
This year I have a brand new class, let’s call it….5(I)D. It is the conclusive year, so when you take a class at this stage, it is like adopting a full grown up child: the room for action is quite thin. Nonetheless, I could not resist the allure of 5(I)D as soon as I learnt about its existence. Why? Well, because it is a small group, very small, a selected one, apparently. Hence, I did whatever it was in my power to come into possession of this rare gem. The reviews about the 5(I)D were not that inviting, actually, but rather ” bizarre” I would say, and, strange indeed, there was not a single voice to controvert them. Yet, I was not in the least intimidated, after all, for someone like myself who has had the fortune of working in both the best and the worst school in Rome and nearby, how could these young scoundrels be of any problem? So, even when fate seemed to have taken a different turn, as I was informed that the principal had planned to direct me to another class, I headed straight to her office and said decidedly : I WANT THE 5(I)D. And so, I had it.
Well, I couldn’t believe my eyes, when I first saw them – we are talking about adolescents of 18/19 years old – as before me there was displayed the most incredible bunch of weirdos grouped all together as I had never seen before. Apparently, they didn’t – and don’t – seem to respond to the norms of proper behaviour to be followed in class, or better, they do respond, till their basic needs come pressing such as: watching or even answering the cell phone ( “May I? You know, it’s really important”), eating ( “God, I was starving”), talking loud ( “But , we were just discussing about what you’ve just said) , sleeping ( at least they are silent) , fixing makeup and…. having breakfast .
This is a typical scene at around 8:20 a.m.:
Curly boy : “Excuse me, Mrs Tink!”
Mrs Tink : ( while explaining and deluding herself into having caught his attention), “Do you have a question?”
Curly boy: “Yes, may I go to the bar? I haven’t had my breakfast yet and I’ m not feeling that well”.
Mrs Tink : “Of course”.
Yes, I say ” of course ” , which is of a caustic, sarcastic sort ( in the hope they will understand one day), of course you can go and have breakfast, of course you can a bite to your sandwich or fix your makeup along many other things while I am teaching a class. Of course. After all, do you think I should still explain what is right and what is wrong at their age, or sanction them? No way. All things considered, I never sense their way of behaving as a form of opposition, this is just what they are. If I may say so, this is a class where the “EGO” fails in balancing the urges of the “ID ” and the impositions of the ” SUPEREGO”.
So, when it was time to introduce them to Freud’s tripartite theory of mind and apply it to the characters of Wuthering Heights, I decided to go just a little out of the box to catch their attention, thus using one of my tricks.
On that occasion , I theatrically took my wallet out my bag and picked a 50 euro note. I placed the note on the desk and I addressed them with the following words:
Mrs Tink:”Let’s figure that this note has slipped out of my bag. You know it is mine. You are alone; nobody can see you; I could never spot you. No cameras, no witnesses. Well, would you keep that note or would you return it to me?”
Curly boy : ( with no hesitation) “I would keep it! No doubt.“
Ginger girl: “Well, it depends!”
Mrs Tink: “On what?”
Ginger girl: “Well, it depends on whether I like you or not!”
Mrs Tink: “And…. do I meet you approval? “
Ginger girl (blushes, mutters something indistinguishable I can’t understand, but I feel I’d better not investigate further).
Curly boy: (while trying to convince the others) “I would keep it, if she can’t spot me, I would keep it.”
Mrs Tink: “All right, let’s say, and I want to include myself in this, that we all would share the instinct of keeping that note for ourselves, so, what would prevent us from doing it? As I am truly confident that eventually you would hand it back to me.”
Curly boy: ” I would not!”
Hooded boy: ( reawakening from his torpor) “C’mon! If you knew to whom it belongs, you’d hand it back!
Mrs Tink: “So let’s say that either a moral imperative, Kant’ s moral law, might press you to give me back my note, or simply fear, the fear of being caught, as somebody might have seen you and report it to me. This would not be a crime, to be sure, but if I knew it, I would eventually see the “culprit” with different eyes, wouldn’t I? So, this is how the superego works.”
Curly boy ( decidedly): “I would keep it, no way!”
Well, at least I had gained their attention. Eventually the bell rang, I put my 50 euros note back in my wallet and while I was heading to another class, I realized that I had left on the desk something more precious than money, that is, my packet of paprika flavoured crisps. I turned back, but I saw one guy running towards me holding my packet. He handed it to me smiling: ” You see? The superego is at work!!!”
P.S. When I said I would have produced an article about them, they seemed to be very pleased about it and one went: ” I am surprised, it took you so long to write something about us” . I guess I’ll have material enough this year to develop a series.






I often wonder what response I would get if I taught in the way I used to do at the beginning of my career. Because one thing teachers must learn quickly – and those who don’t will end their days behind a desk or screen bitterly disappointed – : the communication model has to be modified again and again to be effective and have a positive feedback. Generations change and necessarily we have to change with them. Any teacher’s repertoire, because we have one, has to be updated, refreshed, modernized in order to be appealing and above all, we always need to find new forms of expression to connect with our public. When I was a student, I was the one who had to find a way to connect with my teachers and if I did not, well, the problem was mine. Now it is just the opposite. If it was much easier to teach decades ago, I can’t say. What I know is that now we are mostly required to be entertainers, as adolescents cannot, must not be bored.
Hence, since it was time to deal with the theme of the double narrator in Wuthering Heights, I wondered how I could connect with my audience without being boring, but catchy and entertaining. My addiction to Netflix helped me in a way. Recently I have noticed that the flash forward device, for example, has become increasingly popular among series. Flash forwards are effective, if you want to create a certain suspense, which originates in the initial disorientation due to the lack of familiarity with the characters and the usual breathtaking event, of which we have only partial knowledge. We are given just the few necessary tiles to leave us confused enough to want for more. At that point the chronological, explicative narration begins. I also noticed that if the use of such device is not well calibrated, it may often result quite annoying, as in series I loved like “How to get away with murder” or “How I met you mother”, in fact, sometimes I found myself wishing to scream: “Enough!”
And what are the first three chapters of Wuthering Heights but one of the first experiments in using flash forwards in a narration? When the novel starts, 98% of the events have already happened. Emily Brontë chooses apparently the most unfit of narrators to introduce us to Wuthering Heights, in fact Mr Lockwood is a total stranger to the story. He has just arrived from London to go to Wuthering Heights and call on Heathcliff, the landlord whose house he has rented: Thrushcross Grange. In a way, he forces Heathcliff lo let him in, feigning to ignore his scarce sense of hospitality and due to adverse weather conditions, he is allowed to stay the night. Through the eyes of Lockwood we are introduced to the weird characters who inhabit Wuthering Heights, even those who are dead. The general atmosphere is unfriendly and scary. That place seems to be hiding secrets everywhere. When he reads some diaries he finds in the room he has been left, we are acquainted with a certain Catherine, who will be the other central character of the novel. That very moment something seems to be tapping at the window and suddently a sequence of unexpected events follow: a scream, a ghost, Heathcliff’s tears and desperation, till dawn arrives. 
“He is more myself than I am“, what a romantic expression, such a pity Heathcliff didn’t hear a single word of the final part of the conversation his Catherine was having with Neally Dean:

This paradigm can also be applied to Jane Eyre as well. In this novel the role of the shadow belongs to Bertha Mason, Mr Rochester‘s first wife. Both Bertha Mason‘s and Heathcliff‘s descriptions conform to the archetype of the shadow. Heathcliff is always portrayed as dark as a gypsy , while Bertha is a Creole, the daughter of a white European settler in the West Indies with “dark hair” and “discoloured black face“. At those time the Creoles were more associated with the native Caribbean populations than the white, civilized Europeans. Creole women were often described as obstinate, dissolute and untrustworthy, which is exactly what Rochester will tell about Bertha.
Rochester had been entrapped in this marriage. He had been beguiled by her uncommon beauty, wealth and that Creole sensuality, but only when it is too late, he open his eyes to face the real truth: his wife is mad. Once back to England and to the strict conventions of the Victorian society he cannot but hide and lock Bertha in a remote chamber of Thornfield, thus caging his own sexuality. Thornfield will represent for him from that moment on, what the very name foreshadows, a field, as his soul, tormented by the thorns or guilt, sexual frustration and disappointment. That’s why he is often away. Till Jane Eyre crosses his way.
Bertha is, of course, Jane’s polar opposite but she is also her truest and darkest double. Her confinement in the attic mirrors Jane’s imprisonment in the Red Room at Gateshead, a punishment for her anger and lack of conformity. This doubling makes Bertha’s role within the novel much more complex, and that means that any analysis of her character must take account of her relationship with Jane. For example one night, when Jane sees 

