Narcissus Regards a Book - who actually reads books these days?

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Niccolo and Donkey
Narcissus Regards a Book

The Chronicle Review

Mark Edmundson

January 30, 2011


Who is the common reader now? I do not think there is any way to evade a simple answer to this question. Common readers—which is to say the great majority of people who continue to read—read for one purpose and one purpose only. They read for pleasure. They read to be entertained. They read to be diverted, assuaged, comforted, and tickled. The evidence for this phenomenon is not far to seek. Check out the best-seller lists, even in the exalted New York Times. See what Oprah's reading. Glance at the Amazon top 100. Look around on the airplane. The common reader—by which I don't mean the figure evoked by Dr. Johnson and Virginia Woolf, but the person toting a book on the train or loading one into his iPad or Kindle—the contemporary common reader reads for pleasure, and easy pleasure at that. Reading, where it exists at all, has largely become an unprofitable wing of the diversion industry.

Life in America now is usually one of two things. Often it is work. People work hard indeed—often it takes two incomes to support a family, and few are the full-time professional jobs that require only 40 hours a week. And when life is not work, it is play. That's not hard to understand. People are tired, stressed, drained: They want to kick back a little. That something done in the rare off hours should be strenuous seems rather unfair. Robert Frost talked about making his vocation and his avocation one, and about his work being play for mortal stakes. For that sort of thing, assuming it was ever possible, there is no longer the time.

But it's not only the division of experience between hard labor and empty leisure that now makes reading for something like mortal stakes a very remote possibility. Not much more than 20 years ago, students paraded through the campuses and through the quads, chanting variations on a theme. Hey, hey, ho, ho—they jingled—Western culture's got to go. The marches and the chants and the general skepticism about something called the canon seemed to some an affront to all civilized values.

But maybe not. Maybe this was a moment of real inquiry on the kids' part. What was this thing called Western culture? Who created it? Who sanctioned it? Most important: What was so valuable about it? Why did it matter to study a poem by Blake, or ponder a Picasso, or comprehend the poetry latent in the religions of the world?

I'm not sure that teachers and scholars ever offered a good answer. The conservatives, protected by tenure, immersed in the minutiae of their fields, slammed the windows closed when the parade passed by. They went on with what they were doing. Those who concurred with the students bought mikes and drums and joined the march. They were much in demand in the news media—figures of great interest. The Washington Post was calling; the Times was on the other line. Was it true? Were the professors actually repudiating the works that they had purportedly been retained to preserve?

It was true—and there was more, the rebels yelled. They thought they would have the microphones in their hand all day and all of the night. They imagined that teaching Milton with an earring in one ear would never cease to fascinate the world.

But it did. The media—most inconstant of lovers—came and the media went, and the academy was left with its cultural authority in tatters. How could it be otherwise? The news outlets sell one thing above all else, and that is not so much the news as it is newness. What one buys when one buys a daily paper, what one purchases when one purchases a magazine, is the hypothesis that what is going on right now is amazing, unprecedented, stunning. Or at least worthy of intense concentration. What has happened in the past is of correspondingly less interest. In fact, it may be of barely any interest at all. Those who represented the claims of the past should never have imagined that the apostles of newness would give them a fair hearing, or a fair rendering, either.

Now the kids who were kids when the Western canon went on trial and received summary justice are working the levers of culture. They are the editors and the reviewers and the arts writers and the ones who interview the novelists and the poets (to the degree that anyone interviews the poets). Though the arts interest them, though they read this and they read that—there is one thing that makes them very nervous indeed about what they do. They are not comfortable with judgments of quality. They are not at ease with "the whole evaluation thing."

They may sense that Blake's Songs of Innocence and Experience are in some manner more valuable, more worth pondering, more worth preserving than The Simpsons. They may sense as much. But they do not have the terminology to explain why. They never heard the arguments. The professors who should have been providing the arguments when the No More Western Culture marches were going on never made a significant peep. They never quoted Matthew Arnold on the best that's been thought and said—that would have been embarrassing. They never quoted Emerson on the right use of reading—that might have been silly. (It's to inspire.) They never told their students how Wordsworth had saved Mill's life by restoring to him his ability to feel. They never showed why difficult pleasures might be superior to easy ones. They never even cited Wilde on the value of pure and simple literary pleasure.

The academy failed and continues to fail to answer the question of value, or even to echo the best of the existing answers. But entertainment culture suffers no such difficulty. Its rationale is simple, clear, potent: The products of the culture industry are good because they make you feel good. They produce immediate and readily perceptible pleasure. Beat that, Alfred Lord Tennyson. Touch it if you can, Emily Dickinson.

So the arbiters of culture—our former students—went the logical way. They said: If it makes you feel good, it must be good. If Stephen King and John Grisham bring pleasure, why then, let us applaud them. Let's give them awards. Let's break down the walls of the old clubs and colleges and give them entry forthwith. The only really important question to pose about a novel by Stephen King, we now know, is whether it offers a vintage draught of the Stephen King experience. Does it deliver the spine-shaking chills of great King efforts past? Is the mayhem cranked to the desirable degree? Do homebody sadist and ordinary masochist get what they want and need from the product?

What's not asked in the review and the interview and the profile is whether a King book is worth writing or worth reading. It seems that no one anymore has the wherewithal to say that reading a King novel is a major waste of time. No chance. If people want to read it, if they get pleasure from it, then it must be good. What other standard is there?

Media no longer seek to shape taste. They do not try to educate the public. And this is so in part because no one seems to know what literary and cultural education would consist of. What does make a book great, anyway? And the media have another reason for not trying to shape taste: It pisses off the readers. They feel insulted, condescended to; they feel dumb. And no one will pay you for making him feel dumb. Public entertainment generally works in just the opposite way—by making the consumer feel like a genius. Even the most august publications and broadcasts no longer attempt to shape taste. They merely seek to reflect it. They hold the cultural mirror up to the reader—what the reader likes, the writer and the editor like. They hold the mirror up and the reader and—what else can he do?—the reader falls in love. The common reader today is someone who has fallen in love, with himself.

Narcissus looks into the book review and finds it good. Narcissus peers into Amazon's top 100 and, lo, he feels the love. Nothing insults him; nothing pulls him away from that gorgeous smooth watery image below. The editor sells it to him cheap; the professor who might—coming on like the Miltonic voice does to Eve gazing lovingly on herself in the pool: "What thou seest / What there thou seest ... is thyself," it says—the professor has other things to do.

The intervening voice in Milton (and in Ovid, Milton's original in this) is a source of influence. Is it possible that in the world now there are people who might suffer not from an anxiety that they might be influenced but rather from an anxiety that they might never be? Perhaps not everyone loves himself with complete conviction and full abandon. Maybe there remain those who look into the shimmering flattering glass of current culture and do not quite like what they see. Maybe life isn't working for them as well as it is supposed to be for all in this immeasurably rich and unprecedentedly free country.

Reading in pursuit of influence—that, I think, is the desired thing. It takes a strange mixture of humility and confidence to do as much. Suppose one reads anxious about not being influenced. To do so is to admit that one is imperfect, searching, unfinished. It's difficult to do when one is young, at least at present: Some of the oldest individuals I meet lately are under the age of 21. It is difficult to do when one is in middle age, for that is the time of commitments. One has a husband or a wife, a family and job—or, who knows, a career. Having second thoughts then looks like a form of weakness: It makes everyone around you insecure. One must stand steady, and sometimes one must pretend. And in old age—early or late—how can one still be a work in progress? That's the time, surely, to have assumed one's permanent form. That's the time to have balanced accounts, gained traction, become the proper statue to commemorate one's proper life.

Of his attempts at works of art one writer observed: Finished? They are never finished. At a certain point someone comes and takes them away. (At a certain point, something comes and takes us away, whence we do not know.) We, too, are never truly finished. What Narcissus wanted was completion, wholeness; he wanted to be that image in the water and have done with it. There would be no more time, no more change, no more revision. To be willing to be influenced, even up to the last, is tantamount to declaring that we'll never be perfect, never see as gods see—even that we don't know who and what we are, or why (if for any reason) we are here, or where we'll go.

The desire to be influenced is always bound up with some measure of self-dislike, or at least with a dose of discontent. While the culture tells us to love ourselves as we are—or as we will be after we've acquired the proper products and services—the true common reader does not find himself adequate at all. He looks in the mirror of his own consciousness, and he is anything but pleased.
That is not what he had in mind at all. That is not what she was dreaming of.

But where is this common reader—this impossible, possible man or woman who is both confident and humble, both ready to change and skeptical of all easy remedies?

In our classrooms, in our offices, before the pages of our prose and poems, watching and wondering and hoping to be brought, by our best ministrations and our love, into being.

In my college experience, 2006-2010, there was no attempt made to dewesternize or update the canon. It was mostly 'the greats' of literature, the dead old white hetereosexual anglophone gentile males, despite the faculty and students being majority composed of youths, non-Whites, females, bi & homosexuals, bilinguals, and jews. Pop lit like Stephen King wasn't even mentioned, and there were specific courses reserved for reading notable minority and female authors.

Literature is safe in the schools. It's at the stores where teenagers buy Crank and Twilight, and adults buy The Kiterunner, where literature is at risk. There should be a trap door rigged to open at the checkout counter everytime the scanner reads the SKU for some shit on a spine.

President Camacho
At my private Catholic high school among others I was forced to read (the spark notes for):

- Catcher In The Rye
- Night (Wiesel)
- Death Of A Salesman
- Things Fall Apart (Chinua Achebe)

Now we also read great classics like The Odyssey, The Great Gatsby, Lord of the Flies, The Inferno, etc. But the bullet-listed books are middling impostors posing as "great literature" if not downright subversive. Literature in schools, if not blatantly being "dewesternized", is certainly being dumbed down and cleansed of its original spiritual import. I would imagine this to be most evident especially in the public schools.

As an example "The Merchant of Venice" cannot be read in school without a primer on the ancient craft of anti-Semitism and suggestions that Shakespeare wrote the book in order to "expose" and critique anti-Semitic behavior, not to honestly portray Jews as he perceived them.
Niccolo and Donkey
Death of a Salesman was an option for us, one that I skipped over. We had to read:

To Kill a Mockingbird
Brave New World
Lord of the Flies
(others than I can't recall)

How fucking gay. We read Merchant of Venice in 9th grade and there was no such discussion. Other Shakespeare fare that I can recall included Julius Caesar and Hamlet. I forget the other two.

How soon before the Collected Works of Michael Musto become standard fare?