Classic and Contemporary Poetry: Explained

Tom Wayman’s "Wayman Among the Administrators" satirizes the bureaucratic excesses of higher education, exposing how the unchecked growth of administrative oversight stifles teaching and learning. Written in free verse, the poem adopts a narrative style infused with humor, irony, and mounting exasperation. Wayman personifies himself as the beleaguered educator struggling against the rising tide of institutional inefficiency, culminating in an act of quiet rebellion.

The poem opens with a wry observation that frames the transformation of the academic environment: "Wayman discovered that the gentle moss of administration formerly coating the tree of knowledge had transformed itself into a virulent fungus." This metaphor contrasts the benign presence of administrators in the past—perhaps as a necessary but unobtrusive part of academia—with their current unchecked expansion, likened to a "virulent fungus." The natural imagery suggests that the institution, once rooted in the pursuit of knowledge, has now been overtaken by parasitic growth, draining the vitality from education itself.

Wayman deepens his critique by focusing on bureaucratic jargon: "Memos from financial vice-presidents and deputy service managers began to cover Wayman?s desk like spores." The use of "spores" reinforces the fungal imagery from the opening, implying that bureaucracy multiplies rapidly and invasively. These memos contain phrases such as "educational delivery systems," likening the university to a logistics company rather than a place of intellectual engagement. Similarly, the phrase "cost-effectiveness per student-hour" presents education as a quantifiable commodity, reducing students to financial calculations rather than individuals engaged in learning. Wayman sarcastically suggests that such figures are derived from "reading the dials implanted into the skull of each enrollee during registration," a dystopian exaggeration that underscores how data-driven decision-making dehumanizes students.

The poem then shifts to describe the tangible effects of administrative expansion: "a froth of busyness emanated from the front office / as carpenters and electricians rebuilt adjoining classrooms into more cubicles for freshly hired personnel." Here, the irony is sharp—while faculty and course offerings shrink due to budget constraints, resources are instead directed toward hiring and accommodating more administrators. The phrase "froth of busyness" suggests an illusion of productivity, emphasizing that these efforts serve bureaucracy rather than education.

Wayman further lampoons administrative absurdities through a memo mandating an increase in the number of initials used in internal communication: "We?re having trouble identifying people by the two initials they?ve been using on internal communications," leading to the directive that "Henceforth all memos must be signed by three initials." This trivial policy change is emblematic of the bureaucratic tendency to create unnecessary complications. The humor here arises from the sheer insignificance of the issue compared to the larger crises facing education, yet it is treated as a priority by those in power.

The satirical tone intensifies with the introduction of the campus director, a relic of the old academic system, desperately trying to keep pace with the increasing bureaucratic demands. His contribution to the memo culture is hilariously ineffectual: "One Monday Wayman arrived at work to receive a note from the director duly routed to all administrative, teaching, and support staff which read in its entirety: ?Good morning.?" This memo, devoid of substance, underscores the ridiculousness of the system, where communication is valued over content.

As the administrative-to-faculty ratio reaches absurd levels—"an administrator for each faculty member"—Wayman reaches his breaking point. He acknowledges, with heavy irony, that "perhaps the job here really did depend on them holding meetings with each other / and writing up the results of such gatherings for circulation." The phrasing implies that the true purpose of these administrators is not to support education but to sustain their own existence through self-referential activities.

The poem reaches its climax when Wayman decides to play along with the administrative farce, crafting his own succinct memo: ?"I," Wayman wrote, / "quit."? This final line delivers a punch through its brevity, contrasting sharply with the excessive memos throughout the poem. Wayman’s resignation is framed as the ultimate act of defiance against the bureaucratic machine—his refusal to participate in a system that has rendered education secondary to administrative self-preservation.

Structurally, the poem is written in free verse, reflecting the organic and conversational style that Wayman frequently employs. The enjambment and fluidity of the lines mimic the accumulation of bureaucracy, building toward the inevitable conclusion. The lack of rhyme reinforces the chaotic and unstructured nature of the administrative excesses being criticized.

"Wayman Among the Administrators" is a biting critique of how modern educational institutions prioritize bureaucracy over pedagogy. Through humor, irony, and exaggeration, Wayman illustrates the absurdity of a system where administrative expansion consumes resources meant for students and faculty. The poem’s strength lies in its sharp observations and wry humor, making it a powerful commentary on the corporatization of academia. In the end, Wayman’s resignation memo is not just a personal decision—it is a final rejection of an institution that has lost sight of its purpose.

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