2.4–Spotlight on Non-English U.S. Poetry in Translation
R. Paul Cooper
Now that we’ve discussed the craft of poetry, let’s turn our attention toward the linguistic and cultural diversity of the southwestern and southeastern United States. Though we often think of the United States as a monolingual place, this has not always been the case. Especially during the 19th century, families and cultures used their languages of origin at home and in the community. It certainly was not simply a case of speaking their heritage language at home and English at work (though that often was the case). Where commerce and business were conducted in heritage languages, there formed large literary communities that published magazines, journals, and newspapers read and enjoyed by many. We highlight this non-English poetry of the United States in this section to showcase often overlooked chapters of U.S. literary history.
This focus will have a few effects. It will enrich your knowledge of U.S. poetry, develop your ability to analyze poems through historical and biographical context, and provide you with the tools to start thinking about poetry in translation. Don’t worry! You don’t need to speak any other languages. If you do, that will certainly enrich your experience, but each translation below can be read as poetry, an artistic creation between translator and author. The translations attempt to maintain the meters and rhythms of the originals, even when the translations may not be exact, which is another way of saying that, when translating poetry, sometimes sound means more than sense. Except on such occasions where that proves to be the case, each translation below is as faithful as possible to the sense of the original.
By now you’re surely asking, what languages? What cultures? Well, all three languages are endemic to Texas and the surrounding areas: French, Spanish, and Kouri-Vini. German is another language endemic to Texas, and you can find pockets of German speakers throughout the state, but German is beyond this translator’s abilities, unfortunately. If you know German, and your teacher allows it, maybe you could translate some Texas German poetry for an assignment, or heck, maybe just for fun.
If we could emphasize one thing before we begin the poems, it’s this. These are not foreign languages. They are heritage languages of the United States. Because of that, even if you do not speak the languages these poems are written in, the English translations will still speak to you.
Spanish
We could fill volumes with the Spanish poetry of the United States. Even today, U.S. poetry is being produced in Spanish from coast-to-coast. U.S. poets writing in languages other than English isn’t some new fad. If anything, it’s a return to tradition. There were once-thriving print traditions in all the former Mexican territories annexed by the U.S., print traditions built around communities of readers, writers, and publishers. In fact, certain Spanish forms have also retained popularity in the U.S., including but not limited to traditional Mexican ballads, called corridos, and the décima, a ten-line form popular throughout Spain but maintained in the U.S. by the Canary Islanders of Southeast Louisiana. The contributions of Spanish-speakers to U.S. Arts and letters cannot be underestimated, even though we offer only a small glimpse of that linguistic and literary diversity.
Vicente J. Bernal (1888–1915)
The poems below originate from a 1916 volume titled Las Primicias, or The First Fruits. Bernal lived in New Mexico when it was still part of Mexico, but when the United States annexed the former parts of Mexico, he suddenly found himself a citizen of the United States. Written partly in English and partly in Spanish, Las Primicias offers a portrait of a man attempting to see his home country anew, as if he were a new citizen of a new land.
“Dios Bendiga a R——————” (1916)
“Dios Bendiga a R——————” (1916)[1]
Las montañas y riachuelos Los cañones y pinares Las estrellas y los cielos, Los desiertos y los mares, Y áureo sol de luz bendita, Todos hoy conmigo digan Dios bendiga a R—————! |
“God Bless ———————”[2]
Mountains and arroyos, Canyons and pine groves, The stars and heavens, The deserts and seas, Sunlight, blessed and golden, All today say it with me, God bless ————————! |
“God Bless ———————” Questions and Activities for Further Analysis
- This poem is not written in a fixed form, but the content of the poem indicates a certain type of poem. What is the attitude of the speaker toward the subject matter? What sort of poem might take such a stance towards its subject?
- What images are employed in this poem? Taken as a whole, what emotional or mental states does this imagery evoke? Why?
- Consider the translator’s choice of the word arroyo, itself a Spanish word, but one assimilated into English vernacular. Why translate riachuelo as arroyo, and not simply the more literally accurate “little river”?
- In the final line, the actual place name has been removed. Why do you think that is the case? When answering why, consider not just the poem, but the historical context of the poem—how would place names be erased by the U.S. acquisition of the formerly Mexican territory?
- Consider the historical context. How is this poem also a dirge or lament? In what ways does it express, in addition to joy and admiration, grief and loss? Does the author observe a new country, or does he pine for the old?
“America” (1916)[3]
O patria, sólo en tí La libertad yo ví Y doy loor; El peregrino halló Consuelo que buscó Montañas que preció; ¡O dad loor!
Mi padre, con lealtad Al Dios de libertad, Supo a abar; [sic][4] Mi tierra al derredor Circunda con tu amor Sé Dios mi protector ¡De todo azar! |
“America”[5]
O, nation, in you I see The sole path to liberty, And I give praise; The pilgrims searched and found Succor on your sacred ground, All ’round with mountains crowned; O, give it praise!
My father, with fealty To the God of liberty, Counted his luck. My land all around By your love is bound, Be my protector, O, God, Font of all luck! |
“America” Questions and Activities for Further Analysis
- What words are repeated throughout this poem? What patterns of meaning do you find in the repeated words?
- Why is Bernal’s glowing allusion to pilgrims an ironic statement?
- The two stanzas above put the main characters of the poem in contrast with each other. Who are the main characters in stanza 1? Who are the main characters in stanza 2? Why has Bernal created this equivalence between the two sets of characters?
French
Many of you probably associate French in America with Louisiana, but southeast Texas and Houston also exhibit a strong French heritage. Often portrayed as illiterate speakers of “redneck” French, the truth was quite the opposite. There existed robust literary societies in 19th century Louisiana, with outlets such as L’Abeille de la Nouvelle Orléans and L’Athénée Louisianais.[6] French Louisiana also boasts the first anthology of poetry by Black Americans and America’s first daily black newspaper, Les Cenelles in 1845 and The New Orleans Tribune in 1864 respectively. Though nearly all of the historical French publications from the 19th century disappeared as English supplanted French, there still exist outlets, such as Résonance at the University of Maine and Feux Follets[7] at the University of Lafayette, that publish contemporary authors writing in French. While you may have never encountered Louisiana French speakers, the language is experiencing an ongoing renaissance.
Hippolyte Castra (Unknown)
Louisiana Creoles are a multi-ethnic and multi-racial group of people who share a common culture based on the Catholic liturgical year, who can trace their ancestry to Louisiana prior to its sale to the U.S. in 1803, and who share a linguistic connection to French and Kouri-Vini. Many Creoles were free people of color fostered on the ideas of the French Revolution, on liberty, fraternity, and equality, a quality evident throughout their poetry. Below you will find Hippolyte Castra’s “The Campaign of 1814–1815,” a quintessential example of the sort of political poetry often produced by free Creoles of color. Hippolyte Castra was a pen name, and though the poem was published in 1911 by Rodolphe Desdunes, also a Creole of color, Desdunes claims it was written before 1840. In this poem you will find the story of a Creole of color who fought for the U.S. during the war of 1812 only to find himself hated afterward for the color of his skin.
“La campagne de 1814–1815” (1911)
Je me souviens qu’un jour, dans mon enfance, Dix ans après, sur nos vastes frontières, En arrivant sur le champ de bataille, Après avoir remporté la victoire, Mais aujourd’hui tristement je soupire, |
“The Campaign of 1814–1815”
I recall a day from my infancy, Ten years later, across our vast borders, When we arrived on the field of battle, After we had taken victory These days, I look around with a sad sigh, |
“The Campaign of 1814–1815” Questions and Activities for Further Analysis
- Most of the stanzas in the poem have a set line number except for one. Identify that stanza; why did the author choose to include one less line in this stanza?
- At the end of each stanza, the author repeats a refrain that portrays him as an ‘object of scorn.’ Given the historical context, why do you think the speaker chooses the word ‘object’?
- Where does the turn or shift in tone happen in this poem? Describe in your own words the shift in tone. Why does it happen at this particular point?
- Consider the final stanza. How does scorn and hate affect those who give the scorn and hate? What words or phrases support your interpretation?
- What does this poem teach the reader about the military sacrifices that people of color have made during war-time for the United States?
Léona Queyrouze (1861–1938)
Léona Queyrouze was a French Creole woman who wrote under the pen name Constant Beauvais. In New Orleans she was known for hosting traditional ‘salons’ that were attended by literary luminaries of the time such as Alfred Merciér, Adrien Roquette (included here in the section on Kouri-Vini), and Lafcadio Hearne. Her poetry is different from many of her contemporaries, a direct influence of her Latin, Catholic roots; while contemporaries like Kate Chopin (see Chapter 3 and Chapter 4) brought Anglo-Protestant perspectives to the Creole world, Queyrouze worked from within it, here reflected in the symbolic romance of her poetry.
“Sonnet” (1886)[8]
Sous son premier baiser le printemps qui s’éveille Dans sa coupe embaumée il distille à l’abeille Sous ton beau front blanchi l’éternelle jeunesse Toujours t’aime la muse, amoureuse immortelle ; |
“Sonnet”[9]
Beneath his first kiss, the waking spring moves In potpourri cups he distills a perfume Beneath your pristine brow pulsates eternal The muse ever favors you, lover immortal; |
“Sonnet” Questions and Activities for Further Analysis
- What type of sonnet is this? How do you know?
- This poem alludes to the ‘muse.’ What is a muse? Why is it important to this poem?
- What season is personified here? If that season were a person, what sort of person would it be?
- The imagery of this poem is meant to symbolize complex emotional states. Identify at least two images in their entirety; what emotional states are conveyed by these images and why?
- Léona Queyrouse originally wrote this poem in response to another sonnet by Anatole Cousin. Write your own sonnet in response.
“Allégorie—Pensée d’un Créole” (1891)[10]
Du vieux tronc desséché les rameaux sont détruits. |
“Allegory—Reflection of a Creole”[11]
The branches of the dried-up old trunk are blasted. |
“Allegory—Reflection of a Creole” Questions and Activities for Further Analysis
- Identify an internal rhyme at work in this poem. How does the internal rhyme advance the themes or ideas of the line it is in?
- Identify the alliterations and consonances at work in this poem. What sounds are emphasized and repeated? Why?
- Consider the image of the tree. What complex emotions are invoked by this image? What words or phrases can you point to that support your interpretation?
- The poem sports a turn, or a shift in tone. In what line does the turn happen? What is the tone before it? What is the tone after it? Why has this shift occurred?
- This poem is an insider allegory for the decline of Creole culture after the Sale of Louisiana to America in 1803. Following the allegorical reading, what has happened to Creole culture? What would be the strange and parasitic flower that has formed on the tree? Why is it parasitic?
Kouri-Vini
Though it is well documented that Kouri-Vini began in the mouths of enslaved peoples,[12] Kouri-Vini was spoken by Europeans, Africans, and Native Americans (and their multi-racial children). This language employs vocabulary primarily from French, but also from English, Wolof (and other African languages), Wyandot, Choctaw, and Quechua sources. Much of the syntax is drawn from English, yet the grammar employs constructions from Wolof and Choctaw. Today, there are communities of Kouri-Vini speakers from Houston, TX, to Mobile, AL, but there are also communities of speakers as widespread as Chicago, IL and Los Angeles, CA. With fewer than 15K native speakers, Kouri-Vini is considered an endangered language, and this spotlight section contributes to its protection and conservation.
Adrien Roquette, Chahta-Ima (1813–1887)
Adrien Roquette was a poet-priest who lived the last few decades of his life among the Choctaw, where he was known as Chahta-Ima, meaning “Like a Choctaw.” Though French trappers, known as coureurs de bois, and French Jesuit priests often lived among Native Americans and adopted their way of life, they should not be romanticized; even though Roquette was accepted by the Choctaw, he was a missionary, an ideological colonizer. Despite this, the poem below provides a unique look at the rhythms and onomatopoeias of Kouri-Vini as spoken within Choctaw communities. Though those communities would have primarily spoken Choctaw, Kouri-Vini served as a lingua franca across French Louisiana, a concept with which Native Americans were familiar, since the Native Tribes of the southeast U.S. spoke Mobilien as a lingua franca for matters of commerce.
“Mokeur Shanteur” (1878)[13]
Kashé dan la barb espagnol, Ah! silà a pé shanté, Silà, sé zozo ki sorsié ! Kouté, kouté dou sorsié là ; Kouté pandan la nuite trankil, Kouté — li shangé so la voi ; Li, sé gran mèt ; li, sé sorsié : Gar-li dan siel a pé valsé ; Ah ! kokeur, ah ! mokeur shanteur |
“Singing Mockingbird”[14]
Hidden in the Spanish moss, Ah! The one who is singing, This is a wizard of a bird! Listen to the sweet sorcerer! Listen, during the quiet night, Listen as he changes his voice; He is master and enchanter: See him waltzing across the sky; You are too keen, mockingbird! |
“Singing Mockingbird” Questions and Activities for Further Analysis
- The mockingbird is the state bird of Texas. What traits are mockingbirds known for? How are those traits reflected in the poem?
- This poem uses onomatopoeia to convey sound imagery; however, it would take many different birds to create all the sounds in this poem. Why has the author placed such cacophony in the beak of this bird? What theme or idea is conveyed by this cacophony?
- What words or phrases convey the danger of the mockingbird’s song? Why represent this song so dangerously?
- Adrien Roquette lived among the Choctaw, hearing the ‘call’ to live like them. If we interpret the call of the mockingbird biographically as an extension of the call that brought Roquette to live among the Choctaw, what colonizer attitudes toward the Choctaw are expressed through this poem?
- The first stanza references the nightingale, possibly an allusion to John Keats’ “Ode to a Nightingale” (1819). Read that poem and compare the two. How are they similar? How are they different? How do these differences demonstrate two different cultural contexts for understanding birds and their songs?
R. Paul Cooper (1981–)
R. Paul Cooper was born outside of New Orleans, LA, where he grew up with both French and Kouri-Vini spoken in the home. Like many of his generation, he was surrounded by family, friends, and grandparents who spoke both as their first languages, yet the older generation did not pass on French to the younger generation because many of them were traumatized by schools that punished them for speaking French. This generational torment was so effective, that from the 1970s until now, the number of French speakers in Louisiana has dropped from one million to less than one hundred thousand; native Kouri-Vini speakers number even less than that. For non-native speakers who grew up with the languages, learning them is an act of cultural remembrance and linguistic rebellion. Part of the language revitalization efforts sweeping South Louisiana, the poem below comes from Èdition Tintamarre’s 2022 book of poetry in Kouri-Vini, titled Févi.
“Désimm a Koronage” (2022)[15]
Viris-la færm magazin-yé, Ça té pasé mal tou-lannin, Boug-yé porté kilòt é bòt Tempèt-yé noyé tou-l-kot, Kéyntòk-yé mènn yê zafær, No asé rish pou fé brouyé, |
“Corona Décima”[16]
Virus done closed up all the stores, The whole year passed bad like that, yeah, Wearing work pants and boots, Hurricanes drown all the shores, Kaintocks manage our affairs, We rich enough to make a fuss, |
“Corona Décima” Questions and Activities for Further Analysis
- There are some unusual word choices in this poem. What words do you find unusual? What do they mean?
- The décima form also covers current events. What current events are portrayed here? What tone does the poem take toward those events?
- The décima is also meant to be humorous. Can you identify the pun in stanza 2? What other elements do you find humorous? Why?
- This poem employs the décima form, which repeats lines as a refrain. What lines are repeated? Taken as a whole, why are those lines repeated?
- The final line exchanges the word poor for rich in the refrain. Based on the content of the poem, what kind of riches might make a difference in their lives if they are not ‘store-bought’, materialistic ones?
Attribution:
Cooper, R. Paul. “Spotlight on Non-English U.S. Poetry in Translation.” In Surface and Subtext: Literature, Research, Writing. 3rd ed. Edited by Claire Carly-Miles, Sarah LeMire, Kathy Christie Anders, Nicole Hagstrom-Schmidt, R. Paul Cooper, and Matt McKinney. College Station: Texas A&M University, 2024. Licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
- Vicente J. Bernal, “Dios Bendiga a R——————,” Las Primicias, Telegraph-Herald, 1916, 72. ↵
- Vincente J. Bernal, “‘God Bless ———————’,” translated by Cooper, R. Paul, in Surface and Subtext: Literature, Research, Writing, 2nd ed, edited by Claire Carly-Miles, Sarah LeMire, Kathy Christie Anders, Nicole Hagstrom-Schmidt, R. Paul Cooper, and Matt McKinney (College Station: Texas A&M University, 2023). Licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. ↵
- Vicente J. Bernal, Las Primicias, Telegraph-Herald, 1916, 72, Internet Archive, accessed August 24, 2022, https://archive.org/details/lasprimicias00unse/page/72/mode/2up. ↵
- Abar is the typo; it should read, azar. ↵
- Vincente J. Bernal, “America,” translated by Cooper, R. Paul, in Surface and Subtext: Literature, Research, Writing, 2nd ed, edited by Claire Carly-Miles, Sarah LeMire, Kathy Christie Anders, Nicole Hagstrom-Schmidt, R. Paul Cooper, and Matt McKinney (College Station: Texas A&M University, 2023). Licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. ↵
- The Beehive of New Orleans and The Louisiana Atheneum, respectively. ↵
- Resonance and Will o’ the Wisp, respectively. ↵
- Léona Queyrouze, “Sonnet,” Comptes-Rendus de L’athénée Louisianais, 1886, 252. Google Books, accessed August 24, 2022, https://www.google.com/books/edition/Comptes_rendus_de_l_Ath%C3%A9n%C3%A9e_louisianai/p1pIAAAAYAAJ?hl=en&gbpv=0. ↵
- Léona Queyrouze, “Sonnet,” translated by Cooper, R. Paul, in Surface and Subtext: Literature, Research, Writing, 2nd ed, edited by Claire Carly-Miles, Sarah LeMire, Kathy Christie Anders, Nicole Hagstrom-Schmidt, R. Paul Cooper, and Matt McKinney (College Station: Texas A&M University, 2023). Licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. ↵
- Léona Queyrouze, “Allegory—Reflection of a Creole,” L’Abeille de la Nouvelle-Orléans, 1891, https://news.google.com/newspapers?nid=nlKf13ul9_IC&dat=18910621&printsec=frontpage&hl=en. ↵
- Léona Queyrouze, “Allégorie—Pensée d’un Créole,” translated by Cooper, R. Paul, in Surface and Subtext: Literature, Research, Writing, 2nd ed, edited by Claire Carly-Miles, Sarah LeMire, Kathy Christie Anders, Nicole Hagstrom-Schmidt, R. Paul Cooper, and Matt McKinney (College Station: Texas A&M University, 2023). Licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. ↵
- Gwendolyn Midlo Hall, Africans in Colonial Louisiana: The Development of Afro-Creole Culture in the Eighteenth Century, LSU Press, 1992. ↵
- Adrien Roquette, “Mokeur Shantuer,” Le Meschacebé, March 09, 1878, Library of Congress, accessed August 24, 2022, https://chroniclingamerica.loc.gov/lccn/sn86079080/1878-03-09/ed-1/seq-3/. ↵
- Adrien Roquette, “Singing Mockingbird,” translated by N. A. Wendte, in Surface and Subtext: Literature, Research, Writing, 2nd ed, edited by Claire Carly-Miles, Sarah LeMire, Kathy Christie Anders, Nicole Hagstrom-Schmidt, R. Paul Cooper, and Matt McKinney (College Station: Texas A&M University, 2023). Used by permission of the author. ↵
- R. Paul Cooper, “Désimm a Koronage,” Févi, Éditions Tintimarre, 2022, 99-100. Used by permission of the author. ↵
- R. Paul Cooper, “Corona Décima,” translated by R. Paul Cooper, in Surface and Subtext: Literature, Research, Writing, 2nd ed, edited by Claire Carly-Miles, Sarah LeMire, Kathy Christie Anders, Nicole Hagstrom-Schmidt, R. Paul Cooper, and Matt McKinney (College Station: Texas A&M University, 2023). Used by permission of the author. ↵
A mournful poem or song.
A pseudonym employed by an author.
Basic element of prose; sentence structure.