Randall Jarrell Quotes

She said to Constance, parodying a line of poetry that attracted her, "In the United States, there one feels free." But she spoiled it by continuing, "Except from the Americans — but every pearl has its oyster."

[IRENE ROSENBAUM:] ...“you Americans do not rear children, you incite them; you give them food and shelter and applause”...

...it is better to entertain an idea than to take it home to live with you for the rest of your life.

Once, along with The Transfigured Night, he played a class Rachmaninoff’s Isle of the Dead. Most of the class had not seen the painting, so he went to the library and returned with a reproduction of it. Then he pointed, with a sober smile, to a painting which hung on the wall of the classroom (A Representation of Several Areas, Some of Them Grey, one might have called it; yet this would have been unjust to it — it was non-representational) and played for the class, on the piano, a composition which he said was an interpretation of the painting: he played very slowly and very calmly, with his elbows, so that it sounded like blocks falling downstairs, but in slow motion. But half his class took this as seriously as they took everything else, and asked him for weeks afterward about prepared pianos, tone-clusters, and the compositions of John Cage and Henry Cowell; one girl finally brought him a lovely silk-screen reproduction of a painting by Jackson Pollock, and was just opening her mouth to — He interrupted, bewilderingly, by asking the Lord what land He had brought him into. The girl stared at him open-mouthed, and he at once said apologetically that he was only quoting Mahler, who had also diedt from America; then he gave her such a winning smile that she said to her roommate that night, forgivingly: “He really is a nice old guy. You never would know he’s famous.” “Is he really famous?” her roommate asked. “I never heard of him before I got here. ...”

He loved hitherto-unthought-of, thereafter-unthinkable combinations of instruments. When some extraordinary array of players filed half-proudly, half-sheepishly on to the stage, looking like the Bremen Town Musicians — if those were, as I think they were, a rooster, a cat, a dog, and a donkey — you could guess beforehand that it was to be one of Gottfried’s compositions. His Joyous Celebration of the Memory of the Master Johann Sebastian Bach had a tone-row composed of the notes B, A, C, and H (in the German notation), of these inverted, and of these transposed; and there were four movements, the first played on instruments beginning with the letter b, the second on instruments beginning with the letter a, and so on. After the magnificent group that ushered in the piece (bugle, bass-viol, bassoon, basset-horn, bombardon, bass-drum, baritone, and a violinist with only his bow) it was sad to see an Alp horn and an accordion come in to play the second movement. Gottfriend himself said about the first group: “Vot a bunch!” When I asked him how he had thought of it he said placidly: “De devil soldt me his soul.”

Gertrude knew better than this, of course, but we all know better than we know better, or act as if we did.

Her point of view about student work was that of a social worker teaching finger-painting to children or the insane. I was impressed with how common such an attitude was at Benton: the faculty — insofar as they were real Benton faculty, and not just nomadic barbarians — reasoned with the students, “appreciated their point of view”, used Socratic methods on them, made allowances for them, kept looking into the oven to see if they were done; but there was one allowance they never under any circumstances made — that the students might be right about something, and they wrong. Education, to them, was a psychiatric process: the sign under which they conquered had embroidered at the bottom, in small letters, Canst thou not minister to a mind diseased? — and half of them gave it its Babu paraphrase of Can you wait upon a lunatic? One expected them to refer to former students as psychonanalysts do: “Oh, she’s an old analysand of mine.” They felt that the mind was a delicate plant which, carefully nurtured, judiciously left alone, must inevitably adopt for itself even the slightest of their own beliefs. One Benton student, a girl noted for her beadth of reading and absence of coöperation, described things in a queer, exaggerated, plausible way. According to her, a professor at an ordinary school tells you “what’s so”, you admit that it is on examination, and what you really believe or come to believe has “that obscurity which is the privilege of young things”. But at Benton, where education was as democratic as in “that book about America by that French writer — de, de — you know the one I mean”; she meant de Tocqueville; there at Benton they wanted you really to believe everything they did, especially if they hadn’t told you what it was. You gave them the facts, the opinions of authorities, what you hoped was their own opinion; but they replied, “That’s not the point. What do you yourself really believe?” If it wasn’t what your professors believed, you and they could go on searching for your real belief forever — unless you stumbled at last upon that primal scene which is, by definition, at the root of anything.... When she said primal scene there was so much youth and knowledge in her face, so much of our first joy in created things, that I could not think of Benton for thinking of life. I suppose she was right: it is as hard to satisfy our elders’ demands of Independence as of Dependence. Harder: how much more complicated and indefinite a rationalization the first usually is! — and in both cases, it is their demands that must be satisfied, not our own. The faculty of Benton had for their students great expectations, and the students shook, sometimes gave, beneath the weight of them. If the intellectual demands were not so great as they might have been, the emotional demands made up for it. Many a girl, about to deliver to one of her teachers a final report on a year’s not-quite-completed project, had wanted to cry out like a child, “Whip me, whip me, Mother, just don’t be Reasonable!”

...girls who had read Wittgenstein as high school baby-sitters were rejected because the school’s quota of abnormally intelligent students had already been filled that year.

A correct answer is like an affectionate kiss, Goethe said; a correct answer, Gertrude would have said, is like a slap in the face.

People had always seemed to Gertrude rather like the beasts in Animal Farm: all equally detestable, but some more equally detestable than others...

The Southern past, the Southern present, the Southern future, concentrated into Gertrude's voice, became one of red clay pine-barrens, of chain-gang camps, of housewives dressed in flour sacks who stare all day dully down into dirty sinks.

We were given drinks, and drank them, and talked while we drank them. But talked, here, is a euphemism: we had that conversation about how you make a Martini. The people in Hell, Dr. Rosenbaum had told me once, say nothing but What? Americans in Hell tell each other how to make Martinis.

...the really damned not only like Hell, they feel loyal to it...

...and then President Robbins began to speak. After two sentences one realized once more that President Robbins was an extraordinary speaker, a speaker of a — one says an almost extinct school, but how does one say the opposite? a not-yet-evolved school? He did something so logical that it is impossibe that no one else should have thought of it, yet no one has. President Robbins crooned his speeches. His voice not only took you into his confidence, it laid a fire for you and put your slippers by it and then went into the other room to get into something more comfortable. It was a Compromising voice.

Gertrude Johnson could feel no real respect for, no real interest in, anybody who wasn't a writer. For her there were two species: writers and people; and the writers were really people, and the people weren't.