Kathleen (Katy) Telling is a Plan I Honors Junior at The University of Texas at Austin, majoring in History and French. She’s taking Dr. Robert Abzug’s “Religion and Psychology in Modern American Culture,” which meets periodically at the Harry Ransom Center. Read more
The symposium is organized in conjunction with the Ransom Center’s upcoming fall exhibition, The Making of Gone With The Wind, which opens September 9. In the 75 years since the film’s release, Gone With The Wind and the novel that inspired it have helped shape the way many Americans understand and remember the Civil War.
The symposium looks back to the nineteenth century to examine the cultural world of Union and Confederate painters, photographers, musicians, theater companies, and writers. The songs, images, poems, books, and plays that appeared between 1861 and 1865 offer a nuanced perspective on the Civil War that challenges later narratives, both fictional and historical.
Historians, literary critics, musicologists, and art historians will gather in Austin to discuss the works of well-known figures such as Walt Whitman, Louisa May Alcott, and Frederick Douglass, as well as works related to “Rose’s War,” an 1865 slave insurrection, and the 1864 “Siege of Atlanta.” Panelists will also reflect on the expanding Civil War canon and the legacy of the war’s cultural productions.
Deborah Willis, professor and chair of Photography & Imaging at New York University’s Tisch School of the Arts, will deliver the keynote address, which is co-sponsored by the John L. Warfield Center for African and African American Studies at The University of Texas at Austin.
To register and view more information, including the full list of panelists and a schedule, visit the Flair website.
It’s hard enough to do archival research without the subjects themselves peering over your shoulder. But if you visit the Ransom Center Reading Room to pore over the letters, manuscripts, and papers of James Joyce, Ernest Hemingway, John Steinbeck, Robert De Niro, or Edgar Allan Poe, they are all there to supervise your research—or at least their busts are.
Fourteen busts perched in the lobby greet Ransom Center visitors, and 29 busts keep an eye on the Reading Room. Many of the sculptures—such as Walt Whitman, Tom Stoppard, and Ezra Pound—represent those whose collections are housed at the Ransom Center. Figures whose archives are not at the Ransom Center—such as Leo Tolstoy, Albert Einstein, and D. H. Lawrence—are represented in other archives. The sculptors range from the well known, like Jacob Epstein, to the unidentified, to Leo Tolstoy, Jr., who sculpted his father’s bust.
According to Associate Curator of Art Peter Mears, who oversees the busts, such sculptures are part of the English literary tradition.
“The busts are part of the library’s high-end furniture. I don’t mean that in a pejorative sense. It’s the distinguished look of the library that provides that atmosphere for research.”
If researchers happen to be studying one of the luminaries whose bust oversees the Reading Room, it may behoove them to examine the bust. The sculptures and the stories behind their production often enhance what researchers learn from the subjects’ archives.
For example, the marble bust of Edith Sitwell radiates her formidable personality.
Another example comes from one of the most unusual busts at the Ransom Center: that of Welsh poet and writer Dylan Thomas. Sculpted by Hugh Oloff de Wet two years before Thomas’s death, the bust is thought to be the only sculpture made of Thomas while he was alive. De Wet sculpted Thomas’s disheveled tie to hold the head up high, wrinkles etch his face, and a cigarette dangles from his mouth. Before arriving at the Ransom Center, the bust was missing until it turned up at London’s Festival Hall in 2003. Shortly after, a woman named Peta Van den Bergh wrote a letter to The Guardian saying that her parents were mutual friends of Thomas and de Wet, and de Wet sculpted the bust in his parents’ sitting room. “The idea of having the bust smoking a cigarette came from Dylan Thomas himself,” Van den Bergh writes, “Having walked around and inspected the head, he proclaimed that something was missing and stuck his own cigarette in its mouth. Hugh duly copied and added it.” Van den Bergh recalls that de Wet finished quickly, which allowed him to capture Thomas’s “ruffled, pressurized character.”
In addition to de Wet’s Dylan Thomas bust, the Ransom Center also has de Wet’s busts of Ezra Pound, Edmund Blunden, Roy Campbell, and John Cowper Powys. Mears counts de Wet’s sculpture of Ezra Pound, which he calls “raw and striking,” among his favorite busts at the Ransom Center. According to Mears, de Wet visited Pound at his home in Rapallo, Italy in 1965. As was his practice, de Wet chatted with Pound to relax him while drawing an initial sketch. He then sculpted the bust alone in order to “mould and twist and pinch and knuckle and knead the red mud as fast as [my hands] could follow mnemonic contours extruded from my mind.” When de Wet showed Pound the finished product, Pound said, “You had finished when you began.” In addition to the bust, the Ransom Center also holds de Wet’s initial sketch and a photograph of the wizened Pound posing beside his bust.
The Ransom Center’s busts of Robert Frost, Rudyard Kipling, John O’Hara, John Steinbeck, and William Carlos Williams are all by boxer-turned-sculptor Joe Brown. When he retired from boxing, Brown started making money by posing for students at the Pennsylvania Academy of the Fine Arts. Unimpressed by a boxing sculpture the instructor made, Brown gave sculpting a try. He placed his first three sculptures in an exhibition, thus launching a successful career. Brown later taught at Princeton University as both a boxing and sculpting instructor.
In a 1973 Sports Illustrated article, Brown recalls a conversation between his student and Robert Frost when Frost posed for his bust, which is displayed in the Ransom Center lobby.
Student: “How do you go about writing a poem?”
Frost: “Well, first something has to happen to you. Then you put some words on a piece of paper and ride them like a horse until you have a poem.”
Student: “I think I should set myself a program and write two, four, even six hours a day, whether I feel like it or not. Do you think that’s a good program?”
Frost: “It sounds like a good program. I’m sure it’ll improve your handwriting.”
Student (angered): “I’m serious.”
Frost: “I’m serious, too. You want me to give you the truth wrapped in a bundle so that you can put it under your arm and take it home and open it when you need it. Well, I can’t do that. The truth wouldn’t be there anymore.”
Noah Gordon is a Master of Arts student in English Education at Teachers College, Columbia University. He teaches tenth grade American Literature as a student teacher at LaGuardia High School of Music & Art and Performing Arts. He recently spent time at the Ransom Center gathering materials to use in his classroom with high school sophomores and writes here about that experience.
Your high school English teacher probably wanted only your final draft. Even process-based writing instructors expect the final version to represent the author’s best work: scrubbed of grammatical errors and clunkers, defined and refined in logic and narrative structure. As much as possible, the product should be perfect.
It’s no wonder that writing is so daunting for most students. The only writing that they see covered in red ink is their own. Most of the canonical books they read have been edited and revised until every warty word has been excised, leaving a deceptively smooth, unblemished sheen. But how often do students see the actual process?
Now, with 34 tenth graders coming under my charge, I’m about to teach American Literature. How can I help my future students to make meaningful connections through reading and writing?
I visited the Harry Ransom Center to study how professional writers write and in an attempt to make literature more relevant to my life. My experience led me to wonder what would happen if my students read the day-by-day slog recorded in Steinbeck’s journal while they read The Grapes of Wrath. Could the corrections, carets, and scribbles in Whitman’s proofs of Leaves of Grass bring my students closer to writing their own poetry? I imagine a student reading “Two Minutes,” a short story by 14-year-old Tim O’Brien, and saying, “Well, I could do better than that.”
Reading through Anne Sexton’s teaching materials from Wayland High School, I was struck by how difficult teaching teenagers can be, even for a Pulitzer Prize–winning poet. And yet, thumbing through her students’ poems, I was inspired. It was exhilarating to look at drafts that I wasn’t supposed to see, to gain intimate access to each author’s life and to see the students’ vital search to find their words.
Your high school English teacher also probably wanted your work to appear effortless. But exposing the hard work may be the chief power the Ransom Center holds for students: the archive reveals not just the process, but also the project of writing. Every author’s project begins with finding something worth saying to someone. The Ransom Center is a catalog of each frustrated attempt as accomplished wordsmiths struggled to write precisely what they meant.
This is the spirit that I want to bring to my classroom: that meaningful connection is possible through the reading and writing of words. For our writing to be purposeful, we must find something meaningful to say. We must have a project. What becomes clear after reading the preserved papers is that they were written by human beings for other human beings.
I hope to share with my students what I learned from my week at the Center: that the canon’s authors’ godlike craft comes not solely from the natural ability, but from hard work, and that they, my students, potential authors of great literature, have much to contribute.