In Aaron Cometbus’s first poetry collection, Last Supper, flashes of the city and one of its writers carouse side-by-side in all their messiness and fragmented beauty like blurry snapshots that tell the truth in the fuzziness. Which is fitting, given the film stills by experimental film documentarian Jem Cohen that grace the book’s covers. Improbable seeming scenes present themselves in freeform stanzas, sometimes with gallows rhyme that often showcases pained or hard-won honesty. Cometbus, the author of the eponymous zine (since 1981), chronicles both a changing and fading city, and is also a writer ruminating on aging.
Harold Levy was an interim chancellor of New York City's public school system at the end of Giuliani and the beginning of Bloomberg. Levy got his BA from Cornell at a time when people like Allan Bloom (The Closing of the American Mind) and poet A. R. Ammons held forth — and Harold Bloom, too, for that matter (I think). Levy hung out in an intellectually vibrant circle that produced (not surprisingly, when you think of A. Bloom's potential influence) Paul Wolfowitz and other neo-conservatives. (Wolfowitz had grown up partly in Ithaca; his father was a professor of statistical theory at Cornell.) Somewhere along the line — from Ammons and maybe Harold Bloom — Harold Levy picked up an absolute love of Wallace Stevens. And, many years later, when he was appointed chancellor he told all the members of the New York City School Board that they would be convened to discuss three poems by Stevens (Levy now recalls that two of these were “The Emperor of Ice Cream” and “Sunday Morning”) and would be given a violin lesson by Isaac Stern. Levy's role (he was a businessperson) was to bring efficiency to the system, but he also brought what might be deemd the opposite — a conviction that Board members should be conversant in the philosophical questions of the sort that one would hope kids in the schools would face if and when presented with probing teaching.
Some time ago I wrote about what happened when New York City schools chancellor Harold Levy asked members of the School Board to read and discuss three poems by Wallace Stevens. Now I want to add one of the letters to the editor the Times published in response to their article about Levy's unusual move.
Last night Poets House sponsored the 15th annual poets' walk across the Brooklyn Bridge. Tina Chang, the Poet Laureate of Brooklyn, read midway on the bridge: "Brooklyn Bridge" by Vladimir Mayakovsky. Bill Murray, who's been a supporter of poetry through Poets House projects, came along for the walk. Murray read several poems to the crowd before the walk on the Manhattan end of the bridge: "Supermarket in California," Levertov's "The Rights," Ferlinghetti's "Coney Island of the Mind."
When the school board was asked to read Wallace Stevens
'They shall know well the heavenly fellowship … '
Harold Levy was an interim chancellor of New York City's public school system at the end of Giuliani and the beginning of Bloomberg. Levy got his BA from Cornell at a time when people like Allan Bloom (The Closing of the American Mind) and poet A. R. Ammons held forth — and Harold Bloom, too, for that matter (I think). Levy hung out in an intellectually vibrant circle that produced (not surprisingly, when you think of A. Bloom's potential influence) Paul Wolfowitz and other neo-conservatives. (Wolfowitz had grown up partly in Ithaca; his father was a professor of statistical theory at Cornell.) Somewhere along the line — from Ammons and maybe Harold Bloom — Harold Levy picked up an absolute love of Wallace Stevens. And, many years later, when he was appointed chancellor he told all the members of the New York City School Board that they would be convened to discuss three poems by Stevens (Levy now recalls that two of these were “The Emperor of Ice Cream” and “Sunday Morning”) and would be given a violin lesson by Isaac Stern. Levy's role (he was a businessperson) was to bring efficiency to the system, but he also brought what might be deemd the opposite — a conviction that Board members should be conversant in the philosophical questions of the sort that one would hope kids in the schools would face if and when presented with probing teaching.