Hanna Gray on An Academic Life

GrayHanna Holborn Gray has lived her entire life in the world of higher education. The daughter of academics, she fled Hitler’s Germany with her parents in the 1930s, emigrating to New Haven, where her father was a professor at Yale University. She has studied and taught at some of the world’s most prestigious universities. She was the first woman to serve as provost of Yale. In 1978, she became the first woman president of a major research university when she was appointed to lead the University of Chicago, a position she held for fifteen years. In 1991, Gray was awarded the Presidential Medal of Freedom, the nation’s highest civilian honor, in recognition of her extraordinary contributions to education. An Academic Life is a candid self-portrait by one of academia’s most respected trailblazers. It speaks to the fundamental issues of purpose, academic freedom, and governance that arise time and again in higher education and that pose sharp challenges to the independence and scholarly integrity of each new generation.

Why did you decide to write a memoir?

In part because a number of people suggested that I write something about my experience as president of a research university and about my time more generally in higher education, given my long involvement in the academic world. I began teaching some 65 years ago and had grown up as a faculty child, my grandfathers and aunt were also academics. My parents were refugees from the Hitler regime, and I was interested in memorializing them and their exiled colleagues and in analyzing the difference the exiles had made in the American academic environment. I was interested also in reflecting on what it had been like to be raised in and to be the beneficiary of two cultures.

What is important about the Central European academic refugees?

The refugees from Hitler’s Germany, who began to arrive in 1933, represented very different fields of scholarship and science, and their considerable influence on the disciplines of learning in America varied accordingly. The impact was greatest where the ground had been prepared for their introduction of intellectual approaches and subjects that had not been widely adopted in the U.S. but which scholars and their universities were anxious to take up and incorporate into their programs. What the academic refugees as a group, however varying their academic offerings and specializations, brought to American higher education, was a cosmopolitan intellectual outlook, a breadth of culture and scholarly background, that helped transform a somewhat parochial academic world into a deprovincialized outlook and to international leadership in higher education. The European professors were models of a broadened and deepened culture to their students; their research opened new vistas in the fields they studied. At the same time, the European professors and the work they pursued were themselves greatly influenced by their new environment.

How was your life shaped by your parents’ immigration?

I was lucky in countless ways. My family’s early escape from Germany in 1933, my father’s already finding a position at Yale University in 1934 and receiving tenure there after a few years, meant that my family was more settled and my childhood more stable than was the case with many of the exiles. At the same time, I observed my parents confronting the inescapable difficulties of exile—understanding and adapting to a new culture, managing life in a new language (my father had to learn immediately to lecture with his imperfect English in an undergraduate setting foreign to his experience), establishing some financial security while never regaining a former prosperity, adapting to a changed social status and social environment, overcoming homesickness and separation from extended family, caught in anxiety over what was happening in their home country and to the people they cared about. My parents worried about their children being drawn to American popular culture, which they found difficult to tolerate (although they liked just about everything else in America). They encouraged our learning English even while sometimes saddened by hearing us chatter away in our new language, and they ensured that we would retain our German. So we lived in a German-speaking household with German cuisine and an emphasis on high European culture, on educational achievement, and on the priority of intellectual pursuits. To live in two cultures while wanting to be as like one’s American schoolmates as possible could be a source of tension, but it was an extraordinary gift that, as I came increasingly to see, enriched my life and my perspective. To be a little bit different was not a bad thing, given the slightly unusual path I ultimately chose.

Why did you become an academic?

Although I was determined in my youth not to follow in the footsteps of my parents and other relatives, not to become a teacher or an academic, I found already in my sophomore year in college that I wanted to be a historian, that the study of the past and understanding the present through the ways in which it had historically developed seemed my natural way of thinking, and  also the most interesting study imaginable. I think I was influenced in my decision to some degree by the models of my teachers at Bryn Mawr College.  My historian father never pushed or encouraged this direction, but of course he was a model also. To become a historian was to become an academic, and I was increasingly engaged in coming to know and becoming involved in the academic institutions in which I studied and taught, in their missions and in the powerful need to strengthen and preserve those as they were threatened or distorted in times of crisis or complacency.

What have been the principal changes and continuities for higher education you describe over the course of your career?

There have been very large changes since the thirties and especially since the end of World War II. The war saw the emergence of the essential partnership between government and the universities for the purposes of conducting major research, above all in the sciences. The end of the war saw the G.I. Bill of Rights. The first created  basis for the federal government’s support of areas that require both major investments of resources and highly trained experts in science and in other fields deemed to meet major public needs and the national interest. The G. I. Bill represented the beginnings of the greater democratization of higher education and of broadened access to its institutions; with that came a demographic change in the makeup of its student bodies and the backgrounds of the faculty. The end of the war saw a new international outlook on the part of American higher education and an explosion of growth in every part of the university world that brought American universities to the forefront of accomplishment and prestige. Higher education underwent a period of immense expansion and unprecedented prosperity. All this rested on a faith, pervasive in the postwar world, in the potential for education to create a better world and to produce both social mobility and a meritocratic society that would realize the true promise of democracy. That faith in education began to ebb as resources for its support began to decline and to be shifted toward other priorities, including those of elementary and secondary education. At the same time, as Increasing numbers of women entered higher education, and coeducation increased.  The burgeoning civil rights movement drew attention also to the need to bring minority students and faculty into higher education as well as to improve opportunities for women and lower income students. As the federal government entered this area of policy with its affirmative action requirements, as happened earlier in the areas of student and project support, new conflicts arose in university-government relation over the dangers of political intrusion into university affairs. The sixties saw an outburst of student radicalism and demands for higher education to become more “relevant” in addressing social problems and for students to obtain a strong voice in university governance; the time saw also a proliferation of curricular developments that focused on new areas of study such as women’s  and African-American and non-Western studies. The following decades witnessed periods of economic expansion and contraction and of an increasingly intense and not always healthy competition among its different institutions. As the costs of higher education grew, and as questions of educational quality and outcome and even of the worth of higher education came more and more to be raised, the public’s attitude toward universities became more skeptical and critical. Universities adopted a more consumerist style as they sought to satisfy their constituents and to recruit students in a highly competitive environment.  At the same time, they were being asked to prepare students for the world of work and to design programs more oriented toward that end. In the wake of these concerns, the traditional liberal arts have come increasingly under siege.

But the continuities that have marked higher education over the years are equally striking. The history of universities is a history of recurrence: the same basic questions and dilemmas re-emerge for reconsideration and debate over and over again, but in new contexts. The issues of academic freedom, its definition and sustenance, of free expression and discussion, of the university’s role in political and social matters, of its institutional autonomies and their limits may take new forms as they occur, but they are the same basic issues that have dominated the lives of universities forever. Today’s disputes over academic freedom and over free speech and its limits on our campuses represent one, and a highly significant, version of that. On the international front, too, we continue to witness countries in which the repressive treatment of universities by authoritarian regimes threaten their existence. For universities, too, the age-old issues of their role in both teaching and research and the balance between those missions continue to provoke fierce debate as the institutions seek understanding of their larger purposes and their contributions to the social order.

Hanna Holborn Gray is the Harry Pratt Judson Distinguished Service Professor Emeritus of Early Modern European History at the University of Chicago, where she served as president from 1978 to 1993. She is the author of Searching for Utopia: Universities and Their Histories. She lives in Chicago.

Mount Wutai: Visions of a Sacred Buddhist Mountain

View from Central Terrace, Mount Wutai, Shanxi Province, China. Photograph by author, 2005.

“The attributes of a great place like this
are difficult for someone like myself to relate.”

—Translation modified from Illich, Marina. “Selections from the Life of a Tibetan Buddhist Polymath: Chankya Rolpai Dorje (lcang skya rol pa’i rdo rje), 1717–1786.” Ph.D. dissertation, Columbia University, New York, 2006.

“‘At the formation of the world, this earth is situated on top of a golden wheel. On the golden wheel are sharp spikes, one of which bore a small golden wheel. This wheel is located half way up the northern terrace. It is where Mañjuśrī’s Palace of the Seven Jewels is located. Groves of fruit trees fill the entire compound, surrounded by ten thousand bodhisattvas. On top of the northern terrace is a pond. Its name is the golden well. The great sage Mañjuśrī and all sagely entourage appear from it. It is interconnected with the Diamond Grotto. The domain of the Great Sage is no ordinary realm.’”

“‘世界初成. 此大地踞金輪之上. 又於金輪上. 撮骨狼牙. 生一小金輪.其輪.至北臺半腹.文殊菩薩七寶宮殿之所在焉.園林果樹.咸悉充滿. 一萬菩薩之所圍遶. 北臺上面. 有一水池. 名曰金井. 大聖文殊. 與諸聖眾. 於中出沒. 與金剛窟正相通矣. 大聖所都. 非凡境界.’”

Taishō shinshū daizōkyō 大正新修大藏經 (The Buddhist Canon, comp. Taishō era, 1912–1926). Edited by Takakusu Junjirō 高楠順次郎 and Watanabe Kaigyoku 渡邊海旭. Tokyo: Taishō issaikyo kankokai, 1924–1932. 2099: 51, 1119a2–15.

The domain of the Great Sage, or Mount Wutai—also known as the Clear and Cool Mountains, the Pure and Cool Mountains, the Clear and Cold Mountains, or the Five-Peaked Mountain—has been a preeminent site of international pilgrimage for over a millennium. Home to more than one hundred temples, the entire range is considered a Buddhist paradise on earth, and has received visitors ranging from emperors to monastic and lay devotees.

Wen-shing Chou’s Mount Wutai explores the history of this sacred Buddhist mountain through Qing dynasty-era objects of art, architecture, worship, and translation. Chou explains how Qing Buddhist rulers and clerics from Inner Asia, including Manchus, Tibetans, and Mongols, reimagined the mountain as their own during the eighteenth and nineteenth centuries.

The Mañjughọsa Emperor, 18th century. Thangka. Ink and colors on silk. 113.5 × 64 cm. The Freer Gallery of Art, Smithsonian Institution, Washington, DC. Purchased by anonymous donor and with Museum funds, F2000.4.

“‘I see the Clear and Cool Mountains illuminated by the radiance of lapis lazuli, foothills of the mountain ornamented by various jeweled trees whose radiance brightly illuminates the entire place without the slightest difference between day and night, and that land of the Venerable One is not a place within my domain.’”

“’Ngas bltas na ri bo dwangs bsil ’di baiḍūrya’i mdangs su gsal zhing / ri bo rnams kyi zhol du rin bo che’i ljon shing sna tshogs kyis sbras pa ’od ’tsher bas nyin mtshan kyad med du lhan ne lhang nger snang ste / rje btsun gyi yul ni kho bo’i spyod yul min no shes smras te mi nang bar gyur to /.’”

—Lcang skya Rol pa’i rdo rje, Lo chen Ngag dbang bskal bzang, Gro tshang Mkhan sprul, and Lcang lung Ārya Paṇḍita Ngag dbang blo bzang bstan pa’i rgyal mtshan. Zhing mchog ri bo dwangs bsil gyi gnas bshad dad pa’i padmo rgyas byed ngo mtshar nyi ma’i snang ba (Guide to the Clear and Cool Mountains: A Vision of Marvelous Sun Rays That Causes Lotuses of Devotion to Blossom). Beijing: Zung gru ze’i par khang, 1831. Typeset edition, Xining: Mtsho sngon mi rigs dpe sgrun khang, 1993. 29b, lines 1 and 2.

Map of Mount Wutai in Laozang Danba, New Gazetteer of Clear and Cool Mountains, 1701. Library of Congress, Washington, DC.

“‘Have you not heard that the same phenomenon will be perceived differently by three people? Just as the eyes of their karmic retribution are different, what they see will also be different. If the Clear and Cool Mountains that you see are in the color of emerald green, with terraces and hills filled with variegated jeweled trees with illuminating radiance that eliminates the slightest difference between day and night, this dwelling place of the bodhisattva is not within my reach.’”

“‘師豈不聞一法無異, 三人殊見者乎? 蓋隨其各具業報之眼有殊, 而所見亦異. 若某所見清涼山, 碧琉璃色, 諸臺麓間, 皆雜寶林, 光明煥發, 日夜無閒. 而菩薩住處, 非我所及也.’”

—Qingliang shan zhi 清凉山志 (Gazetteer of the Clear and Cool Mountains). Compiled by Zhencheng 鎮澄 (1546–1617). Originally published 1596; revised in 1660 by Lama Awang Laozang 阿王老 藏 (1601–1687); reprinted in Gugong bowuyuan, Qingliang shan zhi, Qingliang shan xin zhi, Qinding Qingliang shan zhi. Updated compilation by Yinguang 印光 (1862–1940) in 1933; reprinted in Du Jiexiang 杜潔祥, ed., Zhongguo fosi shizhi huikan 中國佛寺史志彙刊. Taipei: Mingwen shuju, 1980–1985. Juan 7, 8a.

Bodhisattva’s Peak, Mount Wutai. From Sekino and Daijō, Shina bunka shiseki, vol. 1, pl. 92.

“What mountain anywhere is not sacred?
Why go to the Five-Peaked Mountain with a walking stick?
Even if a lion with the golden mane manifests in the clouds,
It is nothing special when seen with pure eye.”

“Nyin cig ri bo rtse lngar chas tsam na / hwa shang zhig gis tshigs su bcad pa smras pa / sa phyogs gang gi ri kun chos kyi ri / ci’i phyir ri bo rtse lngar ’khar bas ’gro / smrin gseb mngon pa’i seng ge gser ral can / ngag pa’i mig gis bltas na dge mtshan min / zhes so // chan shis de la ’jus nas dag pa’i mig ces pa ci yin zhes dril pas cang mi zer ro / de nas chan shis khur po bsnams te bzhud do /.

—Lcang skya, Zhing mchog, 42b, lines 1 and 3.

Gelöng Lhundrub, Panoramic View of Mount Wutai, ca. 1846. Honolulu Museum of Art. Accession no. 3202.1.

“This little map of Mount Wutai cannot possibly exhaust every detail of the mountain. The benefactors from all four directions who make a pilgrimage to the sacred realm of the Clear and Cool, see this map of the mountain, listen to and recount the spiritual efficacy and wondrous dharma of the bodhisattva, will in this life be free from all calamities and diseases, and enjoy boundless blessings, happiness, and longevity. After this life, they will be reborn in a blessed land…. Should a person make the vow to print this image, they will accumulate immeasurable merit.”

“此五台一小山圖, 未能盡其詳細, 四方善士凡朝清涼聖境, 及見此山圖, 聞講菩薩靈驗妙法者, 今生能消一切災難疾病, 享福享壽, 福祿綿長, 命終之後, 生於有福之地…. 如有大發願心, 印此山圖者, 則功德無量矣.”

—Inscription of Gelöng Lhundrub, Panoramic Picture of the Sacred Realm of the Mountain of Five Terraces, 1846, bottom-right corner.

Myronn Hardy: Radioactive Starlings

poetry
PoemsIn celebration of National Poetry Month, Myronn Hardy has provided recordings of a selection of poems from his collection with the Princeton Series of Contemporary Poets: Radioactive Starlings

 

 

 

 

 

Ghazal of Wreckage
Pg. 60

The poem is in the voice of a ship sinking, spewing oil into the sea.  I’m imagining what the ship might say about its death and the death of everything its failure and the captain’s failure will initiate. 

The Super Looks from the Balcony
Pg. 64

This poem is interested in piety and aspiration.  I was walking down a street in Tunis and saw a run-down yet beautiful colonial building that had these curious windows that to me, looked like tuna.  There was a supernatural quality to it so an almost superhero appeared. 

Aubade: Lovely Dark
Pg. 80

This poem is true to its form in that it is interested in a departure before or at dawn and the agony and regret that supervene. 

Myronn Hardy is the author of four previous books of poems: Approaching the Center, winner of the PEN/Oakland Josephine Miles Prize; The Headless Saints, winner of the Hurston/Wright Legacy Award; Catastrophic Bliss, winner of the Griot-Stadler Award for Poetry; and, most recently, Kingdom. He divides his time between Morocco and New York City.

Jan Assmann: Remembering the Exodus

Almost 30 years ago, friends in Jerusalem invited my family to a Passover Seder. It might be fun, they said, to have me on board as an Egyptologist to professionally depict the sufferings in the house of serfdom. As the youngest child at the Seder, my daughter Corinna had to learn and ask the question, “Ma nishtana?”,  triggering a chain of liturgical and improvised recitations. I began to think about how an Egyptologist would reconstruct and ‘remember’ the Exodus. After all, I was a complete outsider at the Seder. My only legitimation lay in the fact that it was Egypt that the children of Israel left in order to start a new form of community in Canaan. I wondered, was there a specifically anti-Egyptian gist in this narrative?

When I was asked to write a book on Exodus for Princeton University Press, I felt the time had finally come to set to work. As an Egyptologist, I knew for sure that there was no Egyptian evidence that could corroborate the historicity of the story. There was no use inquiring into what really happened in the time of Ramesses II. Instead, I asked, “How was this event remembered?” This approach allowed me to read the book of Exodus not as a historical account, but as an act of remembering in itself. It also allowed me to locate the story not in the Late Bronze Age, but rather in the time of its narration­—probably the sixth century BCE.

Re-reading the book of Exodus, I remarked with surprise that the Exodus proper—from the sufferings of serfdom to the miracle of the parting of the Red Sea—fills just one part of the book. The two other parts contain the revelation of the Law at Mt. Sinai and the construction of the Tabernacle. The theme of revelation, however, is present in all three parts:

  1. First, God reveals his name to Moses at the Burning Bush and commissions Moses to lead his people to Canaan, the Promised Land (chs. 3-6). God reveals his power by hitting Pharaoh and his land with ten plagues and drowning Pharaoh’s army in the Sea of Reeds (chs. 7-15a).
  2. In the second part, God reveals himself to his chosen people, with whom he forms a covenant, and whom he instructs about the rules to remain true to this covenant (chs. 15b-24).
  3. In the third part, God reveals to Moses the structure of the Tabernacle in the cloud (chs. 25-31) and—in a scene of reconciliation after the crisis of the Golden Calf—his view from behind and his merciful or unforgiving nature.

The book’s narrative arc starts with trauma and ends with triumph: from extreme God-forsakenness to God living ‘in the midst of his people’, ‘sitting on the cherubim.’ Near the middle of the book, the text even contains God’s detailed prescription as to how this story should be remembered by future generations. This prescription is implemented and acted out in the feast of Passover, starting with the Seder night.

The book of Exodus, it turns out, is about much more than just the Israelites’ exit from Egypt. It is about the foundation of a new, revealed religion based on covenant, faith and law, and of a nation chosen to be the carrier of this religion, serving as a prototype that at the end of time will be adopted by all nations on earth.

So where, one may ask, is the “anti-Egyptian gist”? It lies in the opposition of serfdom and freedom. Egypt represents the old system of sacral kingship, where religion and state are the same and the king rules as a god on earth. This system is overturned by the religion of covenant and faith that liberates its members from serving Pharaoh into the service of God. Freedom means autonomy as a diasporic nation—forced to obey the host country’s laws, but at the same time obeying a higher authority whose laws are meant to last forever, untouched by any mundane government. This is religion in a new key, independent of state and country, religion that is able to resist oppression and persecution—religion, that is, as we understand it today. This is why I finally titled my book The Invention of Religion.

Freedom is the major theme of the Passover Haggadah. Freedom in times of exile and persecution—this is what the Seder celebrates. Yet kherût, or freedom, is not a biblical word. It became a keyword only in the Diaspora, when Egypt came to stand for any country and any period where and when the Jews were oppressed. “Wherever you live,” wrote Michael Walzer in Exodus and Revolution, “it is probably Egypt.” Remembering the Exodus means exiting Egypt.

Jan Assmann is honorary professor of cultural studies at the University of Konstanz and professor emeritus of Egyptology at the University of Heidelberg, where he taught for nearly three decades. He is the author of many books on ancient history and religion, including From Akhenaten to Moses, Cultural Memory and Early Civilization, and Moses the Egyptian.

Illustrating the Passover story: Skies of Parchment, Seas of Ink

One of the most beloved books in the Jewish tradition is the Haggadah. This is the text used to conduct a Seder, a Jewish gathering of family and friends that celebrates the holiday of Passover by retelling in story, prayer, and song the biblical account of the Israelites’ exodus from Egypt. Modern observers have a diverse array of Haggadot available to them—from political to comic, from juvenile to literary, and from Broadway-inspired to online dating-themed. But this diversity of Haggadot isn’t unique to our century. As early as the fourteenth century, scribes and artists were producing unique and beautifully illuminated Haggadot for use at Passover. Over subsequent centuries, much of the Jewish visual tradition found its most creative expression in exquisitely illustrated editions of this narrative.

The following examples of illuminated Haggadot (and one page from a hand-illustrated Pentateuch, or collection of the first five books of the Bible) are taken from Skies of Parchment, Seas of Ink: Jewish Illuminated Manuscripts, edited by Marc Michael Epstein. This sumptuous volume offers the first full survey of Jewish illuminated manuscripts, ranging from their origins in the Middle Ages to the present day.

A community of scholars: the Five Rabbis at B’nei Brak. Haggadah, German rite with the commentary of Eleazar of Worms and illustrations by Joel ben Simeon Feibush (The Ashkenazi Haggadah). South Germany, perhaps Ulm, ca. 1460. London, British Library, MS Add. 14762, fol. 7v.

Joseph’s dreams. Haggadah (The Golden Haggadah). Spain, Barcelona, ca. 1320. London, British Library, MS Add. 27210, fol. 5rb.

Decorated opening world. “And these [are the names] . . . ,” the first word of the book of Exodus. Pentateuch with targum intercalated (Aramaic translation inserted after the Hebrew line by line) (The Duke of Sussex Pentateuch). Germany, Lake Constance region, early 14th century. London, British Library, MS Add. 15282, fol. 75v.

The Four Children in the full spectrum of contemporary male dress. Haggadah written and illustrated by Joseph Bar David of Leipnick, Moravia. Altona, 1740. London, British Library, MS Sloane 3173, fol. 6v.

Israelites building store-cities for Pharaoh. Haggadah illustrated by Joseph Bar David of Leipnick, Moravia. Germany, Altona, 1740. London, British Library, MS Sloane 3173, fol. 11v.

Eléna Rivera: Scaffolding

poetry

In celebration of National Poetry Month, Eléna Rivera writes about the unique pleasure of using words to express yourself. Included below are recordings of her reading poems from her collection in the Princeton Series of Contemporary Poets series: Scaffolding: Poems

RiveraI like words, the sounds of words, how they change when placed alongside other words. I didn’t really start to learn English until age thirteen when we moved to America from France, and learning a language at that age meant learning English as if words were building blocks. I was interested in theater at the time and took elocution classes and practiced by memorizing Shakespeare, so from the first English was not a given; I had to learn it. I felt that my abilities were lacking, but as I put it in a poem I had to “survive the schoolyard.” I loved Shakespeare because I felt that he gave me the language with which to finally be able to express emotions that I didn’t understand. I also wrote everyday, and have mostly kept up that practice. Sometimes I look back at old notebooks and think, this is a record of a person learning a language. Scaffolding was written in that spirit, responding to poets, to the place where I live, to memories, to language. I’ve chosen these three poems because perhaps they express some of what I am describing here, the continued effort to be able to express something aesthetically by weaving words together into fourteen eleven-syllable line poems.

 

September 9th: The Translation
Pg. 26

 

September 17the (finished July 20th)
Pg. 31

 

October 1st
Pg. 40

 

Eléna Rivera is a poet and translator. She is the author of The Perforated Map and Unknowne Land, and her poems have appeared in the Nation, Denver Quarterly, the New York Times, and many other publications. Her translation of Bernard Noël’s The Rest of the Voyage won the Robert Fagles Translation Prize. She was born in Mexico City, spent her childhood in Paris, and now lives in New York City.

John Elderfield: Working on Cézanne Portraits

ElderfieldI first published a text on Cézanne in 1971, a review for Artforum of an exhibition of his drawings at the Art Institute of Chicago, because Rosalind Krauss said she didn’t want to do it. By the end of that decade, I had become friendly with two great Cézanne scholars, John Rewald and especially Lawrence Gowing; and, as a young curator at the Museum of Modern Art, had assisted William Rubin on his great 1977 exhibition of the late work. Since then, I had long wanted to curate a Cézanne exhibition myself, but it never seemed right for the MoMA schedule, so I followed the continuing exhibitions from the sidelines, writing the occasional article, my fascination with his work increasing and increasing. It wasn’t until 2008 that I found myself in conversation with London’s National Portrait Gallery about curating an exhibition of Cézanne’s portraits.

My initial reaction had two parts: delight in the opportunity to do this, and uncertainty about what it would mean to pull the thread of Cézanne’s portraits from the rest of his oeuvre. The uncertainty at first increased by my learning that there never had been a survey of the portraits. Then it gave way to the realization that, precisely because this would be the first such exhibition, it offered the unique opportunity to try to draw the first map of the place they occupied in Cézanne’s work. I was specifically interested in the following questions:

How did the chronological development of Cézanne’s portraiture practice unfold? What were its persistent characteristics, and how did things change with respect to style and method, on the one hand, and to an understanding of resemblance and identity, on the other? To what extent did particular sitters inflect the character and development of the practice? What is the image of Cézanne as artist and person as viewed through the filter of his portraits?Cézanne

The questions kept accumulating. Even as they did, some things began to become clear: Our knowledge of the portraits from Cézanne retrospective exhibitions, which required their curators to choose very selectively from similar works, minimized the importance of his creation of pairs and series of versions of the same subject. The idea that Cézanne treated his portrait subjects just like his still-life subjects—an idea that had taken hold even before Cézanne’s death in 1906—was simply not true. To the contrary, their pictorial inventiveness and their vivid depiction of human presence are mutually reinforcing. The idea that he was constantly besieged by doubt was only one side of the equation; the other was that he was an extremely systematic, highly methodical painter. And, looking from one portrait to the next, standing where Cézanne stood when he painted them, yes, he does seem present to us as we follow his career; more vividly so than with his landscapes, still lifes, and invented figure compositions. His own presence and the presence of the portrait subject are inseparable.

Exhibition Schedule:
National Gallery of Art, Washington D.C. (March 25 to July 1, 2018)

John Elderfield is chief curator emeritus of painting and sculpture at the Museum of Modern Art. His many books include De Kooningand Henri Matisse. He is currently the Allen R. Adler, Class of 1967, Distinguished Curator at the Princeton University Art Museum and lecturer in the Princeton University Department of Art and Archaeology.

Exploring the Black Experience through the Arts

Black Americans’ work in the arts has long been both prominent and under-recognized. Black artists’ expressions of their experiences are some of the most iconic artifacts of American history. This Black History Month, we explore Black resistance through visual art, literature, and other art forms, and we highlight the central role of Black artists and Black art in American aesthetics and culture.

These books from PUP’s catalog focus on an iconic historical engraving, an award-winning immigrant writer, Black literature under surveillance, an important contemporary visual artist, and the poetry of loss, memory, and the natural world.

One of the most iconic images of slavery is a schematic wood engraving depicting the human cargo hold of a slave ship. First published by British abolitionists in 1788, it exposed this widespread commercial practice for what it really was–shocking, immoral, barbaric, unimaginable. Printed as handbills and broadsides, the image Cheryl Finley has termed the “slave ship icon” was easily reproduced, and by the end of the eighteenth century it was circulating by the tens of thousands around the Atlantic rim. Committed to Memory provides the first in-depth look at how this artifact of the fight against slavery became an enduring symbol of black resistance, identity, and remembrance.

Beautifully illustrated, Committed to Memory features works from around the world, taking readers from the United States and England to West Africa and the Caribbean. It shows how contemporary black artists and their allies have used this iconic eighteenth-century engraving to reflect on the trauma of slavery and come to terms with its legacy.

“Create dangerously, for people who read dangerously. This is what I’ve always thought it meant to be a writer. Writing, knowing in part that no matter how trivial your words may seem, someday, somewhere, someone may risk his or her life to read them.”—Create Dangerously

In this deeply personal book, the celebrated Haitian-American writer Edwidge Danticat reflects on art and exile, examining what it means to be an immigrant artist from a country in crisis. Inspired by Albert Camus’ lecture, “Create Dangerously,” and combining memoir and essay, Danticat tells the stories of artists, including herself, who create despite, or because of, the horrors that drove them from their homelands and that continue to haunt them. Danticat also suggests that the aftermaths of natural disasters in Haiti and the United States reveal that the countries are not as different as many Americans might like to believe.

Create Dangerously is an eloquent and moving expression of Danticat’s belief that immigrant artists are obliged to bear witness when their countries of origin are suffering from violence, oppression, poverty, and tragedy.

Brooklyn-born Jean-Michel Basquiat (1960-88) was one of the most important artists of the 1980s. A key figure in the New York art scene, he inventively explored the interplay between words and images throughout his career, first as a member of SAMO, a graffiti group active on the Lower East Side in the late 1970s, and then as a painter acclaimed for his unmistakable Neoexpressionist style. From 1980 to 1987, he filled numerous working notebooks with drawings and handwritten texts. This facsimile edition reproduces the pages of eight of these fascinating and rarely seen notebooks for the first time.

The Notebooks are filled with images and words that recur in Basquiat’s paintings and other works. Iconic drawings and pictograms of crowns, teepees, and hatch-marked hearts share space with handwritten texts, including notes, observations, and poems that often touch on culture, race, class, and life in New York. Like his other work, the notebooks vividly demonstrate Basquiat’s deep interests in comic, street, and pop art, hip-hop, politics, and the ephemera of urban life. They also provide an intimate look at the working process of one of the most creative forces in contemporary American art.

Few institutions seem more opposed than African American literature and J. Edgar Hoover’s white-bread Federal Bureau of Investigation. But behind the scenes the FBI’s hostility to black protest was energized by fear of and respect for black writing. Drawing on nearly 14,000 pages of newly released FBI files, F.B. Eyes exposes the Bureau’s intimate policing of five decades of African American poems, plays, essays, and novels. Starting in 1919, year one of Harlem’s renaissance and Hoover’s career at the Bureau, secretive FBI “ghostreaders” monitored the latest developments in African American letters. By the time of Hoover’s death in 1972, these ghostreaders knew enough to simulate a sinister black literature of their own. The official aim behind the Bureau’s close reading was to anticipate political unrest. Yet, as William J. Maxwell reveals, FBI surveillance came to influence the creation and public reception of African American literature in the heart of the twentieth century.

Illuminating both the serious harms of state surveillance and the ways in which imaginative writing can withstand and exploit it, F.B. Eyes is a groundbreaking account of a long-hidden dimension of African American literature.

In Radioactive Starlings, award-winning poet Myronn Hardy explores the divergences between the natural world and technology, asking what progress means when it destroys the places that sustain us. Primarily set in North Africa and the Middle East, but making frequent reference to the poet’s native United States, these poems reflect on loss, beauty, and dissent, as well as memory and the contemporary world’s relationship to the collective past.

A meditation on the complexities of transformation, cultures, and politics, Radioactive Starlings is an important collection from a highly accomplished young poet.

 

Blue: Ten Surprising Facts about the Color Blue

We all know the sky is blue, the ocean is blue, and the flag is (red, white, and) blue. Some of us have blue eyes, or blue blood, or are in a blue mood. And chances are you’re wearing something blue today. But how much do you know about the history of the color blue?

In Blue: The History of a Color, historian and symbologist Michel Pastoureau takes readers through the different meanings and uses of blue throughout Western history. Pastoureau’s fascinating anecdotes and lavish illustrations remind us that “color is first and foremost a social phenomenon.”

Originally published in 2000 as the first title in Pastoureau’s acclaimed series on the histories of colors, Blue is now back in print.

Here are ten surprising facts about blue:

1. In ancient Rome, blue was associated with barbarians. Wearing blue was looked down on as a sign of eccentricity or mourning, and blue eyes were considered a sign of bad character or a physical deformity.

2. The uses and meanings of blue in Europe shifted sharply when it became the color of Mary’s cloak during the development of the cult of the Virgin in the twelfth century. From depictions of Mary, blue spread to other religious imagery.

3. Because of the low usage of blue in ancient Greek and Rome, researchers in the 1800s wondered if the ancient Greeks and Romans could even see the color blue. (They could.)

4. In the twelfth and thirteenth centuries, merchants of woad (a blue plant-based dye) and madder (a red plant-based dye) competed fiercely and even violently to discredit each other’s colors.

5. During the Reformation, blue was classed with white, black, gray and brown as an “honest” color.

6. Blue was the symbolic color of the French Revolution, but France had trouble maintaining a large enough supply of indigo dye to keep its military dressed in blue. In 1829, infantrymen were ordered to wear red pants instead. They switched back to blue, however, in 1915, after the visibility of their bright red pants led to mass casualties in the first year of the Great War.

7. Goethe’s 1774 novel The Sorrows of Young Werther popularized blue coats for young men. The character Werther wears a “simple blue dress coat” with a yellow vest and trousers. Goethe saw blue and yellow as symbolic opposites, with blue being positive (active, warm, and bright) color and yellow being negative (passive, weak, and cold).

8. Between 1910 and 1950, black uniforms and clothing gave way to navy blue in one of the most important fashion events of the century.

9. Levi Strauss denim jeans were the first garments to have the brand name displayed on the outside. This was done to distinguish them from competing blue jeans brands Lee and Blue Bell (now Wrangler).

10. More than half of American adults today say blue is their favorite color. Pastoreau suggests that this statistic be taken with a grain of salt, even as he cites it as evidence of just how far blue has come since antiquity.

 

Exploring the Black Experience

In honor of Black History Month, PUP is running a special blog series aimed at Exploring the Black Experience. Each week, we’ll highlight titles from PUP’s catalog to highlight a different facet of Black Americans’ experiences and histories. There are as many understandings—not to mention experiences or mobilizations—of identity as there are individuals. Today we look at the role of Black identity in local neighborhood history, nonviolent religious activism, global liberation movements, and American historical memorialization.

These four books explore Black identities both local and transnational, through movements both religious and political, and conversations both current and historical.

American Prophets sheds critical new light on the lives and thought of seven major prophetic figures in twentieth-century America whose social activism was motivated by a deeply felt compassion for those suffering injustice. In this compelling and provocative book, acclaimed religious scholar Albert Raboteau tells the remarkable stories of Howard Thurman, Martin Luther King, Jr., Fannie Lou Hamer, and four other inspired individuals who succeeded in conveying their vision to the broader public through writing, speaking, demonstrating, and organizing.

Raboteau examines the influences that shaped their ideas, discusses their theological and ethical positions, and traces how their lives intertwined—creating a network of committed activists who significantly changed attitudes about contentious political issues such as war, racism, and poverty. A momentous scholarly achievement as well as a moving testimony to the human spirit, American Prophets represents a major contribution to the history of religion in American politics.

I Hear My People Singing shines a light on a small but historic black neighborhood at the heart of one of the most elite and world-renowned Ivy-League towns—Princeton, New Jersey. The vivid first-person accounts of more than fifty black residents detail aspects of their lives throughout the twentieth century. Their stories show that the roots of Princeton’s African American community are as deeply intertwined with the town and university as they are with the history of the United States, the legacies of slavery, and the nation’s current conversations on race.

An intimate testament of the black community’s resilience and ingenuity, I Hear My People Singing adds a never-before-compiled account of poignant black experience to an American narrative that needs to be heard now more than ever.

Jamaican activist Marcus Garvey (1887–1940) organized the Universal Negro Improvement Association in Harlem in 1917. By the early 1920s, his program of African liberation and racial uplift had attracted millions of supporters, both in the United States and abroad. The Age of Garvey presents an expansive global history of the movement that came to be known as Garveyism. Offering a groundbreaking new interpretation of global black politics between the First and Second World Wars, Adam Ewing charts Garveyism’s emergence, its remarkable global transmission, and its influence in the responses among African descendants to white supremacy and colonial rule in Africa, the Caribbean, and the United States.

The United States of America originated as a slave society, holding millions of Africans and their descendants in bondage, and remained so until a civil war took the lives of a half million soldiers, some once slaves themselves. Standing Soldiers, Kneeling Slaves explores how that history of slavery and its violent end was told in public space—specifically in the sculptural monuments that increasingly came to dominate streets, parks, and town squares in nineteenth-century America. Here Kirk Savage shows how the greatest era of monument building in American history arose amidst struggles over race, gender, and collective memory. As men and women North and South fought to define the war’s legacy in monumental art, they reshaped the cultural landscape of American nationalism.

Standing Soldiers, Kneeling Slaves, the first sustained investigation of monument building as a process of national and racial definition, probes a host of fascinating questions: How was slavery to be explained without exploding the myth of a “united” people? How did notions of heroism become racialized? And more generally, who is represented in and by monumental space? How are particular visions of history constructed by public monuments? As debates rage around the status of Civil War monuments in public spaces around the country, these questions have never been more relevant. An updated edition, forthcoming in fall 2018, will feature a new introduction from the author addressing these debates.

Kieran Setiya: How Schopenhauer’s thought can illuminate a midlife crisis

MidlifeThis article was originally published at Aeon and has been republished under Creative Commons.

Despite reflecting on the good life for more than 2,500 years, philosophers have not had much to say about middle age. For me, approaching 40 was a time of stereotypical crisis. Having jumped the hurdles of the academic career track, I knew I was lucky to be a tenured professor of philosophy. Yet stepping back from the busyness of life, the rush of things to do, I found myself wondering, what now? I felt a sense of repetition and futility, of projects completed just to be replaced by more. I would finish this article, teach this class, and then I would do it all again. It was not that everything seemed worthless. Even at my lowest ebb, I didn’t feel there was no point in what I was doing. Yet somehow the succession of activities, each one rational in itself, fell short.

I am not alone. Perhaps you have felt, too, an emptiness in the pursuit of worthy goals. This is one form of midlife crisis, at once familiar and philosophically puzzling. The paradox is that success can seem like failure. Like any paradox, it calls for philosophical treatment. What is the emptiness of the midlife crisis if not the unqualified emptiness in which one sees no value in anything? What was wrong with my life?

In search of an answer, I turned to the 19th-century pessimist Arthur Schopenhauer. Schopenhauer is notorious for preaching the futility of desire. That getting what you want could fail to make you happy would not have surprised him at all. On the other hand, not having it is just as bad. For Schopenhauer, you are damned if you do and damned if you don’t. If you get what you want, your pursuit is over. You are aimless, flooded with a ‘fearful emptiness and boredom’, as he put it in The World as Will and Representation (1818). Life needs direction: desires, projects, goals that are so far unachieved. And yet this, too, is fatal. Because wanting what you do not have is suffering. In staving off the void by finding things to do, you have condemned yourself to misery. Life ‘swings like a pendulum to and fro between pain and boredom, and these two are in fact its ultimate constituents’.

Schopenhauer’s picture of human life might seem unduly bleak. Often enough, midlife brings with it failure or success in cherished projects: you have the job you worked for many years to get, the partner you hoped to meet, the family you meant to start – or else you don’t. Either way, you look for new directions. But the answer to achieving your goals, or giving them up, feels obvious: you simply make new ones. Nor is the pursuit of what you want pure agony. Revamping your ambitions can be fun.

Still, I think there is something right in Schopenhauer’s dismal conception of our relationship with our ends, and that it can illuminate the darkness of midlife. Taking up new projects, after all, simply obscures the problem. When you aim at a future goal, satisfaction is deferred: success has yet to come. But the moment you succeed, your achievement is in the past. Meanwhile, your engagement with projects subverts itself. In pursuing a goal, you either fail or, in succeeding, end its power to guide your life. No doubt you can formulate other plans. The problem is not that you will run out of projects (the aimless state of Schopenhauer’s boredom), it’s that your way of engaging with the ones that matter most to you is by trying to complete them and thus expel them from your life. When you pursue a goal, you exhaust your interaction with something good, as if you were to make friends for the sake of saying goodbye.

Hence one common figure of the midlife crisis: the striving high-achiever, obsessed with getting things done, who is haunted by the hollowness of everyday life. When you are obsessed with projects, ceaselessly replacing old with new, satisfaction is always in the future. Or the past. It is mortgaged, then archived, but never possessed. In pursuing goals, you aim at outcomes that preclude the possibility of that pursuit, extinguishing the sparks of meaning in your life.

The question is what to do about this. For Schopenhauer, there is no way out: what I am calling a midlife crisis is simply the human condition. But Schopenhauer was wrong. In order to see his mistake, we need to draw distinctions among the activities we value: between ones that aim at completion, and ones that don’t.

Adapting terminology from linguistics, we can say that ‘telic’ activities – from ‘telos’, the Greek work for purpose – are ones that aim at terminal states of completion and exhaustion. You teach a class, get married, start a family, earn a raise. Not all activities are like this, however. Others are ‘atelic’: there is no point of termination at which they aim, or final state in which they have been achieved and there is no more to do. Think of listening to music, parenting, or spending time with friends. They are things you can stop doing, but you cannot finish or complete them. Their temporality is not that of a project with an ultimate goal, but of a limitless process.

If the crisis diagnosed by Schopenhauer turns on excessive investment in projects, then the solution is to invest more fully in the process, giving meaning to your life through activities that have no terminal point: since they cannot be completed, your engagement with them is not exhaustive. It will not subvert itself. Nor does it invite the sense of frustration that Schopenhauer scorns in unsatisfied desire – the sense of being at a distance from one’s goal, so that fulfilment is always in the future or the past.

We should not give up on our worthwhile goals. Their achievement matters. But we should meditate, too, on the value of the process. It is no accident that the young and the old are generally more satisfied with life than those in middle age. Young adults have not embarked on life-defining projects; the aged have such accomplishments behind them. That makes it more natural for them to live in the present: to find value in atelic activities that are not exhausted by engagement or deferred to the future, but realised here and now. It is hard to resist the tyranny of projects in midlife, to find a balance between the telic and atelic. But if we hope to overcome the midlife crisis, to escape the gloom of emptiness and self-defeat, that is what we have to do.Aeon counter – do not remove

Kieran Setiya is professor of philosophy at the Massachusetts Institute of Technology. He is the author of Midlife: A Philosophical Guide.

The Painter’s Touch: 9 Things You Didn’t Know About These 18th Century Painters

In her new book, The Painter’s Touch, Ewa Lajer-Burcharth reexamines three French eighteenth-century painters: François Boucher (1703-1770), Jean Siméon Chardin (1699-1779), and Jean-Honoré Fragonard (1732-1806). While these three artists were already successful in their time, reexamination and reflection of their works throughout the years have caused our understandings of these artists to change. Lajer-Burcharth examines the careers of these three painters, and provides close-readings of their work, to show how their paintings played a part in the emergence of modernity.

We’ve highlighted a few interesting facts about each of the painters showcased in this book, revealing what their careers were like, how their lives and societal standings may have inspired their paintings, and what new information has been unearthed to help us better understand their place in art history.

 

François Boucher:

  1. Boucher was not only a talented painter, but a financially savvy moneymaker: “Boucher’s practice inscribes itself in this commercial context — and in the broader realm of commercial modernity — more deeply than has been realized. … Scholars have noted how successful and prosperous the artist became as a result of his commercial savvy. We know for a fact that Boucher left a considerable fortune after his death, amounting to about 150,000 livres, more than half of which was obtained from the sale of his collection of art and curiosities.” (page 12)
  2. Boucher often used unique interpretations of well-known characters as his subjects: “Ancient myth was, moreover, represented by Boucher as a terrain of private fantasy based on the experiences of the senses. The subjects, though based on specific literary sources, did not require erudition to be grasped and appreciated. Boucher offered idiosyncratic interpretations that emphasized and encouraged a play of imagination linked to the interaction between the main figures in each pendant.” (pages 41-42)
  3. Even though he was the preferred portraitist for Madame de Pompadour, a member of the French Court, Boucher was notorious for his inability to have his paintings faithfully resemble their subjects: “Pompadour was well aware of his shortcoming — stating as she did in a letter written to her brother in April 1751 that the copy of Boucher’s likeness she was sending to him in Italy “greatly resembles the original, less myself” — she seems to have been entirely satisfied with his results, multiplying her portrait commissions from him more than from any other artists.” (page 83)

Jean Siméon Chardin:

  1. While he may be considered a great painter today, Chardin was known for less positive qualities during his life: “The master of illusion was, then, also a kind of neurotic avant la lettre. His legerdemain concealed painstaking effort, procrastination, dissatisfaction, and a frequent inability to complete the task of representation. Suggested in these commentaries is a connection between the painter’s character and his working method, his personality being seen as responsible for the idiosyncrasies of his process.” (page 89)
  2. When painting a domestic scene, Chardin was known to focus on mothers and children, frequently leaving out a paternal subject: “As has been noted, the domestic realm depicted by Chardin is dominated by the figures of women and children, in the near total absence of men. Whatever else these paintings are about, they construct a space of primary relations between mother, or a maternal figure, and child, a space of initial subjective experiences based in duality that seems yet unaffected by a third party, be it a paternal presence, language (the exchanges, when they do occur, are muted), or social experience. (page 127)
  3. While painting self-portraits, Chardin made the innovative decision to include his eyeglasses: “Unusual before Chardin, the choice of spectacles as an element of an artist’s self-definition signaled the artist’s social position. Besicles, relatively cheap to produce in the eighteenth century, were popular among the lower classes but were rarely worn by the elite, and never in public. At the theater or in another social context, members of the upper class preferred to use a monocle, considered more elegant. The inclusion of the besicles in Chardin’s self-portraits was something of a class act — one the matched the defiantly common character of the painter’s attire.” (page 172)

Jean-Honoré Fragonard:

  1. Fragonard’s art, which was typically sexual in nature, hurt his reputation even as it made him financially successful: “Fragonard’s involvement with erotic subjects, combined with his reliance on private patrons, placed him in an awkward position as an artist. While his paintings and drawings were sought after by the renowned collectors and amateurs of the period, and they fetched high, at times even notoriously exorbitant prices, they were not the object of any sustained critical examination. Many admired Fragonard’s sheer technical brio … but no one was interested in articulating what were the specific aesthetic merits, if any, of his erotic art.” (page 178)
  2. While sketching landscape settings, Fragonard enjoyed walking, an unusual choice: “Why would Fragonard have needed to sketch as he walked? Evidently, there was no topographical necessity to do so, the site having been much easier to render while sitting or standing under the trees. But if the artist chose to walk, was it not because he was interested in capturing precisely that movement from withinthat was then perceived as being at once nature’s and mother’s? By simulating the quasinatural growth of the shape of the alley from the inner core — a hollow — at the bottom center, the draftsman let the page itself give birth to an image. By drawing as he moved, Fragonard was coming as close as he could to enacting the process of generation, his sequence of progressing or receding arches mapping out an act of becoming — of an image.” (page 196)
  3. In 2012, an important discovery caused the art community to rethink a collection of portraits Fragonard produced in the late 1760s: “The names scribbled by the artist under his thumbnail renditions of each likeness confirmed the identity of only two figures —abbé de Saint-Non and Monsieur de la Bretèche — and contradicted most of the others. The presumed Diderot and La Guimard have proven false.” (page 213)

For more information about these three artists, and the development of artistic modernity in eighteenth-century France, read The Painter’s Touch.

Ewa Lajer-Burcharth is the William Dorr Boardman Professor of Fine Arts at Harvard University. Her books include Chardin Materialand Necklines: The Art of Jacques-Louis David after the Terror.