James Weldon Johnson, Along This Way (1933): Part One

In these latter years, since I have witnessed and participated in so many hard fights by Negros, through petitions, legal proceedings, and by political action, to secure high schools, I look back with almost unbelief at the simplicity, the assurance and ease with which I accomplished what I set out to do. Scarcely did the school board, to say nothing of the white people in general of Jacksonville, know it was being done. This is all there was to the plan in its beginnings: I first got the members of the class interested in the project; then I persuaded their parents to let them come back in the following year. (275)

In case you need it spelled out, that is a superb example of direct action by—in this case—a school principal. No law suits, no demonstrations, not direct confrontation to the power regimen. When James Weldon Johnson wanted to start a high school for black children, he just did it and dared the school board to stop him. How much of the struggle for racial equality was fought in just this way? Perhaps more than our standard textbook descriptions of the civil rights movement suggests.


Along This Way is the autobiography of James Weldon Johnson, written five or six years before his death. It is one of the most interesting and compelling autobiographies I had a chance to read. We learn that there was much in The Autobiography of an Ex-Colored Man that was truth. He did learn Spanish from cigar rollers, went to school in Atlanta, had a familiarity with both Florida and New York City, participated in the black cultural life of the turn of the last century. All of this Johnson had in common with his protagonist. Also similar—but I guess this was someone everything in a racially-divided society came to terms with—was the education about racial hierarchy, taught at a young age.

The autobiography is in four parts. Part one focuses on Johnson’s upbringing, early education, intellectual growth, and life in college. Part two covers mostly the period where he was principal of Stanton School in Jacksonville, but this was also a period where he was intensely active in writing music and even operas along with his brother. For a period of years, this activity seemed to take up more of his time and energy than his full-time job as principal. (Parts three and four will be looked at in the next post).

Looking back on his life, Johnson was acutely aware of hierarchy and institutional rules. He experienced this in his family, but also in his education. His college created a very rigid disciplinary system suggesting an effort to control almost every aspect of his life. He recalled one moment when he stole away for a smoke, only to find out the next day the college’s surveillance system (whether it was a direct gaze or informers) revealed his crime to the authorities. Meetings with women were similarly regulated and controlled. We learned earlier in the story, however, that learning to smoke as an important part of his education as any other and was key to his social network in his teenage years. The big rules, however, were those of a racist society and Jim Crow.

We learn that before he was a formal activist for civil rights, he was challenging racism in his everyday life through evasion and sometimes direct confrontation. In one wonderful example, he challenged racial divisions in the train cars by pointing out that he could not stay in the “colored” car because some whites stayed there. (This seemed to be a common crossing of the color line.) He said that if he was to break the law, he would prefer to do it in first class. We learn about Homer Plessy or Rosa Parks, but I suspect incidents like this were actually part of the everyday life in the Jim Crow South. The point of all of this was that the lines were surprisingly fragile. It was because they were so fragile that force had to be so commonly applied. In another example we are presented with, Johnson was merely seen in public with a light-skinned woman and was nearly lynched. He reply to the police was, “The lady with me is white, but no legally so.” (316) His conclusion from this incident is important to reflect on, especially in an age where sexual possessiveness still inspires violence.

Through it all I discerned one clear and certain truth: in the core of the heart of the American race problem the sex factor is rooted; rooted so deeply that it is not always recognized when it shows at the surface. Other factors are obvious and are the ones we dare to deal with; but, regardless of how we deal with these, the race situation will continue to be acute as long as the sex factor persists. Taken alone, it furnished a sufficient mainspring for the rationalization of all the complexes of white racial superiority. It may be innate; I do not know. But I do know that it is strong and bitter; and that its strength and bitterness are magnified and intensified by the white man’s perception, more or less, of the Negro complex of sexual superiority.” (318)

This autobiography had a wonderful start. I expect the second half to deal more with Johnson’s life as an activist and writer. I look forward to thinking on his recollections.

By the way, if you have not hear it. This is “Lift Every Voice and Sing,” written by Johnson and his brother Rosamond and sometimes called the “Negro National Hymn.”

James Weldon Johnson, “The Autobiography of an Ex-Colored Man” (1912)

The Autobiography of an Ex-Colored Man was written in 1912, at a time when race relations could not have been worse in post-Civil War America. Jim Crow had been fully established throughout the South by then, lynching was commonplace, and the Chicago Race Riots would be only a few years away. As any history student knows there were two major responses to this. Booker T. Washington argued for the reduction of racial tensions through the ending of agitation for social equality, while building up the wealth and skills of the black working class. W. E. B. Du Bois wanted to fight at that moment for full social and legal equality, resting his arguments on a clear demonstration of intellectual equality. James Weldon Johnson was of the Du Bois camp. He wrote for The Crisis, edited his own newspapers in support of civil rights, and argued for social equality. At the same time, his first novel gives a third set of strategies, which were much more common and maybe—in the final analysis—more historically significant. These made up the uncountable day to day acts of resistance, interracial cooperation and community, and outright neglect of the often unwritten codes of Jim Crow. The narrator of the novel chooses one of these strategies in the end, that of “passing.” (See my posts on Charles Chesnutt for more on this.) This constituted a form of opting out. Not opting out of being black, but a refusal to accept the social laws imposed on him. That only a few could embrace this strategy does not really matter. As the novel shows there were plenty of other coping and evasion strategies.


The Autobiography of an Ex-Colored Man—as most of you probably know—follows the early life of a light-skinned African-American, who was raised without even a full awareness that he was black, until a teacher made this clear to him in a classroom exercise. From there, his story reads a bit like Booker T. Washington’s autobiography. The narrator is talented and eager to go to college, saving up enough money for two years of college in Atlanta. Once his money is stolen by a Pullman sleeping car porter, he gives up his plans and his narrative diverges from Washington’s. He takes a job rolling cigarettes, eventually becoming the “reader” in the factory. His job was to read the news and novels to the workers. He later moves north to get involved in the ragtime culture of the city, befriending a white “millionaire” who becomes his benefactor. After witnessing the murder of a white woman by a jealous lover in the club he was working, he goes to Europe with his benefactor. After a while he feels a type of Jim Crow relationship between the two of them and he decides to return to the United States. There he witnesses a lynching, which convinces him to being passing as white. He meets a white woman and begins a relationship. It is revealed that he is passing (apparently with a subtle use of words), but she comes to terms with it and they proceed to have a happy life together.


As the final chapter shows, the narrator did not choose to pass because he felt ashamed of being black. He only felt that in the context of his lover discovering that he was passing, and then it was only temporary.

I felt her hand grow cold, and when I looked up she was gazing at me with a wild, fixed stare as though I was some object she had never seen. Under the strange light in her eyes I felt that I was growing black and thick-featured and crimp-haired. She appeared to have comprehended what I said. [. . .] When I got into the street I felt very much as I did the night after meeting my father and sister at the opera in Paris, even a similar desperate inclination to get drunk; but my self-control was stronger. This was the only time in my life that I ever felt absolute regret at being colored, that I cursed the drops of African blood in my veins, and wished that I were really white. (123)

The point being, it seems, is that the narrator was passing in order to simply evade the grotesque inequalities of American racism. My guess is that this was Johnson’s answer to arguments made by whites that passing was either impossible or the result of blacks feeling ashamed.


What was most memorable to me in this novel was the rich descriptions of everyday life among the working and non-working African-American poor. In the cigar factories we see a rich cultural life carried on informally by the “readers.” The ragtime clubs and bars of New York City created spaces for interracial cooperation in seeking out pleasure. I suppose we often make too little of this as an authentic survival strategy. But as part of the rich texture of everyday life, pleasure seeking must be seen as a crucial element of the challenge to racism. These clubs may have done more to break down the barriers of racism than all the propaganda newspapers. As we see below, there were not entirely all well-meaning. Some it seems sought to profit from mocking blacks, but even so shows the integration of everyday life was possible and I think should be looked at as part of the struggle.

Beside the people I have just been describing there was at the place every night one or two parties of white people, men and women, who were out sight-seeing, or slumming. They generally came in cabs; some of them would stay only for a few minutes, while others sometimes stayed until morning. There was also another set of white people who came frequently; it was made up of variety performers and others to delineated darky characters; they came to get their imitations first hand from the Negro entertainer they saw there. There was still another set of white patrons composed of women; these were not occasional visitors, but five or six of them were regular habitues. (66)

The Pullman sleeping car porter suggests yet another survival strategy composed of committing petty crimes, in this case victimizing black travelers as they moved in great numbers between the northern cities and the South on the railroads.

One more part of this book is important for anarchists to consider. It is easy to see in the porter’s actions reason to mistrust each other and see the difficulty of solidarity, but the gambling halls that the narrator visited early in the story paint another picture, that of a sort of baseline communism. When the narrator won, the social pressure to share his winnings was overwhelming. By the end of the night he had little of winnings left. Most had been given out in the forms of drinks or covering others bets. While it seems he was taken advantage of by a room full of his peers, another analysis of this could be that you see the customers at the gambling den forming a collective socializing both profits and losses. In that system no one (except maybe the gambling hall) will come out rich, everyone will get an enjoyable evening and no one will entirely lose their shirt.

In my final judgment, I will say that The Autobiography of an Ex-Colored Man is still about the nature of the decision to being passing—a common theme in Harlem Renaissance literature—but it is also paints a rich picture of social life among the excluded.

Zora Neale Hurston: “Dust Tracks on a Road” (1942)

What I had to swallow in the kitchen has not made me less glad to have lived, nor made me want to low rate the human race, nor any whole sections of it. I take no refuge from myself in bitterness. To me, bitterness is the under-arm odor of wishful weakness. It is the graceless acknowledgement of defeat. I have no urge to make any concessions like that to the world as yet. I might be like that some day, but I doubt it. I am in the struggle with the sword in my hands, and I don’t intend to run until you run me. So why give off the smell of something dead under the house while I am still in these tussling with my sword in my hand? (765)


Dust Tracks on a Road is Zora Neale Hurston’s autobiography written mostly in 1941. This date is important because she consciously removed much of her criticism of American imperialism after the Pearl Harbor attacks. What we end up reading is a slightly self-censored account of Hurston’s life and times. There are voluntary excisions and the edition in the Library of America has much of her earlier version. I will take a look at what she has to say about America’s place in the world later.

The autobiography is lively and interesting throughout. For me, what makes this work so interesting is the tension throughout between mobility and community. Hurston was clearly of the black South in this way. For all the clichéd images of the black South as rooted in towns, confined by Jim Crow, after slavery mobility became a way of life, not just for those who moved North but within the South as well. Hurston’s father was one of these wanderers, looking for new opportunities (and often new women). Yet at the same time, he settled in Eatonville, one of the first all-black towns in the South, a prime example of black self-rule. We imagine that Hurston’s interest in black autonomy was inspired in large part by growing up in such a community. Hurston’s life was full of this same need for community and companionship frustrated by an opposing need to explore the world, seek out new opportunities, and develop her abilities. Whether it was going from job to job in her youth, fleeing her step mother, or escaping an ill-conceived marriage Hurston was often on the move. I wonder if her ability to navigate the world was based on her foundation in the strong community of Eatonville. As we see again and again in American literature, individual freedom and the enduring community are really two sides of the same coin.


The strong sentiment throughout the book if Hurston’s dedicated individualism. She was quite conscious of his this individualism was becoming more difficult to maintain in the face of an emerging black rights movement in America. She speaks of this tension from time to time in the book, especially in a chapter “My People! My People!” In this chapter she talk about her love of black people, but also what she saw as their failing, including that of the educated black middle class, who she accused of trying to find their place in white America. I wonder if much of this attitude comes from that fact that her childhood was largely in an all-black town. She lived there until she was thirteen, so she did not experience the day-to-day discrimination and violence that so many others experienced. Here is a bit of what she had to say about this:

Light came to me when I realized that I did not have to consider any racial group as a whole. God made them duck by duck and that was the only way I could see them. I learned that skins were no measures of what was inside people. So none of the Race clichés meant anything anymore. I began to laugh at both white and black who claimed special blessings on the basis of race. Therefore I saw no cures in being black, nor no extra flavor by being white. I saw no benefit in excusing my looks by claiming to be half Indian. In fact, I boast that I am the only Negro in the United States whose grandfather on the mother’s side was not an Indian chief. (731)

She concludes by getting right too it. “Our lives are so diversified, internal attitudes so varied, appearance and capabilities so different, that there is no possible classification so catholic that it will cover us all, except My people! My people!” (733) What is only slightly hidden under this is that once you get rid of that quest to find a voice of the people, you are left with that individualism and the claim we seem to come to is that it was only possible given a strong community solidarity.

Dust Tracks on a Road is in roughly three parts. The first five chapters deal with Hurston’s childhood and the emergence of her curiosity about literature, writing and folklore. This awakening in her mind is her major focus in these chapters, along with the history of her father and his arrive in Eatonville. The next five chapters deal with her education and the maturation of her career. She got a late start due to poverty and the need for work, but through the help and inspiration of some important teachers and thinkers her career took off and she began her field work on African-American folklore. The final five chapters deal with different topic such as Hurston’s views on religion, race, love, and literature.

Although Hurston is most well-known for her study of black folklore and her novels about black life, she was inspired in her youth by folklore around the world. She was given texts by some white teachers passing through. It created for her an image of the ideal individual. It seems that this fed into her overall promethean individualism. “In a way this early reading gave me great anguish through all my childhood and adolescence. My soul was with the gods and my body in the village. People just would not act like gods. Stew beef, fried fat-back and morning grits were no ambrosia from Valhalla. Raking back yards and carrying out chamber pots, were not the tasks of Hercules. I wanted to be away from the drabness and to stretch my limps in some mighty struggle.” (596–596) The power of this folk literature is its ability to dream of the absolute limits of human potential. Unfortunately, for Hurston and for many others, it caused a great isolation that could only manifest in a bold individualism. (For the less creative it manifests in social awkwardness, Internet trolling, and other horrendous modern vices we need not get into.) “A cosmic loneliness was my shadow. Nothing and nobody around me really touched me. It is one of the blessing of this world that few people see visions and dream dreams.” (598)

One of the more important moments in her life was the time she spent with a dramatic troupe. It is yet another example of how community and solidarity were simply the reverse side of wandering and individualism. Detached from communities, they formed a tight-knit society on the move. Her experiences there match the tension in her father’s own life, between rootlessness and his settlement in Eatonville.

I saw thirty-odd people made up of all classes and races living a communal life. There were little touches of professional jealously and a catty crack now and then, but let sickness or trouble touch any member and the whole cast rallied around to help out. It was a marvelous thing to see. There were a few there from good families and well-to-do homes who slept in shabby hotels and made meals on sandwiches without a murmur. From what they said and did, you would think they were as poor as the rest. (664)

The wandering troupe seemed to abolish class distinctions within their own community.

I want to leave this with a look at one of the chapters that did not make it into the final text, “Seeing the World As It Is.” This was the original final chapter, but was cut due to editors opposition to her international commentary. This must have had something to do with the outbreak of World War II, but I wonder if the editor would have been so insistent that Mark Twain remove anti-imperial commentary from his autobiographical works for the same reason. The deleted chapter provides a much more focused and direct attack on “Race Solidarity,” which she saw as a presumptuous attempt to unify black people’s thinking and political perspectives. In addition she finds the leaders who promote “racial solidarity” (she calls them “Race Men”) are odious and opportunistic. There are some unfortunate aspects to this, such as her insistence on rejection of worried about the past. This seems to contradict the evidence she provides in Mules and Men and Tell My Horse, both of which show how history does have an impact on how people see their place in the world. Poverty played a role in Hurston sitting out the 1950s for sure, but we see here that she concerns about a struggle based on “racial solidarity.” Although her opinions almost certainly emerged in the context of a an all-black, self-governing community her cultural upbringing was interracial, indeed global.

The rest of the deleted chapter “Seeing the World As It Is,” attacks US hypocrisy in the international arena. We can understand almost at once why it could not appear in print in 1942. “The Unite States being the giant of the Western World, we have our responsibilities. [. . .] But there is a geographical boundary to our principles. They are not to leave the United States unless we take them ourselves. Japan’s application of our principles to Asia is never to be sufficiently deplored. We are like the southern planter’s bride when he kissed her the first time.” (791) She associates the Nazi conquest of Europe with colonialism, showing that Roosevelt’s “four freedoms” are as hypocritical as the Wilsonian demand for national self-determination. In the end, the “four freedoms” were a form of white privileges. Pearl Harbor was long enough ago that I think we can safely read this chapter for what it was, an obvious declaration of the reality of the hypocrisy of American foreign policy, something well known now.



Tennessee Williams: “Summer and Smoke” (1948)

You talk as if my body had ceased to exist for you, John, in spite of the fact that you’ve just counted my pulse. Yes, that’s it! You tried to avoid it, but you’ve told me plainly. The tables have turned, yes, the tables have turned with a vengeance! You’ve come around to my old way of thinking and I to yours like two people exchanging a call on each other at the same time, and each one finding the other one gone out, the door locked against him and no one to answer the bell! (Alma, 638)


Summer and Smoke opened in 1948 a year after the author, Tennessee Williams, put out his Pulitzer winning play A Streetcar Named Desire. The play, can be easily overshadowed by its greater sibling, but it remains an interesting effort looking at the difficult of two people incapable of finding love for each other because of the liquid nature of their worldviews. Although a bit troubling, Summer and Smoke is dramatically more liberating than some of Williams’ other plays. The Glass Menagerie suggests how people are unable to escape their condition or their ways of thinking, They are stuck in the past. A Street Car Names Desire suggests the possibility of change but paints a horrific picture of mental decline. Summer and Smoke suggest more benign chances. Alma becomes less coy about her love for John overtime. John starts out the story a bit earthier and open about his desires for Alma, but eventually settles down and become a good boy. So, they fly past each other. I do not want to so easily forgive the social forces at work. Alma begins the play a product of an overly romanticized view of the world, clearly a product of her upbringing and culture. John abandons his sensual origins in the pursuit of a career and a family. Alma outgrew her socialization while John becomes socialized. Alma ends up going her own way by seducing (or accepting the suggestions) of a young man, reversing the situation of the early part of the play.

summer and smoke

I suspect many wonderful moments are lost because people pass each other at different places in their life. I am also certain this would be less common and less tragic in a truly free society where people were allowed to be honest and open about their desires, needs, and points of view. Williams knows quite well that culture is horribly oppressive, most importantly to our psychology. Repression of desire (when mostly harmless at least) is one of the greatest possible crimes a culture can impose on individuals.

At the beginning, Alma suggests she is shocked by John’s sexual advances. He is to be a doctor and therefore should be above such lurid interests.

I’m afraid that you I move in different circles. If I wished to be as outspoken as you are, which is sometimes just an excuse for being rude—I might say that I’ve yet to see you in the company of a —well, —reputable young woman. You’ve heard unfavorable talk about me in your circle of acquaintances and I’ve heard equally unpleasant things about you in mine. And the pity of it is that you are preparing to be a doctor. You’re intending to practice your father’s profession here in Glorious Hill. . . But you have a gift for scientific research! You have a chance to serve humanity. (587)

Notice the moralism and class assumptions that invade that statement. It was probably lectures like this, given by many people through his life that convinced him to reform himself and settle down. Alma may, in the end, have regretted giving that lecture to him.

All in all, a play that should not be ignored for those interested in the relationship between sexual freedom and culture.



Henry David Thoreau: “Walden” (1854): Part One

I do not speak to those who are well employed, in whatever circumstance, and they know whether they are well employed or not—but mainly to the mass of men who are discontented, and idly complaining of the hardness of their lot or of the times, when they might improve them. There are some who complain most energetically and inconsolably of any, because they are, as they say, doing their duty. I also have in mind that seemingly wealthy, but most terribly impoverished class of all, who have accumulated dross, but know not how to use it, or get rid of it, and thus have forged their own golden or silver fetters. (335)


Walden by Henry David Thoreau probably is the central text in the American anarchist tradition, although Thoreau never used that word as far as I know. Walden describes the technical details about Thoreau’s two years living near Walden Pond in relative isolation from his neighbors (although he was in walking distance from Concord). He saw it as a successful experiment in self-sufficiency. He took pains to describe how his experiment worked and why his model of simplicity was preferable to the values embraced by industrializing America. He was not rejecting progress. He saw what he was doing as clearly improvements and developments, including building a house, raising crops, and experimenting in innovative techniques. Through it all, however, his pursued these improvements in respect to his own values, needs, and desires.


I am not sure how applicable the way of life described in Walden is to our world. I am sure many anarchists today would accuse someone pursuing a similar experiment today of engaging in “lifestylism,” or point out how his privileged position (having access to Emerson’s land near Concord, being a white male, etc.). These critiques may be fair, but throughout Walden, Thoreau neither rejects the need to critique the world he lives in (the one that began again a mile from his house) nor turns his back on community and society.

Some of you, we all know, are poor, find it hard to live, are sometimes, as it were, gasping for breath. I have no doubts that some of you who read this book are unable to pay for all the dinners which you have actually eaten, or for the coats and shoes which are fast wearing or are already worn out, and have come to this page to spend borrowed or stolen time, robbing your creditors of an hour. (328)

The opening chapter of Walden is the longest. Since it is such a doozy, I will focus just on it today. This chapter stands as one of the great individualist critiques of industrial capitalism. Its prominent place in the book reminds us that Thoreau is interested in the social relations at the root of the rapidly changing world that he lived in. The fact of rapid transformation makes the lessons of the elders meaningless to Thoreau. One problem that industrial capitalism is that is distances us from a knowledge of what is really needed for life and our own capacities. The appeal of the “frontier life” is that it articulates the boundaries of this need and individual potential. He uses the metaphor of being too “warm” to suggest the nefarious aspect of growing wealthy and pursuing luxuries. Intellectual labors have been similarly degraded into the pursuit of luxury, rather than philosophy. By dwelling on the question of necessity, Thoreau tells us that we are not actually that far from post-scarcity (and if we were in 1854 we certainly are now). Increased false needs, luxuries and the like, are one of the major chains preventing us from living freely. Another aspect of this is the feeling that production has value only for commerce. For an individual, the fact that someone does not want to purchase what another has created does not decrease the value of that thing for the creator.

Following this, he explores some of the necessities of life, such as clothing, shelter, and food. The purpose of economy must be to achieve these needs, but our understanding of our needs has been perverted. While some of his arguments about self-sufficiency are dated, others seem inspiring to me. The idea of people building their own home rather than accept a lifetime of debt to banks is not only admirable, but perfectly within the realm of possibility, especially is pursed in community solidarity. From our late capitalist perspective we can look at Thoreau’s model for individual self-sufficiency as a model for sustainability by limited consumption. It is also an argument against work. He insisted that he had to work for others only as a day laborer for a few days per year. Compare this to the endless wage slavery most people of the world face today (if they are the “lucky” ones with jobs). In short, limited needs means limited need to work and limited obligation to institutions indifferent to your survival. This is not an anti-social argument, but a foundation for a much more sociable experience. He does think it is hard for people of radically different values and strategies in life to work together, but he is open to people getting their “living together.” (379)


He has a useful examples of the added benefit of a simple life. Two people want to travel. One walks, working along the way as necessary, but always making progress toward her goal. The second, works to save up enough to purchase a train ticket. Thoreau was unconvinced that the later would reach the destination first and would have a much less meaningful experience. Today, I guess few people still take the option of working on a merchant ship to see the world, but I think we can think seriously about travelling in lower tech ways. Two weeks on a train, instead of one day on a plane may seem rational and ensure I will miss the least amount of work, but I can think of much added value that could come from the slower option.

The chapter on economy ends with a criticism of the reformism that was so popular in Thoreau’s day. He targeting philanthropy as essentially an outside imposition on people’s lives, full of moral baggage. He may have underestimated the horror of poverty, often making an assumption that a poor person may enjoy his life, but we can still take from him a belief that charity need not be presumptuous.

Following “Economy” is a series of shorter chapters that go on until the end of the book. They deal with a variety of topics. Sometimes building off of themes in the first chapter. They can, and should be, read in small chunks for various bits of applied wisdom. I think outside of “Economy,” which really is a primer for the rest, the chapters of Walden can be consumed freely and willfully. I, however, was systematic. I will talk about some of these seventeen chapters in the next post.

James T. Farrell, “Young Lonigan” (1932)

It was just a well, because he wanted to slip around to the can and have a smoke before he joined the folks out in front to be told he looked so swell and all that boushwah. Inside the damp boys’ lavatory on the Indiana Avenue side of the building, he leaned against a sink and puffed away, absorbed in the ascending strands of smoke. He wondered if it was really a sin to smoke, and told himself that was all bunk. (35–36)


It is time to take on Studs Lonigan. Studs Lonigan, one of the important figures in Great Depression-era literature, was the creation of 28-year-old James T. Farrell. Farrell was from a working class Irish immigrant family in Chicago. He has this in common with his most well-known literary creation. I cannot say for sure how much of what happened in these novels is autobiographical, but it seems likely that much of it was drawn from life. Studs was born around the same time Farrell was. They both attended Catholic grade school and liked to play baseball. While Farrell lives a long life as a productive writer, Studs dies young and worn out from a squandered life. As with Frank Norris, we are not given a simple morality tale. Like Norris’ Vandover, Studs is a product of his culture and environment. We can blame both for individual bad choices, but we would be misreading these texts to avoid appreciating the role of fate. Farrell clearly appreciated Norris, who is quoted at the beginning of the first novel about Studs Young Lonigan. (“A literature that cannot be vulgarized is no literature at all and will perish.”) Perhaps Studs Lonigan reflects this vulgarization of naturalism.


Studs Lonigan’s life is told over the course of three novels, written between 1929 and 1934, and published between 1932 and 1935. They probably should be read together. Farrell has already seen the novels published as a single trilogy in 1935. I can imagine Studs becoming a kind of nostalgic working class figure for the Great Depression generation, even as it works as a warning against self-aggrandizement and reckless squandering of potential. I would want to read both at the same time. Studs’ more attractive and heroic moments (even if they are few) suggest the idealization of the working class experience, so common in New Deal-era literature. The metanarrative, of improper self-confidence and wasted potential is actually the story of the entire nation.

The story of Young Lonigan covers around one year in the life of Studs Lonigan. It begins with his imminent graduation, at the age of fourteen, from a Catholic grade school in Chicago. He begins to plan to attend high school but has no clear idea of what he wants to do. (Of course, his mother wants him to prepare for the priesthood.) Instead of going back to school, he just sort of drifts into a new group of friends who spend much of their time just hanging out, smoking, drinking, and fooling around with girls. This boredom leads to episodes of ethnic and racial violence and antagonism. The climax of the novel involves Studs’ participation in anti-Semitic intimidation. By the end of the novel, Studs has moved to the wrong side of the tracks.

Young Lonigan is also a story of generational conflict, education, and the struggle between the individual and the institution. Since these themes are all combined, I want to discuss it as a single unit and suggest it as a way to approach the text from a libertarian perspective. To start with, Studs’ parents have hopes for him, but are aware that their own life does not present much of a good model for them. For this reason, they entrust the local Catholic schools to set Studs on the right path. Education is clearly presented here a moral corrective much more than as a cultivator of autonomy and critical thinking. “Old Man Lonigan” himself was familiar with the streets but in his older age sees it as a warning and the reason for educating Studs through the church.

And the old gang. They were scattered now, to the very ends of the earth. Many of them were dead, like poor Paddy McCoy, Lord have mercy on his soul, whose ashes rested in a drunkard’s grave at Potter’s Field. Well, they were a find gang, and many’s the good man they drank under the table, but . . . well, most of then didn’t turn out so well. (16)

We quickly learn what a waste the investment in education was, if the goal was to set Studs to the correct moral path. One suspects that the teachers know this was well as anyone, which is why the priest devotes his graduation speech to a final plea to the students to evade Satan’s clutches. (If Catholic education worked as a moral correction, we suspect this would not be necessary.) If anything, the children learned to have only contempt for their teachers. Much of their education seems to involve learning how to evade the regulations of the school. Smoking seems to become one way that these young men express their independence from the lessons they were taught in school.

Just another cover

Just another cover

Another tension between the individual and the institution is seen in how central the community is to the thought of Studs’ parents. They are clearly very concerned with how the neighbors look on their son, his actions, and what he becomes. At a more vulgar level, they seemed to care that neighbors might think they were cheap if they did not send Studs’ to high school. Education for the Lonigan’s is almost completely detached from utility and is mostly about image.

We should not be surprised that Studs choses the streets over the schoolhouse. This is, in fact, the more practical and natural path. Indeed, this may be a general problem in mass education. It has never been explained to me why everyone is better off going to school. It seems each career and each regional context would have its own educational needs. For some, the street provides a more useful education than does the schoolroom. Studs’ choice to abandon his education for a rather unfortunate circle of friends is not strictly speaking irrational. It was rather the practical choice, given his choices as a working class, second-generation immigrant, youth. Yet, while it may have been the moral practical and natural of the two choices, we need to ask why Studs was given only two choices. I am not calling for massive dropouts of students, but questioning why the choice we give many working class urban youth is between the street and boring, irrelevant classrooms.

We learn just how tragic this limited choice was by the end of the novel. Studs’ education does not really end when he commits to the street. One thing he learns is racism, which he takes up by the end of the novel. We are not sure how much he really likes picking on local black and Jewish youth. He is likely parroting what his peers do and say. But how is that different from the classroom?


Frank Norris: “Vandover and the Brute” (1895, published in 1914): Part One

This blog has been quiet for a week or so. The reason for this is that I was stricken with a fairly nasty sore throat early last week. Following that was the “Sunflower” student protests in Taiwan, which occupied my attention. Finally, I started reading Henry David Thoreau’s books, starting with A Week and found that I needed more time to fully understand and appreciate it. So after a reboot, I picked up my Library of America volume of Frank Norris’ novels, which I love. This was not an unfortunate refocusing. I have long wanted to do a series on industrializing America, covering the period from 1880 until the Great Depression. This period contains some of my favorite American writings, including the great (and in my opinion underappreciated) Frank Norris.

frank Norris

Frank Norris

Frank Norris died tragically young at 32. Despite his youth he left a fairly impressive body of work of four novels, the last of which was published in 1914 (over a decade after his death), although was written while he was at Harvard. I will start with this novel, Vandover and the Brute, since it appears first in the volume and was the first novel he completed. Published during his life were three other novels: McTeague, The Octopus, and The Pit. These last two made up the first two novels in an incomplete trilogy surrounding the production, sale, and consumption.  The Library of America chose not to include The Pit, so we are left with just these three novels and some of his shorter non-fiction work. We will have to manage.

Vandover and the Brute is a quite rich and entertaining novel about an artist who graduates from Harvard but through bad habits and ill-luck is driven into poverty. On the surface, it is a reverse Horatio Alger story and reads as a morality tale. Certainly Vandover shares some of the blame for his decline, but I would like to suggest that he is not entirely at fault. He wrestled with demons, but Norris is not so simple of a writer to blame the “beast” alone for Vandover’s fall. He was also destroyed by the society around him, its expectations and its pressures. Norris wants us to sympathize with Vandover, which makes it difficult for us to take him as a lesson in what not to be. In this post and the next, I would like to argue that Vandover’s “beast” is as much an invention of Vandover’s society as it is a real thing. It becomes, for outsiders and often for Vandover, the scapegoat for his failure. Unwilling to accept the social causes of his poverty, he looks inward and blames his beast. The reality is, even had Vandover totally suppressed these negative characteristics, he would have been defeated.


Some of the context of Vandover’s decline was inherited. He was raised with the false sense of wealth. Vandover’s father was a lawyer who was able to use to the system to create the false facade of wealth, an all too common strategy in Gilded Age America. He took two mortgages on various properties. The first to purchase the property, the second to buy another property. Thus he created a chain of rental units, heavily mortgaged. As long as the interests payments were less than the rents, he was able to provide for himself a nice monthly income. Making little effort to pay off the loans, he ensured that this wealth would always be fragile. In fact, it was really a near criminal act. It did allow Vandover to grow up in relative luxury and allowed him to pursue his art.

Vandover was a talented artist and could have started his career right away, but he want to Harvard as expected by his father and colleagues. He also sustained an appreciation for vulgar passions, but again this was largely a product of his peer group. It is not clear he got much pleasure from smoking, drinking and playing around with girls. His more authentic pleasures came from his work as an artist and his never-ending work on his masterpiece, a portrait of a wounded soldier fighting a final losing battle with a lion. He approached the vulgar side of life with almost intellectual curiosity.

When he returned from Harvard, Vandover fails to take responsibility for his life by getting a job as an artisan painter. His sense of entitlement and the very real support from his father lead him to pursue his masterpiece, even though it means he never is able to create for himself an independent foundation of his life, like many of his friends do. This keeps him in a more juvenile life, where the “brute” is more alive.

Gradually Vandover allowed his ideas and tastes to be molded by this new order of things. He assumed the manners of these young men in the city, very curious to see for himself the other lower side of their life that began after midnight in the private rooms of fast cafes and that was continued in the heavy musk-laden air or certain parlours amid the rustle of heavy silks. Slowly the fascination of this thing grew in him until it mounted to a veritable passion. His strong artist’s imagination began to be filled with a world of charming sensuous pictures. (21)

Vandover has a strong desire to be part of society, unfortunately, he lives in a world in which community is being rapidly degraded by industrialization. What is left is the stuffy, banal middle class culture that is expected of him but does not very much interest him, and the culture of the cafes and other public amusement, full of cheap liquor and cheap sex. He floats between the two with relative ease. His disaster comes when he seduces a well-off girl, Ida, at one of these low-brow parlors. When she becomes pregnant, she kills herself and Vandover is subtly accused of seducing Ida in her death notice. He is unable to handle the moral burden of his guilt. Never before has the life of the “brute” faced such consequences. His response to this is actually quite fruitful for him and allows him to spend part of his life more authentically, but it requires leaving home and taking a long trip on a passenger ship.

I will end for now at this point with the conclusion that Vandover’s pliable nature helped nurture the “brute.” It must be added, however, that Vandover is not so unlike many of us, eager for community. The early industrial city was destroying the communities that Vandover’s father grew up in. Some certainly thrive in the social Darwinian world that industrialism produced. We will see in the second half how one of Vandover’s friends is able to successful take advantage of this situation. I suspect that most of us are closer to Vandover, and face with terror the unrelenting loneliness of the world we live in. Cheap amusements fill in that hole in our lives.