Monthly Archives: April 2011

Remembering John Wilders

John Wilders, a dear friend and colleague passed away this week. He was also my teacher for Shakespere’s History Plays at the Bread Loaf School of English, Lincoln College, Oxford.  When John retired from teaching at Middlebury College, my husband wrote the following minute in his honor:

Faculty Minute for John Wilders (5/11/98):

Oscar Wilde divided people thus: “Some cause happiness wherever they go; others, whenever they go.” John Wilders most definitely belongs in the first category, for he and his wife Benedikte, have by their gracious presences, by their many contributions to the community of Middlebury, improved the tone of the place immeasurably.

John Wilders, graduate of Cambridge University, has taught at many colleges and universities: at Bristol, at Oxford for many years, even at such remote corners of the empire where strange versions of the mother tongue are intoned, such as Australia and California, but none where his heart, I know, has so well resided as at Middlebury. John began his association with Middlebury by teaching at the Bread Loaf School of English; shortly thereafter he was appointed professor of humanities at Middlebury college, and has now taught in the English Department for the last several years. During those years, John has been the most helpful and collegial of colleagues. He has made available generously his un-matched knowledge and understanding of Shakespeare to innumerable students and teachers. Colleagues from other departments have sought him out to give lectures on Shakespeare and Religion, Shakespeare and Philosophy–perhaps even Shakespeare and Economics or Shakespeare and Chemistry, for all I know. As a scholar, John is mightily admired far and wide, for his work on Shakespeare: his book on the history plays, The Lost Garden; his best-selling New Prefaces to Shakespeare, a collection of his introductions to each of Shakespeare’s 37 plays, which John prepared for the BBC television productions of all Shakespeare’s plays–a monumental project for which John served as literary advisor. Most recently, he has published the prestigious Arden edition of Antony and Cleopatra, and he is currently at work on a book about the Scottish tragedy, but I think when he arrives at the pearly gates, as some of us will also–eventually–the seraphic scribe will welcome him by saying, “Are you the John Wilders who did that splendid edition of Samuel Butler’s Hudibras? Allow me to shake your wing,  sir!” And as a teacher, he is almost too much loved by his students–certainly he makes things awfully hard for the rest of us.

John has in his life played many parts: he has  been a concert announcer on BBC radio, a religion panelist and actor  on BBC television, a member of the board of governors of the Royal Shakespeare Company, a guest at Buckingham palace, a recruit of her majesty’s navy, and on and on–I cannot list them all here. I have been fortunate enough to have been lunching with John once or twice a week for the time he has been teaching at Middlebury. In fact, we now preface every anecdote with the disclaimer, “I’m sure I’ve told you this before.” Actually, in all these years, he has never repeated a one to me, and I marvel anew during each lunch, at his fund of encounters, literary and theatrical, as he reveals some remarkable experience or other–the time Tom Stoppard painted his staircase for him, or when Joyce Carey, the actress, invited him to what he thought would be a romantic luncheon, or when he saw Richard Burton’s stage debut.

If I may end on a personal note: I knew John Wilders before I knew John Wilders. At the age of 12 or so I bought a recording of Julius Caesar performed by the Marlowe Society of Cambridge University in order to learn Julius Caesar’s speeches from the play properly. Little did I know that the actor reciting Julius Caesar’s lines on that recording–whose every inflection and modulation I taught myself to mimic–would become a dear friend and colleague. One of John’s line readings I best remember is “I am constant as the northern star.” And that has been true of John Wilders, he has been constant as the northern star, constant as a personal friend, constant in his principles, constant as a teacher to his students, constant as a colleague to the faculty, constant as a friend to the community.

Dear John, what we owe you is incalculable. Thank you.

Submitted by: John Bertolini, Ellis Prof. of the Liberal Arts

Diction

`When I use a word,’ Humpty Dumpty said in rather a scornful tone, `it means just what I choose it to mean — neither more nor less.’

`The question is,’ said Alice, `whether you can make words mean so many different things.’

`The question is,’ said Humpty Dumpty, `which is to be master – – that’s all.’

Through the Looking Glass by Lewis Carroll

Words have meaning. We all know that, but sometimes like Humpty Dumpty college students think they can use words without taking into account the actual meaning of those words.  Student writers often forget that on the other side of those words, a real reader (a faculty member grading their papers) is reading and struggling to understand words that have been misused.

First-year students, especially, try to fit into the college experience both socially and academically. In their writing, they use words they think the faculty want to read, words they hope will make them seem part of the academic community. Too often, they have, at best, only a half-knowledge of the meaning of these words. When students use words they have not mastered, the end result is confusion and miscommunication, and we write the dreaded word, “Diction” in the margin.

Frequently, when I discuss their papers with my students, I hear myself asking, “Would you actually ever say this word in any conversation with anyone?” If the answer is no, I suggest they find a word they feel more comfortable using.   Often when I ask students what they think a misused word means, they shrug or laugh self-consciously. Sometimes I even get an honest, “I don’t know,” or “No idea.”

I encourage my students to convey their ideas in the words they have mastered. As they read more and absorb more, they naturally will grow into a wider vocabulary, and they will become comfortable in the language of academic discourse. Along the way, I ask them to treat their words and their readers with honesty and respect.