Saul Bellow, Herzog

Saul Bellow’s Herzog, which I finished yesterday, was written four years before I was born. I can almost recall its time–or at least relive it vicariously through my parents, who were, like the characters in the novel, a Jewish historian of European ideas and his wife, living in an old house a few hundred miles from Manhattan. It was a decade when Freud and Marx still reigned, when readers wrestled with metaphysical issues by constructing grand accounts of cultural history, stories that had Christianity, Romanticism, idealism, and nihilism as their protagonists. Like Herzog, you might buy paperback Schopenhauers and Spenglers in the bargain bin at Walgreens and try to put them into some kind of order. You didn’t worry much about jobs, tenure, or publication, but intellectual work seemed consequential when the old mores were collapsing, East and West were divided by ideology, and the Shoah was still a memory, even for the young.

It was the end of the Modern period, post-modernism just beginning to stir in France. Bellow has the Modernist’s disdain for novelistic conventions. Quite a bit happens in Herzog–two divorces, a rape, a car crash, an arrest–but Bellow refuses to tell it in a linear way that might build suspense. To withhold information about the conclusion until the end of the story would be like using the sonata form in music: old-fashioned. Instead, Bellow’s narrator strives for pure description, voice, character, and ideas.

The novel is also a period piece in its problematic attitudes toward women, Blacks, and Puerto-Ricans. Of course, we don’t know if those are Bellow’s views or the narrator’s. In fact, my biggest question about Herzog is whether we are dealing with an unreliable narrative voice. The back cover of my copy tells me that Herzog is “truly an Everyman for our time.” Everyman is a sympathetic figure, and one might like the cuckolded, naive, high-strung and sensitive Moses E. Herzog. Or one might doubt his self-presentation. Consider this rather typical passage:

Then he ran the water in the sink. The crude oval of the basin was smooth and beautiful in the gray light. He touched the almost homogeneous whiteness with his fngertips and breathed in the water odors and the subtle stink rising from the waste pipe. Unexpected intrusions of beauty. This is what life is ….

As he was doing this, it occurred to him that this going into the bathroom to pull himself together was one of his habits. He seemed to feel that he was more effective, more master of himself. In fact, he remembered, for a few weeks in Ludeyville he required Madeleine to make love on the bathroom floor. She complied, but he could see when he lay down on the old tiles that she was in a rage. Much good could come of that. This is how the all-powerful human intellect employs itself when it has no real occupation. And now he pictured the November rain dropping from the sky on the half-painted house in Ludeyville. The sumacs spilled the red Chinese paper of their leaves ….

I draw attention to the sentence about the bathroom floor, almost hidden near the beginning of a long paragraph of nostalgia and reverie. Madeleine is the ex-wife whom Herzog hates and fears. Here is a hint that he abused her cruelly in the rustic house to which he had dragged her. By the end of the novel, I found myself caring about Herzog and hoping that he would not harm himself. But if we view him as neither good nor reliable, the text becomes considerably more interesting. (By the way, I know a little about Saul Bellow the man and do not particularly like what I know; but that ought to be irrelevant to our judgment of Moses Herzog.)

how will we remember the Great Recession?

(Macon, GA) The Great Depression of the 1930s left a visual signature: black-and-white images of hobos and 5-cent apples, Hoovervilles and gaunt Appalachian farm women.

What will be the memorable images of the Great Recession? That aesthetic question is certainly not the most important one, but it raises deeper issues about what kind of period we are going through, how it compares to our national experience, and how it will be remembered.

I pose the question on a day when we learned that GDP growth rate remains miserable three years after the initial crash and has been worse that whole time than we thought–while Congress is considering an austerity package that may cut another half percent off GDP.

We should be cautious comparing our times to the Great Recession. As this helpful table from CNN indicates, all the gross economic statistics were much worse then. Besides, the baseline was much lower in 1928; thus people were far more vulnerable to destitution. The Great Depression produced clearly visible signs of suffering, such as thousands of people loading their last few possessions onto Model T’s and heading to California.

But the current recession is quietly devastating. It has, for example, reduced the median net worth of Hispanic households to $6,325 and of African-American households to $5,677–figures that have a 1930s ring to them.

Moreover, those black-and-white WPA photos tell an exaggerated story when juxtaposed to today. Life went on in 1931, as it does in 2011. In fact, my family’s house and our whole suburban neighborhood were built early in the Great Depression. The ceilings were lower than they would have been in the 1920s–to economize on heating–but they were middle-class homes, experienced in living color by the people who owned them. At the peak of the Depression, one quarter of American workers were unemployed, but three quarters were still at work, doing things like building our suburb.

So what will evoke our times decades from now? Images of foreclosure signs in desert subdivisions? Abandoned strip malls? Or will we think of iPads and Facebook and let memories of the economic decline slip away?

content of an intro course on active citizenship at Tufts

(Macon, GA) Next year, I will teach the introductory course (“Education for Active Citizenship”) for the Tisch Scholars for Citizenship and Public Service program at Tufts. Most of the Scholars’ work involves conducting community projects of their choice, beginning in our “host communities” of Medford, Somerville, and Boston’s Chinatown. The purpose of the introductory course is to convey the concepts, skills, and information that students will need to be effective Tisch Scholars for the next several years.

Designing the course is challenging because so much could be included: various (often conflicting) conceptions of good citizenship; social theories and philosophies that might prove relevant to the Scholars’ projects; information about our local communities, their current issues, and organizations; the skills and values that students need if they are to work well in community settings; and questions of personal identity and ethics (such as how to think about one’s own privilege as a student at a selective and expensive private university). Each of these topics could fill a whole course. The good news: students have several more years of undergraduate study ahead of them, so a major goal is to help them choose wisely the subjects that they will study next to become good citizens.

I am thinking about asking my class to begin building a public website about our host communities. This product would be a genuine public resource, not just an educational exercise for the students’ benefit. They would not produce all its content in a semester, but would rather begin a cumulative project of producing and revising text, data, maps, and images–to be continued by successive classes.

Each week, the class would operate a little like a traditional newsroom, developing and assigning story ideas. Since we need an overall focus for the readings on the syllabus and for students’ mini-research projects, I am thinking of asking them to investigate population changes. in our host communities.

The demographics of Somerville, Medford, and Chinatown have changed and continue to change rapidly because of a combination of gentrification, de-industrialization, immigration, and social policies (such as the construction of highways and subway lines). Some of the most wrenching issues in the history of greater Boston have been related to demographic change, and today’s shifts in population are relevant to policy issues–from education to carbon consumption. The mass movements of people also raise complex theoretical and moral questions. So I think population movements in our host communities would be a good theme for the first year of work, after which annual themes might include: power dynamics, economic conditions, assets for learning in the host communities, or cultural and linguistic diversity.

insanity and evil: two paradigms

The lawyer for Anders Behring Breivik says that his client, accused of murdering at least 76 people, is “insane.” That word belongs to a vocabulary set that also includes “mentally ill,” “abnormal,” and “unhealthy,” as well as their opposites, “healthy” and “normal.” We have available to us a different vocabulary as well, one composed of words like “evil” and “good,” “immoral” and “moral.” The two sets are not logically exclusive: a person can be described as both insane and evil. But they have different implications for judgment and response. For instance, someone who is mentally ill deserves treatment; someone who is evil deserves punishment.

It seems to me that this choice is one of the great divides in modern and postmodern culture. It doesn’t simply divide us into two groups–the moralists and the psychologists–because many people straddle both camps.

I doubt the choice between the two vocabulary sets rests on empirical evidence, at least not in a straightforward way. These are more like paradigms or conceptual schemes than theories. I suppose some psychologists might claim that their medical-sounding terminology is empirical and scientific, whereas moral judgments are subjective, and that is the difference between the two ways of talking. But I don’t think that distinction will fly. “Insane” and “mentally ill” are loaded with value. They mean abnormal, atypical, and far from the mean–but only in a bad direction. Nobody calls the abnormally good “insane.” By the same token, it is not merely a matter of opinion to say that Breivik was “evil.” I am as sure of that fact as I am that Norway is west of Sweden.

We might reserve the word “insane” for people who are literally delusional or profoundly illogical: individuals who perceive nonexistent objects or connect means and ends irrationally. But Breivik fits neither category. Mark Thompson skillfully analyzes the “cold, appalling logic” of Breivik’s acts, including the way he chose to “to kill off an entire generation of multi-cultural political leaders-to-be in a small country.” Breivik chose the means best calculated to advance his chosen end; alas, his end and means were evil.

The claim that Breivik is evil would be complicated if his evil could be cured–perhaps by some easily administered drug. Then we might be tempted to say that he was sick. Indeed, I would give him the drug and, once cured, he would elicit some sympathy from me–especially if he took responsibility for what his prior self had done. But why should he regret what he did while ill? Being sick is not a choice.

The conclusion of that little fable makes us wonder whether punishment and even regret are unfortunate. Shouldn’t we wish that we could cure him and then forgive him and encourage him to forgive himself? I interpret it in a different way, as evidence that there is no solution or remedy for a heinous act. Punishment, treatment, exile, execution, suicide, remorse–nothing satisfies. I have long believed in “moral luck,” and so it comes as no great surprise to me that someone can be evil for unfortunate reasons, such as sickness. It is still evil.

what should New Hampshire do about civic education?

(Concord, NH) I have been meeting with the New Hampshire Task Force on Civic Education, which includes a very engaged and thoughtful Justice David Souter. The Task Force is seeking to define what “civic education” should achieve in the Granite State and has decided that providing voluntary educational opportunities for current teachers will be its best investment. I agree with that because there really isn’t any evidence that any set of state requirements, tests, or standards has changed students’ experiences or outcomes in civics. That means that the Task Force is unlikely to help kids by promoting any policy reform at the state level, unless there is a strong infrastructure for teachers to learn about both content and pedagogy.