to read, read, read and write, write, write and in return for their commitment to honing and expanding their practice, I offer them the assurance that they will be better writers by the end of the module. Sometimes students choose to study creative writing because they think it will be the soft option but they soon realise that writing is personal, it is difficult and it is important. By equipping students with the techniques and skills that can help them improve as writers and by engaging them with a creative group, working on community projects and talking to professional writers, students see a noticeable difference in their writing and also feel able to articulate themselves and their discipline in relation to the world beyond the classroom.

Students are expected to attend every workshop and to also share their work on-line via the class blog. This means that students who feel less confident reading aloud have a space to share their work that is potentially less exposing and it also means that they can get in-depth feedback on their writing ad develop and on-line community which can enrich their writing and their experience of the module. workshops are often held in the creativity centre where the students can use the beanbags, write on the walls and own the space in order to feel more empowered in the workshop environment. It means that the tutor is less privileged and this helps to build trust and provides a stimulating place to work in.

I have been nominated by my students for several teaching excellence awards and in 2013 I was commended for being an inspirational teacher although this is a reciprocal process as it is my students who continue to inspire and motivate me.

Related: Richard Jacobs on his approach to teaching literature.

New Writing South

Sophie has recently graduated from the University of Brighton where she studied English Literature, and now works for Brighton based registered charity New Writing South where she has been lucky enough to secure the post of Creative Intern. New Writing South is an organisation which supports, inspires and connects creative writers across the South-East, with some fantastic opportunities which may be of interest to current University of Brighton students:

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Submissions for Theatre Royal Brighton Young Writers are open!

Are you 16 – 25 years old and passionate about writing?

The course, led by playwright & director Dinos Aristidou, will give 20 young writers the opportunity to develop their writing and experience what it is to write for, in and about theatre. Sessions are 10am – 12.30pm on alternate Saturdays between September 2014 – May 2015 and will finish with a ‘showing’ of work during Brighton Fringe Festival.

As a Theatre Royal Brighton Young Writer you will have the opportunity to:

  • Further your theatre writing experience (whether playwrighting, reveiwing or press & marketing).
  • Receive mentoring from Dinos Aristidou
  • Meet industry professionals and get industry news and information about writing opportunities and funding
  • See Theatre Royal Brighton shows at a discounted rate.
  • Receive a years free membership to New Writing South
  • Call yourself a Theatre Royal Brighton Young Writer on publicity for your own work, independent of the project

To apply submit a maximum of two A4 sides of creative writing on a subject of your choice. This can be in script format, or could be a short story or poem.

What we want to see is creative flair – no prior experience of writing is needed.

This is a subsidised There are also plenty of other opportunities to get your work heard, including the Worthing Word Festival, Screenwriting, Playwriting, and short story There are also plenty of other opportunities to get your work heard, including the Worthing Word Festival, Screenwriting, Playwriting, and short story competitions. More info here.. More info here. and the fee is £80 for successful applicants. A limited number of bursaries may be available. The closing date for submissions is Friday 20 June 2014; there will be a selection workshop on Saturday 5 July.

Email your work to debo@newwritingsouth.com or post to New Writing South, 9 Jew Street, Brighton BN1 1UT

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There are also plenty of other opportunities to get your work heard, including the Worthing Word Festival, Screenwriting, Playwriting, and short story competitions. More info here.

‘How I like to teach literature’

Richard Jacobs, is the author of A Beginner’s Guide to Critical Reading: an Anthology of Literary Texts, a regular contributor to the knowledge base on teaching literature at 16+, and of course, literature lecturer at Brighton University. Richard’s lectures are always engaging, enjoyable, and interesting, but here’s what he has to say on his approach to teaching the subject:

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How I like to teach literature

 

I like to teach literature in ways that place the text and the students’ responses to the text at the centre of everything I do, for there can be no successful teaching without engaged and energised students.

I like to teach in ways that leave students able to do it without me – where ‘it’ is the individually empowered reading of texts of all kinds because of the collective work of the classroom experience with the particular literary text.

So I like to teach towards making myself effectively redundant for each student.

Activating a process

My sense of how I like to teach literature, as that sense has developed over the last thirty-five years, is not one that feels like imparting a body of knowledge. It’s more about activating a process rather than delivering what the teacher or the course or the assessment system has pre-determined.

It’s not objectives-driven teaching.

Decades ago Lawrence Stenhouse noted that literature teaching, compared to the teaching of other subjects, allows us ‘to specify content, rather than objectives… the content being so structured and infused with criteria that, given good teaching, students’ learning can be treated as outcomes, rather than made the subject of pre-specifications’. But if there is one objective that I have in mind it is this sense of students being able to ‘do it’ without me, to read the world and its texts for themselves.

This is critical literacy and each generation of students needs it more and more urgently. But it’s not a goal or objective that students reach having been through and left behind the process of working on the text; instead it’s that very process of working with texts ‘so structured and infused with criteria’ that materialises the critical literacy.

Virtuous triangle: student text and teacher

Stenhouse’s ‘given good teaching’ does of course beg many questions. And there are three aspects of what I think may together constitute the good teaching that I aim for in my work. These are the virtuous triangle between student, text and teacher; the dynamics of desire; and the roles of narrative – and the three are intimately connected.

A successful literature seminar feels like one where there’s been the maximum energy flowing between student, text, and teacher and flowing in all directions. (For my own part, I have an agenda for the seminar, shared with the students, but it’s more of a flexible group of signposts rather than a fixed march.) The process is active and alive, it is never fully finalised or closed, and if any one of the three sources of energy becomes passive, the process collapses.

To make the text active and alive (as opposed to a museum piece) means it needs to be materialised in the room and this may often mean the teacher making it, or a representative part of it, real by reading or performing, ‘being’ or ‘acting’ the text. And beyond the teaching and learning experience is the future where the teacher drops out of the triangle.

Teaching and reading

A model that has as this goal the dispensing of the teacher’s role might be understood to be one in which teaching and reading are uniquely balanced or even synonymous.

Good teaching and good reading both ask questions that generate not answers (unlike perhaps at school where students expect readings to be answers provided by the teacher) but more and better questions.

The teaching of a text is a reading of the text in an active and transactional process with the student gaining the power to read by questioning in the same way. The reader (student and teacher) acts on the text rather than being passively positioned by it, or by the teacher. The seminar room is like a ‘safe place’, informed crucially by mutual respect and tolerance, where students can feel that everything they say will be valued and acted on, taken up and developed, recognised as provisional and unfinished, as all readings of texts should be. A student award-nominator once wrote that she appreciated above all feeling that nothing she and her friends said in class would ever be looked on as ‘wrong’.

The dynamics of desire

This leads to my second point about the dynamics of desire. Rene Girard argued that desire is imitative and that processes of identification precede desire. As with the virtuous triangle, an activation of desire may be vital for literature teaching to thrive.

Texts desire to be read, the teacher desires the text, the students identify with and become affected by that desire (award-nominators regularly write of the infectiousness of the teacher’s passion for the text), and that in turn re-energises the teacher’s response to the text.

Peter Brooks’ influential Reading for the Plot provides a useful model. He noted that novels begin with the activation of the protagonist’s desire (Freud’s pleasure principle) which is duplicated or mapped onto the reader’s desire to read on. This process is enacted in successful teaching.

Narrative and teaching

Brooks’ argument can be developed for the third of my points, the importance of narrative as a model for the teaching of literature, We could think of a dynamic process in three parts, beginning in the personal (the student reading the text in advance), moving to a communal experience shared in the lecture and seminar, and ultimately returning, with new insight, to the text These correspond to Brooks’ notion of how we negotiate plot as we read novels, the middle sections of which are where the pleasure principle totalises the divagations and digressions that mediate between the linear beginnings and eventually endings where the death instinct as well as the pleasure principle is gratified.

If the experience of the literature lecture and seminar can be seen, taken together, as analogous to the desire involved in reading the extended ‘middle’ of novels, then we can also chart the lecture and seminar, seen separately, as a narrative beginning, middle and end. The (largely) uni-vocal and linear lecture gives way to the populated field of the communally voiced seminar where ‘plot’ diverges and dilates, and then both student and teacher are returned to linearity – another book, better reading, better teaching.

 

‘Small Worlds’ Anthology Launch

Last Friday was the launch of Brighton University Literature Society’s annual creative writing anthology. Entitled ‘Small Worlds’, and featuring fantastic submissions from students across the region, the anthology shows a diverse and imaginative range of poetry and prose, and is a testament to all involved. The launch gave us the opportunity to hear some of the authors read their own work, and indulge in a few celebratory drinks. The winner Ruby Speed’s  brilliant short story ‘The Witch’, is published below.

The Witch

By Ruby Speed

There exists, somewhere, an island with no name which from above seems like an emerald shining a luminous green into the sea-sky. No humans live there, but the jungled forest is full of Witches. The rubber trees on the island live a thousand years, translucent-purple caterpillars as fat as a baby’s arm crawl over moss-covered rocks and tiny deadly flies flicker between pools of white light. Under the vast, dense camouflaged leaves, the forest air is suffocatingly hot and sweat-inducing; you can lose your breath there and never find it again. Deep in the heart of the forest corpse flowers hide intricate, colourful and delicious mushrooms for the Witches to eat, but no humans have ever tasted them. They are horrified by the flowers’ stench of decaying flesh and most flee in horror back to their ships, although it is only a very small number who have ever made it so far into the jungle. Humans are such frightened and stupid little creatures; not many of them have even gazed upon the island. Those who have, return home not with a Witch’s head on a stick, nor stolen exotic spices or fruits, nor impossibly beautiful but silent wives, as they vowed they would, but only with stories and warnings from ‘Witch Island’ and less men than they started their voyages with. The children of the adventurers listen wide eyed, and some won’t sleep for weeks.

Do not think that the Witches are evil, they are not. They did not choose to be Witches any more than you chose to be human, and Witches are the only things they know how to be. And just as the adventurers tell their sons stories to warn them of Witches, the Witches tell their daughters stories to warn them of humans. Both humans and Witches fear the other more than anything, but for very different reasons. Adventurers’ children are afraid of the Witches’ supernatural powers, their sharp teeth and wits. But there are legends which say that if a human boy can make a Witch fall in love with him, she will be transformed from a Witch into a beautiful doll-bride, and that is what all the little Witches were terrified of.

There was one little Witch on the island who had power over all natural things; from conjuring tiny flowers to controlling the forest’s oldest trees and fiercest beasts. Her name was Novi, and her mother was the chief Elder Witch. She was the most beloved and cherished child on the island; a little Witch Princess. On the day of her birth, the other Elder Witches showered the child with gifts; animals to eat with her tiny pointed teeth, a crown made from twisted twigs and the blood of a sacrificed beast which she was to drink. She lived a perfect life, until one day when Novi was little more than a child, and she walked by herself in the heart of the forest. She often wandered alone around the Island, but was forbidden to venture into the centre of the jungle, as her mother warned her:

“If a human finds you in the deepest depths of the forest, they will try to kill you and no one will hear your calls through the trees.”

But Novi was forgetful and distracted; a happy and brave young Witch who often disobeyed her mother’s many rules. Novi played with the pond of water in the very centre of the island, forging little moving figures from the water then watching them melt back into

the turquoise pool. A bird cried in the distance. The sun burned her neck.

And she heard a sound. It did not sound like any bird or insect or creature she had heard before. She paused, with small plants growing silently around her feet. She waited, hunched over, like a tiger waiting to pounce. Nothing happened. She threw a rock into the bushes nearby, and then heard a voice, unlike any she’d heard before.

The voice spoke in a similar language to her, but it spoke in simplistic sentences. She knew it to be the voice of a human invader.

“I…mean…no…harm,” said the voice in a slow, stupid way. “You…” said the human coming out from his hiding place and pointing at Novi, “are very…beautiful…Understand? Beautiful?”

Novi stood still where she was, she knew humans were cunning and evil, and knew this boy was pretending to be stupid. She said nothing and frowned at him.

“You,” he said pointing again, “do amazing things…with the water…very clever tricks”

“Thank you,” she replied reluctantly, “but it’s not actually a trick.”

“Will you show me?” he moved closer “Can you do it again?”

“Of course I can,” Novi retorted, “but you must stay over there where you are.”

The human boy seemed to understand as he stood still, waiting.

Novi regarded him for a moment then continued her water-conjuring. Whilst she did this the boy thought to himself: “What a beautiful and strange girl- I will make her my wife.” Novi had her back turned to the boy now, and concentrated on her little liquid sculptures. The boy approached her silently and took a ring with a tiny red diamond out of his pocket. He had heard the stories too, about Witches turning into good brides, and his father had given him this ring and claimed it would melt any Witch’s heart and make her fall in love. Before Novi could push him away, the boy grabbed her hand and stuck the ring onto her finger. Novi screamed as she saw the ring on her finger, and felt herself start to transform. She felt her skin melt away, and was sure she was becoming a speechless doll-bride. But she looked down at her hands, now covered with thick brown fur. She growled. The boy shrieked and looked up at the bear which now towered above him. She ate him in one mouthful.

Rapturous applause (and wine)

Rapturous applause (and wine)

Ruby Speed and runner up with a copy of the anthology

Ruby Speed and runner up with a copy of the anthology