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Shakespeare's Sonnets: Reading for Difference Author(S): Helen Vendler Source: Bulletin of the American Academy of Arts and Sciences, Vol

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Shakespeare's Sonnets: Reading for Difference Author(S): Helen Vendler Source: Bulletin of the American Academy of Arts and Sciences, Vol Shakespeare's Sonnets: Reading for Difference Author(s): Helen Vendler Source: Bulletin of the American Academy of Arts and Sciences, Vol. 47, No. 6 (Mar., 1994), pp. 33-50 Published by: American Academy of Arts & Sciences Stable URL: http://www.jstor.org/stable/3824425 Accessed: 04-12-2015 21:20 UTC Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://www.jstor.org/page/ info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. American Academy of Arts & Sciences is collaborating with JSTOR to digitize, preserve and extend access to Bulletin of the American Academy of Arts and Sciences. http://www.jstor.org This content downloaded from 132.174.254.159 on Fri, 04 Dec 2015 21:20:44 UTC All use subject to JSTOR Terms and Conditions Stated Meeting Report Shakespeare'sSonnets: Reading for Difference Helen Vendler A theory of critical reading might begin: Knowyour texts for decades.Recite many of themto yourselfso oftenthat theyseem your own speech. Type them out, teach them,annotate them. A critical "reading"is the end product of an internalizationso complete that the word readingis not the rightword for whathappens when a text is on your mind. The text is part of what has made you who you are. My work on Shakespeare'ssonnets has led to my dissatisfactionwith current criticalac- counts of these poems and with the proce- dures that have generated my (different)ac- count of them. I began working on the sonnets by writingchapters of what I hoped would be a book on them. In my two aban- doned chapters,I had wantedto take famous anthology pieces (e.g., sonnets 73, 116, 129) and explain why availablecritical accounts of them seemed to me on the whole so feeble, flat, and unsatisfactory,so foreign to Shake- speare's ravishing performance. I had real- ized by then that I processed the sonnets differentlyfrom mostother people. It seemed to me that others tended to read along a static axis of similarity(generally a thematic axis, but sometimesa rhetoricalor linguisticone). They wanted to make each sonnet hang to- gether as a statementor as a dramaticperfor- mance of an attitude. I too wanted to make the sonnet hang together, but along a dy- namic curve of inner emotionalevolution, so that if it began at point A, it ended, say, at point M. Critics who saw the sonnet as an Helen Vendleris A. KingsleyPorter University Professor of English at Harvard Universityand poetrycritic of the New Yorker. Her communicationwas presentedat the 1755th StatedMeeting, held at the House of the Acad- emyon October13, 1993. She has recentlycompleted A Commentaryon Shakespeare'sSonnets. 33 This content downloaded from 132.174.254.159 on Fri, 04 Dec 2015 21:20:44 UTC All use subject to JSTOR Terms and Conditions expository genre began by taking its opening statement as a topic sentence, then searching for logical or rhetorical resemblances among the four parts of a sonnet. They tended to produce an account of a sonnet that said (although in more exalted terminology), "Shakespeare says lust is bad. Shakespeare shows how bad lust is. Shakespeare says lust always ends badly. And it is bad for everyone always." Those were the thematic readings. Rhetorical criticism collected many of Shakespeare's examples of, say, hyperbole or polyptoton in order to assimilate some pieces of some sonnets to some pieces of other sonnets. These readings made generalizations about Shakespeare's tropes. Dramatically minded critics treated the sonnets as solilo- quies from a missing play; though they no- ticed (as they would in a soliloquy) changes of mind in some sonnets, they ascribed such changes more to the ongoing exterior "plot" of the sequence than to the inner dynamics of the poem itself. A yet more sophisticated criticism denied that one could do a reading of the sonnets at all, given the polysemy of all language, and so produced atoms of interpre- tation but refused to connect the pieces. None of these, I realized, represented my way of reading. I did believe one could come to a satisfactory reading of these poems, since Shakespeare, for all his love of puns and wordplay, knew very well how to put con- textual constraints on his language so as to guide interpretation. I am not of the school, r instance, that believes we read word by word. We normally wait to arrive at the pe- riod to know what we've read and what the sentence means; we control the possible "dic- tionary meanings" of the words along the way by their mutual interrelation. Meaning is not the problem in the sonnets (nor indeed in lyric poetry in general). The problem is why poems with such very banal apparent mean- ings ("I love you; do you love me?"; "Lust is bad"; "The world is evil") should seem so inexhaustible. My way of reading the sonnets (and other poems) is to read for difference. Not "How does quatrain 2 resemble quatrain 1?" but "How does quatrain 2 differ from quatrain 34 This content downloaded from 132.174.254.159 on Fri, 04 Dec 2015 21:20:44 UTC All use subject to JSTOR Terms and Conditions 1?" Consider, for example, sonnets 73 and 129. 73 That time of year thou mayst in me behold When yellow leaves, or none, or few, do hang Upon those boughs which shake against the cold, Bare ruined choirs where late the sweet birds sang. In me thou seest the twilight of such day As after sunset fadeth in the west, Which by and by black night doth take away, Death's second self, that seals up all in rest. In me thou seest the glowing of such fire That on the ashes of his youth doth lie, As the deathbed whereon it must expire, Consumed with that which it was nourished by. This thou perceiv'st, which makes thy love more strong, To love that well which thou must leave ere long. 129 Th' expense of spirit in a waste of shame Is lust in action; and, till action, lust Is perjur'd, murd'rous, bloody, full of blame, Savage, extreme, rude, cruel, not to trust; Enjoyed no sooner but despised straight; Past reason hunted, and no sooner had, Past reason hated as a swallowed bait On purpose laid to make the taker mad; Mad in pursuit, and in possession so; Had, having, and in quest to have, extreme; A bliss in proof, and proved, a very woe, Before, ajoy proposed; behind, a dream. All this the world well knows, yet none knows well To shun the heaven that leads men to this hell. In Sonnet 73, what would make someone who has just said he is a ruined choir say he is a twilight, and then say he is a glowing? These betoken powerful changes of attitude. In Son- net 129, why would someone define lust by nouns (expense, spirit, waste, shame, lust, action, action, lust) while talking about the act of lust, and then turn to adjectives (perjur'd,murd'rous, bloody,full of blame, savage, extreme, rude, cruel, not to trust) when talking about the pursuit of lust? This seemed to me a linguistic token of an implied fictive change. And so on. The intent to assimilate-to gather infor- mation along an axis of static similarity-is the 35 This content downloaded from 132.174.254.159 on Fri, 04 Dec 2015 21:20:44 UTC All use subject to JSTOR Terms and Conditions proper intent in reading expository material. This is how we are trained to read at school. This is also a "good enough" technique for reading the subliterary and dispossessed nar- rative prose on which children are (disgrace- fully) trained in their increasingly sociological "literary" indoctrination during the elemen- tary years. But this technique will not do for genuinely literary narrative, where all the interest lies in how one of the pitifully few archetypal plots (the marriage plot, the status plot, the quest plot, the tragic plot) is being retold. And it certainly will not do for lyric poetry, where all the interest lies in how some recognizable emotion-love, grief, perplexity, rebellion-is being analytically re-presented in means accessible to its culture. It is, in fact, the analytic function of lyric that is forgotten when one reads along an axis of thematic or rhetorical similarity, or along an axis of implied fictive plot. A Shakespear- ean sonnet is an ideal analytic vehicle, with its four movable parts (twice as many as the Italian octave-sestet sonnet). Though the rhyme scheme of the Shakespearean sonnet suggests one distribution of parts (4-4-4-2), and its Petrarchan inheritance another (8-6 or 8-4-2), in fact Shakespeare adapted it to any number of structural and logical schemata, such as the 1-11-2 scheme of Tiredwith all these (#66) or the 4-6-4 scheme of So are you to my thoughts(#75). These structures function as ways to embody several responses to the issue at hand, responses that cry out to be distin- guished from each other. I realize now that it was because I had possessed the sonnets thematically for many years that I tended naturally, as an adult, to read them aesthetically-that is, for differ- ence.
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