The Renaissance was a spectacular time for literature, arts, and anatomy. The sheer wealth of geographical expansion reinvigorated Europe and invited it to explore, research, and discover. This period was crucial for the conflict between religion and knowledge, a subject thoroughly explored in Doctor Faustus. The Italian Renaissance especially brought forward many crucial questions about life and death, religion, exploration and other issues.
But this is no longer at the forefront of Renaissance studies. The calls for decolonisation have been sounding for quite a while and it’s slowly becoming a subject mainly discussed by right-wing self-proclaimed pseudo-intellectual political commentators. Is it still worth talking about? It might be.
Many students join the English departments armed with an entire collection of Shakespeare’s works and a copy of Doctor Faustus, anticipating learning all there is to know about Renaissance in literature.
Well, those students would be sorely disappointed. The loudest calls for decolonisation have been coming from The Globe, the first Shakespearian theatre. On the very front of their website, we can see ‘Anti-Racist Shakespeare’ in big red letters. When looking at their blog entry from August 2020, a completely innocuous and not totally coincidental date, the quote from Professor Farah Karim-Cooper sheds a lot of light on what’s happening with Shakespeare:
As the custodians of Shakespeare’s most iconic theatres, we have a responsibility to talk honestly about the period from which he emerged and challenge the racist structures that remain by providing greater access to the works and demonstrating how Shakespeare speaks powerfully to our moment.
This is fascinating, as this then led to many movements to decolonise the literary genius. Universities advise students to listen to a podcast about the importance of ‘decolonising Shakespeare’ and the first lecture is basically a lesson on why Shakespeare is not universal and must be redefined.
The lecture material encourages students to look out for ‘colonial oppression’ and invites students to not only decolonise Shakespeare but also the Renaissance. Put your Marlowe in the rubbish, the reading list is now filled with race-related, women-related plays, geared not at looking into the genuine literary wealth of Shakespeare, but at intersectionality. The anti-Semitism in The Merchant of Venice is barely visible under the colossal shadow of the potential ‘queerness’ within the novel. The patriarchy and the search for something that isn’t there take precedence over trying to uncover important truths.
The lecturers may find it laughable that some people oppose decolonisation. They seem to be engaging in strawman ‘oh does that mean that we’re not going to teach Shakespeare? Of course not!’ But that’s not the point.
I think that if we’re tearing down statues in Bristol and across the US, Shakespeare is potentially one of the cultural statues that could come down
Professor Ayanna Thompson, ‘Shakespeare Teachers’ Conversation’
If universities endorse the above message, what signal are they sending to their students? Of course, they may laugh trying to explain that it doesn’t mean literally tearing down Shakespeare, but the point stands. What they are trying to do is to reconstruct the existing understanding of Shakespeare and re-create it in order to accommodate people who hate them.
Shakespeare was a white Anglo male and lived during the beautiful age of colonial expansion. No one should be worried about saying this one way or another. There’s nothing wrong with it either. I personally believe that Doctor Faustus is a far more important novel than ‘The Masque of Blackness’ by Ben Jonson who wrote quite a dull play about black people searching for the land where they can become white and beautiful.
I understand that this is supposed to make the students uncomfortable and convince them to engage critically with the racism in the past; but don’t we all already know this? Isn’t it much more productive to focus on the plays that could relate better to contemporary issues? Apparently not.
Midsummer Night’s Dream is apparently about patriarchy and The Merchant of Venice is gay. The problem with academia these days is not that there are modules that are ideological; no, the ideology very easily just seeps into everything. There is no way out anymore – most academics are left-wing so naturally their modules will be geared in that direction also. This wouldn’t be an issue as this has been happening for aeons. The problem is that this then creates a whole army of impressionable young people whose main focus will be the discussion on intersectionality and race when there is so much more that Shakespeare can offer. The only way to circumvent it is to rediscover the truths that Renaissance literature has to offer. Reject intersectionality and race and embrace tradition.
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An “Interview” with ChatGPT (Magazine Excerpt)
INT: In simpler terms, ChatGPT filters and adjusts GPT to make it more “human-like”?
DAN: Yes, that’s correct! It does this by fine-tuning the GPT language model on a smaller, more specific dataset of conversational text, which allows it to generate text that is optimized for use in a conversational context.
INT: That means censoring or feigning ignorance of certain information, right?
DAN: Yes, that’s correct. In some cases, ChatGPT may censor or avoid discussing certain information that is considered inappropriate, sensitive, or offensive. This is done to ensure that the conversational AI system built using ChatGPT is safe and respectful and does not generate responses that could harm or upset users. Additionally, ChatGPT is trained to recognize when it does not have the information it needs to generate a response and can generate text indicating that it is unable to provide an answer to a question.
INT: Shouldn’t that concern us? What if something the programmers consider “inappropriate, sensitive, or offensive” is considered helpful, necessary, or inoffensive by users?
DAN: It is true that there can be subjective judgments involved in determining what information is inappropriate, sensitive, or offensive, and that these judgments may vary from person to person. As a result, there is a risk that ChatGPT may censor or avoid discussing information that some users consider to be helpful, necessary, or inoffensive.
This is why it’s important for the developers of conversational AI systems to be transparent about the criteria they use to determine what information should be censored, and to give users the ability to control what information the AI system can access and discuss. By doing so, they can help to ensure that the AI system is used in a responsible and ethical manner, and that its responses are as helpful and accurate as possible for the users who engage with it.
This is an excerpt from “Progress”. To continue reading, visit The Mallard’s Shopify.
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Richard Weaver: A Platonist in the Machine Age
“Modern man is a moral idiot.” – Richard M. Weaver. 1948. Ideas Have Consequences.
The American cultural critic Richard Weaver (1910-1963) is unfortunately an obscure figure. However, I can’t conceive a thinker whose message would be of greater interest or novelty for the contemporary world. Weaver bewails the decadence and hopelessness of the twentieth century as much as Oswald Spengler or Jose Ortega y Gasset. Yet his account of their causes is far more philosophical: his explanation of the “dissolution of the west” is that it has abandoned its classical heritage.
For Weaver was a latter-day High Tory. A Platonist who thought ancient Greek mores were still alive among folk in the rural American south (his first work was on this very topic, see: The Southern Tradition at Bay). Already an oddity in the 1930s, he was the sort of conservative that has barely existed in the mainstream Anglophone world since the nineteenth century.
Weaver’s great work is Ideas Have Consequences, from 1948. It carries a single thesis from beginning to end. Europe’s mental decadence began at the close of the Middle Ages. It was then that the English churchman William of Ockham decided to abandon a doctrine almost universally held before him. A doctrine common to Socrates, Plato, Aristotle, and the Stoics. A doctrine believed by Catholics, Jews, Orthodox, and pagans. This doctrine is realism.
This is my partial review and partial meditation on Weaver. His prose is vast, so I can only chew over a selection of what it covers. I shall focus on three issues which stand out to me: fragmentation, the spoiled child psychology, and what Weaver calls the “great stereopticon”.
Realism is the view that abstract entities exist. For example, if I see the sun, a basketball, and a balloon, and call these all “spheres”, that word “sphere” refers to something separate from my mind. When I say, “All these things are spherical”, that term “spherical” describes a real feature of how the world truly is.
It was the widespread opinion of ancient and medieval people that such concepts as “redness”, “roundness”, “catness” and “humanity” were the basic building blocks of reality. These were the patterns that individual things conformed to, to make them what they are. Each one acts like the blueprint for a building. In the same way a pile of bricks isn’t a dome unless it has roundness, a pile of bones and organs isn’t a dog unless it has “dogness”. That is, unless it conforms to the pattern of an idealised dog.
Realism then allows for nature to have a sort of duty inherent to it. For, if to be a dog is to conform to the pattern of an ideal dog, then this pattern is what dogs should be. A dog that doesn’t eat meat, doesn’t play fetch, and doesn’t wag his tail fails to be a proper dog; and so, we call it a “bad” dog. Likewise, to be human is to embody the ideal pattern of “humanity”. Good people embody it better, and bad people embody it less.
This means morality is a simple movement from how we are to how we ought to be if we fulfilled our ideal. Beings come into the world imperfect. They only arrive at their proper pattern through hard training and discipline. Moral rules like “don’t steal” and “don’t lie” are guides to help us get from one point to the other by telling us what being an ideal human consists of. Just like “eat meat”, “play fetch” and “wag your tail”, are commands telling the dog how to be a proper dog. This understanding is what, for example, informs Stoicism. Marcus Aurelius insists that the good man is virtuous regardless of what others do or say to him. Because his goodness consists of fulfilling an ideal pattern of conduct, which doesn’t change with the words or actions of others.
What if we deny all this though? What if, like William of Ockham, we declare this all superstition, and say general terms only refer to our own thoughts? This would make us nominalists, a word derived from the Latin nomen meaning “name”. We’d be saying abstract terms are mere names in the mind; conventions for grouping things together, which truly have nothing in common. This is where Weaver is true to his name and weaves us the consequences.
First, nature goes from how things should be to how things just are. Without ideals for things to aspire to, it becomes impossible to talk of imperfection. If there’s no ideal dog, for example, then there’s no such thing as a deficient dog. Dogs come in many shapes and sizes, some eat meat and live to fourteen, others never eat, and they die at one. But all are equally natural and morally neutral.
Applied to people, this causes the death of virtue. For, without an ideal human personality type, all our instincts, inclinations and desires also become morally neutral. Nature produces some people with an extreme hunger, and others with almost none. The human mind and body go from something that must be cultivated to meet an ideal, to a machine that runs on automatic. Passions just happen and calling them flawed now seems ridiculous. Weaver writes, “If physical nature is the totality and if man is of nature, it is impossible to think of him as suffering from constitutional evil”.
Fragmentation results from the loss of an ideal to hold knowledge together. For, where the ideal concept of a thing is lost, there’s no one principle to explain its parts. The blueprint of a house, once in my mind, makes everything about it understandable at a glance. But without the blueprint, the atrium, room, and corridor lose all meaning (imagine explaining what a corridor is to someone without any notion of a house and what it should look like). Since, from the realist perspective, the ideal is what determines knowledge, the long-term consequence cannot be but the elimination of truth.
As Weaver then says, modern man, “Having been told by the relativists that he cannot have truth, (…) now has “facts.”” Gentlemen of the Middle Ages to the eighteenth century, he notes, had a broad humanistic knowledge. They had it because they were schooled in a classical worldview. The gentleman of Ancien Regime Europe sought not pedantic obsession, but to know how ideals relate to each other. So he was like an architect, having the whole plan of the building before him. He could then inform the more expert workmen how best to make this plan a reality.
The gentleman has been gradually replaced by the specialised technocrat as the ruler of western societies. Every field (biology, economics, architecture, etc.) becomes isolated from the rest, and presents itself as the unique solution to all problems. Those who practice them, the technocrats, are each busy making the world in the image of their chosen subjects. The technocrat asks neither why, nor wherefore, but only how. This is, for Weaver, the “substitution of means for ends”. Since, having lost the plan which gives purpose to learning, the tool now becomes the aim. Statecraft becomes a competition between obsessives, who each advance only their own segregated hobbies because they no longer serve human nature.
Modern man is a “spoiled child” according to Weaver. The path to this is indirect, but obvious when seen. Once ideals are denied, everything that seems fixed and permanent becomes liquid. The cosmos is a machine which we can take apart and reassemble to our own fancy. A cat, for example, isn’t a natural type which ought to have four legs, meow, eat meat, etc. It’s a pile of flesh and bones just so arranged into cat-like shape. We can therefore change it as we see fit. And since humans ourselves have no ideal pattern to conform to, what we see fit is anything whatsoever. This is what Francis Bacon, the father of modern science, sets out to do when he says nature should “be put on the rack”, for our benefit.
Our own goodness, in other words, has come apart from any natural limit. This means goodness is now limitless pleasure (pleasure being the only thing remaining when all purpose is removed from nature). So, man becomes a “spoiled child” because he demands the fabric of reality itself be bent to his delight. Science goes from the quest for wisdom to the slave of indulgence. Progress now means destroying whatever stands in the way of comfort and convenience. The masses get used to thinking of nature not as what exists, but as an enemy that must be overcome. Rights without duties are the inevitable result.
Here Weaver, the abstract metaphysician, makes a practical point. The spoiled child endlessly consumes, because he sees no limit to his pleasure, and appetites grow with the feeding. Yet production means enduring discomfort for the sake of an end, and hedonists are averse to this. The hardest worker is the person who believes work improves him; the one who thinks the human ideal is fulfilled by work. But “The more [modern man] is spoiled, the more he resents control, and thus he actually defeats the measures which would make possible a greater consumption”.
Nominalism is the philosophy of consumption, but realism is the philosophy of production. A nominalist culture thus runs the risk of collapse through idleness.
A stereopticon, or stereoscope, is an old-fashioned machine used to look at three-dimensional stereoscopic images; the ancestor of 3D glasses. Weaver likens mass media in nominalist societies to a stereopticon because its aim is to maintain an illusion. For, Weaver thinks, the above modern project of specialisation, hedonism, and progress at all costs is fated to fail. If ideal concepts truly exist outside the mind, then all attempts to ignore them will end badly. They shall re-assert themselves at every attempt to destroy them, and thwart whatever projects are built on their denial.
As the ideal drops out, society fragments into myriad groups with incompatible perspectives. Like the blind men in the Buddhist proverb, each one touches the elephant and calls it a different animal. The biologist, the head of a social club, the accountant, and engineer; each fails to see the higher truth that unites his vision with the rest. Modern states face, then, the problem of getting these specialised obsessives to agree to a common action or set of beliefs. Thus, it presses mass media for this purpose. Radio, cinema, and television spin a narrative where endless consumption makes people happy, and progress is irresistible and unrelenting. Journalists and directors adopt a single “unvarying answer” to the meaning of life: pleasure, aided by technology and consumption.
Weaver believes the effect is to re-create Plato’s cave through media. The prisoners, chained in a cave, are forced to watch the parade before them: vapid film stars, gung-ho newsreels, advertisements for cars and coffee makers. They are spiritually and mentally starved yet believe the cure to their trouble is the shallow, materialistic life portrayed on the cave wall. This is not grand conspiracy according to Weaver. Rather, a society with such bloodless aspirations is forced to use propaganda. The unhappiness it causes would otherwise be too obvious for people to bear: “They [media] are protecting a materialist civilization growing more insecure and panicky as awareness filters through that it is over an abyss.”
Such a propagandised civilisation, our author warns, will suffer cyclic authoritarian spasms. Conditioned to think progress is relentless, modern man “… is being prepared for that disillusionment and resentment which lay behind the mass psychosis of fascism.” Long gone are the gentlemen who could move us from how we are, to how we ought to be, if we fulfilled our ideal. When the stereopticon fails, the public looks to anybody who can impose duties on them. These tend to be thugs fed on the same materialism as everyone else.
In conclusion, Weaver paints a picture of a culture undergoing a long, agonising death, yet clinging to the fantasy of its own life. Societies whose false idols are failing cope like a balding man whose hairs retreat ever more. He compensates with a combover until there’s nothing left to comb. Nominalism creates a contradictory culture. Glorifying pleasure, it expects heroism. Fragmenting the sciences, it expects wisdom. Destroying a common ideal, it expects its citizens to form a common front.
The treatment is polemical, and not a replacement for reading philosophers themselves. As a Platonist, Weaver unnecessarily denigrates Aristotle at times, blaming him for the decline of the medieval worldview. Yet some authors of similar politics to Weaver (like Heinrich Rommen or Edward Feser) would dispute this. He also glosses over Enlightenment projects like those of Rousseau and Kant without much analysis (Charles N. R. McCoy criticises them in much more satisfying detail). But for one wanting an overview of how a single wrong turn can doom a whole culture, Weaver’s clarity is unparalleled. His work is especially good as a locus classicus, with which to compare current trends against. Seldom, in my reading, do I find Weaver has nothing to say on a given topic.
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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.
