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    Keats’s Phrase
    Related Poem Content Details

    By Albert Goldbarth
    My father’s been dead for thirty years
    but when he appears behind my shoulder
    offering advice, or condemnation, or a quiet pride
    in something I’ve done that isn’t even thistledown
    or tiny shavings of balsa wood in the eyes of the world
    —“Albie, grip in the middle and turn
    with a steady pressure”—it’s measurable,
    if not the way the wind is in a sock,
    or ohms, or net-and-gross, it registers the way
    an absence sometimes does, and I listen to him
    with a care I never exhibited when he was a presence,
    alive, in his undershirt, chewing his tiny licorice pellets
    and radiating a rough-hewn love. “Negative
    capability”—the phrase of course is Keats’s,

    from his letters, but we make it ours a hundred times
    a day. A hundred times we do our own pedestrian
    version of early maritime cartography: the known world
    stops, and over its edge the fuddled mapmaker writes
    Here There Be Monsters and then illustrates
    their non-existing coiled lengths and hell-breath
    with a color-splotched vivacity he wouldn’t waste
    on inhabited shores. Or: “Don’t think
    of a polar bear!”...the game one plays
    with a child. But I say with adult certainty that
    when Eddie’s wife Fiona went back to stripping
    he couldn’t stand to be at the club and see, and yet
    those empty hours in his mind were populated just
    as unbearably—and indeed, yes, there

    were monsters in that void, and the vigilant bears
    of insecurity and jealousy padded hungrily behind
    his eyes each night until her return. For Keats,
    however, the force that emptiness makes kinetic is
    a positive one, the way that the invisible, unknowable
    “dark energy” is seminal, a kind of funding agency
    or sugar daddy powering the universe in all
    its spangled beauty and veiled mystery
    from behind the scenes. Last night, a woozy few of us
    were mourning the demise of The Dusty Bookshelf.
    “Well I tried to support it,” I said, “by stopping in from time
    to time.” And B, the king of local kleptobibliomania, with
    his nimble touch and expando-capacious overalls, said
    “I tried to support it by not going in.”

    Source: Poetry (February 2012)
    18 U.S. Code § 2381-Treason Whoever, owing allegiance to the United States, levies war against them or adheres to their enemies, giving them aid and comfort within the United States or elsewhere, is guilty of treason and shall suffer death, or shall be imprisoned not less than five years and fined under this title but not less than $10,000; and shall be incapable of holding any office under the United States.

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  3. #182
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    Sir Thomas Wyatt has been credited with introducing the Petrarchan sonnet into the English language. His father, Henry Wyatt, had been one of Henry VII's Privy Councilors, and remained a trusted adviser when Henry VIII came to the throne in 1509. Thomas Wyatt followed his father to court. But it seems the young poet may have fallen in love with the king’s mistress. Many legends and conjectures suggest that an unhappily married Wyatt had a relationship with Anne Boleyn. Their acquaintance is certain, but whether or not the two actually shared a romantic relationship remains unknown. But in his poetry, Wyatt called his mistress Anna, and sometimes embedded pieces of information that seem to correspond with her life. For instance, this poem might well have been written about the King’s claim on Anne Boleyn:

    Whoso List to Hunt
    by Sir Thomas Wyatt

    Whoso list to hunt, I know where is an hind, [Whoever longs to hunt , I know where there is a female deer]
    But as for me, alas, I may no more.
    The vain travail hath wearied me so sore,
    I am of them that farthest cometh behind.
    Yet may I by no means my wearied mind
    Draw from the deer, but as she fleeth afore
    Fainting I follow. I leave off therefore,
    Since in a net I seek to hold the wind.
    Who list her hunt, I put him out of doubt,
    As well as I, may spend his time in vain.
    And graven with diamonds in letters plain
    There is written, her fair neck round about:
    Noli me tangere, for Caesar's I am, [Touch me not, for I belong to the King]
    And wild for to hold, though I seem tame.

    Noli me tangere means "Touch me not." According to the Bible, this is what Jesus said to Mary Magdalene when she tried to embrace him after the resurrection. So perhaps after her betrothal to Henry, religious vows also entered into the picture, and left Wyatt out.

    They Flee from Me
    by Thomas Wyatt

    They flee from me that sometime did me seek
    With naked foot stalking in my chamber.
    I have seen them gentle tame and meek
    That now are wild and do not remember
    That sometime they put themselves in danger
    To take bread at my hand; and now they range
    Busily seeking with a continual change.

    Thanked be fortune, it hath been otherwise
    Twenty times better; but once in special,
    In thin array after a pleasant guise,
    When her loose gown from her shoulders did fall,
    And she me caught in her arms long and small;
    And there withal sweetly did me kiss,
    And softly said, Dear heart, how like you this?

    It was no dream, I lay broad waking.
    But all is turned thorough my gentleness
    Into a strange fashion of forsaking;
    And I have leave to go of her goodness
    And she also to use new fangle-ness.
    But since that I so kindly am served,
    I would fain know what she hath deserved
    18 U.S. Code § 2381-Treason Whoever, owing allegiance to the United States, levies war against them or adheres to their enemies, giving them aid and comfort within the United States or elsewhere, is guilty of treason and shall suffer death, or shall be imprisoned not less than five years and fined under this title but not less than $10,000; and shall be incapable of holding any office under the United States.

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  5. #183
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    Home » Articles » The Evolution of English Literature

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    The Evolution of English Literature
    Written by: Encyclopaedia Britannica, 11th Edition

    ENGLISH LITERATURE. The following discussion of the evolution of English literature, i.e. of the contribution to literature made in the course of ages by the writers of England, is planned so as to give a comprehensive view, the details as to particular authors and their work, and special consideration of the greater writers, being given in the separate articles devoted to them. It is divided into the following sections: (1) Earliest times to Chaucer; (2) Chaucer to the end of the middle ages; (3) Elizabethan times; (4) the Restoration period; (5) the Eighteenth century; (6) the Nineteenth century. The object of these sections is to form connecting links among the successive literary ages, leaving the separate articles on individual great writers to deal with their special interest; attention being paid in the main to the gradually developing characteristics of the product, quâ literary. The precise delimitation of what may narrowly be called “English” literature, i.e. in the English language, is perhaps impossible, and separate articles are devoted to American literature (q.v.), and to the vernacular literatures of Scotland (see Scotland; and Celt: Literature), Ireland (see Celt: Literature), and Wales (see Celt: Literature); see also Canada: Literature. Reference may also be made to such general articles on particular forms as Novel;Romance; Verse, &c.

    I. Earliest Times to Chaucer

    English literature, in the etymological sense of the word, had, so far as we know, no existence until Christian times. There is no evidence either that the heathen English had adopted the Roman alphabet, or that they had learned to employ their native monumental script (the runes) on materials suitable for the writing of continuous compositions of considerable length.

    It is, however, certain that in the pre-literary period at least one species of poetic art had attained a high degree of development, and that an extensive body of poetry was handed down—not, indeed, with absolute fixity of form or substance—from generation to generation. This unwritten poetry was the work of minstrels who found their audiences in the halls of kings and nobles. Its themes were the exploits of heroes belonging to the royal houses of Germanic Europe, with which its listeners claimed kinship. Its metre was the alliterative long line, the lax rhythm of which shows that it was intended, not to be sung to regular melodies, but to be recited—probably with some kind of instrumental accompaniment. Of its beauty and power we may judge from the best passages in Beowulf (q.v.); for there can be little 608doubt that this poem gained nothing and lost much in the process of literary redaction.

    The conversion of the people to Christianity necessarily involved the decline of the minstrelsy that celebrated the glories of heathen times. Yet the descendants of Woden, even when they were devout Christians, would not easily lose all interest in the achievements of their kindred of former days. Chaucer’s knowledge of “the song of Wade” is one proof among others that even so late as the 14th century the deeds of Germanic heroes had not ceased to be recited in minstrel verse. The paucity of the extant remains of Old English heroic poetry is no argument to the contrary. The wonder is that any of it has survived at all. We may well believe that the professional reciter would, as a rule, be jealous of any attempt to commit to writing the poems which he had received by tradition or had himself composed. The clergy, to whom we owe the writing and the preservation of the Old English MSS., would only in rare instances be keenly interested in secular poetry. We possess, in fact, portions of four narrative poems, treating of heroic legend—Beowulf, Widsith, Finnesburh and Waldere. The second of these has no poetical merit, but great archaeological interest. It is an enumeration of the famous kings known to German tradition, put into the mouth of a minstrel (named Widsith, “far-travelled”), who claims to have been at many of their courts and to have been rewarded by them for his song. The list includes historical persons such as Ermanaric and Alboin, who really lived centuries apart, but (with the usual chronological vagueness of tradition) are treated as contemporaries. The extant fragment of Finnesburh (50 lines) is a brilliant battle piece, belonging to a story of which another part is introduced episodically in Beowulf. Waldere, of which we have two fragments (together 68 lines) is concerned with Frankish and Burgundian traditions based on events of the 5th century; the hero is the “Waltharius” of Ekkehart’s famous Latin epic. The English poem may possibly be rather a literary composition than a genuine example of minstrel poetry, but the portions that have survived are hardly inferior to the best passages of Beowulf.

    It may reasonably be assumed that the same minstrels who entertained the English kings and nobles with the recital of ancient heroic traditions would also celebrate in verse the martial deeds of their own patrons and their immediate ancestors. Probably there may have existed an abundance of poetry commemorative of events in the conquest of Britain and the struggle with the Danes. Two examples only have survived, both belonging to the 10th century: The Battle of Brunanburh, which has been greatly over-praised by critics who were unaware that its striking phrases and compounds are mere traditional echoes; and the Battle of Maldon, the work of a truly great poet, of which unhappily only a fragment has been preserved.

    One of the marvels of history is the rapidity and thoroughness with which Christian civilization was adopted by the English. Augustine landed in 597; forty years later was born an Englishman, Aldhelm, who in the judgment of his contemporaries throughout the Christian world was the most accomplished scholar and the finest Latin writer of his time. In the next generation England produced in Bede (Bæda) a man who in solidity and variety of knowledge, and in literary power, had for centuries no rival in Europe. Aldhelm and Bede are known to us only from their Latin writings, though the former is recorded to have written vernacular poetry of great merit. The extant Old English literature is almost entirely Christian, for the poems that belong to an earlier period have been expurgated and interpolated in a Christian sense. From the writings that have survived, it would seem as if men strove to forget that England had ever been heathen. The four deities whose names are attached to the days of the week are hardly mentioned at all. The names Thunor and Tiw are sometimes used to translate the Latin Jupiter and Mars; Woden has his place (but not as a god) in the genealogies of the kings, and his name occurs once in a magical poem, but that is all. Bede, as a historian, is obliged to tell the story of the conversion; but the only native divinities he mentions are the goddesses Hreth and Eostre, and all we learn about them is that they gave their names to Hrethemonath (March) and Easter. That superstitious practices of heathen origin long survived among the people is shown by the acts of church councils and by a few poems of a magical nature that have been preserved; but, so far as can be discovered, the definite worship of the ancient gods quickly died out. English heathenism perished without leaving a record.

    The Old English religious poetry was written, probably without exception, in the cloister, and by men who were familiar with the Bible and with Latin devotional literature. Setting aside the wonderful Dream of the Rood, it gives little evidence of high poetic genius, though much of it is marked by a degree of culture and refinement that we should hardly have expected. Its material and thought are mainly derived from Latin sources; its expression is imitated from the native heroic poetry. Considering that a great deal of Latin verse was written by Englishmen in the 7th and succeeding centuries, and that in one or two poems the line is actually composed of an English and a Latin hemistich rhyming together, it seems strange that the Latin influence on Old English versification should have been so small. The alliterative long line is throughout the only metre employed, and although the laws of alliteration and rhythm were less rigorously obeyed in the later than in the earlier poetry, there is no trace of approximation to the structure of Latin verse. It is true that, owing to imitation of the Latin hymns of the church, rhyme came gradually to be more and more frequently used as an ornament of Old English verse; but it remained an ornament only, and never became an essential feature. The only poem in which rhyme is employed throughout is one in which sense is so completely sacrificed to sound that a translation would hardly be possible. It was not only in metrical respects that the Old English religious poetry remained faithful to its native models. The imagery and the diction are mainly those of the old heroic poetry, and in some of the poems Christ and the saints are presented, often very incongruously, under the aspect of Germanic warriors. Nearly all the religious poetry that has any considerable religious value seems to have been written in Northumbria during the 8th century. The remarkably vigorous poem of Judith, however, is certainly much later; and the Exodus, though early, seems to be of southern origin. For a detailed account of the Old English sacred poetry, the reader is referred to the articles on Cædmon and Cynewulf, to one or other of whom nearly every one of the poems, except those of obviously late date, has at some time been attributed.

    The Riddles (q.v.) of the Exeter Book resemble the religious poetry in being the work of scholars, but they bear much more decidedly the impress of the native English character. Some of them rank among the most artistic and pleasing productions of Old English poetry. The Exeter Book contains also several pieces of a gnomic character, conveying proverbial instruction in morality and worldly wisdom. Their morality is Christian, but it is not unlikely that some of the wise sayings they contain may have come down by tradition from heathen times. The very curious Dialogue of Solomon and Saturn may be regarded as belonging to the same class.

    The most original and interesting portion of the Old English literary poetry is the group of dramatic monologues—The Banished Wife’s Complaint,The Husband’s Message, The Wanderer, The Seafarer, Deor and Wulf and Eadwacer. The date of these compositions is uncertain, though their occurrence in the Exeter Book shows that they cannot be later than the 10th century. That they are all of one period is at least unlikely, but they are all marked by the same peculiar tone of pathos. The monodramatic form renders it difficult to obtain a clear idea of the situation of the supposed speakers. It is not improbable that most of these poems may relate to incidents of heroic legend, with which the original readers were presumed to be acquainted. This, however, can be definitely affirmed only in the case of the two short pieces—Deor and Wulf and Eadwacer—which have something of a lyric character, being the only examples in Old English of strophic structure and the use of the refrain. Wulf and Eadwacer, indeed, exhibits a still further 609development in the same direction, the monotony of the long line metre being varied by the admission of short lines formed by the suppression of the second hemistich. The highly developed art displayed in this remarkable poem gives reason for believing that the existing remains of Old English poetry very inadequately represent its extent and variety.

    While the origins of English poetry go back to heathen times, English prose may be said to have had its effective beginning in the reign of Alfred. It is of course true that vernacular prose of some kind was written much earlier. The English laws of Æthelberht of Kent, though it is perhaps unlikely that they were written down, as is commonly supposed, in the lifetime of Augustine (died a.d. 604), or even in that of the king (d. 616), were well known to Bede; and even in the 12th-century transcript that has come down to us, their crude and elliptical style gives evidence of their high antiquity. Later kings of Kent and of Wessex followed the example of publishing their laws in the native tongue. Bede is known to have translated the beginning of the gospel of John (down to vi. 9). The early part of the Anglo-Saxon Chronicle (q.v.) is probably founded partly on prose annals of pre-Alfredian date. But although the amount of English prose written between the beginning of the 7th and the middle of the 9th century may have been considerable, Latin continued to be regarded as the appropriate vehicle for works of any literary pretension. If the English clergy had retained the scholarship which they possessed in the days of Aldhelm and Bede, the creation of a vernacular prose literature would probably have been longer delayed; for while Alfred certainly was not indifferent to the need of the laity for instruction, the evil that he was chiefly concerned to combat was the ignorance of their spiritual guides.

    Of the works translated by him and the scholars whom he employed, St Gregory’s Pastoral Care and his Dialogues (the latter rendered by Bishop Werferth) are expressly addressed to the priesthood; if the other translations were intended for a wider circle of readers, they are all (not excepting the secular History of Orosius) essentially religious in purpose and spirit. In the interesting preface to the Pastoral Care, in the important accounts of Northern lands and peoples inserted in the Orosius, and in the free rendering and amplification of the Consolation of Boethius and of the Soliloquiesof Augustine, Alfred appears as an original writer. Other fruits of his activity are his Laws (preceded by a collection of those of his 7th-century predecessor, Ine of Wessex), and the beginnings of the Anglo-Saxon Chronicle. The Old English prose after Alfred is entirely of clerical authorship; even the Laws, so far as their literary form is concerned, are hardly to be regarded as an exception. Apart from the Chronicle (see Anglo-Saxon Chronicle), the bulk of this literature consists of translations from Latin and of homilies and saints’ lives, the substance of which is derived from sources mostly accessible to us in their original form; it has therefore for us little importance except from the philological point of view. This remark may be applied, in the main, even to the writings of Ælfric, notwithstanding the great interest which attaches to his brilliant achievement in the development of the capacities of the native language for literary expression. The translation of the gospels, though executed in Ælfric’s time (about 1000), is by other hands. The sermons of his younger contemporary, Archbishop Wulfstan, are marked by earnestness and eloquence, and contain some passages of historical value.

    From the early years of the 11th century we possess an encyclopaedic manual of the science of the time—chronology, astronomy, arithmetic, metre, rhetoric and ethics—by the monk Byrhtferth, a pupil of Abbo of Fleury. It is a compilation, but executed with intelligence. The numerous works on medicine, the properties of herbs, and the like, are in the main composed of selections from Latin treatises; so far as they are original, they illustrate the history of superstition rather than that of science. It is interesting to observe that they contain one or two formulas of incantations in Irish.

    Two famous works of fiction, the romance of Apollonius of Tyre and the Letter of Alexander, which in their Latin form had much influence on the later literature of Europe, were Englished in the 11th century with considerable skill. To the same period belongs the curious tract on The Wonders of the East. In these works, and some minor productions of the time, we see that the minds of Englishmen were beginning to find interest in other than religious subjects.

    The crowding of the English monasteries by foreigners, which was one of the results of the Norman Conquest, brought about a rapid arrest of the development of the vernacular literature. It was not long before the boys trained in the monastic schools ceased to learn to read and write their native tongue, and learned instead to read and write French. The effects of this change are visible in the rapid alteration of the literary language. The artificial tradition of grammatical correctness lost its hold; the archaic literary vocabulary fell into disuse; and those who wrote English at all wrote as they spoke, using more and more an extemporized phonetic spelling based largely on French analogies. The 12th century is a brilliant period in the history of Anglo-Latin literature, and many works of merit were written in French (see Anglo-Norman). But vernacular literature is scanty and of little originality. The Peterborough Chronicle, it is true, was continued till 1154, and its later portions, while markedly exemplifying the changes in the language, contain some really admirable writing. But it is substantially correct to say that from this point until the age of Chaucer vernacular prose served no other purpose than that of popular religious edification. For light on the intellectual life of the nation during this period we must look mainly to the works written in Latin. The homilies of the 12th century are partly modernized transcripts from Ælfric and other older writers, partly translations from French and Latin; the remainder is mostly commonplace in substance and clumsy in expression. At the beginning of the 13th century the Ancren Riwle (q.v.), a book of counsel for nuns, shows true literary genius, and is singularly interesting in its substance and spirit; but notwithstanding the author’s remarkable mastery of English expression, his culture was evidently French rather than English. Some minor religious prose works of the same period are not without merit. But these examples had no literary following. In the early 14th century the writings of Richard Rolle and his school attained great popularity. The profound influence which they exercised on later religious thought, and on the development of prose style, has seldom been adequately recognized. The Ayenbite of Inwyt (see Michel, Dan), a wretchedly unintelligent translation (finished in 1340) from Frère Lorens’s Somme des vices et des vertus, is valuable to the student of language, but otherwise worthless.

    The break in the continuity of literary tradition, induced by the Conquest, was no less complete with regard to poetry than with regard to prose. The poetry of the 13th and the latter part of the 12th century was uninfluenced by the written works of Old English poets, whose archaic diction had to a great extent become unintelligible. But there is no ground to suppose that the succession of popular singers and reciters was ever interrupted. In the north-west, indeed, the old recitative metre seems to have survived in oral tradition, with little more alteration than was rendered necessary by the changes in the language, until the middle of the 14th century, when it was again adopted by literary versifiers. In the south this metre had greatly degenerated in strictness before the Conquest, but, with gradually increasing laxity in the laws of alliteration and rhythm, it continued long in use. It is commonly believed, with great intrinsic probability but with scanty actual evidence, that in the Old English period there existed, beside the alliterative long line, other forms of verse adapted not for recitation but for singing, used in popular lyrics and ballads that were deemed too trivial for written record. The influence of native popular poetic tradition, whether in the form of recited or of sung verse, is clearly discernible in the earliest Middle English poems that have been preserved. But the authors of these poems were familiar with Latin, and probably spoke French as easily as their mother tongue; and there was no longer any literary convention to restrain them from adopting foreign metrical forms. The 610artless verses of the hermit Godric, who died in 1170, exhibit in their metre the combined influence of native rhythm and of that of Latin hymnology. The Proverbs of Alfred, written about 1200, is (like the later Proverbs of Hendyng) in style and substance a gnomic poem of the ancient Germanic type, containing maxims some of which may be of immemorial antiquity; and its rhythm is mainly of native origin. On the other hand, the solemn and touching meditation known as the Moral Ode, which is somewhat earlier in date, is in a metre derived from contemporary Latin verse—a line of seven accents, broken by a caesura, and with feminine end-rhymes. In the Ormulum (see Orm) this metre (known as the septenarius) appears without rhyme, and with a syllabic regularity previously without example in English verse, the line (or distich, as it may be called with almost equal propriety) having invariably fifteen syllables. In various modified forms, the septenarius was a favourite measure throughout the Middle English period. In the poetry of the 13th century the influence of French models is conspicuous. The many devotional lyrics, some of which, as the Luve Ronof Thomas of Hales, have great beauty, show this influence not only in their varied metrical form, but also in their peculiar mystical tenderness and fervour. The Story of Genesis and Exodus, the substance of which is taken from the Bible and Latin commentators, derives its metre chiefly from French. Its poetical merit is very small. The secular poetry also received a new impulse from France. The brilliant and sprightly dialogue of the Owl and Nightingale, which can hardly be dated later than about 1230, is a “contention” of the type familiar in French and Provençal literature. The “Gallic” type of humour may be seen in various other writings of this period, notably in the Land of Cockaigne, a vivacious satire on monastic self-indulgence, and in the fabliau of Dame Siviz, a story of Eastern origin, told with almost Chaucerian skill. Predominantly, though not exclusively French in metrical structure, are the charming love poems collected in a MS. (Harl. 2253) written about 1320 in Herefordshire, some of which (edited in T. Wright’s Specimens of Lyric Poetry) find a place in modern popular anthologies. It is noteworthy that they are accompanied by some French lyrics very similar in style. The same MS. contains, besides some religious poetry, a number of political songs of the time of Edward II. They are not quite the earliest examples of their kind; in the time of the Barons’ War the popular cause had had its singers in English as well as in French. Later, the victories of Edward III. down to the taking of Guisnes in 1352, were celebrated by the Yorkshireman Laurence Minot in alliterative verse with strophic arrangement and rhyme.

    At the very beginning of the 13th century a new species of composition, the metrical chronicle, was introduced into English literature. The huge work of Layamon, a history (mainly legendary) of Britain from the time of the mythical Brutus till after the mission of Augustine, is a free rendering of the Norman-French Brut of Wace, with extensive additions from traditional sources. Its metre seems to be a degenerate survival of the Old English alliterative line, gradually modified in the course of the work by assimilation to the regular syllabic measure of the French original. Unquestionable evidence of the knowledge of the poem on the part of later writers is scarce, but distinct echoes of its diction appear in the chronicle ascribed to Robert of Gloucester, written in rhymed septenary measures about 1300. This work, founded in its earlier part on the Latin historians of the 12th century, is an independent historical source of some value for the events of the writer’s own times. The succession of versified histories of England was continued by Thomas Bek of Castleford in Yorkshire (whose work still awaits an editor), and by Robert Mannyng of Brunne (Bourne, Lincolnshire). Mannyng’s chronicle, finished in 1338, is a translation, in its earlier part from Wace’s Brut, and in its later part from an Anglo-French chronicle (still extant) written by Peter Langtoft, canon of Bridlington.

    Not far from the year 1300 (for the most part probably earlier rather than later) a vast mass of hagiological and homiletic verse was produced in divers parts of England. To Gloucester belongs an extensive series of Lives of Saints, metrically and linguistically closely resembling Robert of Gloucester’s Chronicle, and perhaps wholly or in part of the same authorship. A similar collection was written in the north of England, as well as a large body of homilies showing considerable poetic skill, and abounding in exempla or illustrative stories. Of exempla several prose collections had already been made in Anglo-French, and William of Wadington’s poem Manuel des péchés, which contains a great number of them, was translated in 1303 by Robert Mannyng already mentioned, with some enlargement of the anecdotic element, and frequent omissions of didactic passages. The great rhyming chronicle of Scripture history entitled Cursor Mundi (q.v.) was written in the north about this time. It was extensively read and transcribed, and exercised a powerful influence on later writers down to the end of the 14th century. The remaining homiletic verse of this period is too abundant to be referred to in detail; it will be enough to mention the sermons of William of Shoreham, written in strophic form, but showing little either of metrical skill or poetic feeling. To the next generation belongs the Pricke of Conscience by Richard Rolle, the influence of which was not less powerful than that of the author’s prose writings.

    Romantic poetry, which in French had been extensively cultivated, both on the continent and in England from the early years of the 12th century, did not assume a vernacular form till about 1250. In the next hundred years its development was marvellously rapid. Of the vast mass of metrical romances produced during this period no detailed account need here be attempted (see Romance, and articles, &c. referred to; Arthurian Romance). Native English traditions form the basis of King Horn, Guy of Warwick, Bevis of Hamtoun and Havelok, though the stories were first put into literary form by Anglo-Norman poets. The popularity of these home-grown tales (with which may be classed the wildly fictitious Coer de Lion) was soon rivalled by that of importations from France. The English rendering of Floris and Blancheflur (a love-romance of Greek origin) is found in the same MS. that contains the earliest copy of King Horn. Before the end of the century, the French “matter of Britain” was represented in English by the Southern Arthur and Merlin and the Northern Tristram and Yvaine and Gawin, the “matter of France” by Roland and Vernagu and Otuel; theAlexander was also translated, but in this instance the immediate original was an Anglo-French and not a continental poem. The tale of Troy did not come into English till long afterwards. The Auchinleck MS., written about 1330, contains no fewer than 14 poetical romances; there were many others in circulation, and the number continued to grow. About the middle of the 14th century, the Old English alliterative long line, which for centuries had been used only in unwritten minstrel poetry, emerges again in literature. One of the earliest poems in this revived measure, Wynnere and Wastour, written in 1352, is by a professional reciter-poet, who complains bitterly that original minstrel poetry no longer finds a welcome in the halls of great nobles, who prefer to listen to those who recite verses not of their own making. About the same date the metre began to be employed by men of letters for the translation of romance—William of Palerne and Joseph of Arimathea from the French, Alexander from Latin prose. The later development of alliterative poetry belongs mainly to the age of Chaucer.

    The extent and character of the literature produced during the first half of the 14th century indicate that the literary use of the native tongue was no longer, as in the preceding age, a mere condescension to the needs of the common people. The rapid disuse of French as the ordinary medium of intercourse among the middle and higher ranks of society, and the consequent substitution of English for French as the vehicle of school instruction, created a widespread demand for vernacular reading. The literature which arose in answer to this demand, though it consisted mainly of translations or adaptations of foreign works, yet served to develop the appreciation of poetic beauty, and to prepare an audience in the near future for a poetry in which the genuine thought and feeling of the nation were to find expression.

    611

    Bibliography.—Only general works need be mentioned here. Those cited contain lists of books for more detailed information. (1) For the literature from the beginnings to Chaucer:—B. ten Brink, Geschichte der englischen Litteratur, vol. i. 2nd ed., by A. Brandl (Strassburg, 1899) (English translation from the 1st ed. of 1877, by H.M. Kennedy, London, 1883); The Cambridge History of English Literature, vol. i. (1907). (2) For the Old English period:—R. Wülker, Grundriss zur Geschichte der angelsachsischen Litteratur (Leipzig, 1885); Stopford A. Brooke, English Literature from the Beginning to the Norman Conquest (London, 1898); A. Brandl, “Altenglische Litteratur,” in H. Paul’s Grundriss der germanischen Philologie, vol. ii. (2nd ed., Strassburg, 1908). (3) For the early Middle English Period:—H. Morley, English Writers, vol. iii. (London, 1888; vols. i. and ii., dealing with the Old English period, cannot be recommended); A. Brandl, “Mittelenglische Litteratur,” in H. Paul’sGrundriss der germanischen Philologie, vol. ii. (1st ed., Strassburg, 1893); W.H. Schofield, English Literature from the Norman Conquest to Chaucer (London, 1906).

    (H. Br.)

    II. Chaucer to the Renaissance

    The age of Chaucer is of peculiar interest to the student of literature, not only because of its brilliance and productiveness but also because of its apparent promise for the future. In this, as in other aspects, Chaucer (c. 1340-1400) is its most notable literary figure. Beginning as a student and imitator of the best French poetry of his day, he was for a time, like most of his French contemporaries, little more than a skilful maker of elegant verses, dealing with conventional material in a conventional way, arranging in new figures the same flowers and bowers, sunsets and song-birds, and companies of fair women and their lovers, that had been arranged and rearranged by every poet of the court circle for a hundred years, and celebrated in sweet phrases of almost unvarying sameness. Even at this time, to be sure, he was not without close and loving observation of the living creatures of the real world, and his verses often bring us flowers dewy and fragrant and fresh of colour as they grew in the fields and gardens about London, and birds that had learned their music in the woods; but his poetry was still not easily distinguishable from that of Machault, Froissart, Deschamps, Transoun and the other “courtly makers” of France. But while he was still striving to master perfectly the technique of this pretty art of trifling, he became acquainted with the new literature of Italy, both poetry and prose. Much of the new poetry moved, like that of France, among the conventionalities and artificialities of an unreal world of romance, but it was of wider range, of fuller tone, of far greater emotional intensity, and, at its best, was the fabric, not of elegant ingenuity, but of creative human passion,—in Dante, indeed, a wonderful visionary structure in which love and hate, and pity and terror, and the forms and countenances of men were more vivid and real than in the world of real men and real passions. The new prose—which Chaucer knew in several of the writings of Boccaccio—was vastly different from any that he had ever read in a modern tongue. Here were no mere brief anecdotes like those exempla which in the middle ages illustrated vernacular as well as Latin sermons, no cumbrous, slow-moving treatises on the Seven Deadly Sins, no half-articulate, pious meditations, but rapid, vivid, well-constructed narratives ranging from the sentimental beauty of stories like Griselda and the Franklin’s Tale to coarse mirth and malodorous vulgarity equal to those of the tales told later by Chaucer’s Miller and Reeve and Summoner. All these things he studied and some he imitated. There is scarcely a feature of the verse that has not left some trace in his own; the prose he did not imitate as prose, but there can be little doubt that the subject matter of Boccaccio’s tales and novels, as well as his poems, affected the direction of Chaucer’s literary development, and quickened his habit of observing and utilizing human life, and that the narrative art of the prose was influential in the transformation of his methods of narration.

    This transformation was effected not so much through the mere superiority of the Italian models to the French as through the stimulus which the differences between the two gave to his reflections upon the processes and technique of composition, for Chaucer was not a careless, happy-go-lucky poet of divine endowment, but a conscious, reflective artist, seeking not merely for fine words and fine sentiments, but for the proper arrangement of events, the significant exponent of character, the right tone, and even the appropriate background and atmosphere,—as may be seen, for example, in the transformations he wrought in the Pardoner’s Tale. It is therefore in the latest and most original of the Canterbury Tales that his art is most admirable, most distinguished by technical excellences. In these we find so many admirable qualities that we almost forget that he had any defects. His diction is a model of picturesqueness, of simplicity, of dignity, and of perfect adaptation to his theme; his versification is not only correct but musical and varied, and shows a progressive tendency towards freer and more complex melodies; his best tales are not mere repetitions of the ancient stories they retell, but new creations, transformed by his own imaginative realization of them, full of figures having the dimensions and the viv ..................
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    Poets of The Alexandrian Age
    Written by: Encyclopaedia Britannica, 11th Edition

    The Alexandrian Age.—The study of the Greek classics begins with the school of Alexandria. Under the rule of Ptolemy Philadelphus (285-247B.C.), learning found a home in the Alexandrian Museum and in the great Alexandrian Library. The first four librarians were Zenodotus, Eratosthenes, Aristophanes of Byzantium, and Aristarchus. Zenodotus produced before 274 the first scientific edition of the Iliad and Odyssey, an edition in which spurious lines were marked, at the beginning, with a short horizontal dash called an obelus (—). He also drew up select lists of epic and lyric poets. Soon afterwards a classified catalogue of dramatists, epic and lyric poets, legislators, philosophers, historians, orators and rhetoricians, and miscellaneous writers, with a brief biography of each, was produced by the scholar and poet Callimachus (fl. 260). Among the pupils of Callimachus was Eratosthenes who, in 234, succeeded Zenodotus as librarian. Apart from his special interest in the history of the Old Attic comedy, he was a man of vast and varied learning; the founder of astronomical geography and of scientific chronology; and the first to assume the name of φιλ?λογος. The greatest philologist of antiquity was, however, his successor, Aristophanes of Byzantium (195), who reduced accentuation and punctuation to a definite system, and used a variety of critical symbols in his recension of the Iliad and Odyssey. He also edited Hesiod and Pindar, Euripides and Aristophanes, besides composing brief introductions to the several plays, parts of which are still extant. Lastly, he established a scientific system of lexicography and drew up lists of the “best authors.” Two critical editions of the Iliad and Odyssey were produced by his successor, Aristarchus, who was librarian until 146 B.C. and was the founder of scientific scholarship. His distinguished pupil, Dionysius Thrax (born c. 166 B.C.), drew up a Greek grammar which continued in use for more than thirteen centuries. The most industrious of the successors of Aristarchus was Didymus (c. 65 B.C.-A.D.10), who, in his work on the Homeric poems, aimed at restoring the lost recensions of Aristarchus. He also composed commentaries on the lyric and comic poets and on Thucydides and Demosthenes; part of his commentary on this last author was first published in 1904. He was a teacher in Alexandria (and perhaps also in Rome); and his death, about A.D. 10, marks the close of the Alexandrian age. He is the industrious compiler who gathered up the remnants of the learning of his predecessors and transmitted them to posterity. The poets of that age, including Callimachus and Theocritus, were subsequently expounded by Theon, who flourished under Tiberius, and has been well described as “the Didymus of the Alexandrian poets.”

    The Alexandrian canon of the Greek classics, which probably had its origin in the lists drawn up by Callimachus, Aristophanes of Byzantium and Aristarchus, included the following authors:—

    Epic poets (5): Homer, Hesiod, Peisander, Panyasis, Antimachus.

    Iambic poets (3): Simonides of Amorgos, Archilochus, Hipponax.

    Tragic poets (5): Aeschylus, Sophocles, Euripides, Ion, Achaeus.

    Comic poets, Old (7): Epicharmus, Cratinus, Eupolis, Aristophanes, Pherecrates, Crates, Plato. Middle (2): Antiphanes, Alexis. New (5): Menander, Philippides, Diphilus, Philemon, Apollodorus.

    Elegiac poets (4): Callinus, Mimnermus, Philetas, Callimachus.

    Lyric poets (9): Alcman, Alcaeus, Sappho, Stesichorus, Pindar, Bacchylides, Ibycus, Anacreon, Simonides of Ceos.

    Orators (10): Demosthenes, Lysias, Hypereides, Isocrates, Aeschines, Lycurgus, Isaeus, Antiphon, Ándocides, Deinarchus.

    Historians (10): Thucydides, Herodotus, Xenophon, Philistius, Theopompus, Ephorus, Anaximenes, Callisthenes, Hellanicus, Polybius.

    449

    The latest name in the above list is that of Polybius, who died about 123 B.C. Apollonius Rhodius, Aratus and Theocritus were subsequently added to the “epic” poets. Philosophers, such as Plato and Aristotle, were possibly classed in a separate “canon.”

    While the scholars of Alexandria were mainly interested in the verbal criticism of the Greek poets, a wider variety of studies was the characteristic of the school of Pergamum, the literary rival of Alexandria. Pergamum was a home of learning for a large part of the 150 years of the Attalid dynasty, 283-133 B.C.

    The grammar of the Stoics, gradually elaborated by Zeno, Cleanthes and Chrysippus, supplied a terminology which, in words such as “genitive,” “accusative” and “aorist,” has become a permanent part of the grammarian’s vocabulary; and the study of this grammar found its earliest home in Pergamum.

    From about 168 B.C. the head of the Pergamene school was Crates of Mallus, who (like the Stoics) was an adherent of the principle of “anomaly” in grammar, and was thus opposed to Aristarchus of Alexandria, the champion of “analogy.” He also opposed Aristarchus, and supported the Stoics, by insisting on an allegorical interpretation of Homer. He is credited with having drawn up the classified lists of the best authors for the Pergamene library. His mission as an envoy to the Roman senate, “shortly after the death of Ennius” in 169 B.C., had a remarkable influence on literary studies in Rome. Meeting with an accident while he was wandering on the Palatine, and being detained in Rome, he passed part of his enforced leisure in giving lectures (possibly on Homer, his favourite author), and thus succeeded in arousing among the Romans a taste for the scholarly study of literature. The example set by Crates led to the production of a new edition of the epic poem of Naevius, and to the public recitation of the Annals of Ennius, and (two generations later) the Satires of Lucilius.

    ----------------------------------------------------
    ----------------------------------------------------

    Modern poets would do well to read and study more of the ancient poetry and the foundation thus laid methinks.
    Not to be a slave to it but rather to add to their understanding.
    History being a treasure and a great teacher.... if one seeks more!! --Tyr
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    Villon: The First Modern Poet
    Written by: ARTHUR SYMONS

    Villon was the first modern poet; he remains the most modern of poets. One requires a certain amount of old French, together with some acquaintance with the argot of the time, to understand the words in which he has written down his poems; many allusions to people and things have only just begun to be cleared up, but, apart from these things, no poet has ever brought himself closer to us, taken us into his confidence more simply, than this personnage peu recommandable, fainéant, ivrogne, joueur, débauché, écornifleur, et, qui pis est, souteneur de filles, escroc, voleur, crocheteur de portes et de coffres. The most disreputable of poets, he confesses himself to us with a frankness in which shamelessness is difficult to distinguish from humility. M. Gaston Paris, who for the most part is content to take him as he is, for better for worse, finds it necessary to[Pg 38] apologize for him when he comes to the ballad of La Grosse Margot: this, he professes, we need not take as a personal confession, but as a mere exercise in composition! But if we are to understand Villon rightly, we must not reject even la grosse Margot from her place in his life. He was no dabbler in infamy, but one who loved infamous things for their own sake. He loved everything for its own sake: la grosse Margot in the flesh, les dames du temps jadis in the spirit,
    Sausses, brouets et gros poissons,
    Tartes, flaons, œfs frits et pochez,
    Perdus, et en toutes façons,

    his mother, le bon royaume de France, and above all, Paris. Il a parcouru toute la France sans rapporter une seule impression de campagne. C'est un poète de ville, plus encore: un poète de quartier. Il n'est vraiment chez lui que sur la Montague Sainte-Geneviève, entre le Palais, les collèges, le Châtelet, les tavernes, les rotisseries, les tripots et les rues où Marion l'Idole et la grande Jeanne de Bretagne tiennent leur 'publique école'. It is in this world that he lived, for this world that he wrote. Fils du peuple, entré par l'instruction dans la classe [Pg 39]lettrée, puis déclassé par ses vices, il dut à son humble origine de rester en communication constante avec les sources éternelles de toute vraie poésie. And so he came into a literature of formalists, like a child, a vigorous, unabashed, malicious child, into a company of greybeards.

    Villon, before any one in French literature, called things by their names, made poetry as Homer made it, with words that meant facts. He was a thief and a vagabond who wrote in the 'grand style' by daring to be sincere to himself, to the aspect under which human things came to him, to the precise names of precise things. He had a sensitiveness in his soul which perhaps matched the deftness of his fingers, in their adroit, forbidden trade: his soul bent easily from his mother praying in the cloister to the fat Margot drinking in the tavern; he could dream exquisitely over the dead ladies who had once been young, and who had gone like last year's snow, and then turn to the account-book of his satirical malice against the clerks and usurers for whom he was making the testament of his poverty. He knew winter, 'when the wolves live on[Pg 40] wind,' and how the gallows looks when one stands under it. And he knew all the secrets of the art of verse-making which courtly poets, like the King, used for the stringing together of delicate trifles, ornamental evasions of facts. He was no poet of the people, but a scholar vagabond, loving the gutter; and so he has the sincerity of the artist as well as the only half-convincing sincerity of the man. There has been no greater artist in French verse, as there has been no greater poet; and the main part of the history of poetry in France is the record of a long forgetting of all that Villon found out for himself.

    1901.
    Interesting viewpoint, I myself am no big fan of Villon.
    However, that is not to say, Villon's writings were of no value..
    His honesty in his writings , baring of his true self --tis to be admired methinks..-Tyr
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    Beaumont and Fletcher, English Dramatists
    Written by: Encyclopaedia Britannica, 11th Edition

    BEAUMONT and FLETCHER, English dramatists The names of Francis Beaumont (1584-1616) and John Fletcher (1579-1625) are inseparably connected in the history of the English drama. John Fletcher was born in December 1579 at Rye in Sussex, and baptized on the 20th of the same month. Richard Fletcher, his father, afterwards queen’s chaplain, dean of Peterborough, and bishop successively of Bristol, Worcester and London, was then minister of the parish in which the son was born who was to make their name immortal. That son was just turned of seven when the dean distinguished and disgraced himself as the spiritual tormentor of the last moments on earth of Mary Stuart. When not quite twelve he was admitted pensioner of Bene’t College, Cambridge, and two years later was made one of the Bible-clerks: of this college Bishop Fletcher had been president twenty years earlier, and six months before his son’s admission had received from its authorities a first letter of thanks for various benefactions, to be followed next year by a second. Four years later than this, when John Fletcher wanted five or six months of his seventeenth year, the bishop died suddenly of over much tobacco and the displeasure of Queen Elizabeth at his second marriage—this time, it appears, with a lady of such character as figures something too frequently on the stage of his illustrious son. He left eight children by his first marriage in such distress that their uncle, Dr Giles Fletcher, author of a treatise on the Russian commonwealth which is still held in some repute, was obliged to draw up a petition to the queen on their behalf, which was supported by the intercession of Essex, but with what result is uncertain.

    From this date we know nothing of the fortunes of John Fletcher, till the needy orphan boy of seventeen reappears as the brilliant and triumphant poet whose name is linked for all time with the yet more glorious name of Francis Beaumont, third and youngest son of Sir Francis Beaumont of Grace-Dieu, one of the justices of the common pleas—born, according to general report, in 1586, but, according to more than one apparently irrefragable document, actually born two years earlier. The first record of his existence is the entry of his name, together with those of his elder brothers Henry and John, as a gentleman-commoner of Broadgates Hall, Oxford, now supplanted by Pembroke College. But most lovers of his fame will care rather to remember the admirable lines of Wordsworth on the “eager child” who played among the rocks and woodlands of Grace-Dieu; though it may be doubted whether even the boy’s first verses were of the peaceful and pastoral character attributed to them by the great laureate of the lakes. That passionate and fiery genius which was so soon and for so short a time to “shake the buskined stage” with heroic and tragic notes of passion and of sorrow, of scorn and rage, and slighted love and jealousy, must surely have sought vent from the first in fancies of a more ardent and ambitious kind; and it would be a likelier conjecture that when Frank Beaumont (as we know on more authorities than one that he was always called by his contemporaries, even in the full flush of his adult fame—“never more than Frank,” says Heywood) went to college at the ripe age of twelve, he had already committed a tragedy or two in emulation of Tamburlaine, Andronicus or Jeronymo. The date of his admission was the 4th of February 1597; on the 22nd of April of the following year his father died; and on the 3rd of November 1600, having left Oxford without taking his degree, the boy of fifteen was entered a member of the Inner Temple, his two brothers standing sponsors on the grave occasion. But the son of Judge Beaumont was no fitter for success at the bar than the son of Bishop Fletcher for distinction in the church: it is equally difficult to imagine either poet invested with either gown. Two years later appeared the poem of Salmacis and Hermaphroditus, generally attributed to Beaumont, a voluptuous and voluminous expansion of the Ovidian legend, not on the whole discreditable to a lad of eighteen, fresh from the popular love-poems of Marlowe and Shakespeare, which it naturally exceeds in long-winded and fantastic diffusion of episodes and conceits. At twenty-three Beaumont prefixed to the magnificent masterpiece of Ben Jonson some noticeable verses in honour of his “dear friend” the author; and in the same year (1607) appeared the anonymous comedy of The Woman-Hater, usually assigned to Fletcher alone; but being as it is in the main a crude and puerile imitation of Jonson’s manner, and certainly more like a man’s work at twenty-two than at twenty-eight, internal evidence would seem to justify, or at least to excuse those critics who in the teeth of high authority and tradition would transfer from Fletcher to Beaumont the principal responsibility for this first play that can be traced to the hand of either. As Fletcher also prefixed to the first edition of Volpone a copy of commendatory verses, we may presume that their common admiration for a common friend was among the earliest and strongest influences which drew together the two great poets whose names were thenceforward to be for ever indivisible. During the dim eleven years between the death of his father and the dawn of his fame, we cannot but imagine that the career of Fletcher had been unprosperous as well as obscure. From seventeen to twenty-eight his youth may presumably have been spent in such painful struggles for success, if not for sustenance, as were never known to his younger colleague, who, as we have seen, was entered at Oxford a few months after Fletcher must in all likelihood have left Cambridge to try his luck in London: a venture most probably resolved on as soon as the youth had found his family reduced by the father’s death to such ruinous straits that any smoother course can hardly have been open to him. Entering college at the same age as Fletcher had entered six years earlier, Beaumont had before him a brighter and briefer line of life than his elder. But whatever may have been their respective situations when, either by happy chance or, as Dyce suggests, by the good offices of Jonson, they were first brought together, their intimacy soon became so much closer than that of ordinary brothers that the household which they shared as bachelors was conducted on such thoroughly communistic principles as might have satisfied the most trenchant theorist who ever proclaimed as the cardinal point of his doctrine, a complete and absolute community of bed and board, with all goods thereto appertaining. But in the year following that in which the two younger poets had united in homage to Jonson, they had entered into a partnership of more importance than this in “the same clothes and cloak, &c.,” with other necessaries of life specified by Aubrey.

    In 1608, if we may trust the reckoning which seems trust-worthiest, the twin stars of our stage rose visibly together for the first time. The loveliest, though not the loftiest, of tragic plays that we owe to the comrades or the successors of Shakespeare, Philaster, has generally been regarded as the first-born issue of their common genius. The noble tragedy of Thierry and Theodoret has sometimes been dated earlier and assigned to Fletcher alone; but we can be sure neither of the early date nor the single 593authorship. The main body of the play, comprising both the great scenes which throw out into full and final relief the character of either heroine for perfect good or evil, bears throughout the unmistakable image and superscription of Fletcher; yet there are parts which for gravity and steady strength of style, for reserve and temperance of effect, would seem to suggest the collaboration of a calmer and more patient hand; and these more equable and less passionate parts of the poem recall rather the touch of Massinger than of Beaumont. In the second act, for example, the regular structure of the verse, the even scheme of the action, the exaggerated braggardism which makes of the hero a mere puppet or mouthpiece of his own self-will, are all qualities which, for better or for worse, remind us of the strength or the weakness of a poet with whom we know that Fletcher, before or after his alliance with Beaumont, did now and then work in common. Even the Arbaces of Beaumont, though somewhat too highly coloured, does not “write himself down an ass,” like Thierry on his first entrance, after the too frequent fashion of Massinger’s braggarts and tyrants; does not proclaim at starting or display with mere wantonness of exposure his more unlovely qualities in the naked nature of their deformity. Compare also the second with the first scene of the fourth act. In style and metre this second scene is as good an example of Massinger as the first is of Fletcher at his best. Observe especially in the elaborate narrative of the pretended self-immolation of Ordella these distinctive notes of the peculiar style of Massinger; the excess of parenthetic sentences, no less than five in a space of twenty lines; the classical common-place of allusion to Athens, Rome and Sparta in one superfluous breath; the pure and vigorous but somewhat level and prosaic order of language, with the use of certain cheap and easy phrases familiar to Massinger as catchwords; the flat and feeble terminations by means of which the final syllable of one verse runs on into the next without more pause or rhythm than in a passage of prose; the general dignity and gravity of sustained and measured expression. These are the very points in which the style of Massinger differs from that of Fletcher; whose lightest and loosest verses do not overlap each other without sensible distinction between the end of one line and the beginning of the next; who is often too fluent and facile to be choice or forcible in his diction, but seldom if ever prosaic or conventional in phrase or allusion, and by no means habitually given to weave thoughts within thoughts, knit sentence into sentence, and hang whole paragraphs together by the help of loops and brackets. From these indications we might infer that this poem belongs altogether to a period later than the death of Beaumont; though even during his friend’s life it appears that Fletcher was once at least allied with Massinger and two lesser dramatists in the composition of a play, probably the Honest Man’s Fortune, of which the accounts are to be found in Henslowe’s papers.

    Hardly eight years of toil and triumph of joyous and glorious life were spared by destiny to the younger poet between the date assigned to the first radiant revelation of his genius in Philaster and the date which marks the end of all his labours. On the 6th of March 1616 Francis Beaumont died—according to Jonson and tradition, “ere he was thirty years of age,” but this we have seen to be inconsistent with the registry of his entrance at Oxford. If we may trust the elegiac evidence of friends, he died of his own genius and fiery overwork of brain; yet from the magnificent and masculine beauty of his portrait one should certainly never have guessed that any strain of spirit or stress of invention could have worn out so long before its time so fair and royal a temple for so bright and affluent a soul. A student of physiognomy will not fail to mark the points of likeness and of difference between the faces of the two friends; both models of noble manhood, handsome and significant in feature and expression alike;—Beaumont’s the statelier and serener of the two, with clear thoughtful eyes, full arched brows, and strong aquiline nose, with a little cleft at the tip; a grave and beautiful mouth, with full and finely curved lips; the form of face a long pure oval, and the imperial head with its “fair large front” and clustering hair set firm and carried high with an aspect at once of quiet command and kingly observation: Fletcher’s a more keen and fervid face, sharper in outline every way, with an air of bright ardour and glad fiery impatience; sanguine and nervous, suiting the complexion and colour of hair; the expression of the eager eyes and lips almost recalling that of a noble hound in act to break the leash it strains at;—two heads as lordly of feature and as expressive of aspect as any gallery of great men can show. That spring of 1616, we may note in passing, was the darkest that ever dawned upon England or the world; for, just forty-eight days afterwards, it witnessed, on the 23rd of April, the removal from earth of the mightiest genius that ever dwelt among men. Scarcely more than a month and a half divided the death-days of Beaumont and of Shakespeare. Some three years earlier by Dyce’s estimate, when about the age of twenty-nine, Beaumont had married Ursula, daughter and co-heiress to Henry Isley of Sundridge in Kent, by whom he left two daughters, one of them posthumous. Fletcher survived his friend just nine years and five months; he died “in the great plague, 1625,” and was buried on the 29th of August in St Saviour’s, Southwark; not, as we might have wished, beside his younger fellow in fame, who but three days after his untimely death had added another deathless memory to the graves of our great men in Westminster Abbey, which he had sung in such noble verse. Dying when just four months short of forty-six, Fletcher had thus, as well as we can now calculate, altogether some fourteen years and six months more of life than the poet who divides with him the imperial inheritance of their common glory.

    The perfect union in genius and in friendship which has made one name of the two names of these great twin brothers in song is a thing so admirable and so delightful to remember, that it would seem ungracious and unkindly to claim for either a precedence which we may be sure he would have been eager to disclaim. But if a distinction must be made between the Dioscuri of English poetry, we must admit that Beaumont was the twin of heavenlier birth. Only as Pollux was on one side a demigod of diviner blood than Castor can it be said that on any side Beaumont was a poet of higher and purer genius than Fletcher; but so much must be allowed by all who have eyes and ears to discern in the fabric of their common work a distinction without a difference. Few things are stranger than the avowal of so great and exquisite a critic as Coleridge, that he could trace no faintest line of demarcation between the plays which we owe mainly to Beaumont and the plays which we owe solely to Fletcher. To others this line has always appeared in almost every case unmistakable. Were it as hard and broad as the line which marks off, for example, Shakespeare’s part from Fletcher’s in The Two Noble Kinsmen, the harmony would of course be lost which now informs every work of their common genius, and each play of their writing would be such another piece of magnificent patchwork as that last gigantic heir of Shakespeare’s invention, the posthumous birth of his parting Muse which was suckled at the breast of Fletcher’s as a child of godlike blood might be reared on the milk of a mortal mother—or in this case, we might sometimes be tempted to say, of a she-goat who left in the veins of the heaven-born suckling somewhat too much of his nurse Amalthaea. That question however belongs in any case more properly to the study of Shakespeare than to the present subject in hand. It may suffice here to observe that the contributions of Fletcher to the majestic temple of tragedy left incomplete by Shakespeare show the lesser workman almost equally at his best and at him worst, at his weakest and at his strongest. In the plays which we know by evidence surer than the most trustworthy tradition to be the common work of Beaumont and Fletcher, there is indeed no trace of such incongruous and incompatible admixture as leaves the greatest example of romantic tragedy—for Cymbeline and the Winter’s Tale, though not guiltless of blood, are in their issues no more tragic thanPericles or the Tempest—a unique instance of glorious imperfection, a hybrid of heavenly aid other than heavenly breed, disproportioned and divine. But throughout these noblest of the works inscribed generally with the names of both dramatists we trace on every other page the touch of a surer hand, we hear at every other turn the note of a deeper 594voice, than we can ever recognize in the work of Fletcher alone. Although the beloved friend of Jonson, and in the field of comedy his loving and studious disciple, yet in that tragic field where his freshest bays were gathered Beaumont was the worthiest and the closest follower of Shakespeare. In the external but essential matter of expression by rhythm and metre he approves himself always a student of Shakespeare’s second manner, of the style in which the graver or tragic part of his historical or romantic plays is mostly written; doubtless, the most perfect model that can be studied by any poet who, like Beaumont, is great enough to be in no danger of sinking to the rank of a mere copyist, but while studious of the perfection set before him is yet conscious of his own personal and proper quality of genius, and enters the presence of the master not as a servant but as a son. The general style of his tragic or romantic verse is as simple and severe in its purity of note and regularity of outline as that of Fletcher’s is by comparison lax, effusive, exuberant. The matchless fluency and rapidity with which the elder brother pours forth the stream of his smooth swift verse gave probably the first occasion for that foolish rumour which has not yet fallen duly silent, but still murmurs here and there its suggestion that the main office of Beaumont was to correct and contain within bounds the overflowing invention of his colleague. The poet who while yet a youth had earned by his unaided mastery of hand such a crown as was bestowed by the noble love and the loving “envy” of Ben Jonson was, according to this tradition, a mere precocious pedagogue, fit only to revise and restrain the too liberal effusions of his elder in genius as in years. Now, in every one of the plays common to both, the real difficulty for a critic is not to trace the hand of Beaumont, but to detect the touch of Fletcher. Throughout the better part of every such play, and above all of their two masterpieces, Philaster and The Maid’s Tragedy, it should be clear to the most sluggish or cursory of readers that he has not to do with the author of Valentinian and The Double Marriage. In those admirable tragedies the style is looser, more fluid, more feminine. From the first scene to the last we are swept as it were along the race of a running river, always at full flow of light and ...........


    (A. C. S.)

    Bibliographical Appendix

    The chief collected editions of the plays of Beaumont and Fletcher are: Comedies and Tragedies written by Francis Beaumont and John Fletcher Gentlemen, printed by Humphrey Moseley in folio in 1647 as containing plays “never printed before”; Fifty Comedies and Tragedies written, &c.(fol. 1679); Works ... (11 vols. 1843-1846), edited by Alexander Dyce, which superseded earlier editions by L. Theobald, G. Colman and H. Weber, and presented a modernized text; a second two-volume edition by Dyce in 1852; The Works of Francis Beaumont and John Fletcher (15 vols. 1905, &c.) edited by Arnold Glover and A.R. Waller in the “Cambridge English Classics” from the text of the 2nd folio, and giving variant readings from all separate issues of the plays previous to that edition; and Works ... (12 vols. 1904, &c.), under the general editorship of A.H. Bullen, the text of which is founded on Dyce but with many variant readings, the last volume containing memoirs and excursuses by the editor.

    The foundation of all critical work on Beaumont and Fletcher is to be found in Dyce. Discrimination between the work of the two dramatists and their collaborators has been the object of a series of studies for the establishment of metrical and other tests. Fletcher’s verse is recognizable by the frequency of an extra syllable, often an accented one, at the end of a line, the use of stopped lines, and the frequency of trisyllabic feet. He thus obtained an adaptable instrument enabling him to dispense with prose even in comic scenes. The pioneer work in these matters was done by F.G. Fleay in a paper read before the New Shakspere Society in 1874 on “Metrical Tests as applied to Fletcher, Beaumont and Massinger.” His theories were further developed in the article “Fletcher” in his Biog. Chron. of the Eng. Drama. Further investigations were published by R. Boyle inEnglische Studien (vols. v.-x., Heilbronn, 1882-1887), and in the New Shakspere Society Transactions (1880-1886), by Benno Leonhardt in Anglia(Halle, vols. xix. seq.), and by E.H. Oliphant in Englische Studien (vols. xiv. seq.). Mr Oliphant restores to Beaumont much which other critics had been inclined to deny him. On the sources of the plays see E. Köppel in Münchener Beiträge zur roman. u. eng. Phil. (Erlangen and Leipzig, 1895). Consult further articles by A.H. Bullen and R. Boyle respectively on Fletcher and Massinger in the Dict. of Nat. Biog.; G.C. Macaulay, Francis Beaumont, a Critical Study (1883); and Dr A.W. Ward’s chapter on “Beaumont and Fletcher” in vol. ii. of his Hist. of Eng. Dram. Lit. (new ed. 1899).

    A list of the plays attributed to Beaumont and Fletcher, with some details, is added, with the premiss that beyond the main lines of criticism laid down in Mr Swinburne’s article above it is often difficult to dogmatize on authorship. Even in cases where the play was produced long after Beaumont had ceased to write for the stage there can be no certainty that we are not dealing with a piece which is an adaptation of an earlier play by a later hand.

    The Joint Works of Beaumont and Fletcher.—The Scornful Lady (acted c. 1609, pr. 1616) is a farcical comedy of domestic life, in which Oliphant finds traces of alteration by a third and perhaps a fourth hand. Philaster or Love Lies a-Bleeding is assigned by Macaulay to Beaumont practically in its entirety, while Fleay attributes only three scenes to Fletcher. It was probably acted c. 1609, and was printed 1620; it was revised (1695) by Elkanah Settle and (1763) by the younger Colman, probably owing its long popularity to the touching character of Bellario. Beaumont’s share also predominated in The Maid’s Tragedy (acted c. 1609, pr. 1619), in A King and No King (acted at court December 26, 1611, and perhaps earlier, pr. 1619), while The Knight of the Burning Pestle (c. 1610, pr. 1613), burlesquing the heroic and romantic play of which Heywood’s Four Prentices is an example, might perhaps be transferred entire to Beaumont’s account. In Cupid’s Revenge (acted at court January 1612, and perhaps at Whitefriars in 1610, pr. 1615), founded on Sidney’s Arcadia, the two dramatists appear to have had a third collaborator in Massinger and perhaps a fourth in Nathaniel Field.

    The Coxcomb (acted c. 1610, and by the Children of the Queen’s Revels in 1612, pr. 1647) seems to have undergone later revision by Massinger. Fletcher’s collaboration with other dramatists had begun during his connexion with Beaumont, who apparently ceased to write for the stage two or three years before his death.

    Works Assigned to Beaumont’s Sole Authorship.—The Woman Hater (pr. 1607, as “lately acted by the children of Paul’s”) was assigned formerly to Fletcher. The Masque of the Inner Temple and Gray’s Inn was presented at Whitehall on the 26th of February 1612, on the marriage of the Prince and Princess Palatine. Of Four Plays, or Moral Representations, in One (acted 1608, pr. 1647), the Induction, with The Triumph of Honourand The Triumph of Love, both founded on tales from the Decameron, are by Beaumont.

    Works Assigned to Fletcher’s Sole Authorship.—The Faithful Shepherdess (pr. c. 1609) was ill received on its original production, but was revived in 1634. That Fletcher was the sole author is practically unquestioned, though Ben Jonson in Drummond’s Conversations is made to assert that “Beaumont and Fletcher ten years since hath written The Faithful Shepherdess.” It was translated into Latin verse by Sir R. Fanshawe in 1658, and Milton’s Comus owes not a little to it. In Four Plays in One, the two last, The Triumph of Death and The Triumph of Time, are Fletcher’s. In the indifferent comedy of The Captain (acted 1612-1613, revived 1626, pr. 1647) there is no definite evidence of any other hand than Fletcher’s, though the collaboration of Beaumont, Massinger and Rowley has been advanced. Other Fletcher p .............................
    18 U.S. Code § 2381-Treason Whoever, owing allegiance to the United States, levies war against them or adheres to their enemies, giving them aid and comfort within the United States or elsewhere, is guilty of treason and shall suffer death, or shall be imprisoned not less than five years and fined under this title but not less than $10,000; and shall be incapable of holding any office under the United States.

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    'I Carry Your Heart With Me,' A Discussion of the Poem by E. E. Cummings

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    'I Carry Your Heart With Me,' A Discussion of the Poem by E. E. Cummings
    Written by: Garry Gamber

    The poem, "i carry your heart with me," by E. E. Cummings has been a favorite love poem and a favorite selection at weddings for many years. The poem has gained renewed interest since being featured in the film, "In Her Shoes." It is used with devastating effect in the film’s climactic wedding scene and again to close the movie. Countless fans have been inspired to review the touching words of "i carry your heart with me."

    The Poet

    E. E. Cummings was born Edward Estlin Cummings in 1894 in Cambridge, Massachusetts. He died in North Conway, N.H., in 1962. Cummings earned a B.A. degree from Harvard in 1915 and delivered the Commencement Address that year, titled "The New Art." A year later he earned an M.A. degree for English and Classical Studies, also from Harvard.

    Cummings joined an ambulance corps with the American Red Cross in France during World War I. The French imprisoned him on suspicion of disloyalty, a false accusation that put Cummings in prison for three months. He wrote the novel, The Enormous Room, about his experience. Many of Cummings' writings have an anti-war message.

    Cummings was a fine artist, playwright and novelist. He studied art in Paris following World War I and he adopted a cubist style in his artwork. He considered himself as much a painter as a poet, spending much of the day painting and much of the night writing. Cummings particularly admired the artwork of Pablo Picasso. Cummings' understanding of presentation can be seen in his use of typography to "paint a picture" with words in some of his poems.

    During his lifetime Cummings wrote over 900 poems, two novels, four plays, and had at least a half dozen showings of his artwork.

    Contrary to popular opinion Cummings never legalized his name as, "e.e. cummings." His name properly should be capitalized.

    The Poem

    E. E. Cummings’ poetry style is unique and highly visual. His typographical independence was an experiment in punctuation, spelling and rule-breaking. His style forces a certain rhythm into the poem when read aloud. His language is simple and his poems become fun and playful.

    Cummings’ poem, "i carry your heart with me," is about deep, profound love, the kind that can keep the stars apart and that can transcend the soul or the mind. The poem is easily read, easily spoken, and easily understood by people of all ages. The poem could almost be called a sonnet. It has nearly the right number of lines in nearly the right combination. But, typical of a Cummings poem, it goes its own direction and does so with great effect.

    The poem makes an excellent love song when set to music. The outstanding guitarist, Michael Hedges, has set "i carry your heart" to music on his "Taproot" album. Hedges himself sings the lead, but the backing vocals are sung by David Crosby and Graham Nash.

    More than 168 of Cummings' original poems have been set to music.

    Enjoy the words and the sentiments of this famous poem.

    i carry your heart with me

    i carry your heart with me (i carry it in
    my heart) i am never without it (anywhere
    i go you go, my dear; and whatever is done
    by only me is your doing, my darling)

    i fear
    no fate (for you are my fate, my sweet) i want
    no world (for beautiful you are my world, my true)
    and it's you are whatever a moon has always meant
    and whatever a sun will always sing is you

    here is the deepest secret nobody knows
    (here is the root of the root and the bud of the bud
    and the sky of the sky of a tree called life; which grows
    higher than soul can hope or mind can hide)
    and this is the wonder that's keeping the stars apart

    i carry your heart (i carry it in my heart)

    ********************
    Garry Gamber is a public school teacher and entrepreneur. He writes articles about politics, real estate, health and nutrition, and internet dating services. He is the owner of http://www.Anchorage-Homes.com and http://www.TheDatingAdvisor.com

    Article Source: http://EzineArticles.com/?expert=Garry_Gamber
    18 U.S. Code § 2381-Treason Whoever, owing allegiance to the United States, levies war against them or adheres to their enemies, giving them aid and comfort within the United States or elsewhere, is guilty of treason and shall suffer death, or shall be imprisoned not less than five years and fined under this title but not less than $10,000; and shall be incapable of holding any office under the United States.

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    Article for Teachers and Students
    Memory Is a Cozy Old Blanket
    Giving students of all ages a sense of the past
    By Opal Palmer Adisa

    I have been teaching writing, primarily poetry, to students in the second grade through college for many years, and I have found that the same lesson that I use successfully with college students works just as well with younger students. I call it “Memory Is a Cozy Old Blanket.”

    Although I have never done this exercise as the first session of my workshops with students, I have done so in workshops for writers and other adult participants. With junior high and high school students, I play music to set the mood, often jazz. (Quincy Jones’s Body Heat album works very well, as does any type of relaxing music). I believe in jumping right in, and allowing students to take off as soon as I sense that they know what I expect from them. But before I do this, I like to do some lead-in discussion with the class. The amount of time I spend on this varies with the age and skills of the students. I begin by relating a personal anecdote, usually from my childhood:

    “When I was about five years old I used to love to crawl under our house that was built on stilts. Often when my mother called me, I would pretend not to hear her, all the while lying quietly and laughing that I could not be seen. From where I lay I would watch the feet of adults moving about, often in search of me. One day, as I lay amused, pretending not to hear my mother calling me, I was suddenly aroused by Spotty, our cat, who was dragging a dead rat by the tail. I was terrified of rats. I tried to stand up. I bumped my head and crawled screaming from under the house. That was the last time I pretended not to hear my mother calling me.”

    After relating this personal anecdote, I say, “Think about all the things you remember: your name; birthdate; address; places; things; events. Can you remember all the things you did yesterday? Make a list, starting with the very first thing you did. Begin this way: Yesterday I remember waking at 6 a.m. Then string the memories together. Are you surprised at how much or how little you accomplished? Is there anything you would want to do differently? Try writing about yourself as if you’re writing about someone else.”

    This warm-up activity is intended to get students to relax, to write quickly, and to have fun. I often do the activity along with students, on the board. When everyone is done, I usually take ten minutes to have a few students read their lists. This is often met with giggles or “dissing,” but also it gives students ideas. I have a number of variations on this warm-up activity.

    Sometimes I do the warm-up by going around the room and having each student state what she or he had for dinner. There are always those who don’t remember, didn’t have dinner, or had something that produces laughter from the group. But this is part of the fun of this exercise.

    Then I go on: “How come some days we can’t even remember what we ate for dinner the night before, yet we remember other things that happened long ago, when we were very young? What is the first thing you remember about yourself? Jot it down. How old were you? Do you remember the name of your first friend? Your first birthday party? Your first day at your very first school? Don’t be afraid to remember someone who has died or who has moved away. Learn to honor and trust all your memories. Think of that special person. See yourself with them. Relive some of the happy moments. Write a series often memories, begin each with ‘I remember. ...’ Memory is selective. Because we cannot remember everything, we unconsciously select what we will remember.”

    Then I ask: “What do these memories teach you about yourself? What feelings do you associate with the different memories?”

    After the students do this warm-up activity, I ask them to write a poem or prose piece or even a play in which they use the voices and actions of other people associated with a specific memory.

    If individual students get stuck, I may say, “Sometimes our memories are a shield, protecting us from reliving bad things that happen to us, or sadness we’ve experienced. Sometimes our memories are a green light, leading us to a certain place where we need to go. Sometimes they are a friend that keeps us company when we’re alone. Sometimes they can be an enemy, keeping us from doing what we need to do, stalking us with fear of a past failure.”

    The poems below are lightly edited first drafts by students from Bret Harte Junior High in Oakland, California. These students were very quiet throughout the entire writing activity, and they wrote for roughly twenty minutes.

    I Remember

    I remember
    taking my
    great grandmother to the store
    walking in the store
    and buying this and that

    I remember
    walking to the park,
    smelling the air
    and looking at the grass
    and flowers

    I remember
    lottery tickets in her hand
    with five dollars
    she handing the money to me and
    me saying, “No, thanks.”

    I remember
    seeing her in a coffin
    not moving at all
    I remember she passed away
    dead, gone.
    —Brian Tu


    Three Flights of Stairs

    I remember walking up three flights of stairs
    just to see if she was there.

    I remember talking to her
    sharing all my secrets
    going to the movies
    and playing jump rope

    Or just sitting there enjoying each other’s company
    playing video games at her house
    laughing and talking
    eating popcorn and talking about school.

    Those times I’ll always remember.
    —Danielle Shelton


    Uncle Sammy

    I remember Uncle Sammy
    His laugh, his smile, his way

    The way he would cheer us up on a gloomy day

    The way he drove his car
    Taking me and others near and far

    The way he danced at family parties
    He danced pretty good for his age

    The way he sang with his brothers
    In their group, The Quartets

    The way he was
    I’ll never forget

    The way he lay so still
    In the hospital, now he is gone

    I’ll never forget him

    I remember Uncle Sammy
    His laugh, his smile, his way
    —Erica Gamble


    I Can Only Imagine

    I search within me to remember how it was
    But I just can’t remember
    Is it because I was too young?

    Parents told me it was dirty
    Older sisters and brothers said it was fun
    Everyone told me about the delicious fruits
    They told me how cheap everything was
    They told me it was hard to make money

    I don’t remember a thing
    I can only imagine
    I imagine trees with tons of fruits on them
    Kids running around laughing, having fun

    Sometimes I wish I remembered those things
    Sometimes I wish I knew how Vietnam was really like.
    —Quyen Ha

    From students at California College of Arts and Crafts, Oakland, I got other results. I was teaching a creative writing class in which students—most of whom have strong visual memories—could write either poetry or prose. With these young adults I began by turning out the lights and having them rest their heads on the table as I led them through a memory journey.

    “Go back, all the way back to when you were so small you could not even turn over. See yourself. Are you there yet? What do you see?
    What d.......

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    18 U.S. Code § 2381-Treason Whoever, owing allegiance to the United States, levies war against them or adheres to their enemies, giving them aid and comfort within the United States or elsewhere, is guilty of treason and shall suffer death, or shall be imprisoned not less than five years and fined under this title but not less than $10,000; and shall be incapable of holding any office under the United States.

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    Article for Teachers and Students
    Memory Is a Cozy Old Blanket
    Giving students of all ages a sense of the past
    By Opal Palmer Adisa


    I have been teaching writing, primarily poetry, to students in the second grade through college for many years, and I have found that the same lesson that I use successfully with college students works just as well with younger students. I call it “Memory Is a Cozy Old Blanket.”

    Although I have never done this exercise as the first session of my workshops with students, I have done so in workshops for writers and other adult participants. With junior high and high school students, I play music to set the mood, often jazz. (Quincy Jones’s Body Heat album works very well, as does any type of relaxing music). I believe in jumping right in, and allowing students to take off as soon as I sense that they know what I expect from them. But before I do this, I like to do some lead-in discussion with the class. The amount of time I spend on this varies with the age and skills of the students. I begin by relating a personal anecdote, usually from my childhood:

    “When I was about five years old I used to love to crawl under our house that was built on stilts. Often when my mother called me, I would pretend not to hear her, all the while lying quietly and laughing that I could not be seen. From where I lay I would watch the feet of adults moving about, often in search of me. One day, as I lay amused, pretending not to hear my mother calling me, I was suddenly aroused by Spotty, our cat, who was dragging a dead rat by the tail. I was terrified of rats. I tried to stand up. I bumped my head and crawled screaming from under the house. That was the last time I pretended not to hear my mother calling me.”

    After relating this personal anecdote, I say, “Think about all the things you remember: your name; birthdate; address; places; things; events. Can you remember all the things you did yesterday? Make a list, starting with the very first thing you did. Begin this way: Yesterday I remember waking at 6 a.m. Then string the memories together. Are you surprised at how much or how little you accomplished? Is there anything you would want to do differently? Try writing about yourself as if you’re writing about someone else.”

    This warm-up activity is intended to get students to relax, to write quickly, and to have fun. I often do the activity along with students, on the board. When everyone is done, I usually take ten minutes to have a few students read their lists. This is often met with giggles or “dissing,” but also it gives students ideas. I have a number of variations on this warm-up activity.

    Sometimes I do the warm-up by going around the room and having each student state what she or he had for dinner. There are always those who don’t remember, didn’t have dinner, or had something that produces laughter from the group. But this is part of the fun of this exercise.

    Then I go on: “How come some days we can’t even remember what we ate for dinner the night before, yet we remember other things that happened long ago, when we were very young? What is the first thing you remember about yourself? Jot it down. How old were you? Do you remember the name of your first friend? Your first birthday party? Your first day at your very first school? Don’t be afraid to remember someone who has died or who has moved away. Learn to honor and trust all your memories. Think of that special person. See yourself with them. Relive some of the happy moments. Write a series often memories, begin each with ‘I remember. ...’ Memory is selective. Because we cannot remember everything, we unconsciously select what we will remember.”

    Then I ask: “What do these memories teach you about yourself? What feelings do you associate with the different memories?”

    After the students do this warm-up activity, I ask them to write a poem or prose piece or even a play in which they use the voices and actions of other people associated with a specific memory.

    If individual students get stuck, I may say, “Sometimes our memories are a shield, protecting us from reliving bad things that happen to us, or sadness we’ve experienced. Sometimes our memories are a green light, leading us to a certain place where we need to go. Sometimes they are a friend that keeps us company when we’re alone. Sometimes they can be an enemy, keeping us from doing what we need to do, stalking us with fear of a past failure.”

    The poems below are lightly edited first drafts by students from Bret Harte Junior High in Oakland, California. These students were very quiet throughout the entire writing activity, and they wrote for roughly twenty minutes.

    I Remember

    I remember
    taking my
    great grandmother to the store
    walking in the store
    and buying this and that

    I remember
    walking to the park,
    smelling the air
    and looking at the grass
    and flowers

    I remember
    lottery tickets in her hand
    with five dollars
    she handing the money to me and
    me saying, “No, thanks.”

    I remember
    seeing her in a coffin
    not moving at all
    I remember she passed away
    dead, gone.
    —Brian Tu


    Three Flights of Stairs

    I remember walking up three flights of stairs
    just to see if she was there.

    I remember talking to her
    sharing all my secrets
    going to the movies
    and playing jump rope

    Or just sitting there enjoying each other’s company
    playing video games at her house
    laughing and talking
    eating popcorn and talking about school.

    Those times I’ll always remember.
    —Danielle Shelton


    Uncle Sammy

    I remember Uncle Sammy
    His laugh, his smile, his way

    The way he would cheer us up on a gloomy day

    The way he drove his car
    Taking me and others near and far

    The way he danced at family parties
    He danced pretty good for his age

    The way he sang with his brothers
    In their group, The Quartets

    The way he was
    I’ll never forget

    The way he lay so still
    In the hospital, now he is gone

    I’ll never forget him

    I remember Uncle Sammy
    His laugh, his smile, his way
    —Erica Gamble


    I Can Only Imagine

    I search within me to remember how it was
    But I just can’t remember
    Is it because I was too young?

    Parents told me it was dirty
    Older sisters and brothers said it was fun
    Everyone told me about the delicious fruits
    They told me how cheap everything was
    They told me it was hard to make money

    I don’t remember a thing
    I can only imagine
    I imagine trees with tons of fruits on them
    Kids running around laughing, having fun

    Sometimes I wish I remembered those things
    Sometimes I wish I knew how Vietnam was really like.
    —Quyen Ha

    From students at California College of Arts and Crafts, Oakland, I got other results. I was teaching a creative writing class in which students—most of whom have strong visual memories—could write either poetry or prose. With these young adults I began by turning out the lights and having them rest their heads on the table as I led them through a memory journey.

    “Go back, all the way back to when you were so small you could not even turn over. See yourself. Are you there yet? What do you see? What do you notice about yourself? Now what do you remember? Your first memory of yourself. Where are you? Is anyone with you? How do you feel? Find that time, that memory when you were hurt or felt afraid. Don’t be afraid, it can’t hurt you anymore. What is important about that memory? Who is hurting you? Why? Go to another memory when you were still a child, maybe six or so. What do you see? Are you happy? What are you doing?”

    On and on I led students up to their young-adult selves. All this took about fifteen minutes, as some students had difficulty settling down at first. After I led them through the memory journey, I told them to select any memory and write, and avoid using the words “I remember.” Here are some of their pieces:

    I Remember

    My fifth grade prize shoes. Red imitation snakeskin with gold infinity
    signs for buckles. I’d walk onto Bagby’s playground with these on, no
    one would beat me. Played better tetherball on those days. Stephanie
    Patterson called them the “Wizard of Oz” shoes. Other people just
    called them “loud.”
    But it wasn’t just the shoes. Mostly, I wore them with my polyester
    lime-green dress. And yellow stretch shorts underneath. Got to. Play
    double dodgeball, you got to be prepared. Guys look to nail all the girls,
    especially in dresses, just to make them fall so they can peep under their
    underwear or hear them gasp as they bounce on their backsides. The
    red shoes were a perfect target too. On the days I’d wear that green
    dress, with a little flared skirt, I remember thinking it was the sharpest
    outfit. I know the concept of clashing colors never crossed my head in
    the morning. This was power dressing.
    Only color close to that green dress in nature is the insides of can-
    taloupe or those hard, bright green Granny Smith apples. Used to see
    them when I went with my mom to the old vegetable and fruit stand
    five blocks from school. It was a family operation, a covered wooden
    stand with lots of little areas where they arranged the fruit. If Mom was
    shopping for a barbeque or picnic or dinner, we’d go to Cosentino’s. I
    didn’t like grocery shopping but I’d go to look at the colors of the fruit
    and packing crates. And for the smell. Everything smelled warmer,
    sweeter as the day went on, mixed with dust stirred up from the rutted
    dirt area where cars parked every whichway. My treat was to strip the
    corn, or stroke the smooth eggplants in the next bin. Thumping the
    melons was allowed so I’d check the watermelons and cantaloupes. The
    cantaloupes looked just like tetherballs.
    My tetherball partner, Grant, didn’t care about playing with a girl
    just as long as we would win our challenges. He was my best playground
    buddy. We’d play all kinds of games as a team but at tetherball, there
    was no question: Grant was bad just by himself. Together we were
    monsters. Even I was scared of his hits. He was lanky, bony, had freck-
    les and a gap betw...........

    more at link...-Tyr
    18 U.S. Code § 2381-Treason Whoever, owing allegiance to the United States, levies war against them or adheres to their enemies, giving them aid and comfort within the United States or elsewhere, is guilty of treason and shall suffer death, or shall be imprisoned not less than five years and fined under this title but not less than $10,000; and shall be incapable of holding any office under the United States.

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    Essay
    Fever Pitch
    On the function of authority in poetry and politics.
    By Kathleen Rooney
    Photo Courtesy of ABC via Flickr

    In a speech at Harvard University in 1956, John F. Kennedy, then a senator, said, “If more politicians knew poetry, and more poets knew politics, I am convinced the world would be a little better place in which to live.”

    The lovely, innocuous statement employs some classic Kennedy chiasmus. It also invites us to consider what exactly poetry and politics have to offer each other. Practically all politicians, even those who style themselves as plainspoken and folksy, have to walk a tricky line between being articulate and appearing authentic. The public expects both, but the two are often perceived as contradictory. (This distinction also squares with Mario Cuomo’s famous dictum, “You campaign in poetry. You govern in prose.”) Quoting poetry allows politicians to be eloquent without seeming pretentious because the beautiful words are not theirs; they are the poets’.

    It might surprise some, but Republican presidential nominee Donald Trump has made use of poetry on the campaign trail. At rallies in Florida and Illinois, he has delivered readings of the poem/lyric “The Snake,” by the poet, singer, playwright, and civil rights activist Oscar Brown Jr. Best known from soul singer Al Wilson’s 1968 recording, “The Snake” tells the story of a generous old woman who takes in a sick snake out of the goodness of her heart only to have the animal turn around and bite her. Based on one of Aesop’s fables, this narrative—like most fables—has a great deal of potential resonance with a variety of scenarios. Predictably, given his long and vocal campaign history of bigotry and xenophobia, Trump frames the story as a warning: the United States should not take in immigrants or refugees lest its citizens end up snakebitten. He recited the lyrics, the Chicago Tribune reported in March, “just after the part of his campaign speech where he alluded to the threat of Islam and his thoughts on terrorism. The song, he said, prepping his audience, ‘represents terrorism.’”

    Brown died in 2005, but Trump’s performance of the poem has been a source of dismay to Brown’s family. They have asked the candidate to stop. “We don't want him using these lyrics,” Brown’s daughter Maggie Brown, also a distinguished singer, told the Chicago Tribune. “If Dad were alive, he would've ripped [Trump] with a great poem in rebuttal. Not only a poem and a song, but an essay and everything else.” Others have suggested that Trump’s lawyers, meanwhile, could claim these readings fall under fair use.

    The enlistment of an artist’s work by politicians whose views run counter to the artist’s is nothing new and extends well beyond the realm of literature. Musicians frequently ask candidates to cease playing their music at political rallies. In Ronald Reagan’s 1984 reelection campaign, his attempted use of Bruce Springsteen’s “Born in the USA” offers perhaps the most famous example. (The singer said no and began speaking out against the president.) The song’s upbeat tempo and chorus sound almost jingoistic, but the lyrics present a scathing takedown of the military industrial complex, America’s treatment of veterans, and the lack of opportunities in the narrator’s hometown.

    At other times, musicians object to the political application of their music not because a candidate’s views are at odds with their own but because they are simply not comfortable with the loss of control over their creation. In 2008, Barack Obama’s presidential campaign used the Sam & Dave hit “Hold On! I’m Comin’” to fire up supporters. Sam Moore wrote Obama a letter that was complimentary to his presidential hopes but requested that he please stop using the song.

    When the person whose work is being borrowed is a long-dead poet, however, who has the standing to object? Actor Scott Baio recently adapted a line from Langston Hughes’s poem “Let America be America Again” to conclude his speech at the 2016 Republican National Convention in Cleveland. Baio evinced no awareness of the phrase’s origin, but as Rebecca Traister observed in New York Magazine:

    Ironically, Baio and Hughes were probably meditating on a similar version of America, one in which white male power was assumed, in which Baio could assure himself that the promise of freedom and opportunity was on offer to all, but in which many other Americans, including Hughes, understood America was not America to them.

    Similarly, during a brief period in 2011, the staff of Republican Senator Rick Santorum, then a presidential candidate, adopted as his campaign slogan “Fighting to Make America America Again.” Santorum, who has stated on the record that homosexuality is a sin equivalent to incest, backpedaled once he learned that this line was written by an African American poet who was most likely gay.

    Trump’s use of “The Snake” might be odious, but his interpretation of the lyric and the underlying fable are sound—the flexibility and capaciousness of Brown’s words and lines mean that they support a huge variety of interpretations. Trump doesn’t so much misinterpret “The Snake” as insist on a reading of it that pins it to specific circumstances, which undermines its value as a poem. Poems are often built to mean many things at once. When a poem is used expediently in political speech, it can foreclose other interpretations. When Trump tells us that Brown’s poem “represents terrorism,” he’s shutting the poem down, reducing it to purely cautionary, single-use rhetoric.

    Authority in literature doesn’t typically operate the way it works elsewhere. The authority that readers give writers is contingent; readers can always abandon a book or poem and find something else to read, or they can quit reading altogether.

    The story in politics is different. As much as we are told that individual votes matter, ultimately, if Trump wins the presidency, the desire of those who voted for another candidate to grant or not grant authority to him is immaterial. In democracy, authority is granted on a majority-rules basis. It doesn’t matter if, as an individual voter, I reject a senator who accepts money from the NRA and denies equal rights to LGBTQ people, and it doesn't matter if I reject his beliefs—he is still a member of the Senate that decides the laws that rule my life. I cannot stop reading the nightmare story of the current Congress or of the frustration and anger that I and so many people feel in the wake of the massacre at the Pulse nightclub in Orlando.

    Because the function of authority in literature cuts both ways, Oscar Brown Jr. and Langston Hughes can’t prevent politicians such as Trump and Santorum and their followers from reading their works in a way that fits their ideology, even if that ideology is anathema to their beliefs as authors. Writers or artists don’t decide whom they give authority to either—once a poem or book is written, people can interpret it however they like.

    This exemplifies the awesome and awful double-edged sword of authority in art, particularly political art: it has to admit multiple interpretations. No one—including the author—possesses the unimpeachable authority to insist on a particular definition of a poem or piece.

    Not all politicians want to straitjacket literature. Former Democratic presidential candidate Martin O’Malley evinced a well-documented love for Irish poetry on the campaign trail and kept a copy of John O’Donohue’s “A Blessing for Leaders” under the glass on his desk at the governor’s office in Annapolis. He seemed to recognize poetry as an effective means of inspiring and energizing not only his audience but also himself. Or as O’Donohue’s poem says, “When the way is flat and dull in times of grey endurance, / May your imagination continue to evoke horizons.”

    Sometimes, a politician can pull a work free of its original context and intent in a way that expands its beauty and reach in keeping with O’Donohue’s idea about imagination. After the Challenger space shuttle disaster in 1986, President Reagan addressed the nation. His speechwriter Peggy Noonan borrowed lines from the poem “High Flight,” written by John Gillespie Magee, an American airman who died at the age of 19 while training during World War II.

    “We will never forget them,” Reagan said, “nor the last time we saw them, this morning, as they prepared for their journey and waved goodbye and ‘slipped the surly bonds of earth’ to ‘touch the face of God.’” Here, Reagan arguably situates Magee’s words in a nobler and more enduring context than they ever would have enjoyed otherwise.

    Politicians have this freedom to inspiringly or expediently apply the words of poets and musicians to amplify their ideological messages because rhetoric, at least per Aristotle’s classically defined three pillars of persuasion, operates differently there.

    Logos—a statement’s content or argumentation—in art behaves more malleably than the logos of a speech or an actual argument. A song, painting, film, or poem’s logos is often elastic to such an extent that it can be co-opted; its ethos—the chara ................
    ..... more at link..-Tyr
    18 U.S. Code § 2381-Treason Whoever, owing allegiance to the United States, levies war against them or adheres to their enemies, giving them aid and comfort within the United States or elsewhere, is guilty of treason and shall suffer death, or shall be imprisoned not less than five years and fined under this title but not less than $10,000; and shall be incapable of holding any office under the United States.

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    Donald Revell: "Death"
    A poem about death is actually a celebration of life.
    By Craig Morgan Teicher

    Donald Revell has mastered a poetic genre few poets even attempt: the happy poem. That’s not to say that his poetry doesn’t grapple with darkness—it does, and deeply. This poem is called “Death,” after all, and Revell tries as hard as he can in this small space to meet mortality head-on. One of Revell’s possible goals is to engender a sense of awe: in his poems, life is fundamentally amazing, even though—even because—it has an ending. Poets write poems for many reasons, chief among them to express feelings, to articulate the vagaries and fine points of an emotional state. Poets also write to create emotional states in readers, and this Revell poem invites readers to accept death. Without ever forgetting the mortal stakes of every moment, Revell manages to sing joyfully, no matter his subject. He knows deeply what the words have always been telling him: that all our terrors, such as “space and time,” are “inventions / Of sorrowing men”; in this poem, he chooses not to be one.

    As a celebratory poet, Revell is in good company: Shakespeare, Donne, Blake, Herbert, Dickinson, and Whitman come to mind as voices playing in the background of “Death.” All these poets revel—a pun on Revell’s name that he seems to have taken seriously—in details and in the capacity of the imagination to elevate them toward a kind of holiness. Of course, many of these poets also had a particular kind of holiness in mind, as does Revell; when he (or the others) uses the word soul, he means it in the Christian sense: the immortal soul that will live eternally in heaven. Revell is one of the leading Christian poets now at work, though—like Whitman and Dickinson—in his work, he also seeks heaven on Earth. In poetry at least, the “soul is my home.” Revell sees heaven everywhere. He has crafted a poetry that lets him “live outwardly,” embrace the unfolding, enjoy even its darkest surprises, and let go of what is “left behind. …”

    Finally, Revell is also an experimental poet—this poem’s quick jump cuts and seeming non sequiturs are a big part of what make it so satisfying—and so meaningful. The idea of death is perhaps too confusing and terrifying to be described in a poem using plain logic, direct cause and effect, and straightforward narration. They are perhaps less than helpful when grappling with something as seemingly unreasonable as death. Revell has used these techniques for many years, even before his later poetry’s religious focus. The truth of the language is ever unfolding, is itself unfolding. It is “whirligig”—meaning “constantly changing”—one of the poem’s most fitting words and an unlikely bit of linguistic archeology.

    How does a celebratory, religious, experimental poet describe and prepare for death? With this cheerful, chatty, transcendent poem. Of all the death-poems I know, this is the least fearful, yet it appropriately accords death its massive power.

    The poem’s overall rhetorical structure is that of a conversation. The speaker is talking to his readers, occasionally quoting from another conversation (“‘Death,’ I said …”) with the personified figure of death itself. Revell alternates between the longer stanzas, which meditate in florid language about what Death did and how Death is, and the couplets (and one five-line stanza) addressed to Death. It’s a kind of call and response but a sideways one: Revell interrogates the nature of life and mortality from a bird’s-eye view: “For what are days but the furnace of an eye?”; “For what are space and time. …”

    Revell ribs his old friend Death, almost flirts with him, teasing with seemingly silly statements—“‘Death,’ I said, ‘if your eyes were green / I would eat them,’” and “‘I know someone, a woman, / Who sank her teeth into the moon’”—and rhetorical questions: “How is it I remember everything / That never happened and almost nothing that did? / Was I ever born?” But though these lines may at first seem silly, the stakes here are as high as they can be. All of this figurative language about eating eyes and the moon is a fun way of calling for something such as carpe diem, exuberance, living life fully. Revell continues in this leaping, metaphorical manner, nodding, perhaps, to Blake’s “The Tyger” (“In what distant deeps or skies. / Burnt the fire of thine eyes?”) and Ginsberg’s “Sunflower Sutra,” which itself alludes to Blake. Revell melds Blake’s awe and terror (what is the Tyger but looming death) with Ginsberg’s exuberance and ends with a celebratory turn that is all his own:

    For what are days but the furnace of an eye?
    If I could strip a sunflower bare to its bare soul,
    I would rebuild it:
    Green inside of green, ringed round by green.
    There’d be nothing but new flowers anymore.
    Absolute Christmas.

    This stanza is extraordinary for its lucidity and simple but deeply penetrating archetypal imagery, and it shows how Revell operates at his best. We can’t read his description of the “days” literally, but it may conjure the bright afterimages of the world projected on our eyelids when we close our eyes—a gorgeous and strange vision like that but with the eyes open. This is a prescriptive poem, a poem about how to look. Revell wants us to see the world as magical and strange and charged in that way: a kind of visual miracle, the familiar made strange.

    Revell then breaks down one of these everyday visions to make it miraculous and strange. Lots of poets have seized on sunflowers as powerful emblems (Ginsberg calls the sunflower “a sweet natural eye to the new hip moon”) and Revell’s sunflower is an ecstasy atomized, its basic elements laid out to reveal “its bare soul,” which, rebuilt, is composed of “Green inside of green, ringed round by green.” This “green” is an old archetype, nature’s generative power, the same green that makes someone with a green thumb a great gardener. The redundancy of the line—three greens in one sentence—suggests nature’s lush, irreducible creativity—living things grow, and when they die, new ones grow, leaving “nothing but new flowers anymore.” And then there is that lovely, surprising flourish, a nod to God: “Absolute Christmas”—it’s Christianity’s annual celebration of birth, death, and rebirth that is made general, accessible, almost secular. Revell doesn’t seem to want to alienate non-Christians here; instead, we readers can find our own divinity in nature, our own place in the cycles of life and death.

    This is what I come to poetry for, what, I believe, we all seek in poems: language that can show us a life unbound by time. It’s hard won, demanding absolute faith in the intelligence of the words themselves. Hence Revell’s huge associative leaps, his trust in simple, indelible symbols—green for youth, the moon for distance, hope, and desire—and all the fun the poems are having as they “remember everything / That never happened. …”

    For Revell, death is personal, right-sized; it accompanies each of us like a shadow, a version of one’s self, growing “beside me, always taller. …” Though shadows often have darker valences, this one is of the friendly, rather than the corner-lurking, sort, a kind of Peter Pan shadow, egging on the one who casts it or beckoning him to keep up, depending on the angle of the sun or perhaps how close he is to death.

    It requires a special poetic sensibility not to take the typical grim aspects of death. The speaker of this poem is exaggerating: he has been confused plenty, like everyone, but not, now, about death “whose only story / Is the end of the story, right from the start. …” Perhaps death is the confused one here because of how surprising it is that this particular voice is so accepting, so open-hearted about what death usually means. Death is not expecting a friend but finds one in this poem.

    Of course, as Revell says in the poem’s most extraordinary and visionary stanza, “boys and girls murdered / In their first beauty” are “now with children of their own.” It’s what we want for them, what they deserve, and we invented language or were beckoned to discover it forever ago and again every day of every life, to hold that wish for us, to uphold it, to keep it safe from the withholding of our fear. Revell finds real consolation in envisioning these injustices righted in the afterlife, which is a religious word for the lifeblood of poetry: the imagination, the realm where wishes can be fulfilled, where pain can be healed, where death can be transcended. Yes, the poem presents a vision of Christian heaven: “the explosion of happy souls / Into the greeny, frozen Christmas Eve air: / Another good Christmas, a white choir,” but it’s one we can all relate to.

    At its close, the poem returns to the boy and his shadow “Beside each other still. …” When Revell reaches out to his lost mother, saying “I miss you,” he is speaking to her in the afterlife of the poem, in the imagination, where we his “Dear reader[s]” also reside at this very moment, beside his mother, with his shadow. The poem’s capacity to converse with the dead is the same as its capacity to reach out and converse with us, Revell’s imaginary readers, who, like the “you” Whitman addresses when he says “what I assume you shall assume” at the opening of “Song of Myself,” are ever present in the room of the poem, whether alive, dead, known, unknown, whether or not we ever read Revell’s words.

    The poem proposes a mighty act of communion, a gathering together of readers and writers, speakers and listeners, living and dead. This is a poem of deep empathy, of comforting and keeping company. Revell wants us to feel less alone and less afraid to die, whatever we believe. Revell’s poem can help us: so that when we think of death, we can remember we are blessed with life.

    Originally Published: August 24th, 2016
    18 U.S. Code § 2381-Treason Whoever, owing allegiance to the United States, levies war against them or adheres to their enemies, giving them aid and comfort within the United States or elsewhere, is guilty of treason and shall suffer death, or shall be imprisoned not less than five years and fined under this title but not less than $10,000; and shall be incapable of holding any office under the United States.

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    Article for Teachers and Students
    Hidden Beauty, Willful Craziness
    Teaching poems by Jayne Cortez and Lucille Clifton
    By Mark Statman




    Under the Edge of February

    Under the edge of February
    in hawk of a throat
    hidden by ravines of sweet oil
    by temples of switch blades
    beautiful in its sound of fertility
    beautiful in its turban of funeral crepe
    beautiful in its camouflage of grief
    in its solitude of bruises
    in its arson of alert
    Who will enter its beautiful calligraphy of blood

    Its beautiful mask of fish net
    mask of hubcap mask of ice picks mask
    of watermelon rinds mask of umbilical cords
    changing into a mask of rubber bands
    Who will enter this beautiful beautiful mask of
    punctured bladders moving with a mask of chapsticks

    Compound of Hearts Compound of Hearts

    Where is the lucky number for this shy love
    this top heavy beauty bathed with charcoal water
    self conscious against a mosaic of broken bottles
    broken locks broken pipes broken
    bloods of broken spirits broken through like
    broken promises

    Landlords Junkies Thieves
    enthroning themselves in you
    they burn up couches they burn down houses
    and infuse themselves against memory
    every thought
    a pavement of old belts
    every performance
    a ceremonial pick up
    how many more orphans how many neglected shrines
    how many more stolen feet stolen guns
    stolen watch bands of death
    in you how many times

    Harlem

    hidden by ravines of sweet oil
    by temples of switch blades
    beautiful in your sound of fertility
    beautiful in your turban of funeral crepe
    beautiful in your camouflage of grief
    in your solitude of bruises in
    your arson of alert
    beautiful

    Whenever I’ve taught this poem by Jayne Cortez (usually with ten-to fourteen-year-olds), I’ve always been surprised by how willing the students are to tackle the poem’s complexities: its harsh descriptions of urban life, its anger, and its notion—serious and ironic—of what, in al this chaos, is beautiful. Cortez’s ideas about beauty often frame out conversations. Most students are not used to thinking about beauty as something that isn’t obvious, something that can be hidden. They’re not used to taking images or ideas that are ostensibly “ugly” and thinking of them as beautiful in another context.

    To get students thinking in this direction, I ask them to think about what “beauty” means, what they mean when they call something “beautiful.” Their initial responses are often conventional: from natures—flowers, a meadow, sun, stars, moon; from the urban—gleaming skyscrapers, glittering night streets, well-dressed people strolling; from people—those nice clothes again, muscular men, slim women, implications of good times.

    A natural response to what Cortez describes is to look away. But Cortez demands the opposite: she wants us to look and to look hard. So where in the poem, I’ll ask the students, given what they’ve described as beautiful, is the beauty? The poem is full of sadness and grief (“broken / bloods of broken spirits broken through like / broken promises”), violence (“they burn up couches they burn down houses”), garbage (“mask of hubcaps mask of ice picks mask / of watermelon rinds mask of umbilical cords”). It's a poem of anger. And yet, Cortez insistently speaks about the beauty. How? Why?

    As the students think about the poem and my questions, I’ll begin to discuss other possible conceptions of beauty, where else we can see it and of the possibility of beauty growing out of what we might also think of as “ugliness.” For example, they've all seen rainbow oil sheen in puddles on the street. Many know about the spectacular effects air pollution has on sunsets. I'll talk about London's mysterious, evocative fog of previous decades and its ordinary origins in coal smoke. I’ll mention Monet’s paintings of the Seine, where the magnificent colorations he depicts are actually a reflection of the river’s pollution, as well as the excitement of the billowing smoke in his railroad station paintings. I’ll talk about spiders spinning their gorgeous webs as a way to trap and kill. I’ll even bring up ambergris, which I’ll describe as "whale vomit," and how it is used in making fine perfumes. We’ll come up with examples of destructive beauty: hurricanes, tornadoes, volcanoes. Great structures like pyramids and sphinxes built by slaves. We’ll talk about perspective, how some people find things beautiful and others can’t see them, how this happens with art, poetry, clothes, music, weather. Finally we’ll return to “Under the Edge of February.” “What's beautiful here?” I’ll ask again.

    At this point, we’re able to read new things in the Cortez poem. We can talk about the action in the poem, the characters in it, the setting. I’ve taught this poem in different places, but when I teach it in New York City schools, the students will always relate it to their own neighborhoods. They think about their streets, the people they know, their own lives. We talk not just about what they see, but what they know about what they see. The students’ comments become both intensely observant and personal. They often remark on the fact that where they live is home: whatever the limitations, their neighborhoods are important to them. These are places where my students have friends, where they’ve played and been happy. They’ll talk about the life of where they live: the sounds and smells, people walking on the streets and hanging out in groups talking, the fact of people’s homes being here, that there are people eating, sleeping, dreaming.

    My students also respond to the “negatives” of Cortez's poem, particularly the problems of outsiders misreading and misunderstanding the world they know. We’ll discuss the problems of public perception arising from skewed media depictions: that newspapers, television, and movies show one side of where they live (the crime and the violence, the poverty), and not the other side (schools, stores, churches, homes, the community). In other words, the not-so-obvious, the hidden in Cortez’s “beautiful.” When we’ve reached this point in the discussion, we’re also at the starting point for their writing: I ask the students to respond to Cortez’s poem by writing their own poems to, of, for, and about beauty, and where they find it.

    Poem

    Blue is cool
    I found it in the sky
    in the ocean, on pottery

    Red is hot
    I found it in the sun
    the rainbow
    on flowers, the outside of a building
    on clothes

    White is delicate
    I found it in the clouds
    in the classroom
    in my house
    on flowers
    inside and outside buildings
    on dogs
    —Regina Smith, seventh grade


    Dreamer

    Once I had a dream
    I could see all the places of the world
    In my mind I could see
    Japan, Russia, Germany
    All the people wanted to sleep
    and sleep on
    Their sleep
    seemed very beautiful to them
    All I could see everywhere
    was people with eyes
    closed
    —Tara Thomas, eighth grade


    It’s winter in the morning
    It’s snowing
    It’s snowing white big flakes
    Cars are covered with snow
    Too many accidents
    People are falling down
    Breaking legs
    Cars lose control of their breaks
    There is no service
    Cars hitting people
    People bleeding through everywhere
    Snow is getting red
    Because of the bleeding
    Of the person who had the big accident
    Too many people are dying
    This weather’s got to change
    This weather is cold below
    —Francisco Rodriguez, sixth grade


    Night

    It was night
    and it was 9:00
    and I’m flying in the sky
    and I can see the North Star
    Some people are watching “The Jeffersons”
    Some people are watching “Jeopardy”
    There are people doing exercise
    There is a person riding a bike in the street
    I went to sit on a tree branch
    It broke
    I fell on a van
    and hurt my back

    and then I flew
    I saw the Statue of Liberty
    It is so beautiful
    I saw the ocean
    The world is so beautiful
    I saw Broadway
    The lights look wonderful
    I can see people
    The people are doing their show
    —Charisse Robinson, fifth grade


    Beauty

    The feeling of beauty
    It’s like
    falling in
    Love
    Diamonds
    Jewelry
    It is such a good feeling
    You feel like getting
    Married
    In a
    White clean
    Crystal
    Dress
    Your hair
    long and
    beautiful
    The water in the Dominican
    Republic
    Crystal clean
    The streets clean
    No, no dirt, dust
    mud
    but beauty like
    Romeo and Juliet
    Adam and Eve
    Emotions of a
    Dream
    Love
    Fantasy
    It feels so real
    having Beauty
    But dream love fantasy
    is all it is in this
    Dirty World
    —Jeanette Cortijo, eighth grade


    It is black but the white
    freckles of the stars stand out
    I am blind but I can still
    see the shining light of the
    moon standing out in the
    night
    I am a person but
    to the creatures that lurk
    beyond I am prey
    I look and listen
    but there is nothing
    nothing to see or hear
    the sounds of
    a furious river
    the shadows of
    a soundless bird
    shows in the moon light
    I think of what humans
    are
    doing to the silent and
    peaceful land
    the animals, not mean but
    nice
    in a strange way
    I was glad that we hadn’t
    destroyed it all
    Yet I had to go back
    this was not my home
    my home was in the smog of
    technology
    —Jason Ozner, sixth grade


    What Is Beauty

    A cold January night
    What happens at night
    All the killing
    All the shots in the wall
    All the drugs in the world
    Is this beauty?
    Beauty.
    I’ll tell you
    about Beauty
    What is good
    Beauty is real
    That’s Beauty
    What about living,
    is that Beauty?
    I know it is for me
    All the beauty in the world
    is what I am living for
    I know that’s what I am
    living for
    —Shantel Bumpurs, fifth grade


    Happiest

    I was walking down
    the street
    I heard a noise and
    I was looking
    for it and I could
    not see it
    and thought it was
    a cat
    but when I saw
    that it was
    not a cat I saw
    something big
    it was bigger
    than a cat and then
    I thought it was a
    dog but it
    was not a dog
    and when I saw it
    was a poor man I
    gave the person $20
    because I was not
    happy that
    he lived in the
    street so I
    was going to take
    him to a shelter
    and he was hidden
    because he was
    afraid and when
    I saw his face
    he did look like
    good people but
    he looked like
    a child and the
    child was hidden
    the man went to the
    shelter and he
    had a good life
    and house
    —Jose Martinez, fifth grade


    If one way to read Jayne Cortez’s poem is to look for not-so-obvious beauty, Lucille Clifton’s poem “roots” is about the announcement of beauty, not necessarily as something we observe, but as something we assume: our beauty is in our character, it is active, about one’s self, and the identification of that self with a kind of spirituality that reflects hope and possibility about the way life ought to be. This is a poem I often teach after having taught “Under the Edge of February.” I like how they stand with and against each other: Cortez’s explosive barrage of images, her intense language, followed by Clifton’s language much more simple and direct, yet no less complex in its drive to think about the lives we lead.

    roots

    call it our craziness even,
    call it anything.
    it is the life thing in us
    that will not let us die.
    even in death’s hand
    we fold the fingers up
    and call them greens and
    grow on them,
    we hum them and make music.
    call it our wildness then,
    we are lost from the field
    of flowers, we become
    a field of flowers.
    call it our craziness
    our wildness
    call it our roots,
    it is the light in us
    it is the light of us
    it is the light, call it
    whatever you have to,
    call it anything.

    My students are often initially quite puzzled by the poem—what is she talking about? What does she mean by “the light,” what does she mean about death, what is this thing of becoming the field? Although the Cortez poem is much longer and much more detailed, the immediacy of the details, coupled with forcefulness of the long lines and the repetition, helps the students to enter the world of the poem. But Lucille Clifton’s seeming simplicity confuses them.

    To help them, I’ll ask t.....................

    ------------------
    More at link...-Tyr
    18 U.S. Code § 2381-Treason Whoever, owing allegiance to the United States, levies war against them or adheres to their enemies, giving them aid and comfort within the United States or elsewhere, is guilty of treason and shall suffer death, or shall be imprisoned not less than five years and fined under this title but not less than $10,000; and shall be incapable of holding any office under the United States.

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    September 2016 Discussion Guide

    Do I Wake or Sleep?

    Betwixt and Between in the September 2016 Poetry


    The September 2016 issue of Poetry offers two poems by Max Ritvo, who passed away in August at the age of 25. Both catch their protagonists wandering between worlds—the worlds of sleep and waking, youth and age, life and death—and, at moments, existing in multiple worlds at once. “The Big Loser” begins:

    The guardian angel sits in the tree
    above the black lip of street
    the man walks down.
    He calls the man Cargo.

    The angel sees a pinewood box in place of the man,
    and the street he walks is a boat,
    the hull like a coal crater.

    . . . . . . . . . . . . . . . . . . . . . .

    The angels call these overlays dreams,
    and believe they crop up because angels
    can’t sleep but want to — 

    space falls apart when you have unlimited time.

    This scene is itself a dreamy overlay, one whose images ceaselessly shift: the man turns into cargo, then box; the street turns into a boat whose hull recalls yet something else—a crater (with a pun, perhaps, on “crate”). The first stanza operates vertiginously, with the angel propped in a tree “above” the street the man walks “down”—a street compared to a “lip,” as though the world is a mouth capable of swallowing him down. The images are as dark as this nighttime scene: “cargo” suggests the man is inanimate, and en route to some final destination; “pine wood” tells us this box is a coffin; and the crater-like hull hints at a deadly collision.

    The man’s place in the world seems least stable of all: is he the box, or the cargo that the box holds? Wooden or human? Living or dead? The man’s in-between state recalls that of the angel—who is neither asleep nor awake—and, later, takes on a starker meaning:

    The man reaches the end of the street. He’s a sick man
    and he starts to ponder death
    as he often does these days:

    All of death is right here
    — the gods, the dark, a moon.
    Where was I expecting death
    to take me if everywhere it is
    is on earth?

    In more ways than one, the man is nearing the end of the street. His question brings to mind a logical knot: if all we can imagine of death is what we already know from earthly existence—the moon, the dark—then we can conceive of death only as a continuation of life. Perhaps that’s why the poem has shifted into past tense from present: “Where was I expecting death / to take me,” he asks, as though death has already taken him somewhere—as though he has already died, and yet, still alive, walks down the street, in an “overlay” of dying and living.

    Such overlays continue throughout the poem. At the end of life, Ritvo writes, one is like

    the child whose parents
    step out for a drive — 

    everyone else out on a trip,
    but the child remains in the familiar bed,
    feeling old lumps like new
    in the mattress — the lights off — 

    not sleeping, for who can sleep
    with the promise of a world beyond the door?

    What, exactly, is the “world beyond the door”? For the dying person, it could be the world of the living, from which he is increasingly excluded. Or it could be the world of the dead, which he will soon join. As earlier in the poem, those worlds blur together. Here, both qualify as “promising,” such that the dying man, like the excited child—and like the insomniac angel—cannot sleep, cannot truly enter death. Instead, he remains in between worlds, tantalized by both: in bed but alert, near but not yet at the end of the street.

    Like “The Big Loser,” Ritvo’s other poem, “Dawn of Man,” lingers in the either-or and neither-nor:

    After the cocoon I was in a human body
    instead of a butterfly’s. All along my back

    there was great pain — I groped to my feet
    where I felt wings behind me, trying

    to tilt me back. They succeeded in doing so
    after a day of exertion. I called that time,

    overwhelmed with the ghosts of my wings, sleep.

    Is this speaker human or butterfly, drowsing or awake? His “sleep”—like the non-sleep of the angel—involves a chaotic combination of images, an unlikely mix of animal and personal. The wings tilt him back metaphorically as well as literally, returning him to another identity and another time.

    Later, despite those ghost-wings, he starts making a complex kind of progress:

    My mouth produced language

    which I attempted to spin over myself
    and rip through happier and healthier.

    Language becomes his new, self-generated cocoon—a source of development and renewal, a tool that permits him to gestate and then birth himself. Spinning and re-spinning the cocoon, ripping through it again and again, he lurks forever on the border, dwelling in a vibrant and violent puberty—“like a boy,” the poem concludes, “who takes a razor from a high cabinet / puffs out his cheeks and strips them bloody.”
    18 U.S. Code § 2381-Treason Whoever, owing allegiance to the United States, levies war against them or adheres to their enemies, giving them aid and comfort within the United States or elsewhere, is guilty of treason and shall suffer death, or shall be imprisoned not less than five years and fined under this title but not less than $10,000; and shall be incapable of holding any office under the United States.

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    Robert Herrick: A True Cavalier


    Written by: William J. Long

    Robert Herrick (1591-1674). Herrick is the true Cavalier, happy, devil-may-care in disposition, but by some freak of fate a clergyman of Dean Prior, in South Devon, a county made famous by him and Blackmore. Here, in a country parish, he lived discontentedly, longing for the joys of London and the Mermaid Tavern, his bachelor establishment consisting of an old housekeeper, a cat, a dog, a goose, a tame lamb, one hen,--for which he thanked God in poetry because she laid an egg every day,--and a pet pig that drank beer with Herrick out of a tankard. With admirable good nature, Herrick made the best of these uncongenial surroundings. He watched with sympathy the country life about him and caught its spirit in many lyrics, a few of which, like "Corinna's Maying," "Gather ye rosebuds while ye may," and "To Daffodils," are among the best known in our language. His poems cover a wide range, from trivial love songs, pagan in spirit, to hymns of deep religious feeling. Only the best of his poems should be read; and these are remarkable for their exquisite sentiment and their graceful, melodious expression. The rest, since they reflect something of the coarseness of his audience, may be passed over in silence.

    Late in life Herrick published his one book, Hesperides and Noble Numbers (1648). The latter half contains his religious poems, and one has only to read there the remarkable "Litany" to see how the religious terror that finds expression in Bunyan's Grace Abounding could master even the most careless of Cavalier singers.
    18 U.S. Code § 2381-Treason Whoever, owing allegiance to the United States, levies war against them or adheres to their enemies, giving them aid and comfort within the United States or elsewhere, is guilty of treason and shall suffer death, or shall be imprisoned not less than five years and fined under this title but not less than $10,000; and shall be incapable of holding any office under the United States.

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    Prose from Poetry Magazine
    From “You Must Change Your Life: The Story of Rainer Maria Rilke and Auguste Rodin”
    By Rachel Corbett

    Biographers would begin at the beginning. They would describe a boy too busy etching his dull blade into wood to eat. A young man working at a vase factory in Sèvres. They would identify his early influences — Dante, Baudelaire, and Michelangelo — and his youthful prophetic awakening, the flash point upon which his future genius hinged. It would be both “common and touching.”

    But this would be the wrong way to tell the story of Auguste Rodin, or at least not the way Rainer Maria Rilke wanted to tell it. In October, Rodin went to visit a friend in Italy, leaving Rilke with three uninterrupted weeks to write his monograph. At his broken-down desk in the hostel, he began to imagine all the ways he might approach the dreaded first page.

    He stared out the window at the brick wall on the other side. He paced and procrastinated. Unaccustomed to shutting his windows, he suffered the fatty stench of pommes frites wafting in and commingling with iodine vapors from the hospitals. When the odor became overwhelming, he took a walk to the Luxembourg Gardens, leaned his head against the gate, and took a deep breath. But even then the smell of flowers, packed too tightly into their sidewalk gardens, 
irritated his delicate senses.

    He would always return to the hotel by eight o’clock, before the drunks invaded the streets. Back at his desk, the smell replaced in the evenings by burnt kerosene from the lamp, he considered starting the book with explanations of the sculptures that made Rodin famous. But Rodin’s fame had nothing to do with his work, he decided. He wrote it down on his stationery: “Fame is no more than the sum of all the misunderstandings that gather around a new name.”

    Nor could it begin with Rodin’s childhood, because, after observing the sculptor in the flesh, Rilke had concluded that Rodin was born great. His eminence felt as eternal as that of a Gothic cathedral, or a chestnut tree in full bloom. To tell that story, Rilke would have to start in the branches and grow backward, reaching down into the trunk, then plunging into the dirt where the cracked seed lay.

    Rilke lay down in bed, knowing he wouldn’t sleep. The vibrating 
trams kept him from fully relaxing. Even if he did doze off for a moment, the neighbors would soon be coming home, stomping up the steps so loudly that he’d jolt upright in fear that they would barge right through the door.

    Lying there awake, he would often summon Baudelaire, like a guardian angel. Rilke would recite to himself the beginning of his prose poem “One O’Clock in the Morning” from Paris Spleen: “At last! I am alone! ... the tyranny of the human face has disappeared.” But then he would begin to compare himself to Baudelaire and a new anxiety would set in.

    Rodin never had this problem. He never questioned why he was an artist, or whether he should be. He knew that such doubts only distracted one from work, and Rilke was beginning to accept that work was all there was. He had spent so much time with the master by now that he could hold an entire conversation with him in his head:

    “What was your life like?”
    “Good.”
    “Did you have any enemies?”
    “None that could keep me from my work.”
    “And fame?”
    “It made work a duty.”
    “And your friends?”
    “They expected work from me.”
    “And women?”
    “I learned to admire them in the course of my work.”
    “But you were young once?”
    “Then I was like all the rest. You know nothing when you are young; that comes later, and only slowly.”



    In Rodin’s absence, Rilke sought out the company of other artists he admired. He met the Spanish portrait painter Ignacio Zuloaga, who was only five years older than Rilke but already well established in Europe, with several works on view at the Venice Biennale that year. From his barrel chest and thick black mustache the Basque artist exhaled an effortless confidence. He did not bother making sketches for his paintings, instead outlining figures in black streaks of charcoal directly on the canvas, then filling them in with a dark palette of paints.

    Rodin had been so impressed with Zuloaga that he once traded him three bronze sculptures for one painting. Rilke would later conclude that, aside from Rodin, Zuloaga was the only figure in Paris “who affected me deeply and lastingly.” But their connection seems to have been largely one-sided. Despite several letters expressing Rilke’s admiration for the Basque painter, Zuloaga never responded as enthusiastically as Rilke probably would have liked. Yet Zuloaga did allow him to visit his studio once, where he introduced him to another great master: El Greco. The stormy biblical scenes of the Greek-born Spanish Renaissance painter struck Rilke with a violent intensity he had only before known in nightmares. El Greco’s misproportioned bodies, long and sinuous as candle flames, seemed so far ahead of the present day, much less that of the sixteenth century, when they were painted.

    That month, Rilke also had to arrange for the imminent arrival of his wife, Clara Westhoff, in Paris. He rented them each apartments a few blocks south of his Latin Quarter hostel, at 3 rue de l’Abbé de l’Épée. They would share the same roof, but keep separate rooms. The couple saw each other only on Sundays, when they often read each other passages from Niels Lyhne. For her birthday, Rilke bought her a volume of Gustave Geffroy’s essays, The Artistic Life, and inscribed it, “To Clara. The beloved mother. The artist. The friend. The woman.” No mention of the wife or the lover. But Westhoff may not have minded the omission then. She had already received several sculpture commissions within that first month, so this second residency in Paris was already proving far more rewarding than her first.

    Most importantly, she finally had Rodin’s eyes. She brought him her work for critique nearly every Saturday, when he hosted an open house at his studio. “The nearness of Rodin, which does not confuse her, gives to her effort and becoming and growth a certain security and peace — and it proves to be good for her to be in Paris,” Rilke wrote. Of a visit to Meudon with her husband, she recalled a feeling “of being set free, of being surrounded by everything that did one good. The beautiful figures and fragments stood next to one in the grass or against the sky, the lawn invited one as if to children’s games, and in the middle of a little depression an antique torso stood in the sun.”

    By this time, Rilke had nearly finished writing the monograph. He had observed and considered Rodin’s art from every angle and it had changed the way he saw the world: “Already flowers are often so 
infinitely much to me, and excitements of a strange kind have come to me from animals. And already I am sometimes experiencing even people in this way, hands are living somewhere, mouths are speaking, and I look at everything more quietly and with greater justness.” But while Rilke was learning to see like an artist, he had not yet mastered the handicraft of one. Where was the “tool of my art, the hammer, my hammer?” he wondered. How could he build objects out of words? How could he apply the principles of Rodin’s art to his poetry?

    Rodin suggested that Rilke try out an assignment that he himself had undertaken as a student many years earlier. Regardez les animaux, professor Barye had told young Rodin. To the aspiring figurative sculptor, staring at beasts had seemed a second-rate task. But Rodin soon understood why animals have been objects of reverence for artists dating back to the cave painters.

    Zoos at that time were research centers for the study of heretofore undiscovered specimens and symbols of colonial might. Displaying a lion or monkey at home paid tribute to France’s brave explorers abroad. For artists, they were museums of animals, providing contact with previously unseen aesthetic forms. For Barye, the Jardin des Plantes “was his Africa and Asia,” the author Henry James once said. The painter Henri “Le Douanier” Rousseau also spent years seated on a bench there, taking inspiration for his dreamlike jungle tableaux.

    For Rilke, the menagerie of bears, gazelles, flamingos, and snakes was a sanctuary compared to the human zoo on the other side of the gates. He began to study the caged animals, displayed behind bars like objects, the way Rodin looked at sculptures on pedestals. Each one was a frontier to be discovered. To guide him on this journey, Rilke recalled the teachings of his old professor from Munich, Theodor Lipps, and devised a process of conscious observation, which he would come to call einsehen, or “inseeing.”

    Inseeing described the wondrous voyage from the surface of a thing to its heart, wherein perception leads to an emotional connection. Rilke made a point of distinguishing inseeing from inspecting, a term which he thought described only the viewer’s perspective, and thus often resulted in anthropomorphizing. Inseeing, on the other hand, took into account the object’s point of view. It had as much to do with making things human as it did with making humans thing.

    If faced with a rock, for instance, one should stare deep into the place where its rockness begins to form. Then the observer should keep looking until his own center starts to sink with the stony weight of the rock forming inside him, too. It is a kind of perception that takes place within the body, and it requires the observer to be both the seer and the seen. To observe with empathy, one sees not only with the eyes but with the skin.

    “Though you may laugh,” Rilke wrote to a friend, “if I tell you where my very greatest feeling, my world-feeling, my earthly bliss was, I must confess to you: it was, again and again, here and there, in such in-seeing — in the indescribably swift, deep, timeless moments of this godlike in-seeing.”

    In describing his joy at experiencing the world this way, Rilke echoed Lipps’s belief that, through empathy, a person could free himself from the solitude of his mind. At the same time that Rilke was studying at the zoo in Paris, Lipps was in Munich working on his theory of empathy and aesthetic enjoyment. In his seminal paper on the subject he identified the four types of empathy as he saw them: general apperceptive empathy, when one sees movement in everyday objects; empirical empathy, when one sees human qualities in the nonhuman; mood empathy, when one attributes emotional states to colors and music, like “cheerful yellow”; and sensible appearance empathy, when gestures or movements convey internal feelings.

    Animals provided Rilke with a uniquely rewarding case study of his old professor’s teachings. One can relate to animals on the basis that they possess drives similar to those of people, but because they do not share with people a common language they remain fundamentally mysterious to us. Artists can scrutinize animals as curiosities, 
then, but unlike objects, animals look back. The two-way gaze tethers 
these separate lives together and fulfills the “beholder’s involvement,” which the Austrian art historian Alois Riegl argued was a necessary component in a successful work of art.

    Rilke returned to the zoo day after day, practicing his inseeing skills before returning home at night to draft rough portraits of the creatures he had seen. He found himself especially drawn to a solitary panther, pacing in its cage. It reminded him of a small plaster panther that Rodin kept in his studio. The sculptor adored the thing so much — “‘C’est beau, c’est tout,’ he says of it” — that Rilke had gone to the Bibliothèque Nationale to see the original bronze version it was modeled after. He visited that display cabinet again and again until he finally began to understand what Rodin saw in it:

    And from this little plaster cast I saw what he means, what 
antiquity is and what links him to it. There, in this animal, is the same lively feeling in the modeling, this little thing (it is no higher than my hand is wide, and no longer than my hand) has hundreds of thousands of sides like a very big object, hundreds of thousands of sides which are all alive, animated, and different. And that in plaster! And with this the expression of the prowling stride is intensified to the highest degree, the powerful planting of the broad paws, and at the same time, that caution 
in which all strength is wrapped, that noiselessness.

    The plaster panther stirred in Rilke a sensation much like what Rodin had felt when he stumbled upon Barye’s greyhounds in a shop window, when he realized that an inanimate object could move with as much vitality as a living beast. Rilke had this in mind when he began to describe the panther in one of his impressionistic zoo sketches, which he called his “mood-images,” and later when he developed it into “The Panther,” one of his most celebrated poems. It begins with an image of the cat circling its cage:

    His vision from the passing of the bars
    is grown so weary that it holds no more.
    To him it seems there are a thousand bars
    and behind a thousand bars no world.
    — Translated by M.D. Herter Norton

    A reader might be tempted to see the panther’s pacing as a reference to Rilke’s own artistic plight. Yet there is no poet present here. Rilke does not draw attention to himself with his old florid descriptions. He tells us nothing about the panther’s size, for example, or the texture of its fur. He instead defines it only in terms of its captivity: it becomes the freedom it does not possess. The “passing” bars move, while the animal has become the cage, become thing.

    The perspective then shifts from Rilke’s to the panther’s when it begins to hear the sound of its feet padding around. In doing so, Rilke makes the circuit of empathy itself a subject of the poem. Near the end, Rilke returns to the panther’s eyes: “the curtain of the pupil / soundlessly parts — .” Then images enter its vision, tunnel into the center of its body and into its heart, where they are captured and consumed for eternity.

    Rilke had at last found a way out of himself and into the material world of objects. Just as young Rodin memorized paintings in the Louvre, the poet now allowed images to gather and take shape inside him before writing. He received them rather than created them, waiting while they formed him. It was as his future protagonist Malte Laurids Brigge would say, “Poems are not, as people think, feelings (those one has early enough) — they are experiences.”

    Written in November 1902, “The Panther” was Rilke’s first composition for his breakthrough collection of New Poems, which he often referred to as his “thing-poems.” This sculpturally composed work, deeply bearing the ma ........................
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