My freshman humanities professor, the brilliant, late Larry Fuchsberg, assigned Johan Huizinga‘s The Waning of the Middle Ages as one of the texts for our course…an unusual choice for American teens in 1975, as was another of our books, Burckhardt’s The Civilization of the Renaissance in Italy. At 17, I found Burckhardt rather slow going stylistically (it was published in 1860, after all); by comparison, Huizinga (circa 1919) was refreshingly clear. I really enjoyed it and learned a great deal. I kept meaning to read his 1938 book Homo Ludens, but for awhile it was difficult to find in libraries or bookstores. Also, I lacked the time to track it down or read it. The premise interested me, though–that we humans evolved our culture from the “pointless, imaginative” urge to play, and that play is fundamental to our learning and our social structures. Also, we are not mechanical beings–the messy frolicsome-ness of people is as necessary for our survival as food, water, and shelter.

“Animals play, so they must be more than merely mechanical things. We play and know that we play, so we must be more than merely rational beings, for play is irrational.” 

Finally, I’ve begun to read Homo Ludens, and it’s even on Amazon now; also I discovered that it exists online here thanks to Yale University. Fifty years after my initial encounter with the author, I find his thinking just as interesting as I did in college, and just as difficult. As in his other books, Huizinga uses etymology as one of his methods of examining the meaning and culture of play. He was writing for an audience that he assumed was well-educated in the classics, so there are passages in Greek, Latin, and French that neither he nor the English translator bothers to translate for less linguistically-adept readers like me. Fortunately, such passages are brief and are used as sources for his argument, and I’m not reading to find fault with his material. I’m interested in his argument and insights as a whole, and intrigued by his thinking. He apologizes for his lack of sources (ha! There are hundreds of them) because he was “working in haste.” He composed this book in the Netherlands as Germany began to be a serious threat to Europe, and he wanted to get his ideas in print before he was silenced. In fact, his last few years were difficult. He had used his standing as a well-known cultural historian to criticize the Nazis and was arrested in 1942, basically house arrest; he died in 1945 just before the war was over.

I’m only on Chapter 4 but am finding, in the etymological tracings of the words that intersect in meaning(s) for play–game, contest, gambol, gamble, dallying, tournament, match, riddle, performance, frolic, pretending, folly, fun, sport, etc.–fruitful stuff for poetry, for thinking about poems and about how poems work as craft, as poems, and as works of art and imagination. And also, what roles poems may play in culture today, and whether that differs at all from the role poetry played in ancient times. Huizinga writes:

“In the making of speech and language the spirit is continually ‘sparking’ between matter and mind, as it were, playing with this wondrous nominative faculty. Behind every abstract expression there lie the boldest of metaphors, and every metaphor is a play upon words. Thus in giving expression to life man creates second, poetic world alongside the world of nature.”

Language may not be necessary for play but can easily be incorporated into it, and language can become play. Or playful. I don’t know much about Wittgenstein, but I find myself thinking of his theory about words having “family resemblances” that often connect, overlap, shade meanings. So we get jokes, puns, flirting, mocking, and new “rules” for our language use that culture constantly shifts in all kinds of directions. Language is a game-changer, and poets make use of that.

I thank Larry Fuchsberg, musicologist, book-lover, and educator, for introducing me to Johan H. Teachers, you never know how much you may have influenced a student’s life, even decades later.