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Archive for the ‘Literature’ Category

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Plato and Natural Law Theory

In Arts & Letters, Communism, Humanities, Jurisprudence, Law, Literary Theory & Criticism, Literature, Philosophy, Western Philosophy on March 27, 2013 at 8:45 am

Allen Mendenhall

Natural law theory, at its essence, is not far removed, conceptually at least, from Plato’s theory of forms.  According to Plato, only the philosopher kings are equipped and trained intellectually to comprehend the true forms as opposed to the sensible forms that are readily understandable in the phenomenal world.  These philosopher kings can grasp the Form of the Good, for instance, which is the fountainhead from which flow all true forms, including knowledge, truth, and beauty.  But how are we to know who these philosopher kings are?  How are we to distinguish them from charlatans?  And why should the polis uncritically accept the supposedly sound judgments and determinations of those who cannot prove to us their purportedly superior faculties?

There is no ideal city, no Platonic Utopia, nor even a realm approaching the character of Magnesia.  Plato’s communistic fantasies have never been achieved,[1] and the disenchantment one senses in The Laws differs markedly from the tone and confidence exuded in The Republic. It is as if Plato, having aged, realized the dreaminess of his younger vision in The Republic and wished to correct the record, even though he did not go far enough.  At least in The Laws he acknowledged that the first principle of politics is to attain peace; the absence of military conflict ought to be the chief aim of the legislator; judges are another matter.

Plato seems to have continued to admire tyranny, despite his criticism of tyrants in The Laws, for elsewhere in that work he discusses how leaders ought to create an obedient disposition among the citizens.  Commonplace though that proposition may sound, it suggests that the State and its politicians should condition citizens to act for the good of the State.  The problem is that the State is made up of those who live off the citizens, so unchecked obedience to the State means that the citizens ensure their perpetual subordination to those who exploit citizen labor.  It is little wonder that the Platonic State devotes itself to educating the young, for the State must guarantee that there are future generations of uncritical followers to take advantage of.

This is not to suggest that Plato’s works are without truth, only that they are underdeveloped and often misguided.  Aristotle seems to have thought so, too.  The free polis is a multifaceted collection of networks bound together by the voluntary acts of free agents whose rules of habit and exchange exist separately from legislative fiat.

[1] Aristotle himself recognizes that Plato lacks a proper understanding of unity because Plato treats it in terms of property ownership because it is contracted by experience.  “[A]though there is a sense in which property ought to be common,” says Aristotle, “it should in general be private.  When everyone has his own separate sphere of interest, there will not be the same ground for quarrels; and they will make more effort, because each man will feel that he is applying himself to what is his own.” Aristotle, The Politics (Translated by Ernest Barker; Revised with an Introduction by R. F. Stanley). Oxford and New York: Oxford University Press, 1995. P. 47.

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To Educate in the Permanent Things

In Arts & Letters, Books, Essays, Fiction, History, Humanities, Literary Theory & Criticism, Literature, Politics, Walt Whitman, Western Philosophy, Writing on March 20, 2013 at 8:18 am

Allen Mendenhall

This article originally appeared here in The American Spectator.

In his State of the Union address last month, President Obama proposed changes to preschool, high school, and college education, respectively. His proposals generated praise and condemnation from the predictable cheerleaders and naysayers. Some celebrated his efforts to expand early childhood education; others suggested that he should have focused more on the student loan crisis; still others, not to be outdone, pointed to school funding, teacher salaries, grading, standardized testing, technology, and foreign study as the pressing issues that he neglected to address with sufficient detail.

Everyone, it seems, has an opinion about how to improve American education from the top down. But positive change rarely happens through centralized design; it arises spontaneously through the interaction of human agents operating within and among social groups. The State cannot plan and then promulgate a proper education, and legislative enactments cannot reflect the mores and traditions of local groups with differing standards and expectations. The most prudent and humble proposals for improving education are not couched in statist, Platonic terms about civic education and human perfection; instead, they approach learning modestly, on the individual level. They entail the everyday interactions between teachers and students. They are not stamped with the approval of politicians, unions, think tanks, or interest groups.  They take place in the classroom, not the public square. A teacher anywhere, whatever his station, school, or background, can implement them in his course without disrupting the pace or provoking the ire of the educational establishment. The best of these, because it is so easily executed, is simply to teach what T.S. Eliot, and Russell Kirk after him, called “permanent things.”

The permanent things are the inherited principles, mores, customs, and traditions that sustain humane thinking and preserve civilized existence for future generations; their canonization in literary, philosophical, religious, and historical texts happened and is happening in slow degrees. We can trace the permanent things through curricula that emphasize the ultimate values of prosperous societies. An informed, laborious study of the perennial themes and archetypal patterns in what are variously denominated as the Great Works, the Western Canon, or the Classics can help us to organize and make sense of the permanent things. There are those who would object that this approach seems too hopeful and ideal. But no one has suggested it as a panacea, of which there are none, and anyway, is there a proposal that could be simpler, more straightforward, and more workable than assigning and discussing the Great Works?

As early as 1948, Eliot remarked that “there is no doubt that in our headlong rush to educate everybody, we are lowering our standards, and more and more abandoning the study of those subjects by which the essentials of our culture—of that part of it which is transmittable by education—are transmitted; destroying our ancient edifices to make ready the ground upon which the barbarian nomads of the future will encamp in their mechanized caravans.” It might be asked just who these barbarian nomads are and why we ought not to welcome their cultural practices and assumptions. The barbarian nomads could be, I think, any group lacking in historical perspective and mostly ignorant of the illuminating continuities that have guided our weightiest and most imaginative thinkers. The practices and assumptions of these nomads are not grounded in lived experience but aimed at utopian projects such as ensuring equality, creating fundamental rights, or eliminating poverty, and, to the extent that these practices and assumptions deviate from enduring norms, they cannot be said to have flourished ever.

To study the permanent things, on the other hand, is to consider the prevailing and profound ideas from certain times and schools in relation to other such ideas from various times and schools throughout successive eras. It is to map the course of perennial ideas to examine how they apply to different settings and generations. It is both sequential and diachronic in its approach. Its chief benefit is to put ideas into context, which is to say that it is to make us aware of our own presuppositions and perspectives that necessarily arise from our social, cultural, and historical situation.  Each thinker lives in his own specific era and place and cannot gain knowledge in a vacuum outside of time; our era and place shape the manner in which we think and restrict our ability to imagine conditions beyond our immediate and tangible experience.

This is not to submit that our ideas are determined for us, only that we enter into experience with certain perceptions that we have no control over. They are there because of the conditions present at the time and space in which we exist.  A sustained study of the permanent things will show us that our perceptions are not totally alien from those of our predecessors, although the respective perceptions are different. It also teaches us to compensate for our prejudices and to avoid thinking that our necessarily limited perspectives are unconditionally true and universally acceptable, even if they have verifiable antecedents. It reveals, as well, that schools of thought cannot simply be deemed later versions of earlier schools just because the two are in agreement about certain points. Finally, although we cannot escape those presuppositions that are embedded in our thought and culture, being alert to their probable existence can counteract their possible effect.

A rigorous study of the permanent things provides a lodestar for evaluating particular ideas against that which has been tested and tried before. Ideas that seem new always have traceable antecedents, and individuals equipped with a fundamental knowledge of the permanent things are able to situate purportedly novel ideas alongside their forerunners. These individuals recognize that change is not always progress; sometimes it is decline, deterioration, or decay. Only a sense of the continuities of history and thought can demonstrate the difference. Our political pedants in general and President Obama in particular insist on recognizing and implementing new institutions as if a radical departure from historic standards and established customs is itself the mark of good and lasting policy. Yet the permanent things show that even the most exceptional thinkers, those who represent the spirit of their age, whatever that might have been or might be, are part of a greater tradition.

It may be true that to study a particular thinker’s cultural milieu and biography is requisite to placing his ideas into their proper context and to highlighting the unacceptable premises of his philosophy; nevertheless, cautious interpreters ought to consider whether his thoughts necessarily lead to certain consequences, or whether the events that seem related to his thoughts arose accidentally, apart from his philosophy. Put another way, the cautious interpreter must carefully consider causation: whether theories actually generate particular circumstances, or whether those circumstances would have come to pass regardless of what the thinker spoke or wrote. Mussolini, for instance, praised William James, but it does not follow that anything James said or wrote endorses or enables fascism. He who would suggest otherwise betrays an ignorance of James’s work. The permanent things can help us to distinguish the true forms and implications of an individual’s thought from their appropriations by hostile forces.

By studying the permanent things, moreover, we learn that we cannot achieve the proper education through mere funding; nor does the solution to schooling gridlock and setbacks come from student aid, dress codes, student evaluations, tuition, or whatever. These issues begin to seem fleeting and trivial to one with an historical sense. They are at most temporary struggles, and although they are important, as all struggles are important, we are not to subordinate liberal learning to them. The best way to achieve the liberal learning necessary to make important and meaningful distinctions about our complex world is, as I have suggested and as it bears repeating, through a holistic, painstaking exploration of the permanent things. This means not only reading the Great Works for their content, but analyzing them in light of their place in history.

The beauty of this approach is that anyone can carry it out; the wisdom of it lies in its civilizing effects. Whether one is a homeschooling parent, a public school teacher, the leader of a local book club, or simply a curious-minded autodidact, the permanent things are available to him in texts, waiting to be sifted through and analyzed. It is true that there is disagreement as to what constitutes a Great Work and by what criteria, but it does not take more than research and commonsense empiricism to discern which pre-twentieth century texts have withstood the test of time. Teaching the permanent things does not require a large-scale, bureaucratic, administrative overhaul. It does not demand central planning or the implementation of mass, curricular programs; it can be accomplished through decentralized networks of concerned individuals. If parents would teach their children, friends their friends, colleagues their colleagues, and so on, we would in the aggregate become a more literate, astute, and informed society. And as our politicians lecture us about our duties even as they demand our money, we can take comfort in the proverb that these things too shall pass.

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Joyce Corrington Publishes the Work of Late Husband John William Corrington

In Arts & Letters, Books, Fiction, Humanities, John William Corrington, Joyce Corrington, Literature, Poetry, Southern History, Television Writing, The South, Writing on March 13, 2013 at 8:45 am

Joyce Corrington, pictured above, has made her late husband John William “Bill” Corrington’s book The Upper Hand available on Amazon as a Kindle e-book. Click here to view or purchase this book.

Even more important, she has collected John William Corrington’s poems into a book. Click here to view or purchase this book. This is the first publication of Corrington’s collected poems, and Joyce is delighted to make them available to the public and future scholars.

Joyce Corrington is a writer who, with her late husband John William “Bill” Corrington, wrote several films, including The Omega Man (1970), Box Car Bertha (1971), and The Battle for the Planet of the Apes (1973). Also with Bill Corrington, she co-authored four novels: So Small a Carnival (1986), A Project Named Desire (1987), A Civil Death (1987), and The White Zone (1990). She was head writer for such television series as Search for Tomorrow, Texas, General Hospital and Superior Court, and she has been a co-executive producer for MTV’s The Real World. She holds a Ph.D. from Tulane University. Her latest book, Fear of Dying, is available in both Kindle e-book and paperback format. Formerly a Malibu resident, she now resides in New Orleans.

To read more about John William Corrington, click here to read this profile.

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Bloom, Poirier, Holmes: What’s the Link?

In American History, Arts & Letters, Creativity, Emerson, History, Humanities, Literary Theory & Criticism, Literature, Oliver Wendell Holmes Jr., Pragmatism, Western Philosophy on December 26, 2012 at 8:45 am

Allen Mendenhall

Harold Bloom’s Anxiety of Influence is of a piece with pragmatism as it is manifested in Richard Poirier’s account of poetic influence whereby a poet or writer struggles to overcome the powerful precedent of his or her forerunners.  Poirier goes to great lengths to demonstrate how Emerson’s “superfluity” has to do with Emerson’s anxiety about articulating the phenomenal world in ways that are new.  Like Emerson, Holmes distorts and recasts precedents.  Holmes uses the common law canon much as Emerson uses the literary canon, and vice versa.

Bloom and Poirier are Darwinians, as were most of the classical pragmatists, on the issue of revision and adaptation of forms to fit new social and cultural environments.  Bloom seems to suggest that there are perennial themes and tropes in the work of great poets over time, but that it is the new and creative ways in which these existing categories are expressed that make them great.  The anxiety is in finding new articulation for previously established content and methods.  The poet, then, is like the judge according Holmes: someone who must rely on precedent even as he carves out new spaces for critical inquiry.

Emerson is a milestone figure for Poirier because Emerson struggles with “linguistic skepticism.”  Emerson’s anxiety about expressing new ideas in old forms led him to embrace rhetorical superfluity as a means of compensating for the limitations of his own mind and historical moment.  Emerson was skeptical about the ability of the word or language to summon forth the meanings in his head or the sensations that he felt.  For Poirier, Emerson established what Joan Richardson calls an “aesthetic outpost” against which later writers like Robert Frost or Wallace Stevens wrote.  Emerson facilitated continuity with the past while generating his own tropes on which later American writers would themselves trope.  All of this revision and adaptation had to do with a distinctly American tradition of writing that attempted to break free of the confines of European traditions and express the attitudes and possibilities created by the New World.  Holmes himself turned away from European jurisprudence and embraced philosophical pragmatism, which led to such interpretive tendencies as judicial restraint, deference to state legislatures, rejection of abstractions, and analysis of actual experiences tested and tried in both the economic marketplace and the marketplace of ideas.

What links Bloom, Poirier, and Holmes is Emerson.

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My Reading List for 2013

In Arts & Letters, Books, Creativity, Fiction, History, Humanities, Law, Literature, Novels, Philosophy, Politics, Western Civilization, Western Philosophy, Writing on December 12, 2012 at 8:45 am

Allen Mendenhall

Editorial Note (April 15, 2013):  At this point in the year, I have already discovered flaws in this list. For instance, I gave myself two weeks to read Augustine’s Confessions and one week to read Aquinas’s Summa Theologica.  I should have done the reverse.  Summa Theologica may have required more than two weeks to read, since I found myself rushing through it, and it is not a book through which one should rush.  My schedule has forced me to speed read some texts in order to avoid taking shortcuts.  Some of the texts on this list will therefore appear on my list for next year, so that they get the treatment and consideration they deserve.

2013 will be a good year for reading.  I’ve made a list of the books I’m going to undertake, and I hope you’ll consider reading along with me.  As you can see, I’ll be enjoying many canonical works of Western Civilization.  Some I’ve read before; some I haven’t.  My goal is to reacquaint myself with the great works I fell in love with years ago and to read some of the great works that I’ve always wanted to read but haven’t.  I wouldn’t go so far as to say that everybody ought to read these works, but I do think that by reading them, a person will gain a fundamental understanding of the essential questions and problems that have faced humans for generations.

Some works are conspicuous in their absence; the list betrays my preferences.  Notably missing are the works of Shakespeare and the canonical texts that make up the Old and New Testament.  There’s a reason for that.  I’ve developed a morning habit of reading the scriptures as well as Shakespeare before I go to work.  If I’m reading these already, there’s no need to add them to the list, which is designed to establish a healthy routine.  What’s more, the list comes with tight deadlines, and I’m inclined to relish rather than rush through the Bible or Shakespeare.

Lists provide order and clarity; we make them to reduce options or enumerate measurable, targeted goals.  Lists rescue us from what has been called the “tyranny of choice.”  Benjamin Franklin made a list of the 13 virtues he wished to live by.  What motivated him is perhaps what’s motivating me: a sense of purpose and direction and edification.

At first I wanted to assign myself a book a week, but realizing that some works are longer or more challenging than others, that as a matter of obligation I will have other books to read and review, that I have a doctoral dissertation to write, that the legal profession is time consuming, and that unforeseen circumstances could arise, I decided that I might need more time than a week per book depending on the complexity of the particular selection or the busyness of the season.  Although I hope to stick to schedule, I own that I might have to permit myself flexibility.  We’ll see.

For variety—and respite—I have chosen to alternate between a pre-20th century text and a 20th century text.  In other words, one week I might read Milton, the next Heidegger.  For the pre-20th century texts, I will advance more or less chronologically; there is no method or sequence for the 20th century texts, which I listed as they came to mind (“oh, I’ve always wanted to read more Oakeshott—I should add him.  And isn’t my knowledge of Proust severely limited?—I’ll add him as well.”).  It’s too early to say what lasting and significant effects these latter texts will have, so I hesitate to number them among the demonstrably great pre-20th century texts, but a general consensus has, I think, established these 20th century texts as at least among the candidates for canonicity.

I have dated some of the texts in the list below.  Not all dates are known with certainty, by me or anyone else.  Some texts were revised multiple times after their initial publication; others were written in installments.  Therefore, I have noted the time span for those works produced over the course of many years.

One would be justified in wondering why I’ve selected these texts over others.  The answer, I suppose, pertains to something Harold Bloom once said: that there are many books but only one lifetime, so why not read the best and most enduring?  I paraphrase because I can’t remember precisely what he said or where he said it, but the point is clear enough: read the most important books before you run out of time.

Making this list, I learned that one can read only so many great works by picking them off one week at a time.  The initial disheartenment I felt at this realization quickly gave way to motivation: if I want to understand the human condition as the most talented and creative of our predecessors understood it, I will have to make a new list every year, and I will have to squeeze in time for additional texts whenever possible.  I am shocked at the number of books that I wanted to include in this list, but that didn’t make it in.  I ran out of weeks.  What a shame.

Here is my list.  I hope you enjoy. Read the rest of this entry »

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Review of John Shelton Reed’s Dixie Bohemia

In American History, Arts & Letters, Book Reviews, History, Humanities, Literary Theory & Criticism, Literature, Southern History, Southern Literary Review, The South, Writing on October 31, 2012 at 8:45 am

Allen Mendenhall

The following review first appeared here in Southern Literary Review.

John Shelton Reed’s Dixie Bohemia is difficult to classify. It’s easier to say what it isn’t than to say what it is.

It isn’t biography.  It isn’t documentary.  It isn’t quite history, although it does organize and present information about a distinct class of past individuals interacting and sometimes living together in a unique, definable space.

It isn’t quite sociology either, although Reed is, by training and profession, a sociologist, and sociology does, every now and then, sneak its way into the pages.

Maybe it’s best to suggest that the book is a bit of all of these, but it’s also an annotated edition of Sherwood Anderson and Other Famous Creoles: A Gallery of Contemporary New Orleans.

Written and compiled by William Spratling and William Faulkner, whom Reed affectionately dubs the “Two Bills,” Sherwood Anderson and Other Famous Creoles, first published in 1926,was something of a joke: its oft-rambunctious subjects weren’t really creoles, but simply friends of the authors, and most weren’t, by most measurable standards, famous.

Reed’s stated goal, one of them at least, is to provide an “introduction to a Bohemian crowd of artists, writers, journalists, musicians, poseurs, and hangers-on found in the French Quarter in the mid-1920s.”  This eclectic and creative crowd comprises what Reed calls a social circle, or, in more academic parlance, a “loose network of relationships linked by friends in common,” “by association with the same institutions,” and “by common interests.”

Reed explains that social circles, by nature, “have no formal leaders, but they may have their notables,” and they have their cores, too.  The leader of the so-called “famous Creoles” is Sherwood Anderson, and the core, as you might have guessed, is the French Quarter.

Tulane University, with all of its energy, entertainers, and eccentrics, enabled and sustained the circle that produced the local arts, literature, and culture.  The area and its residents gained a national, indeed international, reputation.  As Meigs Frost, a reporter who made the cut as a famous creole, put it, “So many of us here are internationally famous locally.”

Reed’s subtly sociological introductory chapters place his subjects, which were also the two Bills’ subjects, into their historical context—and what a wild, exotic, and at times erotic context it is.  His comprehensive research is delivered with such wit and enthusiasm that one can forget this work is scholarship written by a former professor and published by a university press.

His occasional use of the first person and confessional, qualifying asides—“as far as I know,” “Some may find it easier than I do,” “to my mind artists should not be judged on what prejudiced observers see in their work,” “It is difficult to discuss this,” “I have mentioned,” “I know of someone,” “it’s fair to say,” “It’s hard to imagine”—will let you know, or let you guess at, where he stands on an issue or acknowledges an assumption on his part.  Such delicate humility—or is it just honest colloquialism?—is rare for a person who made his career in the university, and it would be a shame if readers neglected to notice it.

Peopled with absinthe-drinking, music-loving debauchers, 1920s New Orleans was a place where madams and brothels were as common as jambalaya and gumbo; where music poured into the streets, which smelled of spices, sex, and booze; where bootleggers (this was the Prohibition Era, remember) set up shop next to cops (who were customers of the brothels and the bootleggers); where the only limit on free love, it seemed, was the stultifying effect of alcohol; where parties—especially costume balls—were considered failures if nobody got naked; and where vivacious theater, daily newspapers, and edgy literary periodicals flourished.

If this milieu seemed excessive, radical, intemperate, even libertine, it was also in a way conservative: there was among its dwellers a ubiquitous impulse to preserve and maintain.  History, both that being made and that made already, was important to the artists and writers.  The districts, the streets, the homes, the buildings, the sidewalks—all of them required and received care and protection, and all of them underwent systematic revitalization.  The literati, as conservationists, were afraid that the world they had inherited, and to some extent made, was endangered.

Fans of Reed have come to expect certain things: the informal idioms and plain speech he uses while dissecting, with surgeon-like precision, complex people and institutions; the surprising clarity he brings to understudied topics; and the delightful, conversational prose with which he arrests your attention, transports you into another world, and then releases you back into your own world.

In this, his latest, he does not disappoint.  As always, he delivers—and in so doing provides telling insights into a minor renaissance in American literary history.  His discussions of race and sexuality will inspire (or provoke) future study, but more importantly he has addressed some of the least known phases of some of the most known American litterateurs.

Reed doesn’t need my endorsement.  But he’s got it.

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Book Note: Twentieth-Century English Literature, edited by Laura Marcus and Peter Nicholls (Cambridge University Press, 2004)

In Arts & Letters, Book Reviews, Britain, British Literature, Fiction, History, Humanities, Literary Theory & Criticism, Literature, Modernism, The Novel, Western Civilization, Writing on October 24, 2012 at 8:45 am

Allen Mendenhall

The following excerpt first appeared as part of the Routledge Annotated Bibliography of English Studies series.

This history of twentieth-century English literature addresses a wide variety of texts produced in England, Scotland, Wales, and Ireland.  Made up of 44 critical essays, this book is divided into four parts: 1) Writing Modernity, 2) The Emerging Avant-Garde, 3) Modernism and its Aftermath, 1918-1945, and 4) Post-War Cultures, 1945-1970.  This division is meant to read like a history and not like a companion, anthology, or compilation of essays. 

The book attempts to avoid treating “Englishness” or “English literature” as fixed or essentialized categories and, instead, to use those loaded terms as illustrative of multiple and differing conceptions of place and identity.  As with any historical account of modernism, this book explores the tensions between continuity and change, but unlike many historical accounts of modernism, this book focuses largely upon transnationalism, diaspora, postcolonialism, and dispersal. 

In an effort to complicate simplistic characterizations of time and place, this book acknowledges overlapping chronologies even as it maps out a quasi-linear study of English literature in the twentieth-century.  As an example of the editors’ resistance against oversimplified periodization, the book begins not with a set date (say, 1900) but with a section of essays exploring the lives and works of authors both before and after the close of the nineteenth-century. 

This first section of the book (“Writing Modernism”) incorporates works about major themes in literature and the role those themes play in the gradual replacement and displacement of the literature of the so-called older generation.  The second section of the book also addresses the fledgling stages of modernism, considering as it does the divide between Edwardian and Georgian writers and literature.  This section closes with an account about how the Great War influenced literary production in Britain. 

Part three is, unlike the earlier sections, rooted in a particular time frame (1918-45), and it focuses on how authors such as Joyce, Woolf, Ford, Conrad, Lawrence, and Lewis experiment with forms while investigating their and their countries’ recent (and in some cases not-so-recent) past.  This section closes with World War Two and the literary productions emanating from that event. 

The fourth section, dealing chiefly with issues of continuity and change, also deals with issues of class, education, nationalism, and internationalism, and the fifth and final section, “Towards the Millennium,” examines literature and literary culture from the last 30 years.  This final section focuses on new opportunities for writing, publication, genre, performance, and experimentation.  It undertakes to explore the vexed “postmodern” signifier while refusing reductive conclusions about that term.   

In general, the book pays particular attention to genre and the construction and representation of literary culture during eras of new technology and shifting social circumstances.  When addressing more recent phenomena of literature and literary criticism, such as anxiety over the term “postmodern,” the book’s closing essays are careful not to “take sides,” so to speak, but to register the complexity of issues and insist that all claims about the contemporary or near-contemporary are provisional and not summative, speculative and not conclusive. 

This ambitious project leaves certain loose ends, as any project of this magnitude must, but it is nevertheless an impressive and meticulous contribution to ongoing and unsettled conversations about twentieth-century British literature.  The sheer number and variety of authors contributing to and represented by this text are so bold and interesting that definitive or comprehensive statements about them are difficult to make.  Suffice it to say that the complexity of this book, and of all of the authors and essays appearing in this book, is in keeping with the complexity of a subject as expansive as twentieth-century British literature.             

 

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Article Note: “Conrad in the Computer,” by Michael Stubbs

In Arts & Letters, Essays, Humanities, Literary Theory & Criticism, Literature, Writing on October 12, 2012 at 8:45 am

Allen Mendenhall

This article uses quantitative methods of text and corpus analysis to interpret stylistic elements of Joseph Conrad’s Heart of Darkness.  The author carries out such method and analysis by way of computers—hence the title of the article.

A major goal of this piece is to challenge the linguistic community that is mostly skeptical of “stylistics.”  Put another way, the piece calls into question the prevailing idea that statistics is not a proper hermeneutic for interpreting literary style.

The value of computer-generated quantitative datum is its ability to clarify what is normal and predictable in texts.  The value, moreover, is to contextualize a vast amount of information by reducing it to simplified summaries.  For instance, this piece reduces Heart of Darkness to seven narrative frames within which are themes of vague impressions and unreliable knowledge (conveyed through words such as “blurred” and its variations, “dark” and its variations, “shadow” and its variations, and so forth).

The author concedes that his approach depends upon selection: which features to study and which to ignore.  But he believes his approach is valuable precisely because computers can identify features of texts that are not at first obvious to the naked eye or the pensive mind.  Humans carry with them various associative registers and preconceived notions, whereas software is a naïve reader.

One reason the author applies his quantitative method to Heart of Darkness is that this novel has not undergone rigorous explication in light of stylistics.  This method quickly provides the analyst with a concordance, and this method enables the analyst to index keywords (“Kurtz,” “seemed,” “river,” “station,” and so on) and then divide those keywords into numbers and declensions (how many nouns or adjectives, what variety of verb tenses, etc.).  This method is beneficial, furthermore, because the computer can catch allusions that the limited human mind cannot catch.  In support of this theory, the author cites to several allusions and possible allusions from the novel.

The article draws several conclusions about the novel—for one, that the novel’s phrasal patterns suggest that the narrative is tactically repetitive—but the overarching point seems to be to validate the methodology and not explicate the book.  That the author of this article has chosen Heart of Darkness (as opposed to some other novel) seems incidental.

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Book Note: Poetic Justice and Legal Fictions, by Jonathan Kertzer

In Arts & Letters, Book Reviews, Humanities, Jurisprudence, Justice, Law, Law-and-Literature, Literary Theory & Criticism, Literature, Writing on September 28, 2012 at 8:45 am

Allen Mendenhall

The following excerpt first appeared as part of the Routledge Annotated Bibliography of English Studies series.

This book is a compilation of literary essays that at first blush seem to have no through line save for an attention to law in the abstract.  Nevertheless, each chapter is connected by the theme of justice and the relation of language to both law and literature.

Á la Flaubert, the book treats justice as the supreme literary value, and it distinguishes between the justice of literature and the literariness of justice.  Language has its own jurisdiction and can be used judiciously, and the author seems to believe that signifiers can represent the phenomenal world in ways that have a practical bearing in law.  By the same token, language itself is regulated by laws even as it enacts laws.  The author discusses literary justice as a poetic expression of the material world.

The phrase “poetic justice” refers to the possibility that poetry might offer something better than truth in order to bring about justice; the truly poetic is just.  Genre and jurisdiction resemble one another in their conceptual claims to authority or law.

Beginning with judicial discourse in comedies, more specifically with the operas of Gilbert and Sullivan, the book moves through Nietzsche, Baudrillard, Disgrace, Huckleberry Finn, The African Queen, Billy Budd, the poetry of Wallace Stevens, Anil’s Ghost, and other works.  The book therefore does not limit itself to discussion of a particular historical period, a fixed geography, or a specific genre.  Rather, it weaves together a wide range of novelists, theorists, and historical figures, many of whom are unlikely to be categorized together were it not for their interests (some longstanding, some fleeting) in law.

What allows the book to read as a unified whole is its analysis at the intersections of justice, law, and literary forms.

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Book Note: Machinic Modernism, by Beatrice Monaco

In Arts & Letters, Book Reviews, Fiction, Humanities, Literary Theory & Criticism, Literature, Modernism, Philosophy, Pragmatism, Rhetoric, Rhetoric & Communication, Western Philosophy, Writing on September 20, 2012 at 8:45 am

Allen Mendenhall

The following excerpt first appeared as part of the Routledge Annotated Bibliography of English Studies series.

Machinic Modernism: The Deleuzian Literary Machines of Woolf, Lawrence and Joyce

This book investigates several modernist novels in light of the theories of Gilles Deleuze and, to a slightly lesser degree, Felix Guattari.  The author is interested in how the “machine-like” work and style of Deleuze and Guattari facilitate pragmatic readings of texts.  These pragmatic readings suggest that textual activity in several modernist novels reflects broader cultural activities, that the metaphysical movement of text corresponds to various social movements, and that text reproduces historical circumstances in signs and syntax.

The book seeks to depart from conventional forms of scholarship and to resist Deleuze-Guattarian paradigms that overemphasize pragmatism and empiricism at the expense of radical innovation.  In a way this book is a Deleuze-Guattarian treatment of Deleuze and Guattarian with a focus on key modernist novels such as Virginia Woolf’s To the Lighthouse, D.H. Lawrence’s The Rainbow, and James Joyce’s Ulysses.  Just as Deleuze and Guattari reframe seminal issues of philosophy in terms of pragmatism, so these modernist novels negotiate cultural and discursive phenomena with a bearing on then-current philosophy.

This book seeks to build a critical “machine” with which to interpret the machine in texts as well as to negotiate the so-called machine age; it also interrogates the organic-mechanic duality already interrogated by Deleuze.  In so doing, it considers differences in literature in light of Deleuzian pragmatics to show that the philosophical moves taking place in Deleuze reflect similar moves taking place in modernist literature generally.  The book argues that To the Lighthouse and The Rainbow implicate metaphysical structures in interesting ways but also in ways that are not entirely satisfactory without an understanding of Ulysses.  In Ulysses the theories and mechanic imperatives of Deleuzian modernism find their fullest expression.