Word: schwartzes
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Dates: during 1980-1989
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...poet of his generation seemed almost too proper a Bostonian. Students in his classroom at Boston University during the '50s (including Sylvia Plath) found him "diffident" and "reserved." His "mild, myopic manner" hardly placed him in the company of the wild men of letters, like his friends Delmore Schwartz and John Berryman. But Lowell, as the English poet-critic Ian Hamilton reveals in this melancholy biography, was the wildest of them...
...Schwartz's recent editorial, "Tolerance Comes Out," made several good points about current relations between Harvard, its students, and its gay community. However, she arrives at some questionable conclusions. As she rightly suggests, gays must maintain a high level of visibility in order to buttress the political gains made on campus in past years. Unfortunately, the editorial does not take into account the vital connection between "stabilizing and ...enriching the gay community" and maintaining a strongly visible presence on campus. Our concern with the strength of the gay community does not mean the GLSA is somehow going underground this year...
...fact, after a year of relative political dormancy, the reorganized GLSA already shows signs of new life. As Ms. Schwartz points out, we have more women and freshmen participating than ever before (though we are far from being "almost evenly gay and lesbian"). The GLSA is providing a strong and supportive center for this growing community. It is thereby educating the larger and generally homophobic college community. Unless the lesbians and gay men here are comfortable with themselves and proud of who they are, constructive visibility (in terms of educating the non-gay and closeted-gay community) is not possible...
...wish to take issue with Amy E. Schwartz for the statement in her review of Phyllis Keller's Getting at the Core: Curriculum Reform at Harvard (October 30, 1982) concerning "Monuments of Japan" (Literature and Arts B-23). Ms. Schwartz suggests that this course, offered for the first time last fall, is a "strange compilation" and implies that it is a source for the typical frustrations of the undergraduate when dealing with the Core...
First, it should be pointed out that no student who actually took the course expressed the particular grievance that Ms. Schwartz claims. Indeed, many students found that it offered insights into the buildings and aesthetics not only of Japan but also of the environment around them. Second, the concept of selecting a limited number of monuments from the long and diverse cultural tradition of Japan has a legitimate scholarly and heuristic basis. By focusing on carefully chosen masterpieces it is possible to study in some depth certain sets of circumstances--artistic, technological, social, political, and religious--which spawn major monuments...