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Introduction: Historicism and Postmodernity

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Temporal Circumstances

Part of the book series: The New Middle Ages ((TNMA))

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Abstract

What path leads to a career teaching and studying medieval literature? Mine was devious. In 1963, I was awarded a one-year Woodrow Wilson Fellowship, which required me to attend graduate school at a university other than where I had been an undergraduate, which was Yale—and Yale at its New Critical prime. At the time I wanted, like all good New Critics, to be a modernist, so I chose what I thought was the appropriate university. Regardless of field, all Ph.D. candidates were required to take a year of Anglo-Saxon. After a term of language study, the class turned to the literature, including Beowulf. I found the poetry fascinating, but the professor—a learned scholar and kind man—was a philologist to his finger tips, a true “word man.” Every time an idea would crawl out on the table, he would brush it away with a certain impatience. Rather than being dismayed, I responded to this behavior with low cunning. If, I thought, someone so uninterested in literature could become a full professor at a distinguished university, then obviously medieval literature was the field to cultivate. Armed with this shamelessly careerist plan, I returned to Yale to complete my degree. I immediately asked Talbot Donaldson if it were possible at this relatively late stage—in those days graduate school took four years or else—to switch fields and become a medievalist. Donaldson looked at me with the genial disdain for which he was famous, and asked: “Can you tie your tie?”1 But I remonstrated: what about all those things I was supposed to know?

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Notes

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© 2006 Lee Patterson

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Patterson, L. (2006). Introduction: Historicism and Postmodernity. In: Temporal Circumstances. The New Middle Ages. Palgrave Macmillan, New York. https://doi.org/10.1007/978-1-137-08451-4_1

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