Charles Bernstein

“[John] Tranter broke new ground in terms of serious criticism of poetry being spread all over the world,” [new editor Mike] Hennessey said.

Media Editor Steve McLauglin, a 2008 [Univ. of Pennsylvania] alumnus, is going on a two month bus trip this summer with his audio recorder to record poetry readings from all across the United States to use as podcasts for Jacket2.

“This project is an example of the kind of thing that doesn’t happen very often. Off-the-wall stuff happens at the Writers House,” McLaughlin said.

According to Charles Bernstein, American poet and Penn English professor, “the Web is the quickest and economically most efficient way to get poetry out there.”

“Jacket is one of the most appealing and best edited of literary magazines that exists,” Bernstein said.

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To talk about Robert Duncan’s poem “Often I Am Permitted to Return to a Meadow,” we at PoemTalk chose a day when an apt trio of poet-critics would be at the Kelly Writers House in Philly. It was, in fact, a celebration of the new Poems for the Millenium anthology, gathering together a new array of romanticism – a volume edited by Jeffrey Robinson (resides in Colorado) and Jerome Rothenberg (southern California). Charles Bernstein was on hand to help celebrate Jeffrey’s and Jerry’s great new volume, so we all took an hour aside and moved upward to PoemTalk’s garrett studio (which doubles as the office of Al Filreis) and got deeply and happily into this key poem by Duncan. First drafted in 1953, struggled over in the late 50s, and presented as the prologue poem to the important volume of 1960, The Opening of the Field, which in many ways, indeed, opened the field. Along the way, at various points in the discussion, we are privileged to hear of Jerry Rothenberg’s contemporaneous responses to the poem—he who after all published his own first book (of a very different kind) in that turning-point year. (Donald Allen’s gathering together of the somewhat newly emergent avant-garde, of various schools, in The New American Poetry, was published at the same time, as was Charles Olson’s Maximus Poems.)

As Charles points out during our talk, any of the several key words or phrases in the poem (“permission,” “field,” “return,” “made place,” “everlasting omen”) could have occupied us the entire session. It seemed mostly sufficient to wander around this poetic meadow for a while and then bow out as gracefully as we could. We note that Jerry’s interest in Duncan’s mode has increased over the years. We also note that none of us could quite agree with any of the others about the precise relationship between this poem and the Romantic tradition. Al tells of the recurring dream (from Duncan’s childhood) that animates and informs this “return” to the meadow. Charles remarks on the crucial major distinction between writing, on the one hand, and the state of being given permission to write, on the other. Jeffrey speaks helpfully about the possible connection, for Duncan, between “field” and “feel.” Jerry ends by talking briefly about how Duncan has influenced his own work.

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Many of us read Vachel Lindsay in school--at least until he was removed from the anthologies. Few of us have heard the recordings of Lindsay performing--not just reading, but truly performing--his poems, "The Congo" most (in)famously. So we PoemTalkers decided to try our hand at the first section of Lindsay's most well-known poem. Al suggests that readers and listeners must attempt to "get past" the obvious racism (even of the opening lines), but Aldon Nielsen takes exception to that formulation, and off we go, exploring the problem and possibilities of this poet's foray--Afrophilic but nonetheless stereotype-burdened--into African sound and, more generally, the performativity of a culture.

Charles Bernstein finds this "one of the most interesting poems to teach," and adds: "[Lindsay] felt there was something deeply wrong with white culture, that it was hung up, ... that it was disembodied, that it was too abstract." All the problems of the poem, Charles notes, remain present when one reads or hears it. It's all there. It's not a "bad example" of something; it makes its own way (or loses its way) in the modern poetic tradition, as it is.

What can Lindsay teach us today? Michelle Taransky is sure that young writers can learn from Lindsay's experiments, and not just in sound--but also in the way he uses marginal directions, which serve as performance (or production) cues. She commends Lindsay for making available to us the realization "that a poem doesn't have to be read in a monotone way....and that they [young poets today] can read a poem in a way that seems appropriate to them at that time."

Aldon doesn't want to "get past" the tension between Lindsay's desire to make a progressive statement and the racist content in the poem; as a whole, this work creates a tension that is "absolutely at the core of American culture." Aldon is hesitant to use the phrase "teachable moment" (which during 2009 has been a phrase that is dulled from facile overuse in the "ongoing conversation" about race) but that--teachability--is about the sum of it: to teach this poem is to gain access to a central American discussion.

At Paul Baker's Wordsalad today: "I have not attended the u. of pennsylvania and have not enjoyed the privilege of attending classes with charles bernstein. but you know what? Bernstein has been one of my most valuable and appreciated teachers over the past 5 years or so. How? because of his poetry, his radio programs, his books of essays and criticism, his conference appearances, his blog (which, yes, promotes his own work, but to a much larger degree promotes the work of others), and because of his work with Al Filreis, producing the audio content on Pennsound. I met Charles at a conference last year sponsored by the Academy of American Poets in NY a year ago. The guy’s passion and counter-establishment perspective will always be attractive to me."

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One of the signal steps forward in the PennSound project--the gathering of recordings of modern and contemporary poets reading their own poems--was the release of the recordings of Louis Zukofsky, thanks to the generosity and cooperation of Paul Zukofsky. The recordings on PennSound's Zukofsky author page are being made available for non-commerical and educational use only (in line with PennSound's mission), and any other use can only be done by permission of Paul. (If you need to contact him, just write us and we'll put you in touch: poemtalk [AT] writing [DOT] upenn [DOT] edu.)

The Zukofsky recordings are remarkable! One of them was made in 1960 by Zukofsky at home, on a reel-to-reel tape machine. It was meant for the Library of Congress. It includes readings of some sections of the long poem Anew. PoemTalk 22 is a discussion of the gorgeous twelfth poem in the Anew series, which is untitled and gets mentioned by its first line, "It's hard to see but think of a sea." One gets a sense of its worked-at density from this first-line sentence alone.

The Anew poems were written between 1935 and 1944 and published in March 1946 at James Decker’s press in the small-format “Pocket Poetry” series. Marcella Booth has dated the writing of our poem precisely: January 16-17, 1944, a week before the poet’s 40th birthday. Several critics have contended that Anew was Zukofsky's attempt at a fresh start. William Carlos Williams, a great supporter of Z and an admirer of these poems, called the writing in this work "adult poetry." Perhaps he meant that Zukofsky was growing up, taking on seasoned topics. Certainly, at least, the end of our poem is quite personal, words coming from the poet's contemplation of his 40th birthday, of mortality's challenge to and provocation of open-ness. As Bob Perelman puts it (asked to compare this poem to others), "The poem is almost conversational. 'Gee, I'm 40. I'm thinking about my entire life.'" Much of our conversation--with PoemTalkers Perelman, Wystan Curnow (visiting us from New Zealand), and Charles Bernstein--is devoted to integrating the first part (full of the language of science) with the second (the personal retrospective).

Wystan, facing a vocabulary of science he didn't understand, wanted to look up the term "condenser" (what, after all, is a condenser really?), but then worried about his impulse to look it up. Is that a productive way of coming to understand Zukofsky's use in verse of electro-magnetism and wireless sound? "Condensed," after all, is an ordinary word--and a term of modernist poetry. (Bob points out Lorine Niedecker's contemporaneous use of condenser to refer to poetry itself, the act of writing in the modern way, in a famous poem that technically imagines the site of the poet-maker as a "condensery": "no layoff / from this / condensery.") "The poem," Charles says in praising its use of the referential language of science, "is not incomprehensible in that it will restore you to the knowledge you already had of what the word means."