James Weldon Johnson’s poem, “Fifty Years,” recalls the struggle for civil rights in America that began with President Abraham Lincoln proclaiming the end of slavery with the Emancipation Proclamation.
Introduction and Text of “Fifty Years”
James Weldon Johnson begins his commemorative poem, “Fifty Years,” with the epigraph, “(1863–1913) On the Fiftieth Anniversary of the Signing of the Emancipation Proclamation.“
The speaker is paying homage to the many abolitionists who helped end slavery. And while many citizens still held the view that their black brothers and sisters should remain second class citizens, the speaker offers the rationale for the blessings of equality and respect among all citizens.
This speaker possesses a cosmic view of historical procedure, and he shares his awareness with his compatriots of all shades of skin color that God is always in control, and freedom must ring for those who seek it and work to maintain it—a view that remains as operative today as it did back in the early twentieth century.
Fifty Years
“(1863–1913) On the Fiftieth Anniversary of the Signing of the Emancipation Proclamation.“
O brothers mine, to-day we stand Where half a century sweeps our ken, Since God, through Lincoln’s ready hand, Struck off our bonds and made us men.
Just fifty years—a winter’s day— As runs the history of a race; Yet, as we look back o’er the way, How distant seems our starting place!
Look farther back! Three centuries! To where a naked, shivering score, Snatched from their haunts across the seas, Stood, wild-eyed, on Virginia’s shore.
This land is ours by right of birth, This land is ours by right of toil; We helped to turn its virgin earth, Our sweat is in its fruitful soil.
Where once the tangled forest stood,— Where flourished once rank weed and thorn,— Behold the path-traced, peaceful wood, The cotton white, the yellow corn.
To gain these fruits that have been earned, To hold these fields that have been won, Our arms have strained, our backs have burned, Bent bare beneath a ruthless sun.
That Banner which is now the type Of victory on field and flood— Remember, its first crimson stripe Was dyed by Attuckss’ willing blood.
And never yet has come the cry— When that fair flag has been assailed— For men to do, for men to die, That we have faltered or have failed.
We’ve helped to bear it, rent and torn, Through many a hot-breath’d battle breeze Held in our hands, it has been borne And planted far across the seas.
And never yet,—O haughty Land, Let us, at least, for this be praised— Has one black, treason-guided hand Ever against that flag been raised.
Then should we speak but servile words, Or shall we hang our heads in shame? Stand back of new-come foreign hordes, And fear our heritage to claim?
No! stand erect and without fear, And for our foes let this suffice— We’ve bought a rightful sonship here, And we have more than paid the price.
And yet, my brothers, well I know The tethered feet, the pinioned wings, The spirit bowed beneath the blow, The heart grown faint from wounds and stings;
The staggering force of brutish might, That strikes and leaves us stunned and dazed; The long, vain waiting through the night To hear some voice for justice raised.
Full well I know the hour when hope Sinks dead, and ’round us everywhere Hangs stifling darkness, and we grope With hands uplifted in despair.
Courage! Look out, beyond, and see The far horizon’s beckoning span! Faith in your God-known destiny! We are a part of some great plan.
Because the tongues of Garrison And Phillips now are cold in death, Think you their work can be undone? Or quenched the fires lit by their breath?
Think you that John Brown’s spirit stops? That Lovejoy was but idly slain? Or do you think those precious drops From Lincoln’s heart were shed in vain?
That for which millions prayed and sighed, That for which tens of thousands fought, For which so many freely died, God cannot let it come to naught.
Commentary on “Fifty Years”
This speaker of this poem is offering a tribute to the struggle for civil rights in America that began with President Abraham Lincoln proclaiming the end of slavery with the Emancipation Proclamation, as he cites several of the most noted abolitionists.
Stanza 1 – Stanza 3: Celebrating 50 Years Since the Emancipation Proclamation
James Weldon Johnson’s narrator of “Fifty Years” is celebrating the fiftieth anniversary of President Abraham Lincoln’s affixing his signature to the Emancipation Proclamation [1], beginning the long process of ending slavery in the United States. The speaker addresses the sufferers of slavery as well as his own contemporaries, “brothers,” many who are the descendants of slaves.
Johnson’s speaker is dramatizing the signing the Emancipation Proclamation, implying that President Lincoln had erased the vicious practice of slavery and raised the status of the slaves to manhood—a status they had been denied.
The speaker looks back in time as he compares those “fifty years” to a “winter’s day.” Historically, fifty years is, indeed, short, but this half century has been like a very cold season of winter for this Africans and their descendants.
Johnson then takes the reader/listener even farther back in time with the disconcerting image of the slave standing, “naked, shivering,” who were “[s]natched from their haunts across the seas,” and who “[s]tood, wild-eyed, on Virginia’s shore.”
Stanza 4 – Stanza 6: Proudly Claiming a Heritage
Proudly and rightly, the speaker decrees, “this land is ours by right of birth”; he and his ancestors have developed the fallow earth with their “sweat,” which has resulted in “fruitful soil.”
Instead of merely,”tangled forest,” now, through their labor there are “peaceful wood,” cotton, and corn fields yielding valuable products for the American people. The speaker claims that to turn this nature-wild land into a domesticated home, “[o]ur arms have strained, our backs have burned, / Bent bare beneath a ruthless sun.”
Stanza 7 – Stanza 9: Dramatizing Patriotism
The speaker dramatizes the patriotism of his fellows who have died fighting for America even before it recognized them as equal patriots and full citizens. His allusion to Crispus Attucks [2], the first patriot to die in the American Revolutionary War, offers a stark reminder: “Remember, its first crimson stripe / Was dyed by Attucks’ willing blood.”
The speaker highlights the fact that Attucks died willingly for his country, not forced because he was a slave. He stresses that this race of American patriots has always stepped forward to defend America, even in foreign wars.
Stanza 10 – Stanza 12: They Have Already Secured Their Rights
The speaker is adamant in reporting to a land still roiled in racism (Johnson was writing this 1913) that at no time has “one black, treason-guided hand / Ever against that flag been raised.”
Because of the genuine qualities that his African American brothers and sisters have demonstrated since the founding of America, the speaker maintains that they do not deserve to “hang [their] heads in shame” or “speak but servile word,” or be timid in claiming their heritage as true, patriotic Americans.
Therefore, the speaker demands that his contemporaries, “stand erect and without fear.” They have procured the right to their “sonship here,” and they have tendered more than should be required of anyone.
The speaker never makes light of the black experience in America; he knows very well the physical and mental humiliation that his fellow patriots have suffered—as well as the broken spirit. He is aware of the deep levels of discouragement such treatment causes. He understands that there are always times that all one can rely on is prayer.
However, this speaker also understands that such oppression cannot endure. He, therefore, commands his listeners to become fearless and to look forward to the future and retain “[f]aith in your God-known destiny! / We are a part of some great plan.”
The speaker then alludes to William Lloyd Garrison [3] and Wendell Phillips [4], two strong abolitionists. He inquires, rhetorically, if his fellows believe that the “fire lit by their breath” could be snuffed out.
He further asks if his brothers can imagine that the spirit of John Brown [5] and Elijah Lovejoy [6] has become lifeless and departed. He wants them to consider the death of Abraham Lincoln [7] —did the great emancipator die “in vain”?
The speaker delivers an affirmation that all of those great abolitionists and the great emancipator did not resist only to die in vain.
He insists, “millions have prayed” for and “tens of thousands have fought” for and “many freely died,” so that dark-skinned people could know the equality they deserved. And of most importance, he treasures and maintains an abiding faith that, “God cannot let it come to naught.”
The Shakespearean speaker presents Orpheus as the embodiment of music’s power, showing how art, particularly music, has the ability to harmonize nature and relieve human suffering through its transformative, calming influence.
Introduction and Text of the “Shakespeare Lyric ‘Orpheus’”
Excerpted from Henry VIII (Act III, Scene 1), this brief lyric distills the ancient myth of Orpheus into a musing on the transformational and consolatory power of music.
The speaker expresses a vision in which art exerts a gentle but irresistible authority over nature itself, bringing harmony where there is chaos, motion where there is stillness, and rest where there is unrest.
The figure of Orpheus becomes less a mythological character than an emblem of art’s highest potential: to reshape the external world and quiet the inward life. I have employed the Orpheus ethos in my plea for more control and better expression in the art of poetry.
“Orpheus” (from Henry VIII – Act III, Scene 1)
Orpheus with his lute made trees And the mountain tops that freeze Bow themselves when he did sing: To his music plants and flowers Ever sprung; as sun and showers There had made a lasting spring.
Every thing that heard him play, Even the billows of the sea, Hung their heads and then lay by. In sweet music is such art, Killing care and grief of heart Fall asleep, or hearing, die.
Commentary on “The Shakespeare Lyric ‘Orpheus’”
In this Shakespeare excerpt that functions as a stand-alone poem, the speaker is alluding to the Greek mythological character Orpheus to celebrate music as a force of order, renewal, and inward healing. Orpheus was the god of music and poetry i Greek mythology.
Stanza 1: Music’s Powerful Influence
Orpheus with his lute made trees And the mountain tops that freeze Bow themselves when he did sing: To his music plants and flowers Ever sprung; as sun and showers There had made a lasting spring
The speaker opens with a striking assertion of music’s powerful influence over the natural world. The phrasing remains condensed, as though the act of music itself compresses time and causation. Trees and mountain tops do not merely respond; they are “made” or commanded to respond by bowing to the sound of Orphean singing.
This shaping force exerts itself to images of rigidity and lifeless cold. That mountain summits are called to “bow themselves” introduces a paradox: what is fixed becomes responsive, what is cold becomes animate, and what is elevated yields in humility.
The verb “bow” carries a dual resonance. It suggests both submission and grace, implying that nature’s response is not actually coerced but harmonized. The speaker presents music not as domination but as persuasion, a gentle authority that draws all things into alignment. Even the harshest elements—frozen peaks—are softened by sound, indicating that art reaches where physical force cannot.
The hyperbole exerted in these images is astounding, leading not to disbelief but to the famous Romantic assertion by Samuel Taylor Coleridge “that willing suspension of disbelief for the moment, which constitutes poetic faith.” After all, the purpose of exaggeration is only to emphasize a claim, not to make a melodramatic spectacle.
The stanza then shifts from gesture to growth: “plants and flowers / Ever sprung.” The effect is not momentary but continuous, captured in the word “ever.” Music generates an ongoing fertility, a perpetual blossoming that resists decay.
The comparison to “sun and showers” grounds this transformation in natural cycles, yet the phrase “lasting spring” exceeds ordinary seasonal change. Spring, typically transient, becomes permanent under the influence of music. The speaker thus elevates art above nature’s own processes, suggesting that while sun and rain produce life, music sustains it indefinitely.
The imagery moves from rigidity (mountains) to vitality (flowers), tracing a progression from stillness to generative abundance. The speaker’s syntax reinforces this flow, with lines that seem to unfold organically, mirroring the growth they describe. Music becomes both cause and condition of harmony, a principle that unifies disparate elements—earth, air, and life itself.
What emerges is not merely a portrait of Orpheus but an argument about art’s capacity to reconcile opposites: cold and warmth, height and humility, barrenness and fertility. The speaker implies that music achieves what nature alone cannot—a permanence of renewal, a “lasting spring” that suspends the ordinary limits of time and change.
Again, as in most successful art, the tension of the pairs of opposites makes an appearance. As the great Guru Paramahansa Yogananda has explained, the force of Maya, the very cause of the material level of being, works through the pairs of opposites.
Stanza 2: The Universal Influence of Music
Every thing that heard him play, Even the billows of the sea, Hung their heads and then lay by. In sweet music is such art, Killing care and grief of heart Fall asleep, or hearing, die.
The second stanza broadens the scope from land to sea, extending the reach of music to “Every thing that heard him play.” The universality is emphatic; nothing remains outside the sphere of music’s influence.
While the first stanza emphasizes growth and animation, the second turns toward quieting and rest. The “billows of the sea,” emblematic of motion and unrest, are personified “h[anging] their heads and then l[ying] by.” The image suggests human beings becoming calm after turbulence, with ceaseless motion transforms into stillness.
The phrase “hung their heads” echoes the earlier “bow themselves,” reinforcing the motif of submission, yet here it carries a more subdued, almost weary connotation. The sea, often a symbol of emotional excess or instability, is brought into repose. The progression from bowing to lying still marks a deepening effect: music does not merely elicit acknowledgment; it also induces tranquility.
The final lines turn inward with even more gravity, shifting from the external world to the human condition: “care and grief of heart.” The speaker identifies these as persistent burdens, analogous to the restless sea.
Music’s power is now psychological and emotional, not merely physical. The phrase “killing care” is striking in its severity; music does not soothe lightly but eradicates distress at its root.
Yet the resolution is nuanced: care and grief either “fall asleep, or hearing, die.” The dual possibility suggests degrees of relief. Sleep implies temporary suspension, while death indicates permanent release. The ambiguity allows for a range of experience—music may offer respite or complete transformation. In either case, it alters the condition of suffering.
The line “In sweet music is such art” functions as a reflective statement, drawing together the stanza’s implications. “Sweet” emphasizes harmony and pleasure, but “art” underscores intention and craft. The speaker presents music as both aesthetic and efficacious, capable of shaping not only perception but feeling itself.
The movement of the stanza—from the vast sea to the inner heart—compresses the scale of influence, suggesting that the same force governs both realms. The calming of waves parallels the quieting of grief, establishing a correspondence between outer and inner worlds. Music becomes a mediating principle, aligning nature and human emotion within a single order of harmony.
The final stanza affirms that art’s highest function lies not merely in delight but in restoration. It brings the restless to rest, the troubled to peace, and in doing so, offers a vision of existence in which discord is not denied but resolved.
Literary studies is the academic discipline devoted to the analysis, interpretation, evaluation, and contextualization of literature; it also includes the generalized act of commentary on literary works.
Literary studies examines written works—from poetry, fiction, and drama to essays and emerging digital forms—not simply as artistic objects but as cultural, historical, philosophical, linguistic, and aesthetic expressions. At its core, literary studies asks:
What do texts mean?
How do they work?
Why do they matter?
The field draws from a range of approaches, including philology, historical scholarship, theory, philosophy, linguistics, theology, and cultural analysis. Each special focus from analysis to commentary engages its own experts who employ each of these fields in unique combinations of endeavor.
For example, the analyst may emphasize historical scholarship in explicating a poem, while the commentarian will dip into any number of those approaches in order to elucidate meaning from informed personal experience.
At the core of the literary field is human experience. From humankind’s first finding itself in world of pairs of opposites that operate sometimes for good and sometimes for ill, the mind of mankind has grappled with the very meaning of existence. Literature provides a written record of that grappling.
That record makes it so that humanity need not learn all over again and again everything required for living a well-seasoned and reasonably comfortable, prosperous life. Human beings can read about many more experiences than they can ever actually experience.
And while personal experience is always central to one’s psyche, it serves as a bedrock for understanding those contemporaries living in the immediate environment and those ancestors who lived in the past.
Literature and literary studies offer a treasure trove of material keeping the mind and heart balanced and harmonious as each human being travels a unique path to spiritual understanding and ultimate awakening to soul-reality—the final stage in understanding and uniting the soul with the Creator of creation (God).
Historical Development
1. Origins in Antiquity
The roots of literary studies reach back to ancient civilizations.
Greece: Thinkers such as Plato and Aristotle explored poetry’s moral and aesthetic value, laying foundational concepts in mimesis, genre, and rhetoric.
Rome: Critics such as Horace, Longinus, and Quintilian systematized literary technique and rhetorical education.
These early traditions treated literature as part of a wider program of moral, civic, and rhetorical training.
2. Medieval and Renaissance Scholarship
During the Middle Ages, literature was primarily studied through the lens of theology and classical rhetoric. With the Renaissance, renewed attention to classical texts and humanism broadened interpretation, emphasizing:
textual editing
authorial biography
moral philosophy
artistic imitation and originality
Figures such as Petrarch, Erasmus, and later Sir Philip Sidney were important for literary criticism as an intellectual discipline.
3. Philology and the Birth of Modern Literary Studies (18th–19th
Centuries)
The modern university model grew out of European philology—systematic study of languages, manuscripts, and textual origins. Key figures included:
Friedrich August Wolf, who formalized classical philology
Wilhelm Dilthey, who argued for the humanities as a distinct form of knowledge
The Grimm brothers, whose linguistic scholarship shaped historical study of culture
In Britain and the United States, literary study emerged gradually as its own discipline, often housed in departments of English language and rhetoric.
4. The Rise of Criticism and Theory (20th Century)
The 20th century saw a dramatic diversification of methodologies, often called literary theory. Important movements and contributors include:
New Criticism (T. S. Eliot, Cleanth Brooks, I. A. Richards): close reading, textual autonomy
Feminist and gender studies (Woolf, Gilbert & Gubar, Butler)
Postcolonial studies (Said, Spivak, Bhabha)
Reader-response theories (Iser, Fish)
This pluralism made literary studies one of the most interdisciplinary fields in the humanities.
5. Literary Studies in the 21st Century
The field continues to evolve with:
digital humanities (text mining, digital archives, computational analysis)
environmental humanities (ecocriticism)
narrative medicine
world literature studies
renewed interest in classical rhetoric and formal aesthetics
Today, literary studies includes both traditional close reading and technologically advanced methodologies.
Internal Tensions and Contemporary Challenges in Literary Studies
Despite its intellectual richness and adaptability, literary studies has faced sustained internal tensions and external pressures, particularly since the late twentieth century. Acknowledging these challenges is essential for an honest account of the discipline’s current condition.
1. Debates over Theory and Method
One of the most persistent internal debates concerns the role and dominance of literary theory. While theory expanded the field’s conceptual reach and interdisciplinary influence, critics have argued that its institutionalization sometimes displaced close reading, historical knowledge, and aesthetic judgment.
This tension has produced ongoing disagreements between theoretically driven approaches and those advocating a return to formal analysis, philology, rhetoric, or historically grounded criticism. The result has been both fragmentation and productive pluralism.
2. Institutional Pressures and Decline
Literary studies has also experienced institutional contraction, particularly in Anglophone universities. Declining enrollments, reduced funding, and departmental closures have forced the field to defend its place within increasingly market-driven educational systems.
These pressures have reshaped curricula, hiring priorities, and research agendas, often privileging demonstrable “impact” over long-term scholarly depth.
3. Economic Justification of the Humanities
A related challenge is the growing demand to justify literary studies in economic or utilitarian terms. Arguments emphasizing transferable skills—critical thinking, communication, adaptability—have helped defend the discipline, but they risk narrowing its intellectual and cultural aims.
Many scholars contend that literature’s value cannot be fully captured by metrics of employability, insisting instead on its role in ethical reflection, cultural memory, and imaginative freedom.
4. Public Relevance and Authority
Literary studies has also confronted questions about its public authority. As cultural commentary has migrated to digital platforms and popular media, academic criticism has sometimes appeared insular or inaccessible.
In response, there has been renewed interest in public humanities, essayistic criticism, and teaching-oriented scholarship that reconnects academic work with broader audiences.
5. Renewal through Self-Critique
These tensions have not merely weakened the discipline; they have also prompted self-examination and renewal. Contemporary literary studies increasingly combines theoretical sophistication with historical depth, formal attentiveness, and ethical seriousness. The field’s willingness to critique its own assumptions remains one of its defining strengths.
By recognizing these internal debates and structural challenges, literary studies presents itself not as a settled or complacent discipline, but as one engaged in ongoing reflection about its methods, purposes, and responsibilities in a changing cultural and institutional landscape.
Purpose of Literary Studies
Interpretation and Meaning
The primary purpose of literary studies is to interpret texts richly and responsibly, explaining how literature creates meaning through form, language, imagery, voice, and structure.
2. Preservation of Cultural Heritage
Through editing, archiving, and historical scholarship, literary studies preserves important works and makes them accessible to future generations.
3. Critical and Ethical Inquiry
Literature is a testing ground for human experience. Studying literature helps individuals:
examine moral and philosophical questions
understand diverse viewpoints
confront social issues
explore the imagination’s power
4. Training in Analytical and Communicative Skills
Literary discipline develops skills essential across professions:
close attention to detail
critical thinking
persuasive writing
interpretive reasoning
cultural literacy
5. Exploration of Aesthetics
Literary studies also seeks to understand the pleasures and structures of artistry—why poetry moves us, how narrative creates suspense, how style functions, and what beauty means in language.
Importance of Literary Studies
Cultural Understanding and Memory
Literature is a record of humanity’s inner life. Studying it helps societies remember, reflect, and interpret their history, values, and aspirations.
2. Empathy and Human Connection
Reading literature strengthens the capacity to imagine the lives of others, fostering empathy and reducing cultural isolation.
3. Intellectual Freedom
Literary analysis encourages questioning, debate, and openness to multiple interpretations—essential qualities for democratic societies.
4. Preservation of Language
Through the study of style, genre, and linguistic change, literary studies enriches and preserves the expressive possibilities of language itself.
5. Influence Across Disciplines
The methods employed in literary studies inform philosophy, history, sociology, psychology, political theory, theology, and even medicine and law.
Place in Society
1. Education
Literary studies is central to curricula from primary schools to graduate programs. It cultivates literacy, imagination, ethical reflection, and intellectual maturity.
2. Cultural Institutions
Libraries, publishing houses, museums, and arts organizations rely on literary scholars for:
editing and curating texts
creating anthologies
interpreting archives
preserving rare works
3. Public Discourse
Literary critics influence cultural conversations through essays, reviews, public scholarship, and commentaries.
4. Media and the Arts
Film, theater, screenwriting, advertising, and media studies use literary analysis to shape storytelling, symbolism, and audience impact.
5. Humanities and Civic Life
As part of the broader humanities, literary studies sustains thoughtful civic engagement by nurturing critical reflection, historical awareness, and nuanced communication.
Cornerstone of the Humanities
Literary studies is a cornerstone of the humanities, offering tools to understand texts not only as artistic creations but as expressions of human thought, feeling, and cultural identity. Its long history—from ancient rhetoric to digital humanities—shows a discipline continuously reinventing itself to meet new forms of storytelling and new intellectual challenges.
By cultivating interpretation, empathy, cultural memory, and critical reasoning, literary studies plays a vital role in shaping educated citizens and sustaining a thoughtful, imaginative, and spiritually enlightened society.
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My Personal Engagement with Literary Studies
From my earliest love of music to my first unpleasant encounter with literary studies as a high school sophomore, it may seem rather odd that I did ever so engage.
Music: My First Love
It is true that my first love was music. I especially loved piano. As I was but a toddler, I watched and listened with awe as my Aunt Winnie played the piano during visits to my paternal grandparents home in Kentucky. Winnie was in her teens and played beautifully only by ear. So I fell in love with the piano, later thrilling to the TV performances of Liberace.
I also persuaded my parents to let me take piano lessons at our little four-room school house in Abington, Indiana, when I was in about the third grade around age 9. The music teacher, Mrs. Frame, came once a week and gave lessons to students, who were permitted the leave the classroom for about a half hour for the lessons.
Unfortunately, the school board decided after about three years into my lessons to ban Mrs. Frame from using out little school to give her lessons; she then continued them at her home. But we had to then travel to her home, and my dad was often too busy to take me to my lessons.
To relieve my dad of that chore, I stopped the lessons fairly soon after Mrs. Frame’s banishment. I have often wished I could have continued the lessons beyond the three years. But I have continued to keep a piano in my home and to play it from time to time.
Literature in High School
During my sophomore year in high school, Mrs. Edna Pickett was my English teacher. The first semester we studied grammar, and I was a straight A student in grammar.
On the first day’s meeting in Mrs. Pickett’s class, she asked the class to name the 8 parts of speech. No one offered to do it, so I raised my hand a spouted them off for her; she was impressed, and she remained impressed with my ability to handle English grammar.
Then second semester arrived. And instead of my beloved grammar, the focus was on general literature. We would read stories and poems in the literature text book—a big thick thing that I had no love for—and then discuss them.
Oddly, I had no yardstick for measuring the height, depth, and width of those works. It seemed that we were supposed to fathom something in the stories that I could not seem to fathom. The study seemed terribly vague and unwieldy, not like grammar, which had real answers and followed logical patterns.
To make matters worse, Mrs. Pickett required us to write book reports. If we did not write a book report, we could not get a A, regardless of our accumulated number.
I thought that book report requirement was unfair, and I refused to write one. True to her word, Mrs. Pickett marked me down to a B, even though my grad average was in the high 90s as usual, which under normal circumstances would have given me my usual A.
I’m not sure how I managed to get A’s on the literature tests, but somehow I did. And Mrs. Pickett said when she assigned the B that she was sad about it, also. That B really stung, and from then on, I went ahead and read books and reported on them.
After sophomore English came junior English which was focused on American literature, in addition to the grammar, of course. By then I had fallen in love the poetry and began to appreciate literature more. So my American literature focus caused me no real consternation.
However, I did not take British literature with Mrs. Pickett in my senior year; that year a course in creative writing was offered and it fulfilled the requirement for academic curricula specialty, so I enrolled in creative writing instead of senior English. I have often regretted not taking both the Brit lit and the creative writing. I could have done so because I had two study hall periods that year.
Curiously, it is also the oddity that I ended up taking British/Irish literature as the main concentration for my PhD studies, writing my dissertation of William Butler Yeats’ focus on Eastern philosophy and religion.
PhD in British Literature
So the next part of this story ends on a reversal that could not have been predicted. And it has some twists and turns. As I enjoyed grammar in early high school, I also enjoyed and was good at foreign language, beginning with Latin. The study of Latin even enhanced my aptitude for English grammar.
I took Latin my freshman year, then I took Spanish my sophomore year; my junior year I took Latin II and Spanish II and then took French my senior year (Mrs. Pickett taught the French class, and it was the first year French had been offered. She even spent the summer at the Sorbonne in Paris boning up on her French stills.)
So my interest become completely ensconced in foreign language, and I knew that in college I would major in foreign language—likely Spanish. But then my creative writing teacher, Mr. Malcolm Sedam, who was working on a masters degree in history, let me know that he needed to translate some works from German. He was writing his thesis on Johannes Erwin Eugen Rommel, known as The Desert Fox, a German Generalfeldmarschall during World War II.
I had begun to study German, Italian, and Brazilian Portuguese on my own. And I had been apprized of the similarities between German and English, and I decided that in college I would likely major in German.
So I made an attempt to translate some the text that Mr. Sedam needed. Of course, that was a total bust; I had only a smattering of German, not nearly enough to translate such material.
Nevertheless, I went ahead and began my German major at Ball State Teachers College which I entered summer quarter 1964. I had to wait until fall quarter to take my first course in German however.
I thoroughly enjoyed studying German at Ball State, transferred to Miami University after studying four quarters at BSU, graduated with a major in German from Miami in April 1967. I then taught German at Brookville, Indiana, for one year. I earned my MA in German from BSU in 1971 then taught 2 more years of German at Brookville.
By this time, I had discovered that a career teaching German was not for me; to do a truly efficient job of such teaching and engaging such scholarship, I would have to travel and study in Germany probably on a yearly basis—a venture that I did not relish.
Besides, I had begun writing and studying poetry written in English and became convinced that as a native speaker of English and dedicated literary studies enthusiast, a concentration in literature written in English was my best focus.
I began an MA in English at BSU in 1976 but did not finish it. Then with many pages of poems, essays, and other writings, especially songs, in 1983, I began anew with the MA in English at BSU, and by this time I had decided that I would earn my PhD in English at BSU. And that’s what I did—finishing the MA in 1984 and the PhD in November 1987.
From 1983, I taught in the BSU writing program as graduate assistant, (1983-1984), doctoral fellow (1984-1987), and assistant professor (1987-1999.) In the fall of 1987, I accepted an offer of a teaching job at a now-defunct college in Virginia, but the job was so much different from what the administration had described that I left and returned to BSU by winter quarter that same year.
Independent Literary Scholar
After leaving the BSU writing program in 1999, I have become an independent scholar, writing, researching, and posting my works online on various sites that accept such works.
An example of my online writing endeavor is that I spent almost ten years posting on the recently defunct HubPages, accumulating over a thousand essays on poetry commentaries, political and social issues—even a few recipes and songs—along with several of my original poems and short stories.
Currently, I curate my own literary website at Linda’s Literary Site. The site features my writings in poems, songs, essays, short stories, fables, recipes, and commentaries.
The financial gain is close to non-existent, whereas I was able to gain a pittance on HubPages, but the satisfaction is enormous with no editorial noise to interrupt by voice.
Useful or Not?
The twists and turns featured in this overview are offered primarily to give readers the opportunity to decide for themselves whether they find my offerings in literary studies of any value for their own perusal.
As mentioned earlier, where I ended up regarding the study of literature had an inauspicious beginning. But it nevertheless has ended with me dedicating my time and effort to my once adversarial subject of literary studies.
Image: Created by ChatGPT inspired by the suggestion of a poetaster
What Is a Poetaster?
Poetaster (pronounced /poʊɪt’æstər/), like rimester or versifier, is a derogatory term applied to bad or inferior poets. Specifically, poetaster has implications of unwarranted pretensions to artistic value. The word was coined in Latin by Erasmus in 1521 [1].
It was first used in English by Ben Jonson in his 1600 play Cynthia’s Revels [2];immediately afterwards Jonson chose it as the title of his 1601 play Poetaster. In that play the “poetaster” character is a satire on John Marston, one of Jonson’s rivals in the Poetomachia or War of the Theatres [3].
Usage
While poetaster has always been a negative appraisal of a poet’s skills, rimester (or rimer) and versifier have held ambiguous meanings depending on the commentator’s opinion of a writer’s verse. Versifier is often used to refer to someone who produces work in verse with the implication that while technically able to make lines rime they have no real talent for poetry. Rimer on the other hand is usually impolite.
The faults of a poetaster frequently include errors or lapses in their work’s meter, badly riming words which jar rather than flow, over-sentimentality, too much use of the pathetic fallacy and unintentionally bathetic choice of subject matter.
Although a mundane subject in the hands of some great poets can be raised to the level of art, such as “On First Looking into Chapman’s Homer” by John Keats or “Ode on the Death of a Favourite Cat, Drowned in a Tub of Gold Fishes” by Thomas Gray, others merely produce bizarre poems on bizarre subjects, an example being James McIntyre, who wrote mainly of cheese.
Other poets often regarded as poetasters are William Topaz McGonagall, Julia A. Moore, Edgar Guest, J. Gordon Coogler, Dmitry Khvostov, and Alfred Austin. Austin, despite having been a British poet laureate, is nevertheless regarded as greatly inferior to his predecessor, Alfred Lord Tennyson. Austin was frequently mocked during his career and is little read today.
The American poet Joyce Kilmer (1886–1918), known for his 1913 poem “Trees”, is often criticized for his overly sentimental and traditional verse written at the dawn of Modernist poetry, although some of his poems are frequently anthologized and retain enduring popular appeal [4] [5]. “Trees” has been parodied innumerable times, including by Ogden Nash [6].
Modern Use
Musician Joanna Newsom on the album The Milk-eyed Mender uses the term to refer to a struggling narrator wracked with ambition to create beautiful poetry in a verse from “Inflammatory Writ”:
And as for my inflammatory writ? Well, I wrote it and I was not inflamed one bit. Advice from the master derailed that disaster; he said “Hand that pen over to me, poetaster”
Rapper Big Daddy Kane uses an adjectival form as an insult in his song “Uncut, Pure”:
Your poetasterous style it plain bore me Pardon the vainglory, but here’s the Kane story The band Miracle Fortress has a song entitled “Poetaster”.
In Wake Up Dead Man: A Knives Out Mystery, Lee Ross refers to political influencer Cy Draven as an “opportunistic poetaster”.
Variants
In the sense that a poetaster is a pretended poet, John Marston coined the term parasitaster, for one who pretends to be a parasite or sycophant, in his play Parasitaster, or The Fawn (1604). Later in the 17th century (the earliest cited use is from 1684) appeared the term criticaster for an inferior and pretentious critic.
[3] Ben Jonson ed. C. H. Herford, P. and E. Simpson, vol. 9 (Oxford, 1950) p. 533.
[4] Robert Cortes Holliday. “Memoir,” in Joyce Kilmer, edited by Holliday (New York: Doran, 1918), I: 17–101.
[5] Conrad PotterAiken. “Confectionery and Caviar: Edward Bliss Reed, John Cowper Powys, Joyce Kilmer, Theodosia Garrison, William Carlos Williams” in Scepticisms. (New York: Alfred A. Knopf, 1919), 178–86.
[6] OgdenNash. “Song of the Open Road” first published in Argosy. Vol. 12 No. 8. (July 1951), 63.
Langston Hughes’ “Theme for English B” dramatizes the brainstorming session of a speaker who is a non-traditional college student. He has been given the assignment to write a paper about himself that is true. He muses on how to go about producing a page that the instructor will understand.
Note on Usage: “Negro,” “Colored,” and “Black”: Before the late 1980s in the United States, the terms “Negro,” “colored,” and “black” were accepted widely in American English parlance. While the term “Negro” had started to lose its popularity in the 1960s, it wasn’t until 1988 that the Reverend Jesse Jackson began insisting that Americans adopt the phrase “African American.” The earlier, more accurate terms were the custom at the time that Langston Hughes was writing.
Introduction with Text of “Theme for English B”
The speaker is a non-traditional, older student in a college English class who has been given the assignment to write a paper that “come[s] out of you.” The instructor has insisted that the paper will be “true” if the student simply writes from his own heart, mind, and experience, but the speaker remains a bit skeptical of that claim, thinking that maybe he is unsure that it is “that simple.
Theme for English B
The instructor said,
Go home and write a page tonight. And let that page come out of you— Then, it will be true.
I wonder if it’s that simple? I am twenty-two, colored, born in Winston-Salem. I went to school there, then Durham, then here to this college on the hill above Harlem. I am the only colored student in my class. The steps from the hill lead down into Harlem, through a park, then I cross St. Nicholas, Eighth Avenue, Seventh, and I come to the Y, the Harlem Branch Y, where I take the elevator up to my room, sit down, and write this page:
It’s not easy to know what is true for you or me at twenty-two, my age. But I guess I’m what I feel and see and hear, Harlem, I hear you: hear you, hear me—we two—you, me, talk on this page. (I hear New York, too.) Me—who? Well, I like to eat, sleep, drink, and be in love. I like to work, read, learn, and understand life. I like a pipe for a Christmas present, or records—Bessie, bop, or Bach. I guess being colored doesn’t make me not like the same things other folks like who are other races. So will my page be colored that I write?
Being me, it will not be white. But it will be a part of you, instructor. You are white— yet a part of me, as I am a part of you. That’s American. Sometimes perhaps you don’t want to be a part of me. Nor do I often want to be a part of you. But we are, that’s true! As I learn from you, I guess you learn from me— although you’re older—and white— and somewhat more free.
This is my page for English B.
Reading of “Theme for English B”
Commentary on “Theme for English B”
In Langston Hughes’ “Theme for English B,” the speaker is musing on how to write a college essay about himself, after receiving the instructor’s assignment in his English class. The issue of race intrudes on the speaker’s thoughts, and he offers his experienced observation about the supposed differences between the races.
First Movement: Not a Simple Assignment
The instructor said,
Go home and write a page tonight. And let that page come out of you— Then, it will be true.
I wonder if it’s that simple? I am twenty-two, colored, born in Winston-Salem. I went to school there, then Durham, then here to this college on the hill above Harlem. I am the only colored student in my class.
The speaker begins his musing by brainstorming, listing the reasons that the assignment may not be so simple as the instructor has made it sound. The student/speaker is only “twenty-two,” but he is older than most of the other students in his class.
He was born in Winston-Salem, North Carolina, where he attended school until he moved to New York. The speaker is now attending college in Harlem. He is the only “colored” student in the class. Despite the fact that the majority of the population of Harlem was African American, it was still a time when few of them attended college.
Second Movement: A Brainstorming Tactic
The steps from the hill lead down into Harlem, through a park, then I cross St. Nicholas, Eighth Avenue, Seventh, and I come to the Y, the Harlem Branch Y, where I take the elevator up to my room, sit down, and write this page:
As the speaker begins to write, he traces the route that he takes from the college to his apartment. This step in his composition process seems to be a delaying tactic—a brainstorming activity just to get started thinking on the issue. He no doubt intuits that during the process of writing one thing leads to another, and he is thereby likely hoping that the trivial will lead to the profound.
Third Movement: Musing on What Is True
It’s not easy to know what is true for you or me at twenty-two, my age. But I guess I’m what I feel and see and hear, Harlem, I hear you: hear you, hear me—we two—you, me, talk on this page. (I hear New York, too.) Me—who?
Well, I like to eat, sleep, drink, and be in love. I like to work, read, learn, and understand life. I like a pipe for a Christmas present, or records—Bessie, bop, or Bach.
The speaker then turns his attention to what might be “true” for himself and what might be “true” for a white instructor. It crosses his mind that the differences between them might be too great for the instructor to understand and appreciate a “colored” student’s experience.
Nevertheless, the speaker begins to examine what he feels is genuine for himself. He then guesses that what he sees helps make him what he is—a brilliant recovery from what might have sounded only like stalling in the brainstorming session that began his composition.
By tracing the route he takes to school, he has opened up the possibilities for what he sees and hears. What he sees and hears is Harlem as he somewhat awkwardly spills out his thinking. He hears himself, he hears his instructor, and now he has to “talk on this page” to this instructor. He hears “New York,” but then he circles back to himself with a question, implying a query into who he actually is.
The answer to his question is important because the assignment, after all, is to produce a piece of writing that tells the instructor who the student is, what he hopes for, and what is in his heart and mind. The instructor has intimated that if the student writer will search his own heart and mind, he will then write what is “true,” that is, what is genuine and accurate without obfuscation and guile. The speaker then moves on to catalogue what he likes: sleeping, eating, drinking, and being in love.
Furthermore, the speaker enjoys such activities as working, reading, learning, and he likes to “understand life”—all fine qualities that would likely impress a university instructor. He also likes to receive “a pipe for a Christmas present.”
Finally, the speaker lists other items that he enjoys getting such as records for Christmas because he enjoys listening to music. His taste in music turns out to be rather eclectic from “Bessie, bop, or Bach.” He must be simply gleeful that his music preferences create an interesting sounding alliterative series of names.
Fourth Movement: Communication between Black and White
I guess being colored doesn’t make me not like the same things other folks like who are other races. So will my page be colored that I write?
The opening two lines of this movement present the observation that this young man has tentatively made in his life, so he frames that observation as a “guess”—he surmises that race does not dictate what an individual “likes.”
Still as a young man, the speaker continues to wonder if how he feels and what he says will register with his white instructor. He, therefore, wonders if what he writes will be “colored.”
The speaker is contemplating what he believes is genuine for himself as the instructor has suggested, but he remains unsure that he can be understood by a white instructor if his words reveal him as “colored.”
Fifth Movement: Racial Boundaries
Being me, it will not be white. But it will be a part of you, instructor. You are white— yet a part of me, as I am a part of you. That’s American. Sometimes perhaps you don’t want to be a part of me. Nor do I often want to be a part of you. But we are, that’s true! As I learn from you, I guess you learn from me— although you’re older—and white— and somewhat more free.
This is my page for English B.
The speaker then insists that what he writes will “not be white.” Yet it must still be part of the instructor. Although he is black and the instructor is white, they are surely still part of each other because “That’s American.”
Yet the speaker does remain aware that often whites do not want to be part of blacks, and he is also aware that the reverse is equally true. Despite those racial boundaries of separation, the speaker believes that they are still part of each other, whether they accept it or not.
Finally, the speaker concludes with a very significant discernment: the black student learns from the white instructor, and the white instructor can also learn from the black student, even if the instructor is older, white, and “somewhat more free” than the black student.
The speaker concludes by offering the explicit statement, “This is my page for English B.” He seems to feel that he has likely exhausted his exploration for the true, genuine, and accurate for this English assignment.
The Speaker of the Poem
Lest readers are tempted to take this poem as autobiography, a perusal of Hughes’ autobiographical work, The Big Sea, should disabuse them of that error. In that first autobiography (his second was I Wonder as I Wander), the poet describes his college days at Lincoln University, located in “the rolling hills of Pennsylvania,” not “on the hill above Harlem.”
Hughes does not broach any subject as mundane as an English class assignment as he describes his rough and tumble days at Lincoln. Also, Hughes was born in Joplin, Missouri, not “Winston-Salem.”
It is useful to remember that poets seldom write autobiographical details; they often create characters, as playwrights do. Hughes does take the opportunity in this piece to make a statement about race relations, a topic that he explored his whole life. But the speaker of a poem and the poet are often not the same, and to understand and appreciate the poem that fact must be kept in mind.
Controversy over the Phrase “African American”
The controversy surrounding the appellation, “African American,” reached an important pinnacle after Teresa Heinz Kerry, Caucasian wife of the 2004 presidential candidate and former senator John Kerry, identified herself as “African American.”
Teresa Heinz was born and raised in Mozambique, which is a country in Africa. Having been a resident of the USA since 1963, she qualifies most assuredly as an “African American.” The fact that she is white demonstrates the inaccuracy that Rev. Jackson foisted upon the black population of the United States of America, as he attempted to euphemize terms that need no euphemism.
Walt Whitman in Camden, N.J., c. 1891. (Colorised black and white print). Creator: Thomas Eakins. (Photo by Heritage Art/Heritage Images via Getty Images)
Walt Whitman’s “When Lilacs Last in the Dooryard Bloom’d”
Walt Whitman’s admiration for President Lincoln is dramatized in the poet’s elegy “When Lilacs Last in the Dooryard Bloom’d,” mourning the death while celebrating the presidency of the sixteenth president, Abraham Lincoln.
Introduction and Text of “When Lilacs Last in the Dooryard Bloom’d”
In Walt Whitman’s “When Lilacs Last in the Dooryard Bloom’d,” the speaker laments the death of President Lincoln, but he does much more than merely offer his own sad and melancholy state of mind. This speaker creates a sacred myth through which he not only offers a tribute to the fallen president but also creates a symbolic triad that will henceforth bring readers’ and listeners’ attention to the momentous event.
The speaker also composes a “Death Carol,” in which rests the irony of elevating death from the lamentation it usually brings for a celebrated friend whom all suffering humanity can afford the fealty of welcome.
It might be observed that poet Walt Whitman sectioned his elegy into 16 parts, symbolizing the fact that Abraham Lincoln, the heroic subject of the poem, had served as the sixteenth president of the United States.
When Lilacs Last in the Dooryard Bloom’d
1
When lilacs last in the dooryard bloom’d, And the great star early droop’d in the western sky in the night, I mourn’d, and yet shall mourn with ever-returning spring.
Ever-returning spring, trinity sure to me you bring, Lilac blooming perennial and drooping star in the west, And thought of him I love.
2
O powerful western fallen star! O shades of night—O moody, tearful night! O great star disappear’d—O the black murk that hides the star! O cruel hands that hold me powerless—O helpless soul of me! O harsh surrounding cloud that will not free my soul.
3 In the dooryard fronting an old farm-house near the white-wash’d palings, Stands the lilac-bush tall-growing with heart-shaped leaves of rich green, With many a pointed blossom rising delicate, with the perfume strong I love, With every leaf a miracle—and from this bush in the dooryard, With delicate-color’d blossoms and heart-shaped leaves of rich green, A sprig with its flower I break.
4
In the swamp in secluded recesses, A shy and hidden bird is warbling a song.
Solitary the thrush, The hermit withdrawn to himself, avoiding the settlements, Sings by himself a song.
Song of the bleeding throat, Death’s outlet song of life, (for well dear brother I know, If thou wast not granted to sing thou would’st surely die.)
5
Over the breast of the spring, the land, amid cities, Amid lanes and through old woods, where lately the violets peep’d from the ground, spotting the gray debris, Amid the grass in the fields each side of the lanes, passing the endless grass, Passing the yellow-spear’d wheat, every grain from its shroud in the dark-brown fields uprisen, Passing the apple-tree blows of white and pink in the orchards, Carrying a corpse to where it shall rest in the grave, Night and day journeys a coffin
6
Coffin that passes through lanes and streets, Through day and night with the great cloud darkening the land, With the pomp of the inloop’d flags with the cities draped in black, With the show of the States themselves as of crape-veil’d women standing, With processions long and winding and the flambeaus of the night, With the countless torches lit, with the silent sea of faces and the unbared heads, With the waiting depot, the arriving coffin, and the sombre faces, With dirges through the night, with the thousand voices rising strong and solemn, With all the mournful voices of the dirges pour’d around the coffin, The dim-lit churches and the shuddering organs—where amid these you journey, With the tolling tolling bells’ perpetual clang, Here, coffin that slowly passes, I give you my sprig of lilac.
7
(Nor for you, for one alone, Blossoms and branches green to coffins all I bring, For fresh as the morning, thus would I chant a song for you O sane and sacred death.
All over bouquets of roses, O death, I cover you over with roses and early lilies, But mostly and now the lilac that blooms the first, Copious I break, I break the sprigs from the bushes, With loaded arms I come, pouring for you, For you and the coffins all of you O death.)
8
O western orb sailing the heaven, Now I know what you must have meant as a month since I walk’d, As I walk’d in silence the transparent shadowy night, As I saw you had something to tell as you bent to me night after night, As you droop’d from the sky low down as if to my side, (while the other stars all look’d on,) As we wander’d together the solemn night, (for something I know not what kept me from sleep,) As the night advanced, and I saw on the rim of the west how full you were of woe, As I stood on the rising ground in the breeze in the cool transparent night, As I watch’d where you pass’d and was lost in the netherward black of the night, As my soul in its trouble dissatisfied sank, as where you sad orb, Concluded, dropt in the night, and was gone.
9
Sing on there in the swamp, O singer bashful and tender, I hear your notes, I hear your call, I hear, I come presently, I understand you, But a moment I linger, for the lustrous star has detain’d me, The star my departing comrade holds and detains me.
10
O how shall I warble myself for the dead one there I loved? And how shall I deck my song for the large sweet soul that has gone? And what shall my perfume be for the grave of him I love?
Sea-winds blown from east and west, Blown from the Eastern sea and blown from the Western sea, till there on the prairies meeting, These and with these and the breath of my chant, I’ll perfume the grave of him I love.
11
O what shall I hang on the chamber walls? And what shall the pictures be that I hang on the walls, To adorn the burial-house of him I love?
Pictures of growing spring and farms and homes, With the Fourth-month eve at sundown, and the gray smoke lucid and bright, With floods of the yellow gold of the gorgeous, indolent, sinking sun, burning, expanding the air, With the fresh sweet herbage under foot, and the pale green leaves of the trees prolific, In the distance the flowing glaze, the breast of the river, with a wind-dapple here and there, With ranging hills on the banks, with many a line against the sky, and shadows, And the city at hand with dwellings so dense, and stacks of chimneys, And all the scenes of life and the workshops, and the workmen homeward returning.
12
Lo, body and soul—this land, My own Manhattan with spires, and the sparkling and hurrying tides, and the ships, The varied and ample land, the South and the North in the light, Ohio’s shores and flashing Missouri, And ever the far-spreading prairies cover’d with grass and corn.
Lo, the most excellent sun so calm and haughty, The violet and purple morn with just-felt breezes, The gentle soft-born measureless light, The miracle spreading bathing all, the fulfill’d noon, The coming eve delicious, the welcome night and the stars, Over my cities shining all, enveloping man and land.
13
Sing on, sing on you gray-brown bird, Sing from the swamps, the recesses, pour your chant from the bushes, Limitless out of the dusk, out of the cedars and pines.
Sing on dearest brother, warble your reedy song, Loud human song, with voice of uttermost woe.
O liquid and free and tender! O wild and loose to my soul—O wondrous singer! You only I hear—yet the star holds me, (but will soon depart,) Yet the lilac with mastering odor holds me.
14
Now while I sat in the day and look’d forth, In the close of the day with its light and the fields of spring, and the farmers preparing their crops, In the large unconscious scenery of my land with its lakes and forests, In the heavenly aerial beauty, (after the perturb’d winds and the storms,) Under the arching heavens of the afternoon swift passing, and the voices of children and women, The many-moving sea-tides, and I saw the ships how they sail’d, And the summer approaching with richness, and the fields all busy with labor, And the infinite separate houses, how they all went on, each with its meals and minutia of daily usages, And the streets how their throbbings throbb’d, and the cities pent—lo, then and there, Falling upon them all and among them all, enveloping me with the rest, Appear’d the cloud, appear’d the long black trail, And I knew death, its thought, and the sacred knowledge of death.
Then with the knowledge of death as walking one side of me, And the thought of death close-walking the other side of me, And I in the middle as with companions, and as holding the hands of companions, I fled forth to the hiding receiving night that talks not, Down to the shores of the water, the path by the swamp in the dimness, To the solemn shadowy cedars and ghostly pines so still.
And the singer so shy to the rest receiv’d me, The gray-brown bird I know receiv’d us comrades three, And he sang the carol of death, and a verse for him I love.
From deep secluded recesses, From the fragrant cedars and the ghostly pines so still, Came the carol of the bird.
And the charm of the carol rapt me, As I held as if by their hands my comrades in the night, And the voice of my spirit tallied the song of the bird.
Death Carol
Come lovely and soothing death, Undulate round the world, serenely arriving, arriving, In the day, in the night, to all, to each, Sooner or later delicate death.
Prais’d be the fathomless universe, For life and joy, and for objects and knowledge curious, And for love, sweet love—but praise! praise! praise! For the sure-enwinding arms of cool-enfolding death.
Dark mother always gliding near with soft feet, Have none chanted for thee a chant of fullest welcome? Then I chant it for thee, I glorify thee above all, I bring thee a song that when thou must indeed come, come unfalteringly.
Approach strong deliveress, When it is so, when thou hast taken them I joyously sing the dead, Lost in the loving floating ocean of thee, Laved in the flood of thy bliss O death.
From me to thee glad serenades, Dances for thee I propose saluting thee, adornments and feastings for thee, And the sights of the open landscape and the high-spread sky are fitting, And life and the fields, and the huge and thoughtful night.
The night in silence under many a star, The ocean shore and the husky whispering wave whose voice I know, And the soul turning to thee O vast and well-veil’d death, And the body gratefully nestling close to thee.
Over the tree-tops I float thee a song, Over the rising and sinking waves, over the myriad fields and the prairies wide, Over the dense-pack’d cities all and the teeming wharves and ways, I float this carol with joy, with joy to thee O death.
15
To the tally of my soul, Loud and strong kept up the gray-brown bird, With pure deliberate notes spreading filling the night.
Loud in the pines and cedars dim, Clear in the freshness moist and the swamp-perfume, And I with my comrades there in the night.
While my sight that was bound in my eyes unclosed, As to long panoramas of visions.
And I saw askant the armies, I saw as in noiseless dreams hundreds of battle-flags, Borne through the smoke of the battles and pierc’d with missiles I saw them, And carried hither and yon through the smoke, and torn and bloody, And at last but a few shreds left on the staffs, (and all in silence,) And the staffs all splinter’d and broken.
I saw battle-corpses, myriads of them, And the white skeletons of young men, I saw them, I saw the debris and debris of all the slain soldiers of the war, But I saw they were not as was thought, They themselves were fully at rest, they suffer’d not, The living remain’d and suffer’d, the mother suffer’d, And the wife and the child and the musing comrade suffer’d, And the armies that remain’d suffer’d.
16
Passing the visions, passing the night Passing, unloosing the hold of my comrades’ hands, Passing the song of the hermit bird and the tallying song of my soul, Victorious song, death’s outlet song, yet varying ever-altering song, As low and wailing, yet clear the notes, rising and falling, flooding the night, Sadly sinking and fainting, as warning and warning, and yet again bursting with joy, Covering the earth and filling the spread of the heaven, As that powerful psalm in the night I heard from recesses, Passing, I leave thee lilac with heart-shaped leaves, I leave thee there in the door-yard, blooming, returning with spring.
I cease from my song for thee, From my gaze on thee in the west, fronting the west, communing with thee, O comrade lustrous with silver face in the night.
Yet each to keep and all, retrievements out of the night, The song, the wondrous chant of the gray-brown bird, And the tallying chant, the echo arous’d in my soul, With the lustrous and drooping star with the countenance full of woe, With the holders holding my hand nearing the call of the bird, Comrades mine and I in the midst, and their memory ever to keep, for the dead I loved so well, For the sweetest, wisest soul of all my days and lands—and this for his dear sake, Lilac and star and bird twined with the chant of my soul, There in the fragrant pines and the cedars dusk and dim.
Commentary on “When Lilacs Last in the Dooryard Bloom’d”
Walt Whitman was deeply affected by the assassination of President Lincoln on April 14, 1865. The poet’s admiration is dramatized in his elegy as it emphasizes three symbols: a lilac, a star, and a bird.
First Movement 1-6: Springtime when Lilacs Bloom
The speaker begins by setting the time frame in spring when lilacs bloom. He is in mourning and suggests that Americans will continue to mourn this time of year, when three events continue to come together: the lilacs bloom, the star Venus appears, and the speaker’s thoughts of the president he venerated return.
The lilacs and the star of Venus immediately become symbolic of the speaker’s feelings and the momentous event that has engendered them. In the second section of the first movement, the speaker offers a set of keening laments prefaced by “O”:
O powerful western fallen star! O shades of night—O moody, tearful night! O great star disappear’d—O the black murk that hides the star! O cruel hands that hold me powerless—O helpless soul of me! O harsh surrounding cloud that will not free my soul.
Each keen grows more intense as it progresses to the final, ” O hard surrounding cloud that will not free my soul.” He picks a sprig of lilac whose leaves are heart-shaped. This act indicates that the lilac will henceforth become symbolic for the speaker; the lilac will symbolize the love the speaker bears for the fallen president.
The speaker then introduces the singing hermit thrush whose song will elevate the bird to symbolic significance for the speaker, as well as the lilacs and star. In the final two sections of the first movement, the speaker describes the landscape through which President Lincoln’s casketed body moved to its final resting place in Illinois.
Second Movement 7: The Symbolic Offering
The second movement consists of a parenthetical offering of flowers to the casketed corpse of the president but also suggests that the speaker would overlay the coffins of all the war dead with roses and lilies, “But mostly and now the lilac that blooms the first.”
Again, the suggestion that the lilac will remain a symbol because it is the first flower to bloom every spring. While showering the coffins of the fallen, the speaker says he will “chant a song for you O sane and sacred death.”
Third Movement 8-9: The Star of Venus
The speaker now confronts the “western orb” that star of Venus that he had observed a month earlier. He imagines that the symbolic star had been speaking to him of the tragic events to come.
The star seemed to drop to the speaker’s side as the other stars watched. The speaker felt a sadness as the star “drops in the night, and was gone.” Now that the month has passed, the speaker feels that he was being forewarned by the symbolic star.
The speaker says that the “star of my departing comrade hold and detains me,” as he addresses the “singer bashful and tender,” that is, the hermit thrush who sings his solitary song from the covering of leaves.
Fourth Movement 10-13: A Personal Shrine to a Slain President
The speaker now muses on how he will be able to “warble . . . for the dead one there I loved.” He continues to lament but knows he must compose a “song for the large sweet soul that has gone.”
The speaker then considers what he will “hang on the chamber walls,” indicating he will erect a personal shrine to the slain president. He offers a number of items that he feels must decorate that shrine, as he catalogues them; for example, “Pictures of growing spring and farms and homes.”
The famous Whitman catalogue finds its way into several movements of this elegy. As it is the president of the country who has died, the speaker places scenes from the country in his elegy:
Lo, body and soul—this land, My own Manhattan with spires, and the sparkling and hurrying tides, and the ships,The varied and ample land, the South and the North in the light, Ohio’s shores and flashing Missouri, And ever the far-spreading prairies cover’d with grass and corn.
The speaker then commands the bird to sing as he prepares to offer a “Death Carol” in the next movement.
Fifth Movement 14: A Hymn to Death
The speaker creates a moving tribute to the president by replacing the sorrow of death with the dignity and necessity of death. Death becomes a friend who gives respite to the weary body—a fact often referenced by the “Father of Yoga in the West” Paramahansa Yogananda.
The speaker prefaces his “Death Carol” with a scene of himself walking between two friends: “knowledge of death” walked on one side of the speaker, and the “thought of death” occupied the other.
The “Death Carol” virtually lovingly addresses death, inviting it to “come lovely and soothing death.” He welcomes death to “undulate round the world.” He has almost fully accepted that death comes “in the day, in the night, to all, to each, / Sooner or later.” The speaker’s lament has transformed death from a dreaded event to a sacred, sweet one to which he will float a song full of joy.
Sixth Movement 15-16: Entwining the Images and Symbols
The speaker credits the bird with the composition of the “Death Carol.” This crediting indicates that the speaker had become so closely in tune with the warbling bird that he cognizes a hymn from the singing.
The speaker then catalogues scenes that he had actually witnessed as he traveled the battlefields of the war during which time he had nursed the wounded and dying. He saw “battle-corpses, myriads of them.”
But he finally realizes something vital to the awareness of the reality of death: “. . . I saw they were not as was thought, / They themselves were fully at rest, they suffer’d not.” The speaker realized that it is the living who suffer the death of the deceased and not the deceased, who remained, “fully at rest.”
The speaker’s parting words offer his summation of the entwined images that now have become and will retain their symbolic significance for the speaker: “For the sweetest, wisest soul of all my days and lands—and this for his dear sake, / Lilac and star and bird twined with the chant of my soul.”
A Few Curiosities Regarding Edward de Vere and the WriterWho Called Himself Shake-speare
by Mark Alexander and Prof. Daniel Wright
Unlike William of Stratford—born to illiterate parents in a virtually bookless market town in provincial Warwickshire—Edward de Vere was born to a mother of prominent literary associations (Margaret Golding) and a father who kept an acting company (the Earl of Oxford’s Men) that his son inherited; Edward de Vere’s father also was one of the early nobleman patrons of the theatre and a patron to John Bale, one of the early writers of the history play, the genre with which the writer known as Shakespeare is widely regarded to have begun his own playwriting career.
The Shakespearean sonnet (also known as the English sonnet) was not original with Shakespeare (merely popularized by him). The Shakespearean sonnet actually was invented by Edward de Vere’s paternal uncle—Henry Howard, the 5th earl of Surrey.
Scholars regard Arthur Golding’s translation of Ovid’s Metamorphoses as a leading influence on Shakespeare, second only to the Bible. Arthur Golding was Edward de Vere’s maternal uncle, and Edward, when a teen, lived with him. Golding, in a dedication of one of his works to the young Edward de Vere, saluted his nephew’s interest in and command of history.
The Geneva Bible, widely recognised by scholars as Shakespeare’s Bible, was the edition of the Scriptures owned by Edward de Vere, and his personal copy (now in the possession of the Folger Shakespeare Library) contains notations and marginalia that bear striking correspondence to passages, themes and image clusters that appear in the works of the writer who called himself Shakespeare. William of Stratford, to the best of our knowledge, not only owned no Protestant Bible but, as many Stratfordian adherents attest, was, in personal conviction, a deeply-committed, radical Roman Catholic who went so far as to purchase the notorious Blackfriars Gatehouse in 1613 – a den of Catholic conspiracy and sedition – a purchase that is utterly unaccountable and laughably ridiculous if the buyer were the demonstrably Anglican playwright, Shakespeare.
Shakespeare’s history plays rewrite the histories of the earls of Oxford—even in incidental ways that are inconsequential to the plays’ substance—in order to bestow a uniformly shining and patriotic legacy on the de Veres.
The writer who called himself Shakespeare was multi-lingual. He had access to a massive, rarefied library, the works of which (many yet untranslated into English in Shakespeare’s era) saturate the poems and plays of Shakespeare. Oxford lived, and was tutored, in Cecil House, the household with not only the best library in England but one of the finest libraries in Europe. There is no evidence, however, that William of Stratford ever owned—let alone read—so much as a single essay or book; indeed, not only do we have no correspondence from William of Stratford to his supposed colleagues—we have no record of any correspondence from him to anyone. No writer of the Elizabethan age ever wrote or even hinted that William of Stratford was a poet or a playwright. No one ever dedicated anything to him. Astonishingly, Phillip Henslowe, the great diarist of the Elizabethan theatre, makes no mention of even knowing the man.
Shakespeare’s intimate knowledge of politics and law has always impressed but bewildered scholars, particularly as Will Shakspere of Stratford is not known ever to have attended so much as a single day of school. Astonishingly, no tutor or pedagogue of the era ever left any record that he taught William of Stratford or recorded that he knew him to be anyone else’s student. Unlike Kit Marlowe, no one offered Will Shakspere any scholarly aid or assistance in furthering his education. Edward de Vere, however, was praised by scholars for the breadth of his learning. He received tutelage from some of the finest minds in Europe—most notably, Sir Thomas Smith; he was awarded degrees from Cambridge and Oxford Universities and enrolled at Gray’s Inn to study law. He served on the Privy Council during the reign of King James. One writer of a book on Renaissance politics has said that Shakespeare is the age’s best tutor on the inside workings of political power. Accordingly, and perhaps unsurprisingly, the man to whom Oxford’s care and education was entrusted was England’s chief politician and statesman, William Cecil, and Oxford, following his father’s death, was raised in Cecil House—arguably the most political house in England. Oxford’s tutors, moreover, were experienced as well as learned men; Smith, for example, was Regius Professor of Civil Law at Cambridge University, twice Ambassador to France, and later, Principal Secretary.
Edward de Vere owned the lease to the Blackfriars’ Theatre, was an acknowledged poet and playwright himself, was a patron to players and was a playhouse producer. He provided dramatic entertainment for the court at Whitehall. According to the writer of The Arte of English Poesie (1589), he was known, however, as a courtier who did not reveal the authorship of the works he wrote.
Scholars regard John Lyly and Anthony Munday as writers who exerted prominent influence on Shakespeare. Both, interestingly enough, were employed by Edward de Vere. Anthony Munday was Oxford’s secretary and an actor in Oxford’s Men; the playwright, John Lyly, was also a private secretary to Oxford, and he and Oxford co-produced plays. No evidence has ever been uncovered to establish that Lyly and Munday even knew Will Shakspere of Stratford-Upon-Avon.
George Baker’s medical book, The Newe Jewell of Health (1576) is widely acknowledged as a book that was a key influence on Shakespeare. George Baker was the household physician of Edward de Vere, and Baker’s medical book that Shakespeare used was dedicated to the Countess of Oxford. Stephen Booth is one prominent orthodox scholar who, in his study of the Sonnets, points to the importance of Baker’s book to Shakespeare, but he excludes any mention of Baker’s connection to Oxford or Baker’s dedication of his book to Oxford’s wife, Anne.
Scholars long have noted that Baldesar Castiglione’s The Courtier was an influence on the writer who created Hamlet. When he was 21, Oxford wrote a Latin preface to Clerke’s translation of The Courtier.
Scholars note that Cardan’s Comforte was an influence on the writer who created Hamlet. The English translation of this book was dedicated to Oxford; Oxford himself commanded that this work be translated and published.
We know from Thomas Nashe’s preface to Greene’s Menaphon that Hamlet was in performance as early as 1589. Some orthodox scholars, however, believe that William of Stratford had barely settled in London by that time. This still does not deter some Stratfordians from arguing that in the space of perhaps less than a year, Stratford Will, after or while working as an ostler, and without any known literary background, education, apprenticeship or theatrical experience, launched his dramatic career by writing and staging what today is broadly regarded as perhaps the greatest play ever written. Other Stratfordians choose to sail past Scylla rather than navigate this Charybdis by imaginatively suggesting that the Hamlet to which Nashe referred must have been—had to have been!—a play called Hamlet that someone else wrote; this Hamlet, they propose, Stratford Will later stole, adapted and made his own.
Many traditional scholars, for almost 100 years, have acknowledged that Polonius (originally named Corambis) from Hamlet is based on Oxford’s guardian and father-in-law—the Queen’s chief minister of State, William Cecil, Lord Burghley—whose family motto, cor unam via una (one heart, one way) is parodied in the earliest version of Hamlet (Corambis effectively means “double-hearted” or “two-faced”). Burghley’s daughter, Anne, the wife of Edward de Vere, they have argued, was the basis for Ophelia, Polonius’s daughter. There is no evidence that the commoner, William of Stratford, even knew Lord Burghley or his daughter, the Countess of Oxford.
Scientists have observed that Shakespeare’s record of astronomical knowledge acquired during the Elizabethan Age (such as the discovery of Mars’ retrograde orbit) and the record of major celestial events (such as the supernova of 1572) cease with the occurrence of astronomical events and discoveries that had been made by mid-1604. William of Stratford, however, lived until 23 April 1616—long enough, if he were Shakespeare, to continue to record in the Shakespeare plays the discovery of sunspots, the invention of the telescope, the discovery of Jupiter’s moons, and other significant celestial phenomena and developments in astronomical science that occurred between 1604 and 1616. But the Shakespeare plays, while abundantly referential to such discoveries prior to 1604, are silent on those astronomical discoveries and celestial phenomena that were made or observed between 1604 and 1616. Edward de Vere died on 24 June 1604.
Shakespeare’s intimate knowledge of Italy has perplexed scholars, especially as William of Stratford never traveled farther from Stratford-Upon-Avon than London. Oxford’s travels, however, took him to practically all of the locations in Shakespeare’s Italian plays, including Milan, Padua, Verona, Venice (where he built a home), Mantua, Sicily and a host of other Italian cities and sites. The orthodox Italian scholar, Professor Ernesto Grillo, accordingly, has declared that Shakespeare’s familiarity with his native land indicates that Shakespeare had to have traveled extensively in Italy; as he writes: “When we consider that in the north of Italy he [Shakespeare] reveals a more profound knowledge of Milan, Bergamo, Verona, Mantua, Padua and Venice, the very limitation of the poet’s notion of geography proves that he derived his information from an actual journey through Italy and not from books.”
When Oxford was in Venice, he borrowed 500 crowns from a man named Baptista Nigrone. When in Padua, he borrowed more money from a man named Pasquino Spinola. In Shakespeare’s Taming of the Shrew, Kate’s father is described as a man “rich in crowns.” Where does this character in Shakespeare’s play live? Padua. What is his name? Baptista Minola—a conflation of Baptista Nigrone and Pasquino Spinola.
In May 1573, in a letter to William Cecil, two of Oxford’s former employees accused three of Oxford’s friends of attacking them on “the highway from Gravesend to Rochester.” In Shakespeare’s 1 Henry IV, Falstaff and three roguish friends of Prince Hal also waylay unwary travelers—on the highway from Gravesend to Rochester.
Such singular events in the plays as the Gad’s Hill robbery in 1 Henry IV, the attack on and release of Hamlet by pirates at sea, and the bed trick of All’s Well That Ends Well—any one of which would constitute a highly unusual event in any man’s experience—are all documented events in Oxford’s life.
The three dedicatees of Shakespeare’s works (the earls of Southampton, Montgomery and Pembroke) were each proposed as husbands for the three daughters of Edward de Vere. (Venus and Adonis and The Rape of Lucrece were dedicated to Southampton and the First Folio of Shakespeare’s plays was dedicated to Montgomery and Pembroke.) Southampton declined the hand of Elizabeth Vere to marry Elizabeth Vernon (Elizabeth Vere later married William Stanley, the 6th earl of Derby, himself a man of the theatre); Montgomery married Oxford’s daughter, Susan, in 1604; and Bridget Vere, proposed by her prospective father-in-law, the earl of Pembroke, as a bride for his son, married Lord Norris after her father’s death. There is no record, anywhere, that any of these powerful aristocrats, exclusively connected with the works of Shakespeare, even knew Will Shakspere. (Needless to say, none of them proposed to or married any of his daughters!)
Following the death of his father, the 18th earl of Oxford, Henry de Vere, participated in the formation of a Protestant resistance to a proposed English alliance with Catholic Spain. Who were Henry de Vere’s leading compatriots in this resistance? The earls of Southampton, Montgomery and Pembroke—the three dedicatees of the poems and plays of Shakespeare.
The writer who called himself Shakespeare possessed the largest published vocabulary of any writer who has ever lived. Like many other orthodox scholars, Edward T. Oakes, in “Shakespeare’s Millennium,” recognizes Shakespeare’s unique achievement as a wordsmith; he notes that “one-twelfth of the words in the Shakespeare canon make their appearance, at least in print, for the first time in English,” and he acknowledges that “most of [these] must have been of his coinage.” Oakes also records that “nearly half of Shakespeare’s words were what scholars call hapax legomena, that is, words that Shakespeare used only once.” Even allowing William of Stratford the benefit of an elementary schooling that there is no evidence he received, Oakes himself declares “[t]he idea that the greatest playwright of the human race could have poured forth such a cornucopia of genius with only the benefit of a grammar school education does seem to stretch stupefaction past the point of credulity.”
Researchers have discovered that words frequently credited by the Oxford English Dictionary and other sources as having had their first usage in Shakespeare actually have shown up earlier in Edward de Vere’s personal letters.
“I am that I am” is peculiar to Shakespeare as an appropriation from Scripture (Exodus 3: 14)—but it shows up, in the same form, in a letter from Edward de Vere to Lord Burghley. (See Sonnet 121 and Hank Whittemore’s Shakepseare Blog)
In 1589, in order to raise much-needed funds, Edward de Vere hurriedly sold his London residence, Fisher’s Folly, to William Cornwallis who, with his young daughter, Anne, took up residence in the earl’s former home. In 1852, Shakespeare biographer J. O. Halliwell-Phillips discovered Anne Cornwallis’s copybook from her days at Fisher’s Folly in which she had transcribed verses from Edward de Vere, presumably from manuscripts left behind when the residence changed hands. Interestingly, however, Halliwell-Phillips observed that Anne’s copybook included not only then-unpublished poetry by Edward de Vere but two unpublished sonnets that later would be attributed to Shakespeare. Anne’s copybook, moreover, included another poem scholars later would attribute to Shakespeare that was printed by William Jaggard in 1599 in his miscellanies of Elizabethan poetry, The Passionate Pilgrim. Halliwell-Phillips estimated that Anne Cornwallis made her transcriptions of these then-unpublished verses in 1590, the year after she and her father took up residence at Fisher’s Folly. Of course, how Anne Cornwallis, in 1590, would have acquired unpublished poems by Shakespeare in the former home of Edward de Vere no one in orthodox circles ever has been able to persuasively explain.
On 22 July 1598, the Stationers’ Register records: “Entred for his copie under the handes of bothe the wardens, a booke of the Merchaunt of Venyce or otherwise called the Iewe of Venice. / Provided that yt bee not printed by the said Iames Robertes [the printer who presented the work for registration]; or anye other whatsoever without lycence first had from the Right honorable the lord Chamberlen.” As (1) no such license was ever extended by the Stationers’ Office to anyone other than an author of a registered work, and as (2) no Lord Chamberlain of the Royal Household ever licensed (or possessed the authority to license) the publication of another’s work, and as (3) numerous examples exist of Oxford and others referencing Oxford as Lord Chamberlain (rather than Lord Great Chamberlain— the title that formally distinguished him from the Lord Chamberlain of the Royal Household), one can reach no other conclusion than that the Stationers’ Register entry of 22 July 1598 indicates Oxford to be the author of The Merchant of Venice and, accordingly, the only person with the legal authority to oversee and authorise its publication. The attendant conclusion, based on all the evidence, is unmistakable: if Oxford is the author of The Merchant of Venice, Oxford is Shakespeare.
Henry Peacham, in The Compleat Gentleman [1622], praised Oxford above all other writers among the Golden Age writers during the reign of Queen Elizabeth — and his list makes no mention of any William Shakespeare.
Oxford received the kinds of literary accolades worthy of (and that one would expect would go to) Shakespeare. William of Stratford, however, never had anything dedicated to him, from anyone, in the whole of his life. Yet, despite the accolades accorded Oxford by his contemporaries, no traditional scholar has yet identified what plays of the era that were so highly praised of Oxford might be Oxford’s; if his works are not those of the great Elizabethan spear-shaker, where are they? Is it credible to assert that every single one of his plays was lost?
Gabriel Harvey saluted (in English translation from the Latin) the 17th Earl of Oxford in Gratulationes Valdinenses, libri quatuor (1578): “English poetical measures have been sung thee long enough. Let that Courtly Epistle—more polished even than the writings of Castiglione himself—witness how greatly thou dost excel in letters. I have seen many Latin verses of thine, yea, even more English verses are extant; thou hast drunk deep draughts not only of the Muses of France and Italy, but hast learned the manners of many men, and the arts of foreign countries . . . . Thine eyes flash fire, thy countenance shakes a spear . . . .”
William Webbe, in A Discourse on English Poetry (1586) wrote: “I may not omit the deserved commendations of many honourable and noble Lords and Gentlemen in Her Majesty’s Court, which, in the rare devices of poetry, have been and yet are most skilful; among whom the right honourable Earl of Oxford may challenge to himself the title of most excellent among the rest.”
George Puttenham, in The Arte of English Poesie (1589) wrote: “And in Her Majesty’s time that now are have sprung up another crew of Courtly makers, Noblemen and Gentlemen of Her Majesty’s own servants, who have written excellently well as it would appear if their doings could be found out and made public with the rest, of which number is first the noble gentleman Edward Earl of Oxford.”
John Marston, in Scourge of Villanie (1598) hailed a great, unacknowledged writer with a “silent name” bounded by “one letter” who one day would achieve the recognition he was due when pretenders to his greatness would be exposed: “Far fly thy fame, / Most, most of me beloved, whose silent name [Edward de Vere?] / One letter [e?] bounds . . . . [T]hy unvalu’d worth / Shall mount fair place when Apes are turned forth.”
Francis Meres, in Palladis Tamia (1598) declared of the era’s playwrights: “The best for comedy amongst us be Edward Earl of Oxford.”
Edmund Spenser, in his dedication to Oxford in Fairie Queene (1590) wrote of Edward de Vere’s favour with the nation’s literary elite: “And also for the love, which thou doest beare / To th’ Heliconian ymps, and they to thee, / They unto thee, and thou to them most deare….”
John Soowthern, in Pandora (1584) wrote: “De Vere, that hath given him in part: / The love, the war, honour and art, / And with them an eternal fame. / Among our well-renowned men, / De Vere merits a silver pen / Eternally to write his honour. / A man so honoured as thee, / And both of the Muses and me.”
In The Revenge of Bussy d’Ambois, George Chapman recalled: “I over-tooke, coming from Italie / a great and famous Earle / Of England . . . / He was beside of spirit passing great, / Valiant, and learn’d, and liberall as the Sunne, / Spoke and writ sweetly, or of learned subjects, / Or of the discipline of publike weals; / And ’twas the Earle of Oxford . . . .”
When Shake-speares Sonnets were published in 1609, the work’s dedication (composed, unlike Shakespear’s earlier dedications, not by the poet but by the poems’ editor, Thomas Thorpe) memorialized the writer as “our ever-living poet”—an acclamation not used for a living person and a clear indication, thereby, that Shakespeare was dead. In 1609, Edward de Vere was dead; Stratford Will lived until 1616.
When Shakespeare “went public” in 1593, he connected his name, irrevocably and exclusively, to Henry Wriothesley, the 3rd earl of Southampton. Southampton, like Oxford, was one of the great peers of England and he, like Oxford, was one of the royal wards who had been raised and educated by Lord Burghley in Cecil House. Southampton also was actively encouraged by Burghley, at age 17, to marry Elizabeth Vere, Oxford’s eldest daughter, and many scholars are convinced that the first 17 “marriage sonnets” of Shakespeare were composed by the great poet in 1590 as an inducement for Southampton to marry Elizabeth Vere. But who is the more likely poet to have undertaken that charge? A yet-unpublished provincial from Warwickshire — or Edward de Vere, the acclaimed poet who himself had married Burghley’s only daughter in 1571?
The Sonnets were not the only works of Shakespeare to appear with an enigmatic prefatory note in 1609. When Troilus and Cressida was published in 1609 (the first publication of a new Shakespeare play since 1604, the year Edward de Vere died), a cryptic preface on the title page of the play (suppressed when Shakespeare’s plays were published in folio in 1623), enigmatically declared that the play was from “A never writer to an ever reader” (an E. Vere writer to an E. Vere reader?). The preface declared, as well, that the manuscript had not come to the printer from the playwright; rather, the unnamed writer of the preface invites the reader of the play to “thanke fortune for the scape it hath made” from a group which the writer of the preface refers to as “the grand possessors.”
As Prince Charles, the Prince of Wales, has expressed his astonishment at Shakespeare’s ability to know the intimate character of royalty: “When I re-read [Henry V] nearly twenty years after performing it at school, I found myself wondering in amazement at Shakespeare’s insight into the mind of someone born into this kind of position.”
by Professor Daniel Wright, Ph.D. Director, The Shakespeare Authorship Research Centre
In the early 1780s, the Reverend Dr James Wilmot, a friend of Dr. Samuel Johnson and rector of a small parish church near Stratford-Upon-Avon, went searching for the legacy of England’s greatest literary prodigy, an artist of unrivaled achievement whose poetry and drama were renowned but about whose person very little was known. Dr Wilmot searched for years in the poet’s environs for information of any kind that might illuminate this prominent man (arguably the most celebrated resident in the history of Cotswolds England). He wished to learn what was known of this man as a writer, dramatist and poet by his family, neighbors, peers and other friends and acquaintances. For four years, he searched diligently for letters to or from the man; he sought records and anecdotes about his personal life in diaries and family histories; he combed the region for books and other artifacts. To his consternation, he found absolutely nothing that linked Tradition’s candidate to the writing of those incomparable works that had appeared in England two centuries earlier under the name of “William Shakespeare.”
What Dr Wilmot found, instead, was the record of the son of a simple, untutored merchant, baptized Gulielmus Shakspere, who apparently began life as a butcher’s apprentice and later excelled in various business ventures, but who otherwise had lived a fairly non-descript life. He discovered, in short, a rather ordinary man who had no connection to the literary world and who, at the conclusion of an ostensibly uneventful life, was buried without ceremony in a grave that didn’t even identify its occupant by name. His findings stunned him into dazed silence about the matter, and he confided nothing of his discovery for years.
Dr Wilmot eventually confessed to a friend that despite his arduous labors in Warwickshire, he had unearthed nothing in his expeditions to connect Will Shakspere of Stratford-Upon-Avon to the works of the Elizabethan dramatic giant that Ben Jonson had apostrophized as a “Starre of Poets” and the “Soule of the Age.” Serious doubts about the authorship of the Shakespeare canon followed hard thereon—doubts that continue to bewilder and puzzle readers of Shakespeare. However, the collapse of all the quixotic campaigns of the past two centuries that have attempted to establish the man from Stratford as the author of the plays (or even corroborate his reputation as a writer!) are now leading many scholars to conclude that would-be discoverers of Shakespeare repeatedly fail, not due to their lack of zeal or skill, but because, like good Dr Wilmot, they are seeking a writer where no writer (or, more accurately, another writer) exists.
In contrast to the defenders of orthodox myths about Stratford Will, skeptics propose that the Shake-speare poems and plays were not the throwaway work of a butcher-turned-poet-and-playwright who, in his first foray into poetic and dramatic composition, produced such works as Venus and Adonis, The Rape of Lucrece and Loves Labour’s Lost. They argue, instead, that these works are the mature achievements of a worldly and urbane litterateur, a dexterous and experienced writer endowed with vast linguistic ability and an extraordinarily particularized knowledge of many arcane and specialized studies, an erudite, well-traveled, multi-lingual man of prior achievement who could not tell the world his name.
One might well ask, therefore, if the writer who called himself Shakespeare were this versatile and formidable talent, why would he disguise himself and evade recognition? What possible reasons could he have had to cloak himself in obscurity? Such questions can be answered by considering the conventions that governed writing and publication in Elizabethan England.
The invention of the printing press terrified absolutist regimes such as the Tudors. It created unprecedented opportunities for writers to stir up partisan constituencies and create audiences for new ideas. The capacity to anonymously publish pamphlets, books, plays, essays, tracts and other texts limited the ability of authorities to silence individuals for disseminating seditious ideas or advancing unflattering satires that exposed the government’s incompetence or corruption. Because this revolutionary technology threatened to place writers beyond the effective control of the State, it led the English government to establish various civil and ecclesiastical licensing measures and censorial offices to regulate and control the press with the goal of stifling the flow of disapproved ideas. Therefore, by the last half of the sixteenth century, although the ability to communicate had been extended, the freedom to say what one would without penalty had not. Unlicensed presses were destroyed; pamphlets were seized; writers were imprisoned; theatres were closed.
A writer who sought protection from discovery and persecution needed to dissemble. For playwrights, this was especially urgent, particularly as the public theatre (already much mistrusted and often suppressed by authorities for its alleged traffic in corrupt matter) was exiled in Shakespeare’s day to the darker districts of London (such as Southwark) where the theatre’s supposed viciousness could be restricted to people who commonly were regarded as derelicts and scoundrels. Writers of public entertainments and / or their families were likely to be impugned, therefore, by such disreputable associations if they were discovered; many had personal reputations to protect. Writers who disdained anonymity, moreover, often faced frightful consequences for their daring in sallying forth to publish under their own names. Many were hauled before the Privy Council for interrogation (as was Samuel Daniel for Philotas); others were imprisoned (as were Ben Jonson and George Chapman for Eastward Ho! and Sir John Hayward for his Life of Henry IV); others were savagely mutilated (as were John Stubbs, Alexander Leighton and William Prynne); some may even have been assassinated (as perhaps was Christopher Marlowe).
Many playwrights, accordingly, published anonymously, shielding themselves and—perhaps more importantly—their families from bad repute and persecution. The consequence of this is that we, today, still do not know the origins of many dramatic works that appeared in the age of Shakespeare. In fact, as Professor Gerald Eades Bentley of Princeton tells us, “the large majority of all English plays before the reign of Elizabeth are anonymous, and even from 1558 to 1590 the authors of most plays are unknown.” The unattributable nature of these works illuminates the problem confounding scholars’ attempts to resolve the Shakespeare authorship controversy, for, unbeknownst to most people, the playwriting career of the writer who called himself Shakespeare also was maintained in secrecy. Even when the plays of Shakespeare were published (and publication almost always followed many years of performance), they were published without attribution. In fact, for seven years after the Shakespeare plays began to be printed, they were published without any name affixed to them at all. Not until the end of the sixteenth century (well into the Shakespeare playwright’s career) did any plays begin to appear in print under the name of “William Shakespeare.” Even then, several of them (such as The London Prodigall and A Yorkshire Tragedy) were clearly misidentified by the publishers. One might wonder if even the publishers of his works knew who he was!
If, as Oxfordians maintain, the writer behind the Shakespeare pseudonym was Edward de Vere, as the 17th Earl of Oxford and Lord Great Chamberlain of England, he would have been constrained by more than ordinary apprehensions about publishing his poems and plays. Convention discouraged nobility from publishing any works—especially plays—they composed; to have indugled in such act an act outside of one’s station would have been regarded within court culture as infra dignitatem—a slur on the code of nobility itself; a nobleman’s reputation, after all, was to be won by sword and shield, not achieved by pen and ink in the midst of the roguish antics and rough-and-tumble recreations of the common herd at public theatres. Accordingly, several high-born poets’ works, such as those of Sir Philip Sidney and Robert Devereaux, 2nd Earl of Essex, were never published under their authors’ names during their lifetimes. If Oxford was the poet-playwright Shakespeare, he would have been prompted to shield his name from discovery (apart from other legitimate considerations) because Court practice and precedent urged it; the Lord Great Chamberlain of England and the son-in-law of the Lord Treasurer and chief minister of the Crown simply could not be known as a writer for the public stage.
Oxford, therefore, probably masked his identity from the larger public because he was compelled by his family and the Crown to do so. A writer for the public stage could ill afford to be linked to the Court. If he were to become publically known as a courtier poet and playwright, his poems and plays might be interpreted as government-financed propaganda or—perhaps more ominously—satirical commentary on the life, mores and personages of the Court, and no courtier, after all, was more prominent than Oxford’s own father-in-law: the great Lord Treasurer, spymaster and chief counselor to the Queen, William Cecil, Lord Burghley, to whom Oxford was personally as well as politically beholden (Burghley, as Master of the Court of Wards, had overseen and provided for Oxford’s youth in his own household before Oxford became his son-in-law).
Therefore, by adopting the pseudonym of William Shakespeare, Edward de Vere provided himself, his family and the Crown with the means of preventing the public from looking to the Court in search of the Shakespeare playwright. His use of the nom de plume, Shakespeare, likely would have been known among only a few intimates, fellow courtier poets, principals of the Lord Chamberlain’s Men and the Crown’s chief officers. Indeed, that the “secret” was something of an open one, particularly in certain literary circles, seems confirmed by Oxford’s receipt of a continuing stream of dedications and acclaim by his contemporaries, over many years—although, curiously, he is purported by most Traditionalists to have published nothing under his own name after 1576. By contrast, no one ever dedicated a single literary work to anyone named William Shakespeare in that writer’s supposed lifetime, the merchant from Stratford never spelled his name as “Shakespeare,” and he never is identified by anyone during the whole of his life as the Shakespeare poet-playwright.
But why “Shakespeare”? Why would Edward de Vere adopt that name as his playwriting name? There is no mystery here. Like that of Martin Marprelate, the well-known sobriquet of a Puritan dissident (still unknown to us) in the late 1580s, Shakespeare was a pseudonym that addressed the chief realm of the writer’s attention; in Marprelate’s case, his focal point was the prelacy of the Anglican Church; in Shakespeare’s case, it was the theatre.
“William Shakespeare” is a name that might have been adopted by almost any writer who wished to conceal from the public his title, office or his baptismal name but who yet wished to assert his identity as a playwright. After all, Pallas Athena, the mythological patron goddess of Athens (the ancient home of the theatre) wore a helmet, crowned by a Sphinx, that, when its visor was drawn, made her invisible. In her hand she carried a great spear. For a writer to be such a “spear-shaker” could therefore suggest that he was a writer of plays—an invisible writer of plays. That Oxford should have resorted to this pseudonym makes eminent sense, for he also was known as a champion battler in the lists—a spear-shaker of military renown. Similarly, Oxford’s occasional hyphenated spelling of his poet-playwright name may also have been adopted to allude, with a more obvious wink and a nudge, to the author’s role as a warrior with a pen as his spear. The possible suggestiveness of the name “Will-i-am Shake-speare” (“I will be [a] spear-shaker”) as one whose words are intended to disturb the complacent takes on additional significance when we read Ben Jonson’s knowing commemoration of Shakespeare in the First Folio: “He seems to shake a lance / As brandish’t at the eyes of ignorance.”
Writers always have taken terrible risks by writing “offensive” works. Ovid so offended Caesar Augustus’ puritanical sensibilities by his erotic verse that he suffered the indignity of life-long exile from the empire. Dante, too, was exiled from his beloved Florence. When the brilliant British novelist, Matthew Gregory Lewis, owned up to his authorship of the Gothic novel, The Monk, he faced savage rebuke from ossified old Tories like Samuel Taylor Coleridge and risked charges of blasphemy being leveled against him in Parliament. Voltaire (the pseudonym of François-Marie Arouet) was imprisoned and subsequently exiled. Emile Zola was driven from France following his publication of J’accuse. Jean-Baptiste Pocquelin concealed himself, and protected his family, behind the name of Molière. Women, in particular, have invoked pseudonyms merely to get into print. Consider Mary Ann Evans (George Eliot) and the Brontë sisters (who published under the names of Currer, Ellis and Acton Bell); Jane Austen wrote anonymously (her name was attached to her work only after her death). Oscar Wilde, while in exile, wrote as Sebastian Melmoth (the martyred wanderer). The sobriquet “O. Henry” shielded William Sidney Porter’s family from association with Porter’s personal disgrace following his conviction and imprisonment for embezzlement. In the 1950s, America’s Hollywood Ten resorted to a host of pseudonyms and front men to try to get around the barriers to work that were established by the McCarthy-era blacklists. Daniel Defoe concealed himself behind more than twenty pseudonyms. In retrospect, Salman Rushdie probably wishes that he had chosen to hide behind at least one…!
English nobility who have employed pseudonyms since Elizabethan days include King George III, who published as Ralph Robinson. Lord Tennyson sometimes published his poetry under the name of Merlin. Lord Hardinge of Penshurst published crime fiction in the 1940s as George Milner. Edward de Vere might be comforted to know that the tradition of adopting a disguise when venturing into publication continues even today among England’s peers. In any event, that the chief courtier poet-playwright of Elizabethan England, son-in-law of the Lord Treasurer and cousin to the Queen should have chosen the devices of anonymity and pseudonymity to assure himself freedom of expression in his repressive, suspicious and censorious culture should hardly be surprising. That such an accomplished writer is likely to be the poet-dramatist we know by the name of Shakespeare—as opposed to an unlettered merchant from Warwickshire whose own offspring were illiterate—is even less so.
Professor Daniel Wright, Ph.D. Director, The Shakespeare Authorship Research Centre
The Shakespeare Authorship Controversy: The Case Summarily Stated
by Professor Daniel L. Wright Director, The Shakespeare Authorship Research Centre
Who wrote the works of Shakespeare? Tradition reports that the author was a tradesman from provincial Warwickshire who was baptized Gulielmus Shakspere, a man who, to the best of our knowledge, never had a day’s schooling, and yet we are told – and are expected to believe – that, in his twenties, this man began to publish (having written nothing before in the whole of his life!) the most erudite works of literature the world has ever seen. We are told by traditionalists that this man (who literally could not spell his own name the same way twice) wrote poems and plays that are dense in their reliance on the literature of classical antiquity as well as Continental verse and narrative which had not even been translated into English in Shakespeare’s day. We are told that this man, who never owned so much as a single book, wrote, without any education or apprenticeship in the literary and dramatic arts, poems and plays that invoke the legends of hundreds of figures from Greek and Roman mythology – poems and plays that demonstrate the writer’s easy familiarity with and competence in Latin, Greek, Italian and French – poems and plays demonstrative of a linguistic facility so agile and confident that he sometimes would compose (as in scenes such as Henry the Fifth III. iv) in languages other than English.
When, where and from whom did this man who never traveled farther than London from his hometown, and who reputedly spent the years prior to his early marriage in apprenticeship to a butcher, supposedly learn all of this? In what educational domain did he acquire the ability to become the rarest of men: the chief wordsmith of the English language – a linguistic creator whose fecundity humbles Milton and overrides the Bible? How was it that he appeared in London, suddenly and with no preparation – like a genie from a lamp – an urbane, cultivated, accomplished, knowledgeable and unrivaled poet; a masterful practitioner of rhetoric; a scholar of his own and other nations’ literatures, histories, customs, painting and sculpture; a man intimately versed in the character of many ages’ political and religious disputes – both foreign and domestic? Where did he study astronomy, read Copernicus, become capable in the field of medicine, and demonstrate remarkable competence in and familiarity with English case law as well as Continental civil law? Where did he learn the arcane jargon of aristocratic sport and military command if all he did for the first half of his life was chop meat in a provincial and virtually bookless burg of perhaps forty families’ size (none of which families, incidentally, although they knew him well, ever acknowledged their townsman as a poet, playwright or even a writer)?
Can anyone truly think the scenario likely? Is this – a process that defies everything we know about the development of literary creativity and skill – a credible explanation of how Shakespeare attained the highest achievements in literary art? Are we seriously to believe that a man of no education, who wrote no letters (nor received any from anyone [they must have known he couldn’t read]), who wrote absolutely nothing – not so much as a mundane shopping list (and who, though wealthy, owned no books even at the end of his life) – who had no journeyman experience in the literary arts, no apprenticeship or tutelage in the classics, no foundation in music, law, statecraft, theology, aristocratic sport or courtly custom – would sit down at a desk in his mid-twenties and, in his first foray into writing, compose the works of Shakespeare? Would such a man – the world’s greatest wordsmith and lover of language – not have taught his own family to read and write rather than leave them gaping illiterates? Would the only literate member of his extended family (his son-in-law) praise, in print, fellow Warwickshire poet Michael Drayton but never write a line acknowledging that his own father-in-law was England’s most accomplished poet-dramatist (or even a writer)? Would this Shakespeare not have been feted and received tributes like his peers-rather than fail in his own lifetime to be acknowledged as a poet or playwright by anyone in letters, memorandae, dedications or diary entries?
If the writer who called himself Shakespeare were this rustic from Stratford-Upon-Avon, he is the most improbable person ever to have lived, and his story is the most implausible tale in history – one that, as Concordia University professors of psychological and educational theory Drs Kevin Simpson and Steven Steffens have demonstrated, utterly defies rational explanation and overthrows everything that learning theorists and psychologists of cognitive development know about how creative talents are cultivated and mature.
How likely, therefore, is it that this man from Stratford-Upon-Avon – this man who, in his own day, no literary figure (not even Phillip Henslowe, the age’s chief diarist of the theatre) acknowledged as so much as an acquaintance – was the author of the works that bear the name of William Shakespeare? More scholars, each year, swell the ranks of those of us who say that whoever Shakespeare was, he was not this pedestrian merchant from Warwickshire for which there is no evidence of any kind of literary career – let alone any evidence for his being, in A.L. Rowse’s words, “the best-known dramatist” of the age.
But if Shakespeare were not this man from Stratford-Upon-Avon, who was he? I would propose that the most probable candidate is Edward de Vere, the Lord Great Chamberlain of England and the 17th earl of Oxford – a brilliant poet and playwright who also was a favourite of the Queen as well as her ward and the son-in-law of her chief minister of state, William Cecil, the first Baron Burghley, Lord Treasurer of England.
Unlike the butcher from Stratford, Edward de Vere was nurtured in the arts of poetry and stagecraft from his youth. Steeped in the art of the theatre, Edward and his father were the patrons of one of England’s earliest acting companies that performed under aristocratic patronage. Following his father’s death, the Queen directed that Edward be raised in the home of the man who owned the largest library in England. He was tutored by England’s finest scholars – men such as Lawrence Nowell (owner of the world’s only copy of the Beowulf manuscript) and Sir Thomas Smith (Regius Professor of Civil Law at Cambridge University and Ambassador to France); he was multi-lingual, a fluent speaker and writer of Latin, Italian and French. He traveled extensively on the European Continent (and to almost [and perhaps] all the Italian sites recorded in the Shakespeare plays – sojourns that, as Richard Roe has meticulously demonstrated in his book, The Shakespeare Guide to Italy: Retracing the Bard’s Unknown Travels, the Shakespeare writer had to have undertaken); he owned a house in Venice; John Lyly, the playwright, was his personal secretary (as was the dramatist, Anthony Munday). He received degrees from both Oxford University and Cambridge University before he was 17 years old. To study law, he matriculated at Gray’s Inn – one of the revered Inns of Court – and the Inn, incidentally, that was one of the principal sites of theatrical performance in late sixteenth-century London. He created lavish entertainment for the Queen and her Court, was a patron of writers
and playwrights, and he held the lease to the Blackfriars Theatre, the principal private theatre in London. He was an acclaimed writer, poet and playwright in his own lifetime; indeed, he was recognized as the foremost writer of his age by Henry Peacham, declared the “most excellent” of all Elizabethan court poets by William Webbe and acknowledged by George Puttenham as the best of those Elizabethan writers who, as Puttenham revealed in The Arte of English Poesie, were publishing without appending their own names to their works.
Oxford also received a host of literary dedications that distinguished him as pre-eminent among writers of the Elizabethan Age; Angel Day, for example, hailed him as a writer “sacred to the Muses”; Edmund Spenser praised him in The Fairie Queene, and John Brooke congratulated Cambridge University for its special recognition and commendation of Oxford’s “rare learning.” By contrast, to the man who supposedly brought the Renaissance to England – butcher-turned- poet and playwright Will Shakspere of Stratford-Upon-Avon – no one in his own lifetime ever dedicated a thing. Moreover, when Stratford Will died, he was buried in a grave that did not even bear his name but chewed out, instead, some doggerel curse against anyone who would disturb his corpse. His passing was not marked with any of the mourning and ceremony that attended the passing of far less notable (and now all-but-forgotten) writers of the day. Despite possessing wealth that, as Stratfordian Professor Stanley Wells has noted, made him the equivalent of a modern millionaire, he created no fellowships and (unlike the actor, Edward Alleyn, who founded Dulwich College), he endowed no colleges or universities (let alone the grammar school that stood directly across the street from his home); he founded no libraries nor supplied them; he patronized no scholars or writers, nor did he fund any legacies in arts or letters.
The case for Edward de Vere as the pseudonymous author of the Shakespeare canon, of course, is one that requires more than a few summary statements for an adequate presentation. Massive and detailed scholarly investigations by some of America’s, Britain’s and Europe’s best scholars are available for study by those who may wish to join their efforts with others in order to help us attain a definitive resolution to the Shakespeare Authorship Question and impart to the true author of the works of Shakespeare the long-neglected distinction that is his due. To the pursuit of this end, an international convocation of scholars gathers each year to explore and share the latest research on the Authorship Question at Concordia University’s Shakespeare Authorship Studies Conference – an annual assembly, convened by the university’s Shakespeare Authorship Research Centre, to which all who are interested in seeing the Shakespeare Authorship Question debated, studied and resolved are invited.
Professor Daniel Wright Director, The Shakespeare Authorship Research Centre
Image: Thomas Thornburg, Back Book Cover American Ballads
American Ballads
Published by Author House, Bloomington IN, 2009
Bag Ladies
Bag ladies are this season wearing field-jackets gleaned from K-MART shoppers and KEDS cast off by charioteers on skateboards fleeing from the cops; hooded and rope-cinched at their waists (doomed matched pairs shuffling westward). vespers et matins in their quest they toss and comb the city’s trash, each empty can discovered, cash. Sometimes drunk they will confess it, and sometimes cough the alley retching pink spittle in their sad kermess. Sometimes we talk (they ask my pardon for sifting through these things discarded) for better homes and other gardens.
Other Gardens
When children, we dreamed Of sailing to Baghdad. Hoosier gardens teemed Like Iram; Kaikobad Led Persian cavalry Down to an inland sea.
Those magic minarets Are with childhood hidden, Our children in the desert Killing children.
Serving the South
deadended on a siding in Midway, Alabama, stand 6.5 miles of RR cars. covered in kudzu and time, they stand, iron cheeks squaring their gothic mouths; they are Southern and Serve the South (hub-deep in red clay) this land, this ekkuklema of southern drama. still, it is Bike Week in Daytona, and the Lady is sold in yards from rucksacks where a tattooed mama fucks & sucks (her name is not Ramona). here will come no deus ex machina, this American South, this defeated dream. drunken, drugged, dolorous in their dementia, forbidden by Law to wear their colors, these cavaliers race their engines and scream where the marble figure in every square shielding his eyes as the century turns stands hillbilly stubborn and declares. heading back north having spent our earnings, honeyed and robbed we are fed on hatred cold as our dollar they cannot spurn, and we are in that confederate.
Poor Eddie Poe collapsed in the snow and exhaled no more in old Baltimore
Poor Mary Mallon wept o’er many a gallon of soapsuds, avoiding the cops, and typhoiding.
W. B. Yeats believed in the fates, but on Sunday in Spiritus Mundi.
. . .
Koan
Once in this journey, following the call I broke my bones falling Now I go hobbled to a distant star My shippe a heavy bar Friends come asking how we are My friends, my friends, we are alone. He who would know must break his own bones
A Ballad of My Grandfather
My grandfather was a Wobbly, sirs, And as such he was banned And blackballed from his daily bread Across your promised land.
My grandfather polished metal, sirs, And ripped his skilly hands Whenever you allowed him to Across your promised land.
My grandfather suffered somewhat, sirs, And worked till he could stand No more before your wheel; he loafs Beneath your promised land.
My father walked a picket, sirs, In nineteen-forty-five, His son beside, and with them walked His father, man alive.
That was a bitter solstice, sirs, The wind complained like ghosts, The cold struck home, the striker stood Frozen to their posts.
The people in the city, sirs, Sequestered in their hate, Supped in communal kitchens there And massed at every gate.
Consider all such service, sirs, Kindred to your time, A long apprenticeship to cast Such mettle into rime:
The pain these fathers weathered, sirs, The freedoms you forsook, Is polished into pickets here And winters in their book.
to be continued, check back for updates
Publication status of American Ballads
Copies of American Ballads are readily available on Amazon and reasonably priced at $10.99, even offered as Prime. This Amazon page features a commentary by the wife of the poet, who felt that the book deserved further description.