Sharon Salzberg, a meditation teacher who helped introduced Buddhist practices to the U.S. in the 1970s, offers this lesson from the Buddha in her “On Being” interview with Krista Tippett:
That was a very important image for me, out of the Buddha’s teaching, where he said the mind—your mind, my mind—is naturally radiant and pure. “The mind is shining.” “It is because of visiting forces that we suffer.”
The visiting forces that cause us to suffer are not inherent or intrinsic in us, Salzberg explains; they’re not who we are. When they come knocking at our door (and they will come knocking, sometimes very loudly), instead of trying to ignore them or shut them out, we can learn to open the door, invite them in for a meal, and have a conversation—always remembering they are visitors, not permanent residents.
This idea of welcoming the visiting forces struck a chord with me, because I have learned to think of my anxiety as a pesky little sister, who shows up at the worst possible times and demands my attention. I can’t get rid of her, and as annoying as she is, she makes me a better person. So instead of trying to ignore her or make her go away, I have to say, “Oh, of course you’re here, because this is something I care about, so hold my hand and let’s move through this together.”
Exam period ended this week, meaning it was time for me to start grading student work, an activity that always excites my needy little sister. On the evening after my first day of grading, I started to notice some negative voices knocking around in my head. They sounded too deep to be my little sister, so I decided to try Salzberg’s method, and address them as “visiting forces.” I pulled out a spiral notebook and began writing:
I am entertaining visitors telling me of my inadequacy and uselessness, my lack of skill and knowledge, my inconsequentiality as a teacher and scholar. Why are they visiting today? Let me ask them.
Why are you here? Is it because I’ve been grading and am disappointed in the quality of some of the work? Is it because I got angry and annoyed with a student who, once again, failed to submit assignments? Is it because I’m comparing myself to colleagues who sing the praises of their students’ work on social media? Why can’t I see my students’ work as just as marvelous? And why do flaws in their work reflect on me as a teacher? See how the questioning so quickly turns to my failings and inadequacies.
Thank you for showing up for something I care about: the measure of my students’ learning and achievement. Thank you for reminding me to be humble, to accept less than perfection, in myself and them. Remind me how to evaluate the work, while still loving and appreciating the person who did it. I know you’ll be hanging around this week, casting shadows around the room. Here, have a cookie. You can stay, but please lower your voices. I have work to do.
It is difficult– William Carlos Williams, “Asphodel, That Greeny Flower” (1955)
to get the news from poems
yet men die miserably every day
of what is found there.
It may be “difficult / to get the news from poems,” but you can get poems from the news. Just last month, a sonnet made headlines after the Trump administration announced a new policy refusing green cards to anyone who relies on government assistance. At a press conference, a reporter asked U.S. Citizenship and Immigration Director Ken Cuccinelli whether the new policy necessitated the removal of the famous lines engraved on the pedestal of the Statue of Liberty: “Give use your tired, your poor,/ Your huddled masses yearning to be free” (Giaritelli).
Those lines come from Emma Lazarus’s sonnet, “The New Colossus,” which she composed in 1883 as part of a fundraising campaign for the statue’s pedestal. The journalist invoked the poem as representative of time-honored American values, but Cuccinelli offered a different spin: “Give me your tired and your poor who can stand on their own two feet, and who will not become a public charge,” he asserted. Later, he insisted that the poem referred to “people coming from Europe” (Fortin).
The trouble is, they’re both wrong. Lazarus’s poem did not represent the dominant sentiments of American people at the time it was written, nor does it refer to Europeans who can take care of themselves. Here’s the poem in its entirety:
Not like the brazen giant of Greek fame,
With conquering limbs astride from land to land;
Here at our sea-washed, sunset gates shall stand
A mighty woman with a torch, whose flame
Is the imprisoned lightning, and her name
Mother of Exiles. From her beacon-hand
Glows world-wide welcome; her mild eyes command
The air-bridged harbor that twin cities frame.
“Keep, ancient lands, your storied pomp!” cries she
With silent lips. “Give me your tired, your poor,
Your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore.
Send these, the homeless, tempest-tost to me,
I lift my lamp beside the golden door!”
Although today, the sonnet is celebrated as an expression of the America’s inclusive, democratic ethos and melting pot character, its origins tell a different story, as Professor Emeritus Esther Schorr explains. The highly educated daughter of a wealthy Jewish family, Lazarus was a radical thinker and social activist. She wrote the poem in an era of rising anti-immigrant sentiment in America. The Immigration Act of 1882 set a head tax on immigrants, putting restrictions on criminals, insane, or “any person unable to take care of him or herself,” effectively establishing the first federal immigration bureaucracy. The Chinese Exclusion Act of 1882 put a 10-year moratorium on Chinese labor immigration, marking the first time a group of people were excluded from citizenship by nationality or ethnicity.
But Lazarus wasn’t thinking about these exclusionary acts when she wrote the poem, according to Schorr: she was more concerned about a wave of Eastern European Jews who were fleeing pogroms in Russia. These desperate refugees were definitely not the “people from Europe” Cucinella was referring, and they certainly weren’t in a position to take care of themselves. Lazarus worried about their welfare, as well as that of her own, established Jewish community. She was concerned that a tide of anti-semitism would rise in America in response to the influx of Jewish refugees. Rather than representing the highest ideals of the American people at the time, then, “The New Colossus” fights against their basest fears and xenophobic impulses, invoking the “Mother of Exiles” to urge maternal compassion for the tired, poor, and “tempest-tost.”
“The New Colossus” is not the first time a poem has been brought back to life in ways that involve colossal misunderstandings of its origins. A hundred years ago, during the so-called “Red Summer” of 1919, another leftwing activist—Jamaican-born poet Claude McKay—wrote a sonnet called “If We Must Die.”
McKay was responding to the race riots that broke out around the country in the summer of 1919, most famously in Chicago in reaction to the drowning of a black teenager name Eugene Williams who swam into the “whites only” side of Lake Michigan Beach. The ensuing violence did far more damage to black bodies and neighborhoods than to whites (Green). McKay connected the racial tensions to economic ones, explaining that WWI’s “end was a signal for the outbreak of little wars between labor and capital and, like a plague breaking out in sore places, between colored folk and white…It was during those days that the sonnet, ‘If We Must Die,’ exploded out of me” (qtd by Thompson). Here’s his explosive sonnet:
If we must die, let it not be like hogs
Hunted and penned in an inglorious spot,
While round us bark the mad and hungry dogs,
Making their mock at our accursèd lot.
If we must die, O let us nobly die,
So that our precious blood may not be shed
In vain; then even the monsters we defy
Shall be constrained to honor us though dead!
O kinsmen! we must meet the common foe!
Though far outnumbered let us show us brave,
And for their thousand blows deal one death-blow!
What though before us lies the open grave?
Like men we’ll face the murderous, cowardly pack,
Pressed to the wall, dying, but fighting back!
McKay’s near-perfect Shakespearean sonnet has no explicit race markers, but rather articulates traditional British values of noble self-sacrifice for a cause greater than oneself—values that can traced back through English discourse all the way to Shakespeare’s St. Crispin Day speech in Henry IV. But in the heated context of the Red Summer of 1919, historian Nathan Huggins argues, “no one could doubt that the author was a black man” (qtd by Jenkins).
So powerful was the rhetoric of communal courage, legend has it, that Prime Minister Winston Churchill read “If We Must Die” in radio broadcast to British people during WWII, to bolster their spirits and inspire their patriotism. Or did he read it before the American Congress in an effort to enlist them to join the war effort?
So inspiring was the rhetoric of noble self-sacrifice, legend has it, that a WWI soldier was found dead in the battlefield with sonnet folded in his pocket.
So powerful was the rhetoric of racial protest, legend has it, that Senator Henry Cabot Lodge, Sr. (or was it his grandson Henry Cabot Lodge, Jr.?) read the poem in the Congressional Record, citing it as an example of “Negro extremism,” and Lothrop Stoddard quoted poem in his best selling, white supremacist screed The Rising Tide of Color (1920) as evidence that McKay hated America (presumably like all liberals today).
As thrilling as these legends may be, there’s no evidence that any of these things happened. There’s no evidence that Churchill or Cabot Lodge read the poem in any context, and a WWI soldier couldn’t have had poem in pocket, because it wasn’t written until a year after the war ended. Stoddard did quote McKay in The Rising Tide of Color, but he singled out another sonnet, “The White House,” as the target of his racist attack.
The Churchill appropriation legend appears to have been instigated by African American poet Melvin Tolson, who perhaps was attracted to the story because it provided evidence both of McKay’s poetic power and of white imperialist appropriations of black art. And while these legends attest to the poem’s power, what gets lost in them is its roots in the Red Summer of 1919—a specific, historical instance of white violence against black citizens.
My final example of the political afterlives of poetry takes us back to 2001, the year that my current first-year students were born. After the terrorist attacks on 9/11, W.H. Auden’s “September 1, 1939,” circulated widely by email. Here are the first and fourth stanzas of the poem, whose title marks the date of Germany’s invasion of Poland and start of WW II:
I sit in one of the dives
On Fifty-second Street
Uncertain and afraid
As the clever hopes expire
Of a low dishonest decade:
Waves of anger and fear
Circulate over the bright
And darkened lands of the earth,
Obsessing our private lives;
The unmentionable odour of death
Offends the September night.
. . .
Into this neutral air
Where blind skyscrapers use
Their full height to proclaim
The strength of Collective Man,
Each language pours its vain
But who can live for long
In an euphoric dream;
Out of the mirror they stare,
And the international wrong.
“With its references to skyscrapers, dazed citizens, and the approach of war, ‘September 1, 1939’ seemed less a poem than a news bulletin,” observes Scott McLemee. (Maybe Williams was wrong and it is possible to get the news from poems.) McLemee explains that the poem resonated with people after 9/11 because it articulated a “complex, disturbed reaction to historical event.” It signaled a deep crisis of confidence in its recognition that the ideals of freedom, liberty, and rationality can’t prevent violence, evil, or war.
Yet as much as readers found solace in the poem, Auden repudiated and came to loathe it. He was disgusted by the sentimentality and false consolations of lines such as:
All I have is a voice
To undo the folded lie,
The romantic lie in the brain
Of the sensual man-in-the-street
And the lie of Authority
Whose buildings grope the sky:
There is no such thing as the State
And no one exists alone;
Hunger allows no choice
To the citizen or the police;
We must love one another or die.
Auden, who admired discretion, ambivalence, and irony, grew embarrassed by the vatic confidence of these lines, which seem to say: Here I am, the wise, all-knowing poet, telling you the shining truth. “I don’t want it to be reprinted in my lifetime,” he later said, admitting, “It may be a good poem, but I shouldn’t have written it” (qtd by McLemee).
What lessons can we take away from the chaotic political afterlives of these three poems? Their complicated histories demonstrate that there is no single moment of truth for a poem. The poet’s original idea or intention does not set limits on what a poem can mean or do in the world. Poems are active, living texts that continually generate new meanings in new political contexts. As Auden himself wrote in “In Memory of W. B. Yeats“:
The words of a dead man
Are modified in the guts of the living.
Grateful appreciation to Lee M. Jenkins, University College Cork, who did the painstaking research to explode the myths about Claude McKay’s “If We Must Die,” compiling his findings in the excellent article, “‘If We Must Die’: Winston Churchill and Claude McKay, ” Notes and Queries (September 2003): 333-337.
If you talk to almost any professor at Davidson, we’ll say that our students are the best part about working here. I’ve got to agree (though I’ve got some pretty inspiring colleagues, too). And while lots of folks like to bemoan the decline of Generation X, Y, or Z in the age of smart phones and social media, I’ve seen them do some remarkable work with their new-fangled gadgets.
On or about December 2013, Davidson College unfolded “Davidson Domains,” an initiative that “allows students, faculty, and staff to register their own domain name and associate it with a hosted web space, free of charge while at Davidson College. With their Domain and corresponding web space, users… have the opportunity and flexibility to design and create a meaningful and vibrant digital presence.” The website you’re reading now is hosted on Davidson Domains.
To encourage students to build in their domains, I’ve begun to assign more digital projects, with groundbreaking results. Because one good project inspires another, I’ve finally created a page with links to a sampling of their work. This post is really just a way to announce that I’ve added this page to my website (which, next to my students’ projects, is looking sadly in need of a major reno. I wonder if Property Brothers do digital.)
I hope you—and future students—will have fun exploring these projects. The quality, difficulty, and sophistication vary, and you can’t always tell just by looking which projects required the most ingenuity and effort. But sometimes a project’s limitations can be more instructive than its smooth operations. This is a principle embraced in Digital Humanities (DH): failures and mistakes are opportunities to learn. In fact, if you haven’t failed at something, you probably weren’t taking big enough intellectual or creative risks.
The other thing you can’t always detect when you look at these projects is the collaborative effort that went into them. Creating digital scholarship almost certainly requires collaborating with others who have the expertise you need to realize your vision. And collaborating with others means practicing good, clear communications and negotiating the inevitable conflicts, hiccups, and frustrations. Successful digital projects require good project management and effective teamwork—skills that aren’t always developed in the individualistic, competitive framework of academia. My students haven’t just learned to make cool stuff online, they’ve learned to make cool stuff together.
So I feel the love for all these projects—warts, glitches, broken links & all (okay, some of the obvious typos bug me). Of course I’ve got a few that are especially close to my heart. Since 1991, dozens of students have contributed to the ongoing construction of the Index of Modernist Magazines, with several major overhauls along the way. The most recent incarnation, which is something like the Index 5.2, was designed by Peter Bowman and Sabrina Shepherd, who picked and customized the theme. You may think it’s a significant achievement because it looks so good, but just as astonishing is the fact that I, who might be a bit of a control freak, let students take the wheel. That’s another principle of DH: let go of the controls. Because as I’ve learned (the hard way), things will quickly spin out of control, and you won’t even know why.
My mantra has become: In DH, there is no expertise, only courage and resilience. Oh, and a lot of Googling around to see if someone out there in the interwebs can answer your question.
There are lots of other projects I love—Ela Hefler’s photo essay on Killed Negatives slays me; the photographs themselves are haunting and her insights illuminating. Leah Mell’s digital remediation of Mina Loy’s Songs to Joannes tries to realize Loy’s vision for her long poem. Casey Margerum brings her musical ear to her project, Sight and Sound, making audible the importance of dialect in Zora Neale Hurston’s Their Eyes Were Watching God, while Sarah Gompper and Maura Tangum devote their artistry to Reviving Frances Simpson Stevens.
Charlie Goldberg and Erin Golden apply their interdisciplinary intelligence to George Schuyler’s 1931 satire Black No More in Schuyler’s Economic Allegory, exploring the economic validity of the narrative and its relevance today. I have even less acumen for battle histories than I do for economic models, but Henry Meza Flores, Cole Moore, Jeffrey Peng, and Lucas Tanaka’s StoryMap of “First Sino-Japanese War” rivets my attention, pairing a detailed narrative with ukeyo-e prints depicting each battle scene in horrific splendor.
Meredith Foulke and Ellie Rifkin’s ingenious project, Sleeping with the Dictionary, may not look as slick as some of the others, until you realize that these are English majors who know how to code and built their site from HTML scratch, developing an interactive poem generator that I can now use whenever I want to teach Harryette Mullen. The best part: I don’t have to know how to code to use it!
But truly, I love them all, and as soon as I start to list my fondest, I just want to add more and more. So check out my new webpage of student work and see which ones you like the best.