"In a Room": Elizabeth Bishop in Europe, 1935–1937
We do not always remember that Elizabeth Bishop came of age as a writer during the rise of fascism, and that she composed a number of the poems for her first collection, North & South (1946), in Europe, as the Continent consciously prepared for world war. One reason we do not often connect her early work to such dramatic historical context is the late date of her first book: her poems had been appearing in major magazines for a decade when North & South was published. While a few scholars, notably James Longenbach and Betsy Erkkila, have begun to consider Bishop's early poetry within the political context of the 1930s, and to "locat[e] Bishop's work within the debates about the relation between literary modernism and the American and international Left[,]" the tendency of many critics has been to focus on what seem to be the purely aesthetic, apparently surrealist elements in Bishop's writing from the '30s and '40s, and to characterize her later work in Brazil, from the '50s and '60s, as a political awakening (Erkkila 285).1 At the same time, insightful biographical and psychoanalytic studies of her work sometimes downplay or overlook the impact of the larger, dramatic historical context in which she was writing her early poems.2 Here I want to consider more deeply the influence, on Bishop's early work, of the year and a half she spent in Europe shortly after college from July of 1935 to June of 1936, and from June to December of 1937 and to attend to the startling ways that three of her strange, early poems register contemporary anxieties about the development of fascism and militarism in Germany and Italy, the outbreak of the Spanish Civil War, and Italy's invasion of Ethiopia. Bishop's work has always resisted easy categorization, and it has been subject frequently to ahistorical readings. Bishop can be aptly discussed as a postmodernist poet, yet her early work can be considered late modernist; the aesthetic-political dilemmas of late modernism in the '30s were
Religion
At the beginning of the twenty-first century, religion plays a central role in virtually every aspect of human society around the globe. The Religion department's curriculum offers students the opportunity to explore the histories, texts, and practices of many of the world's religious communities and to consider both the profound ways in which religion has worked historically and how it continues to inform and affect the cultural, political, and ethical debates of the current moment. In addition, our curriculum invites students to reflect on the challenging theoretical questions that are generated by the category "religion" itself, an abstract category that has its own complicated history. The academic study of religion is self-consciously interdisciplinary, drawing upon the methods and insights of literary studies, historiography, social analysis, and cultural comparison. Moreover, the study of religion reminds us that religious identities demand sustained critical analysis, intersecting complexly as they do with race, class, gender, and ethnicity, among other categories of affiliation and identification. In its teaching, research projects, and public programming, the Religion department promotes engaged intellectual inquiry into the rich diversity of religious institutions, rituals, ideas, and communities both past and present.
What is Enlightenment
Enlightenment is man's emergence from his self-imposed nonage. Nonage is the inability to use one's own understanding without another's guidance. This nonage is self-imposed if its cause lies not in lack of understanding but in indecision and lack of courage to use one's own mind without another's guidance. Dare to know! (Sapere aude.) "Have the courage to use your own understanding," is therefore the motto of the enlightenment.