Introduction
One week before we begin reading it, I pull out a copy of the Norton Critical Edition of Joseph Conrad's Heart of Darkness. "This is our next project, Heart of Darkness," I say to 32-37 (sometimes) attentive faces. I flip through the book, pinch pages 3-77 of the 500-plus-page book between my thumb and index finger, and hold it up. "These pages here are the text of the novella. That's it." My students look at me and at each other, confused. Then the chorus of voices ensues: "What do you mean?" "That's it?" "Yay!" "You're lying. Um, I mean, are you lying to us?"
Then my favorite question: "Wait. Then how come the book is so big?" I smile slyly. "It's stuff about the novella," I answer. And they're hooked, as if anticipating initiation into some clandestine society for Heart of Darkness aficionados—but then they begin reading it, and their excitement fades and frustration takes its place.
That students find the text difficult to understand is an understatement. Not only do they struggle with the syntax, they are perplexed, among other things, as to what is the "right" interpretation of Marlow's journey up the Congo or what Kurtz's character or the cannibals represent or what those "stupid black hens" symbolize. As a result, they become reluctant readers of a piece of literature that critics continue to write about and debate today. Such reluctance on their part raises the question: Why teach Heart of Darkness? Good question.
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