Human courtship rituals, across centuries and cultures, can be highly formalized, involving elaborate family negotiations and a series of prescribed tasks, exchanges, and behaviors, including Internet and speed-dating protocols, or they can be casual—an impromptu game of beer pong in the frat house, say, or a hook-up phone text message sent from a parking lot. From ancient times to the present, however, poetry—in addition to shared meals and spectacles, and the swapping of gifts, personal histories, phone calls, letters, photos, mix CD’s—has been part of the process of erotic wooing.
Three-thousand-year-old papyruses from ancient Egypt, for instance, such as those housed at the Chester Beatty Library, recount the courtship rituals of love-struck couples and their matchmakers (“He knows not my wish to embrace him, / or he would write to my mother”). In the Japanese court culture of the Heian period (794 – 1193 AD), poetry writing played a crucial role in all aspects of society, and especially in mating, with poems of specific syllable count going back and forth at key romantic junctures, on specific subjects (dewy blooms were popular) and on certain kinds of paper, scrutinized by all parties involved for calligraphic beauty and poetic skill, booty hanging in the balance. Any Renaissance person at court worth his or her salt knew the value of being able to write a decent love sonnet, and one thinks of Francesco Petrarch (1304 – 1374 AD), who wrote some 366 “scattered rhymes” to a married woman named Laura (who may or may not, finally, have been partly a projection) with whom he was passionately in love despite having little or no contact with her during her lifetime, and about whom he continued to write poems after her death. And who can forget Bill Clinton’s gift to Monica Lewinsky of a copy of Walt Whitman’s Leaves of Grass—never mind that Bill also gave Hillary a copy of the same book during their courtship? In rituals of love and mating, we tend to deploy what we hope will work.
But what if we don’t achieve our aims? Some would argue that it is not the act of winning but of petitioning the unattainable that is the real source and abiding electrical current of Eros. In Eros, the Bittersweet, the poet, classicist, and philosopher Anne Carson writes, “The Greek word eros denotes ‘want,’ ‘lack,’ ‘desire for that which is missing.’ The lover wants what he does not have. It is by definition impossible for him to have what he wants if, as soon as it is had, it is no longer wanting. This is more than wordplay.” Yet the triangulation Carson speaks of—“lover, the beloved, and which comes between them”—can be felt palpably in many of the most powerful love poems: Sappho’s fragment 31 (see Anne Carson’s translation, “He seems to me equal to gods that man / who opposite you / sits and listens close / to your sweet speaking . . . .” in If Not, Winter: Fragments of Sappho), the anonymous lyric “Western Wind,” Keats’s anguished blank verse fragment “This living hand” (“now warm and capable / Of earnest grasping, would, if it were cold / And in the icy silence of the tomb, / So haunt thy days and chill thy dreaming nights / That thou would wish thine own heart dry of blood / So in my veins red life might stream again, / And thou be conscience-calmed . . . .), Emily Dickinson’s heart-wrenching, ardent documents we know as her Master Letters (“ ‘Tell you of the want’ – you know what a leech is, don’t you – [remember that] Daisy’s arm is small – and you have felt the horizon hav’nt you – and did the sea – never come so close as to make you dance?” [Letter 233, ed. Johnson]), and so many more—Kevin Young’s tail-chasing love poems in Jelly Roll. John Donne. Andrew Marvell. Elizabeth Bishop. Dorianne Laux. Constantine Cavafy. Pablo Neruda. Rumi. Mirabai, the redactor of the Song of Songs . . .
Whatever the aim and outcome of love poetry—success, frustration, a condition of being in love with the idea of love—the endeavor speaks to the limits and reaches of language. “To try to write love,” writes Roland Barthes in A Lover’s Discourse, “is to confront the muck of language: that region of hysteria where language is both too much and too little, excessive (by the limitless expansion of the ego, by emotive submersion) and impoverished (by the codes on which love diminishes and levels it.” And whether or not, when we are touched by love, we respond to it in poetry, the experience becomes crucial to our narratives of self. Carson puts it this way: “As Socrates tells it, your story begins the moment Eros enters you. That incursion is the biggest risk of your life. How you handle it is an index of the quality, wisdom and decorum of the things inside you. As you handle it you come into contact with what is inside you, in a sudden and startling way . . . . It is a glance down into time, at realities you once knew, as staggeringly beautiful as the glance of your beloved.”
A challenge and a tall order to consider for those of us scanning the aisles of Wal-Mart for heart-shaped boxes of candy, perusing who’s who on Faceparty, opting for a solitary night with a good novel, or daring to put our desire for our beloved, for desire itself, into words.
Lisa Russ Spaar, poetry editor for Arts & Academe, is a professor of English at the University of Virginia.



8 Responses to Spaar on Poetry: Words in Love
wilkenslibrary - April 20, 2011 at 1:53 pm
Teachers’ working conditions=students’ learning conditions.
When our mission statements claim that our students’ education is our highest priority, it rings hollow unless teachers have working conditions that promote and make possible student learning.
Betsy Smith
Adjunct Professor of ESL
Cape Cod Community College
raza_khan - April 28, 2011 at 2:46 am
Hi Isaac
I sympathize with your working conditions. Foremost, I must stress that I do hope that they get better.
Said that, we have to look at reality as well. We have to look at the budget cuts and resisting raising tuition. Moreover, you have to keep in mind that adjuncts are not required to stay for the entire day. I see you point that you would love to stay and finish grading. As a full-time faculty for the last 13 years, so would I. However, even though I have a private office, there are still distractions (and I am not talking about impromptu hallway meetings :) ) and almost every week, I do bring papers home to grade.
The primary role of faculty office and office hours (or the shift as you pointed out) is for us to be available for our students. As much as we love to hope, it is now common that writing exam and grading exams, report and papers are getting done at home on weeknights, weekends and holidays….. That is the reality of a faculty member at least at a community college. At 4-year institution, the game changes to grant writing and research….
best,
Raza
______________________________
Raza Khan, Ph.D
dr.raza.khan@gmail.com
IsaacSweeney - April 28, 2011 at 8:21 am
Perhaps helpful doesn’t understand a few things. First, that there may not have been a comma in my original document, and that it could have been added by editors (and this is the case). Second, that grammar rules change depending on the publications style guide — The Chronicle uses NYT’s Manual of Style, I believe. Third, pointing this out in comments among all the other things helpful could have pointed out makes helpful sound like a tool.
helpful - April 28, 2011 at 8:48 am
You are an English professor and should carefully proofread your text before publication. My apologies if the error came after you had proofread the text.
Please show me where the new way of writing permits the way you used the comma in the sentence I quoted. It defies reason that a comma would be used in this case as it interrupts th he flow of the sentence.
IsaacSweeney - April 28, 2011 at 9:55 am
I don’t know. I didn’t put it there. But it is possible that the editors/proofreaders/whoever felt having “two” and “three” next to each other could confuse some readers, despite the hyphen. People read differently. Grammar rules aren’t all hard and fast. Grammar — tools, not rules.
IsaacSweeney - April 28, 2011 at 9:59 am
You’re assertion that academic administrators and/or hiring committees won’t like me as a full-time employee just goes to show how much they don’t care about whom they have teaching in adjunct positions.
I can’t afford headphones; I’m an adjunct.
adjunctcarol - April 28, 2011 at 10:37 am
I couldn’t care less about commas. I care about working conditions that impede the instructor’s ability to perform their assigned tasks and the impact on the students’ education.
adjunctcarol - April 28, 2011 at 10:38 am
Many are holding online office hours now!