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| Women writers of Black Mountain College by Lois Carol Wheatley While
many remarkable milestones were achieved on this remote mountain site
near Leading sources on the college—Fielding Dawson’s The Black Mountain Book, Martin Duberman’s Black Mountain: An Exploration in Community, Mary Emma Harris’s The Arts at Black Mountain College, Mervin Lane’s Black Mountain College: Sprouted Seeds, an Anthology of Personal Accounts, and Katherine Chaddock Reynold’s Visions and Vanities: John Andrew Rice of Black Mountain College—are unanimously silent on the issue of feminism. “We never talked in those terms,” M.C. (Mary Catherine) Richards, a BMC English teacher, told me in a telephone interview. When BMC emerged as a considerable presence on the literary scene, it was as an impressive contingency of white males; Joel Oppenheimer, Fielding Dawson, Jonathan Williams, Robert Duncan, Robert Creeley, Dan Rice, Michael Rumaker and Ed Dorn were in the fraternity of Charles Olson students during the 1951-55 period. For the most part, these poetic careers were launched in 1960 with the publication of Donald Allen’s anthology, The New American Poetry, 1945-1960, which ranked BMC along with the other major literary movements in New York and San Francisco—quite a heady distinction for a small band of misfits operating in an apparent vacuum from an obscure Southern mountain. There
were a few women associated with BMC Beat poetry, but they were neither
faculty nor students at the college, and none of them appeared in the
Allen anthology. Denise Levertov is considered
one of the Black Mountain Beat poets, apparently for her contributions
to the Black Mountain Review, for she never set
foot on the college campus. Also considered Little evidence exists that there were any female faculty or students who were writing during the time of their attendance at the college, although M.C. Richards made her presence felt as editor of the Black Mountain Review. In retrospect, the BMC women who ultimately emerged as writers did so at some point (in most cases, a decade or two) after leaving the college, and did so on their own, not as part of a larger movement. In 1995, using a list of phone numbers compiled by Mary Emma Harris, I telephoned the women identified as writers in Harris’s book and asked them about BMC writing courses—whether they learned how to write while at BMC, or later and elsewhere—and about the sexual politics of the college—whether their attendance was a liberating or oppressive experience. Bear in mind, of course, that these women are of a generation who might not have recognized what is believed to be sexism or oppression by today’s standards. Also, BMC has been greatly romanticized in recent years, which might tend to color certain recollections of the women surveyed for this project. The response was fairly surprising in light of my expectations. With relatively little dissent, they described their classes and teachers as purely inspirational and as having positive, lasting effects on their writing and in their lives. Only a minor amount of resentment surfaced in the works and words of the BMC women writers; in fact, many express themes and ideas that echo the sentiments of their teachers. **** In conversations with these
women, I noted a certain shift in attitude between the Rice-era writers
and the Olsonians. Women writers who studied with Rice or during his
tenure unanimously emphasize the positive impact and enormous significance
of their time at BMC and claim it provided direction and purpose in
their lives. Particularly when compared to the comments from the Olson
group, what few complaints were made seemed to be appended almost as
a footnote to a glowing report. The
Rice-era women’s interest in writing generally came along later, after
they went to BMC to study art, music or drama, and many felt it was
the progressive atmosphere and free, open environment that most profoundly
influenced them. In fact, most of them seemed more inclined to discuss
the general atmosphere rather than specific academic curriculum. (The complete article runs
about 20 pages, pp. 61-80 in the 2002 issue of NCLR. To order
this special ten-year anniversary issue, visit http://www.ecu.edu/nclr.) Postscript:
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