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.
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.
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.
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.
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.
Have you ever wondered how a play or film might have turned out differently? This was the guiding question in the new Humanities Honors course—titled “Drama in the Archives”—offered in fall 2014 by Dr. Elon Lang, lecturer and former part-time archivist at the Ransom Center. 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.
In the course, students studied several representative examples of modern and contemporary Anglophone drama, as well as Shakespeare and Shakespearean performance. These included Shakespeare’s King Lear, Tennessee Williams’s Streetcar Named Desire, Arthur Miller’s Death of a Salesman, Samuel Beckett’s Waiting for Godot, David Mamet’s Oleanna, and Tom Stoppard’s Arcadia. All of these are supported by strong collections in the Ransom Center. Students were asked to read, analyze, and discuss printed editions of these plays during regular class meetings and then to examine selections from Ransom Center archives that illustrated how those plays were shaped by their authors and publishers and how they have been altered by various performances and interpretations over time.
For example, regarding King Lear, students compared the Ransom Center’s copy of the 1619 Second Quarto edition of the play to its three copies of the 1623 First Folio edition—noticing intriguing differences in key speeches that altered their perception of the characters. They then also viewed artistic representations of Lear’s throne room from the Ransom Center’s Boydell Shakespeare print collection (neo-classical style including architecture with Grecian columns, emphatic facial expressions and rippling musculature) and the Norman Bel Geddes collection (expressionist style with intense colors, outlines of figures, and primitive architecture resembling Stonehenge). Students compared all these variations to recent productions and films of the play and wrote extensively about how the archival context helped them understand the history and impact of choices made by directors and producers.
Lang came up with the idea for the class after describing some of his archival work on the Ransom Center’s Pforzheimer manuscript collection to his humanities students. Despite their interest in what Lang suggested could be learned from archival materials, very few students had actually visited the Ransom Center, and even fewer had contemplated doing research there.
“This struck me as a terrible shame,” Lang said, “but also a remarkable opportunity.”
As Haley Williams, a third-year student in the class and president of Liberal Arts Honors Student Council, wrote: “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 exhibits 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.”
Lang decided that it should be 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. 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.
“When you imagine a text being performed by actors, you are already engaged in a process of analyzing unstated elements of movement, intonation, emphasis—and these interpretations can change drastically when you see how the words in a speech or the sequence of actions in stage directions transform over time,” Lang said.
For A Streetcar Named Desire, students analyzed the numerous original drafts of the play in the Tennessee Williams collection (one of which includes an ending where Blanche DuBois does not go crazy). They then considered how the changes in the text correlated with Williams’s correspondence with his agent, Audrey Wood, about how to edit and then cast the play—and finally how to handle his objections to the famous 1951 screenplay starring Marlon Brando and Vivien Leigh. For a final exercise, students attended a production of the play being staged on campus and had in-depth discussions with the director (Jess Hutchinson, M.F.A. candidate in directing in the College of Fine Arts at The University of Texas at Austin) about how she used the Ransom Center’s collections to inform her production process.
Viewing rare and valuable materials in the Ransom Center reading room offered students a chance not only to develop a critical eye but also to realize a new and sometimes spiritual appreciation for humanistic inquiry.
“The pages spoke like the hinges of a haunted house, [both] daunting and enticing,” wrote Abraham Kinney about the Shakespeare First Folio. A senior English major and long-time Austin resident, Kinney describes how, in the class, “we were able to see the meticulous care that goes into the preservation of the vast archives compiled at the Ransom Center… In this place of intellectual agency, my focus shifted from merely researching in the dull categoric [sic] way, talking, writing, getting a grade, and moving on, to digging deep within the traces that our cultural heritage has left us, in a way that sparked a serious level of critical thought about who we are and how we are bound in the ways we think.”
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. Students presented their research to an audience of Ransom Center staff and Liberal Arts faculty. Paul Sullivan, a lecturer in Plan II and the English Department who also volunteers at the Ransom Center, wrote, “Clearly, encounters with the archives made a big difference in how these bright young people will now read texts, and the world!”
Lang hopes to offer this course again in spring 2016, and in the meantime he is working to develop a summer workshop for high school English teachers through UTEACH to adapt some of his archive-oriented teaching methods for secondary education.
James Buhler is an Associate Professor in Music Theory and the Director of the Center for American Music at The University of Texas at Austin. Below, he writes about using materials from the Ransom Center’s David O. Selznick collection to teach students in his Signature Course “Introduction to Music and Film Sound” about the business of being a music composer in Hollywood.
One of the innovative elements of Signature Courses at The University of Texas at Austin is that they require a visit by the class to one of the research centers, libraries, performing arts venues, or museums on campus. The idea is for the course to introduce students to one of the numerous Gems of the University. In my case, I selected the Harry Ransom Center because its David O. Selznick collection has extensive archival material on the music production for all the films made by Selznick International Pictures (SIP). (For an overview of the music holdings in this collection, see Nathan Platte’s blog post.)
My Signature Course is reasonably large (120 students), and it is not feasible to base a big project around our visit to the Ransom Center. And with students having only 50 minutes to examine materials, I cannot expect that students will be able to get anything more than a general impression of what’s available in the collection. Nevertheless, through careful selection of documents, I can use the collection to reinforce points made in lecture: films require coordinating the labor of a large number of people, much of it unacknowledged in the screen credits, and even the creative talent credited in the film in practice retained few rights over the products of their labor. Students are continually surprised to discover that Hollywood composers had few rights over their music.
Most of the material I have the students look at comes from the production Rebecca (1940). Directed by Alfred Hitchcock and with a score by Franz Waxman, Rebecca is artistically one of Selznick’s more successful films. We look at many documents, including these:
a contract between SIP and MGM for the right to use Waxman who was under contract at the time with MGM
various contracts between SIP and MGM for the right to use music Waxman wrote while working at MGM
contracts between SIP and various composers and orchestrators for work on Rebecca
time sheets documenting the orchestral players and pay rates at various recording sessions
a copyright registration under Selznick’s (not Waxman’s) name for the title music to Rebecca
a contract between SIP and Irving Berlin Music to manage the musical rights of Rebecca
and a letter from Waxman to Selznick asking for permission to play a suite from Rebecca on a radio show.
These documents all serve to emphasize the basic economic conditions of soundtrack production. Music is not something that just appears on a film’s soundtrack: it is made by people and at considerable time and expense. Moreover, the music and its production costs are carefully tracked throughout the process of production. The studio claimed complete ownership of the music, and composers did not even enjoy the right to play excerpts of their music at a concert or on the radio. (This situation would change only in the 1970s.)
Composers also had little control over the music in the film. Time constraints meant that composers nearly always used orchestrators, and as was the case with the score to Rebecca, frequently several composers beyond whoever was credited for it contributed additional music to the score. Moreover, cues could be replaced by other music without the composer’s permission. In at least one place in Rebecca, for instance, music by Max Steiner from an earlier SIP film replaced a portion of Waxman’s score. The insert is clearly visible in the working production score, which is another item I have the students examine. Because Selznick owned the rights to this music by Steiner, this change would not have cost the studio anything.
The students come away from their visit to the Ransom Center with a very concrete sense that music production costs a considerable sum of money, that numerous people are involved in it, and that composers, although well compensated, sacrificed most rights over their music during the studio era. These are points that I can and do make in lecture as well, but when students visit the Center and see the documents in person it seems to make a much larger impression.
Jane Robbins Mize is a senior in English and Liberal Arts Honors and is a current intern in the Ransom Center’s public affairs department. She recently worked in the Anne Sexton papers for her English class “Women’s Autobiographical Writings.”
After several undergraduate poetry courses, I had heard Anne Sexton’s name countless times. I’d read samples of her work in course packets and anthologies, and I knew she was a “confessional” poet and a contemporary of Sylvia Plath. But, I had never read a complete collection of her poems (I could not even name the title of one), and I was even less familiar with her family and career.
So when given the opportunity, I signed up to give an oral presentation on Anne Sexton’s life and work in my English class, “Women’s Autobiographical Writings.” In a preliminary conference with Professor Carol MacKay, she described to me the Ransom Center’s collection of Sexton’s manuscripts and suggested that I explore the archive myself before presenting. I unhesitatingly agreed and soon found myself in the Reading Room holding the manuscript of Sexton’s best-known collection, Live or Die.
Sexton began writing poetry as therapy for her post-partum depression in 1956, the year following the birth of her second daughter. Soon after, she began working with poets such as W. D. Snodgrass and Robert Lowell and developed a close friendship with Maxine Kumin. She published her first collection, To Bedlam and Partway Back, in 1960. Just six years later, Sexton released her most celebrated work, Live or Die, for which she was awarded the Pulitzer Prize in 1967.
The manuscript of Live or Die is, in a word, raw. Through it, I was able to experience Sexton’s work in an unembellished state. That is to say, my reading of the poems was not influenced by the presentation of the collection. I encountered no introduction or blurbs, biography, or portrait. Instead, I found only the table of contents, dedication, and poems themselves—in addition to frequent penciled corrections. In this way, the manuscript introduced me to Sexton’s work through the content and nature of her poems rather than the reputation that precedes them.
My relationship with Sexton slipped quickly from vague acquaintance to deep familiarity as I scanned her correspondences and sifted through her notes, photographs, and even the digitized pages of the scrapbooks and journals of her youth. Through the archive, I was able to develop a more complete portrait of Sexton than that which could be presented in a written biography. I was collecting the details and, through them, gaining a deeper understanding of the woman’s life, character, and creative process.
It is exceedingly rare to meet a writer and explore her work through her private, personal, and unpublished papers. At the Ransom Center, however, hundreds of authors and artists are waiting to be introduced. I look forward to many more first encounters.
This week, The University of Texas at Austin prepares its podiums and fireworks for Saturday’s commencement ceremony, the 131st in the school’s history. Countless graduating seniors can be seen in front of Littlefield Fountain, posing for photographs beneath the Tower, wearing gowns and mortarboards and smiles. Some smiles are of elation, others, somewhat apprehensive: as anyone who has graduated from college will probably agree, the event creates conflicting emotions—happiness at having achieved a milestone and uncertainty about what the future may hold. Commencement is a bittersweet time for the staff at the Ransom Center, as we send former undergraduate interns Alyssa O’Connell, Alyse Camus, Alexandra Bass, Elizabeth Barnes, Patrick Naeve, Emily Neie, and Kelsey McKinney out into the world to seek their—no doubt impressive—fortunes. Our interns have been valued colleagues and friends, and we will miss their energy, intelligence, and good company.
The navigation of this crossroads of school’s ending and adulthood’s beginning has resulted in a genre of address practiced each spring in colleges across the country: the commencement speech. In honor of our graduating seniors, we’ve investigated the myriad drafts of commencement speeches held in the manuscript collections at the Ransom Center, searching for advice that might help as the new alumni move forward to jobs, graduate schools, new cities, and unknown adventures.
Throughout the past few decades, writers and thinkers as disparate as Norman Mailer, William Faulkner, Diane Johnson, Lillian Hellman, Nancy Wilson Ross, David Foster Wallace, Elizabeth Hardwick, and Spalding Gray have advised graduates entering post-university life using a wide range of strategies, from the sprawling anecdote to the political call to action to the spiritual meditation. Some, like David Foster Wallace in his acclaimed 2005 speech at Kenyon College, have used humor (the diploma? “An eviction notice written in Latin”) to mesmerize the audience before presenting graduates with the difficult challenge of maintaining a heightened awareness of the choices they make each day, each hour.
Playwright Terrence McNally, speaking to a group of graduating artists at Julliard, encouraged a policy of absolute honesty with one’s self: to create beauty and meaning according to one’s own standards, not the standards of the outlying world.
While scribbled notes reveal the difficulties writers faced in settling on the right topic for a graduation speech (“The one thing you do not do at a graduation is talk about depressing matters,” wrote Norman Mailer), many of the manuscript collections reveal writers’ deep misgivings about being qualified with enough wisdom to address a graduating audience at all, or feeling overwhelmed by the importance of the task. Spalding Gray, for example, known for the self-effacing humor that made his autobiographical performances and writings so popular, assured graduating seniors in his hometown of Providence, Rhode Island, that, “My heroes are still the ones that do their best in the face of not knowing.” His speech emphasizes modesty and reverence for a large, mysterious world. Alongside this speech is a one-page document titled “The Graduation Speech I Never Made,” in which Gray questions his ability to recognize the importance of his diploma (he couldn’t remember where it was) or of a commencement ceremony (admitting he skipped his own). Accepting his spurious relationship to official commencement traditions, he encourages students thusly: “Feel free to make up a life. If you don’t like the one you have, make up another. This could be a very creative outlet.”
In a 1976 address to Mount Holyoke graduates, dramatist Lillian Hellman encouraged students to advocate free speech, individual liberties, and public service: “The highest compliment I can pay you, or any group that calls itself educated, is that you believe it is your duty to make reforms in this great country.” Hellman had famously been blacklisted by the House of Un-American Activities in the early 1950s.
Speaking to the all-female class at Bennett Women’s College in 1957, novelist Nancy Wilson Ross discussed the freedoms already achieved by women—the freedoms to vote, to receive higher education, to pursue careers, and to divorce—and encouraged the graduates to think deeply about the spiritual satisfaction that these freedoms bring. “Serenity comes from inside; it is not something you can lay on from the outside or acquire with objects and possessions and in a world like the present we are going to have to get it, if we get it at all, by interior disciplines.”
We wish to assure graduates that the Ransom Center archives bear witness to the fact that the individual road to “the eviction notice written in Latin” is not always easy. Often alongside drafts of commencement speeches, usually delivered late in a writer’s career, are papers that document a writer’s own struggles in college: citations for drinking, notices of academic probation, and letters home threatening to drop out of school. In the interest of discretion, we will restrain from naming names, but rest assured that even literary luminaries had their share of troubling transcripts, embarrassing yearbook photos, and take-home essays abysmally flunked. And the failures and successes that followed the diplomas? Too numerous too count. The individual roads to the podiums were certainly paved with highs and lows—and, perhaps most importantly, perseverance. We send the class of 2014 best wishes for the education that begins once commencement ends.
Please click on thumbnails below to view larger images.
When University of Texas at Austin Professor of Philosophy Daniel Bonevac and Ransom Center Senior Research Curator of Photography Roy Flukinger taught the course “Ideas of the Twentieth Century” last fall, they had 100 students.
This fall, they will teach over 20,000.
“Ideas of the Twentieth Century” is one of the courses offered by The University of Texas at Austin as part of the UT System’s partnership with edX, a nonprofit online learning initiative. Launched by Harvard University and the Massachusetts Institute of Technology in 2012, edX collaborates with universities across the country to offer massive open online courses (MOOCs). MOOCs boast unlimited enrollment and are free for all participants.
Of the classes submitted by The University of Texas at Austin for the upcoming school year, four are currently open for registration and will begin September 15. Besides “Ideas of the Twentieth Century,” those interested can also take “Energy 101,” “Age of Globalization,” and “Take Your Medicine: The Impact of Drug Development.”
Bonevac and Flukinger’s course explores the changing mindsets and morals of the past century through the lenses of philosophy, literature, art, and history. Although they have taught this course five times before as one of the University’s Signature Courses for incoming freshmen, the class had to be adapted for an online audience.
“Our time is much more limited in teaching the online course, so each session had to be reduced down to the more basic concepts, trends, and ideas,” Flukinger said. “And, obviously, the other fact that you miss immediately is the interchange of ideas and discussion with your students. The production studio tends to be a much more detached environment than the customary give-and-take of the classroom. But such are always the tradeoffs with any mass media. And, at the same time, I do find it very invigorating to attempt to expand our teaching to a much larger and more diverse global community.”