Samurai Jack was an American animated TV series that premiered on Cartoon Network in 2001 and ran for, eventually, five seasons. The story follows the adventure of an unnamed samurai travelling through a dystopian future governed by a demonic wizard named Aku. What makes Samurai Jack unique is the moral paradigm that can be read into the central premise of the plot, neatly summarised by the tagline of the opening sequence: ‘Gotta get back, back to the past, Samurai Jack.’
The world that the samurai fights to destroy – a world corrupted at every level by Aku’s evil – is unambiguously modern in character. When he is cast through a time portal at the end of the first episode, he falls out into the squalid depths of a futuristic inner city ghetto. He drops out of the sky into a world of towering black skyscrapers, massive electronic billboard advertisements and sky-streets jammed with flying motorcars. The thunderous roar of the city’s traffic disorients and terrifies him.
After barely surviving his dramatic entrance, he is greeted by some locals who give him the name ‘Jack’ and speak to him in what is easily recognisable as a modern urban patois. ‘Yo, Jack! That was some awesome show!’ ‘Word! Jack was all ricochetically jump-a-delic!’ Their manner of speech contrasts heavily with Jack’s own old-fashioned and deliberately measured standard English. When Jack hesitantly asks where he is, he is told by these odd strangers that he is in the ‘central hub’ of Sector D. This is a placeless place, devoid of history or culture and labelled a ‘hub’ of a ‘sector’ in familiarly modern and soulless bureaucratic fashion.
Jack then stumbles into a seedy nightclub where he becomes even more distressed than before. He holds his hands to his ears, desperate to block out the loud, thumping techno music, and looks around wild-eyed at a room full of scantily-clad dancers and hideous aliens with bionic body parts. This new world is too bright and too loud for Jack. The world he came from is tranquil, soft and full of flower-filled meadows, rolling hills and beautiful snow-topped mountains. Aku’s world is vulgar, harsh and obnoxious. Jack is a man out of time, questing through the future in order to return to the past. He fights to turn the clock back in order to prevent the world around him from ever existing and to save the world he once knew. The tale of Samurai Jack is a reactionary, luddite Odyssey.
The first scene of the first episode is like something out of a bad psychedelic trip or a nightmarish fever dream. Everything is uncanny – the sun and moon are too large, the landscape is barren and red and the lone piece of flora in the scene is a twisted black tree. The giant moon eclipses the sun, shooting red lightning through the sky as the tree twists and morphs into the demon Aku. This terrifying moment, complete with deliberately unsettling sound effects, masterfully introduces the show’s main antagonist. It is also a prime example of Tartakovsky’s use of the environment instead of dialogue to evoke emotion and convey information about his characters.
Aku is able to see Jack through a magic mirror at all times, he can shapeshift endlessly and is immune to all physical weapons. Aku is more than a demon wizard – he is a malevolent god. He is informed instantly of Samurai Jack’s arrival in the future by his informant network that, throughout the show, seems to extend into every nook and cranny of the universe. Aku’s armies are inexhaustible, dwarfed only in size by the intergalactic mining operation he employs to sustain it. The entire universe is in the grip of an Orwellian state in the service of a quasi-Gnostic demiurge. The central premise of the show itself implies the extent of Aku’s dominance – dominance so complete as to be completely insurmountable, and able to be defeated only through time travel. Genndy Tartakovsky’s finest creation is a kids TV show set in a world that is incomprehensibly awful, where the main character faces completely hopeless odds and the main antagonist is all-powerful. Jack stands alone, armed only with a magic sword and the power of righteousness, and yet it somehow feels as though Aku fears him more than he fears Aku.
For the first four seasons Jack is an unchanging constant as the setting around him is repeatedly changed in line with his journey. Dialogue and character development are conspicuously limited in contrast to many other shows, but this speaks to the genius of Samurai Jack’s unique formula. The relationship between the main character and the setting are reversed – Jack is the unchanging stage. The story takes place around him but he stays the same, dressed in his characteristic white robes, forever a fish out of water. The only exceptions to this rule are the first episode, where Jack’s character is established, and the final season on Adult Swim, which takes a different and more mature tack.
Genndy Tartakovsky’s work for Cartoon Network is understandably constrained by limits of what is appropriate for children to watch before school, but when the show was moved to Adult Swim it became free to explore darker themes. For the first four seasons, Jack turns his deadly sword on his robotic and demonic enemies only. This allowed Tartakovsky to showcase Jack’s skill, defeating hordes of enemies that sometimes cover the entire horizon, without any graphic violence. The fact that Jacks opponents until the final season remain the minions of Aku, which are overwhelmingly robots, rather than the flesh-and-blood inhabitants of his fallen world is another way in which Aku and his evil are made to seem industrial in character, in opposition to noble, agrarian Samurai Jack.
The entire show is hand-drawn without outlines so that characters blend into their backgrounds. Lineless drawings give the animation a rudimentary, child-like appeal as well as greater flexibility with regard to proportions so that all of the characters’ movements feel powerful and dynamic. Action scenes are one of the great strengths of Tartakovsky’s cartoons – evident in Star Wars the Clone Wars (2003) earlier in his career right through to Primal, which aired just recently in 2019. All of this combined with the use of comic book-esque screen framing make the series feel more like a graphic novel come to life or an anime series than a Western kids cartoon. What’s more, Samurai Jack accomplishes this without sacrificing childish entertainment value.
However, what makes Samurai Jack stand out in a sea of well-animated cartoons is the story. Jack is a unique character that represents a sentiment not often explored in visual media – the sense of longing for a world you’re not even sure exists, or ever existed. The world around Jack is fetid and evil – but the world he remembers, was it ever truly as good as he remembers it to be? Was the world that was ever free of the corruption and evil that so disgusts him about the world – the ‘world that is Aku’ – that he fights to undo? Jack’s sense of alienation is deeper than that of a stranger in a strange land – he is a man trapped at the wrong place in time entirely. Not only is the world foreign, but everything is laced with and governed by Aku’s evil. The very ground on which he walks, the air through which he moves, is hostile to him. In our world where seemingly nothing can escape the plastic-coated grip of modernity, this cartoon asks whether it really is so crazy to feel like you’ve gotta get back, back to the past, Samurai Jack.
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The ‘Lines in the Sand’ Myth
The idea that European colonialism is the original cause of modern day political strife in the Middle East is a popular one both in academia and amongst large sections of the general public. It originated in political science literature in the 20th century but has been ham-fistedly revived in the 21st, particularly in the context of the Syrian Civil War.
The narrative goes that the region was greedily carved up by the British and French empires following their victory over the Ottomans in the Great War. Bumbling colonial administrators drew straight lines in the sand, bounding territory arbitrarily and mixing peoples with arrogant disregard for differences in culture, ethnicity or religion. The resultant states were thus internally divided, unstable and weak – and it’s our fault. While it might be funny to point out the worrying implications this might have for our own enthusiastically multi-cultural society, it’s easier and more effective just to point out that it’s false. In actual fact, the states created by the much-maligned Sykes-Picot agreement have their roots in the pre-war Middle East and were starting to take shape in the 19th century as a result of various Ottoman attempts at reform.
Ironically, most who blame colonialism and Sykes-Picot for strife in the modern Middle East are doing a ‘Eurocentrism’ (a term you’ve certainly heard if you’ve spent any time as a humanities student) by exaggerating the impact of European empires and downplaying the importance of the Ottoman Empire. It’s high time we decolonise our thinking and give deserved credit to the Ottoman Empire for sowing the seeds of destruction in the fields of Iraq and Syria.
Syria, or ‘Suriyya’ as it was then known, began to take shape as a political entity in the mid-19th century as a result of a series of infrastructure improvements that connected previously isolated highlands with the cities of the coastal area of Bilad al-Sham. The creation of the Beirut-Damascus highway by French entrepreneurs encouraged more European commercial activity in the region as Beirut became the link between a significant portion of the Ottoman empire and the industrial economies of Europe.
Prior to the creation of the highway, Syria’s dismal transportation infrastructure left the region fractured and much of its population isolated. Improvements connected people in isolated hinterlands to participate in the economies of the wider region, uniting diverse and divided peoples together and forging a regional (and later national) identity. This infrastructural development occurred parallel with the aforementioned intellectual development that created ‘Suriyya’ out of Bilad al-Sham and the surrounding area. In 1863 local administrative boundaries were redrawn and the province of Suriyya was made concrete for the first time.
Syria was not the only state with a formation that predates Sykes-Picot, either – Iraq developed similarly. Iraq in the early 19th century was even more of an infrastructural backwater than rural Syria. While the main artery of 19th century Syria was the road, in Iraq it was the canal. Steamships in the 1860s cut the journey time from Baghdad to Basra down to just ten days while before it had been four weeks. Just as the Beirut-Damascus highway connected Syria to the world and to European trade, canal routes through the Persian gulf were what connected Iraq.
Although Iraq was never unified as a single province under the Ottomans like Syria was, the group of territories it comprised were referred to commonly by Ottoman administrators as ‘Iraq’ from as early as the sixteenth century. The skeleton of an Iraqi state can be seen also in the actions of the army, which was often organised in Iraq as a separate unit of its own with a headquarters in Baghdad, irrespective of the boundaries of local government. Despite the existence of religious and ethnic differences in both of these nascent states, importantly, all Iraqis rose up against British rule in 1920 as Iraqis and all Syrians rose against the French in 1925 as Syrians.
So we’ve established that Syria and Iraq, at least, were not entities made up by imperialists for their own convenience but rather nations that had formed organically out of a period of upheaval and transformation. However, the 19th century created a lot of disunity as well as unity in the region.
From the seventeenth to nineteenth centuries, poor infrastructure, low literacy rates and the relative remoteness of much of the Middle East meant that religious doctrine could not exert as commanding an influence as it could elsewhere and there was significant blurring and admixture of local communities. In the most isolated areas, lines between Christian and Muslim, and Shia and Sunni communities were blurred such that it was difficult to distinguish between them.
However, Ottoman constitutional reforms – known collectively as the ‘Tanzimat’ (‘reorganisation’) – crystallised this distinction by granting non-Muslims full legal equality with Muslims. The removal of the privileged position of Muslims in the Ottoman empire came at a crucial time of increasing European commercial dominance and penetration. Some Muslim textile workers thus began to resent Christian counterparts who, they felt, were gaining the upper hand on them thanks to connections with Europe and the preference of European merchants to do business with Christians. Local elite, who sought to preserve their power by opposing the Tanzimat were then able to use this to their advantage by framing their opposition to reforms in ethnoreligious terms, fanning the flames of sectarianism. The starkest example of this phenomenon reaching boiling point is the 1860 Damascus riots in which between 5,500 and 8,000 Christians were killed.
In this we can see clearly patterns of sectarianism and a political landscape that is very similar to what we have today. The only thing preventing large-scale violence from occurring up until the 20th century was the existence of the Ottoman state and the authority of the Sultan. However, the Ottoman Empire had territorially been in slow retreat since 1683 and modernisation – attempts to create a Western-style Weberian state – had repeatedly failed or achieved only partial success. The truth is that the importance of the Sykes-Picot agreement and the post-WW1 colonial settlement in the Middle East is massively overstated in comparison to the events of the mid-to-late 19th century, which are massively understated.
The problem isn’t so much that a common misconception exists – history is full of them and this is by no means one of the most egregious – it’s that this falsehood is used in bad faith as a political weapon. It’s a narrative that fits nicely into a far-Left view of the world wherein the shadow of colonialism still lies over the whole world and is responsible for all evil and conflict. It is used to bash British people over the head with guilt so they take responsibility for all that goes wrong in the Middle East, particularly with regard to contentious topics such as asylum seekers, foreign aid and military intervention. ‘It’s our fault, you know,’ they say. It’s pernicious and ultimately ahistorical.
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Petty Nuisance: The Cure to Modern England (Magazine Excerpt)
From an aesthetic, or mannerism perspective, gentlemen had indeed almost entirely perished from the Isles. But the idea that no one should be seen confronting anyone, and a stiff upper lip must be kept at all times had passed onto generations after generations well and intact. But does a combination of that and an increasingly restrictive legal system means nothing can ever be done to rescue Great Britain from its managed decline?
Not really. But the struggle needs to start small, tiny first steps to ease everyone out of the mindset of being a ‘gentleman’.
Unfortunately, if you started pushing over idle motorcycles on your local taxi ranks and smashing windows on your local ‘souvenir shop’, you won’t last long until your own people (yes, your own people) will start reporting you to the KGB (Komitet-Gosudarstvennoy-Bezopasnosti Great Britain), and the government WILL be on your opposition’s side.
What you need to do what some may call a ‘petty nuisance’, completely within the boundaries of law. Or rather, practicing your rights to its maximum, and making the ENEMY’s life harder – cross a zebra crossing just as a Deliveroo rider or a matte-black tinted-window Range Rover arrives so they will have to stop, if they don’t, make them, it is YOUR right! There are much more ways to do this, the sky really is the limit.
Be an active petty nuisance to your enemy, this is your last resistance to those who are invading your life. It may sound humble, perhaps futile, but it keeps the spirit of resistance awake, reminds you that this is still an active struggle, it kills the gentlemanly mindset to give in, to compromise, it keeps a little bit of that fire alive. You will find yourself fighting back more and more as you become more and more comfortable with it. And eventually, perhaps hoping, you will find yourself winning, in this petit crusade, fought with petty nuisance.
This is an excerpt from “Nuclear”.
To continue reading, visit The Mallard’s Shopify.
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John Galt, Tom Joad, and other Polemical Myths
Just about the only titles by Ayn Rand I’d feel comfortable assigning my students without previous suggestion by either student or boss would be Anthem or We the Living, mostly because they both fit into broader genres of dystopian and biographical fiction, respectively, and can, thus, be understood in context. Don’t get me wrong: I’d love to teach The Fountainhead or Atlas Shrugged, if I could find a student nuanced (and disciplined) enough to handle those two; however, if I were to find such a student, I’d probably skip Rand and go straight to Austen, Hugo, and Dostoevsky—again, in part to give students a context of the novelistic medium from which they can better understand authors like Rand.
My hesitation to teach Rand isn’t one of dismissal; indeed, it’s the opposite—I’ve, perhaps, studied her too much (certainly, during my mid-twenties, too exclusively). I could teach either of her major novels, with understanding of both plot and philosophy, having not only read and listened to them several times but also read most of her essays and non-fiction on philosophy, culture, art, fiction, etc. However, I would hesitate to teach them because they are, essentially, polemics. Despite Rand’s claiming it was not her purpose, the novels are didactic in nature: their events articulate Rand’s rationalistic, human-centric metaphysics (itself arguably a distillation of Aristotelian natural law, Lockean rights, and Nietzschean heroism filtered through Franklin, Jefferson, and Rockefeller and placed in a 20th-century American context—no small feat!). Insofar as they do so consistently, The Fountainhead and Atlas Shrugged succeed, and they are both worth reading, if only to develop a firsthand knowledge of the much-dismissed Rand’s work, as well as to understand their place in 20th-century American culture and politics.
All that to say that I understand why people, especially academics, roll their eyes at Rand (though at times I wonder if they’ve ever seriously read her). The “romantic realism” she sought to develop to glorify man as (she saw) man ought to be, which found its zenith in the American industrialist and entrepreneur, ran counter to much that characterized the broader 20th century culture (both stylistically and ideologically), as it does much of the 21st. Granted, I may have an exaggerated sense of the opposition to Rand—her books are still read in and out of the classroom, and some of her ideas still influence areas of at least American culture—and one wonders if Rand wouldn’t take the opposition, itself, as proof of her being right (she certainly did this in the last century). However, because of the controversy, as well as the ideology, that structures the novels, I would teach her with a grain of salt, not wanting to misuse my position of teaching who are, essentially, other people’s kids who probably don’t know and haven’t read enough to understand Rand in context. For this fact, if not for the reasoning, I can imagine other teachers applauding me.
And yet, how many academics would forego including Rand in a syllabus and, in the same moment, endorse teaching John Steinbeck without a second thought?
I generally enjoy reading books I happened to miss in my teenage years. Had I read The Great Gatsby any sooner than I did in my late twenties, I would not have been ready for it, and the book would have been wasted on me. The same can be said of The Scarlet Letter, 1984, and all of Dostoevsky. Even the books I did read have humbled me upon rereading; Pride and Prejudice wasn’t boring—I was.
Reading through The Grapes of Wrath for the first time this month, I am similarly glad I didn’t read it in high school (most of my peers were not so lucky, having had to read it in celebration of Steinbeck’s 100th birthday). The fault, dear Brutus, is not in the book (though it certainly has faults) but in ourselves—that we, as teenagers who lack historical, political, and philosophical context, are underlings. One can criticize Atlas Shrugged for presenting a selective, romanticized view of the capitalist entrepreneur (which, according to Rand’s premises, was thorough, correct, consistent, and, for what it was, defensible) which might lead teenagers to be self-worshipping assholes who, reading Rand without nuance, take the book as justification for mistaking their limited experience of reality as their rational self-interest. One can do much the same, though for ideas fundamentally opposed to Rand’s, for The Grapes of Wrath.
A member of the Lost Generation, John Steinbeck was understandably jaded in his view of 19th-century American ideals. Attempting to take a journalistic, modern view of the Great Depression and Dust Bowl from the bottom up, he gave voice to the part of American society that, but for him, may have remained inarticulate and unrecorded. Whatever debate can be had about the origins of Black Tuesday (arguably beginning more in Wilson’s Washington and Federal Reserve than on Wall Street), the Great Depression hit the Midwest hardest, and the justifiable sense that Steinbeck’s characters are unfair victims of others’ depredations pervades The Grapes of Wrath, just as it articulates one of the major senses of the time. When I read the book, I’m not only reading of the Joad family: I’m reading of my own grandfather, who grew up in Oklahoma and later Galveston, TX. He escaped the latter effects of the Dust Bowl by going not to California but to Normandy. I’m fortunate to have his journal from his teenage years; other Americans who don’t have such a journal have Steinbeck.
However, along with the day-in-the-life (in which one would never want to spend a day) elements of the plot, the book nonetheless offers a selectively, one might even say romantically, presented ideology in answer to the plot’s conflict. Responding to the obstacles and unfairness depicted in The Grapes of Wrath one can find consistent advocacy of revolution among the out-of-work migrants that comprise most of the book. Versus Rand’s extension of Dagny Taggart or Hank Rearden’s sense of pride, ownership, and property down to the smallest elements of their respective businesses, one finds in Steinbeck the theme of a growing disconnect between legal ownership and the right to the land.
In the different reflections interpolated throughout the Joads’ plot Steinbeck describes how, from his characters’ view, there had been a steady divorce over the years between legal ownership of the land and appreciation for it. This theme was not new to American literature. The “rural farmer vs city speculator” mythos is one of the fundamental characteristics of American culture reaching back to Jefferson’s Democratic Republicans’ opposition to Adams’s Federalists, and the tension between the southwest frontiersman and the northeast banker would play a major role in the culture of self-reliance, the politics of the Jacksonian revolution onward, and the literature of Mark Twain and others. Both sides of the tension attempt to articulate in what the inalienable right to property inheres. Is it in the investment of funds and the legal buying and owning of land, or is it in the physical production of the land, perhaps in spite of whoever’s name is on the land grant or deed? Steinbeck is firmly in the latter camp.
However, in The Grapes of Wrath one finds not a continuation of the yeoman farmer mythos but an arguable undermining of the right to property and profit, itself, that undergirds the American milieu which makes the yeoman farmer possible, replacing it with an (albeit understandable) “right” based not on production and legal ownership, but on need. “Fallow land’s a sin,” is a consistent motif in The Grapes of Wrath, especially, argue the characters, when there are so many who are hungry and could otherwise eat if allowed to plant on the empty land. Steinbeck does an excellent job effecting sympathy for the Joads and other characters who, having worked the soil their whole lives, must now compete with hundreds of others like them for jobs paying wages that, due to the intended abundance of applicants, fall far short of what is needed to fill their families’ stomachs.
Similarly, Steinbeck goes to great pains to describe the efforts of landowners to keep crop prices up by punishing attempts to illegally grow food on the fallow land or pick the fruit left to rot on trees, as well as the plot, narrowly evaded by the Joads, to eradicate “reds” trying to foment revolution in one of the Hoovervilles of the book (Tom Joad had, in fact, begun to advocate rising up against landowners in more than one instance). In contrast to the Hoovervilles and the depredations of locals against migrant Okies stands the government camp, safely outside the reach of the local, unscrupulous, anti-migrant police and fitted out with running water, beneficent federal overseers, and social events. In a theme reminiscent of the 19th-century farmers’ looking to the federal government for succor amidst an industrializing market, Steinbeck concretizes the relief experienced in the Great Depression by families like the Joads at the prospects of aid from Washington.
However, just as Rand’s depictions of early twentieth-century America is selective in its representation of the self-made-man ethos of her characters (Rand omits, completely, World War I and the 1929 stock market crash from her novels), Steinbeck’s representation of the Dust Bowl is selective in its omissions. The profit-focused prohibitions against the Joads’ working the land were, in reality, policies required by FDR’s New Deal programs—specifically the Agricultural Adjustment Act, which required the burning of crops and burying of livestock in mass graves to maintain crop prices and which was outlawed in 1936 by the Supreme Court. It is in Steinbeck’s description of this process, which avoids explicitly describing the federal government’s role therein, where one encounters the phrase “grapes of wrath,” presaging a presumable event—an uprising?—by the people: “In the souls of the people the grapes of wrath are filling and growing heavy, growing heavy for the vintage.” Furthermore, while Rand presents, if in the hypothetical terms of narrative, how something as innocuous and inevitable as a broken wire in the middle of a desert can have ramifications that reach all the way to its company’s highest chair, Steinbeck’s narrative remains focused on the Joads, rarely touching on the economic exigencies experienced by the local property and business owners except in relation to the Joads and to highlight the apparent inhumanity of the propertied class (which, in such events as the planned fake riot at the government camp dance party, Steinbeck presents for great polemical effect).
I use “class” intentionally here: though the Great Depression affected all, Steinbeck’s characters often adopt the class-division viewpoint not only of Marx but of Hegel, interpreting the various landowners’ actions as being intentionally taken at the expense of the lower, out-of-work, classes. Tom Joad’s mother articulates to Tom why she is, ultimately, encouraged by, if still resentful of the apparent causers of, their lot:
“Us people will go on living when all them people is gone. Why, Tom, we’re the people that live. They ain’t gonna wipe us out. Why, we’re the people—we go on.”
“We take a beatin’ all the time.”
“I know.” Ma chuckled. “Maybe that makes us tough. Rich fellas come up an’ they die, an’ their kids ain’t no good, an’ they die out. But, Tom, we keep a-comin’. Don’ you fret none, Tom. A different time’s comin’.”
Describing, if in fewer words than either Hegel or Marx, the “thesis-antithesis-synthesis” process of historical materialism, where their class is steadily strengthened by their adverse circumstances in ways the propertied class is not, Mrs. Joad articulates an idea that pervades much of The Grapes of Wrath: the sense that the last, best hope and strength of the put-upon lower classes is found in their being blameless amidst the injustice of their situation, and that their numbers makes their cause inevitable.
This, I submit, is as much a mythos—if a well-stylized and sympathetically presented one—as Rand’s depiction of the producer-trader who is punished for his or her ability to create, and, save for the discernible Marxist elements in Steinbeck, both are authentically American. Though the self-prescribed onus of late 19th- and early 20th-century literature was partially journalistic in aim, Steinbeck was nonetheless a novelist, articulating not merely events but the questions beneath those events and concretizing the perspectives and issues involved into characters and plots that create a story, in the folk fairy tale sense, a mythos that conveys a cultural identity. Against Rand’s modernizing of the self-made man Steinbeck resurrects the soul of the Grange Movement of farmers who, for all their work ethic and self-reliance, felt left behind by the very country they fed. That The Grapes of Wrath is polemical—from the Greek πολεμικός for “warlike” or “argumentative”—does not detract from the project (it may be an essential part of it). Indeed, for all the license and selectivity involved in the art form, nothing can give fuel to a cause like a polemical novel—as Uncle Tom’s Cabin, The Jungle, and many others show.
However, when it comes to assigning polemics to students without hesitation, I…hesitate. Again, the issue lies in recognizing (or, for most students, being told) that one is reading a polemic. When one reads a polemical novel, one is often engaging, in some measure, with politics dressed up as story, and it is through this lens and with this caveat that such works must be read—even (maybe especially!) when they are about topics with which one agrees. As in many things, I prefer to defer to Aristotle, who, in the third section of Book I of the Nicomachean Ethics, cautions against young people engaging in politics before they first learn enough of life to provide context:
Now each man judges well the things he knows, and of these he is a good judge. And so the man who has been educated in a subject is a good judge of that subject, and the man who has received an all-round education is a good judge in general. Hence a young man is not a proper hearer of lectures on political science; for he is inexperienced in the actions that occur in life, but its discussions start from these and are about these; and, further, since he tends to follow his passions, his study will be vain and unprofitable, because the end aimed at is not knowledge but action. And it makes no difference whether he is young in years or youthful in character; the defect does not depend on time, but on his living, and pursuing each successive object, as passion directs.
Of course, the implicit answer is to encourage young people (and ourselves) to read not less but more—and to read with the knowledge that their own interests, passions, neuroses, and inertias might be unseen participants in the process. Paradoxically, it may be by reading more that we can even start to read. Rand becomes much less profound, and perhaps more enjoyable, after one reads the Aristotle, Hugo, and Nietzsche who made her, and I certainly drew on American history (economic and political) and elements of continental philosophy, as well as other works of Steinbeck and the Lost Generation, when reading The Grapes of Wrath. Yet, as Aristotle implies, young people haven’t had the time—and, more importantly, the metaphysical and rhetorical training and self-discipline—to develop such reflection as readers (he said humbly and as a lifelong student, himself). Indeed, as an instructor I see this not as an obstacle but an opportunity—to teach students that there is much more to effective reading and understanding than they might expect, and that works of literature stand not as ancillary to the process of history but as loci of its depiction, reflection, and motivation.
Perhaps I’m exaggerating my case. I have, after all, taught polemical novels to students (Anthem among them, as well as, most recently, 1984 to a middle schooler), and a novel I’ve written and am trying to get published is, itself, at least partially polemical on behalf of keeping Shakespeare in the university curriculum. Indeed, Dostoevsky’s polemical burlesque of the psychology behind Russian socialism, Devils, or The Possessed, so specifically predicted the motives and method of the Russian Revolution (and any other socialist revolution) more than fifty years before it happened that it should be required reading. Nonetheless, because the content and aim of a work requires a different context for teaching, a unit on Devils or The Grapes of Wrath would look very different from one on, say, The Great Gatsby. While the latter definitely merits offering background to students, the former would need to include enough background on the history and perspectives involved to be able to recognize them. The danger of omitting background from Fitzgerald would be an insufficient understanding of and immersion in the plot, of Steinbeck, an insufficient knowledge of the limits of and possible counters to the argument.
Part of the power and danger of polemical art lies in its using a fictional milieu to carry an idea that is not meant to be taken as fiction. The willing suspension of disbelief that energizes the former is what allows the latter idea to slip in as palatable. This can produce one of at least two results, both, arguably, artistic aberrations: either the idea is caught and disbelief is not able to be suspended, rendering the artwork feeling preachy or propagandistic, or the audience member gives him or herself over to the work completely and, through the mythic capability of the artistic medium, becomes uncritically possessed by the idea, deriving an identity from it while believing they are merely enjoying and defending what they believe to be great art. I am speaking from more than a bit of reflection: whenever I see some millennial on Twitter interpret everything through the lens of Harry, Ron, and Hermione, I remember mid-eye-roll that I once did the same with Dagny, Francisco, and Hank.
Every work of art involves a set of values it seeks to concretize and communicate in a certain way, and one culture’s mythos may be taken by a disinterested or hostile observer to be so much propaganda. Because of this, even what constitutes a particular work as polemical may, itself, be a matter of debate, if not personal taste. One can certainly read and gain much from reading any of the books I’ve mentioned (as The Grapes of Wrath‘s Pulitzer Prize shows), and, as I said, I’m coming at Grapes with the handicap of its being my first read. I may very well be doing what I warn my students against doing, passing judgment on a book before I understand it; if I am, I look forward to experiencing a well-deserved facepalm moment in the future, which I aim to accelerate by reading the rest of Steinbeck’s work (Cannery Row is next). But this is, itself, part of the problem—or boon—of polemics: that to avoid a premature understanding one must intentionally seek to nuance their perspective, both positively and negatively, with further reading.
Passively reading Atlas Shrugged or The Grapes of Wrath, taking them as reality, and then interpreting all other works (and, indeed, all of life) through their lens is not dangerous because they aren’t real, but because within the limits of their selective stylization and values they are real. That is what makes them so powerful, and, as with anything powerful, one must learn how to use them responsibly—and be circumspect when leading others into them without also ensuring they possess the discipline proper to such works.
