Tuesday, October 09, 2007

Il fratello cambiato: "The Changed Brother" A translation

Literally, Il fratello cambiato translates as "The Changed Brother," but I don't like this title at all. If I were taking liberties with the translation, I'd title it "Carlo."

Il fratello cambiato
byDino Buzzati

When we were children, my younger brother, God bless him, caused a great deal of worry because of his restlessness, unruliness, and completely indifference to his studies. After various punishments had proven ineffective, and after having set off a large firecracker in the middle of class with the excuse that it was carnival time, he was expelled from school and our father felt obliged to put him in boarding school.

Nothing in the world frightened us more than boarding school. Each time we passed under the large gloomy building, the two of us would try to catch sight of one of those poor wretches on the other side of the windows. We didn’t have the slightest doubt that they were miserable. To us, they seemed like strange inhabitants from another world. The very mention of the words boarding school gave us the shivers, even more so than other words such as prison, penitentiary, gallows, noose, which, for us, belonged to the same general category.

I understood immediately that Carlo—that was my brother’s name—was alarmed at the news, but his pride wouldn’t allow him to admit it. On the contrary, he laughed defiantly and confidentially told me that it wouldn’t take more than a week at the most, before he would run away. “I tell you, I’ll croak rather than stay inside that place.”

Just in case escape wasn’t possible during the first days, my brother worked out a plan of secret communication. Every afternoon from three to four, I was to stand outside the wall that surrounded the school; in fact, that was their daily outdoor recreation hour. To signal his presence, Carlo was to whistle the first notes of a popular song. I was supposed to answer him with the same tune. At this point I was to go to the main gate, which was hermetically sealed and reinforced with a metal panel that prevented anyone from looking inside, but perhaps it would be possible to exchange a few words from there.

And if Carlo couldn’t manage to get to the gate? In this case, he was to write a message on a slip of paper, fold it into a wad, and toss it over the wall to me. Or, as a last resort, he was to communicate the situation to me by whistling various, agreed upon tunes. To simplify things, we decided on six different tunes that would mean, respectively: I will escape this evening; unforeseen difficulties; they’ve discovered me; everything is okay; going from bad to worse; throw me a cigarette.

But it was also necessary to anticipate that none of this would be implemented and that Carlo would be forced to communicate with me via regular mail, which was, of course, subject to censorship. Therefore, we established a secret code made up of conventional phrases. For example: “The food is good here” meant “I’m starving to death.” “All the teachers are good” meant “They’re a bunch of skunks,” and so on. There were no phrases to express favorable conditions inasmuch as it seemed absurd that anything good could exist in boarding school.

That wasn’t all. Because our imaginations had ascribed a diabolical cunning and severity to the headmasters of the boarding school, we agreed on a very important rule: aside from the double entendres that we had established, I wasn’t to believe one word of anything that Carlo, for the sake of propriety or otherwise, might write to me. In case he had other information that couldn’t be written in code, it would be preceded by the expression, “Brother dear” (instead of “Dear brother”), and followed by the words, “So then...” Finally, if, in his letters or in conversation, he denied or voided this secret agreement, it would mean that he had been forced to write or to talk like that against his will, and I wasn’t to believe him.

He left the house one Monday morning while I was still sleeping and, for this reason, I didn’t see him. But, the next day by three o’clock in the afternoon, I was already on duty by the wall. I had prepared three small paper cartridges to throw over the wall, each one with a cigarette inside. I waited in vain. It was raining that afternoon and there was no outside recreation at the boarding school.

It was also raining the following day. But I had some luck. While I stood on the sidewalk with my umbrella open, waiting in case the boarders would be led into the courtyard despite the bad weather, I felt someone staring at me. Looking around, I didn’t see anyone at first. Then, looking up, I saw him. (From a first-floor window—opened, who knows how, Carlo was looking at me.) He was wearing the school’s gray uniform and holding himself motionless with a equanimity not at all like him. Perhaps he had been there for a few minutes. Why hadn’t he called me right away? A little whistle would have sufficed.

“Carlo, Carlo!” I called in a whisper. It was doubtful that he hadn’t seen me. How absurd! He had seen me all right! Seen me and observed me for a long time and without batting an eyelash. For what reason? Behind his back, invisible to me, perhaps a “prefect” was watching him? But then, without smiling, he raised his right hand, making a gesture that meant: “Wait, don’t get upset, stay calm.” As if it were I, not he, who had to be patient!

He stood by the window for a few more seconds and then disappeared. The windows, their lower panes frosted, were closed. Very confused, I went away. Anyway, I wasn’t worried about his projected escape from the boarding school. For me, one thing was certain: within a few days, Carlo would be expelled. I knew him too well. It was out of the question that those teachers would be able to put up with him for any length of time.

To keep my promise, however, I returned to the school everyday around three in the afternoon. On the other side of the wall, I would hear the children’s voices, a few quarrels quickly extinguished, some rare laughs. But I couldn’t distinguish my brother’s voice. I waited for him to make himself known with the agreed-upon whistle, but he never appeared. Then, I tried to whistle. Nothing. It was like that for four days. Was he ill?

Finally, on the fifth day, after several attempts to catch his attention, a wad of paper thrown from the courtyard landed in front of me. I opened it. Someone had written: “Everything is okay. Your coming is useless.” It wasn’t much, but I breathed a sigh of relief. At the earliest, perhaps this evening, Carlo would try to escape.

But a day passed, two, three, and no alarm sounded from the boarding school. Carlo hadn’t escaped. Then, I received a letter. “Dear brother,” it said, “I want to let you know that I am very happy here and everyone is good to me. Many things, which earlier I saw under a false light, have been cleared up for me, and therefore I see my future in a very different way. Don’t worry about me. They reported to me that you come to the school everyday in the hope of seeing me or speaking to me. Since I understand your affection for me, promise me not do it anymore. A hug from your brother, Carlo.”

I was flabbergasted. It seemed like some horrible joke. This was a letter from Carlo? Aside from the fact that he had never written so correctly, not one of those words could have been his. And the tone was all the more surprising because I could find no hidden meanings in it. There wasn’t even one phrase of our secret code. But, still more disconcerting, was the postscript: “Perhaps you might remember that before coming to boarding school, I had spoken to you about using a coded language to give you news of me. Absolutely do not attach one iota of importance to that foolishness. Besides, all this would be useless because I enjoy the greatest of freedom here.”

A forged letter? No, because the handwriting was beyond suspicion. What then? How could Carlo, with his indomitable cockiness, have changed his mind so soon? Not only his mind, but even his character seemed radically transformed; as though he had become someone else, an entirely different human being.

I don’t know myself why that inconceivable change awakened a mystifying horror in me; it was almost as though I had been told that Carlo was dead and a stranger had take his place. Without wondering if it was a good idea or not, I couldn’t help but tell everything to my father who, indeed, laughed at my fears. But, I noticed that even he seemed profoundly struck.

What agonizing days waiting to see him again. It took almost a month before he was allowed to spend a Sunday at home. Never will I forget that morning. At the appointed hour, the doorbell rang and I ran to open the door. All it took was one glance. The face, the body, the tone of voice were Carlo’s, but inside there was another: well-behaved, quiet, reasonable. Even his motions, under some somber magic spell, were calm and composed. He, who had never been able to take a step without smashing something!

“And, so?” I asked him.

“And, what?” he asked.

“But, didn’t you swear that you’d run away from school?”

“What does it matter?” he said. “I didn’t know then how it would be”

“But, do they treat you well?”

“Well, of course they do.”

“And they never punish you?”

“Punish me? Why? What an idea!”

And he made a slight, compassionate smile. And he was gazing at me. And it seemed that in the depth of his eyes there was an ambiguous shadow, some unspeakable secret, the true explanation; something that he couldn’t reveal to me.

Neither has he changed since then. After three months he left the boarding school; and he went on to another school. We went on vacation together. Never again was he the same boy he had been. He grew quiet and subdued, dedicated to his studies, full of courtesy when he spoke, disciplined in a way that was almost obsequious.

He grew up, he became a man. And when I would ask him what they had done to him during his first days at boarding school, he would give vague answers or indicate that he really didn’t understand the question. But always with a shadow of apprehension in the depth of his gaze, as if his true life had been cut short on that faraway day and now he was obliged to play a part that was not his, and he was absolutely unable to explain to me why.

He is almost forty. Today he is the father of a family, has a good job, is a model citizen esteemed by his colleagues and supervisors. We love each other. Yet, each time I see him again, there wells up in me the mad hope of seeing him—even large and fat as he now is—turn a somersault, say bad words, throw rocks at a window. In short, I hope that he returns, my real brother who was lost on that remote Monday morning. No, he doesn’t make faces or say bad words; he sits in his armchair with great dignity, opens the newspaper, reads the articles from cover to cover.

“Listen,” I sometimes say to him, thinking perhaps our old confidence will resurface, “but there, at the boarding school, do you remember if you were really happy?”

“Certainly,” he responds, “extremely.” And he looks at me with that indefinable pain.

“Why?” I still ask myself on those nights when I can find no peace. What did they do to him in that accursed school? What means did they use to extinguish him, to change him into a larva? Why doesn’t he rebel? Why doesn’t he have the courage to speak?

Saturday, September 29, 2007

Suicido al parco 'Suicide In Park"

Suicido al Parco

By Dino Buzzatti

“SUICIDE IN PARK”: A Translation

Nine years ago, Stefano, my friend and colleague, thirty-four-years old, contracted automobile disease. He owned a 1960 model, but until that time he had never shown any symptoms of this terrible illness. Its course was rapid. Like great and fatal loves that overpower men, within a period of only a few days, Stefano became a slave to the idea of owning a luxury car, and he could talk of nothing else.

The automobile! Not the usual everyday vehicle that needs only to travel from one place to another, but the car of cars, the symbol of success, the statement of personality and command over the world, the extension of oneself, the instrument of adventure; in short, the modern symbol of encoded happiness.

The desire, therefore, the obsession, the craving for an automobile of the elite—extremely beautiful, strong, sleek, difficult, super human—to make the masses turn their heads as it drove past them down the street. Was it a fatuous sentiment? Childish? Idiotic? I don’t know. I didn’t experience it, and it is never wise to judge other people’s hearts.

In today’s world, thousands are infected with the illness. Their goal isn’t the happiness of their families, a profitable and satisfying career, the conquest of riches or power, the ideal of art, or the attainment of spirituality. No. For them the ultimate dream is a one-of-a-kind such-and-such car about which all the sun-tanned sons of successful industrialists make up stories in the fashionable cafés. However, Stefano earned very little, and the object of his daily raptures remained at a tremendous distance. Stefano tormented himself with this obsession, infected his friends, and distressed his wife Faustina, a kind and gracious creature too much in love with him. How many evenings she endured his long and painful discourse!

“Do you like it?” he would ask anxiously handing Faustina an advertisement for some incredible car.

She would just glance at it. In any case, she already knew the scenario. “Of course I like it,” she would answer.

“Do you really like it?”

“But, of course.”

“Do you really like it very much?”

“Please, Stefano,” and she would smile at him as one smiles at a sick person who can’t help himself.

And then after a long silence, he would say, “Do you know how much it costs?”

Faustina would try to joke, “I think it’s better not to know.”

“Why?”

“You know better than I do, sweetheart; because we could never afford to satisfy such a whim.”

Stefano would become angry. “Sure, you . . . just to oppose me . . . even before you know . . . .”

“Me? Oppose you?”

“Yes. You seem to do it on purpose. You know this is my passion, you know how important it is to me, you know it would be my greatest joy. And you . . . instead of giving me hope, all you can do is make fun of me.”

“Now, you’re not being fair, Stefano. I never make fun of you.”

“You . . . even before you know how much the car costs, right away, you’re against me.”

And so on, for hours.

I remember that one day when her husband wasn’t within earshot, Faustina said to me: “Believe me, this fuss about a luxury car has become a real cross for me to bear. From morning till night all he talks about is Ferrari, Maserati, Jaguar—may the devil take them—as if he had to have one tomorrow. And I don’t know what to think; I don’t recognize him anymore. Even you remember how wonderful Stefano was in the good old days. Sometimes I wonder if he’s lost a screw. Do you think it’s possible? We’re young. We love each other. We have something to live for. Stefano is doing very well at work, his co-workers like him very much. Why do we have to poison life? I swear, just to see this over with, just to see him happy with his damned ‘one-of-a-kind,’ I swear I’d even be willing to . . . don’t let me say any more.”

And she burst into tears.

Crazy? Deranged? Who knows? I liked Stefano very much. Perhaps his dream car was something that we couldn’t understand, something beyond the beauty and perfection of a vehicle, like a talisman, like a key opening the greedy doors of destiny.

I’ll never forget the day Stefano showed up at the wheel of a car that I had never seen before. It was blue, it was long, it was low, it was new, it was a flowing and sinuous two-seater, all stretched out in the front. At a rough guess, I would say it cost at least five million lire; who knows how Stefano had been able to dig up that kind of money.

“It’s yours?” I asked.

He nodded.

“Good Heavens. Congratulations. You finally did it.”

“You know, save, save, save . . . .”

I walked around the vehicle to look. I didn’t recognize the make. On the top of the hood there was a sort of coat of arms with a complicated interweaving of initials.

“What sort of car is this?”

“English,” he said. “A limited edition. An almost secret make of car; it must be from a branch of Daimler Corporation.”

It was completely marvelous, even for me, who doesn’t make a big fuss about cars. The line, the compactness of the body, the arrogant spring of the tires, the precision of the instrument panel, the dashboard that looked like an altar, the thick black leather seats, soft as an April wind.

“Come on, get in so I can show you,” he said.

It didn’t roar, it didn’t make a lot of noise; it only took some breaths, some athletic breaths, delicious to hear, and with every breath, the houses on each side of the road flashed wildly backwards.

“What’d you say?”

“Stupendous!” I answered, not finding a better word. “And, tell me, what does Faustina think of it?”

His face darkened for a second. He was silent.

“Why? Faustina doesn’t approve?”

“No,” he answered.

“So?”

“Faustina left.”

Silence.

She left. She said she couldn’t live with me anymore.”

“For what reason?”

“You go figure out these women.” He lit a cigarette. “And I thought that she loved me.”

“The hell she didn’t.”

“Well, she left all the same.”

“Where? Back to her family?”

“Her family doesn’t know anything. She’s gone. I haven’t heard a word.”

I looked at him. He was a little pale. But he gripped the steering wheel sensually, caressing the swollen skin of the gear shift. His foot pumped the accelerator up and down with the tenderness of a man pressing against his lover’s flesh. And, with each touch, the car palpitated, quivering like a young girl.

We left the city and Stefano turned on to the Autostrada for Torino, where we arrived in less than a quarter of an hour. A wild ride; yet, strangely, the machine had such a sense of domination that I wasn’t afraid. What’s more, it seemed that the car had given itself up to Stefano’s will, interpreting and anticipating his secret desires. Yet, Stefano was making me angry. It was all well and good that he had a car, that he had satisfied his frenetic desire, but Faustina, that adoring woman, had left him. And he was completely indifferent.

Some time after this, I had to leave the area for a long absence. When I returned, as happens, my life took another road. I saw Stefano, yes, but not often as I had before. In the meantime, he had found a new job, he was doing very well, and traveled about in his formidable machine. And he was happy.

The years passed, Stefano and I would see each other on occasion and I always asked after Faustina, and he would say that Faustina had really disappeared for good. I would ask about the car and he would say that the car, yes, was still a great vehicle of course, but it was beginning to show its age, it was in the machine shop every minute, and few mechanics were capable of handling it, a difficult and foreign motor that almost no one understood.

Then I read that news item in the paper:

STRANGE ESCAPE OF AUTOMOBILE

Yesterday, at 5 PM, a blue coupe, which had been left unattended for a moment in front of a cafe on 58 Moscova Street, shifted into gear of its own accord. Crossing the intersections along Garibaldi and Montello Avenues with ever-increasing speed, the car turned to the left and then to the right, turned on to Elvezia Avenue, and finally smashed against the ruins of the ancient fortress outside the park, where it caught fire and was destroyed.

It is difficult to explain how the car, left by itself, was able to zigzag along the stretch of road without encountering any obstacles, despite the heavy traffic, and how it was able gradually to accelerate its speed.

Few of those present paid attention to the car traveling by itself. They imagined that the driver was playing a joke, scrunching down under the steering wheel and watching the road with a mirror. In fact, their statements concur: it didn’t seem to be a driverless car, but a car driven with great ability and decision. What’s more, when a motorbike turned into the traffic from Canonna Street, the car swerved frantically and avoided hitting it by a hair.

We report these details purely for the record. Many episodes of this sort have already occurred, even in our city. And there is no need to resort to supernatural hypotheses.

The owner of the car was identified by the license plate. He is a 43-year-old advertising executive named Stefano Ingrassia, of 12 Manfredini Avenue. Ingrassia stated that he had left the car unattended in front of the cafe on Moscova Avenue, but denies that the motor was running.

As soon as I finished the article, I hurried to find Stefano and found him at home, very upset.

“Was it her?” I asked.

He nodded yes.

“It was Faustina?

“Yes, Faustina. My poor little star. You knew?”

“I wasn’t sure. Sometimes I had my doubts, but it seemed so absurd.”

“Absurd, yes,” he said covering his face with his hands. “But these miracles of love do happen in this world. One night, nine years ago; one night as I held her in my arms. A terrible thing. And wonderful. She began to cry, to tremble, and then her body became rigid and began to swell. And she did it just in time to make it out into the street; otherwise she never would have made it through the door. Luckily, no one was outside. It was a matter of two or three minutes. Then, there she was, waiting for me at the curb, new and gleaming. The paint smelled like Hélas, her favorite perfume. Remember how beautiful she was?

“And then?”

“And then, I’m a skunk, a scoundrel. And then she got old and the engine didn’t work anymore, and every day there was another ailment. And no one looked at her anymore when we drove down the street. And so I began to think maybe it was time to trade her in. I really couldn’t go on forever with that broken down old wreck. Do you know what a bastard, what a pig, I am? Do you know where I was going when I stopped on Moscova Avenue yesterday? I was taking her to sell. I wanted to buy another. It’s frightening. I was taking my wife, who had given her life for me, to sell her for 500,000 lire. Now you know why she killed herself.”

Monday, September 03, 2007

La giacca stregata: Translation of Dino Buzzatti's Story

La giacca stregata

THE ENCHANTED JACKET

a translation

Although I appreciate elegance of dress, I usually don’t pay attention to the perfection with which my acquaintances’ clothing is or is not cut. However, one evening, during a reception at a house in Milan, I met a man, about forty years old from the look of him, who literally glowed because of the definitive and utter beauty of his clothing.

I don’t know who he was. I was meeting him for the first time and, as often happens, it was impossible to understand his name when he was introduced. He seemed to be a polite and civil man, yet with an aura of sadness. With perhaps exaggerated familiarity—if God had only dissuaded me—I complimented him on his elegance, and I even dared to ask him who his tailor was.

The man had an odd smile, almost as if he had expected the question. “He’s not well known,” he said, “but he’s a great master. And he only works when he feels like it. For a few insiders.”

“So that I . . . .?

“Oh, do try, do try. His name is Corticella. Alfonso Corticella, Via Ferrara 17.”

“I suppose he must be expensive.”

“I assume so, but I swear that I don’t know for sure. He made this suit for me three years ago and he still hasn’t sent me the bill.”

“Corticella? Via Ferrara 17, you said?”

“Exactly,” the stranger responded. And he left me to chat with another group.

In Via Ferrara 17, I found a house like so many other houses; and Alfonso Corticella’s residence was like those of so many other tailors. He came to the door himself to let me in. He was an old man with black hair, obviously dyed.

To my surprise, he wasn’t at all difficult to work with. Indeed, he seemed anxious that I become his client. I explained to him how I had gotten his address; I praised his work and asked him to make me a suit. We selected a gray flannel, whereupon he took my measurements and offered to have the suit delivered to my house. I asked him the price. There was no hurry, he answered; we could always come to an agreement. What a nice man, I thought at first. Yet later, as I was returning home, I became aware that the old man had left an uncomfortable feeling inside me—perhaps too many insistent and effusive smiles. In short, I had no desire to see him again. But by now the suit had been ordered. And in three weeks, it was ready.

When they brought it to me, I tried it on for a few moments in front of the mirror. It was a masterpiece. But, I don’t really know why, perhaps because of the memory of the disagreeable old man, I didn’t feel at all like wearing it., and weeks passed before I decided to do so.

I will remember that day forever. It was a Tuesday in April. and it was raining. When I slipped into the suit—jacket, pants, vest—I noted with pleasure that it didn’t pull me or bind me anywhere, as almost always happens with new suits. Yet, I was dressed to perfection.

As a rule I don’t put anything in the right-hand pocket of my jackets; I keep my cards in the left one. This explains why, after only a couple of hours in the office, casually slipping my hand into the right pocket, I noticed that there was a piece of paper inside. Perhaps a bill from the tailor?

No. It was a 10,000 lira note.

I was dumbfounded. I certainly hadn’t put it there. On the other hand, it was absurd to think that it was a joke played by the tailor Corticella. Much less, a gift from my housekeeper, the only person, besides the tailor, who had had occasion to be anywhere near the suit. Or could it be a counterfeit? I looked at it against the light, I compared others with it. It couldn’t be any better than this.

The only explanation possible was Corticella’s absent-mindedness. Perhaps a client had come to pay an installment on a bill, the tailor didn’t have his wallet with him at that moment and, rather than leave money lying around, he had slipped it into my jacket, which was hanging on mannequin. Things like this can happen.

I rang the bell to call the secretary. I wanted to write a letter to Corticella, returning the money that wasn’t mine. If only I hadn’t . . . and I don’t know how to explain why I did it, but I slipped my hand into my pocket again.

“What’s wrong, Doctor? Are you ill?” asked the secretary who had just come in. I must have turned pale as death. In my pocket, my fingers were touching the corners of another piece of paper, which hadn’t been there a few moments before.

“No, no, it’s nothing,” I said. “A little dizziness. It’s been happening for some time. Perhaps I’m a bit tired. Go ahead, Signorina; there’s a letter to dictate, but we’ll do it later.”

Only after the secretary had left did I dare extract the piece of paper from the pocket. It was another ten thousand lire note. Then I tried a third time. And a third bill appeared.

My heart began to pound. I had the feeling that, for some mysterious reason, I was caught up in a fabulous plot, like one of those children’s fairy-tales that no one ever believes to be true.

Using the excuse that I wasn’t feeling well, I left the office and returned home. I needed to be alone. Fortunately, the woman who cleans house for me had left. I shut the doors, lowered the shades. With the greatest haste, I began to extract, one by one, a seemingly inexhaustible supply of banknotes from my pocket.

I worked with spasmodic nervous tension, afraid that the miracle might stop at any moment. I wanted to keep going for the entire afternoon and night until I had accumulated a billion lire. But, at a certain point, the forces had dwindled.

Before me lay an impressive pile of banknotes. The important thing now was to hide them, that no one get wind of them. I emptied an old trunk full of rugs and on the bottom, I sorted the money into many little piles and counted it slowly. There was a good 58,000,000 lire.

I awoke the following morning after the cleaning woman had arrived, amazed to find me in bed, still completely dressed. I tried to laugh, explaining that I had drunk too much the pervious evening and had been suddenly overpowered by sleep.

A new worry: she asked me to take the suit off, so that she could at least give it a brushing.

I told her that I had to go out right away and that I didn’t have time to change. Then I hurried to a clothing store to buy a ready-made suit of similar material. I would leave this other one for the cleaning woman; “mine,” the suit that within in a few days would make me one of the most powerful men in the world, I would hide in a secure place.

I didn’t know if I was living in a dream, if I was happy or, instead, suffocating under the weight of too great a fate. On the street, I continually touched the magic pocket through my raincoat. With every touch, the reassuring crumple of paper money answered under the material. And I breathed a sigh of relief.

But a peculiar coincidence cooled my joyous delirium. The morning headlines announced news of a robbery that had taken place the day before. An armored truck belonging to a bank, having made the rounds of its branch offices, was carrying the day’s deposits to headquarters when it was attacked and robbed by four bandits on Viale Palmanova. As people began to arrive on the scene, one of the gangsters had started shooting in order to keep them away. And a passerby had been killed. But, I was struck, above all, by the sum of money stolen—exactly 58,000,000 lire.

Could there be a relationship between my sudden riches and the almost simultaneous attack by the thieves? It seemed ridiculous to think so. And I’m not at all superstitious. Nevertheless, the incident left me very puzzled.

The more you get, the more you desire. I was already rich, considering my modest habits. But the mirage of a life of unlimited luxury impelled me. And that very evening, I began to work again. Now I proceeded with greater calm and with less torture to my nerves. Another 135,000,000 lire were added to my first treasure.

That night, I didn’t close an eye. Was it the presentiment of danger? Or was it the tormented conscience of someone who acquires a spectacular fortune without deserving it? Or was it a sort of confused remorse? At the first light of dawn, I jumped out of bed, dressed, and ran out in search of a newspaper.

As I read, I lost my breath. A terrible fire, started in a fuel oil refinery, had almost completely destroyed a warehouse in the center of the city on Via San Cloro. The flames had devoured, among other things, the safes belonging to a huge real estate company, which had contained over 135,000,000 lire in cash. Two firefighters had met their death in the blaze.

Must I now list my crimes one by one? Yes, because by this time I knew that the money bestowed on me by the jacket had come from crime, from blood, from desperation, from death. It had come from Hell. But my mind was still trying to justify everything and mockingly refused to admit that I was at all responsible. And then temptation conquered again. Then, my hand—it was so easy!—slipped into the pocket and my fingers, with intensely fleeting pleasure, grasped the corners of a continuous flow of new bills. Money, divine money!

Without giving up my old apartment (so as not to arouse suspicion), I soon bought a huge villa, owned a precious collection of paintings, drove around in luxury cars, and, having left my job “for reasons of health,” traveled around the world in the company of marvelous women.

I knew that every time I withdrew money from the jacket, something sinister and painful transpired in the world. But it was always a vague awareness, unsubstantiated by proven logic. Meanwhile, with every collection, my conscience sank lower, becoming increasingly vile. And the tailor? I telephoned him to ask for the bill, but no one answered. In Via Ferrara where I went to find him, they told me that he had emigrated overseas, they didn’t know where. Everything united, therefore, to show me that, without knowing it, I had made a pact with the devil.

Finally, one morning, in the building where I had lived for many years, they found a sixty-year-old retired woman asphyxiated by gas; she had committed suicide because she had lost her monthly pension of 30,000 lire, collected only the day before (which had ended up in my hand).

Enough. enough! In order not to plunge to the bottom of the abyss, I had to rid myself of the jacket. Not by surrendering it to others because the infamy would have continued. Who would ever be able to resist such enticement?. It was imperative to destroy it.

I reached a hidden valley in the Alps by car. I left the car in a grassy opening and walked up through a wood. There wasn’t a living soul around. Passing beyond the wood, I reached the stony ground of the moraine. Here, standing between two gigantic boulders, I pulled out the abominable jacket from the backpack, sprinkled it with gasoline, and lit it. In a few minutes, nothing remained but ashes.

But at the last flicker of flames, behind me—it seemed to be two or three meters away—a voice resounded. “Too late, too late!” Terrified, I turned in a flash like a serpent. But I didn’t see anyone. I searched, jumping from one rock to another, to flush out the scoundrel. Nothing. There was nothing but rock.

In spite of the fright I had experienced, I descended back to the bottom of the valley feeling a sense of relief. Free, finally. And, fortunately, rich.

But my car was no longer in the grassy opening. And, when I returned to the city, my sumptuous villa had disappeared; in its place an uncultivated field with some signs reading: “Municipal Property For Sale.” And my savings accounts, I don’t know how, completely wiped out. And disappeared from my numerous safe deposit boxes, the large bundles of stock certificates. And dust, nothing more, in the old trunk.

Now I have begun, with difficulty, to work again. I barely manage, and, what is even more extraordinary, no one seems to be surprised by my sudden ruin. And I know that it’s not over yet. I know that one day my doorbell will ring, I will go to answer it and I will find, standing before me, the accursed tailor with his nefarious smile, asking for the final payment of his bill.

Thursday, August 30, 2007

La Notte: Dino Buzzatti

La Notte

by Dino Buzzatti

THE NIGHT

(a fairly literal translation)

Fear arrives, needing nothing, at the end of certain unforeseen evenings, assembling first along the hedges in the already lusterless valleys at the feet of ancient, time-worn walls. And behind the solitary churches? Or in that meadow at the foot of the apse where no one ever passes? Since afternoon, they have been able to detect its approach here and there—for example, in those two long cries exchanged over the river from one end of the country to the other; for example, on the yellow landslide, in those small incomprehensible holes that already cheerfully anticipate the night; or in the sudden sensation that this, too, was a lost day (or perhaps a lost life?). Seated in the garden, he had seen a dog fleeing headlong through the deserted pastures high up on the hill. The animal was alone and, at a certain point, it was lost in the extreme distance, blending with the green stillness. But, no one had thought about it because it was a clear, sunny day, favorable for projects and affections, which made them forget. Alas, it was the last good afternoon, and we didn’t know it.

But then the great and just silence of the countryside arrived; the birds, wasps, all the insects, calmed; only the distant river remained with its melancholy voice. The last bells had also tolled, the rivers and houses among the trees blended with the shade, and in the heart, memories, sweet sadness, illusions. So the streets remained empty, darkness growing at the crossroads, damp vapors emanating slowly from the marsh. Is this the hour when insolent bandits, warmed with wine, move from their cave in the hollow of the ravine toward the main road, carrying their shotguns? Or is that their truck puffing as it ascends and vanishes into the distance?

It is advisable to bolt the doors now, and perhaps this is harmful because the night is no longer able to circulate freely in and out of the house; rather, slipping in through the cracks, it might collect too thickly in the rooms. He, however, has broad shoulders and the face of an old soldier, the evening is still carefree; she even chats easily during supper.

But the time passes, and they have lingered too long reading and embroidering as the clock strikes out in the hallway. Who heard it when the sun was shining? Now, it vibrates in the darkness with old bronze resonances, and the empty corners of the house respond. How discernible also her footsteps on the staircase. She stops midway. It seemed . . . Nothing. Who knows what it was. In the bedroom, the lamp gives off a tranquil light.

He too comes up to bed; he with the squared shoulders; and on top of the dresser, a loaded shotgun, a Mauser. Yet, with his feet on the first step, he turns. Naturally, the hallway is empty. Strange, however: you could almost say that it’s waiting for him to go to sleep. The walls, the chest of drawers in the corner, the metal cabinet, even the bicycles are waiting to be alone. It waits for no one and nothing to be there but the gray stone floor. Perhaps too many people have passed their lives in here, been born, matured, become adults, grown old and died; then others, then others with the passing of time left something behind, something vague and subtle that is lost in the light of day. Or, instead, is it the eternal weight of all the others, living on our solitude, only we can’t understand, and as soon as we leave the room, we suddenly turn around and the mirrors send back a strange face?

Very often, the farmers’ dogs bark mournfully, and they can pick up scents from enormous distances; listening intently, there’s not a moment of the night when they don’t hear some dog barking in the distance. But, it isn’t the dogs.

Great-grandfather’s bust appears exceptionally white at this hour, and two deep eye sockets form, pondering, remembering things that we don’t know about, but that concern us. And even the portraits stare at us with veiled allusions. But, it isn’t the bust or the portraits.

“Giovanni,” she asks in a whisper, “Giovanni, did you hear?”

“What?”

“Giovanni, they knocked at the door.”

“No. No one knocked. It’s the old metal curtain rod; it swings when there’s a bit of wind and sometimes it bangs against the door.”

“There it is, another knock.”

“Relax, Maria. I’ll have to have it taken down, that rod, seeing that it doesn’t work any more anyway. Who’d be knocking at the door at this hour? People are asleep at this hour.”

Toward 11:30, mice begin to move around in the ancient spaces of the walls. Erratically, they cause muffled roars in the adjoining room; they rustle with their soft bellies under the solemn red curtain, which will continue to hide a terrible secret until the crack of dawn. Here are the mice; they think, who will ever drive them out? Listening intently, they follow their maneuvers. Such strange sounds. Could it possibly be the mice? Or, is it a human being opening a drawer, over there, pulling it out little by little? And who is that walking in the attic? My God, whose slow footsteps are approaching the stairway door? But, it isn’t these either.

On the ceiling, a slight crack. The dampness must have seeped through, forming a stain. Lying in bed, they gaze at it. It looks just like a face, old and fat with coarse lips. But, at a certain point, the edges oscillate, a tiny movement (their eyes had been momentarily carried to another point, and the stain thought it wasn’t being observed). As soon as they turn to stare at it, immediately it immobilizes. It seems to be the same one as before, and it isn’t. In the corner of its mouth, the ripple of a sneer is born. Perhaps they just have to blink their eyelids in order to make it move again. But, this isn’t it either.

“Giovanni,” she stammers, shaking herself. “Giovanni, my mother’s calling me.”

“Your mother? But, it isn’t your mother.”

“I heard it so clearly: ‘Maria, Maria.’ Do you think I can’t recognize her voice?”

“You were probably dreaming. Your mother’s far away. Try to sleep.”

“She was here. She was here, right at the side of the bed, calling me. Giovanni, I’m afraid.”

“It was a dream; nothing more. Sleep now, it’s late.”

“Her voice, I’m telling you, it’s still in my ears. She was all out of breath as if something had happened.”

The chimney over the bed must have too wide a mouth, or the patch of zinc didn’t fix it properly. If there’s just the slightest wind, the air floods it, and it groans; really, a lament that’s descending down through the wall. It resounds vaguely in the chimney; it seems to be breathing. But it isn’t this either.

And why are great-grandmother’s armchairs standing there in that position? They seem anxious and agitated. For whom are they waiting? Who will come and sit on them? Why were they all so sleepy during the day? They aren’t afraid to reveal themselves either. Here they are: one, two, three, four, even the broken-down chair at the end of the hallway. It’s dangerous to turn off the light. What will they do as soon as it’s dark? Who will come out from the corner? But it isn’t the armchairs either.

“There’s a horse, Giovanni,” she suddenly sits up in bed. “Do you hear it? Do you hear it?”

“What’s wrong with you tonight, Darling? Everything is peaceful.”

“But how can you not hear it? On the street, it’s here that it’s coming. God, how it’s running.”

Giovanni is silent, he too is listening now. Like someone galloping, galloping. And it seems to be coming closer and instead it’s still there, down the way.

“It’s not a horse, Maria. No one is riding at this hour. It’s the water in the cistern dripping on something. Sometimes we forget to turn it off.”

“Those really are hooves beating. Not the cistern, I tell you. What could be happening that it’s running so frantic?”

And whose footsteps are in the garden now? The gravel is crunching under unknown shoes. They hear a strange noise like a wet rag being dropped on a rock. Or, for reasons not clear, the birds are suddenly awakening, bustling among the branches, making chirping, suffocated noises. Or there’s a cat slipping from room to room, searching. Or a huge flaccid butterfly is seething, his flesh beating against the window panes. Or the subtle voice that comes and goes and could belong to a woodworm. Or the large spider that, after three days, has finally set off on a journey. Or the clothing on the hangers that look so much like hanged men. And then the infinite twitches of the woodwork, the impalpable echoes of things said, names, quarrels, laughs, ancient cries, which they thought had been buried by the years. And the silence that little by little—listening—transforms into a roar with indecipherable inner voices, laments, engines, debris of existences and mere fancy, baggage wagons, melodies, screams.

But it isn’t these either. And it isn’t even our regrets. And not even God. It is death that is coming. It set out some time ago for each of us, and on certain nights in old deserted houses, we hear it come.

Monday, November 13, 2006

Traditional Grammar Instruction: Strutting its Stuff upon the Stage

In education, as in most professional fields, methodologies and hot topics of discussion take their place on center stage, make head-turning fashion statements, and quickly disappear into dimly lit theater wings. But the teaching of grammar is one of those hot topics that never completely leave the stage; and methodologies abound for its teaching and even for its avoidance. The controversy surrounding grammar resonates in the everyday world: “No wonder no one can write; they don’t teach grammar anymore.” “All those years of grammar, and I still don’t know a pronoun from a preposition.” “Who needs all that grammar? What a waste.” “They should go back to the basics – grammar, arithmetic, citizenship.”

Researchers are even more emphatic and swift to disagree with one another: The June 1999 issue of the Canadian Modern Language Review printed an article titled “What’s Wrong with Oral Grammar Correction?” by J. Truscott. Readers barely have time to catch their breath before turning to the follow-up article by Lyster et al: “A Response to Truscott’s ‘What’s Wrong with Oral Grammar Correction’.” One researcher insists that we “trash tradition,” eliminating grammar lessons altogether (Schuster 518); and another maintains, “Students [must learn to] identify the eight parts of speech and learn the rules for their use” (Manning 94).
The conflicts continue in fields of second-language acquisition and language development. Researchers such as Lyster maintain, “Considerable evidence has accumulated that much grammar acquisition occurs in a relatively fixed order; learners are not able to master one aspect until they have mastered certain others” (462). Nunan disputes this claim: “It is simply not the case that language learners acquire target items perfectly, one at a time” (101). What’s an English teacher to do?

This paper will argue against the traditional teaching of grammar. The reasons are as follows: (1) there is no experiential proof that students’ written or oral language improves with formal grammar instruction; (2) there is no evidence supporting the idea that students will understand the structure of their language by studying its grammar; (3) there are no data confirming that students become better writers and speakers when teachers correct their written or oral errors; (4) differences of opinion among educators and researchers only add confusion to the ongoing drama. In addition, this paper will offer some solutions to the grammar dilemma by discussing some techniques that do help students speak and write with greater clarity — conferencing, recasting, generative techniques, class discussion; academic exercises such as sentence combining with a focus on the effects, rather than the failures, of student writing; and poetry. Although first- and second-language research data are usually considered separately, both fields of study are pertinent to any discussion about grammar. For this reason, sources for this paper have come from researchers and educators whose fields of expertise may be first- or second-language acquisition.

DEFINITION OF GRAMMAR

Grammar means different things to different people. Lois Powell, a fifth-grade teacher with a master of art in writing, defines grammar as a collection of factors that include spelling, punctuation, syntax, and sentencing that makes sense.” A school administrator characterizes it as “the correct usage of rules pertinent to a spoken language.” A fourth-grade student declares grammar is “what you learn so you don’t make mistakes.” For the purposes of this paper, grammar describes the body of rules and conventional linguistic behaviors governing a particular language; it is what one learns to manipulate in order to convey meaning and includes the parts of speech, the terms for those parts, as well as the structure as a whole.

CHECKING OUT THE MYTHS

The stage is crowded with myths that add to the confusion surrounding the traditional teaching of grammar. Some believe a knowledge of grammar improves students’ written and spoken language; others claim the study of grammar helps students understand the structure of language, thereby improving their writing skills; and a less extreme chorus of educators suggests grammar be taught only in the form of mini-lessons. Those who defend the efficacy of traditional grammar in the classroom do so without scholarly validation from researchers or educators. As one teacher declared, “I teach grammar. They [the students] don’t get it, but I teach it anyway.”

Myth #1: The study of grammar improves students’ written and spoken language.

In 1999, Borg observed and interviewed five teachers of English as a foreign language. He wanted to find out whether they had pedagogical reasons for incorporating regular grammar lessons into their curriculum — specifically, did teachers believe their students benefited from grammar instruction? In all cases, teachers admitted they did not believe grammar instruction had any positive effect on students; nonetheless, they continued to teach it. They did so, concludes Borg, because students expect it (TTGT 158). Parents expect it, boards of education expect it, even teachers expect it of themselves — including those who know little or nothing about language structure or the naming and reshuffling of its parts. Of course, one must ask why expectation carries such non-pedagogical clout. The answer lies buried in Europe’s Middle Ages, when the study of grammar was thought to discipline a Christian’s mind as well as his/her soul. It is no accident that Latin, the language of the first Church, is the model for many precepts of English grammar. [MY FRIEND PETER MANCHESTER WRITES: "'Language of the first Church'"? Do you mean first language of the Church? Neither is correct; the language of the earliest church was Greek." My mistake for not having defined "church." I mean, if you want to get purely technical, it would have been Aramaic. So, let me clarify by saying, the language of the Christian church during {yes, and after} the Middle Ages.]
Weaver cites two examples: the rules forbidding split infinitives and the appearance of prepositions at the ends of sentences (3). [HERE AGAIN, PETER TSK-TSKS. HE WRITES: "It is not immediately clear that 'forbidding' governs both 'split infinitives' and 'the appearance of prepositions at the ends of sentences.' The reason is that the two objects of the forbidding are not given parallel form. The ambiguity disappears if we read, 'the rules forbidding split infinitives and prepositions at the ends of sentences...' How's this Peter?: The rules forbidding prepositions at the ends of sentences and split infinitives. Sorry for the interruptions. Now let's continue.] Grammarians base these rules, respectively, on the fact that Latin infinitives are always one word, therefore, impossible to split, and on the fact that Latin is inflectional; i.e., its verb forms indicate the relationship between subjects and their objects. As we see, expectation is a tough protagonist, but it is hardly a convincing pedagogical player.

Many educators agree that traditional grammar instruction does not improve students’ spoken or written language. Schuster argues, “Grammatical definitions in textbooks are pedagogically useless” (522). “[Grammar] can’t be taught. It never has been taught, and, barring radical changes, it never will be taught” (521). Charles Scott, an English instructor for more than thirty years, notes, “Indeed, there doesn’t appear to be a correlation between acquiring grammatical rules and writing or speaking more effectively.”

What students do learn in traditional grammar classes, if they learn anything, is the vocabulary of grammar — i.e., the naming of its parts — not the structure of language. One reason for this, argues Nunan, is that “grammar is very often presented out of context” (102), so students fail to see its relevancy to discourse, oral or written. Moreover, as Borg’s study shows, when pressed to search their pedagogical souls, even those who teach grammar fail to applaud its pedagogical performance. Grammarians, on the other hand, insist that the study of grammar plays a decided role in written and oral production; thus, students must at least learn the vocabulary of grammar. This could be an innocuous enough academic activity, but it would not lead students to a higher plane of writing or speaking. And, as Schuster points out, that vocabulary is not so easy to learn (522). A noun can be proper or common, phrase or pronoun, object of a preposition, direct object or indirect object, concrete subject or figurative subject; a verb can be active or passive, auxiliary or principal, participial or … wait, maybe that’s an adjective. Very confusing (ouch, a fragment).

Kalkavage points to a major problem with traditional grammar instruction: “It is not so much that the student fails to apply a rule. It is rather that he fails to grasp the point of the rule.” (59). Overheard before a grammar test: “I think I understand it when we go over it in class, but I really don’t get it.” From my experiences teaching English and Italian as well as studying four foreign languages, I understand, first-hand, it is one thing to ace a name-the-part-of-speech test or a fill-in-the-blank-with-the-correct-verb test; it is another thing to convert testing materials into real language, spoken or written. What is more, when I do manage to communicate in a target language, I don’t suspend discourse to consider my next syntactical maneuver. Instead, I focus on the matter at hand and improvise, which is precisely what preschoolers do as they acquire their first language.

Let's consider grammarians who devote their professional lives to the study of grammatical form and function. If the study of grammar guaranteed excellent speakers and writers, one would suppose grammarians to have mastered written and oral communication. Not so. They are not outstanding speakers or writers. And those who publish grammar books are just as guilty of grammatical blundering as are the rest of us. In The Writer’s Options, Morenberg and Sommers err in their use of the word “among.” Granted, the error may have been the work of a copyeditor who remembered, and clung to, the precept that one refers to a relationship between two entities and among three or more entities. This is only true, however, if those entities are within a group and are not individually named — among people — or are the subjects of comparison. “Reading your different versions aloud and listening carefully to the variations among them will help ….” (50). One can compare only two things at a time, so the word should be “between.” They also ignore the standard American-English rule for the word “which,” which is supposed to be reserved for non-restrictive clauses. “Here is a list of subordinators which can help…” (101). While some argue “which” in a restrictive clause is a style choice, one might use the same argument for the double negative, a perfectly legal construction in the Romance languages, or the passive construction, which suffers no discrimination in Germanic or Romantic languages (cf. Warriner 603 and Garner 83). But these examples are minor in comparison to Nunan’s gem: he claims to have found a passage in a grammar book that reads, “The passive should be avoided if at all possible” (103).

The drama plays on. Questions of punctuation and style continue to clash, fall, and rise again. Some diction is eternally damned — “ain’t,” “being that,” “irregardless”— “shibboleth[s] of poor usage” (Garner 208). And some usage makes regular comebacks; for example, the intermittently maligned comma splice. Klinck sings its praises with examples such as, “Writing is like architecture: it endures, it has weight.” She reminds us that tag questions — “You can come, can’t you?” — and tag statements — “You can change it, you know” — are perfectly acceptable (96). I like the comma splice, it heartily upsets my word processor’s Grammar Check.

Myth # 2: Students will understand language structure by studying grammar.

One acquires grammar by imitation and experimentation. One refines one’s knowledge of grammar by reading, writing, and further experimentation with language. It does not work the other way around. Weaver reminds us, “Even toddlers use grammatical constructions that are reductions and precursors of the mature syntax they will gradually acquire” (2). An English-/Spanish-speaking bilingual preschooler knows enough to ask for the “red apple” when she’s speaking English and the “manzana roja” when she’s speaking Spanish. With no apparent effort, she can step into a new linguistic theater and flip an adjective to the other side of a noun without ever having suffered through a formal grammar lesson.

Schuster’s studies spotlight the ineffectiveness of traditional grammar instruction as a prerequisite for understanding the structure of language. For five years in a row, he gave the same group of students a simple grammar test — identifying five parts of speech: verb, noun, pronoun, adjective, adverb. Students were tested at the beginning of each academic year in grades six through ten. In the first year, students scored an average of 64 percent; in the fifth year, their average score was 68 percent — an increase of only 4 percent, despite yearly repetitions of traditional grammar lessons. In another study, the same researcher gave a group of tenth-graders a simple grammar test requiring them to identify passive and active sentences. He administered the test in September and repeated it the following June. After a year of study, the students’ average score had increased by 1 percent. Schuster’s findings indicate only that the students never learned to name the parts of speech or a sentence type. This is not to say they did not know how to speak or write effectively. As he dryly intimates, William Faulkner was so bored by the focus on grammar in freshman English, he dropped the class (524).

Myth #3: Teachers help students learn grammar by correcting their errors

When a student gets a paper back that is covered in red (or green), more often than not, s/he sees only the red (or green). Even if the teacher’s corrections are valid, most students profit not at all from error correction. Indeed, evidence indicates that the red marks serve only to alienate and discourage them. In addition, correcting students’ oral usage does little or nothing to change language patterns. In fact, if students interpret teachers’ corrections as confrontational or accusatory, they will go to extremes to continue their nonstandard usage.
Compounding the problem, most teachers who take on the task of error correction have little training in the structure of language and are usually ill equipped to explain grammar as it applies to written or oral language. So, one teacher will find problems with x, y, and z, and another teacher will love the creativity of x, y, and z, but will find fault with a, b, and c, which had been ignored by another teacher.

The problem deepens when teachers must decide which corrections warrant their greatest attention. A survey by Dr. Johanna Rubba and her students at the University of California expanded Hairston’s 1981 survey, which found that business people are consistently intolerant of anyone who speaks nonstandard varieties of English. Rubba and her students sent a survey to 250 “schoolteachers, college teachers, and individuals in private industry who might be hiring or evaluating others” (1). They asked respondents to determine the errors in 65 sentences, six of which were grammatically perfect. If they noted an error, respondents rated the degree to which they were bothered by it. What is interesting, and pertinent to the problem of error correction as a way of imparting rules of grammar, not all teachers noticed the same errors, and some — a rather large 40 percent — found errors where none existed. Moreover, teachers at different instructional levels recorded different degrees of tolerance for the errors they did find. Middle-school teachers tended to be unfazed by errors, while college and high-school teachers declared themselves extremely bothered by them, especially by mechanical errors. The only agreement among educators was their declaration of war against students’ nonstandard, or dialectal, forms of writing (Rubba). In this regard, educators’ attitudes toward nonstandard English mirrored those of the other respondents.

We have seen that educators don’t always agree on correct usage or its importance, grammarians don’t necessarily concur on all points of standard usage, and the very people who describe and publish the rules of grammar often disregard them in their own grammar texts. To borrow a line from Ralph Cramdon: This is a fine mess.

SOLUTIONS

If teachers insist on teaching grammar formally, they must ask themselves why. Borg’s study determined that teachers often take a particular pedagogical tact — even if it has proven less than effective — simply because they have been trained in that particular pedagogy (TPS 21). Year after year, they teach grammar, hoping it will enable students to achieve clarity in written and oral expression; and year after year, the same problems arise and remain unresolved. One elementary school principal agrees: “Teachers teach grammar because they have always done it.”

There are solutions. Teachers can teach students how to write and speak with greater clarity, and they can even teach them about the structure of language. Increasingly over the past several decades, educators have opened their eyes to new possibilities and have discovered productive ways to teach communicative skills. Some educators and researchers even call for the creation of separate departments devoted to writing.

Create Separate Departments of Writing

A growing number of educators declare that departments of English should be separate from departments of writing. Gill notes the impossible task facing English teachers — “to teach writing, to increase appreciation of literature, and to instill mechanics and the subtleties of grammar” (48). Peter Elbow takes the argument a step further in declaring that grammar instruction has no place in a writing class. What is more, says Elbow, there may not be much value in teaching specifics of writing; for example, “the introduction, imagery, structure” (cf. Peinado). He believes it is far more important to create an effective learning environment; and one way to do this is to establish separate departments of writing. His influence is still strong at SUNY Stony Brook, where I taught in the Department of Writing and Rhetoric. In student-centered, not teacher-centered, classes, we used techniques such as freewriting, brainstorming, and mapping to help students generate ideas. And we encouraged class discussions to help students clarify and organize their own ideas. In one semester, students wrote only three papers outside of class, but each paper was drafted and redrafted a minimum of five times. Grammar was never mentioned. Class work involved discussions about genre, language, writers’ techniques, paraphrasing, organization. Students read extensively, and the focus of discussion was on how authors use language to convey meaning. We did not analyze content; rather, we discussed authors’ techniques and how they use technique to convince or to elicit responses from an audience. Student writing, in most cases, did improve by semester’s end.

Conference with Individual Students

At Suffolk Community College where I tutor writing students, I always ask students what they want me to look for before I read their papers — a question that never fails to surprise and sometimes annoy them. I specify: “Do you want me to look for grammar? Structure? Sequencing of ideas? Mechanical aspects such as spelling and punctuation?” I do this as a courtesy and, in so doing, allow writers to retain some power over their work. In addition, I always ask their permission before marking anything on their paper. After all, it is not possible to inspire enthusiasm or improve a student’s written skills by highlighting every error or incident of nonstandard usage in one paper. The most effective way to help students improve their writing is by conferencing with them and limiting the discussion to a few predetermined points such as subject-verb agreement, paragraphing, punctuation. In this way, students are not overwhelmed by the difficulties of organizing and presenting a perfect, or a so-called perfect, paper.

Recast Students’ Errors

In ESL classes, I always recast students’ errors into standard English. If a student says, “I didn’t do nothing this weekend,” I recast the statement in the form of a question, an exclamation, or both: “You didn’t do anything! Who else didn’t do anything this weekend?” According to researchers Mohan and Beckett, recasting in causal explanations helps students discover the relationship between “form and meaning in discourse” (140). This approach does not help students learn the vocabulary of grammar; however, it does allow them to recognize that there are different ways of using language. More important, it teaches that language has the power to elicit different responses in an audience, depending on how the writer or speaker decides to cast it.

Talk About Register

Educators such as Conrad contend, “Grammatical study [should] take place within the context of a register or by comparing registers” (352). Comparing registers — for example, newspaper writing with narrative writing or classroom talk with party talk — provides a non-threatening way to teach syntax, lexicon, and semantics in respect to their roles in written and oral expression. It also encourages students to approach grammar in a very personal way. Rather than dictating rules of correct speech or writing, teachers guide students to the realization that they already adhere to correct rules of speech and writing, and those rules vary depending on where they are and with whom they are communicating. Such pedagogy awakens students to possibilities of communicating in other registers — the narrative essay, the persuasive speech, the business letter, the dreaded research paper.

Introduce Sentence Combining

Sentence combining is another way to teach grammatical principles without giving a grammar lesson per se. The pedagogical aim of sentence combining exercises is not to teach “correctness” or grammatical nomenclature; rather, it is to consider and analyze the results of certain varieties and combinations of sentences. It should not matter that students are unable to identify a restrictive clause or noun phrase; it is far more important that they understand they can manipulate language to express or convey meaning. Sentence combining is an effective tool, especially as a whole-class activity, when students volunteer their own sentences for consideration. The activity helps students view their work objectively; thus, giving them greater appreciation for the intricacies of sentencing and paragraphing.

Incorporate Poetry into the Curriculum

Salvatore Lentini, an educator in New York’s Rocky Point school district, believes in enriching his classes as well as his students by incorporating poetry into academic topics. His students are delighted to search for adjectives and gerunds to describe themselves in autobiographical poems; or to poeticize history, math, science, literature, even sports, guided by poetic templates requiring them to provide adverbs, participles, nouns, adjectives, expletives, simple and compound sentences. Lentini’s approach is exciting for students, and they learn that writers wield great power. Without having suffered the pain or boredom of a single grammar lesson, his students acquire a sound knowledge of the labyrinthine structure of language.

CONCLUSION

Learning the grammar of one’s own language is like learning a foreign language, probably one of the most difficult intellectual feats for anyone above the age of twelve. And, like foreign language study, it is impossible to retain what one is studying if one never has the opportunity, or a reason, to use it outside of class. If a teacher’s aim in teaching grammar is to help students speak and write Standard English, he or she must examine the research. Studies clearly indicate that teachers continue to recite traditional grammar lessons because they have not questioned their pedagogical worth. This paper has shown that there are myths surrounding the efficacy of teaching grammar, and those myths continue their presence in the academic theater, despite their having been dismissed by researchers. It has also offered some suggestions for incorporating grammar instruction into curricula without forcing students to memorize grammatical scripts that are essentially meaningless.


WORKS CITED

Borg, Simon. “Teachers’ Pedagogical Systems and Grammar Teaching: A Qualitative
Study.” TESOL Quarterly 32.1 (Spring 1998): 9-38.

——— “Teachers’ Theories in Grammar Teaching.” ELT Journal 53.3 (July 1999):
157-167.

Conrad, Susan. “Will Corpus Linguistics Revolutionize Grammar Teaching in the 21st
Century?” TESOL Quarterly 34.3 (Autumn 2000): 548-560.

Garner, Bryan A. A Dictionary of Modern American Usage. New York: Oxford
University Press, 1998.

Kalkavage, Peter. “Student Writing and the Trouble with Grammar.” The Education
Digest 63 (March 1998): 58-61.

Klinck, Anne L. “Unravelling the Comma Splice (Coming to Terms).” English Journal
87.3 (March 1998): 96-98.

Lyster, Roy et al. “A Response to Truscott’s ‘What’s Wrong With Oral Grammar Correc-
tion’.” Canadian Modern Language Review 55.4 (June 1999): 457-467.

Manning, Manyann M. “Parts of Speech.” Teaching PreK-8 31.2 (October 2000): 93-
96.
Mohan, Bernard A., Beckett, Gulbahar Huxut. “A Functional Approach to Research on
Content-Based Language Learning: Recasts in Causal Explanations.” Canadian
Modern Language Review 58.1 (September 2001):133-155.

Nunan, David. “Teaching Grammar in Context.” English Language Teaching Journal
52.2 (April 1998): 101-109.

Peinado, Kelly. “An Interview with Peter Elbow.” National Council of Teachers of English (1999)TE0243Interview.pdf>

Rubba, Johanna. “Usage Matters A Comparative Study of Judgments of English Usage
Errors.” California Polytechnic State University, San Luis Obispo, CA (1999)
http://www.cla.calpoly.edu/-rubba/390/survey/usage.matters.html

Schuster, Edgar Howard. “Reforming English Language Arts: Let’s Trash the Tradition.”
Phi Delta Kappan 80.7 (March 1999): 518-524.

Warriner, John. English Composition and Grammar. New York: Harcourt Brace Jano-
vich, 1988.

Weaver, Constance. Teaching Grammar in Context. Portsmouth NY: Boynton/Cook Pub-
lishers, Inc. 1996.

Wednesday, October 11, 2006

Images of Dante's Inferno: nella poesia e nell’arte

At a time when European scholars wrote exclusively in Latin, the language of the elite, Dante Alighieri chose to write his Commedia in the language of the people of Italy, which "existed in every city of the peninsula, but was present in none" (Cf. Gensini, 171-2). Although Dante has fallen in and out of literary fashion during the past 700 years, his work has never stopped firing the vision of countless artists from Giotto to Botticelli to Michelangelo to Rodin to Delacroix to William Blake to today's Tom Philipps. Dante enriches every canto of the Commedia with vibrant imagery, colorful detail, and allegorical clouds: he is lost in the dark wood, threatened by a "grim she-wolf whose leanness seemed to compress all the world's cravings" (Pinsky's Inferno, I, 49-50); he witnesses Cerberus's three mouths yawning, "his reptile body aquiver in all its members" (Pinsky's, Inferno, VI, 21-2); and beholds the suffering of the hypocrites in the fifth bolgia where "painted people. . . wear leaden cloaks that are gilded. . . so that the eye was dazzled" (Pinsky's Inferno, XXIII, 54-8). Dante tells the stories of kings, lovers, popes, and the common people, all the while leaving no doubt as to the temporality of earthly pleasures and privileges. Mythological gods share their infernal abode with others whose historicity gives credence to their very real existence. If Dante's terza rima is the literary device that unites the poem and propels its action, then the common suffering and human frailties of those who inhabit the poem are the nectar that attracts and holds the reader's attention. His poetry is not passive enough to remain within the confines of the written word; his stories are too evocative to avoid expression by other artists in other media.

Inferno Canto I, The Dark Wood

Nel mezzo del cammin di nostra vita,
mi ritrovai per una selva oscura
ché la via diritta era smarrita.

[Midway through our life's journey / I found myself in a dark wood/ for I had lost my way (the correct path).]

Dante looks up from the darkness of the forest; he sees a beautiful mountain and decides to walk toward it. But each attempt is blocked by a beast—first a leopard, then a lion, and finally a wolf. As he is about to be beaten back for the last time, a ghost in human form appears. He is Virgil, who "at first seemed to fade as though from long silence" (Pinsky's Inferno, I, 47-8). He soon regains a healthy verbosity and explains to Dante that he has been sent by three ladies of Heaven to help Dante out of the forest and on to the straight path to salvation, which begins on the other side of Hell. And so begins the decent that has intrigued, confounded, and inspired generations of admirers, imitators, interpreters, artists, donkey drivers, and even women (Cf. Il Convivio, I. Also, Gensini, 170, 175).

Hell for Dante is both real and allegorical. It is situated in the center of the earth directly under Jerusalem and is shaped like a colossal upside-down cone made up of nine circles where the dead have come to wallow in various degrees of eternal misery. Hell is the state of the soul after death, the final judgment. It is not God's judgment, however; it is the souls themselves who choose to enter this chasm. Dante and Virgil arrive in the Vestibule of Hell, or Limbo, which is home to Virgil and ancient figures such as Noah, Aristotle, Plato, Ovid, and others who were born before the coming of Christ. They proceed to the banks of the river Acheron where the demon Charon tirelessly transports eternal boatloads of sinners to Mainland Hell. It is here that we read the famous warning, "Abandon hope all ye who enter here."

Perhaps the most famous Last Judgment is the fresco by Michelangelo in the Sistine Chapel. Like Dante's Inferno, it's rich in misery and grotesqueries. But, according to Nassar, "the Charon-Minos scene is also the only scene in the Last Judgment directly related to Dante's poem" (Nassar, 18). The scene, on the lower right of the fresco, depicts Charon beating an entangled, miserable crowd of sinners as they attempt to disembark from his boat:

Caron dimonio, con occhi di bragia
loro accennando, tutte le raccoglie;
batte col remo qualunque s'adagia.

[There demon/ Charon beckons them, with his eyes of fire; / crowded in a herd, they obey if he should summon, / and he strikes at any laggers with his oar] (Pinsky's Inferno III, 109-11).

One of the doomed grasps his own face, his mouth contorted in anticipation of the horrors awaiting him; another dives head first from the heap of human refuse; two others seem to sprint, air-born, from the boat, while others are crushed under the rush of the damned to begin their eternal damnation. Charon's ears are long and spike up from the sides of his dark and grimacing face. His eyes are great round circles with two black irises that contain not a hint of light. His body, like that of the sinners, is extremely muscular, but, unlike the symmetrical musculature of Michelangelo's David, it is unnaturally contorted and coarse. His right foot, placed on the edge of the boat to give him balance as he swings his oar, is foreshortened to the point that it might well be a hand grasping the boat, for the toes are extremely long, with a wide, prehensile spread. No one looks back. The sinners are spilling out of Charon's boat, not so much to escape his blows, but because they are impatient to enter eternal misery.

'Figliol mio,' disse 'l maestro cortese,
'quelli che muoion ne l'ira di Dio
tutti convegnon qui d'ogne paese;

e pronti sono a trapassar lo rio,
ché la divina giustizia lì sprona,
sì che la tema si volve in disio.

['My son, the gracious master said to me, / 'those who have died beneath the wrath of God, / all these assemble here from every country; / and they are eager for the river crossing / because celestial justice spurs them on, / so that their fear is turned into desire'] (Mandelbaum's Inferno, III, 131-6).

Charon was a well-known character in Greek mythology who was brought to the Inferno from the Virgil's Aeneid:

Ed ecco verso noi venir per nave
un vecchio, bianco per antico pelo,
gridando: 'Guai a voi, anime prave!'

[And here, advancing toward us, in a boat, / an aged man--his hair was white with years-- / was shouting: 'Woe to you, corrupted souls!']

Quinci fuor quete le lanose gote
al nocchier de la livida palude,
che 'ntorno a li occhi avea di fiamme rote.

[Now silence fell upon the woolly cheeks / of Charon, pilot of the livid marsh, / whose eyes were ringed about with wheels of flame](Mandelbaum's Inferno, III, 83-5).

There is an engraving (ca. 1587) by Federico Zuccaro at the Uffizi in Florence in which Charon is shown beating a group of the damned who are trapped on his boat. His body is naked, two horns grow from his forehead, and sparse hairs sprout in all directions from the back of his head. Charon appears to be much more massive and much taller than his fated charges, and the oar with which he beats them is at least three times his own size. The motif is believed to have been copied from Michelangelo (cf Nassar 65). In the foreground, we see Virgil standing over Dante, who has fainted from the horror he has witnessed.

La terra lagrimosa diede vento,
che balenò una luce vermiglia
la qual mi vinse ciascun sentimento;
e caddi come l'uom cui sonno piglia.

[Then, the earth of that grim shore/ began to shake: so violently, I shudder / and sweat recalling it now. A wind burst up / from the tear-soaked ground to erupt red light and batter / my senses—and so I fell, as though seized by sleep.]
(1)

William Blake's "Vestibule of Hell and the Souls Mustering to Cross the Acheron" is a masterful rendering of Dante's vision. The spirits of the Uncommitted—those who had lived sanza 'infamia and sanza lodo [without infamy or praise]—are assembled in the foreground. Since they had expressed no opinions and fought for nothing during their lifetime, they are not welcome in Heaven and they are rejected even by Hell. Instead, they are doomed to an eternity thrashing about in the winds of Hell's vestibule, enduring the stings of wasps and hornets. A long queue of souls emerging from their earthly tombs begins on the horizon line of the left side of the watercolor; it winds across the sky to the right and down again to the banks of the Acheron. Charon has just deposited a boatload of souls and is sailing back to the Vestibule to pick up another. The print has no relief, no peaceful corner, and no central focus. Sinners are crushed into every corner of the canvas, creating a claustrophobic effect; the sky is blackened and the frieze of hell-bound sinners seems to press down onto the horizon, compressing the atmosphere, and underscoring the aloneness of each doomed character while warning the viewer that there is no possible escape from this Hell. Just as Dante's rhymes and images interlock,
(2) so do Blake's images and incidents interlock in the Vestibule of Hell. Among the lost souls are kings and paupers, generals and foot soldiers, men and women from every stratum of society. Freccero observes that the characters in Dante's Inferno are all given equal treatment based, not on their earthly status, but on their most grievous sin.(3)

There is movement in Hell, but here movement is circular. The formation of sinners curving around, over, and below the horizon in Blake's "Vestibule" never changes, never ends. We know that the condemned will enter Charon's boat, and we know that they will be ferried across the river to await Minos's judgment. But they have not embarked on a journey; rather, they remain locked in their individual and collective eternities where there is no real movement, no change, no hope. Blake has recreated this enmity between movement and stagnation, which is not unlike a dream in which one tries to escape some horror only to find oneself paralyzed.

Michelangelo's Minos has the same massive, coarsely defined musculature as that of Charon. The two figures, one in the boat and the other on shore, are the sentries whose presence imprisons the crowd of entangled souls. No one dares defy Charon's authority and no one may pass Minos without obeying his judgment call. Minos occupies an interesting place in Michelangelo's fresco, for if the fresco were to be read as a book, Minos would be the last word. Indeed, Minos is the last word, for once the sinners have reached the shores of Hell, his tail encircles his body as many times equal to the circle in Hell to which each doomed spirit must go. In Michelangelo's fresco, he has just sent a sinner to the second circle of Hell; this is the circle of the incontinent, guarded by Minos himself.

Blake's watercolor of Minos allows him to reign at center stage. His hair cascades down his back and down the steps before his throne of flames. His white beard is forked; his right hand is raised in the same gesture of judgment as that of Michelangelo's Christ in the Last Judgment; in his left hand he grasps a large spear. But his appearance is not quite as daunting as Dante's description of him:

Stavvi Minos orribilmente, e ringhia:
esamina le colpe ne l'intrata;
giudica e manda secondo ch'avvinghia.

[There stands Minos horribly, and grinning: / he examines the guilty who enter; / then judges and dispatches them with his coiling tail.]
(4)

His mouth is open, but not in a grin; instead, it is full-lipped, softly ugly and pliable. His body, like Michelangelo's Charon, is thick, asymmetrical, and graceless. The figures who surround him in their various states of helplessness function only to attest to his powers. Nevertheless, they effectively represent Dante's oxymoronic stagnant movement. None move of their own volition. Undeniably, the painting's energy is spurred by Minos himself, but even he is bound to his throne; the only movement is the circular motion of his tail as he remands each sinner to the final, eternal state of wretchedness.

Dante understood that all art is the translation of a vision, and he discussed the unavoidable "discrepancy between [the author's] words and his vision."
(5) The idea is not restricted to literature, but to all expressions of art. Dante's description of Minos is but a translation of his vision of this demon judge, and he must contain his description of him within the confines of the terza rima. Just as the position of a figure in a painting is vital to its success, so the position of a word is vital to the success of a poem. Look at the placement of orribilmente between the words stavvi and ringhia. Here Dante is using an adverb to define both "to be" and "to grin." Minos is there horribly; and the word's proximity to "grin" implies that he also grins horribly.

Inferno, Canto V: Paolo and Francesca

Canto V recounts the tale of Francesca and Paolo, whose story is so sad that Dante faints after hearing it. Giovanni Malatesta had tricked Francesca into marrying him, even though she was in love with his younger brother Paolo. One day, Giovanni discovered them making love and he promptly murdered them. Their spirits were sent to the Circle of the Incontinent to spend eternity bound together, helplessly tossed about by a whirlwind. According to Nassar, "the Paolo and Francesca episode has been the theme for illustrations, art, and music far more than any other Dantean motif."
(6) Blake's engraving depicts numerous pairs of lovers, some asunder and others locked together, as they are blown out of a river up into a large swirl. The Pilgrim Dante has fallen into a faint and Virgil stands over him. Behind Virgil, there is a huge sun in the center of which two lovers sit side by side. But, despite the sun, the sky is black. We are reminded of Francesca's lament, "Nessun maggior dolore / che ricordarsi del tempo felice / ne la miseri." [There is no greater sorrow / than to recall times of happiness / in wretchedness].(7)

When Francesca tells her story, Dante's style shifts to that of medieval love poetry. A number of artists have captured that style in their portrayals of the doomed lovers. Gustave Dore's 1861 engraving depicts Francesca and Paolo surrounded by a myriad of couples blown through the darkness as Dante and Virgil look on. Their embracing bodies are supported by a cloth that non-so-discreetly covers their nakedness, which certainly did not appear in the Inferno. Ary Shaeffer's 1834 oil similarly clothes the lovers. In Dante's Inferno, the doomed spirits are naked, but Francesca's speech—specifically, her diction and her interaction with Dante—allows her to reveal a humanness that nakedness often strips away. She is clothed and protected by her words; thus, her nakedness is not apparent. Schaeffer's and Dore's use of drapery to protect and uplift Francesca and Paolo has the same effect of recalling both their humanness and their vulnerability.

Many critics perceive a certain ambiguity in the fact that Francesca and Paolo have been confined to Hell by Dante's pen, and yet the sadness of their plight makes him swoon. Klonsky is not alone in his condemnation of the frequency with which Dante sentences his friends and relatives to eternal doom:

"Cavalcanti . . . . is condemned to be roasted eternally in one of the fiery tombs . . . for having believed, as an Epicurean, that the soul dies with the body. Item, in the seventh circle . . . Dante recognizes his once revered teacher and counselor, the statesman-poet Brunetto Latini, and greets him with: 'Are you here, Ser Brunetto?' . . . surely one of the most profoundly moving and yet disingenuous lines in literature, since, after all, it was Dante himself who put him there.
(8)"

Yet, it must be noted that there are two Dantes in the Commedia: Dante the pilgrim, who is descending into the pit of Hell to begin a journey to salvation; and Dante the poet, who explains that Hell's denizens have one thing, and only one thing, in common: their refusal to accept responsibility for their earthly deeds. In the case of Francesca and Paolo, the book made them do it. For this reason, every depiction of them during their lifetime includes the famous story of Lancelot that brought about their downfall. Let Francesca tell it:

Noi leggiavamo un giorno per diletto
di Lancialotto come amor lo strinse;
soli eravamo e sanza alcun sospetto.
. . .
Quando leggeremmo il disïato riso
esser basciato da cotanto amante,
questi, che mai da me non fia diviso,

la bocca mi basciò tutto tremante.
Quel giorno più non vi leggemmo avante.

[Once day, to pass the time, we were reading / about Lancelot and how he was overcome by love; / we were alone and suspected nothing. . . . When we had read how the desired smile / was kissed by such a lover, he (Paolo), who will never be separated from me, / trembled as he kissed me on the mouth. . . . That day we read no more.]
(9)

In Dante Rossetti's watercolor in three panels, Paolo and Francesca are locked in an embrace; the book lies open between them. We are reminded of Francesca's angry words: "Galeotto fu 'l libro e chi lo scrisse" [That book--and its author--was a pander!"].
(10) In the second panel, Dante and Virgil walk hand in hand, grim-faced through the darkness of Hell. They are gazing to the left, for in the nether world there is no other direction, except down. The third panel places the couple in Hell, but it fails to convince the viewer of the horror of eternal suffering. Instead, the hailstorm only frames their weightless, fully clothed bodies that float unharmed within an invisible, protective bubble. Paolo, who can only weep in Dante's Inferno, wears a halo that remains untouched by the tempest.

Blake succeeds in portraying the hopelessness that reigns in Hell. The motif of the whirlwind appears in a number of Blake's watercolors and engravings of the Inferno. "The Angel Crossing Styx" recalls Canto IX in which Dante and Virgil are prevented from entering the City of Sorrows, or Dis, where hellish Hell begins. This is one of the rare occasions in Hell where Virgil's powers of reasoning are not enough to ensure the safe passage of the poets, and a divine messenger must rescue them from the demon's clutches.

Come le rane innanzi a la nimica
biscia per l'acqua si deleguan tutte,
fin ch'a la terra ciascuna s'abbica,

vid' io più di mille anime distrutte
fuggir così dinanzi ad un ch'al passo
passava Stige con le piante asciutte.

[As frogs confronted by their enemy, / the snake, will scatter underwater till / each hunches in a heap along the bottom, / so did the thousand ruined souls I saw / take flight before a figure crossing Styx / who walked as if on land and with dry soles.]
(11)

The whirlwind appears again in Blake's "Jacapo Rusticucci and His Comrades," but this time it encompasses almost the entire engraving and contains only three of the spirits confined to the Circle of the Violent.

Ricominciar, come noi restammo, ei
l'antico verso; e quando a noi fuor giunti,
fenno una rota di sé tutti e trei.

[As soon as we stood still, they started up / their ancient wail again; and when they reached us / they formed a wheel, all three of them together.](13)

Feuerbach painted a portrait of Francesca in profile, gazing at the open book on her lap, her thoughts on the beautiful Paolo sitting next to her. It is a touching portrayal, rich in color, with strong diagonal lines that bring the viewer's eye from the youthful, flawless faces of the young people down to the book and up again to their faces. Paolo's left hand is poised under his chin ready to fall on Francesca's slender hands. There is no hint in this romantic portrayal of the sorrow to come. In Amos Cassioli's richly hued painting of the lovers, the book has just fallen from Francesca's hands and lies upside down, ignored, on the floor. Paolo and Francesca are lost in their physical and emotional oneness.

Inferno, Canto XXXIII, Count Ugolino

Just as Paolo and Francesca are locked together for eternity, so are two other figures in Hell—Count Ugolino and his executioner, the Archbishop Ruggieri. And just as the story of Francesca and Paolo has inspired the production of soft, romantic portraits of love, Ugolino's story has inspired portraits of horror. Robert Cimbalo is said to have fixed "the stamp of witty literalism"
(14) in his 1984 mixed media portrayal of Ugolino munching on the back of Ruggieri's neck.

La bocca sollevò dal fiero pasto
quel peccator, forbendola a' capelli
del capo ch'elli avea di retro guasto.
[Pausing in his savage meal, the sinner raised / his mouth and wiped it clean along the hair / left on the head whose back he had laid waste.]
(15)

Aldo Greco's 1974 sculpture of the Count surrounded by his sons is poised in that nebulous zone between horror and humor. His figures, in various poses of pleading and desperation, look like petrified flesh, or Claymations, frozen in an instant of time. Humor and horror are not unrelated in life and, certainly, have more than a passing relationship in the Ninth Circle of Dante's Inferno. We meet Caccianemico (Enemy Hunter) who justifies his pimping activities by observing, "I'm not the only one." There is Alessio Interminei who is submerged up to his head in a lake of excrement because, during his lifetime, his tongue could not stop its flattery. And Dante could not refrain from reminding the reader that even priests are not without sin:

E mentre ch'io là giù con l'occhio cerco,
vidi un col capo sì di merda lordo,
che non parea s'era laico o cherco.

[. . . I saw deep down in the fosse / people immersed in filth that seemed to drain / from human privies. Searching it with my eyes / I saw one there whose head was so befouled / with shit, you couldn't tell which one he was--layman or priest.]
(16)

In Canto VIX, Dante and Virgil discover Pope Nicholas III "planted like a fence post upside down."
(17) Nicholas mistakes Dante for Pope Boniface VIII and is surprised at his early arrival in Hell—"Se' tu già costì ritto, Bonifazio?" [Are you here already, Boniface?"]. In Canto XX, the spirits of soothsayers and astrologers walk with their heads on backwards, and are forced to gaze continuously at their kidneys so that their "eyes' tears fell to wet the buttocks of the cleft."

As we descend lower into the Inferno, spirits lose their human qualities, become more and more beastly, and finally assume a demonic semblance. In Canto XXI, we meet demons whose names, loosely translated into English, are Nasty Dog, Bad Tail, Hog Face, and Snarley Head.(18) By Canto XXV, the spirits have indeed lost the essence that made them human and suffer an eternity metamorphosing in and out of monstrous shapes as they are ripped apart by demons or left to flounder in the boiling blood that forms the River Phlegethon. Here, humor loses some of its protective powers, but never is it entirely relinquished in the bowels of Hell.

Ugolino and Ruggieri are traitors confined to the icy bolgia of the Ninth Circle. Some critics believe that because Ugolino cannibalized his children, he is eternally doomed to dine on Ruggieri's skull. But, Dante does not state this. Indeed, it is unlikely since, by Ugolino's own admission, he groped over his children's bodies for two days after they had died, calling to them: "And then hunger had more power than even sorrow had over me."
(19) Two-day-old dead flesh exudes a protective stench that is paradise for maggots, but persuasive enough to repel even the starving Count. He simply died.

It has been suggested that Ugolino's sons were images of Dante's own sons whom he was forced to abandon when he was exiled from Florence. "These were the voices that Dante himself heard in the long nights."
(20)

Padre mio, ché non m'aiuti?
[My father, why don't you help me?]

Delacroix is one of many artists who capture the tragedy of the children and even make us forget that Ugolino had betrayed not only his party, but his own nephew. In the darkness of the prison cell, a dim light from the tiny barred window falls across the prostrate figures of Ugolino's sons. Two appear to have died, and one stretches out his arm to his father, who sits with his knees tucked up to his chest, his head resting on his arms; he is too weak and too crushed to move. The four figures form a pyramidal bond at the bottom left quarter of the painting. Except for the window at the upper left, the rest of the painting reveals only shadowy tones of gray.

Ugolino and Ruggieri were real people, as were Francesca and Paolo, Pope Boniface and Nicholas, Sordello, Simon Magus, and all Dante's human characters. While Dante delivered them from the obscurity that eventually buries all mortals, other artists have taken them beyond the confines of the written word into a world of tangible color, texture, and three-dimensional stone. Nevertheless, without Dante's poem, which is both modern and ancient, timeless and timely, historical and mythological, literary and visual, it is certain they would not have been reborn by Rodin's chisel, Delacroix's brush, or Blake's burin. All must bow to Dante's inspiration.

The Commedia is an adventure in which readers can see their individual reflections. It is the story of humanity, from its lowest levels of bestiality to its highest intellectual and spiritual realization. But Dante's poem is not just a poem; it is a sculpture that moves; it is a painting whose colors are tinted with all gradations of gray, from the deepest black to the brightest, sun-kissed reds, blues, and yellows. The story continues to be told and retold in translations, paintings, sculpture, music. The Commedia transcends time, defies literary dissection, and enriches itself each time it is brought to life in a new medium. While Dante's great gift to humankind is his Commedia divina, each fresh rendering of the poem is humankind's tribute to the poet.



Work Cited

Alghieri, Dante. Dante's Inferno. ed. Daniel Hall. Hopewell, NY: Ecco Press, 1993.
_______. The Divine Comedy. Trans. James Finn Cotter. New York: Amity House, 1995.
_______. Inferno. Trans. Allen Mandelbaum. New York: Bantam Books, 1980.
_______. The Inferno of Dante. Trans. Robert Pinsky. New York: Farrar Straus and Giroux, 1994.
Freccero, John. Introduction, The Inferno of Dante. trans. Robert Pinsky (above).
Klonsky, Milton. Blake's Dante. New York: Harmony Books, 1980.
Gensini, Stefano. Elementi di storia linguistica italiana. Milano: Minerva, 1992.
Mazzotta, Giuseppe. Afterword. Dante's Inferno. ed. Donald Hall. Dante's Inferno. ed. Hopewell, NY: Ecco Press, 1993.
Nassar, Eugene Paul. Illustrations to Dante's Inferno. London: Associated University Press, 1994.
Rizzatti, Maria Luisa. The Life and Times of Dante. London: Drury, 1967.
Notes
1. Inf. Canto III, 98-102 (Pinsky).
2. cf, Mandelbaum's Introduction, xi.
3. cf. Freccero's Introduction to Pinksky's translation, vii.
4. Inf. Canto V, 4-6
5. cf. Mazzota.
6. Nassar, 87
7. Inf. Canto V, 121-2.
8. Klonsky, 8-9
9. Inferno, V, 127-9, 133-5.
10. Inferno V, 137 (Cotter).
11. Inf. Canto IX, 76-80 (Mandelbaum).
12. Inf. Canto IX, 10-12.
13. Inf. Canto XIV, 19-21(Mandelbaum).
14. cf. Rizzatti, 56-7.
15. Inferno, XXXIII, 1-3 (Mandelbaum).
16. Inf. XVII, 115-117 (Pinsky).
17. Pinsky"s trans.
18. cf. Pinsky's notes, 407.
19. Pinsky, 76.
20. Rizzatti, 65.

Monday, October 09, 2006

DANTE'S INFERNO: Whose Inferno Is This Anyway?

First published by The Translation Review

Dante's Commedia has been translated, recast, and transposed into English more often than any other work of poetry, often accompanied by the apologies of the translator. John Ciardi, whose aim was to reproduce the music inherent in the poetry of the Inferno, acknowledged his debt to all previous translators of Dante: "Without their failures I should never have attempted my own" (Ciardi xi). The problems of translating the Commedia are enormous, for it is a complex structure whose style is born anew in almost every canto, whose images are alive with color, clouded with gloom, aflame with passion, or wallowing in human excrement. It is an adventure, a vehicle for pedantry; it is an allegorical and fantastic journey that is also quite real. The poem is recounted in words, which the poet calls "abstract, sadly approximate, dull with use" (Inf. XXXII, 5-6), and so the words are attended by the interplay of images and incidents (Merrill xi) and by the "melody of thought" (Mazzotta 162).

The Commedia's first tercet, perhaps the most recited in western literature, sets the tone for Dante's entire poem. It is an end-stopped tercet with two extremely important rhyme words, vita 'life' and smarrita 'lost', which De Sua calls "opposing semantic spheres."

Nel mezzo del cammin di nostra vita
mi ritrovai per una selva oscura
ché la via diritta era smarrita.

[In the middle of our life's walk
I found myself in a dark wood
for the straight road was lost]

Dante uses hendecasyllabic meter based on the magic number three, which represents the Trinity; and multiples of three—in particular, three-squared, which represents Beatrice— and three times ten, the symbol of perfection, or God. There are thirty-three syllables per tercet and three metrical units per line, nine per tercet. The rhyme scheme (ABA BCB CDC, etc.) is Dante's own invention and has the effect of bringing the action of the poem forward like a gently rolling wave folding over into itself, weaving it into a huge, complex net. Altering just one tercet would interrupt the rhythm and unsettle the tercets that follow. Bickersteth is among many who assert, "In no other very long narrative poem in European literature . . . are form and content so closely integrated" (xxviii). He traces the terza rima directly to the sirvantese of the Provençal poets in which two or three mono-rhymed hendecasyllables are followed by a quinario that supplies the rhyme for the next stanza: AAAb, BBBc, CCCd, etc. The implication, of course, is that Dante created terza rima as a tribute to the Provençal poets, without whose contributions his "divine comedy" could not have been created.(1) Given this, it might seem improbable that the translator's first decision is whether to render or not to render the terza rima, which seems indispensable to the structure of the poem. For some translators, however, there is too high a price to be paid in trying to reproduce terza rima in English (Musa viii), a relatively rhyme-poor language in comparison to Italian.(2) Indeed, rhyme can be an absolute dictator in a poem such as the Commedia, which demands the production of as many as 4,500 triple rhymes; and, in fact, Dante's intricate rhyme scheme has been referred to as a "no-trespassing sign, protecting the text" (Merrill x).

Charles Singleton—Montale called him "l'americano che ci spiegò Dante"(Mackey 45)—avoids the use of rhyme altogether and recasts the Commedia in prose:

Midway in the journey of our life
I found myself in a dark wood,
for the straight way was lost.

He writes that his prose version "is but one more answer to the perennial question: How do we read this verse, this tercet, this canto?" And he concedes "the painful loss of the poetry of the Comedy that any prose translation inevitably brings about" (372). For this reason, his text appears alongside an edition of the original, not as a substitute for Dante, but as a partial answer for those searching for the real Dante. The consensus among prose translators is that their renderings must remain Dantesque; that is, they must retain the ideas and music of the original. Gilbert observes that the prose translator, unconstrained by rhyme, iambic pentameter, or the tercet, "can be succinct where Dante is succinct, plain where Dante is plain" (x), and is not obliged to elaborate or truncate the original.

Allen Mandelbaum is criticized by Freccero for placing too much emphasis on Dante's individualism,(3) but other critics find his translation a needed addition to the twentieth-century repertory. Tinkler-Villani applauds Mandelbaum's success in producing the same dramatic effects as the original. For example, in the first four tercets of Canto I (Inferno) he recreates the time transitions that underscore the existence of two Dantes: the protagonist, Dante the pilgrim, and the narrator, Dante the poet. The critic acknowledges that no English-language translator can recreate the juxtaposition of era and è in English (Ahi, quanto a dir qual era è cosa dura), which refers back to the previous tercet and connects it to the present tense of the fourth; but Villani insists, "this [effect] is exactly what Mandelbaum is trying to use as a guiding light in his translation" (77).

The savage wood in Mandelbaum's translation is not aspra e forte, but "dense and difficult." Villani defends his verbal digressions with the argument that his work stresses the "craft of the poet [Dante] at work" (77). Compare Mandelbaum's dense and difficult wood with Singleton's in which the poet seems to be searching for an appropriate modifier for that dark wood: "Ah, how hard it is to tell what that wood was, wild, rugged, harsh."

Ciardi's Dante is lost in a "drear and dark wilderness"; Pinsky's pilgrim finds himself in a wood that is "tangled and rough and savage"; Musa's poet tells us that he had wandered into a "wilderness, savage and stubborn, a bitter place!" Clearly, each translator creates a somewhat different image of Dante's "selvaggio, e aspra e forte," but none leaves doubt as to the terrible nature of the place.

Critics, especially those with deconstructionist tendencies, are always eager to pronounce judgment on translators for minute sins of elaboration, truncation, or too literal an interpretation. Consider Ross's warm praise of Mandelbaum for having substituted "an anapest for an iamb" in four lines out of 139 or "about two or three per cent" of the time (Ross 60). Clearly, his concern is for four leaves in a forest of millions, a preoccupation that disregards the translator's task, which is to bring a body of work, as intact as possible, across linguistic and poetic borders. The above-cited translators fulfill this mission precisely because they do not coerce and coax their English into unnatural linguistic registers. Ciardi's analogy is well taken:
When the violin repeats what the piano has just played, it cannot make the same sounds and it can only approximate the same chords. It can, however, make recognizable the same 'music,' the same air. But it can do so only when it is as faithful to the self-logic of the violin as it is to the self-logic of the piano (ix).

It is interesting to see how translators treat the problem of tercets that have the same initial word. Bickersteth insists the translator must never diverge from the original (xi), but sometimes divergence is the only way to remain faithful to the original. Let us consider Francesca's recounting of her ill-fated love affair with Paolo in Canto V (100-8):

Amor, che'al cor gentil ratto s'apprende,
prese costui de la bella persona
che mi fu tolta; e 'l modo ancor m'offende.

Amor, ch'a nullo amato amar perdona,
mi prese del costui piacer sì forte,
che, come vedi, ancor non m'abbandona.
Amor condusse noi ad una moret.
Caina attende chi a vita ci spense.

Here is Singleton's prose translation:

Love, which is quickly kindled in a gentle heart,
seized this one for the fair form that was taken from me--
and the way of it afflicts me still.
Love, which absolves no loved one from loving,
seized me so strongly with delight in him, that,
as you see, it does not leave me even now.
Love brought us to one death.

In Dante's text, love appears as the lead word of the tercet three times in a row. But, Singleton conjoins the three words in one paragraph; a device no less effective in stressing Francesca's insistence that she and Paolo are not to blame, "for none may withstand love's power." Thus, Singleton recreates the music and rhythm of Dante and elucidates the doctrine of courtly love, which places earthly love before the love of God (Singleton 89).

Comparing Singleton's prose text with the poetry of Ellis's Hell, we note that, although Ellis writes in verse, it is Singleton's prose that remains faithful to the rhythmic flow of Dante's poetry. Here is Ellis:

Love, swift in seizing noble hearts,
It took this man with the loveliness
taken from me, and still it hurts.
Love insists the loved loves back,
and pleased me with him so much
that it's still with me, as you see.
Love brought us both to one death:

Ellis argues that since English is not equipped to reproduce the terza rima, some other means must be found to structure the text and give momentum to the poetry. His solution is to reproduce Dante's linguistic "concision and economy" (Ellis xxi) by translating it into free verse tempered and constrained by the octosyllabic trimeter. In this way, Ellis hopes to be faithful to the text without padding it unnecessarily. Ellis maintains the initial word love, but his determination to avoid verbiage oversimplifies Francesca's diction: "And still it hurts. Love insists the loved loves back . . ." does not recall her forceful and rhythmic s'apprendi/m'offende, forte/persona, perdona/m'abbandona with their initial plosives and nasals. Thus, he tells us the story of Dante the pilgrim, but eclipses Dante the poet.

Robert Pinsky relegates the repetition of love to the second line of each tercet:

...
Love, which in gentle hearts is quickly born,
Seized him for my fair body--which, in a fierce

Manner that still torments my soul, was torn
Untimely away from me. Love, which absolves
None who are loved from loving, made my heart burn

With joy so strong that as you see it cleaves
Still to him, here. Love gave us both one death.
....

Here, Francesca's insistence on passing the blame is attenuated by the placement of love on the second line of each tercet. Pinsky, however, is constant to the terza rima, and has developed a poem that is "faithful in spirit" (Pinsky xxi) to Dante's. His definition of rhyme is far less restricting than the traditional definition, which matches vowel sounds in the end words:
[My] translation is based on a fairly systematic rhyming norm that defines rhyme as the same consonant sounds--however much vowels may differ--at the ends of words (xxi).
The system, borrowed from Yeats, is Pinsky's personal preference, which he finds more interesting than the predictable, same-vowel sound on the final or penultimate syllable. In fact, Pinsky suggests, "Perhaps [rhyme] must be made more approximate, in order to avoid the comic feeling of limerick, or of W.S. Gillbert"(xxi).

In order to transpose Dante's verbal economy and precision within the structure of the terza rima, Pinsky employs enjambment much more often than Dante does. This has the effect of speeding the action of the poem to such an extent that Pinsky includes stanza breaks between tercets (xxiv). Thus, the repetition of love, although less visible because of its placement, is energized by the enjambment of the three tercets and by the strong rhyme scheme of the end words: born, torn, burn and fierce, cleaves, lives. The result is a shift in focus from the initial Amor...Amor...Amor, but this is counterbalanced by the Pinskian (or Yeatsian) interlocking rhyme scheme.

Thus, in order to remain faithful to Dante, the translator must sometimes depart from him. To paraphrase Ciardi, the English-language translator must play the instrument of English, not of Italian. Ciardi's answer to the terza rima is a poem of tercets whose rhyme scheme is aba with no linking rhyme. He seeks "to preserve the [Commedia's] gestalt" in a language that approximates Dante's and that is "distinguishable from prose only in that it transcends every known notion of prose"(Ciardi ix). His language is clear and economical, his syntax and rhythm have been hailed as "streamlined"(De Sua 115), and at times he recasts and rearranges Dante's tercets in order to effect a more Dantesque English (or is that an oxymoron?). Examining his translation of Count Ugolino's story in Canto XXXIII, we are swept along by the fast pace of his rhyme and rhythm.

And just as you see me, I saw them fall
one by one on the fifth day and the sixth.
Then, already blind, I began to crawl
from body to body shaking them frantically.
Two days I called their names, and they were dead.
Then fasting overcame my grief and me.

The tercets are linked by enjambment, but Ciardi makes no attempt to reproduce the harsh consonantal alliteration of quivi, come, cascar, and quinto; or the plosive poscia, più, poté. The rhyme scheme is an acknowledgment of Dante's poetic device as well as an admission of the impossibility of reproducing it in English. Let us read Dante:

Quivi morì; e come tu mi vedi,
vid'io cascar lì tre ad uno ad uno
tra'l quinto dì e 'l sesto; ond' io mi diedi,

già cieco, a brancolar sovra ciascuno,
e due dì li chiamai, poi che fur morti.
Poscia, più che'l dolor, poté 'l digiuno.

And now, let us hear this music played by other istruments:

Mandelbaum:

And there he died; and just as you see me,
I saw the other three fall one by one
between the fifth day and the sixth; at which,

now blind, I started groping over each;
and after they were dead, I called them for
two days; then fasting had more force than grief.

Pinsky:

I watched the others fall till all were dead
Between the fifth day and the sixth. And I,
Already going blind, groped over my brood--

Calling to them, though I had watched them die,
For two long days. And then hunger had more
Power than even sorrow had over me.

Singleton:

There he died; and even as you see me,
I saw the three fall, one by one,
between the fifth day and the sixth;

whence I betook me, already blind,
to groping over each, and for two days,
I called them after they were dead.
Then fasting did more than grief had done.

Musa:

There he died. Just as you see me here,
I saw the other three fall one by one,
as the fifth day and the sixth day passed. And I,

by then gone blind, groped over their dead bodies.
Though they were dead, two days I called their names.
Then hunger proved more powerful than grief.

The commonality in all of these translations is Dante's diction. Pinsky and Ciardi are the most liberal in rearranging Dante's tercets. Indeed, both are poets in their own right and for this reason are perhaps better equipped to translate poetry (with no apologies to theorists) while remaining true to English. Singleton's "whence I betook me" recalls early English-language translators of Dante who insisted on polishing his "crude and improper diction"(4) and making him sound as though he were a very "up-to-date" Victorian indeed.(5) Mandelbaum does not make it clear that he was groping over dead bodies; instead, he "started groping over each; and after they were dead, I called them for two days." Musa's straight-forward, "And I, by then gone blind, groped over their dead bodies" is perhaps even more vivid and gruesome than the picture drawn by Dante.

Finally, let us look at Ulysses' much discussed speech in Canto XXVI. It is here that Dante's style conforms to that of the epic, and it is here that the reader notes Ulysses' egocentricity, his repetition of io and single mention of noi, and his oration delivered as though he were standing before an audience of thousands. He tells Virgil and Dante that he convinced his followers to pass the Pillars of Hercules with these three tercets:

'O frati,' dissi, 'che percento milia
perigli siete giunti a l'occidente,
a questa tanto picciola vigilia

d'i nostri sensi ch'è del rimanente
non voliate negar l'esperïenze,
di retro al sol, del mondo sanza gente.

Considerate la vostra semenza:
fatti non foste a viver come bruti,
ma per seguir virtute e canoscenza.' (112-120)

Ciardi caused an academic stir with his translation, which eliminated three lines, including considerate la vostra semanza:

'Shipmates,' I said, 'who through a hundred thousand
perils have reached the West, do not deny
to the brief remaining watch our senses stand

experience of the world beyond the sun.
Greeks! You were not born to live like brutes,
but to press on toward manhood and recognition!'

Ciardi's departures from Dante's text are both Dantean and Ciardian in their effect. For example frati is translated as shipmates, a word that creates, one might argue, an even stronger image of the bond among Ulysses' men and recalls their journey by sea, their confinement and vulnerability; hence, their common bond or brotherhood. His translation of virtute as manhood instead of valor or virtue has raised objections for semantic reasons. Yet, Ulysses is challenging his men to go where no one has gone, to do what no one has done, and to do it during their declining years when youth and manhood are slipping away. Like the good politician that he is, he promises them that they will regain their youth if only they "press on toward [their] manhood."(6) Instead of considerate la vostra semanza, Ciardi's Ulysses simply exclaims, "Greeks!" Yet, this message is not unlike Dante's; it is an exhortation that they honor the valor and nobility of their blood. Finally, Ciardi departs from the original by translating canoscenza as recognition; his reason might well be as pedestrian as the fact that the end syllable rhymes with sun.

Cunningham is particularly strong in his indictment of Ciardi for having taken "extreme license" in what to him looks and sound like blank verse. Even more emphatic is Cunningham's objection to Ciardi's "liberal" definition of rhyme, specifically, his mixing of near rhyme with exact thyme. The effect, says Cunningham, has just the opposite effect of the terza rima; it slows rather than accelerates the pace of the poem. Worse, he believes it to be jarring to the ear and distracting for the reader. In other words, Cunningham suggests that the translator use either near rhyme or exact thyme, not both.

Pinsky, as we mentioned, uses near rhyme based on same-sound consonants. He, too, rearranges some of the tercets in Canto XXXIII. Here is Ulysses' speech to his men:

'O, brothers who have reached the West,' I began
'Through a hundred thousand perils, surviving all:
So little is the vigil we see remain

Still for our senses, that you should not choose
To deny it the experience--behind the sun
Leading us onward--of the world which has

No people in it. Consider well your seed:
You were not born to live as a mere beast does,
But for the pursuit of knowledge and the good.'

"The movement of Dante's terza rima," writes Pinsky, "is the great challenge for anyone who tries to render Dante's epic in English" (36). Ulysses' voice, translated into Pinskian poetry within the structure of the terza rima, is retained, and Pinsky succeeds in making the Inferno sound like a poem written in English, not a translation (Schemo C19). Some critics prefer Mandelbaum's translation because they claim it "corresponds line for line to verses as Dante wrote them, making it easier for students to grasp the relation between the Italian and English" (Schemo C19). But poetry cannot be lifted line by line from one language to the next and remain intact as a poetic or linguistic unit, for poetry is not a collection of words, but an alpha and omega of images, thoughts, rhythms, and music within the words, the text, and even, as Montale would say, in the white spaces in and around the text. Merrill argues that Mandelbaum makes only "a courteous gesture" to Dante's poetic form, yet "[his] unrhymed verse allows him a priceless fidelity to Dante's word order and emphasis"(xii).

Let's read Mandelbaum's Ulysses:

'Brothers,' I said, 'o you, who having crossed
a hundred thousand dangers, reach the west,
to this brief waking-time that still is left

unto your senses, you must not deny
experience of that which lies beyond
the sun, and of the world that is unpeopled.

Consider well the seed that gave you birth:
you were not made to live your lives as brutes,
but to be followers of worth and knowledge.'

This is not precisely a line-for-line rendering as Merrill claims; for if it were, it would not be poetry. It is, nevertheless, a tercet-by-tercet rendering. Ross notes that "Mandelbaum does not work on a high wire, facing danger and taking obvious risks . . . and, as such, [he] must eschew the constrictions of triple rhyme"(Ross 63).

Dante himself wrote about the difficulties of translating across linguistic borders, and Musa questions, "should it be the poet's voice that is heard, or the voice of the one who is making the poet accessible in another language?"(Musa ix). An obvious first response is that it is of course the poet's voice that must emerge in any translation. Here, the questions arise: who interprets the poet's voice? Is there a "correct" interpretation, or one interpretation that is more correct than another? Is it possible to carry meter across linguistic lines without diminishing or exaggerating rhyme? Is it possible to reproduce rhyme without sacrificing meaning? Is it possible to transport meaning without dispensing with rhyme and meter? Is there a definitive answer to any of these questions?

Longfellow writes that it is "the business of the translator to report what the author says, not to explain what he means."(7) All art, original or translated, is interpretation and explanation. The painter's vision is interpreted by color and form, the choreographers's fantasy is expressed by the movement of the dancer's body; the images born in the poet's mind are translated into words on a page. Dante writes that translation is "the very metaphor of poetry at the moment in which [the poet] perceives as unavoidable the discrepancy between his words and his vision."(8)
The translator, then, is critic, commentator, interpreter, and in the case of poetry, musician. Some of the following English-language translations of the first tercet of Canto I may be more pleasing than others, some seem to express Dante's meaning with greater clarity, and some seem to have abandoned his poetry altogether.

Midway along the journey of our life
I woke to find myself in some dark woods,
for I had wandered off from the straight path.
(Mark Musa)

In the middle of the journey of our life
I found myself astray in a dark wood
where the straight road had been lost sight of.
(Seamus Heaney)

At midpoint of the journey of our life
I woke to find me astray in a dark wood,
perplexed by paths with the straight way at strife.
(Geoffrey L. Bickersteth)

Midway in the course of our life
I found myself within a dark wood,
where the right way was lost.
(Rev. H.F. Tozer)

Midway on our life's journey, I found myself
In dark woods, the right road lost.
(Robert Pinsky)

Halfway through our trek in life
I found myself in this dark wood,
miles away from the right road.
(Steve Ellis)

Halfway through the journey we are living
I found myself deep in a darkened forest,
For I had lost all trace of the straight path.
(James Finn Cotter)

When I had journeyed half of our life's way,
I found myself within a shadowed forest,
for I had lost the path that does not stray.
(Allen Mandelbaum)

Half-way upon the journey of our life
I roused to find myself within a forest
In darkness, for the straight way had been lost.
(Henry Johnson)

Halfway along the path of this existence
I found that I was in a gloomy wood,
My right way being blotted by the distance.
(Louis How)

Upon the journey of our life midway
I came unto myself in a dark wood,
For the straight path I had gone astray.
(Jefferson B. Fletcher)

In the midway of this our mortal life,
I found me in a gloomy wood astray
Gone from the path direct.
(Henry F. Cary)

Midway upon the journey of our life
I found myself in a dark wood,
where the right way was lost.
(Charles Eliot Norton)

In the midst of my journey through this life of ours,
I was in a dark forest,
because I had lost the right road.
(Allan Gilbert)

Halfway upon the road of our life,
I came to myself amid a dark wood
where the straight path was confused.
(Arthur J. Butler)

Midway life's journey I was made aware
That I had strayed into a dark forest,
And the right path appeared not anywhere.
(Laurence Binyon)

Halfway along the road we have to go
I found myself obscured in a great forest,
Bewildered, and I knew I had lost the way.
(Sisson)

Just halfway through this journey of our life
I reawoke to find myself inside
a dark wood, way off course, the right road lost.
(Tom Phillips)

Midway in our life's journey, I went astray
from the straight road and woke to find myself
alone in a dark wood.
(Joan Ciardi)

In the middle of the journey of our life
I came to myself within a dark wood
where the straight way was lost.
(John D. Sinclair)

Midway in human life's allotted span,
I found myself in a dark wood,
where the straight path I sought in vain.
(Ronald Bottrall)

Midway upon the journey of our life
I found myself within a forest dark,
For the straight forward pathway had been lost.
(Henry W. Longfellow)

In the midway of this our mortal life,
I found me in gloomy wood, astray,
Gone from the path direct . . .
(Mario Praz)

De Sua is correct in his observation that "it is the nature of a translation to fade more quickly than its original, just as it is the nature of a classic to be interpreted anew by each age"(De Sua 25). In fact, the variety of these translations is a tribute to the richness and profundity of Dante's original and underscores the fact that there will never be a definitive translation of the Commedia in any language. The best any translator will ever do will be to play Dante's poetic score. The instruments will not be Dante's instruments; the musicians will not be Dante; yet the real fourteenth-century Dante will be carried into the modern era and into all the modern eras to come in as many poetic and prosaic forms as there are translators. Each new translation of the Commedia enriches our knowledge of Dante the poet and Dante the pilgrim; each new translation casts a new light on Francesca, Ulysses, and Ugolino, on all the comedic and tragic souls confined to the dark side of Acheronte, on the hopeful penitents in Purgatorio, and on the cleansed and blessed souls who bask in God's light in Paradiso.


WORKS CITED

Alighieri, Dante. The Divine Comedy. Trans. Geoffrey L. Bickersteth. New York: Basil Blackwell, Inc. 1986.
_______. The Inferno. Trans. John Ciardi. New York: Penguin Books, Ltd., 1982.
_______. Hell. Trans. Steve Ellis. London: Chatto & Windus, 1994.
_______. Dante's Inferno. Trans. Allan Gilbert. Durham, NC: Duke University Press, 1969.
_______. Dante's Inferno. ed. Daniel Hall. Hopewell, NY: Ecco Press, 1993.
_______. Inferno. Trans. Allen Mandelbaum. New York: Bantam Books, 1980.
_______. Dante's Inferno. Trans. Mark Musa. Bloomington: Indiana University Press., 1971.
_______. The Inferno of Dante. Trans. Robert Pinsky. New York: Farrar Straus and Giroux, 1994.
_______. The Divine Comedy Inferno 1: Text and Translation. Trans. Charles S. Singleton. Princeton NJ: Princeton University Press, 1970.
Cunningham, Gilbert. F. The Divine Comedy in English 1901-1966. New York: Barnes & Noble, 1967, 2 vols.
De Sua, William J. Dante into English. Chapel Hill: University of North Carolina Press, 1964.
Freccero, John. The Poetics of Conversion. Cambridge: Harvard University Press, 1986.
_______. Foreword. The Inferno of Dante. Trans. Robert Pinsky. New York: Farrar Straus and Giroux, 1994.
Mackey, Richard. "In altri cerchi ancora: Charles Singleton and the Hopkins Years." Dante Studies, CIV (1986): 45-58.
Mazzotta, Giuseppe. Afterword. Dante's Inferno. ed. Donald Hall. Hopewell, NY: Ecco Press, 1993
Merrill, James. Preface. Dante's Inferno. ed. Donald Hall. Hopewell, NY: Ecco Press, 1993
Pinsky, Robert. "Preface to a Canto." Salmagundi Spring/Summer (1994): 35-40
Ross, Charles S. "Mandelbaum's Dante: Contemporary Prosody." Italian Quarterly (1986): 27:103-106.
Singleton, Charles. The Divine Comedy Inferno 2: Commentary. Princeton NJ: Princeton University Press, 1970.
Schemo, Diana Jean. "Bringing Dante into the Realm of Contemporary English." The New York Times, 31 January 1995, C13.
Tinkler-Villani, Valeria. "The Poetry of Hell and the Poetry of Paradise." Bulletin of the John Rylands University Library of Manchester 76: 1, Spring (1994): 75-92.
Notes
1. Cf. University of Utah on the web: "La terzina si emancipa dal sirvantese."
2. Although some dispute this assertion; English, for example has more vowel sounds than Italian; see Bickersteth's Preface.
3. cf. Tinkler-Villani, pp. 76-77.
4. cf. De Sua's quote from Dr. Johnson.
5. For example, here is Bickersteth's translation of one tercet: "And there he died; then, as thou seest me, did I / between the fifth and sixth day even so / see the three, one by one, fall and die." Note that Longfellow had some influence here; here is his translation: "And there he died; and, as thou seest me, / I saw the three fall one by one, between / the fifth day and the sixth; whence I betook me, / Already blind, to groping over them . . . ."
6. Cf. Freccero. "In [Ulysses'] speech to his men, the comfort he offers them is their own manhood and stature." p. 144.
7. cf. De Sua, p. 65.
8. cf. Mazzotta, 164.

Published in TRANSLATION REVIEW, SPRING 1998