Last spring I discovered MOOCs (Massive Online Open Courses), when my friend Sandra posted a notice on Facebook of a Stanford course, Ten Pre-Modern Poems by Women. My sister Luli and I both signed up.

The professor, Eavan Boland, is an Irish poet and professor of humanities and creative writing at Stanford.click  She was aided and abetted by young poets in the creative writing program. After Boland talked a bit about the poet and her time, and described the poem, we read it and gave our first impressions. An illustrated lecture went more deeply into the poet’s life and times, and analyzed the poem. A contemporary poet commented on the poem, and then we had homework assignment. Faculty and students responded to each other in the discussion forum.

Some of the poems – Browning’s “How do I love thee?” and Rossetti’s “When I am dead, my dearest” were very familiar. I’d seen them so often that the words had lost their meaning. But doing the homework, and reading the faculty and students’ remarks, I saw them fresh.

“I love thee to the depth and breadth and height my soul can reach”  Image: The Grand Canyon. National Park Service

“When I am dead, my dearest, Sing no sad songs for me; Plant thou no roses at my head…” image: Flickriver.com

I’d never heard of Anna Laetitia Barbauld, but I loved her poem, “Washing Day,” a picture of the weekly disruption in an 18th century English middle class family when the washer woman comes to do the laundry. It’s full of vivid scenes and pictures: the clotheslines break, the dog knocks over the drying rack. a little boy loses his shoe in the mud. We see the whole population of the household: the wife, husband, maids, children, grandmother, visitors. There are enough characters and action in Washing Day to make an amusing play, or if you are novelistically inclined there are plenty of scenes to get you started.

Laundry Day c.1765. Image: British Museum

 

For each week and poem there was a choice of three homework assignments, always including the opportunity to write a poem of your own. For me this was the easy way out. Rhyme and meter are in my blood – doggerel runs in my family. I can write a bad sonnet with the best (or worst) of them, but I soon found I focused more on the poem under discussion if I wrote one of the essays instead.

Rosetti’s poem came alive for me again when I went to YouTube and heard it set to music. I listened to three versions with different melodies and performers. The different songs transformed the poem into something new, and led me to examine the original more closely. click

I was enjoying this course so much that I signed up for another one, Harvard’s Poetry in America: the Civil War and its Aftermath. It had a great deal more material than the Stanford course, all of it tempting. It included a baritone singing Swing Low Sweet Chariot under a slide show of engravings and photos, a discussion of The Gettysburg Address, a Confederate nurse’s diary, and John McCain reciting The Cremation of Sam McGee, which he learned in Vietnam when the prisoner in the next cell tapped it out in code. I soon realized that if I added that course while continuing the Women Poets course I would be a full-time student. I don’t have time for that, so I stopped after a couple of weeks.

 

Union nurses in the Civil War. Image:civilwarsaga.com

I finished Ten Pre-Modern poems in June, and early in September I started taking Modern and Contemporary American Poetry from the University of Pennsylvania. Each poem was accompanied by a video discussion between the exceptionally good professor and his grad students, conducting close readings of all the poems – word by word and line by line, not neglecting punctuation and line breaks. There was a lot of additional material available, as well as very intelligent discussion on the forums. This was the best and most challenging of the three courses. I stuck with it for eight weeks, through the Beats, but with my Voices Rising concert and a trip to the Grand Canyon looming, and from sheer intellectual exhaustion, I stopped.

UPenn Prof. Al Filreis and grad student Anna Strong.. I loved watching these video discussions partly because Al reminded me so powerfully of my late friend Jim Hardy, down to his voice and the twinkle in his eye.

All the courses have participant discussion forums, and participants come from all over the world. I love hearing furriners talk about us, because it reminds me once again how very parochial we are. People from Peru or Pakistan aren’t necessarily affected by the American orthodoxy-of-the-week. In the Harvard course, several recommended Gone with the Wind as an excellent portrayal of the horrors of the Civil War.

image: ew.com

Most forum posts drew no response – I suppose we’re more interested in our own thoughts than in anyone else’s. In the Civil War poetry course, the longest thread by far was started by someone who asked people to share their creative work. The poetry poured in. None of it had anything to do with the Civil War.

Like any college student, I like to gripe. Judging by the professors in these courses, the current fashion in academia, perhaps stolen from literary fiction, is to discuss everything in the present tense. I hear journalists on NPR do this too.

I suppose somebody has decided that it brings history to life, but it annoys the hell out of me. Aside from impoverishing the language, it flattens our sense of history, and creates a false intimacy, a pretense that barriers of different world-views and culture don’t exist or don’t matter. It leads directly to our presuming to judge the outrages of other eras as though we sensitive souls of the 21st century occupy some moral high ground. I’m convinced that wickedness and cruelty, intolerance and exploitation, selfishness and greed continue in humankind at pretty much the same level through the ages. Only the victims and methods change.

 

image: thinglink.com

image: linkedin.com

The discussion in the women poets course frequently raised issues of class, race and gender. While I’ve been obsessed with these most of my life, I found myself impatient with what seemed to be requisite and rote comments. I finally wrote a waspish response in my essay about “Washing-Day,” which I generously share with you:

Yes, they hired laundresses, who doubtless had rough lives. Maids worked very hard and had little power or independence. The poet could have written about The Washer Woman, but on this occasion she chose to write about what it was like in the household on wash day. I see no need for 21st century readers to tut-tut about the evils of other historical periods – we have plenty of our own. If I read a contemporary poem about a young girl who is a gifted gymnast, I don’t feel impelled to discuss the sweatshops in which the beads were sewn onto her costume, unless the poet is implicitly leading me there.

 

Gabby Douglas. Image:usa.com

 

Aside from my quibbles with substance, I found the technology cumbersome. It took four tries to create a damn password for the Stanford course – with each try, they came up with a new rule: must have numbers, can’t use symbols, must be gluten-free.

  image:passwordmeter.com

                                                                                                                            
All my passwords are gluten free. image:fixyourdigestion.com  

 

The Harvard course was worse. It ate my three paragraphs of delicious analysis TWICE. It buried all kinds of critical information several layers down in various links: there were eleven pages of FAQ, and then a separate FAQ thread in the discussion section. It took a lot of digging to discover that the course was designed for Chrome, and Firefox users (me) were particularly likely to have problems.

I recommended the course to Luli, but suggested she just read and view the materials rather than try to respond. She claims she once took a hammer to a recalcitrant computer, and the obstacles in this course were so frustrating that I was afraid she would blow up her whole office.

If I had a hammer…  image:hongkiat.com

 

The Modern Poetry course, which Luli was very engaged with, refused to recognize her after a couple of weeks, and though she and I spent hours on the phone trying to fix the problem, she finally had to give up.

It was their loss. Luli’s participation in the Women Poets course had enriched it for me and many others. Thanks to a wild and crazy adolescence, she barely finished high school and never went to college. She’s as widely read and knowledgeable as anyone I know except our sister-in-law Doris, but she hangs out with a number of highly educated writers and librarians, and she thought it would be cool to have a certificate saying she completed a course at Stanford.

 

Luli got a certificate. Image:stolinsky.com

 

We enjoyed the course together by phone and email. Luli in academia is a little like Alice in Wonderland – she sees things for what they are, rather than accepting the strange transformations of truth that blossom in the groves of academe. For example, here was her response to my discussion of the You Tube performances of Rosetti’s poem:

cor blooming blimey! what a load! i listened to the ones you mention, plus a passel of others…not all the way through any of ’em, because i thought them all total rubbish. as maudlin as a bunch of drunks. which the poem isn’t. and so many overblown orchestral arrangements for this simple, tongue in cheek song. my god. but, i liked your essay.

A bunch of drunks. image:crujonessociety.com

 

For all my carping, I think MOOCs are great. However, be warned. Though all of the courses emphasize that you can participate as much or as little as you want, it’s hard to resist doing more than you have time for. It’s like  spreading a buffet in front of a hungry person. The Ten Pre-Modern Poems course is the least demanding (after all, it’s only ten poems) and its approach, including the assignments, the least rigorous. But I enjoyed it, I learned a lot, and it didn’t eat up my life. The Civil War poetry course was rich with material, and I will probably return to it. Though I didn’t stick with it long, my impression is that their poetry analysis is more historical than literary. The Modern Poetry course felt like a graduate seminar in poetry – very intense, and very focused on the poetry. I gained new appreciation for Dickinson, Whitman, William Carlos Williams and Ginsberg, and met others I’d never heard of. I do intend to go back to it, though I’m a little daunted by the time required to do it well, and I may tire of the close reading approach.

Here’s a link to find MOOCs. click. Courses in subjects like engineering, computer science, and business far outnumber the arts and humanities. But their search engine is good, and if you’re so inclined you should be able to find the courses I’ve mentioned, as well as other humanities courses.

In the quest for eternal life and vigor, boomers are advised to keep exercising their brains along with their bodies. Eternal life doesn’t appeal to me, though vigor sounds nice, but I love reading poetry, and learning new stuff is fun.

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