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Undergraduate class experiences advertising hands-on with “Alice’s Adventures in Wonderland” exhibition

By Marlene Renz

Galit Marmor-Lavie is a professor at The University of Texas at Austin’s Moody College of Communication. This semester she brought students in her undergraduate Advertising and Popular Culture class, offered at the Stan Richards School of Advertising & Public Relations, to the Ransom Center’s Alice’s Adventures in Wonderland exhibition. Below, she explains the project that was inspired by the exhibition and what drew her to use the Ransom Center as a resource.

 

 

What students are in this class?

This class is an elective, undergraduate-level class. The students come from across campus; that’s what is so beautiful about this class. This may be the first encounter with communication ideas that students who study mathematics and natural science have. They are curious about the process of advertising. It’s really interesting to see how differently they examine communication messages. We have great discussions.

 

 

Why did you choose to use the Ransom Center’s exhibition?

This has not been the first time that I have taken my students to Ransom Center exhibitions. Last semester, I took a different class to The Making of Gone With the Wind. I always find that there are communication, advertising, and marketing aspects in your exhibitions. It’s really important to utilize the Center. It’s right across the street, and we should use university resources. And it’s such a beautiful world, rich with so many ideas. It’s a philosophy to get outside of the classroom and get engaged with different things. Last time I taught this class my students created posters for the South Austin Museum for Pop Culture. Then I saw this exhibition and thought that it would be a perfect match.

 

 

What project are the students undertaking?

After visiting the Alice’s Adventures in Wonderland exhibition, my students will create posters in groups that convey various messages about Alice. They need to advertise Alice’s story, but with a contemporary outlook. So I wanted to use those themes that we’ve covered in class to try to target millennials. A lot of them will change the way she looks, but it’s not just design and the external part. I’m searching for something deeper. We have a critical point of view of how advertising operates in our society and what should be done. Many times it is food for thought. How stereotypes have been portrayed in advertising – about women, about race, about love, about everything. My students can choose to comment on whatever it is they have passion for. We are so busy in our daily lives and we are so used to seeing all of these daily messages that we don’t stop for a second and see this aggregated persuasion, and I want them to learn to manifest a critical point of view of these messages. It’s a different approach, but the students are excited.

 

 

What do you hope they will learn from the project?

I want them to get hands-on experience. I want them to be the advertisers and see how hard their job is. I want them to talk to the target audience while thinking about communication aspects while understanding that advertising is an important conduit. It is about more than persuading people. The poster project is encapsulating these ideas: they learn what it means to be in advertising, they have the responsibility and the power, and they learn how to use the advertising tool in a bright, positive way. It’s a privilege for me to be able to influence the perceptions of these bright and eager students in the world of advertising. I want to teach them how to be proactive; I want them to be aware of communications, specifically advertising and for them to do it in a right way.

 

 

Do you plan on returning to the Ransom Center with future classes?

Yes. I remember I took my students to I Have Seen The Future: Norman Bel Geddes Designs America. I thought it was amazing, especially for us in advertising to see. It is helpful for students to be aware that these collections are here and to know how to ask where to find them or how to analyze them. Every semester I see what the Ransom Center is showing and see if I can make it work.

 

 

Students in Professor Marmor-Lavie’s class work throughout the semester to create posters. They tour the exhibition, brainstorm in groups, and are judged on the presentation of their messages. The Advertising and Popular Culture class is just one of the ways that the Ransom Center connects undergraduates to its vast collections.

 

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Muddy Bootprints on Himmler’s Copy of Hitler’s Mein Kampf

By Janine Barchas

This week marks the 70th anniversary of the end of World War II. I grew up in Holland where the fifth of May is celebrated as “Bevrijdingsdag,” named for the liberation from German occupation that my father, who was 14 years old in 1945 when he stood by the side of the road and cheered a stream of Allied tanks and trucks into The Hague, still vividly recalls.

 

The Ransom Center holds one unique war trophy “liberated” by an American G.I. that weighs in at 23 pounds of evil: a giant vellum-bound copy in heavy boards of Adolf Hitler’s Mein Kampf. Emblazoned on the front with a golden eagle atop a swastika, this large-format edition of Hitler’s manifesto is likely one of fewer than a hundred such lavish presentation copies specially produced in München for Nazi leaders during the war.

 

The book is now kept in a large box, along with two typed letters from the Red Cross nurse-turned-army-wife, Carmel White Eitt, who donated it in 1988.  She writes of its being “liberated by a lad named Willie, a cook in the headquarters company of the 143 regiment” (she could not recall the spelling of his Polish surname), during the search of Heinrich Himmler’s residence in Tegernsee, Bavaria, by the 36th division after the signing that ended the war. Once Stateside, this G.I. showed up at her doorstep to give her his war trophy as a thank-you. I get chills every time I read her letter; even now the hairs on my arms tingle a bit.

 

A rare wartime survivor, the book has physical features and injuries that tell tales. The battered copy suffers from a slightly “cocked spine,” which makes it want to open to the pages where in 1945 it was stepped on and bayonetted by members of the 36th. Those pages still bear the imprints left by muddy army boots and the ragged cuts and punctures made by bayonets. There is something visceral about the damage left behind—a muddy snapshot of a violent history more compelling than the braggadocio of Hitler’s lavishly printed pages.

 

This particular copy of this particular book is a powerful object that brings up important questions about why a library or archive painstakingly preserves even the ugly aspects of history. When I show this book to my students, the cover alone is usually enough to solicit disgust from them. Yet in 1988 the former Red Cross nurse wrapped this copy of Mein Kampf in “swadling clothes” [sic.] to protect it on its journey to the Ransom Center. Using language more suitable for a fragile and treasured infant rather than Hitler’s 23-pound screed, this army wife who had witnessed the horrors of war first-hand wanted to preserve her enemy’s book because, as she says, she held a “very deep and abiding affection for the 36th Division and those men who fought so long and so well.” Himmler’s copy of Hitler’s ideas had, over time, become a testament to something else entirely.

 

This semester I called it up for my undergraduate class “The Paperback,” which studies a number of collections in the Ransom Center to measure the impact that the new portability and packaging of the inexpensive twentieth-century book had on literary interpretation, distribution, and audience. Hitler’s monument to vanity served as my anti-paperback example. His massive commemorative edition demanded veneration with its high production values by mimicking an old book, complete with a blackletter typeface that harkens back to Gutenberg. During our show-and-tell it sat near a giant folio edition of Foxe’s Book of Martyrs, dated 1596, which still bears remnants of clasps and a metal chain (it was likely locked to a desk) and is bound in leather over thick wooden boards. Both the Brobdingnagian edition of Mein Kampf and the heavy Renaissance tome embody the traditional elitist stance towards knowledge that the modern paperback combats.  On the same table lay some of the first-generation Penguin Specials from 1938 and 1939, with their no-frills orange and black paper covers: Germany Puts the Clock Back by Edgar Mowrer and What Hitler Wants by E. O. Lorimer. These lightweight paperbacks were, some say, an effective instrument in the war of ideas that helped the Allies win WWII.

 

Not all books worth keeping look pretty or are even good books. Nor are books always studied for the words printed on their pages. In 1988, Eitt mused how “it is very possible that some feet are still walking around Austin that trod over this volume,” since many men in the 36th had been from Texas. Today, more than another quarter century onwards, these men are unlikely to still be with us in person. But this week, in particular, we remember them and their moment in history.

 

 

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Notes from the Undergrad: Archive, cultural consciousness, and a semester in the reading room

By Colin McLaughlin

Colin McLaughlin is a radio-television-film, rhetoric and writing, and Plan I Honors senior in Dr. Elon Lang’s “Drama in the Archives” course. In the class, students used resources at the Harry Ransom Center to better understand plays, texts, dramatists, cultures from which they are drawn, and the archival process itself. Below, McLaughlin shares his experience in the class.

 

You become accustomed to certain things after your tenth visit to the Ransom Center. The processes required for entry—presenting your ID card, dropping your backpack off in the locker, opening your computer —become automatic. What never becomes mundane is the experience of opening the folder, not knowing what you may discover inside.

 

I spent a lot of time with the Norman Bel Geddes concept pieces for the 1917 New York production of King Lear, both through class meetings and in my own time at the Ransom Center. These pieces represent some of Bel Geddes’s earliest work and are remarkable both because Bel Geddes was only 23 years old at the time and because the works have survived, despite the fact that the production they were commissioned for was never staged.

 

The almost abstract nature of the piece evokes the idea of a cultural subconscious and how—after centuries of productions and adaptations ranging from classic and minimal to bizarre (see the “King Lear: Godard Film” materials in Box 5 of the Thomas Fiske collection)—King Lear has transcended what can be normally preserved in photographs and film evidence.

 

I compared these pieces to the materials the Ransom Center holds on the Elia Kazan film adaptation of Tennessee Williams’s A Streetcar Named Desire for my final presentation in the “Drama in the Archives” class. I wanted to compare the photographic vs. non-photographic evidence in the archive. I was motivated by Matthew Reason’s words in Documentation, Disappearance, and the Representation of Life Performance: “performance only exists in the moment of its creation, and its only valid afterlife is in the memory of those who were there.”

 

Comparing the abstract Bel Geddes work on Lear to the more concrete publicity kits and script revisions for the Streetcar film led me to argue that, because of photographic documentation and the prevalence of the Kazan film and its iconic performances, modern texts like A Streetcar Named Desire are more solidified in the cultural consciousness, and thus performances of these texts are more concerned with preserving those original visions. Meanwhile, because no photographic evidence exists for the original productions of Lear, the text is freer to be interpreted and adapted in bold, artistic ways.

 

 

My final argument, the culmination of a semester studying drama in the archives, ended up being much simpler than I had originally intended. This surprised me. After weeks of coming to the archive, I learned that the answers we find in the boxes and folders of the archive, while extensive and often enlightening, may not always be as complicated as we expect them to appear.

 

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Drama in the Archives: Undergraduate Research at the Ransom Center

By Jennifer Tisdale

After discussing his own work in the Harry Ransom Center’s archives with students in his Humanities classes, Dr. Elon Lang realized that despite his students’ interest in what he suggested could be learned from archival materials, very few had actually visited the Ransom Center and even fewer had contemplated doing research here.

 

Lang made it his mission to design a course that would show how the Ransom Center could serve as a valuable and approachable research tool for all interested users—especially The University of Texas at Austin’s undergraduates—and to show how much students could gain from working with archival materials.

 

With these goals in mind, Lang developed “Drama in the Archives,” a Humanities Honors course he taught in fall 2014.

 

During the semester, Lang brought students from his class to the Ransom Center at least once per week to learn about the Center and to learn how to conduct original primary research in the Center’s theater and performing arts collections.

 

He chose important plays as the subject matter for the class partly because of the Ransom Center’s impressive collections and partly because the consequences of creative choices that can be revealed in an archive become clear very quickly when analyzing dramatic texts.

 

After several weeks of guided readings and archival work, Lang had students develop their own research projects that involved close attention to an item in the Ransom Center’s collections and its historical and critical contexts.

 

Below, undergraduates describe the research they conducted and the discoveries they made while working with collections at the Ransom Center. They show how, with creativity and a bit of support, they were able to create a singular experience for themselves at the Ransom Center that greatly enhanced their undergraduate education.

 

Maureen Clark’s “Notes from the Undergrad: Student uses archival materials to explore Nietzschean nihilistic reading of Beckett’s ‘Waiting for Godot’”

 

Colin McLaughlin’s “Notes from the Undergrad: Archive, cultural consciousness, and a semester in the reading room”

 

Lily Pipkin’s “Notes from the Undergrad: Feeling Samuel Beckett’s pain and ‘Godot’ in German”

 

Emily Robinson’s “Notes from the Undergrad: Investigating the ending in David Mamet’s ‘Oleanna’”

 

Haley Williams’s “Notes from the Undergrad: An alternate ending for ‘A Streetcar Named Desire’”

 

Kenneth Williams’s “Notes from the Undergrad: Reviving Linda Loman in ‘Death of a Salesman’”

 

 

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Notes from the Undergrad: Student uses archival materials to explore Nietzschean nihilistic reading of Beckett’s “Waiting for Godot”

By Maureen Clark

Maureen Clark is a third-year government and Liberal Arts Honors student in Dr. Elon Lang’s “Drama in the Archives” course. In the course, students used resources at the Harry Ransom Center to better understand plays, texts, dramatists, cultures from which they are drawn, and the archival process itself. Below, Clark shares her experience in the class.

 

After reading Samuel Beckett’s seminal work Waiting for Godot I was at a loss. I felt that there existed some sort of lack in the work (or at least my understanding of it). I felt that I needed to understand Beckett to understand the play. I entered the Harry Ransom Center keen on unearthing the history of an avant-garde playwright known for his works in the Theatre of the Absurd. What I found waiting for me were letters, journals, and manuscripts. As I looked through the letters, hoping to parse out some personal connection with Beckett and how he felt about Waiting for Godot, I felt like a detective. I was going through someone else’s mail, piecing together fragments from the past: postcards with aging purple portrait stamps and shiny photo fronts of exotic places where sepia had begun to creep in through the corners and long letters grieving the losses of beloved friends.

 

As I looked through his correspondence and journals, I learned that Beckett was a member of the French Resistance. He lost multiple friends and allies on the battlefield and in concentration camps. One such friend, a fellow member of the Resistance and the man that convinced him to join, was Alfred Péron. Beckett chose to live permanently in France, abandoning his home nation of Ireland for two main reasons. The first was the overwhelming sense of guilt he felt at the loss of his friends, and the second was to fulfill his final promise to Alfred: that he would take care of his wife, Maya “Mania” Lézine Péron, if anything were to happen to Péron during the war. Beckett kept his word and became close long-term friends with Mania, writing her often and discussing anything from vacation plans to manuscript ideas.

 

In one letter on June 12, 1969, Beckett provided a mimeograph from Edith Fournier, a former student of Péron, in which she explained the meaning of Godot. He explained to Péron that with the exception of a few “misconceptions” Edith’s analysis was “remarkable.” Finally, I was beginning to unearth Beckett’s understanding of the play, which was no small feat. Beckett is even famous for having said “[i]f I knew who Godot was, I would have said so in the play.”

 

Rather than focusing on describing the play through an Existential lens or even describing it as a piece for the Theatre of the Absurd, Fournier describes the play through a Nietzschean lens. Fournier does not explicitly cite Nietzsche, but focuses on themes found in Nietzsche’s Thus Spoke Zarathustra. For example, Fournier discusses the meaning of the play to be waiting, not Godot. Moreover, Fournier wrote, the reason the characters wait in the play is similar to a religious waiting for the afterlife: it is habitual and eternally repeating.

 

As a result, I pointed my external research toward a Nietzschean nihilistic reading of the text. I was pleasantly surprised when I found readings in Thus Spoke Zarathustra that were mirrored in Godot and Fournier’s analysis of it. Even more so, I found allusions to Nietzsche in Beckett’s journals, although never explicitly named. Much like his comments on Godot, Beckett’s journals and correspondence were vague and brief, but the research and meaning that I gleaned from them at the Ransom Center were comprehensive and clear.

 

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Notes from the Undergrad: Reviving Linda Loman in “Death of a Salesman”

By Kenneth Williams

Kenneth Williams is an English and Plan I Honors student in Dr. Elon Lang’s “Drama in the Archives” course. In the class, students used resources at the Harry Ransom Center to better understand plays, texts, dramatists, cultures from which they are drawn, and the archival process itself. Below, Williams shares his experience in the class.

 

About 65 years after its publication, Arthur Miller’s Death of a Salesman remains one of the most recognizable pieces of American theater, telling the tragedy of Willy Loman as he falls from success and brings down his family with him. With almost seven decades of performances, what new effects can this play have on audiences, besides the ever-relative commentaries on capitalism? This question is what brought me to the archive at the Harry Ransom Center.

 

Many critics of the play comment on the patriarchal, abusive, and detrimental behaviors of Willy that bring down those around him and take away authority from characters that could rise above the play and stand up for themselves—specifically the play’s women. Not only are there very few women in the play, critics say, they are completely steamrolled by Willy’s selfishness and lack of respect. They characterize Linda as a slipper-bearing doormat who is only defined by domesticity, obedience, and a lack of self-respect. However, Miller’s stage directions and subtly in Linda’s lines, combined with the material available in the archive, reveal that she is not merely a plot device, but a wife and a mother who is fighting against the inevitable. Her character is defined by the psychology of caretaking—finding optimism in the darkest of situations and protecting the falling loved one from any form of hurt.

 

In the Ransom Center’s Stella Adler collection, there is a compilation of papers from her acting classes on Death of a Salesman. In one of her drafts of an introduction to a class, she laments the lack of respect paid toward Linda, wishing there were more scenes for the character because she is diverse and complex, but the text, as it is, leaves it up to the actress to add these extra layers. She teaches her actors that Linda’s overarching story is one that goes beyond the pages of the play and that she is a caring individual who has given up everything for herself to protect her family. Moreover, Miller himself, as expressed through his autobiography available at the Ransom Center, stands up for Linda and actresses playing her. He explains that Linda is a fighter who is able to keep the household running by herself while at the same time a strong caretaker offering her love and protection even in the darkest of situations.

 

Exploring the material available in the Arthur Miller collection and others at the Ransom Center was an absolute dream come true. It may seem nerdy, but the chance to analyze and inspect original documents and manuscripts has always been on my academic bucket list. There is so much to learn not just about a work from its archive, but also about all the things surrounding it, including biographical information, history, and correlations to other texts and archives. While it can seem overwhelming at times, archival work is truly rewarding, and the Ransom Center offers the perfect opportunity to experience such rewards.

 

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Notes from the Undergrad: Feeling Samuel Beckett’s pain and “Godot” in German

By Lily Pipkin

Lily Pipkin was a Plan II student in Dr. Elon Lang’s “Drama in the Archives” course. In the class, students used resources at the Harry Ransom Center to better understand plays, texts, dramatists, cultures from which they are drawn, and the archival process itself. Below, Pipkin shares her experience in the class.

 

I’ve always gotten excited about the prospect of an archive. My eyes light up at the thought of the treasures that are tucked away, waiting to be found. That doesn’t mean the thought of walking into the Ransom Center for the first time and knowing what to ask for wasn’t absolutely terrifying. But I had the fortune to stumble across a class in the course catalog last spring that aimed to do just that. There were eight of us, and we spent the semester approaching modern drama through the archive.

 

We were reading Beckett’s Waiting for Godot, and I called down a box of his correspondence in search of something relevant to my paper and unintentionally sent myself down a rabbit hole of letters, notes, and postcards, all scrawled out in Beckett’s terrible handwriting. As I read through more and more of these notes, I began to see the friendships and hardships that filled Beckett’s life. I read letters to his friend A. J. Leventhal that were full of sorrow at news of Leventhal’s wife’s cancer diagnosis. Days later, I came back to the Ransom Center and in an entirely different box, I stumbled across a letter informing a friend of her passing. It was heartbreaking! I had never met these people, but even with just one side of the conversation, the pain in Beckett’s letters was so evident, it left me feeling emptier than I could have ever expected.

 

His letters were not solely heartbreak and hardships, though Beckett seems to have gone through more of that than anyone should ever have to. I did find the bits and pieces regarding Godot that I had set out looking for. It gave me the impression that Beckett was extremely particular about how his works were performed but, for a long time, could not be bothered to correct those that were done incorrectly.

 

In a letter to Mary Manning Howe, he mentions a production that’s rehearsing in London and that “in the terms of my contract I should be consulted about cast, set, etc. It suits me all right to be treated as though I were dead.” Comments like this, on his distaste for most of the earlier Godot productions, led me to look closely into the one time he chose to direct Godot personally—20 years later at the Schiller Theater in Berlin.

 

He took the opportunity to rewrite the original German translation, which he once described as “full of blunders.” Between his translation work, his Director’s Notebook, and his correspondence during his time at the Schiller, I found just how particular he was about every word, movement, and expression on stage in Godot. Under his direction, and in his own version of the German translation, Beckett finally gave his audience the Godot he intended. And oddly enough, a play that upon first exposure feels arbitrary and absurd is actually the product of highly defined, purposeful instruction.

 

But I took more away from the class than a detailed understanding of Waiting for Godot in German. After many hours spent in the Reading Room this semester, I feel not only excited by but also comfortable in the archive. Now, it feels like a place I can go, not just to search blindly, but to look without getting lost.

 

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Undergraduates in the archives

By Marlene Renz

Students at The University of Texas have the opportunity to enhance their studies with the Ransom Center’s collections. Andrea Gustavson, PhD candidate in American Studies at The University of Texas at Austin, designed an entire class around the Ransom Center’s collections, and she writes about how the primary source materials enhanced the learning experience for her undergraduate students.

 

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Notes from the Undergrad: Investigating the ending in David Mamet’s “Oleanna”

By Emily Robinson

Emily Robinson is a rhetoric and writing and Plan I Honors senior in Dr. Elon Lang’s “Drama in the Archives” course. In the class, students used resources at the Harry Ransom Center to better understand plays, texts, dramatists, cultures from which they are drawn, and the archival process itself. Below, Robinson shares her experience in the class.

 

The smell of books intoxicates me. And the sight of messy handwriting scrawled in angry slashes or jubilant swirls in a journal excites me more than I should probably admit. There’s just something about seeing how different people think as they write that fascinates me.

 

That said, you can only imagine how delirious I was to sit in a room where a wealth of author’s journals, drafts of iconic literary works, and other manuscripts were a mere click of the “Request Item” button away from laying in front of me. For me to read. And study. To put it lightly, any time that I spent in the Ransom Center’s Reading Room this past semester went far too quickly and resulted in far too many conversations starting with the words, “You’ll never guess what I saw today.” Because of my participation in Elon Lang’s class “Drama in the Archives,” I discovered I love research, especially the kind that involves poring over a writer’s abandoned early drafts and never-completed projects.

 

For most of the semester, I worked with the David Mamet papers, searching out different drafts of his drama Oleanna. After reading Oleanna in class, I was struck by the jolting ending of the play—three acts of increasingly hostile conversations between John and Carol (an inappropriate professor and vindictive student, respectively, at a fictional university) concluding in an intense scene of John beating Carol. The play just ends after the violence. The audience gets almost nothing but curtains and the unsettling feeling of having to applaud after witnessing a scene of physical abuse. I found this ending intriguing and decided to investigate its previous iterations in hopes of better understanding how the scene functions within the play as a whole. This took me to the Ransom Center, where I began piecing together Mamet’s earlier plans for the ending of Oleanna by reading his drafts.

 

During my investigation, I discovered that Mamet didn’t, in fact, originally intend to end Oleanna on that note of unresolved violence. Many of his drafts actually contain a conversation between John and Carol after he beats her. Most of my research focused on three drafts created between April 1991 and May 1992. These three drafts contain a conversation that shows Carol being sensitive to John’s emotional trauma after hurting her. She also then uses that moment as an opportunity to teach John about his abusive and exploitative nature. Mamet’s “Next to Last” draft (from May 1992) actually ends with Carol offering to help John (see Box 155, Folder 7, page 51).

 

Knowledge of this alternate ending furthered my understanding of Oleanna because it forced me to wonder about the purpose of only portraying violence and not including a scene of conflict resolution in the play. I don’t have any definitive answers for that question yet, but reading over Mamet’s drafts and views on art gave me a step in the right direction.

 

Overall, my time at the Ransom Center was a rewarding and exciting experience. In the future, I intend to use the Ransom Center whenever I can—especially if it means reading through an author’s diaries and drafts.

 

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Notes from the Undergrad: An alternate ending for A Streetcar Named Desire

By Haley Williams

Haley Williams is a psychology/Plan I Honors senior in Dr. Elon Lang’s “Drama in the Archives” course. In the course, students used resources at the Harry Ransom Center to better understand plays, texts, dramatists, cultures from which they are drawn, and the archival process itself. Below, Williams shares her experience in the class.

 

In my first two years of undergrad, I often passed the “big glass buildings with the pretty pictures” on my way to and from class. I had even visited the exhibitions on occasion and meandered over to listen to a lecture from time to time. However, in my mind, the Harry Ransom Center was for graduate students and professors, a place off limits to undergraduate students such as me. Thankfully, this semester I was proven wrong.

 

One of my classes in the Fall 2014 semester focused on reading several plays with visits to the Ransom Center to comb through the archives of these playwrights. The final was a research project on one of the plays we had read in class. I had previously written a paper about A Streetcar Named Desire and knew this is where my research would begin. To do this, I was fortunate to have access to not only the archive of Williams himself but also the wealth of manuscripts, books, papers, letters, and notes from the Audrey Wood and Stella Adler collections. While using the Audrey Wood collection, I found folders about the production of the 1951 movie starring Marlon Brando and Vivien Leigh. One letter I found inspired further research into the different endings of the play and how they affected the meaning of the play.

 

In the letter to Joseph Breen, head of Hollywood’s motion picture production code office, Williams notes he has heard about the production company potentially removing the rape scene from the movie. Williams explains to Breen that this is not possible, as the rape of Blanche by Stanley is “a pivotal, integral truth in the play, without which the play loses its meaning, which is the ravishment of the tender, the sensitive, the delicate, by the safe and brutal forces in modern society. It is a positive plea for comprehension.” He goes on to explain that he is willing to do whatever it takes to keep this within the movie because without the scene, the importance of the play will be completely removed.

 

What Williams really thought about the rape scene can be further examined when looking at some of the earlier drafts of the play. In an early draft of scenes 10 and 11, the rape scene that has become iconic thanks to the performance of Brando and Leigh is absent, and instead a consensual sex scene exists in its place. Following this scene is a morning of domestic bliss and tranquility between two consensual sexual partners. Instead of a brutal scene of violence, we see Blanche helping Stanley tie his tie and pick out a shirt to wear. The scene also ends with Blanche planning to leave using the bus ticket Stanley got her for her birthday, not with her removal to the asylum by the doctor and matron. By changing this one scene, Williams completely reworks the characters of Stanley and Blanche, showing that he experimented early on with alternatives for the rape scene that he later defends emphatically in his letter to Breen.

 

These endings to the play provide the path by which one can trace the progression of the play and possible reasons why Williams made these decisions. As these were early drafts of the play, the manuscript had lines marked out, suggestions for changing certain words, and even changes to names. Because he considered the rape of Blanche by Stanley to be important because of the symbolic message that it represented, he was able to understand, even early in the writing process, that this scene was imperative to his play. Having access to the Ransom Center’s collections as a student to discover these things for myself is something that few are able to claim and something that I am thankful we are able to do as students at The University of Texas at Austin.

 

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