We're roaring into the spring and asking you take a moment to put down your bracket for ten minutes...okay, more like thirty minutes but it's in the name of something important to all of us, the neophyte and the initiated: the humanities.
There has been much discussion among many of you, I'm sure, about William Chace's article, "The Death of the English Department" in The American Scholar last year. It seems to me that most of the people I've asked have found the article a bit simplistic in its thinking as well as nostalgic and ill-prescriptive. I have different views but I'm saving them for the end as Dave and I try to host, electronically, a round table discussion on this article and the conversations it has spawned.
To lead off our discussion we've invited Bobby Baird. Bobby's an old friend and an intellectual of the first-rate. He's way smarter than I could ever hope to be, in part, because he spent last night studying about Che Guevara’s "disastrous final guerrilla campaign in Bolivia in 1967" in a story he's working on for Narrative and I spent most of last evening trying to understand how Kentucky was going to navigate its way through the East Regional of this year's NCAA Tournament.
Anyway, here's Bobby's post. Read. Respond. Re-respond. We want to know what you think. We're going viral. Which is a hell of lot different than going feral, or so I'm told.
All best,
Mike
Dave, Mike,
Thanks for having me on the show. The topic of the week, I’ve been told, is William Chace’s essay in The American Scholar, “The Decline of the English Department.”
The meter’s running on my 500 words, and since my colleague at digital emunction, Michael Robbins, has already quoted some relevant passages, I won’t waste time recapitulating. In his rebuttal, Michael cites a sentence from John Guillory that’s key to my own argument with Chace: “Needless to say, the emergence of theory is the symptom of a problem which theory itself could not solve.”
This is my problem with the essay as a whole: Chace regularly confuses cause and effect, disease and symptom. That confusion keeps him from seeing that the sterling heyday of the humanities he remembers from his youth was a wild anomaly that was made possible by two conditions. The first was the post-WWII economic boom, which gave students (especially those at elite universities) the freedom "not" to make their curricular choices based on economic demand. In the '50s and '60s a college degree was still special enough that it would find you a well-paying job even if you graduated in something as practically useless as classics. The glut of college diplomas in today's job market means that kids need to major in disciplines like business and economics to get a jump on their post-collegiate competition.
The second and more crucial (because rarer) condition was a situation in which a liberal-arts education was considered a marker of social class. You learned Shakespeare not only because you thought it was good for your soul but because it would help you get the jokes at a business lunch. It helped you fit in. That's simply not the case anymore, and hasn't been for a while. Exhibit A: another essay from The American Scholar, this one from 1985, in which Peter Baida wrote:
A couple of years ago...my wife and I gave what might be called a Yuppie dinner party. All six of our guests were young professionals with degrees in law or business from top-ranked schools. At one point I mentioned that my wife recently had finished reading Proust and that now I had begun. "Who is Proust?" one of our guests asked. I thought someone else would answer, but all eyes turned toward me. Suddenly I realized that not one of our guests knew who Proust was.
Commenting on this, Guillory cites Barbara Ehrenreich—"No doubt they knew what Brie was, or pesto or Chardonnay"—and goes on to say, "Consumer culture provides myriad opportunity for producing effects of status differentiation." Proust doesn't signify because other markers of elitism (real estate prices, travel experience, obscure Brooklyn bands) do the job so much better.
Chace simply doesn't get how unusual (and, frankly, un-American) that brief blaze of the humanities was. (Guillory again: “The undermining of high culture is as old as the formation of the American bourgeoisie, but it has especially characterized the history of the professional-managerial class, at least since the later nineteenth century.”) We’ve had booms come and go since the ‘50s, but in the end, I suspect that the liberal arts were simply too democratic to serve reliably as a social indicator: what good is Shakespeare as a class boundary marker if people are teaching him at state schools?
As a corollary I’d say that if your real concern is to improve access to literature—teaching people to read well, to appreciate complex works of literature, to develop an ear for language and an eye for irony— then the English department as currently constructed is probably not the best place to focus your activism. I agree with Chace about the importance of teaching; for a while now I’ve thought that there should be something like a teaching Ph.D in the humanities, a post-Master's degree for people who want to teach literature but don't want to do research. But college is just four years of a person’s life; if it’s readers you want to encourage, why not find ways that work for 15-, 40-, and 60-year-olds?
What concerns me much more than English department woes is the absence (I won’t call it a decline) of any durable non-academic intellectual culture in this country. But that’s maybe a topic for another episode, so I’ll end here, awaiting your responses with breathed bait, or something like that...
bb


