The New York School of Poetry leaped into the North American literary scene in the 1950s and early 1960s. Some of the leading writers of that school were Frank O’Hara, John Ashbery, Kenneth Koch, and James Schuyler.
 |
| Writers from the first generation of New York School Poets (left to right:) Frank O’Hara, John Ashbery, Kenneth Koch, James Schuyler |
I had just finished the last chapter of my biography of the
Buddha, The Yoghurt and the Revolution, and I was GLAD to eat.
It was raining
your letter never arrived
I opened it, though…
—Frank O’Hara, “The Lunch Hour FYI”
That lighthearted, casual irreverence of the New York School contrasted sharply with the stuffy, often rhymed poetry that was common in wainscoted university English departments in the 1950s and early 1960s in the U.S.A.
In one sense, the trajectory of the New York School of poets was similar to many avant-gardes in the arts.
It’s often not the founders of an artistic movement who make the best use of their own innovations, but the second generation or the fellow travelers who add emotional depth to a new style. Think of the Surrealist movement in France. The Surrealist Manifestos advocated for automatic writing, a method of purely spontaneous composition that didn’t allow for planning or editing. That Surrealist doctrine unearthed the dazzling imagery of the unconscious, but it didn’t leave much space for in-depth feeling. It wasn’t the creators of the Surrealist style who actually made the most of their aesthetic, but the poets who blended the hallucinatory images of automatic writing with deep emotion: Pablo Neruda, Robert Desnos, Federico García Lorca, and Joyce Mansour, for example.
The New York School of Poetry followed a similar path. The first generation (Ashbery, O’Hara, etc.) showed that conversational language, humor, and collage could create fun and poignant effects. But toeing the Modernist party line often kept those poets from expressing emotion in a way that transcended fragmentary collage or glib, prosy diction.
The next wave of writers of the New York School went in two opposite directions. One group went even further toward fragmentation (the “Language poets” and their circle) and/or prosy diction (the East Village poets in the orbit of The Poetry Project at St. Mark’s Church in-the-Bouwerie).
Personally, I’m more interested in a different group of poets who spun off from the New York School, the ones who took a more narrative turn. Those writers were influenced by the informal tone of the New York School and their embrace of pop culture, but they heightened the story or journal-like elements in that style. That group developed partly out of what Frank O’Hara called his “I do this, I do that” poems, works like his masterpiece, “The Day Lady Died,” that were almost a poetic diary. The more narrative group of second generation poets was also pulled in the direction of stand-up comedy—like poetry, stand-up involves a solo performer in front of an audience talking about personal topics, and stand-up evolved in New York.
Those more narrative heirs of the New York School included Bill Zavatsky, Edward Field, Robert Hershon, and Alan Feldman (though he ultimately left the Big Apple for New England). To my mind, that second generation also includes women writers like Joan Larkin and Enid Dame, whose legacy can also be traced through feminist poetry. I’m using the term New York School loosely here, gathering under that wide roof a variety of writers in New York in the 1970s and 80s who were influenced by the first generation of the New York School.
 |
| Writers from the second generation of New York School Poets (left to right:) Bill Zavatsky, Edward Field, Robert Hershon, Alan Feldman, Joan Larkin, Enid Dame |
Edward Field
The Statue of Liberty
All the ships are sailing away without me.
Day after day I hear their horns announcing
To the wage earners at their desks
That it is too late to get aboard.
They steam out of the harbor
With the statue of a French woman waving them good-by
Who used to be excellent to welcome people with
But is better lately for departures.
The French gave her to us as a reminder
Of their slogan and our creed
Which hasn’t done much good
Because we have turned a perfectly good wilderness
Into a place nice to visit but not to live in.
Forever a prisoner in the harbor
On her star-shaped island of gray stones
She has turned moldy-looking and shapeless
And her bronze drapery stands oddly in the wind.
From this prison-like island
I watch the ships sailing away without me
Disappearing one by one, day after day,
Into the unamerican distance,
And in my belly is one sentence: Set Freedom Free,
As the years fasten me into place and attitude,
Hand upraised and face into the wind
That no longer brings tears to my eyes.
Amazingly, Edward Field published this prophetic poem in 1963 (in his collection Stand up, Friend, with Me). It’s a New York School poem not only because of its setting, but because it sandwiches popular culture, quotidian life, and a sophisticated viewpoint. The speaker expresses the thought that the ideals of American and French freedom have faded in the current era. I love the idea that the Statue of Liberty is a French woman. I also admire the ending, where the speaker is no longer even able to shed tears for the foregone loss of nature and freedom in his homeland. Edward Field uses the word “unamerican,” a reference to the House Un-American Activities Committee of the U.S. Congress, which was then conducting a witch-hunt into left-wing movements (sound familiar?). But the poet disarms the word “unamerican” by depriving it of its capital letters and by satirically using it to describe anywhere outside the United States. The “star-shaped island” suggests the stars in the U.S. flag, but also Hollywood stars, who became icons of another kind of liberty. With all those touches, Edward Field gave this poem heart and complexity.
One thing I appreciate about Edward Field’s “The Statue of Liberty” is that it shows how the second generation of New York School poets transformed the first generation’s aesthetic. Many of the second generation of New York School poets deepened the movement by adding to its breezy, direct diction by applying multiple layers of narrative, meaning, and emotion.
Getting the Most from Your Writing Workshop
How Not to Become a Literary Dropout
Putting Together a Book Manuscript
Does the Muse Have a Cell Phone?
Poetic Forms: Introduction, the Sonnet, the Sestina, the Ghazal, the Tanka, the Villanelle
No comments:
Post a Comment