It’s Probably a Metaphor but…

The great evil rears it ugly head once more.

One of the few memories from high school that stands out to me is a substitute teacher struggling to teach twenty bored teenagers about William Carlos Williams’ “The Red Wheel Barrow.” He asked the class, “What does the color white represent?” Students would answer goodness, purity, innocence. By the end of the class, “The Red Wheel Barrow” had become an epic poem about the struggle between the good and innocent white chickens and the satanic red wheelbarrow. I may have actually sprained my eye muscles from rolling them so often.

Over a decade later, I now stand in front of a room full of college Freshman and am tasked with teaching them about poetry—well, about analyzing texts, I’m just lucky to have a little freedom with my curriculum and get to select those texts. Most of the students groan with dread when I tell them that for a portion of the class we’re going to read poems. The idea of not loving poetry, for me, is like not loving music, but I can’t blame anyone who doesn’t like music if all they know of it is “My Achy Breaky Heart” and “Hey Macarena” and had been forced to write 1000 words on their deeper philosophical meaning. Ideally, the best way to introduce students to poetry is to show them its breadth of styles and subjects and let them find what works for them. You don’t like the stilted forms and elitist attitudes of Victorian poetry, lets listen to spoken word instead. Eventually, I believe I could find a poem for everyone. Still I must teach analysis, which has the potential to reinforce the idea of a poem as a purely symbolic puzzle.

When I read “The Red Wheelbarrow” to my classes and ask, “What is happening in this poem?” students sigh, admit that they don’t get poetry, or roll their eyes. Once a student trying to shock and show his disdain said, “Someone is going to have to shovel chicken shit.”

“Yes!” I yelled, “You understand the poem!”

I’ve always found the literal meanings of poems just as important as any symbolic ones. A reader of Dorothy Parker’s “One Perfect Rose” does not need to interpret the titular flower as the representation of the chivalric view of love to enjoy the poem. Not that I want to discourage students from those deeper readings, I just want them to be aware that they don’t always have to try to find the “Truth” (note the capital “T”) in the poem to enjoy or understand it.

Sometimes trying to find a symbolic meaning for an image can hurt one’s reading of a poem. In one class, we read Adrienne Rich’s, “Living in Sin.” Many of the students discussed the lines, “That on the kitchen shelf among the saucers/ a pair of beetle-eyes would fix her own—/ envoy from some village in the moldings.” Most of the students assumed that this line was an ambiguous metaphor for the mental state of the woman. When I inquired what the metaphor was, once again many confessed their own ignorance to poetry, some saying that they could never ever understand it. “What if we read that image as literal, as something that’s actually there? What’s in her cabinet?” I inquired. The class agreed—it was a bug of some sort and gross. Once they started looking at the poem for the literal, much of what seemed unsolvable riddles became interesting descriptions of everyday life. As one student wrote while reflecting on her work in the class, she now understood that “sometimes a ‘Red Wheelbarrow’ is just a red wheelbarrow.”

This approach to reading poetry has made my first reading of Charles Baudelaire’s The Flowers of Evil interesting to say the least. I was even tempted to ignore my own lessons. First of all I neither speak French, and therefore must rely on translations, nor am I particularly familiar with the French tradition, so there is probably a lot of things that I’m missing. The particular poems that stood out to me were “The Dance of Death” and “The Martyr.”

Danse Macabre by Ernest Christophe

Even the title “The Dance of Death” suggests a symbolic reading, as it is a reference to the Medieval idea that no matter our position in life we all will succumb to death. A myriad of Medieval and Renaissance pictures show images of kings, popes, knights, and peasants dancing with a fearful skeleton. Since the poem is also dedicated to an artist, Ernest Christophe, who made a sculpture of death as a beautiful woman dressed for a ball, we can see that Baudelaire is placing himself firmly in that allegorical tradition. However, as a reader I can’t just jump straight to the meaning of the allegory—which is usually the most boring part—I need to imagine the scene as the poet presents it. I like the image of death as “Proud, as a living person, of her height,/ Her scarf and gloves and huge bouquet of roses,/ She shows such nonchalance and ease as might / A thin coquette excessive in poses.” Baudelaire does a good job rendering the appeal that death can have. However, the poem takes an uncomfortable turn in the lines, “Yet who’s not squeezed a skeleton with passion?/ Nor ravened with his kisses on the meat/ Of charnels.” This image is not one that anyone would want to dwell on—I suspect that the immediate reaction is to jump to the symbolic. With the symbolic, we can talk about the romanticism of death and the association between poets and suicide, all more pleasant than imaging the speaker with necrophilic intent. Yet, it’s that image that surprises and is remembered by the reader.

I was suspicious of my reading of the poem. At first, I assumed that it was simply being colored by the translation.  I had read Roy Campbell’s 1952 translation. William Aggler’s 1954 translation, “Yet who has not clasped a skeleton in his arms/ Who has not fed upon what belongs to the grave?” makes the speaker not as overtly necrophilic (though he’s still snuggling up to a corpse), but a bit more cannibalistic. Still this image is equally asdisturbing as the other. Lewis Piaget Shank’s 1931 translation, “Yet, who has not embraced a skeleton?/ Who on the thought of the tombs has never fed?” is by far the least interesting, but I suspect the translation most likely to make it into a high school textbook. By making the speaker snack on “thoughts of the tomb” instead of its actual contents, Shanks tells the reader that they should be focused on some deep emotional truth and not dwelling on those unsavory images. It reassures the reader that the images are just allegory, just symbolism. It takes away all the images’ shock and impact. Which of these three translation is the closest to the meaning of Baudelaire’s original lines is unclear to me, ignorant monolingual person that I am, though I suspect Campbell and Aggler are the ones closest to the mark. When I put “Pourtant, qui n’a serré dans ses bras un squelette,/ Et qui ne s’est nourri des choses du tombeau?” in Google translate I got “But who has hugged a skeleton,/ And who has fed things the tomb?” Obviously, Google translate missed something, but I do like this new befuddled speaker who seems to be saying “Why do you always have to be so dark, Baudelaire?”

I still distrusted my own reading of the text. A speaker alone in a tomb making out with a dead body: surely I was being obtuse, morbid and missing the point made by this well-respected and lauded poet. Yes, he was considered scandalous and had his work banned in his day, but he lived and wrote in the 19th century where everything was considered scandalous and lewd. Here he was saying something important about humans’ relationship to death, and I was imagining his speaker as a degenerate ghoul. Then I read “The Martyr.” In the first two stanzas, Baudelaire describes a sumptuous room, but in the third stanza, “A headless corpse, cascading in a flood/ Hot, living blood, that soaks, with crimson stain.” Later in the poem he writes “The vengeful man, whose lust you could not sate,/ (In spite of much love) nor quench his fire—/ Did he on your dead flesh then consummate/ His monstrous, last desire?” Let’s just say that after reading this poem, I felt more secure in my earlier reading of “The Dance of Death.”

Reading Baudelaire for the first time reminded me of how culturally (in the U.S. at least) we expect poetry to be about lofty ideals—since my first reaction to those grotesque images was to think that surely I was misreading the poems. Certainly, there may be cultural reference that I’m not getting, and there are deeper symbolic ways to read these poems. But their symbolic meaning doesn’t make these two poems any less about men (hopefully fictional) whose tastes lean towards the funerary and violent. In the race to find the “deeper” meaning of a poem, it is easy to ignore the story or the image that is presented on the surface. The surface of a lake may obscure what is underneath, but we lose something if we ignore what we see on the surface. Even if it’s only a reflection. Ultimately, I did not enjoy most of Baudelaire’s poems, but I appreciate how he used images to shock the reader. Yes, these images can be read as symbolic, emotional, abstract, but the reason they work so well is that they are grounded in the concrete. Sometimes it is necessary to let a cigar be a cigar, a red wheel barrow be a red wheel barrow, and a man with romantic inclination toward the dead be—well, you get idea.

“Hey Macarena!”


5 thoughts on “It’s Probably a Metaphor but…

  1. William Carlos Williams wrote a short story called “The Use of Force”. I had to read the story in high school. My English teacher wanted us all to think that in the story, the use of force was not justified, In the story, a doctor is faced with an uncooperative patient – a young girl with diphtheria. He needs to get a throat sample from her but she refuses to open her mouth. The doctor forces her mouth open but she bites on the tongue depressor so that her mouth starts bleeding. I don’t remember what happens after that, but my teacher wanted me to see the use of force in the story as a metaphor for rape and I just couldn’t see it. Diphtheria spreads easily and is deadly. The young girl did not know what was good for her or her community.

    I don’t really know what Williams is all about. But it seems that teachers like tearing apart his stories.

    • While your teacher’s reading of “The Use of Force” is good interpretation of the story, it’s by no means the only one. The purpose of a literature class is not to impart the proper interpretation of a text upon a student, but to explore the different themes and issues that a text brings up. “The Use of Force” is so rich in subtext particularly about the conflict between the rights of the individual versus the good of community that your teacher missed an opportunity to get your class discussing and arguing about these issues. Part of what I love about literature is that it does allow use to explore these deeper issues, but it’s problematic to reduce any story to simple allegory. Though even I have a hard time not championing my own interpretations when I teach.

      Ultimately, I’m not against dissecting a piece of literature– as long as you base your reading on what is actually there.

  2. Boy, I just spent a semester dealing with a similar set of issues–mostly recalcitrant views of what a poem ‘should be’ and why we hate poetry so much (sigh). In the end, though, the students became generally more reflective about the part the reader plays in interpreting a poem and more willing to notice what the poem actually says first, without necessarily pulling it apart for ‘hidden meaning.’

    A literary analysis, I stress to my students, is not a detective story–let me know what your claim is up front. And most poems are not detective stories either; asking questions about what the poem says is useful as long as you don’t ask ‘what does it mean’? right off the bat. Why do you suppose so much depends on that wheelbarrow? How do the line breaks affect the way you read the poem? What does this poem make you visualize? Where does the speaker seem to be in relation to the concrete images, the scene or setting?

    None of those questions are about meaning, but any of them can offer the reader moments of speculation and observation.

    I share your frustration with being stupidly monolingual and having to rely on translations of work such as Baudelaire’s…but after reading critiques and poetics on Baudelaire and multiple translations of his works, I have come to the conclusion that the creepier, edgier translations are closer to his vivid and shocking original texts.

  3. Reblogged this on Iconography ♠ Incomplete and commented:
    “. By the end of the class, “The Red Wheel Barrow” had become an epic poem about the struggle between the good and innocent white chickens and the satanic red wheelbarrow” Seriously, this line made me laugh out loud literally for one minute. And the rest of this post is pretty postilicious.

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