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TheNewj_o_u_r_n_a_l_6~~-e~·-~~-b5.31._.986 Features
6
Primed for a Trade Created and run by two Ya!L graduates, TRADES, Inc.- Teen Rehabilitntion and Droelopmmt: an Expenmentnl School- has for two years trained New Haven hr:~h school dropouts to pamt houses. Backing their idealism with hard work, TRADES' directors have turned an 88, 000 Dwight Hall summer program into a model jobtraining organization with a quarter-million dollar budget. By james Bennet.
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Celebrating a Great U nkown
Hermann Broch carrv to Yale in 1949 without any of the ceremon; usually accord~ to iltn-ary masltrs. Hrs death two ;·ears laltr went unnoticed by almost all except his dou friends and a small crrcle of admirers. Now, as Yale celebrates his one hundredth birthday, Broch is .~etting the recognition he deserves. By Peter Zusi.
For Country and For Yale
With the populan'ty and appeal of the armed forces increasing on a nalional level, only 18 Yale undergraduates are enrolled in th' ROTC and other officer training pro.~ams. Not a visible presma on campus, these studmts pursue miliklry training for a vantty of reasons at a university where the stalus of such programs is in transition. By Daniel Waterman.
On the Edge Living ciff campus, rtudents have become increasing{y concerned about crime-and fear that Yale and New Haven have left them on their own. By Andy Cowan.
Profiles
16
Faces from the Crowd Four students speal.. opm{y about issues facing them as acth·ists m t/r, Coalition A~aimt Apartheid. Providing different viewpoints, they discuss whal motwates them but alro u•hat alienates them- both .from the movement and .from Yale. By Susan Orenstem.
38
Unconventional Education After leaving her country under pressure from a miliklry dickllorship, Emilia Viotti da Costa came to the United SUlles. At Ya!L, she is one of on{y two women tenured h1stor;· professors. A nalrle Brazilian, she hope~ to dispel/ convmtional m;·ths about radrcalrrm in Latin Amm'ca. With Alison Cardy, sh' traces some of the events that have shafl'd her own intellectual history.
Afterthought
44
Literature After "X" Returning to the department he helped create, Professor Michael Holquist rememberr Yale and the crisis that led to the creation of the Literature Major.
Letter NewsJoumal
4 5 Thf'
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.Journai/ Decemh('r 5, l<l81i 3
Letters To the Editor: Editors' response: Mr. Riggs seems to have Alison Cardy's review of Essays That misinterpreted the message behind Ms. Worked (TN], Octo~er 17, 1986) was Cardy's review. Nowhere does she suggest so ill-informed and idiotic that it would that she's an "authority on the publishing be a waste of time to refute all of it. industry, "for obviously, she is only one voice However, there are a few points that presenting one view on Essays That need correction. Worked. More importantly, however, one Miss Cardy begins by criticizing the must recognize Ms. Cardy's salient point: the book because it "finally how-to-izes" college essay, the one aspect of the application the college application essay, and she process which should allow students to shine leads the reader to believe she is an as individuals- not merely as a compilation authority on the publishing industry. of test scores and grades- has been reduced to In fact, if she had bothered to check, yet another part of the "how to apply to Miss Cardy would have found that a college" game. Finally, in calling Ms. number of "how-to" books on college Cardy's review "ill-informed and idiotic, " essays have been published in the last Mr. Riggs undermines his own credibility. few years, in workbook style and with such sneaky titles as College Application Essays (Arco, 1984) and Writing Your College Application Essay (The College Board, 1986). Essays That Worked, however, takes the completely opposite tack of a how-to book - a fact that is obvious to anyone with any knowledge of the subject. Miss Cardy also criticizes the book's bold cover and "crisply professional image." Sorry, but bookstores are reluctant to sell books that have a "dull amateurish image." Would she prefer the book to be xeroxed and stapled? Basically, Miss Cardy failed to realize that Essays That Worked was not published for literature seminars at Yale. It's meant to assist students New Focus on Women applying to college. Period. Luckily, most high school seniors are brighter Dinner conversations at Yale often than she; they know exactly what serve as a forum for debate; less they're buying, and Essays That Worked frequently, this debate translates into is selling very well (it's #3 on Doubleaction. For Rachel Dretzin (BK,'87) day's bestseller list) and is getting exand Sharon Portnoy (SY,'87), a dinner cellent write-ups in such media as the discussion over issues of feminism for New York Times, Glamour, and The college-age women launched a film Chronicle of Higher Education." project currently underway, one which Finally, if Miss Cardy had bothered they hope will create an unprecedented to check, she would have learned that I public voice for their generation of am a member of the Class of 1982, not women. 1979. Portnoy, an English major who hopes to be a writer, conceived of the Sincerely, project. Realizing that college-age Rollin Riggs, '82 women face different problems today President, Mustang Publishing than they did in the 1960s, Portnoy decided to produce a film that would The New journal encourages letters to the editor articulate these new concerns. She and comment on Yale and New Haven issu es . approached Dretzin, now in an Write to Melissa Turner, Editorials. 3432 Yale advanced film workshop, with the idea Statio n , New Have n. CT 06520. All letters for of interviewing women from similar publication must include address and sig na ture. educational backgrounds to see what The N ew j ournal reserves the right to edit all letters for publication. common trends of thought emerged. "I
NewsJournal
4 The New JoumaJJDecember 6, 1985
was electrified by the thought," Dretzin said. Dretzin and Portnoy have already videotaped interviews with eight to nine women at this point and hope to accumulate up to 30 or more before they begin filming next summer. They will use these interviews as raw research from which they may create fictionalized composites or retain the original portraits in a montage. The filmmakers are appealing to women's organizations for contributions, and applying for Yale-sponsored and public grants, in order to raise the thousands of dollars needed to fund their project. According to Dretzin, the women they have videotaped represent an even mix of those who consider themselves feminists and those who do not. The questions are not phrased to deal with feminism directly, but rather to explore personal anecdotes. "We're having people tell stories themselves, talk about relationships and friendships, and , out of that come the issues," Dretzin said. Strikingly, she and Portnoy have d iscovered that whether or not the inteJ;Viewed women view themselves as feminists, they bring up the same conflicts. Portnoy has found that most of these women are trying to establish full gender equality while still maintaining their female identities. This conflict results in academic hesitancy, perceived compromises in personal relationships, discrepencies between their mothers' achievements and their own goals, and preoccupations with food. Consistently, the women grapple in their interviews with what Dretzin describes as a confusion between their formal thoughts and their actual reactions. She often senses an inconsistency when the women talk about their academics. "At Yale there is this general assumption that women are as smart as men. But the amount of selfcensorship and self-negation that goes on before the woman's hand goes up or the paper is handed in is amazing," she said. "That is one thing that has come out of the interviews." Dretzin and Portnoy have discovered that relationships present an arena for constant expressions of self-
doubt. Many of the interviewed women say that their reactions to men follow an almost involuntary pattern: a softening of the voice, and a less "aggressive" manner out of a fear that they will seem less attractive if they behave otherwise. They perform in a way that defies what they define as feminist. Those interviewed reveal a tremendous amount of confusion as to whether their own behavior is appropriate or self-betraying. Both Portnoy and Dretzin emphasize that the confusion which spawned these new issues existed 20 or 30 years ago when the modern women's movement began. "In some sense we need to repoliticize the cause," Portnoy said. "We are reasserting that there is still a struggle." She has spoken to 40 and 50-year-old women who are surprised to find there are college-age feminists because few young women have made themselves heard. Portnoy sees the film as a "further step to freeing that lack of expression." Helen Cutting Whitney, a filmmaker who has produced numerous documentaries, has agreed to advise Dretzin and Portnoy's project and to aid in their grant-search process. The two women hope to sell their ~om pleted film to a cable or syndicated television station and to show it at colleges. With its release, this film may well promp debate and soul searching similar to that which spawned it; that, Portnoy and Dretzin feel, would be a welcome change. -Skye Wilson
An Arts Haven Envision a small community of artists and art lovers, complete with low budget housing, theaters, freeadmission galleries, summer concerts, quiet courtyards, retail shops, schools for the performance arts, and movie houses. For the last twenty years, this artistic utopia has been the evolving dream of the Arts Council of Greater New Haven. Having survived the early formative years and a progresshalting 1970s Pc:onomic recession, the Council hopes today to find a prom-
ising home on and around Audubon Street. The Arts Council, founded in 1968 by a group of New Haven citizens, provides scheduling, publicity, funding, and space for its member organizations and artists. The council's latest victory comes in acquiring the old Winery building on Whitney Avenue, across from the Foundry and the Munson Gallery. The Whitney Winery, formerly a popular restaurant and bar, now serves as temporary headquarters for the newest member organization of the Council, a promotion agency called Artspace, Inc. "Potentially," says Frances Clark, executive director of the Council, "Artspace and the Winery building will become an incubator for the Arts." The company has as yet only a tentative focus, and will not create an agenda until its Board of Directors, consisting of artists, businessmen, and public servants, selects an executive officer in late November. Clark adds, "The Winery might become a place for local artists to experiment in performance, it might become a small drama workshop, it might remain an art gallery for local and visiting artists, or it might just become all of the above." Currently, a group called Artists Working in New Haven hosts an exhibition of its artwork in the Winery building. Artspace allows the group to exhibit rent free in exchange for minor renovation services. An upcoming exhibition, titled "Under $100," will sponsor local or visiting visual artists to show work, priced at less than $100, for only a $5 hanging fee per piece. The transformation of the Winery building from restaurant to gallery marks the latest step towards realizing the Arts Council's original dream: an artistic invasion of the non-residential, Audubon Street district. Among its allies, the Council counts the Neighborhood Music School, the Educational Center for the Arts, the Creative Arts Workshop, and the Lincoln Theater building. All of these agencies are considered integral parts of the evolving plan. "We wanted a center which would be a public as well as a private place," said Charles Bower, one of the Council's founders, "a place where people could meet, live, shop, learn and work in the ambience
of the Arts: where the presence of art as a part of society could be felt and enjoyed by the practitioner as well as the spectator." By the Spring of 1988, a $30 million development project cons1stmg of office space and residential units on Audubon Street is scheduled for completion. This project aims to create a supportive community for the local theaters, galleries and performance houses. With the realization of this development project, the Council will arrive at the end of a long, successful journey. It will have created a strong foundation for progressive and popular art in New Haven. The next few years will tell the beginning of another story: can the plan work? The proper groundwork now in place, the Council and its friends must turn their efforts to attracting both artists and art lovers to the community they are creating. - Warren Kampf
The New Journal thanks:
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Rosanne Adderly Larry Bencivenga Tony Cahill Laura Condon Cycles La Chance NormanDy Robert Ferry Julie Hansen Sami Iwata Warren Kampf David Katz Kate Lee Kathy MacRae Manuscripts and Archives Robb Mork John Ritter Krista Salmon Eddie Schwartz Patricia Stark John Stella ,~ Strong Cohen Graphic ne.ip ,." Skye Wilson
The New Journal/December 5, 1986 5
On the way up: TRADES trainee Keith Wiley and coordinator Roggie Vasquez.
Primed for a Trade James Bennet When Roggie Vazquez and Willie Penn began painting for TRADES, Inc., everything did not go smoothly. "We did some things to people's yards that they don't know about," confided Vazquez. Penn grinned as he described accidentally dumping a bucket of paint over a bush on one job. When the owner of the house came into the yard to pay them, the painters, having cleaned up as best they could, acted nonchalant. "We just looked around at each other saying, 'Boy, we're glad this lady's senile!'" Penn recalled, laughing. Now, as coordinators for TRADES -Teen Rehabilitation and Development: an Experimental School-Penn and Vazquez train new painters. Penn, 20, dropped out of Lee 6 The New JournaVDe<:ember 6, 1985
High School in the twelfth grade. While working at the YMCA, he heard about TRADES and applied. He began painting in the summer of 1985 and now attends evening class at Hamden High School to earn his diploma. Vazquez, 19, has been with TRADES since its inception in 1984 as Dwight Hall Summer Painters, working part-time until graduating from Lee High School in 1985; since then, he has worked for the company fulltime. Despite their success at TRADES, both say that they still have much to learn. "Ain't nobody professional," Penn explained. "You've just gotta keep going, striving to be better than what you are." Under the direction of David Rich (BK, '84) and Stuart Dunbar (TC,
"Ain't nobody professional. You've just gotta keep going, striving to be better than what you are."
'85), TRADES has grown from a Dwight Hall summer jobs program with an $8000 budget into an independent, quarter-million dollar company that trains local high school dropouts to paint. It employs them year-round while providing some classroom education in the evenings. Rich sees New Haven as a city with both a great demand for painters and high unemployment. TRADES, he says, seeks to reduce that mismatch. Although TRADES has survived hand-to-mouth since its creation, . its prospects for the future look good. "It's still touch-and-go financially, but }Ve now have a solid community-based organization," Rich said. Though Rich and Dunbar derived their idea for TRADES from Dwight Hall Summer Painters, which employed five New Haven high school students to paint houses during the summer of 1984, they envisioned something larger. "I wanted to do something more grandiose than just going out and painting with kids," Rich said. He wanted TRADES to be what he calls a "public action" program. While public service organIzations seek to advance individuals through scholarships and similar programs, TRADES, according to Rich, focuses on "helping people to in -turn help others in their own community." Toward this end, TRADES aims at providing market~ble skills, job experience and, most •mportant, the motivation and selfdiscipline to work. Though Rich estimates that 50 percent of the
trainees who have completed the from corporations and funding proprogram now work in the construction grams for 30 percent of its budget. field, he says that TRADES does not Rich and Dunbar spent the spring of emphasize job placement. To do so, he 1985 trying to arrange funding for an argues, would pressure the staff to organization whose structure they had screen out applicants who they felt not clearly defined. "We were just might not succeed in the building winging it," Rich confessed. They got trades. "All we look for is motivation," the backing they needed, however, and he said. Men and women without the by July TRADE~ was in business. ability to work for other painting or Since then, 28 men and women have construction companies, l;le believes, finished the TRADES training, and can nevertheless benefit from their the company has completed about 60 experience a·t TRADES. jobs, ranging from small indoor Their goals established, Rich and projects to a group of ten condoDunbar began to seek financial miniums. Their customers have been support, for enthusiasm and good satisfied. For their restoration of a ideas, they realized, would not pay the house in Fair Haven, TRADES won bills. Because TRADES employs the Fair Haven Housepainting Prize unskilled workers, it cannot support and the Merit Award in 1985. itself as a professional painting TRADES e_mploys 15 trainees company does. It must rely on grants during the summer and ten during the
J J
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David Rich in the TRADES office in Science Park: "I wanted to do aomething more· grandiose than just going out and painting with kids." The New Journal/December 5, 1986 7
Dubar cited this as one reason for his leaving TRADES in November. Jim Signore!Ji (MC, '85), a coordinator for TRADES from the summer of 1985 until this fall, says he left T RADES because he "burned out." TRADES, he said, ran his life. H owever, S ignorelli refers to his time with the comp any as his "most valuable experience," and credits it with m otivating him to pursue a career as a public high school teacher. "This program couldn't have started without YaJe graduates," Rich said. "It needed their idealism a11d vision." Though TRADES continues to rely on Yale undergraduates for volunteer assistance, Rich has begun to draw the program's staff from the community. I Trying to give -TRADES a more per- ~ manent structure, Rich has encouraged the 11 members of the TRADES board of directors to aid in supervising. the program and in planning its development. In addition, this fall he hired an assistant director to help raise funds and a program director to supervise the work crews. Though in the past Rich and Dunbar experimented with I bringing in professional paintersincluding othe r Yale graduates - as coordinators and supervisors, they found that giving trainees more responsibility improved their work. Now, TRADES pulls coordinators, like Penn and Vazquez, from among its trainees. 路 Penn and Vazquez now work together without supervision. TRADES' program director, Eddie H oskei, dispatches beginners from the training crew to work with them for one week each. E,路enruallv, thev will lead an "ad,路anced team'" of 路more experienced trainees. "They trust us to think for ourselves. now." Vazquez explained. Both men plan to join the union and eventually either start their
I
I
When Roggie Vazquez began painting for TRADES, he u sed to sh ow pictures of the houses he painted to friends.
winter, when the demand for painters slackens. Most of the trainees never finished high school. The men are usually in their late teens and the women in their early twenties. Beginni ng at minimum wage, the painters work five days a week from eight in the morning until four in the afternoon. Trainees' wages grow to as much as six dollars an hour as their skills improve. There is no set training period; painters leave the program when they feel prepared to work for another painting company or to seek a job outside the trades. In theory, the program calls for three hours of classroom instruction a week for trainees without a diploma. Rich and Dunbar intended this aspect of the program less to prepare trainees 8 The New Journal/December 6. 1985
to get their general education degree than to maintain their basic academic skills and their familiarity with a classroom situation. The TRADES staff and Yale tutors teach basic reading and math skills, but because classes come after a full day's work, trainees rarely appear more than once a week. According to Rich, TRADES will place more emphasis on classroom education in the future. The painters' union, he pointed out, requires members to have a high school diploma or its equivalent. TRADES has taken a toll on its creators. Rich and Dunbar, who designed the program intending to supervise their trainees on the job , instead found themselves putting in 60 hours a week behind their desks.
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H ermann Broch in Say brook courtyard.
Celebrating a Great Unknown Peter Zusi The courtyard fa~ades of Saybrook C ollege are like gravestones. Names of the important and wealthy of Yale's past h ave dug their way into the waps, along with honorary epithets such as, "prodigal in labors for public good, guide to all things fine." Not that I expected to find H ermann Brach's name carved ornately into stone, but I did hope that the Saybrook library would contain some record of his time at the college. Up in the library I flipped through a scrapbook from 1949, those happy days when every third person answered to "Zeke" or "Ros" or "Grant," also the year that Brach was a Savbrook associate fellow. T here were tw~ pages on the fellows, but B roch did not appear among them. The last picture to catch my eye showed a man wearing a bra, and below it someone had written: "Trying to outdo Jane Russell, Don?" Scene change: the white walls of the Beineckt> Rare Book and Manuscript L ibrary. Cool and austere- no one would ever carve names into these walls - their smooth marble panels
provide a fitting background to the quiet and purposeful manner of K rista Salmons, curator of German literature. She leads me towards her office, farther into Beinecke than I really care to go, where a bust of Broch sits on a shelf. He has serious, deep brows and is looking towards the floor. Salmons opens up a black cardboard box and inside lies a thick slab of typescript, corrections scribbled here and there on its many pages; this is the working copy of The Death of Virgil, Brach's greatest novel. Salmons is smiling. B roch spent the last years of his life at Yale, but left little mark here outside of his few personal friendships and the immense B roch archive at Beinecke. Because it contains his one hundredth birthday, however, this year has brought him special attention. Academicians like to celebrate birthdays with scholarly conferences, and the two most notable Broch centennial celebrations took place in Stuttgart and at Yale. Those organizing these conferences, along
Broch spent the last years of his life at Yale, but left little m ark here outside of his few personal friendships and the immense Broch archive at Beinecke.
The New JournaVDecember 5, 1986 II
I. ,."".,,. . . . , THE At his worst he is ponderous, overstated, self-indulgent, and irritating.
unappreciated a t Yale, Broch'â&#x20AC;˘ wo r k is now on display in Beinecke.
with related memorial events, hope to increase Broch's audience; not an enviable task, for Broch is virtually unknown outside of the literary and academic circles which consider him one of the greatest authors of this century. Hermann Broch-born Vienna 1886, died New Haven 1951-wrote really long sentences. Some of them are burdensome, some are lyrical, and at least one is just plain 12 pages long. Twelve pages. Broch's English translator, Jean Starr Untermeyer, along with a few scholars who paid her an extended visit, spent a week unravelling this particular sentence. The complexity of Broch's prose d ivides opinion on him, and perhaps constitutes one obstacle to his gaining a wider readership. Broch is difficult going. At his worst he is ponderous, overstated, self-indulgent, and irritating. Herman Weigand, whose early essay "Broch's Dtath of Virgil: Program Notes" provided the metaphor of the book as a symphony, a metaphor which to this day occurs in almost any discussion of the book, referred to The Death of Virgil as a "monstrous phenomenon of a book." And W eigand liked the novel. But when Broch is good, the length of his sentences becomes a marvelous attribute, endowing them with a unique poetic rhythm. His prose style and thematic material betray the influence of an academic training in philosophy and place him firmly within the German literary tradition. But flashes of a dry wit sneak through, 12 The New JournaVDecember 6, 1985
often working subtly but sometimes creating an outright funny moment. Early on in The Sleepwalkers, Broch's o ther major novel, the main character, a stiff upright man belonging to the old Imperial German society, rides in a droshky with a dark gypsy-like woman named Ruzena. Broch relates: But when, as in a dark cave, they sat in tne droshky under !he covered roof with the rain flaps lei down, the fain! sofl drumming of the raindrops on 1he s1re1ched leather above them, seeing nothing of the world save the coachmen's cape and two grey strips of roadway through the opening on either side, and soon not even seeing that, then their faces bowed cowards each ocher, met, and melted together, dreaming and flowing like the river, lost irrevocably, and ever found again, and again sunk timelessly. It was a kiss !hat lasted for an hour and fourteen minutes.
Broch's style changes tremendously depending on his purposes. As one progresses through The Sleepwalkers the sentences get shorter, less romantic, more philosophical. As does Joyce in Ulysses, Broch plays with different forms of narrative: he writes one section in dramatic form, and a number as poetry. Yet it is in the long, lyrical sentences of The Death of Virgil, however, that Broch's style becomes most uniquely his own. Though Broch has in the past, especially in the United States, belonged mostly to the academic world, recently public interest in his work has increased. The Sleepwalkers and The Death of Virgil have come out in new paperback editions, and his Bergroman has recently been translatt:d under the title The Spell. A major biography by Paul Michael Luetzeler appeared in German last year, and a new edition of Ernestine Schlant's
biography/study of Broch in English is about to be released. A number of popular and influential contemporary literary figures, such as Susan Sontag and Milan Kundera, have mentioned Broch either as one of their favorite authors or as a majo. influence on their own work. In spite of this subtle increase in public recognition of Broch's work, however, the academic world can still safely claim him for its own. The Yale centennial conference brought together scholars from all over Europe and the United States. Entiâ&#x20AC;˘ced "Literature, P hilosophy, Politics, and the Mind of Hermann Broch," it began on November 20 and continued through November 22. Three speakers presented papers in each session of the conference, and every paper received a reply. Though German was the native language of the majority of the audience, most of the talks were given in English. When the discussion got interesting the reply period generated a heated exchange, and when it got really interesting the speakers strayed far from the original topic, often lapsing into German. Thus one session began with a paper on children in Broch's work, inspiring a discussion which took on religious overtones when the children were placed in the role of redeemers. Then the discussion became psychoanalytic, both of Broch and of his characters, eventually raising the question of whether this work of Broch's should be regarded from the literary standpoint at all, or perhaps, because the work was never finished, of whether the political circumstances and societal influences were most important, and then finally the themes met, melted together, and it was time for the coffee break. The talk may well have lasted for an hour and 14 minutes.
being his translator was also for a while h is lover, until they fought and she began wntmg him angry letters ('scathing,' a:, Dowden described them). These are among the 1tems available only at Beinecke; together with the papers and archive photographs they com~rise the o nly surviving mark which Broch's personality left on the Yale campus.
, at two things w ere clear about B roch : h e alw ays sm ok ed a pipe and was never short of lovers.
This was not the first Broch conference at Yale. The first happened in 1979, inspired not by any significant date but rather by a grant from the Austrian Institute. It produced some interesting stories. "Broch haunted that conference," said Steve Dowden, Assistant Professor of German at Yale and coordinator of this year's conference. He mentioned a specific incident in which an elevator broke down. Broch had been a great womanizer in his lifetime, though always careful to keep his many women friends unknown to each other. But Broch is dead now and can no no longer do that. A number of those women, still alive, often attend Broch conferences and events around the world, though each keeps her distance from the others. The elevator was
carrying five such old lovers when it broke down. They were stuck together for three hours. As in '79, this year's conference was accompanied by an exhibition from the Broch archive at Beinecke. Among the papers contained in the archive are the typescripts of The Death of Virgil and The Sleepwalkers, as well as a section of Virgil written out by hand, dating from a period when Broch was imprisoned by the Nazis and had no access to a typewriter. The archive also contains Broch's notebooks from college, mostly from math and philosophy courses. And then there are the letters, many of which remain unpublished: Broch's letters to his first wife ('they are slushy and embarrassing,' explained Salmons) and letters from Untermeyer, who, in addition to
Almost everyone who knew Broch agrees upon two facts: he had a gr eat many lovers and he was always smoking a pipe. Though quiet and reserved, he had a strong, magnetic personality which caused many who k new him, especially women, to idolize h im. Mary Weigand, the wife of Herm an Weigand, has tremendous respect for Broch, but does feel that he needed a lot of personal attention. "H e was narcissistic. I think all those lovers were in some way so many mirrors." Broch received many, many marriage proposals. Annemarie Meier-Graefe, who became his second wife, was so persistent in her efforts to marry him that he finally relented- on the conditions that the marriage be secret and that she Oy to Paris immediately afterwards. When Broch died two years later, the marriage was still secret. Consideri ng his back ground, Broch's having become a novelist at all is remarkable. He was born on November 1, 1886 to ajewish family which was in the textile business. When he was old enough, his family encouraged him to enter the business instead of going to school, and so he took over his family's mill at Teesdorf, which he ran quite successfully. The Beinecke archive even contains the design of a textile machine which Broch patented at this time. But Broch wished to pursue his intellectual interests, The New JournaUDecember 5, 1986 13
A young Broch in Vienna: from textiles to 12-page sentences.
namely philosophy, and so during the economic crisis of the twenties he took the opportunity to sell the family business and enroll at the University of Vienna. He studied most! y mathematics and philosophy. H e planned on gaining a doctorate in philosophy , but the logical-positivist school of thought predominant at that time among the Vienna Circle took little interest in those areas of philosophy which Broch found most fascinating- ethics and metaphysics. It was at this point that Broch turned to literature. The Slttpwalkn-s, his first novel, appeared in 1931 , a year after Broch left school. This was the begining of a period of high productivity, during which he completed many essays, poems, a play, and worked on his novel Bn-groman. of which there are three extant versions, only one of which he completed. Then in 1938 the 14
Th~ N~w Journal/~ct'tnb~r
6, 1985
Nazis imprisoned Broch in Austria for close to a month. His imprisonment was not due to his being a Jew (much earlier, in 1909, Broch had converted to Catholicism, though from the begining he was less than devout), but rather to the Nazis' incorrect belief that he was a communist. A number o f friends Oamesjoyce and other literary figures among them) intervened and managed to gain his release, but Broch, fearing that his J ewish origins would be discovered and that he would be reimprisoned, emi~rated first to England and then to the United States. In the U.S. Broch lived in New York and then Princeton. At Princeton he rented a room in the house of the scholar Erich Kahler, and at this point his circle of friends included Hannah Arendt, Albert Einstein, and Thomas Mann. In 1945, still at Princeton, he completed Tht Death of V1rgil. In 1949 Broch contacted Herman
Weigand , then Professor of German at Yale, with whom he had started correspoudin g after the appearan ce of Weigand's Virgil essay two years earlier. Broch wanted to know if he could get a position at Yale. "He was hoping for an appointment as a writerin-residence," said Mary Weigand. "H e saw that things weren't going anywhere at Princeton, which was why he wanted to leave." He had also had a bad fall in which he shattered his hip, and his room at Princeton required a three story climb. So Yale instated Broch as a fellow of Saybrook College, where he stayed for three months, at the end of which time he became a lecturer in the German department. His position, however, was tenuous: he had no teacqing duties and httle salary, and his financial situation, weak throughout his life, allowed for l ittle luxury. Work on mas s psychology, which had started to fascinate him and his friend Elias Canetti, occupied most of Broch's time. H e left Saybrook for a one room apartment at Lake Place, where his books took up an entire wall. Shortly thereafter there began a movement to secure for Broch the 1950 Nobel Prize for literature. It almost happened : the vote was close enough that Tho mas Mann's influence was decisive. But Mann had previously com mitted his vote, and William Faulkner took the prize. The committee slated Broch for the 1951 prize- they later pushed it back to 1952-but that was too late: Broch died on May 30, 1951 of a heart attack; his ashes were buried in Killingworth , Connecticut. But Broch's death may not have been so untimely. H e might even have consciously or unconsciously courted his death. H e had suffered a heart attack earlier that same year and was still weak, yet the day he died he had carried large suitcases up the flight of stairs to his house. Many believe that after completing Tht Death of Virgil he did not h ave another book in him, and that he probably knew this .
His imprisonment was not due to his being ajew, but rather to the Nazis' incorrect belief that he was a communist. Broch's last months were disarmingly simple: he visited his small group of friends, studied, and wrote letters. "He never got very far from his own mind," said Mary Weigand. "I think he was mainly interested in putting his thoughts down on paper." His thoughts at this time chiefly concerned his work on mass psychology and mathematics, and he produced little on "literary" subjects. But though members of the German department greatly respected Broch , Yale University had little interest in him. Whether it was due to his lack of form al academic training, or perhaps to some linger ing anti-semitism, it is unlikely that Broch would ever have gained a substantial position at Yale. So now Her mann Broch resides in Beinecke. He has a larger room, but it still contains mostly books. They are "monstrous phenomenon" of books, to be sure, but "it is by no means unthinkable," as Weigand concluded in his essay, "that Broch's Death of Virgil should continue to stand as the twentieth century's towering monument of a mystically oriented spiri tuality." Mystic? Spiritual? Unusual adjectives to apply to a Modern author. It is questionable even whether they are accurate for Broch: throughout the Yale conference, he was kicked and tossed from one theoretical ground to another, and seemed to send roots equally deep into each . He took it stoically, however, and remained unscratched: his bust stared at the floor of Krista Salmon's office, photographs of him gazed from under the glass cases of the Beinecke exhibit, 40 or 50 people watched as speakers spoke and rebutters rebutted - and Broch's name sunk deeper into som e wall, somewhere .
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Profile/Susan Orenstein
"Last year, I didn't go to PROP because I didn't know those people and felt intimidated. I think that's where prejudice comes from, from intimidation from a group."
16 The New Journal/December 6, 1985
When students at Yale think of the separate themselves from their fAmily Coalition Against Apanheid. certain backgrounds, political orientations, images tend to come to mind: a reo standards of living. Away from th~ arm band tied on a sleeve, the sides of rally context, students working for the shanty plastered with flyers, the divestment take Ofr new dimensions. strained faces of people chanting, the They give a picture not just of sound of urgent voices. Those wearing themselves but of issues related to thethe arm bands, sitting in front of the movement against apartheid. shanties or opening their mouths to chant tend to be viewed as a group, in Amy H olloway's black consciousness generalized terms. Those not involved determines her perspective both as a often describe them as "politicall-x student and as an activist. It grounds correct," liberal, self-righteous, or he r opinions on classes, peers. and the c.oalirion Against Apartheid. Amy. TC,'89, elite. Profiling four students here is not an attempt to let the movement defend commits herself ideologicaJly to homan iuelf, but an attempt to listen to four rights issues, not only those wh1ch voices, voices that chant in unison at ooncern South Africa, and she came to rallies but have many things of their Yale with no strong opinion on divestment. "I guess I was concerned own to say. activism was at a lull. It was something They don't just talk about the reasoning behind divestment or their new for me to ~o into," she says. "I outrage over apartheid. Students don't know what specifically made me leaving rallies go to classes or libraries pick the CAA. Certain things were in or other meetings. Black students the back of my head. Plus, there was return to the white structures ¡ concern over people dying. It seemed surrounding them at Yale. A graduate like an urgent thing, so that scnte of student goes home to a dependent urgency attracted me." Stin new to tM cbild. And all of them, while moving facts when she became involved last forward towards a goal, go back time spring, Amy felt uncomfortable and again to the past, to the source of articulating her views; she even their motivations, for they cannot reaisted sitting outside the dinina hall
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a pet1t10n,. N~, more familiar the reasoning on both sides, she with other issues raised . by labeling of groups, the Qf racism in activi.un, a of alienation from Yale. Amy wears her red arm band as a ponytail gathering up the many $mall braids that cover her head. She speaks openly about her own problem& with labeling, and there is an uncertainty in her pauses, her eyes looking off to one side. "I feel So persecuted by this label thing, but I perpetUate it, and ~· can't get ofit . . . I might tend to 'lump ldl conservatives together. ~A , I'm not aware of lhl:111i117es as different groupa the with human-rights that is a probleJD." she ;~en~~ing on her words as ~· "La$t year, I didn't go t;Duae I didn't know those felt intimidated. I think comes from, from a group, know what a group is kind of inexcusable about it, but it's easy to
~onsidcm. not just t{le way- others view herbut the way others treat her. Before her arrest' last year, for example she thought aljout whether th la_w,taffects whites and blacks different!~ "It's an important issue for any~, but it is true that non-white people always have a different positicm., in our society, a Jess advantageous position. It makes me a little more wary." Such wariness contributes to a feeling of alienation in classc:s that focus predominantly on western ideas. "In English, there>s all this stuff I~ sick of. Then: are these western epics that lay the basis for this western culture, but 1 see that c:u'kure not always including me, and tbat's frustrating." Amy sees a problem in the higher number of whites involved in CAA than blacks. A prefer~ to wOl'k through Black St•1dent Allianc:e at Ya16 (BSAY) may account for some of the disparity, but still, CAA saw a need for a recent workshop entitled ",Racism in Activism." Amy made sure she could go. "I think differences have to be acknowledged between white people and non-white people. Sometimes in activist groups, the differences aren't treated. I think than
raci8.Pl in general,, when you don't ask why!' ThiQ)Ung for a while, she adds that tHe reasons fur the lack of hl...r ...~. ~· invoJ ent in the Coalition cannOt be'lo generalized. "A woman at the wptbhpp made roe remember ~e aJot of intra-racial differences, ~ot ~ me!,hbers of black groups to be ;llcrivists." Amy herself doesn't feel labeled an activist, but still, it troubles her when .someone says, 'l see you at the shanties all the time.' "I ~ it's because. rm really self-conscious," she: sayt. •1 guess when anyo~ says 'Amy, yotire pd.,' I shy away because I dodt teally beJicwe in myself." The ~ of distance she feds during a ~ Maift also troubles her. "I guess ~e afraid of what it is. They just aee tht actions, but there's no reason aot to check it out, or maybe they're not aware of"it.l feeltike some people don't want to ltop and see the shantiea.,. Amy says she tends to resist leadc;nhip and speaking roles. "It's easy fot"me to act, to wee in simplistic tenns1 tosay"thesepeoplearedyingin South Africa, I Wll~Jt to abo,ut for them • Leaders in genua! '8ll!e in terms TheNewJo~S.I!~86
17
of groups, but I don't, I think about what I'm doing each day." Whatever the complexity of her views on other issu es, Amy has a simple position on investments in South Africa. She looks straight ahead without pausing when she says, "We talk about liberty and freedom, so why do we have the nerve to be there? Our capitalism could make a pa rtheid better , someone said once. But I don't want to see blacks advance in tha t type of society. I mean, here, bla~ks make a lot more money than they used to, but it's still set up in that hierarch y w ith whites at the top. so people say 'a black will never be president."' At a time when CAA has been q u iet on cam pus, when burn-out from last spring's actions and frustration from th is fall's suspensions h ave kept cha nting at a minim um, Amy's clear beliefs on good and bad politics keep her active. "We've put a lot of energy into this, and the administ ration hasn't a nswered. But we're aware of that, and we're going to start doing more. I guess you never get a change within yourself unless you go up and down." Steve Marchese, MC '88, feels d ifferent from other whites in CAA . H e grew up in a working-class ne ighb orhood in Queens, New
York-a background which contrasts sharply with the high standard of living associated with Yale. H is first day in 1984 was an important first fo r his family, none of whom had attended college. He came, he says, as a moderate moving towards the left, "equivocating" about politics. Rallies last March pulled h im to Beinecke Plaza, and once the shanties went u p he stayed for planning sessions late into the night. Now, sitting in his dorm room, he looks clean-cut, with a small mustache and dark features. Not" used to being interviewed, he bashfully admits that he has just vacuumed the rug. O penly expressive, he has a welcoming way of talking, his h ands moving to emphasize h is points. " I was helping with the shanty repairs and what really riveted me was I felt we had a right to have the shanties up," he says. "I didn't get galvanized until I felt there was something really wrong; die whole free speech issue really got me moving." Steve knows of the image many people have of CAA. "I think there's a tendency at Yale to label divestment activists as politicalfy correct . . . . They might think you're a little shrill and a little self-righteou s. It bothers me a lot because I didn't get involved to be politically correct." Seeing himself as a
"People were wearing their arrest tickets on their j ackets. I didn't like feeling that I had to apologize for not getting arrested."
liberal in general politics but a m oderate in CAA, he has at t im es felt alienated. "There was a feeling in the group that if you didn't get arrested, you weren't committed. It wasn't stated like that, but people were wearing their arrest tickets on their j ackets. I didn't like feeling that I had to apologize for not getting arrested." H is reasons for being personally unwilling to risk arrest stem largely from his background. "I come from Archie Bun ker territory," he says, "and it's endowed me with a more pragmatic strain. I always understood that when someone came up with a grand plan, there was a cost involved, a n d the people who paid weren't on Park Avenue but the people I was. living with . . .. I don't think there are a lot of people from a working-class background in the movement. I don't think that makes their commitment any less valid. But I think it does affect how they look at issues . . . they can afford to be ideological. For me to risk arrest and suspension is asking me to ~ risk everything I've ever worked for. " ~ Likewise , he feels non-whites face a 11: greater risk of scrutiny and jucjgment ~ â&#x20AC;˘ for getting arrested. This situation, he ~ says, may keep some non-whites away ~ from CAA. "I think people in the ~ group regardless of how progressive they'd like to see themselves still have racist ideas, conscious or unconscious, and I include myself in this . . As an organization we don't seem very approachable. Non-whites on campus probably see us as a white organization." Steve says that non-whites do not join the group for two reasons. F irst- people obviously won't feel comfortable if they're the only non-
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â&#x20AC;˘J feel so persecuted bv this label thing," says Amy Holloway, a m e mber ofCAA. 18 The New JournaUDecember 6 , 1985
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whites in the group. The second reason involves a feeling Steve has himself. Because people with his background do not traditionally come to Yale, he feels he h ad to work hard to get here and his family had to work hard to put him ·here. Coming mainly for an education, he feels a pull- an obligation even- to focus on academics and activities promoted by the University. H e feels this pull may also exist for non-white students, and he senses that many are apolitical. D espite his own background, Steve says he has formed an ideology that pushes him towards activism. "I'm not saying Yale divesting is going to get rid Steve Mar,chese's working-cl ass backof apartheid, but how can I sit here on ground d etermines his perspective on my butt and do nothing?" he says with stude~t activism . emphasis, hitting his leg. "I think there are times that you have to leave debate Like most students, Nancy Fishman, behind and do something." And he DC '88, came to Yale for the does. Steve sees his value to CAA in opportunities it offered her, terms of committment and time, and academically, socially and extracurhe works on projects such as ricularly. Turning over much of her organizing a recent d iscussion for time to CAA meant, in effect, that she freshpeople. Sometimes sensing. that could not engage in her own life the his efforts may not bring a return in same way. And her orientation at Yale the form of divestment, he wonders changed substantially. Late last spring, whether his work does any good.:··But for exampte, Nancy went to a Yale the answer really does not matter. "I symphony concert in Woolsey Hall. think about the images, the people Sitting down as the music began, affected by apartheid, read some of th e she looked at the rows of faces literature around the shanties . . . I surrounding her. After a few minutes, know I can't change a system myself, she realized that for the first time in but obviously doing nothing will do months she was in a crowd that wasn't nothing." chanting. A white student from New Though he expends much energy York City, Nancy jokes about the fighting Yale policy, Steve resists frustrations of being a middle-class feeling completely alienated from the radical. At one time, she says, she University. "What I feel alienated from really was a knee-jerk liberal who are the types of people who fall head didn't take · the time to learn specific over heels for the whole place and say, issues and act. But today she claims 'Look at tradition - tt's fantasttc; who ·her involvement is deeper. "You can't don't think a little more about who they stay with it very long and be are and what's happening here. There's committed if you're knee-jerk. That's an incredible amount of insensitivity in probably why the number involved the administration." Still, experiencing fluctuates a lot." Nancy literally wears irony on her college remains important to him, tradition and all. He goes to Mory's, to sleeve. A red arm band is tied above her elbow, bunching the material of a Wbiffenpoof concet:ts and football thick Yale sweatshirt. The image games. "When I look back at Yale, I think I will feel they were very good suggests other combinations, other years," he says. "There's still a lot of parts to balance- student life and activist life, allegiance and protest, Boola Boola left."
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"You gather all these people together, and the only time they come is when you yell, and then they say 'all ypu do is yell.'" self-concern and concern for others. "I've decided I'm a student at Yale and a person in the world with those responsibilities," Nancy says. "It's very hard . . . This is the only time you're going to do the things you're doing here . . . I know I have tons of things to do and I'm not around here for too long. There are parts of me that are sort of fighting against each other. There's that whole side of my life working towards a career and then there's the side of me that has to see that's not the only thing in the world. Recently I've had to take some time for myself and I feel very guilty, but I just wouldn't be human anymore." Time for herself means academics- she's an English major-and acting. Together with CAA, these areas demand most of her energies. "I find myself in so many different worlds in this place. Being involved in theatre and this and academics are so different," she says. "I would definitely posit divestment as a huge part of Yale to me. When people say 'what did you do last year,' this is the first thing out of my mouth." And her immersion in life on Beinecke Plaza made it difficult to function in the rest of Yale. "When emotions were at a peak I had trouble relating to people not involved. I was much more 'where do you stand, where do you stand' and if not, why. It was another world. In the rest of the University, I felt so out of it, I didn't feel at home until I went back to the shanties." Lately, the shanties have been far aujeter awaiting actions nlanned for the
nex~
corporation meeting. Nancy knows rallies are critical for the movement, but she also feels caught in a trap. "You can't call the corporation on the phone and say, 'We want you to read this information.' They go in that building and they close that door. So you find yourself yelling and chanting . . . you have to be so graphic, you have to be so much bigger it's very frustrating to feel that no one is listening to you. So you sit on the ground. And you gather all these people together, and the only time they come is when you yell, and then they say 'all you do is yell.' They accuse us of not wanting to discuss things." In truth, Nancy feels that only communication can broaden support and change what she sees as misperceptions about CAA. "Some people think 'oh, they're so holier-thanthou.' You try to fight it in every way- getting people to come to the shanties, listening to what they have to say. I find that you can't hound people because they get on the defensive. It's really important that you're not so intense that you can't see anymore; you have to keep your sense of humor, even in a serious issue." Nancy admits she can be too serious and can form misperceptions. " I don't like to generalize about people. My first
instinct is to say people here o nly care about their studies or going to medical school. But I have to hit myself and realize I can't say that." Yet Nancy believes that a mainstream Yale does not exist. "There's the Yale that I applied to," she says with a deep voice. "You think of yourself in those terms when you're not here. But here Yale loses all that bigness and it becomes the school that I go to. It's not the Secretary of the University or the Corporation." She finishes her thought, and somehow a note of balance resonates in her voice. Mikal Muharrar considered himself an activist long before he arrived at Yale. With a bachelor's degree from Howard University, he carne as something of a veteran, of botli student life and activism. Settled at Yale for a few years, he decided to contribute time to CAA and has been working on it since. In his apartment, little things stand out among the usual furnishings and stacks of books. Next to the TV, propped up, sits a photograph of Martin Luther King and Malcolm X shaking hands. And a doll with black skin lies strewn across the sofa, the property of Mikal's two year-old daughter. Coming to Yale in 1983, Mikal, now 28, earned a master's degree m Afro-American
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studies and plans to start further research in American Studies next term. He originally decided not to get involved in CAA because he felt he could make his greatest contribution throu gh scholarship. Knowing that once he became involved he would devote all of his time, Mikal wanted to wait so he could assess what kind of academic demands Yale would make on him. He also had a bad perception of Yalies- "privileged, elitist, steeped in traditions that spoke to my oppression." M ikal has worked on projects in Washington, D.C. and New York, and his call for divestment dates back to 1977 when he belonged to TransAfrica, a national black lobbying group. Yale's campaign, he says, while important, comprises a small part of his overall work for social change. He will soon become the first bla<.k member of CISPES and also hopes to join Students for Nuclear Disarmament. His current activism has already given him new insights into. the University. First, he says, it can be a very cold place. Arrested dur}ng inauguration, Mikal found police reports differing substantially from his own, and he had to spend time writing statements on top of appearing in court. Mikal has also gained a greater sense of Yale undergraduates. "I have found at Yale there are a good number of progressive white people- sensitive, caring- and I welcome the opportunity to grow from them . . . . They're a group I tend to identify with and respect," he says. "On inaugural day, they were really bold and courageous and they inspired me." But as a more experienced activist, he feels less idealistic than many undergraduates and less disillusioned when things go wrong. "There's a certain naiveness among people in the CAA which may be a function of youth and social background. With student protest, there's !his thing about being able to be adealistic, humanistic, so you find students involved in causes not really involving them personally, which is
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1
good but there's also a tendency to gloss some of the realities." Mikal believes that Yale's policy in South Africa is not wholly inconsistent with Yale's "less than humanistic" p ri nciples. The western establishment has a tendency to support business interests and entrenched elites over the democratic interests of people , particularly those of color and those resorting to violence. He feels that people who resist analyzing Yale's posture also fail to see that the University might in fact be living up to its principles. People don't want to see that the policy is Yale's attempt to ensure continued benefits, he says, so they try to show how divestment would create change. But in making its policy, the University's primary consideration is how divestment affects Yale, not how it affects South Africa. If the people involved in the movement fail to sec discrepancies bct~een thP. University's eth ical positions and its political-economic o n es, then these students will continue to misdirect their energies and to feel disillusioned with the movement. Anxious to pursue this issue with Benno Schmidt and the public, M ikal sees himself as one of the more radical activists in CAA. H e stakes out a position and raises ne.._,. questions, with the hope that they will be considered later on. For instance. months ago he and several others suggested providing material aid to black South Africans, and only recently did students address the subject at meetings. With this time lapse in mind. Mikal considers h imself more of a political associate than an insider in CAA. His sense of community comes from other sourcesmostly other black graduate students-
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Mibl Muharrar with hia daughter. though he does respect members of CAA and relates to some on a personal level. While he feels strongly about divestment, he hesitates to become a spokesperson for CAA, a position he's held before. Sitting in his apartment with a sleeping child on his lap, he says that the limelight is too tempting, too empowering. H e doesn't feel representa tive enough to reflect the majority perspective and believes that the preoccupation with spokespersons tends to undermine the idea of collective leadership. But he will protest, he says. What he calls critical optimism lets him believe that "South Africa will be a victory soon." For him , then it will be on to something else . To see Mikal, Amy, Nancy and Steve together would give no indication of what they have in common. They each feel a degree of alienation, whether from a predominantly white university and white movement, or from their fellow students and fellow activists. They each recognize that working for divestment affects the rest of their lives, using up some of Yale's m ost precious commodity- t im e- that could be spent o n academics, · outside interests, and themselves. And finally, they are all individuals who have committed themselves to something broader - to the movement against apartheid. While no single individual sees himself o r herself as representative of the entire movement, without such a :!rOup of individuals, movements-like the Coalition Against Apartheid-do not exist.
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For Country and For Yale Daniel Waterman "There was a time when joining the military was considered part of a general education . It was more than patriotism. It simply made you a wellrounded person."
24 The New JournaVDecember 6, 1985
A craftsman's hands place a slab of crude steel into the coals of a fiery bellows. The slab begins to take shape, as it is pounded, molded, and straightened, then immersed in water, removed and polished. Finally, etched and adorned, the sword is placed in the hands of a U.S. Marine who wields it proudly. That image, the slow dreamlike transformation of crude metal into a decorated emblem of prestige and power flashes daily across America's television screens. Though a commercial advertisement, it is a metaphor, in a sense, of the transformation of young civilian men into members of America's fighting elite. But it signifies something greater -a change in America's cultural attitudes towards the armed forces.
A rene.wed interest in the m ilitary is visible in all facets of American culture. In college magazines like Dorm and Newsweek's On Campus, military advertising is heavy, selling slick and adventurous images of military life, and films like Rambo and Top Gun draw the largest crowds. The military has taken on a prominence not seen for two decades. All branches of the military are reaching out to college students, many of whom are too young to recall the effects of the Viet Nam war. Some see the military not only as a respectable endeavor for students just leaving college, but as an honorable and prestigious endeavor as well. The Reserve Officer Training Corps (ROTC), an undergraduate program for the Army, Navy, and Air Force ,
ll\ tQl\H \l. s. Al\Ml
flourishes on hundreds of campuses, as do others like the Marine Platoon Leader Class (PLC) program. Local Connecticut recruiters estimate that the programs have increased in number by 20 percent in the past year. And at Yale, more students participate in military training programs than have in the past ten years. But among Yale students the status and repute of the a rmed forces occupy a questionable position. Only 18 Yale undergraduates currently participate in officer training programs for various branches of the military; half of them in the ROTC (four in the Air Force and five in the Army) and the rest in the Marine PLC. In o rder to pursue their military training as undergraduates, these
0
students must make a number of sacrifices throughout the year. Because Yale hasn't sponsored a ROTC program since 1969, ROTC students must travel once o r twice weekly to other Connecticut colleges where the programs are sponsored. There they participate in classroom training and must also spend one weekend a semester in the field for combat training. During the summer after their junior year they attend a six-week training camp in order to receive a commission after graduation. The Marine PLC cadets have no commitments whatsoever during the school year but attend two six-week or one ten-week intensive summer training sessions at the Marine Officer Candidate School an Quan itco,
Virginia. Both ROTC and Marine students who successfully complete their training are offered commissions in their branches and, if accepted, they become second-lieutenants. None of the Yale trainees, however, receive academic credit for their training, as do trainees at most other coUeges. Yale expelled its ROTC program in 1969, partly because of student protests and largely because the administration felt the program did not meet the college's academic sl:mdards. The administration and facu lty decided that no academic credit should be given for the courses , that instructors should not receive faculty status, and that students should not be legally obligated to join the service after gradu ating. For the last three The New joumaVDÂŤember 5, 1986 25
years, however, Yale has maintained a could call it patriotic," said Matt Jones policy . of cross-enrollment in the (MC,'89), a sophomore in the Marine ROTC at the University of PLC. Jones completed his first sixConnecticut and the University of week training session in Quantico this Bridgeport for the relatively low summer. He plans to return for the number of interested students. second session after his junior year and Cultural analysts and the media then accept a commission in either the have offered many reasons why Marines or the Navy. military training is on an upswing. "I'm very vocal about U.S. foreign The most common is the growth of policy and how the military should be patriotism and conservatism in recent deployed," Jones said, "and I have a years. "I've always wanted to join problem with people who take a stand because I've always felt an obligation and then don't do anything about it." and duty of some sort- I guess you Jones considers himself to be a
Ales Parka- (TD,'88) found the chaDen~ of Marine dUcipline appealins. 26 The New JournaVDecember 6, 1985
"staunch conservative" and believes that the patriotism displayed in the July 4 Statue of Liberty commemoration is a sign th at public pride in U.S. political and military instit\itions has resurfaced. "The armed forces have always been composed of citizens. It's a citizens' army, and it has always been a respectable thing to do," J ones said. J ones believes the stigmas associated with the m ilitary came only after the backlash of VietNam. "Look how lo ng it took to build the Viet Nam War Memorial. Now people go there and cry, people who didn't even know o thers who served. I think people are realizing now that it's wrong to lash out at those who did serve~ People realize it's a job that has to be done and that the people who do it deserve some respect." Norm an Dy (SM, '87), a senior who has spent all four years at Yale enrolled in the Army ROT C, said that although his primary motivation for joining ROTC was to satisfy a personal patriotic obligation, financial considerations p layed a large role in his decision. While the Marines offer cadets a salary of $200 a week during summ er training, ROTC offers substantial academic scholarships. Dy and the eight other Yale R OTC students, are o n full acad emic scholarships which pay for their tuition , books, and other expenses incurred during the year. ROTC also pays for the cost of driving to the University of Bridgeport, 30 m inutes away by car, where Dy and four other officer trainees attend classroom training two times a week. Although Army ROTC students are not required to serve in the military for their first two years of their undergraduate training, those who participate in ROTC d ur ing their last two years are asked to sign a contract binding them to three or four years of service after graduation. Any student who accepts a scholarship from ROTC also agrees to serve after graduation. According to Dy, most of the public sees mandatory service in return for financial aid as a frightening
commitment. "The idea isn't 'Oh my God, we're going to have to spend four years in the Army'. A lot of people think it's like going to prison," said Dy. "It's not like going to prison at all. You're just defending your country for four years and you're getting paid for it." Without the scholarship, Dy would not have been able to afford paying the Yale tuition. He plans to delay his entry into active duty in order to attend medical school, which the Army will also fmance in return for a longer time commitmen t. Dy compared his decision to enter the ROTC with that of a friend whose four years at MIT is being financed by a chemical company in return for his commitment to spend three years in their employment. "When you're in the ROTC," Dy said, "you're essentially working for a company." But many students across the country who participate in some form of ROTC do not have ttcademic scholarships of anv kind According to Scott Bowen (CC, '90), one of Yale's four Air Force RUTC students, most participants go through ROTC of their own volition, simply because they desire a career in the military. Bowen travels an hour and a half each Thursday for classes at the University of Connecticut at Storrs, where only ten of approximately 200 Air Force trainees are on scholarship. "Most of those people are not getting money," Bowen said. "That means these are people whv look forward to and depend on a commission after they graduate. To receive the pay and life of an officer in the Air Force means a lot to them. It's their career. It's what they want." Bowen , a freshman whose father is a doctor in the Navy, came from a military home. He said that he has never been "gung-ho military" and that obtaining financial aid was the biggest factor in his decision to go ROTC. Because Bowen is a freshman in his first year of ROTC, he is under no obligation to continue the program and has his first year as a grace period to examine the program. After that,
The low visibility and misunderstanding of military trainees at Yale frustrates Maureen Ortiz (SY ,'89).
because he is on a full engineering scholarship, he will be committed to finish the program and enter the service. Although confident that he will complete the program, Bowen is skeptical about the military as a career. But he thinks of his committment to ROTC as a fair trade-"l'm not just taking the money and running. They give to me and I'll give back." Aside from these practical financial advantages, much of the current appeal of the armed forces Sl'!ms from a renewed respect for the military, a sense of the military as a time-honored and character-developing endeavor. Ron Vanden Dorpel, the Director of Corporate and Foundation Relations for Yale, is the University's advisor to Yale students who are interested in the ROTC and other related military training programs. A former Air Force intelligence officer and a major in the Air Force Reserve, Vanden Dorpel put himself through school on a full Air Force scholarship when he was in college. Vanden Dorpel sees the military taking on a "respectability" it once had in years past at Yale. "Woolsey Hall , after all, is a war memorial and it stands at the very center of campus," Vanden Dorpel said. "Yale has always been an institution that engendered the
military." He recalled the militanzauon of Yale's campus during World War II and the consequent sepa ration between American educational institutions and the military which followed that war and Viet Nam. "There was a time when joining the military was considered part of a general education. It was something that refined you, and it was very natural for people who came to Yale to do this. It was more than patriotism. It simply made you a wellrounded person- it was the traditional thing to do," Vanden Dorpel said. The old sensibilities which Vanden Dorpel describes, of the military as a necessary and honorable part of a "Yale man's" education, appear to be resurfacing again. Once seen as an opportunity to gain the discipline needed for life after the "wild college years," the order and regimentation of the military have become a desirable "rite of passage" in the minds of some Yale students. This aspect of the military is especially important for many of the Marine PLC cadets who undergo grueling tests of mental and physical training at the Officer Candidate School in Quantico. According to PLC cadets, time spent at Quantico is difficult and stressful. Nonetheless, the Marine discipline and The New Journal/December 5, 1986 27
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mystique as America's military elite seem~ to be allure enough. For Alexander Parker (TD, '88), it was enough. Parker's case is unusual, m that he was born and raised in England, having lived in the United States only while at Yale. Since both his parents are American, Parker's dual nationality made him eligible for the program. Parker's decision to try the Marine's carne from his impression with "the general respect that Americans have for their Marines," Parker said. "I also wanted to be a member of an elite fighting force." Parker was taken with the idea of being challenged physically as well as intellectually to complete his wellrounded education. "When it comes down to the nitty gritty, it provided me with an opportunity to test myself. I had heard all sorts of horror stories. I knew they'd cut my hair off. I knew ¡ they'd try their best to humiliate and embarass me. But at Yale rrn being tested mentally," Parker said. "The Marine Corps is the ultimate test of hardiness. Yale is a place where reason rules. Reason does not rule in the Marine Corps. They are far . less willing to accornodate your point of view and living with that for six weeks had an appeal to me." Those six weeks met all of Parker's expectations: awake at 4 a.m., breakfast, exercises, a day of classroom work, physical drills, dinner, and lights-out by 8 prn. According to Parker and other candidates the routine was not so simple. Because Officer Candidate School is not designed simply to train officers but to weed them out, instructors and staff sergeants look at every moment for a candidate's flaws and weaknesses and continually exploit them. Parker recalled how, because he had long hair, glasses, a Yale education, and worst of all an English accent, his sergeant presumed him to be incompetent and immediately placed him in a leadership position. "They put the worse candidates in charge," Parker said, "because if the worst guy
"Yale is a place where reason rules. Reason does not rule in the Marine Corps."
is leading the platoon, he'll screw up and the rest of the unit will screw up too. It's a way to flunk them out quick." He faced constant pressure, verbal abuse, and harassment each day. A favorite tactic of instructors is to give candidates no-win ,situations by giving them two contradictory direct orders. Often, just minutes before bedtime, the sergeant would order the cadets to trash the entire bunkhouse and to clean it by wake-up in the morning without moving from their beds- or else lose weekend liberty. "Of course we got ripped to pieces and liberty was taken away," Parker said. "They never let you get into a routine because there is no routine in war." There were 52 candidates in Parker's platoon on the first day, and only 25 graduated. According to Parker, about 45 percen.t of all candidates eventually drop out, because they have physical difficulties or because they are eliminated by a board of officers. Some simply quit. But despite their complaints of abuse, Parker and the other candidates recalled their trials with an air of nostalgia and satisfaction. Because the PLC program is not a binding cornrnittment, candidates can drop the program at any time until the summer before their senior year. For candidates like Parker, who doesn't know whether he will complete the program, the PLC and the military in general still offers a test of strength, mentally and physically, an asceticism of discipline and regimentation that seems to have a growing appeal in the 1980s.
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Cheese Steak & "It seems to me that there's no physical r isk in today's society. No front iers exist anymore," said Talley Lambert (TD, '8~). another Yale cadet in the Marine PLC. "T he military offers a more rough and ready lifestyle. It appeals to your baser instincts- to fight and move fast. It's on the cutting edge of adventure and that really appeals to me." Lambert readily admits that the glamorous appeal of the armed forces has always been an attraction for him and that films like Top Gun and An Officer and a Gentleman had "an excitment that appealed to me-a romantic and adventurous lifestyle." Lambert has known he wanted to be a fighter pilot since eighth grade, an interest that was sparked by the first Space Shuttle m issions, and he has continually pursued his goal to go through aviation school either in the Marines or in the Navy. Most Yale students are not attracted by the romantic image which Lam bert descr ibes. Dy emphasizes that if the military has a glamorous public appeal, that glamour isn't recognized at Yale. According to Uy, the Yale military students find glamour only among their own military peers ~¡ at UConn, Bridgeport or Quantico, when in uniform, in training, or at official ar my formals and ceremonies.
"We're not disrespected at Yale," Dy said. "We're not glorified, either." Many of the recruits maintain that few, if any, Yale students are even aware that ROTC or Marine PLC students attend Yale. Maureen Ortiz (SY, '89), an Air Force ROTC student on full scholarshtp, is one of the three Yale women who participate in military training as undergraduates. She believes that ROTC is still a vague entity in the minds of most Yale students who have had no exposure to it. "I find that I can't talk to people about it. Or that when I do they want me to describe it to them quickly and easily," Ortiz said. "I don't think they're curious. They can't visualize it, or comprehend uniformed people walking on campus. If you've never seen hunger or felt it, you don't understand it and you're separate from it. But I guess I don't really expect them to either." The ambiguous status of the military at Yale has existed since ROTC was removed in 1969. But a landmark event which signifies, perhaps, a ch ange in the way Yale views the military occurred two years ago, when , for the first time since 1968, two Yale seniors in ROTC accepted their commissions in a ceremony that was held on Yale's
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campus. In honor of the occasion, a retired general and Yale alumnus anonymously donated two decorated sabers for the seniors about to accept their commissions as second-lieutenants. Since then , three more seniors have accepted their commissions in another ceremony held at Yale last year, and Van den Dorpel expects the tradition to continue. "If a troop detatchment were to come to Yale," Ortiz said, "a lot more people would be interested in it." The chance of ROTC returning to Yale in the next two or three years is remote. "I think it will depend by and large on the interest of the students," Vanden Dorpel said. However, six more students are involved in the ROTC or Marine PLC from last year and local recruiting officers expect the r ise to ·continue.' The Assistant Secretary of the Navy and some Yale alumni are currently wooing Yale · to establish Navy ROTC on campus, a possiblility Vanden Dorpel believes is slight, although a cross-enrollment policy is not out of the question. This year for the first time Yale is officially listed with the ROTC as a host allowing cross-enrollment at other universities. Because Yale remained absent from that list in the past, many applicants such as Bowen and Ortiz did not know that ROTC scholarships were honored at Yale. Bowen and Ortiz, who both learned of Yale's crossenrollment policy by chance, believe placement on that list w ill bring many more ROTC scholarship students to Yale. And because Yale students in the Air Force ROTC must travel an hour and a half to their classes at Storrs, Vanden Dorpel believes that the addition of 7 or 8 more students would merit having a teacher from Storrs sent to Yale for those classes. A uniformed unit, then, would return once again to campus. "It could well happen if we get the numbers up," Vanden D orpel said. But offering a ROTC class at Yale would not constitute a legitimate return, according to Vanden Dorpel. Yale could not officially support such a program or make it a part of the
"A lot of people think it's like going to prison. It's n ot like going to prison at all."
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curriculum, but would treat it as any other extra-curricular activity. Because the administration still upholds its policy that there should be no faculty status for instructors, no academic credit for the training, and no contractual obligatio.n to serve after grad uation, ROTC will most likely never return to Yale as a part of the curriculum. Vanden Dorpel also said that because Yale recently adopted a policy that disallows discrimination on the basis of sexual orientation, d ifficulties between Yale and the m ilitary would arise because the m ilitary is constrained by feder~1 law from admitting homosexuals into the service. Although ROTC could not return as an official institution, it could return as an extra-curricular activity for Yale students to pursue on their own. "It's not a question of people at Yale not wanting it back," said Dy, who believes that student attitudes towards the ROTC have changed from scorn to ignorance. "It's a question of the Army not wanting the ROTC here. It all has to do with numbers, and the numbers interested in ROTC at Yale are not yet worth the ffirmy's time."
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New Haven, On Yale Cam us The New Journal/December 5, 1986 31
On the Edge
..
Andy Cowan
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Lynwood Place looks pleasant enough by day. Linc;:d with trees and weathered brick houses, it runs parallel to Park Street, a block behind Pierson College. Students living off campus covet Lynwood housing for its proximity to the University. They also live on those streets immediately adjacent to Lynwood: Edgewood, Elm, and sections of Howe and Dwight. Although the area is small-it would take less than ten minutes to walk its borders- it contains the majority of Yale's 522 off-campus undergraduates. In early September of this year, students living in this neighborhood came under siege. Between August 31 and September 16, various Yale students were victims of a rape, an attempted rape, five muggings, one assault, and two break-ins. The next week another Yale woman was raped. The situation 1'11ay well have been worse than even this indicates, because many crimes are never reported. "It was terrifying," said Olivia, who moved off campus this year. "For a .r.._:: #
32 The New journal/December 6, 1985
week I was completely obsessed with it. But you can't let it be a debilitating fear." Early September constituted a true crime wave which remains powerfully in the minds of students, even though incidents have declined since. All have become more conscious of their vulnerability. Women especially have changed their lifestyles to cope, avoiding late-night trips to campus when possible, rarely if ever walking alone when they do. Others have formed a block-watch group. Few students criticize the New Haven police for being unresponsive to the problem, for they feel the police are doing all that they can. Yet virtually everyone thinks the Yale Administration and the Yale Police have been insensitive to the security needs of their off-campus population. Said a woman living on H owe, "The administration seems to have the attitude that students moving off campus are on their own." Since the September crime wave, many feel Yale can and should take more responsibility for the one in ten of its students who live off campus .
While the area has a history of crime, most remain unaware of it. The necessarily short collective memory of students, virtually none of whom stay in the neighborhood for more than two years, makes it easy for past outbreaks of crime to be forgotten. Students who move off campus for the first time tend to be totally unaware of the existence of crime at all. According to a survey conducted by the YCC last year, 91 percent of off-campus students surveyed believed living in an apartment was safe. Were that survey held this year, it would not be surprising if the percentages were reversed. "I would still move off," said Karen, a senior who has lived in her apartment for two years, "but not to Howe, Dwight, or Lynwood." Since the beginning of the year, students' perceptions concerning the safety of the Lynwood area have dramatically changed. "There was a definite, perceptible increase in crime this year," said Larry, a senior living off campus for his third year. "I didn't feel unsafe last year." Everyone
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"Now we're getting some feeling of resistence from community members being pushed further out."
interviewed for this article personally knew at least one person who was: the victim of crime this year. Those who lived off last year acknowledged that while there were muggings and robberies, the recent crime seemed more violent. Since September, three women in the area, two of them students, were raped in their own apartments. Several attempted rapes occurred in the same way. In November another woman was raped on Elm Street. Police officers and students differ as to the primary causes of this year's crime wave in the Lynwood area. Police officers believe that many of the robberies and muggings are motivated by a need to get money to buy drugs, especially crack. Students, on the other hand, shift primary responsibility for the crime increase away from the New Haven community. Sarah has lived in the area for two years and believes that the high profile of students makes the area a prime target. "There were a lot of students last year, but for some reason they were not as visible," she
said. "At the start of this year there was a big turn over, with a lot of vans moving people in. The student population is more obviously present." Other students see the crime as an expression of town-gown tension, believing that students are victimized not only because of their supposed wealth, but because of their affiliation with Yale. "There's a lot of violence directed by New Haven residents against Yale students," said Esther, a senior. Some cite the expansion of the student neighborhood. "A couple of years ago, students did not live on Dwight," explained Larry. "Now, one block of it is virtually all students, and there's more each year. Now we're getting some feeling of resistence fro:n commumty members being pushed further out."
More awart> nfthe increase in crime, many students say their mind-sets have changed as a result. "I didn't do any work for a month after the crime wave," said one student. "I worried about going to the lib~ry at nine, and· if I was there I worried about how I could get home ." Many still will not spend a night in their apartment alone. "I try to be careful, but I have no control," said Karen. "People will get into this apartment if they want to." Another woman, whose apartment building is filled with women living alone, says she has been preoccupied with a vision since a student was raped in the building next to her. "I know it couldn't happen, but I imagine a man getting into the building, and going from apartment to apartment, raping each of us one after another." The New JoumaUDecember 5, 1986 33
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"The Yale Shuttle dropped m e off in front of my apartment and drove off, leaving me alone to fiddle with my keys." The th reat of crime constantly forces people to choose between their safety and their sense of independence. One woman living on Lynwood remarked , "It's affected my sense of mobility, to be able to come and go as I please." Said Betsey, who lives two blocks from campus, "It's frustrating, because I think of myself as independent." Yet many women still walk home alone. "Sometimes I walk home alone late at nigh t," said a woman who lives on Dwight. "I'm completely scared. I'll always ask one of my friends to walk me home, but they still don't seem aware of how dangerous it is. I'll ask, but I don't want to be seen as pushy. And I don't want to be weak and fearful." While most students agree th at the threat of crime has personally affected them, only one group has addressed the problem with direct action: the residents of Lynwood Place, who have just been certified as New Haven's Block Watch # 252. Students working with police officers organized the block watch in October and November. Lynwood had a block watch about five years ago, but the transient nature of the neighborhood hastened its disintegration . This time, however, dete r mined students want to make it last. A block watch can counter the fragmentatio n that usually develops in a neighborhood whose residents change yearly. "As we formed the block watch, we realized we d idn't even know each other," said Catherine, a watch participant. Thirteen people attended the third block watch organizational meeting on November 10, representatives from many of the ho uses on L ynwood. A man and a wo m a n fro m the New Haven Police conducted the meeting. A s it began , a car alarm went off outside the house. People laughed nervously and looked at each other, but no one moved. "It goes off all the time," said someone, and everyone relaxed . Six burglaries had occurred after their first m eeting in September, a nd three more since the second . The gro up wo uld become offic ial soon after
this third m eeting. T he Po lice Departm ent's r e presentative focused on the main tool of the block wa tch , the phone cha in, for which telephone lists are distributed to each house involved. The lists contain eve r y on e's name s in geographical orde r . The phone ch ain requires part icipants to phone the police when they see a n yth ing suspicious and then to phon e the next person on the list. In this way, residents can safely keep track of a suspect as he m oves down the street and provide the police with addition al information. An effective ph one chain requires people to know each other well enough to call their ne ighbors without hesitation. Having a whole group involved not only increases the c h ance of otlservi ng poten tially dangerous activity, but also decreases a ny stigma attached to one person constantly calling the· police, and diminishes the fear of being singled out for retribution by the criminals. After the meeting, the police officers talked about th e problems involved in setting up a block watch in a student neighborhood . "The main problem is the high turnover rate- as people graduate, it takes a yearly effort to keep people involved," an officer said. "To keep people involved, we'd appreciate Yale's help in getting u s in touch with students." On Dwight, in spite of widespread interest, a block watch never got off the ground. "We talked about a block watch, but it hasn't materialized, due to students being involved in so many other things," explained L arry. At this point, Lynwood remains the only street that has organized a block watch. Although students are clearly interested in taking responsibility for their own security, the extent of Yale's responsibility remains unclear. As Yale students it's clear that they have a r ight to expect some attention from the University. Many choose to move off campus to get away from poor oncampus living conditions. Forty percent of students in the recent Y CC
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THRIFT survey mentioned over-crowding as the main reason why they moved off. But the Yale administration has n ot addressed any of these issues, let alone done something to prevent off-campus crime or to educate st~dents about the d angers of moving out of the colleges. The Security. Committee has met twice this semester but has not once raised the crime issue. H eaded by U niversity Secretary John Wilkinson, this Committee includes representatives from the Yale P olice, directors of various administrative deparfments , representatives from the residential colleges as well as two graduate students and two undergraduates. "It has not been a subject of discussion on the Security Committee," said Wilkinson. But he admitted, "We do have an obligation to do all we can to help those living near campus, to ensure that they can walk safely to campus." Currently the Yale Police patrols streets on which Yale owns buildings, such as Lake P lace and Park S treet. Neither the Administration nor the Police, however, seems to have a clear off-campus policy, which states where their responsibility begins and ends. "It's definitely a grey area," said C ary Davis, an undergraduate who has served on the committee fo r two years. The problem with determining where the Yale Police's responsiblity ends further complicates the issue of who should be protecting Yale's offcampus students. Technically the Yale Police is not responsible for the Lynwood area. Students report crimes
in th e n e igh borhood to the New H aven police. At the same time, the Yale P olice, whose receivers pick up New H aven P olice transmissions, often respond to New Haven Police calls in the Yale area. Patrolling, however, seems to be New Haven's responsibility. Last year, a Yale Police car was often stationed near the parking lot behind Davenport on Elm street, providing a visible deterrent to street crime in the neighborhood. Students refer to the absence of the police car as an illustration of the lack of involvement on the part of the Yale police. So far, however, the possibility of a review of Yale's policy has not been discussed. The Yale administration and the Yale Police could pursue a number of different policies in an attempt to counter the increasing threat of crime. They could increase the presence of the Yale Police in the area. Although available manpower, as well as budgetary constraints probably prohibit a sustained increase, a strong presence in September and October would go a long way towards cutting crime in the area. Not only are students highly visible as they move in, but they are unacquainted with the area. The warm weather in these months forces people to sleep with their windows open, and also makes it easier for criminals to stay on the streets longer. December and January, not coincidentally, are statistically the months of lowest crime. T hough a permanent Yale P olice presence m the neighborhood ts
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admittedly expensive, a less costly alternative exists: the Student Patrol. Expanded by 44 percent this year, it now has a force of 162. They already escort students to their off-campus residences, and many off-campus students feel it would be used more were it better publicized. The presence of student patrols, with their orange vests coupled with their walkie-talkies, might create a deterrent to crime, just as police patrols would. Aside from having a stronger deterrent in student neighborhoods, students feel Yale should assume a greater responsibility for educating students in the unique problems involved in moving off-campus. The Crime Prevention pamphlet distributed at registration is very useful, but it tends to be forgotten by students. "Yale should publish a crime prevention pamphlet specifically for off-campus students," suggested Larry. "It could give guidance on how to tell if an apartment is secure, as well as explain how to go about setting up a block watch." A security meeting for off-campus students at the beginning of each year might also be valuable. Students agreed that a greater effort should be made to inform them of the various escort services that Yale provides. "If they posted the number for student patrol around campus, or even just at library exits, I'm sure more people would use it," said Esther. Larry suggested expanding both the hours and the route of the Yale Shuttle. •It should run 24 hours a day, at least during reading period. And the
Shuttle's route should extend to University P lace, instead ofturning on D wight and leaving students to walk a block home." Karen, who has used the shu ttle several times, complains that, "They d ropped me off in front of my apartment and ckvve off, leaving me alone to fiddle with my keys." Because of communication gaps between the administration, the offcampus students, and the Yale Police, the crime problem seems even more difficult to combat. Because no established grievance procedure exists, students assume that the University is not interested in their problems. "The Security Committee is there for complaints," said Cary Davis, "but the k n owledge of access is limited." Another solution to the problem might be the creation of an off-campus chair on the committee. The Yale Police are known for not giving out information to the Yale community concerning off-campus crimes. Said Walter Littell, head of Public I nformation at Yale: "They won't talk to the press. They've been burned too many times in the past." Even so, the Police could share crime statistics with students. Currently they release a yearly crime map, published in the Weekly Bulletin, but this map appears too infrequently to have an impact on students. Also, it only shows crimes reported to the Yale Police, when most off-campus crimes are reported to the New Haven Police. According to last year's map, it is safer to walk down Edgewood than it is to walk from Old Campus to Commons.
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"I imagine a man getting into the building, and going from apartment to apartment, raping each of us one after another." Another way to share information with students would be the cr eation of a crime fUe in the housing office, containing records of the buildings in which break-ins occur. Although landlords sometimes will install secutity devices upon request, it often takes a break-in for them to do so. One woman mentioned a landlord's reluctance to install bars o n the first floor windows of a house because that would jeopardize the building's status as a historic landmark. A well-informed housing office could also tell students which neighborhoods are statistically safest. Students will accept a lot of crime before they become concern ed about it. Last year incidents o f crime were less frequent, and as a result awareness of crime was low. When crime goes down, so will aware ;ess, unless students, police, and the administration make a concerted effort. "We are more afraid now than we were before but I don't think that this is necessarily a change for the worse," said Olivia. "We're more careful now." This year's crime wave may h~ve already peaked, but it taught ofT-campus students h ow to take precautions. Educating students n ow, before they move off campus, will prevent their having to learn the same lessons the hard way .
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Profile/ Alison Gardy
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Unconventional Education Since 1980 about thirty to fifty Yale students each year have taken Roots of Radicalism in Latin Amoica, designed and taught by History Professor Emilia Vioui da Costa. Both course and professor are virtual anomalies at Yale-the former, because one would be hard pressed to find here another course taught from the perspective of radicals, and the latter, because Emilia Viotti da Costa is the only full professor in the history department who is both a woman and Latin American. She offers a perspective on historv many Yale students find joltinglv unfamiliar. Many who take the course feel their most basic assumptions about the world profoundly challenged. Viotti da Costa believes this is what learning is all about -challenginl{, provoking and 38 The
ew JournaVDecemb<-r 6. 1985
if necessary, infuriating her students in fleeing political persecution during a order to keep alive the exchange of period when conservatives dominated ideas and spirit of debate, values which Italy, and her maternal grandmother are threatened by a pre-professional descended from the Dabney family of complacency in even the top American Boston who originally migrated to the universities today. To understand the American colonies on the Mayflower. woman who created this unique (Technically, Viotti da Costa is history course, we must understand entitled to membership in both The the unique history which created this Mayflower Society and Daughters of woman. the American Revolution, though she "Like many Brazilians," said Vioui has never pursued this.) Two centuries da Costa, "I have many roots." Viotti later one Dabney married a Portu¡ da Costas awareness of her multi- guese liberal fleeing persecution to ethnic background is at the heart of her Brazil. They went to live in Sao Paulo keen appreciation of different people's and established themselves there as world views. Though born and raised member of an intellectual elite. H e in Sao Paulo, Brazil, Viotti da Costa's became director of Brazil's first law ethnic legacy links her to the Iberian school, and many of their children had peninsula, Genoa, Italy and Puritan academic or political careers. One of America. Her maternal grandfather them, Viotti da Costa's great grand¡ descended from a line of Italian liberals father, was governor of the states of
"Human experience cannot be reduced to simple formulas." Parana and Maranchao during the Empire and First Republic. "On my father's side," said Viotti da Costa, "the story was much simpler." Her father left poverty in a small village on the border between Portugal and Spain to follow his father who had come to Brazil in search of a better life. "[My father] was a typical self-made man and lived up to the ideals of what Max Weber called the 'Protestant ethic,' while the descendants of the Dabneys became increasingly infatuated with an 'aristocratic' ethic," said Viotti da Costa. "That made me always suspicious of those cultural categories that are so often used in the study of Latin American history: the opposition between Protestant, AngloSaxon culture and Catholic, Iberian culture. In my family, the stereotypes were reversed. The yankees had become cavaliers and the Iatinos had become yankees." Viotti da Costa grew up in an extended family, an experience which heightened her awareness of various ethnic, political and social groups. Her family included atheists, Catholics, Protestants and Theosophists, liberals, conservatives and anarchists, ruling elites and lower-middle classes. Some became priests, others military intelligence agents. Viotti da Costa recalled many lively debates at the dinner table, but because they were all family , everyone was expected to overcome different points of view and tolerate each other. "Probably the most important thing I learned," she said, "is that human experience cannot be
reduced to simple formulas. I also learned to value tolerance and to abhor anv form of dogmatism or chauvinism, and to judge people for their achievements rather than for their status, for what they did rather than for what they said." She was a passionate student. H e r mother, "a fanatic reader," introduced Viotti da Costa to books at an early age. By the time she turned 18, Viotti da Costa had read most of the classics of French and Brazilian literature, as well as books from Russian, English and other European traditions . She fell in love with theater, music and painting. "A Museum of Modern Art was created in Sao Paulo and I u~ed to spend hours admtring the work of Brazilian painters, which revealed to me a new way of seeing the world," she said. Early on Viotti da Costa wanted to become a dancer and her ballet teacher encouraged her to become a professional. "My family dissuaded me very quickly," she said. "As an artist m y aunt had faced enormous obstacles, and no one was very happy with the idea of having another artist in the family." So Viotti da Costa abandoned her dreams of becoming a ballet dancer. "It was not very difficult to quit," she added. "Maybe my vocation was not so strong anyway." Meanwhile her high school teachers encouraged her to become a writer. During high school she won second place for a literary essay. First place went to a colleague of hers who later became a poet and o ne of the fathers of the concretist movement in Brazil.
"But I was happier with second place because I liked the book they gave me better," said V iotti da Costa. "It was Tolstoy's War and Peace." In her last year of high school, however, an inspiring physics teacher insisted she had a true vocation for physics. "I loved the theory of limits," said Viotti da Costa, "and a few years later when I read Plato's Dialogues I thought there was the same beauty born out of clarity and logic." Having decided to get married , however, Viotti da Costa felt she could not commit herself to the rigorous, full-time phystcs program at the University of Sao Paulo. As a wife she was expected to stay at home a nd look after her husband and children, doing the shopping, cooking, cleaning, "all those 'female' functions." So she decided to study history instead. As a history student she didn't have to work in a laboratory all day, but could do most of her reading at home. "To my husband , a woman's work was nothing but a hobby, and out of his generosity he allowed me to go to work," said Viotti da Costa. "My children and husband thought I was selfish. They felt I was stealing something from them because I went to work." Viotti da Costa traces her original love for history to her grandfather, a professor of literature, poet and gifted storyteller who spent many hours with his grandchildren telling them stories from Greek legends to Scheherazade. But it was only m her last year of high school that she found an inspiring history teacher. "This was the first time I enjoyed history," said Viotti da The New JournaVDecembe r 5, 1986 39
l Costa. All previous history courses she had ever taken were "mere recitations of what was in the text book . . . , which required memorization rather than understanding. I took a great dislike to that kind of history and that kind of teaching." At the University of Sao Paulo, Viotti da Costa chose to study anthropology, ethnography and an Indian language (Tupi) as part of her hi!!tory major. She graduated from the University with a fellowship from the French government to study at the Sorbonne's Ecole Pratique des Hautes Etudes. By that time she also had a baby daughter whom her mother took care of while Viotti da Costa studied. Viotti da Costa spent one-and-a-half years in Paris and fell in love with the city. "History was everywhere in the streets of Paris," she said. "There was an extraordinary atmosphere of intellectual activity. Maybe it was all imagination, nothing but a myth cultivated by intellectuals and artists, but I swear I could feel it in the air." During her time abroad, Viotti da Costa travelled all over Europe. "Travelling was more instructive than many years at the University had been. Visiting places and going to museums can teach you more about history than hundreds of books. " She added, "But this is probably true only after you have read the books and heard the lectures." When her fellowship ended, she returned to Brazil to write her dissertation on the French nobility after the Restoration. "I realized that I could hardly have a serious career if I became a specialist in French history," she said. "Our library was poor, the University had no money to send people abroad. It would have been very difficult then to go to Europe as often as I needed to keep up with that field." She did not consider moving to France either. "I was too much of a Brazilian," she said. "I missed the colors of Brazil while I was in Paris, the colors of the earth, of the strong, blue sky, the green in winter." Viotti da Costa dec.ided the only field she 40 The New Joumal/December 6, 1985
could do any serious work in was Brazilian history. Focusing on her own country, she began a dissertation on the transition from slavery to free labor in the coffee sector. For about ten years, she researched and wrote numerous essays for publication. During this time she also had two more children and was divorced. In 1964, her one thousand-page dissertation became a book which made her famous among academics in Brazil, Europe and the United States. "When I started writing my book in the early sixties,"said Viotti da Costa, "Brazilian society was undergoing a period of profound political changes." Viotti da Costa had spent most of her childhood under a dictatorship. "At that time," she said, "fascist, corporatist institutions were very much in vogue in Brazil." The dictatorship, she said, left behind "a legacy of a populist political style and mass mobilization never seen before in Brazilian history." During this time Brazil was also undergoing enormous industrial changes, and Viotti da Costa watched Sao Paulo's population explode. (When she was a child, the population of the entire municipal area totalled about 1.5 million. Today the population is about 18 million people.) "Styles of living and political styles all changed before my eyes," she said. "One thing, however, did not seem to change: the poverty of the people." Slums sprouted in Sao Paulo t a:. telthan middle-class neighborhoods. "In Brazil," said Viotti da Costa, "you cannot avoid seeing classes. Social inequality is apparent to anyone who lives there. Many times people would ring your bell to ask for money or food. The contrast between rich and poor was overwhelming." Viotti da Costa travelled throughout Brazil and saw the same contrasts between rich and poor on a national level. "I could see the oppression and ignorance of the people, but I could also appreciate their strength and their marvellous capacity for survival. I felt always very do9e to she said. Vl()(ti da Costa, like many others, became
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convinced there was something wrong with a country so abundant in resources, yet so unable to help its poor. In the early 60s, a new government came into power and Viotti da Costa began to notice a fascinating parallel between her dissertation on slavery and oppression a hundred years ago and the reality of her day.. "Like nineteenth century conservatives who opposed slave emancipation and accused the abolitionists of being communists, the conservatives of the 1960s opposed agrarian reform in the same way," she said. "The words of the past seemed to be echoing in the present." The political situation in Brazil grew more and more turbulent with strikes, student demonstrations and rallies. In 1964, the same year Viotti da Costa published her dissertation, the country was silenced when a military coup overthrew the government and remained in power for almost twenty years. During the pre-military years, the University had been a politically active force. But after the coup, the military persecuted students and teachers who opposed the regime and forced several famous teachers to retire. The situation worsened when in 1968 several students were arres~ed and on; was killed, sparking major student demonstrations throughout the country. Another military coup brought a more repressive, violent regime into power and more people were forced to retire from the University. "I was among about one hundred of those forced to retire from the University of Sao Paulo in 1969,'' said Viotti da Costa. "That meant my career was over. At least for the moment." After her retirement, Tulane University invited Viotti da Costa in 1970 to be a visiting lecturer. She went to Tulane having never spoken English except during a visit to England many years earlier. "' had to write all my lectures," said Viotti da Costa, "but my students were patient and kind." They threw her a party when she left and
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Viotti da Costa dispels myths about Latin America. Viotti da Costa went back to Brazil with many warm feelings for the University and New Orleans. But the Brazil to which she returned was even more brutal than the one she had left. "This was not the world I had been brought up in," said Viotti da Costa. "I t was a new and harsher world, a world of stupidity and cruelty, of dogmatism and chauvinism, a world of careensm and opportunism, everything I had learned to abhor." She was soon invited once again to teach in the United States. this time b)' the University of Illinois and then by Smith College. "My English was improving," said Viotu da Costa, "but I still had great difficultv in expressing myself. Speakin~ in someone else's language is a very crippling experience. You fecl'ike a blind person . .\-loving from one countrv to another is not only learning anothe.r language, it is also learnin~t tlw proto<ol... the signs and codes ol another culture That is not an eas\ task 1\:evertheless, some Smith students asked the University president to im ite her back and three of her students went on to K
graduate school in history. "I felt rewarded," said Viotti da Costa. "I t is exciting to see a mind developing. It is moving to see someone becoming intellectually motivated, developing criticaJ skills, learning ." Yale offered Viotti da Costa a pos1t10n in 1973, where she has remained since then, even though her children have moved back to Brazil and the Brazilian government, in 1979, invited her to return to her former position at the UniversitY of Sao Paulo. "Sometimes I think I made the wrong decision," she said. In the United States, Viotti da Costa feels she has experienced sexual discrimination on an academic level, something she felt she had not experienced in Brazil. "In Brazil I never felt for a minute that my colleagues discriminated against my being a woman intellectual," said Viotti da Costa. "The only time I ever felt discrimination of that kind was when I got to the United States. In Brazil, however, there was a form of discrimination which I didn't find here- the discrimination of one's husband. While in the United States,
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Viotti da Costa conceived of the idea to teach the course after a faculty meeting. "[At the meeting] someone said that we were losing sight of what a College of Arts and Science was. He said we were giving an excessive professional orientation to our students and that we should be more concerned with g1vmg students a humanist education and helping to form good citizens." Viotti da Costa thought about what it meant to be a "good citizen" and decided a good citizen was someone with "critical skills," someone "who can think on his or her own." As a teacher she felt she had a clear role in helping her students to become good citizens. â&#x20AC;˘Education is not mere communication of information . For that people can go to the library," she said. "Education is also teaching people how to think. I should be able to help students develop some of the skills necessary to the understanding of history." Viotti da Costa also considers student involvement crucial to the learning process. "A lecture, no matter ~ow interesting it is, will probably be forgotten in a few years," she said. "What you never forget is what you thought out yourself, the questions you were led to ask and tried to answer on your own." Viotti da Costa sums up her philosophy of education: "As someone once said, a student is not a vase to be filled but a lamp to be lighted. I believe that."
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Alison Cardy, a junior in Ezra StilLs, u on ~slllffoJTNJ .
The New Journal/December 5, 1986 43
Afterthought/Michael Holquist
Literature After ''X'' I came to Yale graduate school in 1963 and spent the next 12 years in New Haven as a student and member of the junior faculty. I left to teach elsewhere on a wintry day in December of 1975. The snow that stuck to the leaded glass windows as I cleared out my office that afternoon created a kind of dim quiet, and I stopped emptying bookshelves for a moment to reflect on the time I had spent at Yale. Much had happened in the years from 1963 to 197 5: they were, indeed, 'the sixties,' a period whose meaning sprawled over calendric boundaries into the decade of the seventies. I had been reminded of this as I went through old papers that day and discovered a copy of the Yale Dai(y News. It was from 1971, but read like a catalogue of cliches from the previous decade. The top story that day was from Kingman Brewster's address to the Alumni Association, an item of more than usual interest because the President had offended many of those present by using Alumni Day as an occasion to speak out against the Viet Nam war; also on the front page was an article on the murder trial of Bobby Seale, a founder of the Black Panthers, which was being held in the New Haven court house (with constant demonstrations on the Green). On the entertainment page the Shubert Theater advertised a pre-Broadway showing of the rock opera Hair, and th ere was a review of a concert given by the Yale Symphony Orchestra featuring Scriabin's 'Poem of Ecstasy,' complete with a light organ that had bathed the hall in shifting colored strobes and jets of smoke. Tucked away on oa~re five, somewhere between news of VietNam and reactions to the just-opened Cross Campus Library- and just across from the newly introduced comic strip by an undergraduate named Gary Trudeau- was the half-page article that had caused me to save that particular issue of the Daily News from Monday, February 22, 1971. It was an article about a new course in Yale College called 'Literature X (eks, not 44 The New Journal/December 6, 1985
ten),' and as the article's title ('Literature X-World Premiere') made clear, it too, in its own way, was a review. The piece was there yellowing among the papers to be packed because, in a modest way, I with several others had been involved in the planning of Literature X and the series of other courses which it was intended to initiate. Literature X had its origin in a sense of crisis in the literary community .. In retrospect, there were at least three major reasons . for thinking that changes in the literary curriculum had to be made: the integrity of our subject, literature, was being eroded by the atomizing claims of different national language departments; there was a growing conflict in the faculty between those concerned with literary theory and others who were not; and, finally' among students in 1969, when planning for the new course began, there was an increasing sense that literature was a luxury their beleaguered generation perhaps could not afford- it was not. in the argot of the decade, relevant. At that time there was no undergraduate offering in Comparative Literature, and there was widespread dissatisfaction with the wav the studv of literature was atomized i~to French. German, English, and other departments. There was a history department in which the past of all these countries could be studied, and a philosophy department in which their thought could be studied. But literature was divided along national Jines, and the more each department refined the concerns of its national culture, or sought rigorously to define itself as a profession (Slavistics, Germanistik, etc.) the less they seemed to have in common with each other. The different national adjectives were in danger of absorbing the substantive they sought to modify. And within national language departments, including of course, English, there was further division between scholars who pursued literary study in traditional ways, and those
who sought to engage the new questions about literary methodology that began to be raised at the time. It was an era of what Thomas Kuhn might well have called 'unnatural science' in the history of the professional study of literature. The formerly reigning paradigm, 'New Criticism,' had broken down; 'Structuralism,' which had seemed to be its successor in the early sixties, was already splintering into the heresies collectively labeled 'post-structuralist.' Some of these heterodoxies first emerged in a symposium on the crisis in methodology held at Johns Hopkins in October, 1966. Two figures who were to figure prominently in future debates, the aging psychoanalyst Jacques Lacan, and a young philosopher nawed Jacques Oerrida, attracted particular attention. The subject of that symposium was announced in necessarily plural form ('The Languages of Criticism and the Sciences of . Man'), plurals that reflected the sense many in the academy then had that their ivory tower was becoming a tower of Babel. Three years later, in the spring of 1969. Alvin Kernan, a Shakespeare scholar and former Provost, called together a group to rethink the future of literary study in Yale College. It was felt that by bringing together in a single course texts from different national literatures, instructors from different literature departments, and methodologies from across the spectrum then so richly a,¡ailable, we might- if not solve- at least more openly address problems raised by departmental and theoretical schisms. By publicly confronting the concerns animating us as faculty, it was hoped we might persuade students that the study of literature had a certain urgency about it. Literature X was launched the following year, and its sense of experiment did indeed galvanize faculty and students. The desire to expand the sense of what might be called a text led to excesses which, in retrospect, appear very much to have
been as trendy as the course's scandalized- and numerous- cnt1cs at the time said they were. Some idea of why such charges were brought can be gathered from the course's syllabus, which included not only Sophocles and Dickens, but Joseph Heller's anti-Viet Nam War protest play, We Bombed in New Haven, which had just opened (and had, in fact, rather bombed) in New Haven; Eric Segal, fresh from helping to script the Beatles' Yellow SubtrUJrine, lectured on his new novel , Love Story; there were comic book heroes, Stover at Yale, and the Story of 9, as well as visits to theme parks and professional wrestling matches. Campus language was briefly enrich ed by a new adjective: if a course in any subject seemed slightly unusual or modish, it was said not to be 'too sexy,' but 'too X-ey.' When steps were taken to expand Literature X into a Yale College major, many who had not objected to the new course felt they had to resist the new program that it was- as its enemies said-'spawning.' At each stage of the process, opposition grew. Reaction ranged from the relatively mild official response of the English department ("The response of the English department to the projected Literature ¡ Major is difficult to summarize.") to the less restrained petitions against the Major circulated by individual faculty members ("Disturbing, in any case, is the arid scientism and quest for the absolute that imbues the concerns of those who would [seek to) isolate the central fact of 'literature.'"). Finally, at a Yale College faculty meeting in the spring of 1973, the proposed major was approved, but only after a heated debate that caused some of the physicists and e...onomists in the audience to shake their heads over the strange passions animating their colleagues in the humanities. The program quickly attracted large numbers of students; by its third year of existence, its 65 majors constituted one of the larger humanities majors in Yale College. The popularity of the
program resulted not only from its notoriety, which, in any case, was soon toned down. More important in the major's early success were two challenging new required courses that were soon recognized as among the best, and most rigorous, in the College: Literature Y, a survey of literary theory taught by Peter Demetz, and Literature Z, a course in close attention to texts that dramatized new rhetorical strategies of reading taught by Paul de Man and Geoffrey Hartmann. Other well known critics taught in the major , such as Peter Brooks (one of its original framers) and J. Hillis Miller, both of whom would later become directors of the major. The program was being talked about at other universities, for the crisis that gave it birth was not confined to New Haven; there was a small piece in The New York Times, and an article in College English. Reque s t s for information on what was happening at Yale poured in; programs modelled on the Literature Major came into being in places as remote as Murdoch University in Perth, Australia. As the Major became an institution in the college, its famous letters were translated into numbers: Lit. X became Lit.120, Lit. Y became Lit. 300, Lit. Z became Lit. 130. In 1979 the program was enriched by the addition of an academically demanding new track that permitted Yale students for the first time to do undergraduate work in Comparative Literature. The phenomenon of the Literature Major coincided with a different but related phenomenon, the growing influence of Jacques Derrida (who spent part of his time teaching at Yale), Paul de Man, Harold Bloom , Geoffrey Hartmann, and J . H illis Miller. Each of these men had, as an individual scholar, played an important role in shaping the new direction literary study was taking; but during the seventies they became collectively known as the Yale School of Deconstructionists, identified in the public mind with the increasing
tendency (not confined to Yale, but most powerfully at work here) to breach traditional borders between literature, criticism, and philosophy so as to forge a new kind of study. Demanding as it was, this new way of reading became popular. Soon terms such as the 'metaphysics of presence,' 'aporia,' and of course, the verb 'to deconstruct,' were being pronounced at cocktail parties. Trivialization of this kind was far from the complexities a nd rigor of the work de Man and others were actually doing. But this fame caught at least some of the excitement students were experiencing. And since virtually all the well-known theorists at Yale were associated in one way or another with the Literature major, the program took on a kind of glamour. It looked as ifthe golden age was about to dawn. Then in 1983 not just Yale, but the international literary com munity suffered a loss when Paul de Man, a great teacher and intellectual presence as well as theorist, died. In the next few years Hilli s Miller and Jacques Derrida left to go elsewhere. To the world outside Yale, especially that part of it familiar with Yale's strength in literary studies only through the phrase-mongering of the popular press (or some of the only slightly less banal accounts published by university presses), it appeared that the e nd had come. At some other universities, there was not a little relief that Yale's hegemony in literary studies seemed to have been broken. When I was mulling over an offer to return to Yale last year, several people at such places advised me not to go back to New Haven, for, I was told confidently, it was a 'wasteland' and the Yale literary community was 'devastated.' But the truth is that Yale has always been fortunate in having great literary scholars; there have been other 'Yale Schools.' When New Criticism dominated literary studies in the fifties, some of its most powerful representatives, such as Cleanth Brooks and William Wimsatt, were Yale professors, and grumbling could The New Journal/December 5, 1986 45
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be heard in other places in those davs. too, about 'Yale hegemony.' An event that helped pave the way for current interest in theory was the publication in 1949 of Theory of Literature, coauthored by Rene Wellek, founder of the Comparative Literature Depart· ment at Yale. . The list o f great scholars who have made Yale synonym.ous with the best work being done in literary study could easily be extended. But to do so would obscure a no less important fact about rlw history of literary study at this university: such giants always have lwcn only the most visible indices of a larger community of literary scholars that ha\'e learned from their better knm' n colleai{UeS, but who have also made the achie,·e ment of those colleagues possible. Th e most remarkable thtrlg about stud y of litt·nuure at Yale has not been the number of 'schools' the vniversitv h as produced from time to time, bu.t the consistently high quality of work produced at a ll times by la rge numbers of the senior facultv. The tradition of brilfl,tnce. energy, ·capacity for sheer hard work, and commi tment 10 leaching among the junior faculty is unbroken, particulady in th e Literature M ajor, where tht· young haH· had an unusually prominent rok to play Kno" in~ this, -.vhen I had th t• opportun ity to retur·n to direct the Literature ~Iajor. it "as not difficult to remain unmo,·ed by gloomy asst•ssments of Yale made by friends at otlwr place~. After all. the 120 junior and senior class major~ c urH·ntlv t• tuollt·d represent n ot o nly an all-time high in our enrollment. but some o f the bt•st •audents on campus as wt'll : last n·ar half of the majors graduating did ...o with distinction; four of the ten :\tellon Fellowships awarded to Yale undergraduates last year went to "tudem" in the Lite rature :\laJo r : two otht·r-. \\t'rc awarded a :\lar"hall and a Clare- ~ldlon F ellowship for -.tudy in England. Tht·re are probkm'>. of course. if only becauc;c the Literature l\1ajor has
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dU/'Jt;;; I been so closely involved over the years with literary theory, and literary theory itself is presently in a state of crisis. The basic structure of the Major, except for the addition of the Comparative Literature track, has gone relatively unchanged since 1973. And so a group of scholars is being called together to examine the major from top to bottom, and a list of recommendations will be given to the Governing Board that administers it next spring. Born in one kind of the crisis in the seventies, the Major is rethinking itself in the face of another crisis as it heads into the nineties. What changes will be made cannot at th is point be known. One thing seems certain: at a time when opposing versions of literary study are being debated with the greatest urgency, the M ajor's unique ability to provide a space in which ideas can usefully contend with each other becomes ever more necessary. I recently had occasion to look once again at that Yale Daily News article I unearthed on the dim afternoon in December, 1975. It set me once again to wondering, this time about : the relation of the events that article d escribed to the Major as it now exists. The student who wrote the article was obviously a fan of the major she was describing: the account bristles with facts, all conveyed with a kind of breathless enthusiasm. It is clear in retrospect that rr.any of the facts were garbled, and the breathlessness is now inappropriate for a program as mature as the L iterature Major has become. But there is a faith in the future, running throughout that article from the past, that has been more than j ustified in the present, a useful lesson as we once again look to a new futu re for the Major .
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