Richard Chase, The American Novel and Its Tradition

Chase, Richard. The American Novel and Its Tradition. Doubleday, 1957.

Summary of Work
Richard Chase seeks to discuss the development of the American novel as it diverged from the English novel. He states that it is very important to make a distinction between the two traditions, as the English novel seeks to derive social order out of the disparate elements or plot points in the novel and is largely a novel of manners that adheres to social expectations and the unities, whereas the American novel is much more focused on exploring the possibilities and realities of specific, narrow situations and much less interested in wresting order out of the chaos of those events. The American novel, Chase says, has therefore regularly not been a novel as the term has been generally defined, but instead a romance. He states that the novel is a work which focuses mainly on character and the development of that character, whereas the romance focuses mainly on action or plot and has very little character development. The narrators of the novel are more often omniscient and able to display a proper scenery and social sphere that the character develops within, but the romance utilizes a very narrow section of society simply as a backdrop, and the personal motivations and thoughts of the characters take center stage as they go through the plot. This view of the novel is largely the viewpoint of Henry James, the American novelist whom Chase finds to be the greatest American novelist in the history of the American novel. He also gives a brief commentary on melodrama, which is the height of extremes and dualities, saying that the American novel often indulges in such language in order to further plot or explore extreme or peculiar situations.

Of Hawthorne and his work, particularly The Scarlet Letter, Chase says that it is firmly in the category of romance and not the novel, particularly because of the lack of scenery except as backdrop to the main characters in the novel; furthermore, he finds that there is no character development, but rather the characters serve largely as psychological forms and allegory, and they do not change their natures throughout the work. Like James, Chase finds these facts to be somewhat the faults of the novel, although the creation of a psychological novel is, Chase admits, an important and quality development for the American novel. He compares symbol and allegory at this point, stating that allegory functions in its purest form when the readers know what each particular part of the story represents so that they can always refer back to that representation, which is never changing: this is Hawthorne’s Scarlet Letter. On the other hand, symbols are a fusion of many meanings, and those meanings change throughout the course of the novel; therefore, the A on Hester Prynne’s chest could be seen as a symbol, but more importantly, the whale in Melville’s Moby Dick is a symbol.

Of Melville’s masterwork Moby Dick, Chase states that while it starts out with high promises of realism to be a novel, it falls into the category of romance, not a novel, and despite its certainly masterful pieces within the whole work, there are many parts that are poorly flung together to fit the emotional fits that befit Ahab and the romance tale of his obsession. Yet in Moby Dick lies a central tenet of American literature: a life of contradictions through experience and a life of ironic perception. These features appear throughout the development of the American novel, and Melville’s work is a perfect example of that. He also terms Moby Dick an epic romance, more akin to the poetry of Homer than the structure of the prose novel because of the melodrama and otherworldly elements it contains.

Chase attributes the development of regionalized language and straightforward diction to the novels of Mark Twain, particularly that of Huckleberry Finn. He states that the colloquial language of the novel forever changed the way American writers approached their characters, swaying from the formal English language and into the representation of the spoken language. Yet even here, Chase asserts that the novel is more of a tragi-comic romance than it is a novel, given the focus on the action and the interior narrative of Huck than on the social atmosphere around him and the unifying of social issues.

Next he discusses novels of manners, which deal with how to navigate social class and fix problematic characters or behaviors, or, if they cannot be fixed, to cast them out. He claims that Jane Austen, while not the most masterful writer, is the master of the purest form of the novel of manners. American novelists, by comparison, Chase finds sorely lacking in ability. He claims that F. Scott Fitzgerald is a second, possibly third rate author who nevertheless he will discuss because he is one of the only people who have successfully attempted a novel of manners in the US. He discusses The Great Gatsby in this sense, calling attention to the discussion of scene and character and the reverse development of Gatsby from an experienced rags to riches man back to a child with idyllic imaginations, while all around him he struggles to integrate into a rich society that has a set of rules he cannot meet or follow, which in combination with his imaginings, leads to his death. Despite the success as a novel of manners, Chase finds Fitzgerald’s style lacking, and he is stymied by the fact that Henry James thought that Fitzgerald did the most for the American novel since Mark Twain.

Finally, Chase discusses three novels by William Faulkner, who he considers to be the second or third best American novelist, second only to James and perhaps third depending on how one compares Mark Twain to Faulkner. The majority of this final chapter is dedicated to The Sound and the Fury, discussing how Faulkner managed to (mostly) successfully provide unique language styles to each of his characters as they tell their part of the story while at the same time offering solid character development over plot, where the plot happens because of character development. Chase finds no language more masterful than Faulkner’s when he knows what his character sounds like, and he also demonstrates the best of American prose with his crafting of Benjy’s narrative through the eyes of an idiot. It shows obsessions, character development, tragedy, and most importantly to befit James’s and Chase’s definition of the novel, provides a creation of order and unity through Dilsey, who is the only character capable of keeping the Compson family from falling apart at the end of its 200-year stint in the South. Furthermore, Chase claims that the only reason that this novel is the greatest novel written up to the point of his writing is because there have been novelists who came before to establish certain mechanical elements or traditions, and that finally there is enough American history available to create a proper background and scenery for character development to take center stage in the American novel. Chase finds the work a transcendence of romance to create an amalgamation of realism, romance, and the qualities of the novel that James laid down.

Discussion of Work
Chase’s book provides important information about how the American novel is viewed in comparison with the English novel; his introduction, which defines specific differences between English and American, novels is useful because it provides a framework from which to view American novels and their development over a century of writing. However, Chase falls prey to worshipping Henry James, finding no issues with him or his writing, seemingly unquestioning of the structure as pure and perfect in form for all to follow. In doing so, he excludes many masterworks from the title of “novel,” instead relegating them to what is implicitly considered and insinuated a lesser form.

His treatment of Hawthorne, Melville, Faulkner, and especially Fitzgerald are full of backhanded compliments or appraisals: it fits perfectly the, “well, they did this or that, but they still will never measure up to James” form that he establishes from the beginning of the novel. The blind spot essentially disables him from seeing, even as he describes the incredible feats of Faulkner, how Faulkner will come to transcend James in their importance of the development of the novel in the twentieth century. It also disables him from understanding how the language of Fitzgerald would come to be recognized as some of the most carefully and well-crafted language and writing of the Jazz Age.

Another failing of this work is that it completely ignores and excludes authors of color. He does mention that Ralph Ellison’s Invisible Man exists in passing, but only to state that the tradition he is speaking of has influenced it. He doesn’t even mention anything about the work. Certainly, the development of the American novel was heavily influenced by the writing that came out of the traditions of African American communities, let alone other communities of color. Faulkner would be as much influenced by the stories and cultural traditions of communities of color as he was by Mark Twain, as is evident in his portrayal of the character Dilsey in his work and his intricate discussions of the race issues inherent in the Southern mind. Perhaps these things are overlooked because throughout his work, Chase is insistent that morals and moral teachings and lessons are not meant to be read in the American novel: the American novel is simply an exploration of history and moral lessons that the characters deal with in all their contradictory experiences.

Philip Stevick, The American Short Story 1900 – 1945

Stevick, Philip, Ed. The American Short Story 1900 – 1945. Twayne, 1984.

Summary of Work
This collection of essays overviews the evolution of the American short story through the first half of the twentieth century. Starting with a discussion of a moving into an era of technology and mechanical instruments when previously life had been devoid of many things people of today take for granted (like bathtubs), Philip Stevick says that the writers of the first half of the century became fixated on the issues that came with such modernization and invention.

The first essay discusses the work of Henry James, Edith Wharton, and Willa Cather. While writing styles differed slightly as did topics, all of these authors dealt with how to portray the importance of specific morals in light of a more mechanical world. Cather also made the focus of her work the indomitable spirit of the American pioneers. The short stories worked to form a more general identity of what it meant to be an American and what morals should never be relinquished because they would lead to tragic, heartless, mechanical ends. The chapter concludes with an author that the whole rest of the collection will not stop discussing: Sherwood Anderson.

Although Sherwood Anderson insisted that his work Winesberg, Ohio was a novel, it also served very much as a collection or series of short stories that were seemingly formless, although artfully crafted. Dealing with specific individuals seen through the eyes of the journalist George Willard, the stories deal with more than just morals: they deal with individuals and insist on displaying the loneliness and sexuality of the characters. Those last two, loneliness and sexuality, had yet to be talked about so explicitly in American short story writing, and from the moment Anderson started writing about them so openly, the short story would never be the same.

The era of the 1920s saw a more structured and formulaic short story, with earlier writers lamenting the mechanical way that stories were written in order to gain popular acclaim. Fitzgerald was a master of this formulaic story, crafting his stories to sell and so he would have money while he worked on his novels. Hemingway came to start writing at this time, influenced by Anderson, and he wrote in a straight-to-the-point, short-sentenced prose that took Anderson’s formless story a step further: his stories were also pointless, showing only pieces or vignettes of a story that led nowhere. Yet his stories painted complex pictures of his characters and revealed that a story could defy form and still be artful. His work would come to shape the next generation of writers, who would write more like journalists than formulaic popular writers.

Then, in the period of the 1930s, there was a return from realism and social realism to the romanticism of the nineteenth century. The stories told could be considered strange or exotic or highly emotional, as might be seen in some of the stories told by authors such as Richard Wright and William Faulkner. Wright is part of what the authors detail as a revealing of an invisible group of writers, the African American population. The focus for Wright and many of the writers of this period is the creation of the character as an individual and the deconstruction of the notion of a national identity that could apply to every character. One of the ways this featured in writing of the period was an insistent on writing dialects specific to region. William Faulkner, also strongly influenced by Anderson, was first a novelist and then a short story writer, and yet he forever changed the short story and novel in America the way James Joyce did in Great Britain. Many of his short stories were long and prosaic, the exact opposite of Hemingway, and he strove not for brevity and journalism with an iceberg principle, but instead the creation of legend. His short stories very often became chapters in his novel, and he, building off of Anderson’s work, created an intricate set of stories that build the legend of Yoknapatawpha County and the characters living within it. His form of American Gothic shaped writers who came after him, and indeed, no one wanted to try to better his form, as Flannery O’Connor would state in the 1960s.

Overall, the thread that tied all of these authors together despite their disparate styles was regionalism. The American short story came to represent specific regional cultures throughout the nation, and it did so whether the story was formulaic, journalistic, formless, or legend. Anderson, Hemingway, and Faulkner would come to be the lasting names that defined the evolution of the short story for the first half of the twentieth century, and they became the building blocks for the second half of the century.

Discussion of Work
For the most part, this work gives a good, brief but thorough overview of the development of the short story by discussing the careers of the longest-lasting authors of the time period. While it goes by decade, another quality feature of this critical work is that it admits that the decades are perhaps not the best indicators of a switch in style or literary movement, particularly considering that there were wide variations of what people called realism or social realism, and that was because each author had a different life experience that defined what they saw as “real” to write about. This is why Sherwood Anderson plays a major role in the discussion of each of the authors that come to influence the development of the short story.

The major failing I see in this work is the near complete erasure of minority authors who made an impact on the writing of the time period. The whole of the Harlem Renaissance writers are passed over, with only brief mention of Wright and Langston Hughes, and only briefly mentioned names like W.E.B. Du Bois. The criticism is far more focused on the development of the short story in terms of its development through white authors. While such a development is surely important, to claim that it will be a thorough discussion of the development and history of the American short story, it must deal with these authors of color.

The work also brushes over a discussion of modernism, preferring to label the 1930s as an era of a return to romanticism, which simplifies the narrative in order to place someone like Faulkner firmly outside of the movement, whether or not that is in and of itself a true statement. What is said of modernism is that Gertrude Stein was at first accepted for her experimentalism and then later spurned for what seemed to strange and mechanical. Otherwise, the discussion of realism, social realism, and naturalism in the literature of the midwest and the South are well covered in the discussion of the authors’ careers.

Langston Hughes, The Big Sea

Hughes, Langston. The Big Sea. 1940. U of Missouri P, 2001.

Summary of Work
This autobiography of Langston Hughes’s life details some of his life experiences from his early twenties into the end of his twenties and the beginning of the Great Depression. When he was a child, his parents split, and he lived with his mother for a time. He remembers having his parents try to get back together in Mexico, but that was the year of the great earthquake in Mexico City, and so his mother got scared and they went back. He was sent to live with his grandmother in Kansas and to go to school, and she was a proud woman who would never do service jobs for white people to earn a living. When she died when he was just before his teenage years, he went to go live with his Aunt. During this time his Aunt took him to a Christian church, where they were praying over people to be saved. Everyone had gone up but him, because he believed he would get to see Jesus in the flesh, and he did not want to be dishonest about coming to Jesus. Finally, filled with guilt that he is the only one who hasn’t been saved, he comes to the front at the alter, and his Aunt is overjoyed. That night, he cries over having lied. His mother remarried, and he liked the man. Hughes was elected the poet for his school (it was integrated) because people made assumptions that all black people had rhythm and could dance, so they must be able to write poetry. He wrote his first poems there. He admits that his entire life, he rarely majorly edited poetry once it was down on the page. He also admits that most of his poetry and other work was written when he was miserable or unhappy rather than when he was happy.

In his late teenage years, his biological father wrote to him that he wanted him to come down to Mexico. His mother was upset about it, but he went anyway. There, he found out that his father was considered very American because all he cared about was money, but he was wiser than other Americans that came to Mexico because he was interested in keeping and saving his money. He hated Mexicans and many black people, and all poor people. Hughes was fairly miserable his first year there, because his father was always trying to force him to hurry places, and because he had to do bookkeeping and was no good with numbers. He got so angry at his father that it made him physically ill and he couldn’t eat for weeks, which landed him in a hospital that cost his father $20 a day to keep him there. After he was feeling better, his father sent him back to the US.  But the next time he went down to stay with his father, he spent more time to learn Spanish and became better friends with the Mexicans in town. A German woman also stayed with them (she later became his father’s wife), and she made the space more pleasant. His father expressed that he wanted to send him to college somewhere in Europe and have him come back to Mexico to be an engineer, but Hughes said he wanted to be a writer and did not want to go learn things he was no good at. His father told him that writers made no money and that if he was going to pay for college, Hughes would go where he wanted him to. He would also not be allowed to leave Mexico until he agreed to his father’s wishes.

So in order to escape, Hughes started tutoring Mexican children so they could speak English. Word spread that he was good at his job, and soon he was able to raise his rates and take on as much work as he wanted. He also got offered two jobs at colleges to teach English, and he took both jobs because scheduling worked for him. While working these jobs, he is lucky to narrowly escape death because a man who the German woman’s relation was working for thought that the German girl was sleeping with Hughes, and he, enraged, came to the house, shot the girl in the head three times, and went in search of Hughes to kill him, but couldn’t find him because he wasn’t home. The girl miraculously survived, and the man was sentenced to twenty years in prison.

Hughes had made quite a bit of money, and he started thinking that he did want to go to college, but in NYC at Columbia. He and his father fought about it, but eventually his father agreed to send him there. On the train to New York City, he was mistaken as Mexican and when he said he was black, white people in the South would not serve him. He remembered the struggles of living as a black man in the US, and contemplated why it was so difficult for white people to interact with black people in the US when it was so easy for them to do so in other countries. He spent a year at Columbia, only to find he really disliked college, and so he quit and started looking for a job. But his father at that point had cut him off, his mother was looking for work and struggling, and he could not find a job that would take him, even if it were available, because he was a black man. He finally found a job working at a shipyard, and in the meantime he was having some of his poetry published by Crisis magazine. Alain Locke wanted to meet him and he had met several major figures of the New Negro movement, but he told Locke no because he was nervous and because he knew that Locke wouldn’t be able to get his way around the docks very easily and it could kill him if he weren’t careful. Before Hughes sets off to sea on his first voyage, he tosses all his books from college into the ocean, ridding himself of their weight both literally and figuratively.

Hughes set sail to Africa eventually and landed in many ports to find that the Africans did not consider him a black man because his skin was more brown than black. This astonished him, and he also saw the terrible effects of colonialization. He recalls having to watch a prostitute and a young girl coming on board in hopes of receiving money, and receiving no money but being forced to have sex with all the men on board who were interested, which was a group of about 30 men. He tired of this type of exploitation as well as the economic exploitation. As they were about to leave, he bought a red monkey, and many of the other soldiers did as well. There were adventures on the ship with those monkeys getting loose and winding up drowned or in missionaries’ beds or in the masts, but eventually all were caught. There were also many more antics and debauchery, and all the men were fired upon returning to the US. Hughes made his way to Cleveland, where his family was staying, and found himself penniless in order to make it there with the monkey, named Jocko, who he had bought for his younger brother. His mother was very upset to have it in the home, but his stepfather and brother liked it, so the monkey stayed. Then his stepfather’s mother came to town, and his mother had an ally to protest about the monkey. Then when his stepfather had the monkey out on the town one night and it got scared and destroyed the carpeting of a pool table, it cost them 25 dollars to have it replaced, and his mother was furious. Not long after Hughes left to go back to sea, she sold the monkey.

His second voyage, he got off to stay in Paris, but found himself unable to get a job because he was not a musician, dancer, or performer. He makes friends with a Russian dancer who got sick and whose company had dissolved, and who had no money. They share a cheap room, and she finds a job before he does. He finally gets a job as a doorman and then, through someone who liked his poetry, found a job as a dishwasher and then a cook. When the club he is working at goes nearly bust, they tried to fire the head cook, and he brought out a knife and threatened everyone, and they let him stay. And when they tried to fire Hughes, he threatened them again, so he got a job as a waiter. During his time there, he saw many fights and other antics. The Russian lady got a job at La Havre, and she leaves him, very sad. He then falls in love with a girl named Mary, who is very well-to-do. But when her father finds out what she’s been doing, first she is very chaperoned, and then she is forced to leave. Soon after that, he spends some time with Alain Locke, who is in town, and then when one day he is waiting on a famous poet, he shares his work. The poet “discovers” Hughes, and then he became wildly popular and many people came to the club looking to get a photo with the poet. He has more poems published but is never paid for them.

When the club had to close down for refurbishment and because of lack of business, he goes with some Italians to see Italy. He has enough money to enjoy his time, and Locke is also there and takes him to Venice and they enjoy their time. However, while in Genoa, he has his passport and all his money stolen, and the US embassy and consulate refuse to help him, so he lives homeless and in poverty, unable to get a job that will pay him enough to either get back to France or to find safe passage to America. He finally gets passage as a workman on a ship bound for NYC, and he is nearly kicked off in Spain for being late back to the ship, but he makes it back to the US with a quarter more than he had in France when he first landed. He makes his way to Washington, where his relatives are, and they want him to work in the Library of Congress, but it has too many needed qualifications and Hughes needed work, so he started working doing wet wash laundry for twelve dollars a week. His mother and the relatives had a dispute, and so he found them different accommodations, and they struggled to make ends meet. Carl Van Vechten contacted him and helped him publish a book of poetry at this point, but the elitist community would not welcome him or his mother because they were poor.

He makes his way back to Harlem in hopes of going to college, but he can’t get a scholarship. He talks of meeting Van Vechten and Jean Toomer, who could pass as white and refused to be labeled a “Negro Artist” much to critics’ dismay. He also met Zora Neale Hurston, who he had a good relationship for years until a dispute over a co-writing project. He speaks of Vechten and his parties, the decadence of the Harlem Renaissance and how the area was a victim of its own image. Hughes finally makes a bit of money off of some poetry, works as a personal assistant for a time, gets patronage to go to college at Lincoln, and visits and explores the South and takes a short voyage to Cuba and Jamaica, which he liked very much and would have kept doing if he hadn’t had to go back to college. During his final college years, he wrote a survey of the issues of the color line at Lincoln college, where all white professors taught a nearly all black student body. The founder of the college came up to him at graduation to tell him that as time passed, he would see that there was no way for him to do what he did in founding the school unless he could have had white patronage and made concessions. Hughes disagreed with him.

Around this time, he also received patronage to write and finish his novel Not Without Laughter, which he wishes would have been better because it is about the best of his family members. He receives a major literary award for it. He tries to write other things, but the white patron dislikes his work, and finally they part ways, and it makes him sick like he was with his father. He remembers all the decadence and security he experienced and remembers seeing the other people in the street starving because of the depression, and he remembers the disgust the white chauffeur had over being forced to drive a black man places. He went to the doctor to see what was wrong and spent a lot of money doing it, was told first he had a Japanese tape worm, and then told by a white doctor that he had no such thing. Then he got tonsillitis and had to have them out, using up the last of his money from the Park Street patron. After that, he immediately got better from his illness brought on by anger over the patron. It is during this time that he had his dispute with Hurston over the play they had been working on, and while it had been in production, it had to be shut down over the dispute. After that he went to Haiti and decided that he would make money writing for a living, and at the time of writing the autobiography, that is what he had done successfully.

Discussion of Work
This book gives an adventurous story about Langston Hughes’s life during his twenties. Its major dealings in terms of themes that cut across works of African American writing are the color line, economic oppression and poverty, travel narratives, and artistry, particularly writing and music. Hughes regularly comments on the struggles of being a black man, particularly when it comes to finding housing or a job. While he knows that other races are discriminated against, he knows they also have an easier time finding work, which makes all the difference. And he struggles with the knowledge that many of the black elite are not interested in changing the situation because they feel that there can be no progress unless they tell the white people what they want to hear. He states that while the Harlem Renaissance was happening, the majority of the black communities in America felt nothing change in their situation or economic or social standings. Economics and travel go hand-in-hand for Hughes, who travels in order to get money, which he can never keep as he comes back to the US, or even as he simply travels from one country to another. Job opportunities do not change, and while he doesn’t experience the same type of color prejudice, he does experience it in that the natives of the countries he visits dislike him for being a threat to their jobs.

Artistry is the other large portion of this narrative. He shows several of his poems and discusses when he wrote them and why. Much of his work was strongly influenced by blues songs and structures, which can be seen throughout much of his poetry with the AAB writing format, just as many blues lyrics are written. He also talks about how dance and music were a rich part of many black people’s lives, specifically citing the many rent parties and house parties he went to, some of which were certainly to help pay people’s rent, but others which were just hosted to be hosted. He provides several examples of printed up tickets for these events. He states that these parties were the spaces where he liked to be because black artistry was not put on display for racist white audiences. His understanding of what it is to be a black man or a black person in general is changed and given more value in an all-black space.

However, he also discusses the problems that come with the assumptions that all black people have rhythm and can dance and sing: he could not dance or sing, and those were almost the only jobs available to him in Europe and even in the US. The stereotype led to success for some, but not for long for many: once they were injured or could no longer work or could not work the grueling schedules or create enough new material, they often died in poverty. It ultimately narrowed black people’s options and avenues for success, even as it provided a rich culture and outlet for many. In discussion of his own work, he also talks about how a narrow view of what black artists should create doomed his work Fine Clothes to the Jew because critics and general public readers alike felt that the dialect and blues structures should not be used in his art: white people saw enough of that elsewhere, and writing was supposed to highlight the best to show people that black artists were capable of high art. The strict rules placed upon what a black artist could write or create further limited what people read, and who could be successful in the field of art.

W.E.B. Du Bois, The Souls of Black Folk

Du Bois, W.E.B. The Souls of Black Folk. 1903. Barnes and Noble Classics,



Summary of Work
In this nonfiction work, W.E.B. Du Bois discusses the problem of the color line in the United States through a series of essays that describe personal experiences black people have had, particularly in the South. He coins two terms that become of major importance in discussions of race: double consciousness and the Veil. The first term is meant as a representation of African-Americans being forced to live double lives because of irreconcilable, conflicting identities they have in the US: these being black identity and American identity, coming in that order. The Veil refers to black people living behind a curtain or veil from which they experience their own lives and the lives of the rest of Americans. They can see out to understand other people’s lives, but others cannot understand them or see their lives. His first essay describes how from the time of Reconstruction forward, black people realized that they would be treated differently based on skin color. Discussing the color line through Jim Crow, he states that there was the idea that the Freedman’s Bureau and education would be a panacea that would bring equality to African Americans, but with social barriers still in place, there would be no way for them to progress and overcome oppression, especially oppression in the South.

He also gives a strong critique of Booker T. Washington and his ideas about social progress: particularly about needing to accept a subordinate position, not focus so much on having the same level of education as white people, and not wanting political equality either; social peace was more important than social progress. While certainly Du Bois believed that Washington had done good in his work at Tuskegee, he thinks that Washington has done more damage than good because many black people are no longer willing to stand up for what is theirs and it is harder for black people who want to stand up to make any progress.

Du Bois also describes his time as a schoolteacher in the rural South, and he realizes the struggles of teaching in spaces where children have no opportunities and must work in the fields. When he returns years later, he finds that industrialized life has taken over the area, and that many of the students he taught are dead or sharecropping, not doing anything that would help better their lives. He then talks about how in Atlanta, Georgia, the point of life has become money and physical possessions, which has made many black people forget about what is important in life. He also says that with industrialization came a new form of slavery, because black people were trained for new jobs and how to be submissive in those jobs.

In discussion of this, Du Bois specifically mentions the problems of the justice system in the South, particularly in specific counties in Georgia. He states that the police in the South were primarily used to keep track of and manage slaves, and that hasn’t changed. Black people are arrested on the slightest offenses and then put in the peonage system and worked to death. Many black people are assigned this fate, and it makes the communities down there afraid and feeling trapped. It is not easy to escape the injustice of the law because the counties and states in the South all use the same labor system to make the South rich, and so they together hunt down the black people trying to leave the area. He also mentions the problems of the lien-system of sharecropping and states that it is essentially a form of slavery, and that the 40 acres and a mule dream that many African Americans had is completely erased from hope and reality. Very few black people are able to get land, and when they pay the white landowners for it, many times they are cheated and robbed.

Du Bois also recounts the death of his son in the book, and states that while he was happy when his son was born, he was also worried about him because he knew the challenges he would face. When the child died, he was sad but also somewhat relieved because he knew his son never had to experience the racial prejudice and live behind the Veil like he and all other black people had to. He then discusses the life of Alexander Crummell and tells about his struggles to deal with segregation once he became an educated priest and how he travelled the world to fight for what was right, even though he never felt fulfilled or satisfied. He also talks about a young man named John Jones who gets an education and returns home to find that he cannot be satisfied when he sees the inequality that was not so much visible in the North. He starts teaching, but under the direction that he is not to teach anything about social equality, and when the Judge hears that Jones is teaching about the French Revolution and it is causing people to not call white people sir or ma’am, he gets angry and shuts down the school. On the way back, he sees the judge’s son trying to sexually assault his younger sister, and he hits him with a branch and bloodies him up and knocks him out. He tells his mother he is going to leave and before he can, he is lynched.

The last chapter of the book focuses on the sorrow songs. Mostly spirituals, they describe the struggles and hardships that many black people faced. Christianity was the most important thing to preserve the ideals of redemption and salvation, especially when it came to some preservation of Obea belief systems. The songs carry with them vital information for the community as well as messages and hope for the future. This chapter has the most mixed media with song lyrics and song notations throughout the chapter. The book itself has a few lines of poetry and a line or two of musical notation to begin each chapter.

Discussion of Work
This work contributed to an important discussion about racial problems within America in the 1900s and forward. The concepts of the color line, the Veil, and double consciousness still play an important part of discussions of race and social equality today. One of the important discussions that I think is rarely had about the tensions between Washington and Du Bois is that Du Bois was not wholly against Washington, even though he was a strong critic. There were pieces of Washington’s work that he admired, and they both agreed on the importance of education, even if they disagreed about what should be taught and how the black race was to become educated.

One of the most important parts of this work which needs more time spent with it is the discussion of the peonage system. Having done field work about the peonage system and the effects it had on black communities only to have the US government refuse to publish the government committee’s findings and then destroy Du Bois’s work, he was very upset and concerned about the US’s huge efforts to cover up the fact that many black people were still enslaved through unjust judicial systems and corrupt cops in the South. Douglas A. Blackmon’s work Slavery by Another Name discusses this issue in depth, but the fact that Du Bois does more than simply reference it, but talks about it across chapters of his work, more fully describes the fear these people lived in.

One pitfall of this work is Du Bois’s very open prejudice toward Jews, especially if they are Russian Jews. He proclaims that many of the black man’s struggles come from greedy and unjust Jews cheating black people out of house and home and livelihood. The statements serve to highlight the racial tensions between the two minority groups, both of which were discriminated against in the US. The word Jew was later changed to immigrant by Du Bois in later publications of the work, indicating that perhaps either he overcame much of this prejudice or that it was brought to his attention that his prejudice was undermining his own argument (I’m not sure if this is discussed somewhere in scholarship or history, because I haven’t looked it up yet).

With all this discussion of race and social ills, it is telling that Du Bois also includes a whole chapter on the sorrow songs, a mix of spiritual and blues, although largely focused on the spirituals. While the title of the chapter is The Sorrow Songs, the songs themselves carry messages of hope to the next generation, indicating that music is a very important communication device in the community. It also indicates that Du Bois sees the music and the things connected with the music as retainers of not just hope, but the potential for social progress.

Randall Jarrell, Poetry & The Age

Jarrell, Randall. Poetry & The Age. Ecco P, 1980.

Summary of Work
In this critical work, Randall Jarrell discusses the age of Modernism in poetry as well as the criticism surrounding that poetry. He states that while there is much lament over the current state of poetry readership, or rather the lack of readership, that there is nothing that poets can do about it except for to continue writing and attracting their current readers, because the world will only get noisier as new technologies take hold of people who once would have been readers. He also insists that poets need to make sure that their work is quality and that references and obscurity serve a purpose rather than simply being there in order for the work to be called poetry.

Jarrell takes a look at Robert Frost’s work, and he states that despite Frost’s later work, which is often filled with a conservative and overimportant and self-indulgent attitude, he is one of the best poets of the age. He specifically cites “Frost’s obsessive themes, those of isolation, of extinction, and of the final limitations of man” as reasoning for his high designation of Frost and his work, despite the poems that he finds less quality. The main argument for his awarding Frost the rank of great poet is the nonchalant and matter-of-fact way in which Frost puts forth the previously mentioned themes in his work.

Looking at the age he lives in, Jarrell states that criticism has caused less and less literature to be written, and just as importantly, less and less literature to be read. In an age that thrives on critics’ readings of supposedly great literature, both the average reader and the scholar spend more time reading criticism than actually reading literature, and therefore, when asked about important works of literature, they cannot answer that they’ve read them, because they have been too focused on criticism, most of which is dull and useless to the larger populace. Jarrell believes that criticism and theory evolved in English departments much as statistics and raw data and studies evolved in psychology and sociology: scholars in those fields did not want to be looked down upon by the hard sciences, so they found a way to make their field look like scientific fields. The problem with this for English is that it’s made people come to rely on critics’ readings of literature instead of coming to an understanding of the literature themselves. It’s also caused the USA to largely disregard poetry, since so few critics write about it and deal with it in comparison to fiction works.

Of John Ransom, Jarrell states that he is writing in the time of Modernism and is yet not a Modernist; Ransom’s poems are far too structured and perfect in their form to be Modernist (which one doesn’t find surprising when knowing that Ransom is the founder of New Criticism). His poetry ranks among the great poetry because of the way the form helps to make matters of morality and living ambiguous: people are unsure whether they should be looking at light and dark as good and bad, or if they should at once be rooting for both and neither.

Of Walt Whitman, Jarrell states that while many critics have lamented his work and are not ashamed of saying they have never read it, Whitman’s work is in fact great poetry. He states that certainly, there are many mistakes and failings of the work, which any critic can tell you. However, many critics fail to understand that the sentimentality of the work combined with the bombastic and often ridiculous use of language and the disorganized forms of many of his poems are what make the work great. Rather than stick to forms as Tennyson did, Whitman chooses not to limit his subject matter with form, and instead experiment with language and organization to capture what is the heart of America.

Wallace Stevens, he states, has much of a tourist feel to his work, which many readers resent. His poems that fail are the ones that strive to be philosophy, and poetry is a bad format for philosophical musings in Jarrell’s opinion. Yet Stevens shines when writing about the similarities between America and Europe, and creates forms that eloquently speak clear messages to his readers. He goes on to give more, similar readings of other American poets’ work, such as Marianne Moore and William Carlos Williams. Indeed, he finds that Stevens and Moore and Williams have much in common, but that it is far harder to anthologize Williams in any adequate way.

Discussion of Work
To start with my criticism of this work, it would largely be how vague that Jarrell is in his analysis of the poets whose work he chooses to look at. He outright admits in the beginning of his work that he finds Frost to be one of the best poets of his generation, which may be why he has a hard time doing anything but broadly stating that Frost has his small failing points while overwhelmingly focusing on what he likes most about Frost’s work. He does a much better job of critiquing poets like Whitman, when even when striving to defend his work, he can admit the many shortcomings of the poetry.

However, his discussion of the problem of the age of criticism is worth keeping in mind when looking at the current state of scholarship. A scholar in today’s world can hardly expect to be taken seriously if they don’t know the major names in criticism and theory; the literature often seems secondary in scholarship to the response academics have to other critics. I’ve heard many of my colleagues (and even myself) say that it is fine to have not read a work of literature if they have read the scholarship on it, because the scholarship will tell them all they need to know anyway. Often in graduate courses, we are told to start reading the scholarship about a work during, or even before, we read the work of literature itself. This scholarship can come in the form of introductory materials at the beginning of a new edition of the work, critical reviews, or scholarly articles from peer-reviewed journals. While I am certainly not a New Critic, I do believe that it is important to spend time with literature first and foremost, as that is the field we are in, the field of literature. Scholarship is secondary material, especially given that its subject matter should be literature (in my opinion).