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Mary Shelley's The Last Man: Abridged Edition

February, 2022

"Throughout my teaching experiences, especially in seminars that have covered the life and works of the Shelleys, Lord Byron, and other writers of the age, reading The Last Man at the end has consistently provided a stimulating and memorable culmination. This is because these pages are filled with familiar material, even if one has not read the novel before. But asking my students to complete such extensive reading at the term’s conclusion invariably felt demanding and onerous. For pragmatic purposes, therefore, I decided to create the following abridgment, truncating the original narrative by more than a third of its length. It is my hope that, while offering greater exposure to this important novel in classes around the world, this free and open-access edition is used as originally intended: as a pathway toward—rather than a replacement for—the novel in its entirety."


Mary, the Osier-Peeler

October, 2021

This electronic edition makes the text of Mary Morgan's Mary, the Osier-Peeler available for the first time in over 200 years from the single known copy in the world. As an electronic edition in Romantic Circles, the poem is machine-readable, enabling access not only to those without physical access, but also to those with sight disabilities in the spirit of its twentieth-century collector, Marguerite Hicks.



Teach (the) Romantic / Romantic Teaching, Vol. 1

Date published: 

June, 2021
For the past several years Romantic Circles Pedagogies Commons has published special volumes that speak to specific issues within romanticist pedagogy, such as “Romanticism and Technology,” “Teaching Global Romanticism,” or “Teaching the Romantic with the Contemporary.” For this 2-part volume, assembled during the COVID 19 crisis, we purposely stepped back and focused more broadly on essays that offer innovative approaches to teaching romanticism. By focusing on innovative pedagogies that seek to redefine “the romantic” in various ways and consider the romanticism as a place of engagement rather than administration. The essays collected are keen examples of this revisionary and processual pedagogy. They ask us to reconsider our relationship to the two key moments of any pedagogical project, what was and what is yet to be.


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