When I was
earning my doctorate in early American literature at Indiana University, I was
required to take a four-hour exam in my time period (from the age of
exploration through World War I) and another four-hour exam in my chosen area
of British and American prose fiction (from the 1700s through modern
literature). The exams were to be taken within a year of one another and were
offered three times annually. In those days, there were no reading lists. Our
professors were permitted to ask questions about any works pertinent to the
test. If the student were unfamiliar with the works, the student would fail the
question, and each test had approximately four questions with the option of
dropping one and writing in answer to the other three.
I devoted a
year to reading in preparation for my first exam while taking courses. I read
everything I considered significant in the field of early American literature.
I pored over syllabi, bibliographies, and anthologies to identify those works
of particular importance, and I visited the library regularly. During the week
before the exam, I decided there were gaps in my knowledge of early American
poetry. I visited a bookstore and purchased a thick anthology of such poems. I
had additional books to read, and I knew that I could never retain everything
in the anthology, even if I could have enough time to read it from cover to
cover. I consulted the pages listing the contents.
Looking
West Along Pine Street in Green Hill, Indiana
Courtesy
Huw Williams Through Wikimedia
|
I grew up in Pine Village, Indiana. Not far from my hometown was another town named Green Hill. Listed among the offerings in the anthology was “Greenfield Hill: A Poem,” by Timothy Dwight (1752–1817). Greenfield Hill sounded roughly like Green Hill, and, as I had always liked Green Hill, I decided to read Dwight’s poem. Such a lucky break!
If I
remember correctly, here is the wording of the first question on my exam:
Establish a chronology of pre-Revolutionary American poems leading up to
Timothy Dwight’s “Greenfield Hill: A Poem,” and demonstrate ways that Dwight honored
various poetic traditions while breaking new ground.
I stared at
the question while precious minutes elapsed. Nine of us graduate students were
taking the test that morning. We were seated at wide intervals in a large room.
I heard at least two groans. I could easily construct the chronological part of
my answer because I had taken several courses on American literature written
before the Revolution. Dwight’s poem was the sticking point. While the fog of
my panic gradually lifted, recollections of the work began returning to my
mind. I remembered that I had detected echoes of colonial sermons, and I
recalled that the fourth part lamented the slaughter of Native Americans and
exhibited greater cultural understanding than I would have thought possible at
the end of the 1700s. Finally, I knew that Dwight was struggling to establish
his vision of this country as morally ideal while confronting the difficulty of
reconciling the Pequot War. I foresaw my answer, and I leapt into sudden
activity, my pen flying through the pages of my blue book.
The exam
had two more questions, I think. By now, I forget them, but I felt confident
that I answered them effectively.
Several
days later, when the results of the test were posted, I was the only student
who passed; the other eight flunked the exam. Immediately after the test, they
had told me that they were not familiar with “Greenfield Hill: A Poem.” Three
anonymous professors graded the exams. One of them recommended that I pass
“with distinction”: a special honor rarely awarded. Had one other professor
agreed, I would have received the distinction. I felt perfectly content that
all three professors had given me a clear pass with no complaint. One of the
professors wrote, “Mr. Rhode has a deep and thorough knowledge of
pre-Revolutionary poetry.”
I doubt
that I would have claimed “a deep and thorough knowledge” for myself, but I was
deeply grateful that I grew up near Green Hill, Indiana!
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