Formative (4)

So the one missing piece in my early education was language. Because of my interest in prosody and poetry generally I became a very good language learner. That, and my exceptionally robust memory. My junior year abroad in Spain was a formative experience. I learned the language by reading hundreds of pages of literature while I was in the country and speaking only Spanish as much as I could. While my Spanish wasn't perfect on my return, it was good enough to be a Hispanist.

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In Spain I studied with Claudio Rodríguez. That was a formative experience, because I had never been in the presence of pure poetic genius before. I quickly left Bousoño's class. Whatever the opposite of poetic genius is, that is Bousoño.

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Naively, I thought I needed to be better prepared for graduate school, so I read most of the boom novels the summer before. Oddly, I found when I arrived that I had read more than a lot of other people. It was odd that we were to read Roa Bastos, whom I found to be a mediocre writer. Maybe I was wrong but I haven't returned to him.

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Another formative experience was the discovery of the periodical room at the UC Davis library. I used to go there before I was even in college, and it was fascinating to discover that there was a journal just for works of William Blake. That seemed a marvelous thing, simply that that existed. I have spent many hours in periodical rooms and bookstores. Library stacks are wonderful too.

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I read the introduction to O'Hara's collected poems, by JA. He had a list of writers that O'Hara read, so I read those writers, especially Henry Green and Flann O'Brien. I had invented a technique that might be called backwards reading. You start with Borges, say, and then you read everything that Borges thought important. I tried Ronald Firbank too, but I didn't get it at all.

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At Cornell, where I lived for a time, I systematically trained myself in my field, by reading all the individual books of poetry I could find by the novísimos.

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I am sorry that my formative experience did not consist of sitting in the classroom and learning from some charismatic professor. I did learn from the British poet Thom Gunn, and from a guy named Richard Coe, a French professor who was also a specialist in autobiography. I took a class from a noted Beckett scholar, Ruby Cohn, and found her a mediocre mind. I liked Elliot Gilbert, a Victorianist married to Gilbert, of Gilbert and Gubar fame. Elliot later died tragically due to hospital incompetence. I did study a bit with Sandra too. Still, I am mostly an autodidact.

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I would go to all the poetry readings. I saw Richard Eberhardt and Stephen Spender, and many others. In Spain I saw Rafael Alberti and Luis Rosales.

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While preparing to write my dissertation, I came across a new book by Debicki, Poetry of Discovery. I was really shocked that a third-rate mind like this could be the big name in my field. That meant, in my arrogant opinion at the time, that I could be an even bigger name. Later I became friends and colleagues with him, and even taught the rest of his course once when he had cancer.

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The Nobel prizes for Neruda and Aleixandre in the 1970s really motivated me to go into this field. Naively, I expected that this would be a normal kind of thing to have happened, but I have never met a colleague who entered the field for that reason. The journals were filled with translations of Neruda, so I thought that it would be cool to read him (and others) in the original. There are many Spanish professors for whom poetry is a complete mystery. They do not read it (aside from what they read for exams in grad school) or teach it. There are others who specialize in it, but have a very rudimentary understanding of it.

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We talk about experiences that are formative. Formación in Spanish means professional training & education. Bildung is a similar concept: culture, development. We might also look at Greenblatt's concept of "self-fashioning," or my own idea of the "scholarly base." If we look at the idea of "cultural capital" that is another approach to this question, from a sociological perspective. I don't like the idea of capital as much, because it makes it sound like it is a mere birthright, something you acquire effortlessly just because of your social class. Of course I did inherit a good deal of this "capital," in the sense that the materials for study were always right there.

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I play congas and bongoes. An analogy might be a Cuban whose whole family plays percussion. The kid might be playing at age 5 or so, and never have to wonder what the clave is. The drums will just be around in his house. The kid might grow up to the Changuito, or might never become a player of that caliber.