“Ts There a Text in This Class? ‘The Authority of Interpretive Communities ‘Stanley Fish anvano Univensrry Pest (Cambridge, Manachuses London, England 19814 How To Recognize a Poem When You See One AST TIME I shetched onan argument by which meanings are the property nether of xed and Stable tees nor of free apd independent readers but of Inceypretive communities that are responsible both for the shape of» reader's activites and fr the texts those activites, preuce, In this lecture 1 propose to exten that argument 50 135 to account not only forthe meanings a pos might be aid to Fave but fr the fat of te being secoized a poem i the ret place. And once agai T would like to beg th an anecdote Tin the summer of 72 Twat teaching two courre tinder the Joint auspices ofthe Linguieie Tnatiite of America nid the English Departinent of the State University of New York a Bulfolo. aught these courses inthe morning and in ahe same room. At 9:90 1 would meet a group of suns who weve in terested inthe relationship between Hnguaica and Titerary ert ‘ism. Our nominal subjeet was syle but our concerns were finally theoretical and extended to the presuppositions ands sumptions which under both ing and literary practice. ‘At ticco these students were replaced by another group whose concerns were exclusively Iterary ahd were in fact confined to English religious pocry of the seventeenth century. ‘These st dems had een lenin how to Hetty Christian symbols and how wo recognize ipologcal patterns and how to move from the cbserestion of there symbols and patern othe specifatioh of "poetic intention that was ually didactic or Borie. On the day Tam thinking abou, the only connection between the One tlases was an asignment piven tothe first which wr ill 0 the blackboard a the beginning of the second, Tread I “How To Recognise a Porm When YouSee One 323 Jesh Reni ‘Thorne ‘Ohman 1am sre that man of you will already have recognized the tamer on thie Ti, but for the sake ofthe record, allow me to ‘Meni them. Roderick Jacobs and Peter Rosenbaum ate wo Tinguists who have conthored a number of textbooks and co cited x number of anthologies. Samuel Levin is ingust who frat one of the fatto apply the operations of transformational {rammar to itersny text], Thorne ia ingot Edinburgh Who, like Levin, wat attempting to extend the roles of erans {oriational grammar to the notorious ieregularites of poetic Tangoage, Curis Hayes va ings who war then ating tana formation grammar in order to eablish an objective basis for hs intuitive impression thatthe language of Gibbon’s Rise tnd Fall of the Roman Empire i more comple than the lt fuer. of Hemingway's novels And Richard Ohmann isthe Tieray ete who, more than any other, was responsible for ingedcing the voesblary of waraforrational grammar to the literary commapity, Ohmann’s name was spelled as you see it heve because I cauld not remember whethert contained one oF two ns In other words, the question mark in parenthesis sign fied nothing more than a faulty memory ad 3 desire on my par to appear srupulous ‘The fc hat the names appeared in Tit tac was arranged verialy sad that Levin, Thonne, and Hayes {etme a column that wat more or le centered in relation to the paved names of Jacobs and Resenbauch was similarly ack dental and was evidence only of certain eompulivenea if, deed, i was evidence of anything a a Tithe cme between the to classes 1 made only one change 1 drew 3 frame sround the asignment and wroteon the top of ‘hat frame “p. 43°" When the members of dhe second cas led in told them that what they sa on the blackboard Sasa re Tigious poem of the kind they had been studying nd Tahed them 9 inerpret it. Immediately they began to perform in 3a” Le There a Text: Th Clad ‘manner that for tettons which will Become cea, wat more ox less predictable. The fst student to speak pointed out tha the Poem was prabably 2 hieroglyph, although, he wis not sre Shether it warn the shape of sere or an ald This question vias set aside asthe other stedents folding hi lead, Began concentrate of individual words, interrupting each other ith suggestion that came so quickly that they seemed spontaneous ‘The Bet line of the poem (the very order of evens sutumed the already conqticuted status of the objet) received the most attention: Jacobs was explicate 4 yelerence to Jaco} adder, Uwaditionalyalleorzed ar» figure for the Elian sicent 0 ‘heaven Im this poem, however, or vo my students tle, the means of scent is nota ladder buts tree, a toe tee oF reser thu. This was seen to be an obvious reference tothe Virgin Mary who was often characterized as arse without thorns i self an emblem ofthe immaculate conception At this point the pei appeased to the students 10 be operating bn the fam ‘manner of an iconographic riddle, It a once posed the quer * tion, "How it thae 3 man ea climb to heaven by, eneans ofa roe ere” and directed the reader to the inevitable awe: by the fruit of tae tree, che uit of Marys womb, Jest Once tis iterpretaion was etaished restive suppor from, and ‘conferred significance on, the Word "ore," which could only bbe an allsion tothe ctoen of horas, x symbol of the tril gut fered by Jesus ad of the preg he paid to save us all eas only a shore step (realy note at all) Irom thi night othe ecognition of Levin a a double rterene, Brett the tribe of Lev, of whose priestly fonction Christ war the flillment, and Second tg the wnlesvened brendextied by the children of leach fon thee exodus from Bgypt the place of tn, and in respon #0 the caf of Mose, perhaps the most famiiarot the old testa ‘ment fypes of Crise "Phe final word ofthe poem was given 3 Teast dee complementary readings: i could be “omen,” expe: tially since so much of dhe poem concerned with foresaw {ng and prophecy: it could be Oh Man, since i x man's story vit intersec withthe divine plan that isthe poem's subject and it could, ofcourse, be simply "amen," the proper conclsion How To Recognite a Poem When You See One 325 to. poem elbing the tove and mercy show by God ho vcs ony bogie son s0 that we may Tv adi oping nye wad of he jem and relating tows sgltcancerftone another thes TEN legen toda ng tractor) pteras ces noted that of de x nam inthe poem tree Jacob, Rosen, fn Levinave Hebrew, two="Fhorne sh Haper—ae Che hh, nd one -Ohmnan—ie ambiguous. the ambiguity being trated inthe poem salt he phate ge) by the question tran in ptenhese "Thi on wae av fection a the Ihe isinctn betwen thes dpenaton and the new the In of in andthe law f love "The Sisco, weve, i Uiuvsed and finaly discved by the typologies perspective hich ives the old tevtoment event td Reet with new amen metnings ‘The sraccoe ofthe poem, my atodens CSnuluded siherctore» doble one, exablising and ner inning ts bie pattem (Hebrew ve: Chri) a the se Time. fa tip content thee is ally no presse to resolve the Smbigity of Oboe snc the two pone readings the mame i itebrew: the anne io Chitin are both authored by the teconling presence in the poctn of Jos Christ Finally T mun report hone student (oo toting eters and found, Tornoones enipe, thatthe moa prominent eters nthe per wee8. ON. * Some of you wil have noticed that 1 have no yet tid any thing about Foes This ecole wor fm the poeta {Rpoved the mst seacivan to ntexpetaton 3 fc ot with ut comequence, but one which {will tse forthe moment Since wn ented ede othe eee ha the abit of my sodens perform. What ithe source of hac abi How nthe they were able oo what they did? ‘Waist that he id? Thee questions te nsportane because They bese dveciy on a question often asked in litrny theory. Wine ie the divingishingfetrer af tesmy language? OF to put ihe mater more clloguily, How do you reopite 4 frum hen you ie one? The commonsense ave, 0 hich ny erry visa ingle commited thatthe acta6 UTherea Teatin Tae Cla 3g recognition is wggerd bythe observable presence of di Linguishing featorer Tha yoss Know s poe when fy te fone because it language displays she charectesinte tat yon lw to Be prope Yo poem is twerer fs 4 mode tat quite obviously oes no ft the preentcrampe. My student idk proceed rom the noting isiguihing lente othe ‘recognition that they were contented Ups poems ete at the at of recognition that came fatty bnew in advance hacen ding wis pwd ie dining ee a xher word, at of recognition, se han beng acied by formal characterise ther source Te the then of nese ern ind of tention bhatt paying ofa certain Kind of tention sete Inthe emergence of poetic qualtes) As Soon 8 my ments vere aware thatie wae poet they wee seeing. hey equ {lok with poeteyseing eyes that with eyes tat st evry. ‘hing in velatin to te properties they knew poems co pour ‘Thay knew for expe (case they wer told bythe each ers) that poem ae (or are sapoved to be) more dently sd intiately organized than ordinary communications, tp. hat ‘owidge translated itl into wilingnes-one might even "57a determination—to ate conngtions betneen one of ao Sroter and bene every word andthe pours ental i Sah: Moreover emp ta here ene nig isitet poewyapeci, and preaed over T-bwn realize Having amumed hat the colton OF wel Bre then unified by am informing purpose cine cuntfng purpaes re what poem ha), ty aden preceded to a gn and {0 formutate ie It war inthe light of tat porpose (Gow a Somme) tha signinncer tr the Indvidel words begat figgest sheneles, significances which shen feshed othe ae fnmption that had genera them inthe fe pace, Thon the meanings of the words andthe Interpretation in which these tors were seen tobe embedded emerged together, at con ‘quence ofthe operations my students began fo prform once thay wete told that this wae» poem Te was almost as if they were fallowing 4 retipeif is a How To Recognise a Poem When YouSee One 337 emo thi if. poem, se i tha enya indeed df j Mam of poey are ripe fr by diverting readers to what toto rina poem hy itr them ys Of oking tat writ prodace atthe expect tee. Ifyou dts of poety Ces ou th he tngune of yoy i compen you wl sr tia the language of mcg Wend 0 poem in sch 1p moo tng ea he complex you kn be “there” {You or enol yon he oak forte abigait, ou will aend tothe prec ofaliteraive and consonant Tener ere wl ase be some and yo ly so be ething of them (ou wil alway asco you wil sexe Termeanngy har sero xiv sevson withthe ea wig hat Bec prem theme and there operons fll toreoce the anise compen, You wl Crem propose afntennce for he wos ht ent tbe, bese meer seimown verthing abou poe iced oars Giguere Nor anys do thee thine wi you have any ent of pertorming ins wal manner for ou wil oly be {ng wie ou tetned odoin becouse of becooing ke Sender a pty. Sie tading tesa thang tobe 3 at ter of dutening WAL there butte espe Ba imu cn be peered, fees mai ot kooming ewes pro duce winch theres SEGED a Bethe Tmepretion SSeERERSt ofan bate contracting oerprete ono decole poems ey abe tem "Po any. hs bes dren concen, an her ae a numberof argument tat oul be mouned i def for Jute: One mii pone ow tat he cetotanes of mya dene performance weve seca Aer hey Bad een con Seine aetety with gions owty for sme wes, and {fecor wold e unique ata she deceson th feed cm tem and uvigelyequippe fo spore riot Temes snd paterson words inne either fw epore howener hee T have opted the experiment any nober feuln were aye the sme, even when the pti row om the begining that wh they ne eng two ongey fanignment Of oun i ey etcold eal betorne; 1 va Fewer oh tn objection: doesnt the reproducibility bf the exerci prove | that there is something about these words that lelds'éveryone * to pstorminthe ie wa tied hey neg ak ‘names like Thorne and Jacobs have counteétparts or ii€ai cepts alae od fol? And wel senate been sas wat hey id ie eset | gave to the first class had been tnade up of different nasnies? cha they were cottons yee poms ip ss utd he bel sl oa ny Ht mare ea oom ve ne tine uno bce al ee athe Eames lin the tastpon tha ey wee ney ok Errain sigulcseny eb ning nee thee To sraogietoogunne sleet ath) Yeates _ Mie teow Tie hin wtaues devs om heteclyatRepoe eoeg ‘Temple Jordan, Seymour, Duala Sun: Char, etnat ‘Saati iy tine or your pees by ton tas tral wish mould Ince feu Ui ein ene Most wh aw te Rive Foran ada oe ae ef ttcing the Sar of Rete, thar ailing the prophecy 6F ‘hel emp of eaten epee oops tr ehurh ui te hea ery Chat, See Sy tare coul cal ene ynean te the oem sad Sa yous snd atte stage otf Sateen boa Sting nt by te ames ia Oe pee samp ns that gv hem signing se heey Ne ce te ‘would be tue even i thee were no names othe fief the oper or octod were ks ibe wales {ol protim she nce ho wei fence ee Teac wid oof which God Cena thd cote bye ima wih regener snes lo pte be of sible poem: both. ! e Tre 1, ove might py, all you've done i demenatate sow tno ig te Basil. the ground level inte fst pace, when al 1 dnt "jc Renn Levin There apes Oh How To Recognise «Poem When YouSee One 329 fsa aignment; itis ony Wick dha allows you 9 wansform {Rimo's pcm and when the tls he idk have warn of Is ea oma frm Deen at agen = in u's powefalsigumentbecaae items at ee or piveinterpeguion i ve (ran at ofthe wil) and to mainutin the independence of tat om which interpretation os awe or oreo cnmonse Mion tha inrprelsion mont be interpretation of something Untortnately. the argument wil not old bene the sin trent wea en es the gd of epreation than the oc ito whch tas torsed That i requires os 2 eich elation 3 on because the wos Tete to rei sr an asignment ‘work'we have already done, in the course of acquiring the huge mount ot background knowledge that enable you si eto Taeton Inthe amie word in order to know what an a figment that tn nde o know what odo wit something ‘ited’ as an snignment, you mast fs know what » dat is inow tha nt am economic groping) nd Know that floes eet acapecied time or 0 many webs ar hat on ferformance i's ls is bngly » ater of performing be freemen. e “Think for «moment of How yo wold explain eis as 0 someone who did not aveady know "Well you mighty “Tun ina roup otwntion fn which a nimber of people ate insect bya informed person ina paticsle abject” (OF oot the notin of secs wil Hea require exleton) “A agnment tating you J when yrs ines” "Oh. T seas our intoctor might respond, "a asigament isromething You dot ake your mind of wh you've been do- ingrin ca "Nova asgament ape of 4s.” "But ven tha be iyo ony doi when the li not meeting? Now. woul pou fall to sawer that gueton, but ny by coring the hvions of your explanation to ince the vey concept a univer, hat cone might be doing there wy one might be ding intend of ding a thousand tne hing ad tn For os fs these mates do nat =a0 Is There 6 Text in This Cast quit explanation, and inde, shard rs imagine some Se fo whom they do; hut thats Because ou aie knowledge SC what it means © move around in acai He was equ ‘0 gradually and Jong ago tha doe em ike knowlege Atal and eherefore something someone eee might not know) bb a pare of the work You might think tha when youre on campos (a phrase that sill vequses volume) ch Jou ate Simply walking around on the two legs God gore you: bot yout walking is informed by an intereaednverene of fst Yoel goals and prac f norm Sevier, of lata dls anv don, of invnbe Hines andthe dangers af crsing teen Sov breil you see eveything a alendy onganned in el. ton ho ite gn and pctv never seo you, for example to wonder if the people pouring out af that bring ve eeing rom a Bre; you bnew ha they ae exiting from a ela (what col he tore brio?) ai You Snow tha Decne your perception of their ation aru wn howl tg of what people in university could poly be ing and the easone they coud have for dong (ung tothe nee. {ing back tothe dorm, mesting somone in he suden won Tr iewihin chat same knowledge tha a sargnment becomes inteigible so tat appears Yoyo immediatly a an big tion ata st of ditectonyatsomething wth pars, ome of which tmay be mote sigfcae than others Th i proper quer tion task ofan assignment whether ae a pas ig be ‘mitted or slighted, wheres eaders of petny hn ha pt (C1 poem can be lighted (he rae “everything coun) and hey Ho nt re wl every at ha ben ie sane iv way this amount To no more shan sying wat eer ‘one atvendgs knows poems and uignments ae iferent, Dat iy poine thatthe ilerences ave a esl ofthe diferent i terpreive operations we perform and tof omething nett inone or the other, An angament no more compel is own "cognition than does a poem rhe ae theese of po, the sage of an assignment eerget when someone tots a ‘omething identified none with aignment seeing ees, hat {swith ejes whieh aze capable of sein the words a seedy embedded within the iattaional structure that makes por How To Récognite a Poem When You See One 334 sve fr amigiments to have # sen The ailiy 0 ae and BREE te tame no ea etme til ne sien ti oa pm th they sre itcrpetive ano not have their source in some bed okie of ect see toi ee me ge atres Tis no more a natural objet—one thse eas mean Sen eran ae eid noes Deequipped withthe concepts of ray, hierarchy, abordina mets on and wh ae sve by no mean ete con wed bem aaa to amo ceone, heya one {Sh ne and it there weve scone wha a nt Tere reaches went nt ele wsees at The nex cue i dend il lowe tbe econo stam) clam sist for ewes apes rps ans on whe ee So ono ee ens to have platy and EES eccmstinessumpin fee onaker tno src, and they ae seer jo sna owe “the emelon,tecore shat al oes ema ond ond sc ea ese in mien (Ehis does ot however, emit me 10s Jer Decree mene by whi hey ave mae ate sec {nt coment oa mh you wh dn the tere Gre work that pus poems and iments and it ito he srortd ea communal ou ated not an ltd individ Noone Wrus water up in the morning ae Gn Frene fain) ven ‘ews poe ov thinks ups new etvetiona stem or decides Wee etati in vor af ome ether, holly orginal form tt onpanitation We done do these things beeuse we cou no {i them, becuse the mevsl operations we can perform ae Timed bythe insta in whch we ate sready embeded "These intiuon recede w, nd colby inhabiting thena " ee a4 oF being inhi y the, sat weave ace thé pubic td conventional ss they take Thus whet tue say that we cente pouty Gd ssgnrenfy ad lia) geste through serene tei at aefuly net our bt have ter soutce in 4 publicly avlble stem of inieigh iy Imola the sen Gin tt aera ste} com $tsnn ot ao tion arising us with cregutr of Stnersanding wth which ve in turn akon the ens fo which we ea then pon. ta shor, tot Hit of mae or em vce bjeca we utadd ourcves for we ne fee the poems and ssignmens ewe he the pode of tafe and Sclural paver huge fee evince "To pu the mater tis bays tole thn the Spbaton beoweedebjesity and sbjecoiy rae pent neste ei nthe pore fr tat oud give ie opston i pon, This precoclp ugated by mypanecdte ohh we'do ot have taceatandng Meade Ins tltonhp at recep adequacy or agegecy tan equal eeaeing {xe Rather os hive ener | wht cniouienes ae em stated by at of convention notions which when pt nto Operon cote wn cones an convertiony stem object My sedens cold do what they dis and dof Son, bsnes members of Iran cosimaniy they bnew ‘wha pocn masher Enews bly an that teow ig ed she tooo in sch myo popula the nde ‘sth wat they tow wo be poemesi ‘Ofcom ocr mente ony objets hat ar oie in unluon by shared way of seeing very objeto event hat Become sable in nition eng can Be har sericd Tam thithing for example, of something that hop fered in my dasoom ust the oer dy, While Tv Inthe {Sure of wgorowty ming» fon on of my sade Wit liam Nevin by ate, wat uns igerculy weving hi and When Tased theater embers ofthe cs what wa at Tr Nevin war dng soya aweed hte wen permision ope I ten sted tem how they Knew at The Inmediate reply wat that ie wat obvious whet ee eould he be'towgh be ding The meaning af hs gene ther How To Recognise « Poem When You See One 333 ‘words, was Fight there om ite surface, available for reing by nyone who had the eyes tose. That meaning, however, woull iol have been available to someone without ay knowledge of Inhat was involved i being ardent Such a person might have “hought tha Ms. Newlin was pointing to the Buorescent lights nging from the éiling, oF calling out atention to some ob jet thae wat about 40 fall (the sky i falling” “the skys Faling?). And if the someone in question were child of ee tentary or nite acho age, Me. Newlin might well have Been seen af sehing permission motto apenk But to goto the bath oom, an interpretation or reading that would never cur 10 Moen at Johns Hopkins or anyother institution of “higher Tearning” (and how would we explain to the uninitited the meaning of that prt). “The point isthe one Ihave made 29 many times before: it is neither the ene tht the sigoifeance of Mr. Newiia's gesture is imprinted on ite surface where it need only be read off or thatthe contraction put on thegestore By everyone in the rom tea individual an ionyeratie. Rather, the source of 00+ in Ceapreive unanimity wat a structure of interests and under ov gos sructe whovecategorer so fled our individual fComeiousmenes that they were vesered as one, immeditely i ‘ening phenomena with te significance they mnt have giver. the alveady.in place ssumptions about what someone could pos sibiy be intending (by word or gesture) ina clasroom. By seeing, Mr Nelin's razed hand with a single shaping eye, we weve “demonstting what Harvey Sacks has characterized as "he Ane power of culture, eWoer not 40 to speak, merely fill brains i og he sew, lem a Da they ae ain “Tred fi cao of SHER OBEN wa the ably Erie founder a sequence of two sentences "The baby ced, The mommy picked it up."—enactly ashe di (5 suming for exrmple that "the'mommy’ who picks up the "baby in the mommy ofthat baby"), despite the fact that alterative ‘ways of undetsanding were demonstrably posible. ‘Tha is the mommy of the second sentence could well have been the ‘mommy of tine other baby, and it need not even have been a {aby hat chi "Roatng” mommy as picking up. One stemae Ie There a Text jn Thr Claud ©35$ to say that in the absence of a specific context ve ate authored to take the words literally, which i what Sgcks hearts do; but 1s Sacks observe, its within the assumption ofa eontext—one 0 deeply astamed that we are nawarg of thatthe words equite what seems to be thei literal etn, “There ignothing J-thewards that tells Sacks and his hearts how to Felate che ‘mommy and the baby of this story, jut as Were is nothing in {he form of Me. Nev's gesture that ls his fellow students ‘ow co determine it significance. In bl eases the determine ton (gf elation and significance) ihe work Sf calegore sxgafiaon sh tamil, beng widen that me foe ‘ery WSU iving shape and value co what hes anaeen— Te ae SnegOMeT TE TR very Spe of seg al in chat we are not to imegine a perceptual ground more basic than the one they aford. ‘That is, we are'not to imagine 2 ‘moment when my sudeps "simply se” a physi congue ‘Hon of stom and then atgn that configurations significance According tothe situation they happen to be in"Fa be inthe Station (this or any other) I ote" rth the efx of in {erests its goals, its understood practices vals, ad notin, and 2 tobe conferring sigaiticance by seeing, not after itt The cate tories of my aden vision are the categories by. which they Understand themselves to he funcdoning at student (what Ske right term “doing studenting’). afd object will appear to them informs related ¢9 that way af fanctioning rather than fn some objective oF preinterpretive form. (Thir i rae even when an object i seen as not related, since nonelation is not Eipure but » differentia eategory—ahe speciation of some: {hing by enumerating what ie isnot ig short, nontelaton i merely one form of relation, and i perception is always Htsaton specie) ‘OF courte, if soicone who wai not functioning a4 a sodent™ veas to walk into ny clauroom, he might wry well see Mr. Neve Tin raed hand (and "raised hand iealrendyan interpretation laden description) jn tome ther way. tx evidence of dace, 2 the salute of 3 polial follower, 24-2 muscleimproving ‘keris, a an temps til fet; but he woul aeayeaee i ome way, and never a8 prey physical data wating for hij How Te Recognise Poem When YouSee One 355 texpretaton. And, moreover the way af seeing, whatever it was, would never be individual or idioyneraticy since is source ‘wold alwayt be the inaticationalsractuve of which the eee” {wits eending agent. Thier Wha Sac means Wher esas" that culture le briny “so chat they are alike in fine detail": ii fils them so that no one's interpretive acs ate exclusively his own fu fall to hn by viste of hig position in some socially seep egter se ees ears pili fi followy, then, tha he fear of slips, of the impos tion by the uncontrined self of it own prejudices, fu found berate the elf oes ot eet apart fom the communi for conventional categories of thonght that enable its operations (of thinking, seing. reading). Once one reais thatthe con feptone tha fll consciousnes, ineluding ny conception of Is fw stata, re culturally derived, the very notion ef an wncon= ‘Krtined ef of consciousness wholly 29d dangeroualy fee, be- ‘comes incomprehensible Tut without the notion af the unconstrained et, the aga rents of Hiich, Abrams, and the other proponents of objective interpretation ave deprived of thee orgency. They are alexa that in the sheence af the controls aorded bya normative tem of meaning, the sf will simply subsite is oa mean ings forthe meanings (asslly dented with the intentions of the author that texts bring with ther, the meanings that texts “have; owene, the ell wconesived of not asan independent tentty but a4 + soil contract whose operations are delimited bythe sstems of inteligiiity that inform een the neaninge ic confer on texts ate ot ie wn bu have thet source in the i shies community fo communities) of which ii foe: Hon] Moreover, thee meanings wil be neither subjective noe ‘UEive, ae lente in the ferme atramed by those who argue writhin the traditional framework’ they will not be objective Decnite they wil always have been the product of «point of view rather than having been sempy "rsd off: and they will hot be rubjective cate tat point f view will always Be social for institutional. Or bythe sate reasoning one could say that they ate both subjective and objective: they are rubjective be cause they inbere ina parcalar point of view and ate therea6 Ie Phere eTestin Phe Clas? “fore not univer; and they are objeciieWecitie the potx‘ot Se Seca aa pe pee be equally tue to my theneanigs othe forge aectaly evved inepretiveegoien make tenders TRIE any things ok rater dieser nce, the bet ‘object dichotomy is eliminated the some framework within Which eal discsson occrs Problems disappear, not because they have Been coved but because they ae shown never to have How To Recognise « Poem When YouSee One 337 Slip a ert ng ar Sar mame