Blog Posts: A New Pedagogical Tool for Teaching Notre Dame Undergraduates

The Medieval Institute recently launched a new website, Medieval Undergraduate Research, to provide a new community platform for undergraduates studying any area of the Middle Ages. Pedagogically, one of its purposes is to help instructors introduce a new kind of writing assignment in the classroom: the blog post. The recent rise of the digital humanities (DH) has placed particular pressure on medievalists to pursue new scholarly pathways, not only in their own scholarship, but also in the classroom as well. One simple way to increase students’ DH experience is to give them writing assignments based on digital genres. Translating foundational humanities skills–critical thinking, reading, and writing–into newer online platforms, prepares students for a job market that increasingly expects them to be able to communicate effectively in digital mediums.

On this site, posts, carefully revised and edited with help from instructors and myself, the site’s Webmaster, become mini-publications that students can add to their resumes as evidence of their ability to write professionally for a wide audience. Faculty can also use the blog post to encourage students to think about the course material they are learning in an alternative format, not with the intention of replacing the traditional academic essay, but rather as a supplement to it. In fact, many of the standard elements of a conventional assignment could be incorporated into these posts as in the sample assignment provided below. However, students should pay careful attention to audience as the platform encourages students to write “with a different voice and tone than they might use in a traditional essay” and to “explore the multimedia possibilities offered by” the genre.[1] Certain assignments, crafted with an eye towards interlinking and online research, could even focus on developing students’ digital literacy, finding, reading, and evaluating the quality of their online sources.

Contributions to this online forum can address any topic under the large umbrella of medieval studies, leaving the possibilities for assignment topics wide open. For example, a series of posts currently published under the course category “Chaucer’s Biggest Rivals” respond to a prompt written by Kathryn Kerby-Fulton, worth quoting in full:

Translation Critique Project for Blog: You can write this blog post either on Pearl or Gawain. There are two parts to this: you will translate a passage of your choice and then comment on the various stylistic devices used by the poet in one of the passages given (e.g. word play, metre, rhyme, stanza structure, imagery). Then you will write a critique of Marie Boroff’s translation (she is considered the best American poetic translator of Middle English). A copy of Boroff’s translations can be purchased inexpensively and one will also be placed on Reserve in the Library; however, her Gawain can also be found in any edition of the Norton Anthology of English Literature. You may wish to look at Boroff’s introduction to her text, where she gives the rationale for her approach. You will want to consider the problems of literary style, accuracy, faithfulness to the medieval poet’s text, and the demands of modern English in your analysis, and you should have no fewer than five examples to illustrate your views. (The Middle English Dictionary and the Oxford English Dictionary are good resources for this type of research as well). The length of this assignment is about 1000 words, so not very long, and we are going to post the best of them online on the ND Medieval Institute’s blog website (Medieval Undergraduate Research), with the help of Dr. Nicole Eddy [the site’s former Webmaster]. And we will put the appropriate image from the Pearl or Gawain manuscript with your post, or perhaps other appropriate images. See:

Many of the students tasked with these critiques found innovative ways to connect the material to modern culture in order to adapt their more traditional analyses to this newer genre and to address a wide audience. Examples include Karen Neis’ “An Ugly, Bad Witch” and Elizabeth Kennedy’s “Visceral Moments in Sir Gawain and the Green Knight.”

Some reflections on a manuscript reproduction project completed for a “History of the Book” course at St. Mary’s College across the street are currently joining those translation critiques. These posts, written under the guidance of Sarah Noonan, reflect on the process of manuscript production from the materials (parchment, ink, etc.) to the artistic decisions that go into designing the mise-en-page. Next semester, I will require students in my Canterbury Tales course to write blog posts that close read a short passage in lieu of one of the shorter close reading essays I typically assign. Historians, theologians, and philosophers will likely approach the blog assignment differently, and we welcome disciplinary diversity. We hope to gain wide interdisciplinary coverage that represents the full breadth of Notre Dame’s medieval curriculum.

Instructors using this site as the basis for course assignments should feel free to experiment with a range of traditional and creative prompts. We are also open to accepting work performed for extra credit, so long as the submissions undergo revision based on feedback from an instructor or TA. Individual students are invited to send us individual submissions based on successful work they performed for their classes, such as a major research project, or an analytical essay, revised to match the length and tone of a blog entry.

Medieval Institute, Hesburgh Library. Photo by Matt Cashore/University of Notre Dame

Moreover, in the coming months, we plan to roll out a supplementary classroom visit program for which I, or one of my regular contributors, will give quest lectures. Our presentations will consist of a twenty-minute talk about how to set up and write a successful blog post in WordPress. This program will provide an additional resource for faculty who want some extra support implementing their technology-based assignments.

We are, of course, far from the first ones to suggest blog posts as course assignments (see what others have said, here,  here, and here). However, as opposed to some of the more informal models in common use (weekly reading responses, daily prompts, etc.), all of which serve valuable purposes, the posts for this site are meant to be more formal and involved. As a centralized hub for undergraduate bloggers at Notre Dame, these carefully revised and polished contributions are meant to function more like mini, peer-reviewed publications. With this goal in mind, we encourage faculty and undergraduates to participate in this project and are eager to work with you at any stage of the process.

Karrie Fuller, Ph.D.
University of Notre Dame/St. Mary’s College

[1] Claire Battershill and Shawna Ross, Using Digital Humanities in the Classroom: A Practical Introduction for Teachers, Lecturers, and Students (London: Bloomsbury Publishing, 2017).

A few additional resources for DH teaching at the undergraduate level:

Hacking the Academy, May 21-28, 2010 ( (There’s also a book version of this project published by the University of Michigan Press, 2013.)

Brett, Hirsch, ed., Digital Humanities Pedagogy: Practices, Principles, and Politics (Cambridge: Open Book Publishers, 2012).

Monstrous Ethiopians? Racial Attitudes and Exoticism in the Old English ‘Wonders of the East’

The flare of recent racial tensions, especially in the wake of the Trump administration’s xenophobic rhetoric, has had repercussions in Charlottesville and across the United States. White nationalist organizations, such as the Alt-Right, have become the face of this hatred and have renewed national concern about the nature of race relations and prejudices in the United States. And of course, the internet has opened new windows and doors into impressionable minds and offered these groups new ways to the spread their toxic rhetoric.

As medievalists it is especially important that we do our part to counter the way in which White supremacist organizations, who have historically appropriated medieval literature into their rhetoric of hatred. It falls especially to Anglo-Saxonists, who have historically been caught in an unfortunate web of association with White Supremacist rhetoric, to explicitly set the record straight and to offer alternative models of medieval thinking about race and ethnicity. The fact is that 20th century Anglo-Saxonist scholarship has intellectually contributed—even helped to create—the romantic idea of the ‘Germanic hero’ (whether in the paragons of Beowulf or Siegfried), and without the work of literary and linguistic scholars of Germanic philology, Hitler’s Nazi rhetoric regarding the racial superiority of an imaged ‘Aryan race’ may not have been possible or at the very least may not have had the same type of intellectual traction.

Moreover, the persistent assumption that medieval people in Europe were necessarily racist, and that they collectively held attitudes of racial superiority congruent with modern White supremacist groups, is both dangerous and non-factual. This assumption contributes to the narrative that ethnic Europeans always considered themselves to be somehow cultural better than their neighbors to the south and east. With all this in mind, I wish to return to the sources—to a medieval text from Anglo-Saxon England—in order to reflect on racial attitudes and prejudices in so far as the text presents them. My discussion will center primarily the Old English The Wonders of the East, which (as the title suggests) is essentially an Anglo-Saxon catalogue of wondrous places, peoples and creatures from the far way lands, generally somewhere in Africa and Asia.

Scholars Susan M. Kim and Asa Mittman have argued that Anglo-Saxon audiences would have likely considered the wonders described in the texts as truly existing and point out that, “the very status of the Wonders as wonders implies at once the stretching of possibility, and an insistence on the viability of the same possibility, at once the incredibility and the truth of the narrative” (1), leading to the conclusion that “the Anglo-Saxon readers and viewers of these texts probably considered them true” (2). The British Library agrees and states in their blog, describing the monsters illustrated in the Wonders: “belief in the existence of monstrous races of human beings was central to medieval thinking, although almost everything about them was open to debate and discussion.”

Marvels depicted in the Old English ‘Wonders of the East,’ BL Cotton Vitellius a.xv, f. 101r.

The Liber Monstrorum, a Latin text similarly interested in monsters and wonders and which Michael Lapidge has argued was composed in Anglo-Saxon England, presents his marvels with more skepticism. Its opening disclaimer casts serious doubt regarding the veracity of many of the marvels described and offers an alternative perspective noting that quaedam tantum in ipsis mirabilibus uera esse creduntur “only certain things in the wonders are believed to be true” and that most may in fact be rumoroso sermone tamen ficta “nevertheless rumor by false speech.”

But, what about when one encounters a ‘wonder’ in a medieval text which (however distortedly) attempts to discuss a group of people or species of animal, which does exist in places far from Europe? What does it say about racial attitudes in Anglo-Saxon England if an ethnic group—such as Ethiopians—is included in a catalogue of monsters? How should we read this?

Before we get to the passage describing the sigelwara ‘Ethiopians,’ let’s begin by briefly discussing the text as a whole and some of the other wonders in the collection. The Old English Wonders is found in two manuscripts, (BL, Cotton Tiberius b.v and BL, Cotton Vitellius a.xv—often called the Nowell Codex or simply the Beowulf-manuscript). One of the monstrous people included in the text is the blemmyae, known explicitly from the Latin source text but left unnamed in the Old English Wonders. What makes these people wondrous is their unusual physical appearance. It is said of these people:

The blemmyae depicted in the Old English ‘Wonders of the East,’ BL, Cotton Vitellius a.xv, f. 102v.
Old English Prose Modern English Translation
Þonne syndon oþre ealond suð from Brixonte, on þon beoð men acende buton heafdum, þa habbað on hyra breostum heora eagan ond muð. Hy seondon eahta fota lange ond eahta fota brade. Ðar beoð dracan cende þa beoð on lenge hundteontige fot-mæl longe and fiftiges; hy beoð greate swa stænene sweras micle. For þara dracaena micelnesse ne mæg nan man na yþelice on þæt land gefaran. Then there is another island, south of the Brixontes, on which there are born men without heads who have their eyes and mouth in their chests. They are eight feet tall and eight feet wide. There are dragons born there which are one hundred and fifty feet in length, and are as thick as great stone pillars. Because of the abundance of the dragons, no one can journey easily in that land.

The blemmyae are pretty unbelievable by modern standards, and today we would recognize such creatures as a fiction or fabrication derived more likely from the imagination than from experience. Emphasis is on the peculiar placement of his face and his enormous size, which is followed up by the corresponding reference to the enormous dragons also found in the wondrous domain of the blemmyae.

Physical description is front and center in the description of the panotii, another unnamed people known from the Latin source text. The panotii are described as follows:

The panotii depicted in Old English ‘Wonders of the East,’ BL, Cotton Vitellius a.xv, f. 104r.
Old English Prose Modern English Translation
Þonne is east þær beoð men acende þa beoð on wæstme fiftyne fota lange ond x on brade. Hy habbað micel heafod ond earan swæ fon. Oþer eare hy him on niht underbredað, ond mid oþran hy wreoð him. Beoð þa earan swiðe leohte ond hy beoð swa on lic-homan swa white swa meolc. Gyf hy hwilcne mannan on þæm lande geseoð oðþe ongytað, þonne nymað hy hyra earan him on hand ond fleoð swiðe, swa hrædlece swa is wen þæt hy fleogen. Going east from there is a place where people are born who are in size fifteen feet tall and ten broad. They have large heads and ears like fans. They spread one ear beneath them at night, and they wrap themselves with the other. Their ears are very light and their bodies are as white as milk. And if they see or perceive someone in their lands, they take their ears in their hands and flee far, so quickly that the belief is that they flew.

These wondrous people are likewise described as monstrous in size and are identified by their unusual facial features, namely large heads and fan-shaped ears. They are described also as having milky white bodies, and so here reference to skin color is one of the ways in which the text physically depicts and characterizes the panotii. The passage goes on to describe their peculiar sleeping habits and speedy flight whenever they sense anyone in their territory.

Another group of people, described in the Wonders as hostes, Latin for ‘enemies,’ are also described firstly by their physical features—in this case their huge size and dark skin—and only after is the reference to their cannibalism.

The hostes depicted in the Old English ‘Wonders of the East,’ BL Cotton Vitellius a.xv, f. 102r.
Old English Prose Modern English Translation
Begeondan Brixonte ðære ea, east þonon beoð men acende lange ond micle, þa habbað fet ond sconcan xiifota lange, sidan mid breostum seofan fota lange. Hi beoð sweartes hiwes, ond Hostes hy synd nemned. Cuþlice swa hwlycne man swa hi læccað, þonne fretað hi hyne. Beyond the River Brixontes, east from there, there are people born big and tall, who have feet and shanks twelve feet long, flanks with chests seven feet long. They are of dark color, and are called Hostes. As surely as they catch someone they devour him.

In this passage, we are told of a people who are to a certain extent characterized by skin color, and so it could be argued that a racial element has now come into play. In this example, we have reference to a group of dark-skinned cannibals. But, at least according the Wonders, the monstrous hostes are to be feared not because of their race or the color of their skin, but rather on account of their potentially life-threatening behavior.

Another reference to dark-skinned people in the Wonders describes a group who live upon a marvelous mountain:

Old English Prose Modern English Translation
Ðonne is oðer dun þær syndon swearte menn, ond nænig oðer man to ðam mannum geferan mag forðam þe seo dun byð eall byrnende. Then there is another mountain where there are dark people, and no one else can travel to those people because the mountain is everywhere burning.

Here what seems wondrous is the mountain, described as ‘everywhere burning’ and possibly the fact that these people are able to live in such an inhospitable environment. While I am not arguing that the reference to skin color is irrelevant, or to be ignored; however, I would suggest that what is being most marveled at is the mountain and the way it protects these inhabitants, and least of all that these people are described as swearte—‘swarthy’ or ‘dark’ in Old English.

Which brings us, at long last, to the passage on sigelwara or ‘Ethiopians’ in the Wonders, which begins not with reference to these people, but rather to the nearby marvelous trees, on which gemstones are said to grow.

The sigelwara depicted in the Old English ‘Wonders of the East,’ BL Cotton Vitellius a.xv, 106v.
Old English Prose Modern English Translation
Ðonne is treowcyn on þæm þa deorwyrþystan stanas synd of acende, þonon hy growað. Þær þa moncyn is seondan sweartes hyiwes on onsyne, þa mon hateð sigelwara. Then, there is a kind of tree, which grows there, on which the most precious stones sprout. There is also a group of people there of dark color in appearance, who are called Ethiopians (sigelwara).

Indeed it is the jewel-producing trees, which are the true wonder in this section, and the reference to the sigelwara appears as something of an afterthought, though they are characterized entirely based on their skin color. This physical feature is mentioned before the text swiftly transitions to the next wonder in the collection.

Though the Wonders refers to Ethiopians in its list of marvels, I would argue the text is more guilty of exoticism than racism, and reflects wonder about different groups of people without any reference to respective racial superiority or inferiority. In fact, that these people were from a far away place and are described as visually different seems only to heighten the interest and intrigue.

It is true that with the Wonders, we have a text that characterizes groups of people based on their physical characteristics, and so the text is—or at least can be read as—racist in this sense. However, it is important to note that white-skinned people are just as wondrous (or monstrous) as dark-skinned people in the text, primarily made marvelous by their status as strange, foreign and other. The Wonders demonstrates medieval fascination with the exotic and the marvelous, and the spatial orientation of the text may even reflect a desire to be elsewhere. Indeed, certainly in Anglo-Saxon England as with most of medieval Europe, people considered themselves to be living in something of a cultural backwater, and places to the south and east (whether cities such as Rome, Constantinople, Baghdad, or regions such as Ethiopia or India) were considered culturally superior in that they were places full of knowledge and wonders.

While the Old English Wonders of the East should by no means be taken as a representative of all medieval people’s perception or interest in foreign wonders (as no single text could), it nevertheless tells quite a different story about racial attitudes in Anglo-Saxon England than the narratives pushed by modern Neo-Nazi and White Supremacist groups, who we all know are the real monsters.

Richard Fahey
PhD Candidate
Department of English
University of Notre Dame

Works Cited:

British Library’s “Monsters and Marvels in the Beowulf Manuscript” (2013).

Fulk, R. D. The Beowulf Manuscript. Dumbarton Oaks, 2010: 16-31.

Kim, Susan M. and Asa Mittman. “Ungefrægelicu deor: Truth and the Wonders of the East.” Different Visions: A Journal of New Perspectives on Medieval Art 2 (2010): 1-22. 

Mittman, Asa Simon. ‘Are the ‘monstrous races’ races?’ Postmedieval 6:1 (2015):  36-51.

Orchard, Andy. Pride and Prodigies: Studies in the Monsters of the Beowulf Manuscript. 1995.



London, British Library, Cotton Tiberius b.v fols.78v-87r.

London, British Library, Cotton Vitellius a.xv fols.98v-106.


The Role of Researchers in Public Protest

The fiscal year ends in a few weeks, and researchers of all stripes are worried about how Trump’s threats to cut funding will pan out. The presidential administration has proposed to slash support for a spectrum of federal agencies including the National Endowment for the Humanities, the National Endowment for the Arts, and the National Institutes of Health. As the March for Science that took place in major cities around the world last April showed, there is a way for academics to work with the public to peacefully and effectively promote intellectual pursuits.

March for Science on April 22, 2017 in Washington, D.C.
“March for Science” by Molly Adams is licensed under CC BY 2.0

The violence that erupted last month outside the “Unite the Right” rally in Charlottesville, on the other hand, showed the new danger that humanities scholars face as their work and causes are coopted by white nationalists and white supremacists. From the defense of bigotry in terms of “respect for American history” to the misappropriation of medieval imagery to construct an imagined past of racial purity, false pretenses of scholarship pose a serious threat to contemporary arts and letters. As we seek out new ways to promote the humanities in an increasingly volatile public arena, we should consider what lessons can be learned from the gruesome history of town-gown clashes.

“Unite the Right” Rally on August 12, 2017 in Charlottesville, VA
“Charlottesville_UniteTheRightRally-0293.jpg” by Rodney Dunning is licensed under CC BY-ND-ND 2.0.

In 1355, a bar brawl between two scholars and a wine merchant in an Oxford tavern led to a free-for-all between members of the university and citizens of the town that spanned several days. It began when the two beneficed clerks, Walter de Springheuse and Roger de Chesterfield, insulted the vintner John de Croydon’s wares and, apparently, launched the wine jug at his head. Townsmen rallied to Croydon’s defense, ringing the bell at the church of St. Martin and opening fire bows and arrows on the clerks. The chancellor attempted to intervene, at which point he was attacked and forced to retreat. He returned with an army of his own and ordered the bell at St. Mary’s to be rung.

The next day, forty townspeople invaded a convent of Austin friars and ambushed a group of clerks at Beaumont Fields. As the students attempted to close the town gates, 2,000 countrymen came to the aid of the townspeople waving a black flag. The slaughter that followed was grisly: halls were sacked and clerks were imprisoned and murdered, their tonsured heads scalped in disdain. One scholar was taken down at the feet of a band of friars who were processing in protest. Severely outnumbered, the clerks were forced to flee and the university shut down.

These days of conflict, known as the St. Scholastica Day Riots, were the culmination of a century of angst between town and gown. Throughout the thirteenth century and well into the fourteenth, as Gordon Leff explains, “royal favor had given the university authorities a stranglehold on the life of the city, juridically, economically, and psychologically.” Oxford was neither the first nor the last place to see this kind of dispute. The struggle between town and gown had generated the “Great Dispersion” of 1229 in Paris, for instance, which had displaced many great minds from France to Oxford and Cambridge in the first place. During the 1381 Peasant’s Revolt, a less bloody but similarly angst-charged riot broke out at Cambridge, where the mayor, bailiffs and burgesses attacked the scholars, pillaged the halls, and confiscated the university’s and colleges’ charters of privileges and other documents, to which they then set fire in the marketplace.

Until recently, what is often called the “crisis in the humanities” felt, to me, like a hyperbole when considered alongside the all-out bloodshed of the St. Scholastica Day Riots, and the deep-seated tensions between scholars and the public that they laid bare. In light of recent events, however, it is becoming ever clearer that researchers are entering the public arena whether we choose to or not, and the stakes of that discourse are escalating.

Erica Machulak, PhD
University of Notre Dame


Bennett, J. A. W. Chaucer at Oxford and at Cambridge. Toronto; Buffalo: University of Toronto Press, 1974.

Cobban, Alan B. The Medieval English Universities: Oxford and Cambridge to C. 1500. Berkeley: University of California Press, 1988.

Courtenay, William J. Schools & Scholars in Fourteenth-Century England. Princeton, NJ: Princeton University Press, 1987.

Leff, Gordon. Paris and Oxford Universities in the Thirteenth and Fourteenth Centuries: an Institutional and Intellectual History. New York and Wiley, 1968.

Mallet, Charles Edward. A History of the University of Oxford. London: Methuen & Co, Ltd, 1924.

Rashdall, Hastings. The Universities of Europe in the Middle Ages. Edited by F. M. Powicke and A. B. Emden. 2nd ed. London and New York: Oxford University Press, 1942.