I’m
the only character in this dream. I’m wandering alone on campus
worrying that I might have forgotten to officially drop the course,
which I imagine will
destroy any chance I might have of ending up some day with a decent
GPA. Problem is, I can’t find the place where the records are
kept, where maybe I can
clear up what at the
moment is
the biggest worry of my life. All the while I’m thinking maybe I
can still officially drop out before it’s too late, or, if not,
return to the class and try to catch up from where I’d left off. I’ve
not yet awakened screaming from this dream, but I’m always relieved
when consciousness returns to banish the imaginary
long
ago dread, at least for the moment.
Were
there another character in the dream it would be Opdahl, instructor
of the tormenting class, which was also the only writing class I’ve
ever tried to take. Despite its fraction of a flicker on the timeline
of my conscious memory, I could take you to the exact spot—at
a
crosswalk on Bascom Hill--where Opdahl and I met by chance half a
century ago within an hour or so after that illusion-dashing session. Then, with
what
I
took
to be casual disgust at a piece I’d turned in, he had critically
wounded the aspiration that prompted me to enroll in his course. It
was the first assignment he’d given us. It was either the first or
second time that term the class had met. He’d wanted a page or two
devoted to describing someone, anyone.
I
knew most if not all of the others would do the lips
like squirming worms, eyebrows arching lewdly toward the rafters,
nose not even a mother could love…what
I’d
assumed
was the usual
sort
of literary
thing.
I knew this from hearing
their coded bragging after Opdahl’d
introduced himself. Things like “Can we get credit for stories
we’ve published,” delivered in confident, sophisticated voices
intended to impress Opdahl while collaterally intimidating smalltown
hicks like me. It worked, at least on me, the first step toward the
door of no return.
At
some point while coming of age I developed an iconoclastic nature.
Not sure how this came about. I’ve never considered myself a
smartass, and my approach to Opdahl’s assignment most definitely
was not intentionally disrespectful. From the vantage of retrospect I
wonder now if he took it as some sort of cocky, deferred rejoinder to
the “published” students’ challenge. He had no way of knowing
I’d never been a gamer, unless you count the passive aggressiveness
I learned watching the family cat lure the family dog to a
blitz-clawed nose
surprise.
And maybe that is
what I was doing, or trying to do:
while all the “smart” kids went one way I’d sneak around behind
the target and surprise everyone. If that’s what I was
thinking
to do I failed, miserably, explaining
during our brief meeting on Bascom Hill what I felt was an ingenious
approach to his assignment. He didn’t bother trying
to
see it that way, although I
like to think
a fortuitous seed might have embedded itself in his mind at that very
moment.
The
only words I recall verbatim during our
miniscule conversation--both spoken by me--were “Mr. Opdahl” and
“Mathew Paust.” I remember making
an effort
to articulate that
my
intention with the assignment was, instead of describing graphically
someone’s physical features, to suggest a sense
of the person by his actions, the way he walked, moved, what he did
with his hands, that sort of thing. I have precious little
recollection of what I did write. I remember feeling this cross-walk
talk was
a final appeal of sorts, and that Opdahl was the appellate judge. My
impression
of his response is that he regarded me in the same vein he might have
someone trying to panhandle or hand him a religious tract. He brushed
me off like a fleck of dandruff from his collar. I never saw him
again.
Keith Opdahl teaching at DePauw University |
To
be fair, I know now my mastery of the writing craft was barely
incipient,
and that one of the aspects of developing as a writer is to be able
to create a detailed picture with words, using such tools as metaphor
and simile—squirming-worm lips, rafter-reaching eyebrows--just as a
graphic artist must master basic drawing skills before progressing to
abstractions. I might well have been trying to skate around my
inexperience, and Opdahl might well have seen this plainly. If this
were so, I can say now, with no malice, he might have tried a little
harder to be a better teacher.
I
pretty much forgot about him over the years, to the extent he never
appeared in my recurring nightmare about his class. His unusual name
did stick in my craw, though, so
that
it about
choked
me a year ago while I was reading a collection of Saul Bellow’s
letters, edited by Benjamin Taylor. One of Bellows’s
letters was
addressed to “Keith Opdahl,” who, I quickly learned, had authored
The
Novels of Saul Bellow: An Introduction. A
bit of Googling followed, which assured me the
late Keith Opdahl
had indeed taught writing at U. of Wis., from
1961-67. My searching also turned up another book he’d written,
Emotions
as Meaning: The
Literary Case for How We Imagine.
Were I French, or the kind of
dilettante to
affect
worldly
chic with occasional French
expressions,
I might have shouted “Sacre
Bleue!”
or “voila!”
Instead, alone in the apartment, I most likely gaped and wondered if
my suddenly noticeable pulse was throbbing from excitement or from
the
midday Ritalin kick.
Bought
the book, struggled diligently
through the academic linguistic abatises and felt my suspicion
blossom into unmitigated certainty that either my unacceptable paper
of yore or my fumbling explanation on Bascom Hill had unimaginably
sparked alive a worm of interest in Opdahl that grew over the decades
into his theory that provoking a reader’s imagination is an
essential element of the literary author’s craft. Were I of a
litigious bent and had he not died on New Year’s Eve three years
prior, I just might have...oh,
non, mais j’arrive pas!
At
this late date I’m quite content to enjoy the irony and a
certain
sense of vindication.
In
his book Opdahl employs
several literary classics in
examining his theory. He starts out with a single paragraph from
Ernest Hemingway’s story Big
Two-Hearted River:
Nick
drove another big nail and hung up the bucket full of water. He
dipped the coffee pot half full, put some more chips under the grill
onto the fire and put the pot oil. He could not remember which way he
made coffee. He could remember an argument about it with Hopkins, but
not which side he had taken. He decided to bring it to a boil. He
remembered now that was Hopkins's way. He had once argued about
everything with Hopkins. While he waited for the coffee to boil, he
opened a small can of apricots. He liked to open cans. He emptied the
can of apricots out into a tin cup. While he watched the coffee on
the fire, he drank the Juice syrup of the apricots, carefully at
first to keep from spilling, then meditatively, sucking the apricots
down. They were better than fresh apricots.
--Ernest
Hemingway, “Big Two-Hearted River”
“We
do not simply translate Hemingway’s words into ideas,” Opdahl
says. “Instead we embody the meaning we read, constructing a model
of the author’s world so tangible that we can imaginatively enter
it...when
we look closely at Hemingway’s prose, we discover that he leaves
out a great deal.
“Do
we...know what Nick looks like or where he positions himself? Do we
know what kind of opener he uses? Does he brace the can on his knee
or work between outstretched legs? Hemingway does not tell us.”
“Big
Two-Hearted River” was
published in Hemingway’s collection of stories titled In
Our Time
sixteen years before I was born. Even a smalltown hick like me with
the
vaguest
literary ambitions should be familiar with those stories, if
not all of Hemingway’s work, by the time he or she sits down in a college writing class. I had read several
of Hemingway’s novels, but not his stories. I had read him
mainly
for atmosphere, wasn't looking for fine points of craft. In
fact, I barely
had
any
concept of craft at the time, and no
doubt this
omission—this
gross ignorance—came
through with herald-trumpet clarity in my attempt to try “something
different” in
Opdahl’s class.
It
is to weep (to bastardize Leonato’s comment in “Much Ado About
Nothing”). To weep for my embarrassingly callow younger self. To
weep for a man with a brilliant academic mind who lacked the chops
for teaching when it mattered most to at least one student. To weep
for joy time and accidental coincidence at last managed to breach
that unimagined gap.
[for
more Friday's Forgotten Books check the links on Patti
Abbott's unforgettable blog]