I wish to invite discussion on the responsibility that is ours when we select the texts that we teach our students, and on the consequences—from an aesthetic, a political and an ethical point of view—when we strive for gender parity in our syllabi. Part of the shift in my syllabus choice came from my own research on early-20th-century literature and my efforts to question the canon. Another reason for my wish to move away from the expected, male-dominated canon of romantic poetry lied in my decision to have a gender parity in all of the texts that I teach at the BA level. I will share my own challenges and epiphanies in rebuilding my syllabus for my class on romantic poetry, will reflect on the fraught object that is the anthology in our courses, and will welcome feedback and advice in striving for parity, particularly in the field of late-eighteenth to mid-nineteenth-century literature.