Example of a Course Unit

The following is an example of a course unit, supplemented by further indications on how to enrich your notes by using other sources (especially our set books – the Norton Anthology (vol. 2) and in The Routledge History of Literature In English by Carter and McRae).

1. Presentation of modernism as the main context for Joyce’s literary activities
[this will have been covered already in previous classes].

2. Joyce’s life and works (1882-1941)
[Only some basic details will be given in class, so you should supplement this information by using the Norton Anthology, Carter/MacRae and, optionally, the Oxford Companion to English Literature, ed. Margaret Drabble]

3. An overview of Joyce’s main literary works
[A list of his works will be briefly discussed. Make sure you complement this list with the help of the Norton Anthology, Carter/MacRae and, optionally, the Oxford Companion to English Literature, ed. Margaret Drabble].
 

Dubliners 1914
short stories; themes of Irish life and culture; theme of paralysis; epiphany

A Portrait of the Artist as a Young Man 1916
The character of Stephen Dedalus introduced; the idea of the growth of an intellectual’s mind and critical faculties; the concept of epiphany
The novel contains a famous statement: “The artist, like the God of the creation, remains within or behind or beyond or above his handiwork, invisible, refined out of existence, indifferent, paring his fingernails.” (chapter 5)

Ulysses 1922 (scandal ensued)
highly experimental novel
Action set on one single day: 16 June 1904 (‘Bloomsday’, anniversary of JJ’s first walk with Nora Barnacle, his future wife)
Characters: Stephen Dedalus, Leopold Bloom, Molly
Homer/The Odyssey as ‘hypotext’
“stream of consciousness”/interior monologue
(the term “stream of consciousness” coined by the American psychologist William James, Elements of Psychology 1890, brother of the novelist Henry James)
[the notion of the “stream of consciousness” will have been discussed already at this stage; if you feel you do not know enough about it, find more information, especially by looking up the relevant entry in the Oxford Companion to English Literature, ed. Margaret Drabble].

Finnegans Wake 1939
extremely experimental novel; the metamorphoses of language; the play of semantics

(Stephen Hero - posthumous)

Reading Ulysses

The novel was serialized in the US literary magazine The Little Review in 1918, but it was soon tried for obscenity, and, found guilty, was confiscated by the postal authorities; it was then published in integral form in Paris in 1922 by Sylvia Beach, the bookseller-publisher of ‘Shakespeare and Co.’ on the Left Bank. The first complete English edition was in 1936, after a US District Court found the book not obscene in 1933.

The characters: a triadic structure

Stephen Dedalus (A young Catholic intellectual, see A Portrait of the Artist)

Leopold Bloom (a Jewish advertisement canvasser)

Molly Bloom (his wife)

The intertextual structure

Joyce’s novel is based on Homer’s Odyssey [check that you know something about this fundamental work] through close intertextual links. Each episode or set of episodes in Ulysses can be mapped on to a similar episode of Homer’s poem.

If we use Gérard Genette’s critical terminology (from his book Palimpsestes) to describe this intertextual link, then, Ulysses is called a ‘hypertext’ and the Odyssey is its ‘hypotext’.

The plot

Extremely simple. It follows Stephen’s and Bloom’s wanderings around Dublin, their meeting, which eventually stands for a father-and-son reunion; while the last section is entirely taken up by ‘Molly’s Monologue’. Everything takes place on a single day: 16 June 1904 (which in Ireland is still celebrated as ‘Bloomsday’)
[A good overview of the plot is in the Norton Anthology]

Technique

A combination of stream of consciousness and more traditional narrative forms (such as the use of a third-person narrator in more or less extensive ways).
A mixture of visionarism and realism.

In 1941 the critic Harry Levin termed Ulysses ‘the novel to end all novels’, meaning that it signalled the end of the nineteenth-century realist tradition of novel-writing by forcefully popularizing the style, techniques and concerns of modernist fiction (and, we may add, anticipating those of postmodern literary culture, see Brian McHale’s study Constructing Postmodernism, especially Part 1.2 ‘The Case of Ulysses’).
 

The ‘Proteus’ Section (from the Norton Anthology)

The version of the novel that was published originally only presents three sections (‘Telemachia’, ‘Odyssey’ and ‘Nostos’ or ‘the journey home’).

‘Telemachia’ is centred on Dedalus – very complex section (Stephen is an intellectual)
‘Odyssey’ revolves around Bloom – a simpler section (Bloom is less educated than Stephen, and less of a thinker), but it covers the same issues as the first section, although in a more down-to-earth way
‘Nostos’ is centred on Molly.

In order to clarify the underlying structure of his work, J created two ‘schemes’ (or ‘maps’ of the book) for himself, his critics and his friends. They are:

a) the Gilbert scheme

b) the Linati scheme

The Gilbert scheme is the more complete of the two. The section relative to ‘Proteus’ reads as follows:

Proteus / The Strand / 11 am / philology / green / Tide / monologue (male)

‘Proteus’ is the title of the section, a reference to Homer’s Odyssey (book IV); the name of a shape-changing sea-god [the analogies and correspondences with Homer are well explained in the relevant footnote in the Anthology], the god Proteus as the symbol of primal matter. The god is also related to the theme of change vs fixity, space and time, reality and imgination; in this section, while Stephen thinks, space, time and matter change according to his thoughts – a metamorphosis started by his mental process. The section is characterized by extreme fluidity (again the sea and its ‘protean’ qualities).

[Remember, as the Anthology says in note 2 to this section, that ‘Joyce did not title any of the episodes in Ulysses, but the names are his; he used them in correspondence and in talk with friends’]

‘The Strand’ is the place where the action takes place (Sandymount Beach in Dublin).

Then the Gilbert scheme gives indications as to the Time of Day, the Dominant Art or Discipline in the Section (‘Philology’ here as the ‘science of words’, because of the importance of words in the entire section), the Distinctive Colour, Symbol, and Technique in the Section

(J’s indication of ‘Philology’ in this section stresses that, in modernism, the word is essential; it can explain but also encapsulate the world; this is the heritage of Symbolism, especially French symbolism; for many modernist writers the word is a talisman, and can contain reality, as for instance in Joyce’s use of ‘portmanteau words’; it can keep the world together as in Woolf’s To the Lighthouse; or it can put the world’s chaos and fragments back together as in Eliot’s The Waste Land).

Analysis of Selected Passages from ‘Proteus’ (from the Norton Anthology)

In the Proteus section there is an alternation of

1) stream of consciousness,

2) third-person narration,

and 3) dialogue

very complex narrative style constant interconnection of quotations and learned references intertextual links with many other texts (not just Homer)

(these features are typical of Anglo-American literary modernism)

Two levels of narrative: Stephen’s stream of consciousness (A) / actions and dialogues (B)

A) the visible and the audible; perception; origins/omphalos; epiphany; changes and mutability


B) what he sees on the beach (Sandymount); imagines a visit, calls on his uncle and aunt; remembers Paris

There is a constant osmosis between the 2 levels

They are linked by Stephen’s perception of the external world that consequently stimulates his thought processes or simply by free associations of ideas and sensations

Language is the essential connective of the two dimensions: the ‘world’ becomes ‘word’ (and vice versa) in Stephen’s universe

p. 2269 (first paragraph)the section opens with the evocation of Stephen’s mental processes, an example of his ‘intellectually charged’ stream of consciousness

he reflects on the relation between the ‘modality’ of the audible and the visible (i.e.: how do we hear? how do we see?, how do we perceive reality?)

he concentrates on the ‘visible’ (humorous tone in which serious and facetious – in the reference to Aristotle ‘knocking his sconce [head]’ –, physical and metaphysical, interact)
 

The third-person narrator briefly interrupts the stream of consciousness: ‘Stephen closed his eyes’ (p. 2269, second paragraph)

There follows an evocation of S’s perceptions: ‘to hear his boots crushing…’ But, as usual, the external reality is immediately connected with S’s own reflections and thought processes.

He now concentrates on the ‘audible’, and there is a constant shift between his perceptions of reality (sounds etc.) and his mental processes (note the presence of intertextual references and interpolations: songs, Dante, Shakespeare, Italian and German words)

p. 2270 (fourth paragraph)Again the third-person narrator briefly interrupts the stream of consciousness

S sees some midwives walking down to the beach – this visible and audible perception starts his thoughts, and he begins to think about birth and the creation of life (‘Creation from nothing’), his own birth, the figure of the navel (the visible sign of the interrupted link with our mothers’ bodies), the figure of the omphalos (Greek for ‘navel’) as the mythical centre of the world, the place where all life began; Adam and Eve (who had ‘no navel’) – and finally the joke about asking a telephone operator to put him in touch with Adam (his invented phone number is, symbolically, ‘Aleph, alpha, nought, nought, one’ – again referring to origins and creation ‘from nothing’).

Finally, concentrate on the presence of ‘portmanteau words’, as in ‘strandentwining’ (that links together the words ‘cord’ and ‘beach’) at p. 2270; ‘contransmagnificand…’, at p. 2271  or ‘bigdrumming’ at p. 2272 (these are all instances of how the word seeks to contain the complexity, variety, mutability and contradictions of reality; the word reproduces the world in all its multiple variety, something which Joyce takes to its extreme in the daring verbal experiments of Finnegans Wake)

And at p. 2273, we eventually come across a reference to ‘epiphany’ (‘Remember your epiphanies…’); this crucial term in J’s (and S’s) aesthetic and philosophical theory is here embedded in a series of references to Indian mysticism (‘mahamanvantara’, a word related to the semantic field of change and transformation typical of the ‘Proteus’ section), Pico della Mirandola’s mystical philosophy, and the words ‘Ay, very like a whale’ taken from Hamlet (3.2.399) which are yet another reference to mutation and transformation.

It is clear that the section (in the passages examined here) is based on the theme of change vs fixity, of the perception of space and time, and the differences/links between reality and mental processes.

If in this section, Stephen never stops thinking, the space, time and matter around him never stop changing on the basis of his thoughts. In typical modernist fashion, the world and the word are closely interlinked and interdependent, and the power of the word (here the language of thoughts) is confirmed and celebrated in the ‘Proteus’ section.

To conclude, study the section dedicated to Ulysses in the Norton Anthology (pp. 2233-34). It ends with the following, useful observation:

when we approach Ulysses, ‘all preconceptions must be set aside and we must follow wherever the author leads us and let the language tell us what it has to say without our troubling whether language is being used “properly” or not’.