*rev. H47 for 2/24/98
*although literary Realism and Pragmatism challenged key tenets of
the Victorian dominant consensus, they did not significantly
undermine its fundamental tenets [as characterized in Henry May,
The End of American Innocence (1959)]: belief in the "free,"
self-determining individual; the certainty of a moral order;
progress; and a common "culture." Between ca, 1907 and the outbreak
of W.W.I in 1914-17, Victorianism was seriously undermined by various
developments, some of which led to "modernism," others to
"scientism." Although opposed at the extremes (e.g. the "modernism"
of Henry Adams, The Education (written 1907, published 1918)
and the "behaviorism" of John B. Watson, the two often merged (on
this point see David Hollinger, "The Knower and the Artificer,"
American Quarterly, 39 (1987). At these extremes, however,
they represented two quite different ways of coping with modernity:
(a) modernism by exploring the resources of the autonomous self,
(b)behaviorism by making the self a creature of environment
("conditioning").
**from the perspective of (a) "internalist" intellectual history, the
story of America modernism can be told by the dissemination of new
ideas from Europe that finally reached America in the decade before
W.W.I, e.g. Freud (conference at Clark University, Worcester, Mass.
in 1909); Nietzsche (H.L. Mencken popularizes in book 1907, followed
by first significant English translations); Henri Bergson,
Creative Evolution, which was popular in intellectual circles
ca 1911. To these could be added the syndicalist ideas of Sorel, and
various other writers who stressed the role of "irrationality" in
human affairs. For politics, an influential work was Graham Wallas,
Human Nature in Politics (ca. 1909), the work of an Englishman
who taught at Harvard as a visitor in 1909, and influenced a number
of "younger intellectuals," among them Walter Lippmann, who with
Herbert Croly and Walter Weyl founded the New Republic in
1914; (B)
From the "externalist" perspective the same story may be told in
terms of the ways new technologies (e.g. railway, the movies) invited
new ways of seeing and feeling.
****definition of "modernism (summary of Daniel Singal, "American
Modernism," American Quarterly 39 (1987( and Morris Dickstein,
Gates of Eden.
1. many observers see "modernism" rather narrowly as avant guard,
"bohemian" movements in the arts. But Singal, following Peter Gay,
Freud, Jews and Other Germans (1978) says it describes a broader
movement, that characterizes an historical period comparable to
"Enlightenment" or similar labels. In the U.S. roughly,
1910-1950s.
2. Its starting point was radical assault on the "innocence" of
Victorians culture as embodied in its tendency to dichotomize
experience in to "higher" and "lower" (civilization-savagery,
reason-emotion, e.g.) Drawing on Darwin, Freud et al., it was an
"interrelated system of ideas, attitudes, myths, and institutions
that enable a given social group to make sense of its environment and
to give order to its society."
3. No "litmus test" fpr modernism but various "signs": recognition of
human irrationality; acceptance of open and unpredictable universe;
critical temperament; tolerance of uncertainty.
4.[although Singal doesn't mention, the "cosmopolitan ideal" also
seems to have been part of it. Worth keeping in mind that, although
it was a break with Genteel Tradition in many respects, it was also
adopting yet another wave of Europe thought and artistic
practice.]
5. Just as other phases of thought ossify and grow "conservative" so
modernism by the 1950s had become a new orthodoxy, with its often
stultifying rituals. Dickstein, Gates of Eden p. 62-63:
"In retrospect, we can see that--apart from the repressive politics
of the age...--the fifties were less a distinct cultural period than
the last phase, the decadent academic phase of the modernist
sensibility of the twenties."
For purposes of this course "modernism" and "postmodernism" may be
schematically contrasted as follows:
Modernism
1. personal identity problematic; solutions=autonomy, minimal man,
anti-hero
2. primacy of art (a) life a "work of art"; artist hero (b) sacralization of culture
3. authenticity
4. positive view of conflict
5. willingness to live with uncertainty; self-
consciousness (individual) as goal
Postmodernism
1. id problematic but find solution in relationships, community,"socialization of authority"
2. valorization of popular culture; breakdown life/art distinction; overcomes the antipathy of modernism to mass culture as"inauthentic"
3. imitation; quoting icons of mass cult; pastiche
4. elimination of conflict (see concluding
portions of Gergen, Saturated Self)
5. seek security ; obliteration of self; anti-individualism of
modernism
*Singal: "Where Americans once sought an antidote to excessive
repression, they may now be searching out a remedy for excessive
liberation."
****moderism vs. modernization. (cf. Lears, anti-modernism) . Varous
terminological confusions
#this class and the next will explore these roots, and the social
context in which American modernism first developed with reference
to: : Henry Adams ; the trio of essays/literary critics (Bourne,
Cowley, and V.W.Brooks; and the filmmaker D.W. Griffiths (briefly); .
Of these only Adams was a "true" modernist. But the careers of the
others reveal the forces--intellectual and sociological--that
prepared the way for the development of an American "modernism."
I. Henry Adams (1840-1918)
* Adams in the Education works his way through the tensions
and problems of modernity in a fashion that is recognizably
"modernist" as Singal defines the term. The "Henry Adams" of the
Education is thus the first authentic "modernist" in American
writing, give or take an Ishmael or two.
**central paradox of the Education is its projection of
"failure" of a life than was, by most conventional standards a great
success. If George Bush "finds himself on third base and thinks he
has hit a triple" --as the line concerning his background has it--
then Henry Adams hit a homer but couldn't get to first base. [details
of life and background)
***Nature of "autobiography" (analysis of "Preface" of
Education) [class handout]
A. The central dilemma of the Education (and of Adams life) is
the plight of the religious sensibility in a modern "demystified"
world.
1. Medieval Christianity had a "unity" in Adams view that has been
replaced by modern "multiplicity."
2. problem traced by to Protestantism which alienates man from God,
while denying spiritual force of symbolic representations that give
the sense of ones with God a tangible immediacy. Throws individual
back on self with all resulting anxieties.
3. Education as search for new unity through science, and
symbols to replace those of Christianity (Dynamo for Virgin).
B. The structure and argument of the Education nicely illustrates
Singal's view of modernism, as Adams explores all the unresolved
contradictions of Victorian culture, while rejecting all the easy
ways the Victorians attempted to ignore or dissolve the tensions in
their experience. Use of "Darwinism" in Education
illustrates.
C. In "Dynamo and Virgin" chapter Adams finds what for the moment
seems an appropriate symbol for the unity that science promises.
Analysis of Adams, "Dynamo and the Virgin, "H&C, selection
D. In subsequent chapters, however, he attempts once again to
translate this religious "vision" into the language of intellect, and
ends in despair-or almost. At close, the "manikin," a reduced by
still persevering Adams, looks forward to a world which sensitive
creatures could observe without a "shudder."
Note: discussion raises issues of whether "history" was possible
given Adams views of discontinuity; sources, examples, and motives
behind his insistence on disjunctures in experience. View of history
re: recent post-modernist theorists, e.g. Hayden White.
*see Lears, No Place of Grace ch. 7 for parallel reading of
Adams, with nice Freudian twist.