September 14, 2015
When I was a junior at Hunter College—in 1948—I took an elective Classics course with Professor Pearl Wilson. I read the Iliad and the Odyssey and a group of plays, including the Orestia. ( I don’t remember the Romans.) Professor Robert White opened this third class on Thursday night by reminding us that the Greeks and Romans were “his” professorial focus, and he was going to talk about the importance of memory for all of them.
First he noted that the transmission of the Iliad and the Odyssey had been oral, that at one point in history one person with a prodigious memory could recite all 12 books of the Iliad, all the books of the Bible, all of Canon Law, 200 speeches of Cicero, and more besides. Such ability, he countered, may clearly not be important in an age of computers. Still, memory had to be essential for the creators of the Iliad and the Odyssey, who probably could not read or write; their talents were oral. Later, the texts of these epics were written down by people who were retelling what they had heard. Would this result in a loss of that prodigious memory?
Then he went on to talk about Plato’s Dialogues, and the relationships between memory and the concepts of truth and beauty and honesty. From Plato’s point of view, one needed to recall what once one knew before birth. I liked especially the idea of memory as writing on a wax tablet inside the mind—is it clear, muddy, hard, soft? Can we hold on to it, or will it disappear?
Aristotle, on the other hand, was interested in memory’s retrieval, in enabling the recall of memory. He thought that the young and the old both have poor memories: As Professor White announced that he disagreed here, he moved quickly on to the Romans, who, like Aristotle, were interested in the kinds of memory that enhanced public speaking, law, oratory. In particular, lawyers needed to remember their opponents’ main points so as to oppose them.
The class was only half over by this point and the rest was as interesting, sometimes funnier, and always memorable. I left with a smile not only on my face but in my being. For whatever complex of reasons, I left feeling almost happy, certainly cheerier than I have been in years. And it was not only the wonderful anecdote about his college friend assumed dead one day, and the next a co-winner of the Nobel for work on the hippocampus (which I knew meant work on memory). It was not only more anecdotes about prodigious memories (I had one of those once). Perhaps it was all of that, and some other essence having to do with taking notes, and, yes, remembering.
September 9, 2015
The first class, on Monday evening, August 31, was an Introduction to the course as arranged by Professor Robert J. White, and a depiction of his rather unusual memory. I’ll begin with that opening episode, in which Professor White asked the twenty-six people in the room each to write their names on a piece of paper, and then their “year” at college. Then he asked that we answer two questions: what is it we like best? And what it is we like least?
He did collect these pieces of paper very slowly, beginning in the middle of the room, where I was sitting. And I did notice that he looked at me as he looked at my piece of paper. But I went on to look at the syllabus he had distributed and didn’t pay a lot of attention to him as he was collecting the other pieces of paper.
Once he had them, he went through them as he named the person and made eye contact. He moved around the room as he did this. And it took at least 30 minutes for him to name every person in the room, stumbling a bit only over some Asian names. And then he talked a bit about (his) memory, and noted that his knowing our names may not carry over to the next class, since it was two weeks away, with Labor Day coming in between.
He then went through the syllabus, describing some of the books and films we are to see. The course, described as “Memory across the Disciplines,” might have been called Across the World in Prose and Film. This Thursday, the make-up class, he will discuss Jonathan K. Foster’s Memory: A Very Short Introduction. And then we have ten days before we meet again to read Marcel Proust’s Swann’s Way, pp. 3-191.
And now I get to the small irony. The only book on the list which I have read, and indeed written about its formation as a novel, is Virginia Woolf’s Mrs. Dalloway. I can’t be present at that class, on October 5, because that is the evening The Feminist Press will celebrate its 45th birthday at its annual Gala. And I can’t be absent, can I?
What to do? Probably nothing. Again, there’s a break for two weeks, when Umberto Eco’s The Mysterious Flame of Queen Loana will be discussed. So be it, I have to say, though I have read Mrs. Dalloway many times since 1953 when I was a graduate student TA-ing for an Intro to Literature course in which it was on the reading list. Like the students, I was puzzled, but I found some solace in the company of working class and would-be writer, Septimus Smith and his hat-making Italian wife. Mostly the students complained that there were no chapters, and that nothing happened, ignoring the suicide, or not reading that far. And so I can tell myself to enjoy the irony, not fret about it, and remain silent this time.
"Everyone concerned about global feminism, women’s contributions, and humanity’s future will be enhanced and enchanted by A Life in Motion
.”—Blanche Wiesen Cook, author of Eleanor Roosevelt: Volume I and Volume II
Lecture delivered by Florence Howe on January 8, 2011, at the Modern Language Association Annual Convention
“It is impossible to imagine women’s studies without Florence Howe. Myths of Coeducation
shows her vision and courage, insight and dauntlessness.”–Catharine R. Stimpson, Rutgers University
A revised and expanded edition of the classic groundbreaking anthology of 20th-century American women's poetry, representing more than 100 poets from Amy Lowell to Anne Sexton to Rita Dove.
The Feminist Press at CUNY
The Feminist Press is an independent nonprofit literary publisher that promotes freedom of expression and social justice.
Modern Language Association
The Modern Language Association of America provides opportunities for its members to share their scholarly findings and teaching experiences with colleagues and to discuss trends in the academy.