Original Poem：
Seems there was this Professor
a member of what should be called
The Good German Department
Must have signed his name to
5,000 petitions in front of
the Co-Op on Cedar
and bought two tons of benefit
cookies
Blames Texas for the sorry
state of the oceans
Rode a Greyhound bus “Civil
Rights,” Alabama, 1960
Found the long yellow war
“deplorable”
Believes John “Duke” Wayne’s
values to be inferior to his
He said, “Ishmael, I’d
love to do the right thing
for as you know I’m all for
the right thing and against
the wrong thing, but
these plaster of paris busts
of deceased Europeans
Our secret ways
Our sacred fears
"These books, leather-bound 'copyright 1789’
All of these things, precious
to me, gleaming like the
stainless steel coffee urn in
the faculty club, an original
Maybeck, 1902
“I’d stand up for Camelot
by golly, even if it meant
shooting all the infidels in
the world,” he said
reaching into his desk drawer
“Why, I might even have to
shoot you, Ishmael”
Staring down the cold
tunnel of a hard .38
I thought
Most people are to the right
when it comes to where they must
eat and lay their heads!
Analysis and Interpretation of the Poem
This poem presents a complex and somewhat ironic portrait of a professor who is deeply involved in social and political causes yet harbors contradictions and underlying tensions. The speaker describes the professor as a member of the so-called "Good German Department," implying a certain self-righteousness or moral superiority. The professor is active in activism, signing thousands of petitions and buying benefit cookies, symbolizing his outward commitment to social justice.
However, the poem reveals the professor's contradictions: he blames Texas for environmental degradation, participated in the civil rights movement by riding a Greyhound bus to Alabama in 1960, and condemns the Vietnam War as "deplorable." Yet, he also judges the values of John "Duke" Wayne as inferior to his own, suggesting a cultural or ideological elitism.
The dialogue with "Ishmael"—a possible allusion to the narrator or a symbolic figure—exposes the professor's inner conflict. He claims to want to do the right thing but is attached to traditional European cultural artifacts and fears, representing a tension between progressive ideals and conservative attachments. His readiness to "stand up for Camelot" and even "shoot all the infidels in the world" reveals a violent potential beneath his polished exterior.
The poem ends with the speaker reflecting on human nature, suggesting that most people lean toward conservatism or pragmatism when it comes to basic needs like food and shelter, despite their ideological posturing.
Background and Author Introduction
This poem likely emerges from a context of social and political upheaval, possibly reflecting the 1960s and 1970s era of civil rights activism, anti-war protests, and cultural debates in America. The reference to Alabama 1960 and the Vietnam War situates it historically during a time of intense conflict and transformation.
The author, though not explicitly named here, appears to be a keen observer of social hypocrisy and the contradictions within liberal intellectual circles. The poem critiques the performative nature of activism and the complexity of personal beliefs versus public actions.
Reflections and Insights
Reading this poem encourages reflection on the complexity of human beliefs and the contradictions that exist within individuals who strive to be morally good. It challenges readers to consider how cultural attachments and personal fears can undermine even the most well-intentioned activism.
The poem also highlights the dangers of ideological rigidity and the potential for violence hidden beneath moral certainty. It invites a nuanced understanding of social justice, urging us to look beyond surface actions to the deeper motivations and conflicts within people.
Educational Value and Learning Points for Students
Students can learn several important lessons from this poem:
- Critical Thinking: The poem encourages questioning appearances and understanding the complexity behind people's actions and beliefs.
- Historical Context: It provides a window into the civil rights movement, anti-war protests, and cultural debates of mid-20th-century America.
- Literary Devices: Students can study the use of irony, symbolism (e.g., "Camelot," "Ishmael"), and dialogue to convey complex ideas.
- Moral Ambiguity: The poem teaches that moral issues are rarely black and white, and people often hold conflicting values.
- Cultural Awareness: It prompts reflection on cultural heritage and how it influences personal identity and political views.
Practical Applications and Life Lessons
In everyday life and learning environments, this poem can inspire:
- Self-Reflection: Encouraging students to examine their own beliefs and the reasons behind them.
- Empathy: Understanding that others may have complex motivations and fears that shape their actions.
- Active Citizenship: Recognizing the importance of genuine commitment to social causes rather than performative gestures.
- Conflict Resolution: Appreciating the need for dialogue and openness when confronting ideological differences.
Reading Comprehension Exercises
- Who is the main character described in the poem, and what are some of his actions?
- What contradictions does the professor exhibit according to the poem?
- What historical events are referenced in the poem?
- How does the poem portray the professor’s attitude towards cultural artifacts?
- What does the speaker conclude about most people’s political leanings in relation to their basic needs?
- What is the significance of the dialogue between the professor and Ishmael?
- How does the poem use irony to convey its message?
- What lessons can we learn about activism from this poem?
Answer Key
- The main character is a professor involved in social activism, signing petitions, buying benefit cookies, blaming Texas for ocean problems, and participating in the civil rights movement.
- He is committed to doing the right thing but also attached to traditional European cultural artifacts and fears, and he exhibits elitism and potential for violence.
- The poem references the civil rights movement in Alabama in 1960 and the Vietnam War.
- The professor values these artifacts highly, showing a conservative attachment despite his progressive activism.
- The speaker suggests that most people lean to the right politically when it comes to basic necessities like food and shelter.
- The dialogue reveals the professor’s inner conflict and moral ambiguity.
- Irony is used to highlight the contrast between the professor’s self-image and his contradictory actions and beliefs.
- The poem teaches that activism can be complicated by personal contradictions and that true commitment requires more than surface-level gestures.
