Abstract
The two epigraphs above represent significantly disparate musings on the benefits or pitfalls of the experience of aging. From as early in my postsecondary education as I can remember, I have tended to gravitate toward the former, less sympathetic mindset about getting old. While I was still a teenaged undergraduate, I was keenly aware that I would invariably feel the effects of time in a painful way, and I routinely entertained fears that I would, someday, cease to be. I wasn’t sure about why I had these anxieties, or whether others shared similar fears, but I was aware of the shaping influence they had on my life. I suffered my first full-blown “midlife” crisis at 25, and spent a considerable amount of time negotiating the ways in which art, literature, music, film, and other humanistic endeavors engaged ideas of both growing up and growing old.
Some think it a matter of course that chance
Should starve good men and bad advance,
That if their neighbors figured plain,
As though upon a lighted screen,
No single story would they find
Of an unbroken happy mind,
A finish worthy of the start.
—W. B. Yeats, “Why Should Not Old Men Be Mad?”1
Come, my friends,
‘Tis not too late to seek a newer world.
Push off, and sitting well in order smite
The sounding furrows; for my purpose holds
To sail beyond the sunset, and the baths
Of all the western stars, until I die.
It may be that the gulfs will wash us down;
It may be we shall touch the Happy Isles,
And see the great Achilles, whom we knew.
Though much is taken, much abides; and though
We are not now that strength which in old days
Moved earth and heaven, that which we are, we are —
One equal temper of heroic hearts,
Made weak by time and fate, but strong in will
To strive, to seek, to find, and not to yield.
—Alfred, Lord Tennyson, “Ulysses”
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Notes
Yeats, W. B. Selected Poems and Three Plays, M. L. Rosenthal, ed., New York: Macmillan Publishing Company, 1986. 182.
Hardy, T. “I Look Into My Glass.” In The Complete Poems, J. Gibson, ed., New York: Macmillan Publishing Company, 1986. 81.
See Westervelt, L. A. Beyond Innocence, or the Altersroman in Modern Fiction, Columbia: University of Missouri Press, 1997. 1.
See Marshall, L. “Teaching Ripening: Including Age When Teaching the Body,” Transformations 19 (2008–2009): 55–80, 55–56;
Cruikshank, M. “Beyond Ageism: Teaching Feminist Gerontology,” Radical Teacher 76 (2006) 39–40
and Daly, B. “Dancing Revolution: A Meditation on Teaching and Aging.” In The Teacher’s Body: Embodiment, Authority, and Identity in the Academy, D. P. Freedman and M. S. Holmes, eds., Albany: SUNY Press, 2003. 123–43, 129.
Deats, S. M. and L. T. Lenker. Aging and Identity: A Humanities Perspective, Westport, CT: Praeger Publishers, 1999. 20.
See Heath, K. “In the Eye of the Beholder: Victorian Age Construction and the Specular Self,” Victorian Literature and Culture 34 (2006): 27–45, 28;
and Kirkwood, T. “The Art and Science of Ageing.” In The Art of Ageing: Textualising the Phases of Life, B. J. Worsfold, ed., Lleida, Spain: DEDAL-LIT, 2005, vii.
Wordsworth, W. “Ode: Intimations of Immortality.” In The Norton Anthology of English Literature, S. Greenblatt and M. H. Abrams, eds., 8th ed. New York: W. W. Norton and Company, 2006. 311.
See Sokoloff, J. The Margin that Remains: A Study of Aging in Literature, New York: Peter Lang Publishing, 1987. 1–5.
See Combe, K. and K. Schmader. “Shakespeare Teaching Geriatrics: Case Studies in Aged Heterogeneity,” Journal of Aging and Identity 1 (1996): 99–116.
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© 2015 Greg Colón Semenza and Garrett A. Sullivan, Jr.
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Lorentzen, E. (2015). Aging: “Why Should Not Old Men Be Mad?”. In: Semenza, G.C., Sullivan, G.A. (eds) How to Build a Life in the Humanities. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137428899_16
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