Showing posts with label article. Show all posts
Showing posts with label article. Show all posts

Monday, August 19, 2013

समय के आईने में आरसी : त्रिपुरारि कुमार शर्मा

मेरी दृष्टि में आरसी प्रसाद सिंह ऐसे रचनाकार हैं, जिनके पाँव छायावाद की जड़ में जमे हैं और उंगलियाँ प्रगतिशीलता के पत्तों को छूती हैं। जो रोमांस के पेड़ों पर भारतीय दर्शन-चिंतन के फूल उगाते चलते हैं। जिनकी रचनाओं में न सिर्फ़ दैनिक जीवन की फ़िक्र है, बल्कि उसे सँवारने के उपाय भी। इन सबसे बढ़कर जो एक बात सामने आती है, वह है आम आदमी को एक इंसान के रूप में व्याख्यायित करना। उसके दुख-सुख को नजदीक से देखना और पार जाने के रास्ते भी बताना। इसीलिए मैं आरसी को ‘प्रेम और प्रगतिशीलता’ का कवि कहना चाहूँगा। आरसी की जन्मतिथि ((19 अगस्त) पर उनकी स्मृति को नमन करते हुए, प्रस्तुत है यह लेख  - त्रिपुरारि कुमार शर्मा 

किसे ख़बर थी कि छायावाद के तृतीय उत्थान के कवियों में विशेष स्थान रखने वाले रचनाकार के साथ समय ऐसा (निर्मम) न्याय करेगा। एक ऐसा कवि, जिसे ‘जीवन-जोश-जवानी’ और ‘आस्था-अर्पण-अध्यात्म’ का कवि कहा जाता है। एक ऐसा कथाकार, जिसकी कहानियों में वक़्त की महीन बुनावट का बेहतर नमूना मिलता है। एक ऐसा एकांकीकार, जिसके एकांकी नाटकों में सामाजिक, राजनीतिक तथा मनोवैज्ञानिक स्वरूप झलकता है। जिसके ख़िला़फ युवावस्था में ही तत्कालीन पत्रिका ‘युवक’ (सम्पादक : रामवृक्ष बेनीपुरी) में प्रकाशित रचनाओं में क्रांतिकारी शब्दों का प्रयोग करने पर अंग्रेजी हुकूमत ने गिरफ़्तारी का वारंट जारी कर दिया। जिसने न सिर्फ़ हिंदी भाषा, बल्कि मैथिली भाषा के साहित्य को भी समृद्ध किया। जिसे साहित्य अकादमी पुरस्कार सहित कई अन्य सम्मानों से नवाज़ा गया। जो देश-प्रदेश की अनेक संस्थाओं एवं सरकार द्वारा समय-समय पर सम्मानित और पुरस्कृत होता रहा। मैं बात कर रहा हूँ उस शख़्सियत की, जो एक साथ उपमा और उपमेय दोनों है। मैं बात कर रहा हूँ महान चिंतक, विशिष्ट साधक और युगाराध्य कवि आरसी प्रसाद सिंह की।
यह बात किसी अचरज से कम नहीं कि 74 वर्षों तक (किसी भी कवि के जीवन में सबसे लम्बा रचनाकाल) लगातार लिखने के बावजूद ‘आरसी और उनके साहित्य’ का विवेचन एक व्यापक दृष्टि के तहत नहीं किया गया। आलोचक यह कह कर अपना पल्ला झाड़ते रहे हैं कि आरसी के लेखन में कोई केंद्रीय भाव नहीं है। उनकी कोई तय विचारधारा या लेखन क्षेत्र नहीं है। एक आलोचक व्यक्तिवादी गीति कविता-धारा (जिसमें आरसी भी शामिल हैं) के बारे में लिखते हैं, “इनके पास जीवन-दृष्टि नहीं थी—न तो पुरानी आध्यात्मिक जीवन-दृष्टि और न नवीन समाजवादी दृष्टि। ये कवि अपने अनुभवों से परिचालित हो रहे थे, उनके अनुभव भावुक हृदय के अनुभव थे। उनकी दृष्टि रोमानी थी, अत: वे व्यक्ति को न तो सामाजिक शक्ति से जोड़ सके न आध्यात्मिक आदर्शों से। जीवन-दृष्टि के अभाव में यह व्यक्तिवादी अनुभव निराशा, मृत्यु की छाया और नियति बोध से ग्रस्त हैं।” मैं इनकी बातों से पूरी तरह सहमत नहीं हूँ। ठीक है कि आरसी (और उस समय के कवियों) के पास जीवन-दृष्टि नहीं थी। लेकिन मैं कहना चाहता हूँ कि जिनके पास जीवन-दृष्टि होती है, उनके पास जीवन नहीं होता। यह बात स्वंय साबित हो जाती है कि आरसी के पास जीवन-दृष्टि न सही, जीवन था। इसीलिए तो हम उन्हें जीवन और यौवन का कवि कहते हैं।
दूसरी बात, क्या बिना किसी दृष्टि के कविता सम्भव है? हाँ, आरसी की दृष्टि समय के साथ बदलती रही है, जिसे मैं सकारात्मक पक्ष समझता हूँ। आलोचक शायद इस बात से सहमत होंगे कि नदी तभी तक ज़िंदा मानी जाती है, जब तक उसमें प्रवाह है। अपनी रचनाओं में विविधता संजोने वाले आरसी ने गुणात्मक रूप से प्रयोग किए हैं। मुझे लगता है यही विविधता आरसी की सबसे बड़ी ख़ूबी है और सच्चा-सार्थक कवि होने का सबसे बड़ा प्रमाण भी। तीसरी बात, मैं नहीं मानता कि कविता का काम कोई आदर्श स्थापित करना नहीं है। न तो सामाजिक और न आध्यात्मिक। कविता तो सभी आदर्शों-अनादर्शों के पार ले जाती है। जहाँ से कवि की पुकार उठती है। यही पुकार आरसी को ‘उमर ख़य्याम’ की परम्परा से जोड़ती हुई आगे लेकर भी जाती है। जब आरसी कहते हैं : तेरा पथ जाता उधर जहाँ बहती निशिबासर मद-धारा / मेरे हित शूली, दमन, दंड मेरा विश्राम भवन कारा। / करबद्ध सदैव मनाता तू, मेरी मधुशाला रहे अचल। / मैं कहता, मानव की जय हो निर्भय हो जगतीतल सारा। (कलापी)
इसी सिलसिले में आचार्य जानकीवल्लभ शास्त्री का कथन उचित मालूम पड़ता हैं, “आरसी का काव्य मर्म-मूल से प्रलम्ब डालियों और पल्लव-पत्र-पुष्पों तक जैसा प्राण-रस संचारित करता रहा है, वह अन्यत्र दुर्लभ है। किसी एक विषय, स्वर या कल्पना के कवि वह नहीं हैं। उनकी सम्वेदना जितनी विषयों से जुड़ी हुई है, उनकी अनुभूति जितनी वस्तुओं की छुअन से रोमांचित है, उनका स्वर जितने आरोहों, अवरोहों में अपना आलोक निखारता है, कम ही कवि उतने स्वरों से अपनी प्रतिभा के प्रसार के दावेदार हो सकते हैं।” आरसी ने अपने जीवन काल में जब-जब जो-जो भोगा, लिखा। अडिग चट्टान बनकर उम्र के विभिन्न पड़ावों पर आने वाली बाधाओं का डटकर मुकाबला किया। उम्र भर नियंत्रण के ख़िलाफ आक्रोश ज़ाहिर करते रहे। जीवन को ‘निर्झर’ की तरह जिया। आरसी का साहित्य सच्चे अनुभवों की आग में पकी हुई फसल है। यह बात और है कि उनकी मस्ती से भरी रचनाएँ पाठकों को अधिक प्रिय हैं। आरसी ‘नई दिशा’ शीर्षक कविता में लिखते हैं : तुम मेरी मस्ती को देखो / इतनी मस्ती, इतनी मस्ती / मैं बहका-बहका जाता हूँ। / कुछ का कुछ हूँ सुन लेता मैं / कुछ का कुछ कह जाता हूँ। / जब आती है मौज किसी की / मैं तस्वीर सजा लेता हूँ। / जब उमंग उठती है / मैं ज़ंजीर बजा लेता हूँ।
इस मस्ती की एक वजह और भी है। कवि को मालूम है कि जीवन एक यात्रा है और जन्म-मरण दोनों एक ही सिक्के के दो पहलू है। इस सच से जिसका साक्षात्कार हो चुका हो वही लिख सकता है : सुंदरता अभिशाप विश्व का / सुंदरता वरदान प्रिये / इस क्षणभंगुर सुंदरता पर मत करना अभिमान प्रिये / यौवन के इस प्रखर तरणि को एक दिवस ढल जाना है / मृत्यु ताप लगते ही हिम की / इस छवि को गल जाना है। (कलापी) प्रसिद्ध आलोचक डॉ. नामवर सिंह ने आरसी की कृति ‘नन्ददास’ के बारे में लिखा है, “रोमांटिक कवियों में कुछ कवि आगे चलकर अध्यात्मवाद की ओर मुड़ गए और आरसी भी उनमें से एक हैं। निराला ने ‘तुलसीदास’ की जीवन कथा के माध्यम से देशकाल के शर से विंधकर ‘जागे हुए अशेष छविधर’ छायावादी कवि की छवि देखलाकर परम्परा का विकास किया तो कवि आरसी ने ‘नन्ददास’ के माध्यम से परम्परा का पुनरालेखन किया है।”  
आरसी की कहानियों को पढ़ते हुए अक्सर जयशंकर प्रसाद का स्मरण हो उठता है। क्योंकि प्रसाद की कहानियों (उदाहरण के लिए ‘पुरस्कार’) में कई जगहों पर प्रेम और बलिदान का द्वंद्व दिखाई देता है। इस बात की पुष्टि हरीश जायसवाल के एक कथन से होती है। हरीश लिखते हैं, “आरसी बाबू की कहानियों में जहाँ प्रेम अपनी ऊँचाई पर दीख पड़ता है वहाँ बलिदान भी अपनी चरम सीमा पर स्थित मालूम होता है। सस्ते रोमांस की कमी उनकी कहानियों को और अधिक निखारने में बहुत हद तक कामयाब हुई है। प्रेम के नाम पर आधुनिक नीचता से कहानी अछूती मालूम होती है जो शुभ है।” सच तो यह है कि आरसी की कहानियों में एक विशेष प्रकार का मनोरंजक तत्व है। इसमें न सिर्फ़ भावना, कल्पना तथा यथार्थ का अद्भुत समन्वय है, बल्कि जीवन का मनोवैज्ञानिक विश्लेषण भी है।
जब हम एकांकी की बात करते हैं, तो इसमें भी भारतीय समाज की सांस्कृतिक पृष्ठभूमि स्पष्ट रूप से उभरकर सामने आती है। उदाहरण के लिए ‘पुनर्मिलन’ और ‘वैतरणों के तीर पर’। इसके अलावा, ‘जब दुनिया अबोध थी’ एकांकी में एक अजीब तरह की ‘फैंटेसी’ देखने को मिलती है। यह ‘फैंटेसी’ आरसी के विशाल कल्पना लोक का एक हिस्सा भर है। डॉ. रामचरण महेंद्र आरसी की एकांकियों का ज़िक्र करते हुए लिखते हैं, “आरसी प्रसाद सिंह एकांकियों में भी चिंतन-प्रधान गम्भीर साहित्य की सृष्टि कर सके हैं। इनमें समाज, धर्म, राजनीति, सामाजिक घटनाओं, भौतिकवाद, समाजवाद तथा साम्यवाद का विवेचन हुआ है।”  
आज के दौर में जहाँ साहित्यकार बच्चों के लिए कम लिख रहे हैं, वहीं आरसी के यहाँ बच्चों के लिए विशेष सामग्री मौजूद है। बच्चों के मनोविज्ञान पर अच्छी पकड़ रखने वाले आरसी के बारे में समालोचक प्रताप साहित्यालंकार का कहना है, “आरसी शिशुओं और बालकों की अपेक्षा किशोरों के कवि हैं। कवि की अधिकांश कविताओं की रचना 12 से 16 वर्ष की उम्र के कोमल और सुकुमार मति वाले किशोरों के लिए हुई है। यद्यपि कवि ने शिशुओं के उपयुक्त काव्य का भी निर्माण किया है, तथापि उसका हृदय किशोरों के मनोरंजन के लिए ही अधिक उन्मुख है। उसे प्रकृति की ओर से बालसुलभ हृदय उपहार में मिला है, तभी वह तथ्यों को सरल और सरस बनाने की कला में निपुण है।” बच्चों के लिए लिखी गई पुस्तकों में चंदामामा, चित्रों में लोरियाँ, ओनामासी, रामकथा, जादू की वंशी, सोने का झरना, काग़ज़ की नाव, बाल गोपाल, हीरा-मोती, कथामाला, क़लम और बंदूक, जगमग आदि प्रमुख हैं।
कहते हैं कि एक रचनाकार अपनी रचनाओं में ज़िंदा रहता है। लेकिन उनके क़रीबी और ग्रामीण श्री जीवछ प्रसाद सिंह का कहना है, “आरसी बाबू की जितनी रचनाएँ प्रकाशित हुईं हैं, उससे कहीं ज़्यादा अप्रकाशित हैं।” पता नहीं कारण क्या है? कहा तो यह भी जाता है कि पांच दर्जन से अधिक पांडुलिपियां अब भी अप्रकाशित हैं। बिहार सरकार के कला एवं संस्कृति विभाग ने उनकी पांडुलिपियां जमा करवाईं, जो आज तक प्रकाशित नहीं हो सकीं। आरसी के प्रकाशित कविता संग्रह हैं : आजकल, कलापी, संचयिता, आरसी, जीवन और यौवन, नई दिशा, पांचजन्य, आरण्यक, द्वन्द्व समास, युद्ध अवश्यंभावी है, मैं किस देश में हूँ, चाणक्य शिखा, बदल रही है हवा, आस्था का अग्निकुण्ड, भारत सावित्री और पाती राम के नाम। गीतों का एकमात्र संकलन है ‘प्रेम गीत’। नंददास, संजीवनी, कुँवर सिंह, रजनीगंधा और पूर्णोदय इनके लिखे प्रबंध काव्य हैं। पंचपल्ल्व, खोटा सिक्का, काल-रात्रि, एक प्याला चाय, आँधी के पत्ते, वे तुतलाते थे और ठंडी छाया कहानी संग्रह हैं। इसके अलावा, मैथिली कविता संग्रह के नाम हैं : माटिक दीप, पूजाक फूल, मेघदूत, और सूर्यमुखी।
‘आरसी और उनके साहित्य’ पर समग्र विचार करना अब भी शेष है। मेरी दृष्टि में आरसी ऐसे रचनाकार हैं, जिनके पाँव छायावाद की जड़ में जमे हैं और उंगलियाँ प्रगतिशीलता के पत्तों को छूती हैं। जो रोमांस के पेड़ों पर भारतीय दर्शन-चिंतन के फूल उगाते चलते हैं। जिनकी रचनाओं में न सिर्फ़ दैनिक जीवन की फ़िक्र है, बल्कि उसे सँवारने के उपाय भी। इन सबसे बढ़कर जो एक बात सामने आती है, वह है आम आदमी को एक इंसान के रूप में व्याख्यायित करना। उसके दुख-सुख को नजदीक से देखना और पार जाने के रास्ते भी बताना। इसीलिए मैं आरसी को ‘प्रेम और प्रगतिशीलता’ का कवि कहना चाहूँगा। बागमती नदी के किनारे बसे गाँव एरौत की पावन धरती पर 19 अगस्त 1911 को जन्मे आरसी प्रसाद सिंह 15 नवम्बर 1996 को दुनिया से चले गए। उनकी सुलगती हुई साँसें अपने आप में सिमट कर बुझ गईं और चाहने वालों के ज़ेहन में कतराती हुई कतरनें फूटती रहीं। जब भी मुझे आरसी का ख़याल उभरता है, मेरी आँखों का कुँवारापन टूट जाता है और नींदें धज्जी-धज्जी हो जाती हैं।

Thursday, June 20, 2013

Paisley Rekdal on Biracialism and Poetry !

To be a biracial and female writer might suggest one of two things: first, that my gender and race are the subject matter of my work or, second, that the forms of my writing reflect my identity. Between these two possibilities–race and gender as theme versus race and gender as enacted form—a tension exists, perhaps arising from our current distrust of both narrative and identity politics. To write from the first position—race and gender as theme—boils a poem down to the recounting of experience, most likely the narrator’s marginalization. It is an easy poetry to identify, and it is a type whose detractors (rightfully and wrongly) criticize as an attempt to engender in the reader both sympathy with and catharsis through the personal revelations of the narrator. It is a poetry that at its worst risks becoming performative cultural “kitsch” through its manipulation of readers’ sensitivities to race and racism but, at its best, illuminates some part of the complexity currently surrounding ideas of racial authenticity and identification.
The second option—identity as enacted form—is harder to pinpoint, relying as it does as much on the writer’s stated objectives for the work, as on readers’ stereotypes about what kind of poetic form female biracialism could take. On the surface, we might expect “biracial” forms to be highly skeptical of an imaginatively coherent first person. They could be poems that rely on fragmentation, that are deeply engaged with critical theory regarding perception and language. They could be ironic, self-reflexive, suspicious of catharsis, engaged more with the playful destruction of archetypal myths of identity than in reifying them. In short, they would be hard to distinguish from much of contemporary poetry today.
I’ve studied the work of many biracial writers, many of them also women, and it strikes me how frustrating it is to imagine exactly what does, and does not, make a poem “biracial.” Few of us consistently write about our mixed identities, and when this subject is treated explicitly, it is never done to generate (or manipulate) reader sympathy. I am thinking of Aimee Nezhukumatathil’s first collection, Miracle Fruit, which, when it looks most directly at race, often examines it through the pleasures surrounding food. As race and culture intersect with eating, we can imagine a “dialogue” about race taking place when one food and not another is eaten, or when two different cuisines are eaten at once: the engagement with culture and race is not a conflict but a constant state of decision-making that is as dependent upon context as upon appetite.
More often, however, biracialism as theme or form seems to be something we must extrapolate from the work over time. In a poet like Brenda Shaughnessy’s case, gender seems most obviously foregrounded, but it is worth remembering that race and gender create similar theoretical “problems” regarding subjectivity. I am thinking in particular of her poem “Panopticon,” from Interior With Sudden Joy, in which two female roommates watch each other through different telescopic lenses: for me, an apt metaphor for both the female and biracial position in society, in which identity is often conferred upon us through the act of being observed.
This same anxiety of looking and appearance haunts the work of a writer like Natasha Trethewey, who might be the most easily categorized as “doing’ biracial writing, considering how explicitly she writes about being between both white and African American worlds. And yet, like some of Shaughnessy’s poems, Trethewey’s work often deals with the perception of identity in general rather than the reification of any one sort of identity in particular. Poems like those in Bellocq’s Ophelia parse our complicated grammar of race to discuss how, historically, race has been perceived and understood: how, for example, is one’s racial make-up determined not by one’s own identification, but by the perceptions, and legal formulations, of others? These are poems that process thinking about race, rather than relying on simplistic formulations of what does or does not constitute an authentic white or non-white self in the world.
Finally, the poet-novelist Monica Ferrell’s amazing novel, The Answer Is Always Yes, raises fascinating possibilities about how we might read biracialism as a postmodern narrative form. Is the narrator’s unreliability a comment on how any “authoritative” narrative is suspect? Is the main character’s outsider position also a reflection of the author’s own ultimate outsider position—never quite here, never quite there?
This last question reminds me that there is also something inherently dangerous about the assumption that race can be a form of writing, encouraging us to disregard the experimental qualities of a work as “merely” reflections of the writer’s “fragmented” identity, rather than a considered engagement with tradition. To read the form of The Answer Is Always Yes this way ignores its debts to and arguments with Nabokov. Likewise, to focus on food as a subject matter in Miracle Fruit exoticizes the material in ways that the poems themselves formally contradict. To try and isolate “what is biracial” in a poem engages in the same exhausting debate someone like me engages in every day on the street: What are you? What part of you is (or is not) really Chinese, Indian, Japanese, Black, Filipina? It also highlights the complicated intersections of being female and biracial and a writer: none of these identities are isolatable, static positions, nor can they hold themselves to any one set of socially agreed-upon markers of “authenticity.” I don’t stop being a woman when I sit at my computer, just as I don’t stop thinking about language when I engage with people in the world. As there is no one authentic form nor consistent authentic position from which the biracial writer can identify herself with over time, so too there is no authentic subject matter or form which can be isolated so easily or meaninglessly.
This is the reason why, when approached by students or anthologists to present work publicly that I deem representative of my biracial status, I hesitate. Because for me to choose some poems over others as “proof” they are/I am biracial ignores what I have come to understand, for myself, what this mixed identity means. I don’t isolate myself into Chinese and Norwegian halves. In the same manner, I don’t want to isolate some of my work from other parts of my work, which might encourage whatever readership I’ve scraped together to privilege certain poems (or dismiss these same poems) for a kind of content which is, in my own life, deeply intertwined with so much else. Over time, I’ve written both the explicit narrative of race and what I’ve imagined to be its formal “enactment,” and discovered that while neither option “answers” (because it can’t) the question about how race might be written, it has made a few deeply held beliefs more clear to me.
First: I believe that we are all fragmented, we all live “in between” identities at any one moment in time. Biracialism merely literalizes this metaphor we daily experience: the difference between how we understand ourselves, and how others understand us. Because of this, I am interested in the postmodern fragmented and multi-layered self, but I believe strongly in my need to write from a coherent, cohesive first-person position. In this sense, perhaps this most antiquated feature of my poetry is its most political: I get enough post-modernism walking into the classroom and being asked where I was born. The “I” in my poems may not always be me, but it is a cohesive self.
Second: I, too, am anxious about language’s inherent instability, the slippery ways in which it does not always connect with the world we experience. But when race, whether formally or thematically, enters into the poem, it serves no one’s interest to make the language more opaque to sound intelligent since the stakes (like it or not) have now been raised. Bad writing about race—including racist writing—is often unclear. For me the question has become: how can I allow people to experience the complexity of race, while never muddying my own thoughts? Clarity is just another expression of language anxiety.
All of these beliefs of course put a lot of pressure on the last belief I’ve come to hold, which is centered on the problem of catharsis and identification. I, too, am concerned with the potential “kitsch” factor of a badly written poem, and it is for this reason that I have become more interested in narratives that purport to create connection between writer and reader, or between speaker and listener within the poem, but that often resist the culmination of a narrative into a “single” unifying perception with which the reader might identify. In this, again, I recognize that it is not necessarily race per se which has driven me to this conclusion, as this is the same goal held by thousands of writers across the globe, but race has clarified the necessity of my thinking about this point. The fact is, a vocal readership exists which would like to read all poems that investigate identity as nothing more than victim narratives, denigrating, as it does, any writing that it suspects comes from a disempowered position. So perhaps I should be clear on a final point, which is that I don’t perceive being a woman or being biracial as inherently disempowered positions. If anything, I think it’s given me extraordinary psychological insights that, while shared by us all, are forcibly articulated by few. What is disempowered about my position, however, is the negative critical reception that my work can receive from any readership suspicious of writing that engages even superficially in narrative “identity politics,” for which I have no sympathy and over which I have little control.
Regardless, in the end biracialism reminds us that connection is an illusion and a desire, not just between intimates, but between parts of ourselves. How is it that an identity becomes seamless over time though parts of the self still retain separateness, complexity and even contradiction? That is the difficulty inherent to writing itself: to find the language that can express what is available to the self without being able to articulate everything that the self is: a language which inevitably gives way to what cannot be said, what can only be felt or hinted at, the shadowy outline of whatever consciousness is able, at the end, to marry each part of the self to the others. 
(source : bostonreview.net)

Wednesday, May 15, 2013

Tradition And The Individual Talent By T. S. Eliot

In English writing we seldom speak of tradition, though we occasionally apply its name in deploring its absence. We cannot refer to “the tradition” or to “a tradition”; at most, we employ the adjective in saying that the poetry of So-and-so is “traditional” or even “too traditional.” Seldom, perhaps, does the word appear except in a phrase of censure. If otherwise, it is vaguely approbative, with the implication, as to the work approved, of some pleasing archaeological reconstruction. You can hardly make the word agreeable to English ears without this comfortable reference to the reassuring science of archaeology.
Certainly the word is not likely to appear in our appreciations of living or dead writers. Every nation, every race, has not only its own creative, but its own critical turn of mind; and is even more oblivious of the shortcomings and limitations of its critical habits than of those of its creative genius. We know, or think we know, from the enormous mass of critical writing that has appeared in the French language the critical method or habit of the French; we only conclude (we are such unconscious people) that the French are “more critical” than we, and sometimes even plume ourselves a little with the fact, as if the French were the less spontaneous. Perhaps they are; but we might remind ourselves that criticism is as inevitable as breathing, and that we should be none the worse for articulating what passes in our minds when we read a book and feel an emotion about it, for criticizing our own minds in their work of criticism. One of the facts that might come to light in this process is our tendency to insist, when we praise a poet, upon those aspects of his work in which he least resembles any one else. In these aspects or parts of his work we pretend to find what is individual, what is the peculiar essence of the man. We dwell with satisfaction upon the poet’s difference from his predecessors, especially his immediate predecessors; we endeavour to find something that can be isolated in order to be enjoyed. Whereas if we approach a poet without this prejudice we shall often find that not only the best, but the most individual parts of his work may be those in which the dead poets, his ancestors, assert their immortality most vigorously. And I do not mean the impressionable period of adolescence, but the period of full maturity.
Yet if the only form of tradition, of handing down, consisted in following the ways of the immediate generation before us in a blind or timid adherence to its successes, “tradition” should positively be discouraged. We have seen many such simple currents soon lost in the sand; and novelty is better than repetition. Tradition is a matter of much wider significance. It cannot be inherited, and if you want if you must obtain it by great labour. It involves, in the first place, the historical sense, which we may call nearly indispensable to any one who would continue to be a poet beyond his twenty-fifth year; and the historical sense involves a perception, not only of the pastness of the past, but of its presence; the historical sense compels a man to write not merely with his own generation in his bones, but with a feeling that the whole of the literature of Europe from Homer and within it the whole of the literature of his own country has a simultaneous existence and composes a simultaneous order. This historical sense, which is a sense of the timeless as well as of the temporal and of the timeless and of the temporal together, is what makes a writer traditional. And it is at the same time what makes a writer most acutely conscious of his place in time, of his own contemporaneity.
No poet, no artist of any art, has his complete meaning alone. His significance, his appreciation is the appreciation of his relation to the dead poets and artists. You cannot value him alone; you must set him, for contrast and comparison, among the dead. I mean this as a principle of aesthetic, not merely historical, criticism. The necessity that he shall conform, that he shall cohere, is not onesided; what happens when a new work of art is created is something that happens simultaneously to all the works of art which preceded it. The existing monuments form an ideal order among themselves, which is modified by the introduction of the new (the really new) work of art among them. The existing order is complete before the new work arrives; for order to persist after the supervention of novelty, the whole existing order must be, if ever so slightly, altered; and so the relations, proportions, values of each work of art toward the whole are readjusted; and this is conformity between the old and the new. Whoever has approved this idea of order, of the form of European, of English literature will not find it preposterous that the past should be altered by the present as much as the present is directed by the past. And the poet who is aware of this will be aware of great difficulties and responsibilities.
In a peculiar sense he will be aware also that he must inevitably be judged by the standards of the past. I say judged, not amputated, by them; not judged to be as good as, or worse or better than, the dead; and certainly not judged by the canons of dead critics. It is a judgment, a comparison, in which two things are measured by each other. To conform merely would be for the new work not really to conform at all; it would not be new, and would therefore not be a work of art. And we do not quite say that the new is more valuable because it fits in; but its fitting in is a test of its value—a test, it is true, which can only be slowly and cautiously applied, for we are none of us infallible judges of conformity. We say: it appears to conform, and is perhaps individual, or it appears individual, and many conform; but we are hardly likely to find that it is one and not the other.
To proceed to a more intelligible exposition of the relation of the poet to the past: he can neither take the past as a lump, an indiscriminate bolus, nor can he form himself wholly on one or two private admirations, nor can he form himself wholly upon one preferred period. The first course is inadmissible, the second is an important experience of youth, and the third is a pleasant and highly desirable supplement. The poet must be very conscious of the main current, which does not at all flow invariably through the most distinguished reputations. He must be quite aware of the obvious fact that art never improves, but that the material of art is never quite the same. He must be aware that the mind of Europe—the mind of his own country—a mind which he learns in time to be much more important than his own private mind—is a mind which changes, and that this change is a development which abandons nothing en route, which does not superannuate either Shakespeare, or Homer, or the rock drawing of the Magdalenian draughtsmen. That this development, refinement perhaps, complication certainly, is not, from the point of view of the artist, any improvement. Perhaps not even an improvement from the point of view of the psychologist or not to the extent which we imagine; perhaps only in the end based upon a complication in economics and machinery. But the difference between the present and the past is that the conscious present is an awareness of the past in a way and to an extent which the past’s awareness of itself cannot show.
Some one said: “The dead writers are remote from us because we know so much more than they did.” Precisely, and they are that which we know.
I am alive to a usual objection to what is clearly part of my programme for the métierof poetry. The objection is that the doctrine requires a ridiculous amount of erudition (pedantry), a claim which can be rejected by appeal to the lives of poets in any pantheon. It will even be affirmed that much learning deadens or perverts poetic sensibility. While, however, we persist in believing that a poet ought to know as much as will not encroach upon his necessary receptivity and necessary laziness, it is not desirable to confine knowledge to whatever can be put into a useful shape for examinations, drawing-rooms, or the still more pretentious modes of publicity. Some can absorb knowledge, the more tardy must sweat for it. Shakespeare acquired more essential history from Plutarch than most men could from the whole British Museum. What is to be insisted upon is that the poet must develop or procure the consciousness of the past and that he should continue to develop this consciousness throughout his career.
What happens is a continual surrender of himself as he is at the moment to something which is more valuable. The progress of an artist is a continual self-sacrifice, a continual extinction of personality.
There remains to define this process of depersonalization and its relation to the sense of tradition. It is in this depersonalization that art may be said to approach the condition of science. I, therefore, invite you to consider, as a suggestive analogy, the action which takes place when a bit of finely filiated platinum is introduced into a chamber containing oxygen and sulphur dioxide.
II
Honest criticism and sensitive appreciation are directed not upon the poet but upon the poetry. If we attend to the confused cries of the newspaper critics and the susurrus of popular repetition that follows, we shall hear the names of poets in great numbers; if we seek not Blue-book knowledge but the enjoyment of poetry, and ask for a poem, we shall seldom find it. I have tried to point out the importance of the relation of the poem to other poems by other authors, and suggested the conception of poetry as a living whole of all the poetry that has ever been written. The other aspect of this Impersonal theory of poetry is the relation of the poem to its author. And I hinted, by an analogy, that the mind of the mature poet differs from that of the immature one not precisely in any valuation of “personality,” not being necessarily more interesting, or having “more to say,” but rather by being a more finely perfected medium in which special, or very varied, feelings are at liberty to enter into new combinations.
The analogy was that of the catalyst. When the two gases previously mentioned are mixed in the presence of a filament of platinum, they form sulphurous acid. This combination takes place only if the platinum is present; nevertheless the newly formed acid contains no trace of platinum, and the platinum itself is apparently unaffected; has remained inert, neutral, and unchanged. The mind of the poet is the shred of platinum. It may partly or exclusively operate upon the experience of the man himself; but, the more perfect the artist, the more completely separate in him will be the man who suffers and the mind which creates; the more perfectly will the mind digest and transmute the passions which are its material.
The experience, you will notice, the elements which enter the presence of the transforming catalyst, are of two kinds: emotions and feelings. The effect of a work of art upon the person who enjoys it is an experience different in kind from any experience not of art. It may be formed out of one emotion, or may be a combination of several; and various feelings, inhering for the writer in particular words or phrases or images, may be added to compose the final result. Or great poetry may be made without the direct use of any emotion whatever: composed out of feelings solely. Canto XV of the Inferno (Brunetto Latini) is a working up of the emotion evident in the situation; but the effect, though single as that of any work of art, is obtained by considerable complexity of detail. The last quatrain gives an image, a feeling attaching to an image, which “came,” which did not develop simply out of what precedes, but which was probably in suspension in the poet’s mind until the proper combination arrived for it to add itself to. The poet’s mind is in fact a receptacle for seizing and storing up numberless feelings, phrases, images, which remain there until all the particles which can unite to form a new compound are present together.
If you compare several representative passages of the greatest poetry you see how great is the variety of types of combination, and also how completely any semi-ethical criterion of “sublimity” misses the mark. For it is not the “greatness,” the intensity, of the emotions, the components, but the intensity of the artistic process, the pressure, so to speak, under which the fusion takes place, that counts. The episode of Paolo and Francesca employs a definite emotion, but the intensity of the poetry is something quite different from whatever intensity in the supposed experience it may give the impression of. It is no more intense, furthermore, than Canto XXVI, the voyage of Ulysses, which has not the direct dependence upon an emotion. Great variety is possible in the process of transmutation of emotion: the murder of Agamemnon, or the agony of Othello, gives an artistic effect apparently closer to a possible original than the scenes from Dante. In the Agamemnon, the artistic emotion approximates to the emotion of an actual spectator; in Othello to the emotion of the protagonist himself. But the difference between art and the event is always absolute; the combination which is the murder of Agamemnon is probably as complex as that which is the voyage of Ulysses. In either case there has been a fusion of elements. The ode of Keats contains a number of feelings which have nothing particular to do with the nightingale, but which the nightingale, partly, perhaps, because of its attractive name, and partly because of its reputation, served to bring together.
The point of view which I am struggling to attack is perhaps related to the metaphysical theory of the substantial unity of the soul: for my meaning is, that the poet has, not a “personality” to express, but a particular medium, which is only a medium and not a personality, in which impressions and experiences combine in peculiar and unexpected ways. Impressions and experiences which are important for the man may take no place in the poetry, and those which become important in the poetry may play quite a negligible part in the man, the personality.
I will quote a passage which is unfamiliar enough to be regarded with fresh attention in the light—or darkness—of these observations:
And now methinks I could e’en chide myself
For doating on her beauty, though her death
Shall be revenged after no common action.
Does the silkworm expend her yellow labours
For thee? For thee does she undo herself?
Are lordships sold to maintain ladyships
For the poor benefit of a bewildering minute?
Why does yon fellow falsify highways,
And put his life between the judge’s lips,
To refine such a thing—keeps horse and men
To beat their valours for her? . . .
In this passage (as is evident if it is taken in its context) there is a combination of positive and negative emotions: an intensely strong attraction toward beauty and an equally intense fascination by the ugliness which is contrasted with it and which destroys it. This balance of contrasted emotion is in the dramatic situation to which the speech is pertinent, but that situation alone is inadequate to it. This is, so to speak, the structural emotion, provided by the drama. But the whole effect, the dominant tone, is due to the fact that a number of floating feelings, having an affinity to this emotion by no means superficially evident, have combined with it to give us a new art emotion.
It is not in his personal emotions, the emotions provoked by particular events in his life, that the poet is in any way remarkable or interesting. His particular emotions may be simple, or crude, or flat. The emotion in his poetry will be a very complex thing, but not with the complexity of the emotions of people who have very complex or unusual emotions in life. One error, in fact, of eccentricity in poetry is to seek for new human emotions to express; and in this search for novelty in the wrong place it discovers the perverse. The business of the poet is not to find new emotions, but to use the ordinary ones and, in working them up into poetry, to express feelings which are not in actual emotions at all. And emotions which he has never experienced will serve his turn as well as those familiar to him. Consequently, we must believe that “emotion recollected in tranquillity” is an inexact formula. For it is neither emotion, nor recollection, nor, without distortion of meaning, tranquillity. It is a concentration, and a new thing resulting from the concentration, of a very great number of experiences which to the practical and active person would not seem to be experiences at all; it is a concentration which does not happen consciously or of deliberation. These experiences are not “recollected,” and they finally unite in an atmosphere which is “tranquil” only in that it is a passive attending upon the event. Of course this is not quite the whole story. There is a great deal, in the writing of poetry, which must be conscious and deliberate. In fact, the bad poet is usually unconscious where he ought to be conscious, and conscious where he ought to be unconscious. Both errors tend to make him “personal.” Poetry is not a turning loose of emotion, but an escape from emotion; it is not the expression of personality, but an escape from personality. But, of course, only those who have personality and emotions know what it means to want to escape from these things.
III
This essay proposes to halt at the frontier of metaphysics or mysticism, and confine itself to such practical conclusions as can be applied by the responsible person interested in poetry. To divert interest from the poet to the poetry is a laudable aim: for it would conduce to a juster estimation of actual poetry, good and bad. There are many people who appreciate the expression of sincere emotion in verse, and there is a smaller number of people who can appreciate technical excellence. But very few know when there is an expression of significant emotion, emotion which has its life in the poem and not in the history of the poet. The emotion of art is impersonal. And the poet cannot reach this impersonality without surrendering himself wholly to the work to be done. And he is not likely to know what is to be done unless he lives in what is not merely the present, but the present moment of the past, unless he is conscious, not of what is dead, but of what is already living.

Monday, March 25, 2013

Why do students fear poetry !

Amber Regis
Amber Regis is a lecturer in nineteenth-century literature at the University of Sheffield. She discusses the need for students to 'occupy' poetry and regain their connection with language as a way to overcome verse-phobia. Presenting a short note : Being Poet
One of the trickier challenges of my job is countering fears sparked by poetry. It's not uncommon to be asked whether a module can be completed without writing on poetry, and the rubric used on several courses in Sheffield's School of English explicitly closes this loophole. Though I cannot help but roll my eyes sometimes in response to this verse-phobia, I try to remain sympathetic and remember what it was like for me as a student. Was I any more willing to face the supposed challenges of poetry?
Poetry suffers from an image problem. It seems a tricksy form, seductive in its rhythms and lyrical language, but teasing and withholding. Prose writing, by contrast, can appear straightforward, honest even, when conveying its sense or meaning. Poetry is the Sphinx, talking in riddles and closely guarding its secrets.
When confronting students about their fears, I often get a sense they think of poetry as far 'too clever' and the risk of misunderstanding, of 'getting it wrong', is too high. They also complain of feeling disconnected from the poetry they have encountered so far. While the literary canon studied at secondary school has diversified in recent years on account of a more inclusive national curriculum – and this is particularly true of contemporary literature – a tradition of dead, white, middle-class men still holds fast. It can be difficult to foster a sense of reading as identification, participation and shared exchange when a student is separated from a poem not only by obstacles of technical form and language, but also by a gulf of years and a strange cultural context.
In a school system dominated by league tables and exam results, a common solution to this problem has been to provide template interpretations. My students complain of this forensic approach to the study of poetry, in which a text is dissected and rearranged to support a formulaic argument: spoonfed, memorised, regurgitated in the exam hall.
So much for the ambiguity that is the beating heart of poetry; so much for the independent critical thought that is the lifeblood of literary criticism. What my students' anxieties boil down to is a sense of disenfranchisement: poetry is not theirs; it does not belong to them. So far, access has only been granted to those who tow an official 'line', reinforcing poetry's status as an exclusive, highbrow form perpetually out of their reach.
When I was a student I shared these fears. I too wondered if it was possible to complete a module without writing on poetry. But an important encounter changed the way I thought about poems, poets and my relationship to them as a reader.
As a first-year undergraduate at the University of Leeds, I studied the poetry of Tony Harrison. Harrison is Leeds-born, Leeds-educated, and much of his poetry is filled with the sights and sounds of the city. While reading V and The School of Eloquence, I met with poems that walked beside me through the urban spaces of Leeds, and which spoke a dialect I heard every day. Harrison also articulated, in his blunt and darkly-comic voice, the same feelings of working-class estrangement I too experienced as the first person in my family to go to university.
It strikes me now as singularly and politically prescient that Harrison chose to express his determination to write poetry as a form of occupation: he declares he will "occupy" the "lousy leasehold" of an elite literary tradition.Harrison's statement anticipates the contemporary Occupy movement, with its targeting of political and social inequality, exclusion and hierarchy. The occupation of spaces of power is an attempt to level the playing field, enacting change from the bottom up.
Harrison refuses to 'squat' in the space of poetry, a phrase that would acknowledge his unbelonging. He occupies; he makes the space his own. And what is more, having read the poetry of Tony Harrison, my 18-year-old self was no longer frightened of this supposedly difficult form with its metrical lines, suffused with metaphor and locked in rhyme. Instead, I was also determined to wrest back and occupy poetry.
I now realise and sustain this occupation through my teaching. I try to help students overcome their residual fears of poetry; I try to instil confidence in the use of technical language and to insist on the reading of poetry in context, as a vital and living engagement with the world around us. World Poetry Day shares this aim. Set up by UNESCO to foster the writing, reading and teaching of poetry as a mode of expression., it insists that poetry is for everyone, a meeting place for aesthetics and politics. This is an important message. And so today, why not do something different? Why not pick up a poem? Read it. Occupy it.
(source : guardian.co.uk)

Friday, March 22, 2013

Father Of African Literature' Chinua Achebe Dies Aged 82 !

Chinua Achebe
The Nigerian novelist and poet Chinua Achebe, who first made his mark with 1958 novel Things Fall Apart, has died aged 82 .
News reports from Nigeria this morning suggest he died last night at a hospital in Boston, Massachusetts of an undisclosed ailment.
Achebe's agent and his British publisher Penguin confirmed his death this morning.
Simon Winder, publishing director at Penguin, described him as "an utterly remarkable man" and "the greatest of African writers", adding "we are all desolate to hear of his death."
A statement released by Achebe's agent and family confirmed his death "following a brief illness."
It continued: "One of the great literary voices of his time, he was also a beloved husband, father, uncle and grandfather, whose wisdom and courage are an inspiration to all who knew him. Professor Achebe's family requests privacy at this time.”
A spokesman for the Anambra state governor Peter Obi told the BBC sout-eastern Nigeria was in mourning for its "illustrious son".
Sources quoted in the Premium Times said he had been unwell for some time and was hospitalised earlier this week.
For the last four years Achebe was Professor of Africana Studies at Brown University. Statements released by colleagues this afternoon call Achebe "a gift to the world" and "godfather to a generation of African writers".
Corey D.B. Walker, associate professor and chair of the Department of Africana studies said: "the passing of Chinua Achebe is an event of global significance. The entire faculty share in the celebration of the great life that is Chinua Achebe."
Achebe is known as the "father of modern African literature", and made his name writing about the history of Nigeria.
Things Fall Apart, set amid 1890s Nigeria and the influx of Christian missionaries, is renowned the world over, has been translated into 50 languages and has sold more than 12 million copies.
The novel takes its title from WB Yeats's 1919 poem "The Second Coming": "Things fall apart; the centre cannot hold; Mere anarchy is loosed upon the world…”
In 2007 Achebe won the Man Booker International Prize for his “overall contribution to fiction on the world stage”.
Nelson Mandela called him "the writer in whose company the prison walls came down", and credited him as the author who "brought Africa to the rest of the world"
Achebe's other novels include Arrow of God (1964); A Man of the People (1966) and Anthills of the Savannah (1987). He has also published four children's books (including Chike and the River and How the Leopard Got His Claws), short stories and poetry in English and Igbo.
His 1975 lecture An Image of Africa: Racism in Conrad's 'Heart of Darkness' is still available in paperback from Penguin Classics. In it, he says that "Joseph Conrad was a thoroughgoing racist" and points out that there are only six words spoken by Africans in the whole of Heart of Darkness.
Achebe was born in Ogidi, Anambra State, on November 16, 1930. At the age of 12 he moved several kilometres away from his family to Nekede to attend the Central School there before attending Government College Umuahia for his secondary school education.
He was one of the first students to attend the University College, now University of Ibadan in 1948. Having first opted to study medicine he switched to English, history and theology after his first year.
After winning his degree Achebe taught at Ibadan before joining the Nigeria Broadcasting Service in 1954.
He met his wife Christie Okoli while in Lagos and the couple married in 1961 going on to have four children.
During the Nigeria Civil War Achebe joined the Biafran Government as an ambassador. He wrote about his experiences in his last book, There Was A Country.
Achebe had been living in America since 1990 when he sustained severe injuries in a car crash.
MP David Lammy wrote on Twitter this morning: "RIP Chinua Achebe.Wonderful writer and campaigner who said "One of the truest tests of integrity is its blunt refusal to be compromised."
(source : independent.co.uk)

Saturday, February 23, 2013

A whole treasure of the mind will be lost !

Voltaire, Victor Hugo and Jacques Cousteau
Michael Edwards is the first "immortal" - as the academy's 40 members are known – to be born in Britain and whose first language is English since Cardinal Richelieu, chief minister to King Louis XIII, founded the body in 1635.
Its aim was to "fix the French language, giving it rules, rendering it pure and comprehensible by all".
Former luminaries include Voltaire, Victor Hugo, the undersea explorer Jacques Cousteau, and the anthropologist Claude Lévi-Strauss. Present members include the former President Valéry Giscard d'Estaing and the former president of the European Parliament, Simone Veil.
A much-admired poet in both the French and English languages, Mr Edwards is a professor at the Collège de France, France's most prestigious academic institution.
A series of lectures he gave on "the genius of English poetry" was just re-broadcast on France Culture, the country's high-brow arts radio station.
A former holder of the chairs of English and French at Warwick University, he has lectured and written on Shakespeare in French and on Racine in English. He is married to a Frenchwoman and holds dual nationality.
This was his third attempt to join the immortals after two near misses as the famously finicky members failed to reach a majority. It would have been his last, as new membership rules bar new entrants over the age of 75, in an apparent attempt to spruce up what is sometimes mockingly called the world's most select old people's club.
Before his second, attempt, Mr Edwards had said: "To be elected would be the ultimate honour". "It would be the last tick in the box to prove that, after all these years, I have been accepted as being French, even though I may remain very proud to be British," he said.
Membership is for life - unless it is revoked for misconduct - and new members only elected when a post is freed up by a death of their predecessor.
Members are expected to wear the official uniform of the "académicien" - a green habit, with a long black coat and black-feathered cocked hat embroidered with golden-green leafy motifs, together with black trousers.
To sit beneath the gilded dome of the Institut de France on the Left Bank, he beat five French candidates, including the former head of French state radio, for seat number 31, formerly occupied by French writer Jean Dutourd.
The academy is famous for its tireless battle against "Anglo-Saxon" invasions of French, offering Gallic equivalents to Anglicisms, such as courriel instead of email.
Mr Edwards agrees wholeheartedly with its mission.
He recently told The Independent: "This is a moment of crisis for French and it makes sense, I believe, for the academy to choose someone who comes from, as it were, the opposite camp but has become a champion of the special importance and beauty of the French language."
He believes defending the French language is about preserving intellectual diversity, which is akin to preserving ecological diversity.
He said: "French philosophers and scientists are increasingly writing in English in order to be published worldwide. But if they write in English, they will cease to think in the characteristic way the French think. A whole treasure of the mind will be lost."
Henry Samuel is the Daily Telegraph's France correspondent covering everything from French politics and justice to art de vivre. He has lived and worked in the country since 1996. (source : telegraph.co.uk)

Tuesday, February 05, 2013

Sylvia Plath’s secrets are hidden in plain sight !

Sylvia Plath
Sylvia Plath (October 27, 1932 – February 11, 1963) was an American poet, novelist and short story writer. Born in Boston, Massachusetts, she studied at Smith College and Newnham College, Cambridge before receiving acclaim as a professional poet and writer. She married fellow poet Ted Hughes in 1956 and they lived together first in the United States and then England, having two children together: Frieda and Nicholas. Plath suffered from depression for much of her adult life, and in 1963 (shortly after her marital separation from Hughes in 1962), she committed suicide. Controversy continues to surround the events of her life and death, as well as her writing and legacy. Plath is credited with advancing the genre of confessional poetry and is best known for her two published collections: The Colossus and Other Poems and Ariel. In 1982, she won a Pulitzer Prize posthumously, for The Collected Poems. She also wrote The Bell Jar, a semi-autobiographical novel published shortly before her death. Presenting an article by Jane Shilling : Being Poet
In Mad Girl’s Love Song, his newly published account of the early life of Sylvia Plath, Andrew Wilson describes an incident from the poet’s schooldays. In 1947, when she was almost 15, Sylvia (already a meticulous diarist) recorded what happened on the way back from a sophomore icebreaker where she had spent the whole evening dancing with the same boy.
As the teenaged couple wandered towards her home in the Boston suburb of Wellesley, her beau showering her with compliments about how sweet her hair smelt, and how charming she was, a pair of kittens began to frisk around their feet. But as they crossed the road, a speeding car raced toward them. Sylvia and her boyfriend were unhurt, but one of the kittens was killed. Sylvia scooped up the other and took it home, where she “released” it.
The freight of symbolism in this vignette is almost comically disturbing. Everything we know about Plath – the meticulously constructed feminine persona, the compromised sexuality, the strange menace lurking within the familiar surroundings, the avid appetite for life juxtaposed with an equally urgent fascination with death – is contained in the vivid, almost kitsch, composition of teenagers, kittens and fast car.
Or perhaps it would be more accurate to say, everything we think we know. It is almost 50 years since that bitterly cold February day when Sylvia Plath, aged 30, settled her small daughter and son in their cots with mugs of milk and a plate of bread and butter, sealed the door and window of the kitchen in her North London flat, then turned on the gas and lay down to die.
In that time the story of her short life has become so barnacled with angry proprietorial argument; so encrusted with the projected wishes and desires of her would-be champions and interpreters, that it is hard to discern the authentic lineaments of the young woman at the heart of the myth; and harder still to read her writing with the clarity that it demands.
There is a certain poetic symmetry in the fact that Plath, who was haunted by Shakespeare’s Tempest, and repeatedly used its imagery in her poetry, particularly when writing about her father, Otto, who died suddenly when she was eight years old, should herself have undergone a metamorphosis – a “sea-change”, as Ariel calls it in the play – from a poet at the height of her powers to sacrificial victim.
Of course, Plath is not unique in having acquired a dense carapace of romantic myth after her death. The history of literature is littered with wayward geniuses whose talent was prematurely cut off. Yet something sets Plath apart from the melancholy roll-call of Keats, Shelley, Byron, Brooke, Rimbaud, Radiguet, Woolf, Sexton, and latterly the young playwright Sarah Kane. However powerful the myths of their deaths, these writers are still known mainly by their works. In Plath’s case, her writing began, soon after her death, to be relegated to a supporting role in a seductive, but intensely misleading, narrative of victimhood.
As one of her many biographers, Jacqueline Rose, wrote: “When I ask students what they know of Plath, they almost invariably reply that she killed herself and was married to Ted Hughes. Occasionally they run these two snippets together as if the second were, in some mysterious and not wholly formulated way, related to the first; as if together they add up to something that leaves nothing more to be said. I watch this story shut down around her, clamping her writing into its hollow wooden frame. Death and marriage may have fed and fuelled her writing, but – posthumously at least – they cramp her style.” A more pressing argument for not writing a poet’s biography has seldom been articulated by a biographer.
But the pickings of Plath’s life were too rich to resist: “For weeks, no dinner party from Hampstead to the Hamptons was complete without a discussion of it,” wrote the critic Elaine Showalter of Janet Malcolm’s The Silent Woman (1994). Malcolm, said Showalter, “takes arms against the hordes of biographers, journalists, feminists and sensation-seekers who have mercilessly raked over the ashes of Plath’s life, often blaming Hughes for his infidelity during Plath’s life and his iron control of her copyrights since her death. 'The pleasure of hearing ill of the dead is not a negligible one,’ she writes witheringly of their motives, 'but it pales before the pleasure of hearing ill of the living.’ ”
Well, quite. And of course, Plath and Hughes themselves engaged diligently in their own separate and conjoined work of myth-making. “As artists… both were intent on finding voices for their unquiet, buried selves,” wrote their friend Al Alvarez, in the eloquent memoir of Sylvia with which he begins his study of suicide, The Savage God. And in the months before her death, Sylvia had found a new voice: “I kept telling myself I was the sort that could only write when peaceful at heart,” she wrote to her friend and fellow poet Ruth Fainlight. “But that is not so, the muse has come to live here, now Ted has gone.”
Alvarez compares Plath’s last months with the “marvellous year” in which Keats produced almost all the poetry on which his reputation rests. Alone with her children, writing in the early mornings before they woke, “the poet and the poems become one.” This is the vital connection that somehow Plath’s biographers, however engaged or sensitive, can never quite make. At worst, a crude reading can result in an analysis such as that of Theodore Dalrymple, who excoriated Plath as “the patron saint of self-dramatisation” for such poems as “Lady Lazarus”, in which, he wrote, “the metaphorical use of the Holocaust measures not the scale of her suffering but of her self-pity”.
More sympathetic critics still succumb to the seduction of reading Plath as though her writing were autobiography, rather than experience made transcendent. With a poet who drew so vividly on her own life for her art, the separation is not always easy to make. But even in her juvenilia, an assured clarity of tone is audible: “My love for you is more / athletic than a verb…” In the sudden blooming of her art just before her death there is an authority and a beautiful simplicity of vision that makes everyday objects – sheep, a bruise, a cut finger (“Dead white. / Then that red plush”) – resonant in a way that reaches far beyond mere anecdote.
Half a century after her voice fell silent, perhaps it is time at last to seek the truth about Sylvia Plath in the most obvious place of all – her poetry: that tender, furious and utterly authentic record of a woman’s life.
(Jane Shilling writes on books for the Sunday and Daily Telegraph. She is the author of two books: The Fox in the Cupboard, published in 2004, and The Stranger in the Mirror, a memoir of middle age, which will be published in January 2011.)
(source : www.telegraph.co.uk)

Friday, February 01, 2013

Why We Should Memories Poetry !

Brad Leithauser
Brad E. Leithauser (Born : 27 February 1953) is an American poet, novelist, essayist, and teacher. After serving as the Emily Dickinson Lecturer in the Humanities at Mount Holyoke College and visiting professor at the MFA Program for Poets & Writers at the University of Massachusetts Amherst, he is now on faculty at The Johns Hopkins University in the writing seminars department. Presenting an article by him : Being Poet
Much of our daily lives would be dizzyingly unrecognizable to people living a hundred years ago: what we wear and what we eat, how we travel, how we communicate, how we while away our leisure time. But, surely, our occasional attempts to memorize a poem would feel familiar to them—those inhabitants of a heyday of verse memorization. Little has changed. They, too, in committing a poem to memory, underwent a predictable gamut of frustrations: the pursuit of stubbornly elusive phrases, the inner hammering of rote repetition, tantalizing tip-of-the-tongue stammerings, confident forward marches that finish in an abrupt amnesiac’s cul-de-sac.
Actually, if the process has altered over the years, perhaps we feel the difficulties of the task more acutely than our ancestors did. As a college professor of writing and literature, I regularly impose memorization assignments, and I’m struck by how burdensome my students typically find them. Give them a full week to memorize any Shakespeare sonnet (“Hey,” I tell them, “pick a really famous one—Shall I compare thee to a summer’s day?—and you’ve already got the first line down”), and a number of them will painfully falter. They’re not used to memorizing much of anything.
In what would have been my prime recitation years had I been born in an earlier era—junior high and high school—little memorization was required of me. But in early boyhood I did a fair amount of it. My mother, who had literary ambitions, paid me a penny a line to memorize poems. The first one I mastered was Tennyson’s “The Eagle” (“He clasps the crag with crooked hands”), which brought in a haul of six cents. Opportunistically, I moved on to the longer “Casey at the Bat” (“It looked extremely rocky for the Mudville nine that day”) and Byron’s “The Destruction of Sennacherib” (whose title I mispronounced for decades), which netted me fifty-two cents and twenty-four cents respectively. Some Longfellow, some Frost. I straggled through Coleridge’s “Kubla Khan” and enough of his “The Ancient Mariner” to purchase a couple of candy bars.
It sounds whimsical and entertaining now, but I suspect some dead-serious counsel lay behind my mother’s beaming encouragement. I think she was tacitly saying, “Stick with poetry—that’s where the money is.”
It turned out to be levelheaded advice. Today, I pay my bills by talking to my students about poetry, and about stories and novels and essays—ultimately, about memorable cadences, about the music that occasionally lifts off of words carefully deployed on a page.
* * *
It’s tempting to sentimentalize an era in which poetry—memorized, recited poetry—held so prominent a place in the culture. But its once-substantial role turns out to be a mixed and complicated tale, as thoroughly chronicled in Catherine Robson’s new “Heart Beats: Everyday Life and the Memorized Poem.” Reared in England, now a professor at N.Y.U., Robson compares classroom procedures in Britain and the United States during the years when recitation held a sizeable and official slot in the curriculum (roughly 1875 to 1950). The rationales for verse recitation were many and sometimes mutually contradictory: to foster a lifelong love of literature; to preserve the finest accomplishments in the language down the generations; to boost self-confidence through a mastery of elocution; to help purge the idioms and accents of lower-class speech; to strengthen the brain through exercise; and so forth. And the construction of a canon—the choice of which poems ought to be assigned to students at various grade levels—grew out of a collision of nationalistic zeal, piety, commercial enterprise (the success or failure of various competitive “readers”—what we would call textbooks), thoughtless imitation, and a fair amount of what looks like happenstance.
Robson grounds her book with three “case studies.” (She occasionally takes on a dry, clinical tone.) The first is Felicia Hemans’s “Casabianca,” a poem that survives today largely as a first line (“The boy stood on the burning deck”), with a vague suspicion that what follows has often been parodied. (Poor Tom Sawyer was afflicted by it in the classroom.) The second may be the most celebrated of eighteenth-century English poems, Thomas Gray’s “Elegy Written in a Country Churchyard.” The third is a poem previously unknown to me, Charles Wolfe’s charming ballad “The Burial of Sir John Moore after Corunna.” Each poem was at one time universally embraced, both by society and by educators.
“The Burial of Sir John Moore” has a likably homespun texture and offers, from a pedagogical standpoint, a salutary lesson about the triumph of courage over grandeur. (General Moore died, in 1809, in Spain, while leading his troops to a magnificent long-shot victory over the French, and his last words were, “I hope my country will do me justice.” Military exigency did not allow time for a suitable burial—a lack for which the poem seeks to indemnify him.) But the other two poems look like extremely peculiar candidates for widespread memorization. The forty-line “Casabianca,” which was put to memory by countless pre-adolescents, is grotesquely grisly: it tells the tale of a boy sailor who, while prudence is shouting at him to beat a hasty retreat, dutifully remains at his post (“he would not go / Without his Father’s word; / That father, faint in death below, / His voice no longer heard”), and, as a consequence, is blown to smithereens. As for Gray’s lovely, leisurely, dusky elegy, nothing much happens in its hundred and twenty-eight lines, and, as a result, his many scene-setting stanzas are easily confused and transposed by the would-be memorizer; to hold it all in one’s head is a somewhat perverse feat, like those jigsaw-puzzle aficionados who, finding their task insufficiently challenging, put the puzzle together face-side-down.
Though “Casabianca” and “The Burial of Sir John Moore” are actually nineteenth-century poems, they partake of that misty, moss-and-granite melancholy one associates with those of Gray’s contemporaries known as the Graveyard Poets (or the Boneyard Boys). These were a pallid bunch, for whom cemeteries were what bars and brothels would be for many French poets of the nineteenth century—a comfy home away from home. They were continually reminding us that we all have one foot in the grave. It’s a weighty burden to drop on the scrawny shoulders of some ten-year-old boy or girl, standing hunched and terrified before a scowling, correction-bent teacher.
* * *
My late colleague Joseph Brodsky, who died in 1996, used to appall his students by requiring them to memorize something like a thousand lines each semester. He felt he was preparing them for the future; they might need such verses later in life. His own biography provided a stirring example of the virtues of mental husbandry. He’d been grateful for every scrap of poetry he had in his head during his enforced exile in the Arctic, banished there by a Soviet government that did not know what to do with his genius and that, in a symbolic embrace of a national policy of brain drain, expelled him from the country in 1972.
Brodsky was a nonpareil in various ways, not least in being the only teacher I knew who continued to smoke during class as the air-purifying nineties rolled around. He loved to recite poetry. The words emerged through smoke, and a thick Russian accent, but the conviction and import were unmistakable: to take a poem to heart was to know it by heart.
I’m struck by how, in the seventeen years since his death, the meaning and justifications for verse memorization have shifted. The effort in its acquisition may be the same, but we’d be naïve to suppose the necessity behind it is unaltered.
Memorized poems are a sort of larder, laid up against the hungers of an extended period of solitude. But today we are far less solitary than we were even a few years ago. Anyone equipped with a smartphone—many of my friends would never step outdoors without one—commands a range of poetry that beggars anything the brain can store. Let’s say it’s a gorgeous afternoon in October. You’re walking through a park, and you wish to recall—but can’t quite summon—the opening lines of Keats’ “To Autumn.” With a quick tap-tap-tap, you have it on your screen. You’re back in the nineteenth century, but you’re also in the twenty-first, where machine memory regularly supplants and superannuates brain memory.
So why undergo the laborious process of memorizing a poem these days, when—tap, tap, tap—you have it at your fingertips? Has this become another outmoded practice? When I was a Boy Scout, in the sixties, I spent some hours trying to learn Morse code and even, on a couple of overly sunny, headachey afternoons, trying to communicate by flag semaphore. Some things were meant to disappear. (And many of my students wish that assignments to memorize poems would follow them.)
The best argument for verse memorization may be that it provides us with knowledge of a qualitatively and physiologically different variety: you take the poem inside you, into your brain chemistry if not your blood, and you know it at a deeper, bodily level than if you simply read it off a screen. Robson puts the point succinctly: “If we do not learn by heart, the heart does not feel the rhythms of poetry as echoes or variations of its own insistent beat.”
After all this time, I still have every word of Tennyson’s “Eagle.” He’s a literal part of me, which perhaps accounts for his splendid supremacy in my imagination. No other bird I’ve encountered in poems since—not Keats’ nightingale, or Hardy’s thrush, or Frost’s oven bird, or Clampitt’s kingfisher—can compete with him, roosting as he does in an aerie at the top of the world. Here’s the poem in entirety:
He clasps the crag with crooked hands;
Close to the sun in lonely lands,
Ring’d with the azure world, he stands.
The wrinkled sea beneath him crawls;
He watches from his mountain walls,
And like a thunderbolt he falls.
Six cents. It was a cheap thrill, and an everlasting one.
(source : newyorker.com)