When I first heard about Tarrant County College's Faculty Development Leave (FDL), I was interested, but skeptical. After all, could a school really pay an employee to take a semester or two just to explore specific elements of a discipline, travel, or investigate teaching methods or ideas? Well, the answer is "yes." After talking with Pam Benson and other friends about their FDL's, I began working on my own idea. Below are excerpts from my FDL application describing the intent and scope of my trip to Santiago.
Brief DescriptionIn the 12th century manuscript called Codex Calixtinus, Aimery Picaud outlines the journey from England to the third most important religious shrine in Europe, Santiago de Compostela, Spain. I plan to retrace the steps of Medieval pilgrims who traveled by the tens of thousands each year to religious shrines usually associated with saints’ lives, relics, or secular spiritual advisors called anchorites and anchoresses. I will visit sites in England, particularly the church of St. Julian in Norwich which is the location associated with the 14th century author, Julian of Norwich, whose autobiography is the first book written by an English woman. I’ll trace the steps of the Canterbury pilgrims in their ride from Southwark in London to the shrine of Thomas Becket in Canterbury as described in Chaucer. Then, I will cross over into France and use the route suggested by the Association Normande des Amis de Saint Jacques—from Dieppe to Rouen to Charters through Bordeaux to St. Jean Pied de Port at the foothills of the Pyrenees. From there I will walk as did the medieval peregrinos (pilgrims) the 500 miles from St. Jean Pied de Port to Santiago de Compostela.
Objectives of ProposalI teach the sister disciplines of literature and history. This leave is intended to allow me the opportunity to explore, first hand, several literary and historical sites—to experience some of western writers’ most profound influences. The objectives fall into five clear areas:
1) Explore sites associated with world and British literature that are represented in the texts I use in class. Julian of Norwich, Margery Kempe, Geoffrey Chaucer, the stories of El Cid, the Song of Roland, and many other works are indelibly attached to the locations on my itinerary. The pilgrimage was the quintessential experience of the lay piety movement in Europe. Major works in the British and World Literature texts relate experiences from this movement, including the first works by women writers in Europe.
2) Gain an understanding of the hardships associated with traveling the sorts of distances endured in the past. By reenacting the journey along the Camino de Santiago, I hope to place myself more in contact with the every-day world of the ancient and medieval people who took these trips, wrote travelogues, and developed the stories our students read in class. I want to better understand the motivations of medieval pilgrims and to relate to the journey as a literary motif. Almost every epic, from the Odyssey to the Song of Hiawatha, has the journey as an integral element; clearly, in an age of rapid transit, understanding this motif becomes increasingly difficult.
3) Research original materials available in European repositories. I plan to access medieval sources unavailable in the United States. Specifically, I am working on early works by women writers whose pilgrim experiences form the first efforts at developing biography and narrative. This should be a unique opportunity to review several travelogues and diaries held at locations along my trip.
4) Compile a usable digital photographic record of historic/literary sites. I want to develop power point presentations using photos of the trip to enliven class discussions of literature. Sites along the route range widely from Roman to Medieval to Early Modern. Indeed, I teach literature in World Lit. I and II and in British Lit. I and II that ranges equally from Silver Age writers in ancient Rome to Medieval writers to modern.
5) Familiarize myself with the joys and rigors of European travel. I would like to lead student groups on trips to locations that have clear application to the material covered in my classes. I would like to explore the tomb of El Cid, the valley of Roland, the Canterbury cathedral or the Moorish castle of Calavijo in order to access the viability of bring students to these locations to augment their understanding of literature, history, and world culture.
Proposed Activities1) Fall Semester—I will actually complete the second half of the trip first in order to avoid the spring rainy season in Spain. On Sunday, August 20th, I will fly into London, explore the city for a couple of days, then take Ryanair to Biarritz on the Atlantic coast of France and take a bus to St. Jean Pied de Port in southwestern France where I will apply for my official credencial—a document that must be stamped at each stop along the way. From there I will walk the 12th century route of the Camino de Santiago; the actual trip should take about 45 days. Literally, every day will involve a stop at a historic site. The first stop will be at the Capilla de Santiago, a 13th century Romanesque chapel in Roncesvalles (see Chaucer’s description of the Pardoner in The Prologue to The Canterbury Tales). From there I will follow the route Napoleon’s armies also took into Spain during the Peninsular Campaign by traversing the province of Navarra (Basque territory and the home of Pamplona—made famous in America in the stories of Ernest Hemingway). There is not adequate space here to summarize the historic/literary sites available as I cross the Roman bridge over the rio Ebro, though Burgos, Sahagun, Leon, Ronferrada and into Santiago. Sites vary from the via Trajanos, the 2nd century Roman road, to 8th century Moorish castles to 18th century English monastic exiles’ dwellings. After exploring the shrine of Santiago and visiting the cloisters for research, I plan to sail, as did many English pilgrims, back to Portsmouth via the ferry from El Ferrol.
2) Spring Semester—I will essentially explore the first half of the journey. I’ll fly into London and spend some time at the British Museum. I’m interested in researching medieval pilgrim journals and 17th century women writers whose works are available there. Next, I plan to visit central and eastern England, following a trail that leads through Oxford to Norwich in Norfolk. As time allows, I’d also like to go the Lincoln and York; the cathedrals and university libraries there house significant legal documents dating from the late 8th century. Then, I’ll return to London for the trip to Canterbury, cross the channel to Dieppe where I’ll pick up the traditional pilgrim trail from Rouen to St. Jean Pied de Port. Again, as time permits I’d like to take a side trip to Mont Saint-Michel as suggested by the Association Les Chemins de Mont Saint-Michel.
3) In the time between the two trips, I will develop power point presentations for my use in class instruction. Additionally, I will be editing a pair of papers for submission to conference and publication. One paper concerns the development of English vernacular literature as a bi-product of pilgrim experiences and as a reaction to the sale of indulgences. The second is a more ambitious project exploring the development of a writer’s voice among English women who validated their writing by placing it in the context of religious narratives.
Immediate and long-range benefits. Immediately, I expect to develop a new level of expertise and an awareness of global issues that I can bring back to the classroom. Additionally, the pictures and descriptions that I will make available not only to my students but also to my colleagues should augment the experience of merely reading words from dry pages. I want to enliven these narratives by mixing in my own narrative. Of course, I also expect to complete two papers worthy of conference presentation and, hopefully, publication.
Long range, I expect to lead student groups to Europe. I am well aware of the recent interest in expanding classrooms to incorporate global interaction. There seems no better way to excite interest in such matters than by devoting time to leading students to experience life in other countries first hand. Also, of course, my academic research in English women’s writing is strongly tied to the pilgrim experience; women develop as writers only as they relate to religious ideas and often in spite of the “advice” of men.